Standard 4: Professional Development and Program Evaluation 

Technology coaches conduct needs assessments, develop technology related professional learning programs, and evaluate their impacts on instructional practice and student learning. 

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Elements:

a. Conduct needs assessments to inform the content and delivery of technology-related professional learning programs that result in a positive impact on student learning

b. Design, develop, and implement technology-rich professional learning programs that model principles of adult learning and promote digital age best practices in teaching, learning, and

assessment

c. Evaluate results of professional learning programs to determine the effectiveness

on deepening teacher content knowledge, improving teacher pedagogical skills and/or increasing student learning

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Reflection:

The focus of standard four is based on producing relevant data to modify, support, and create technology rich school environments that are meaningful to students, staff, and community involved. Any change should begin with needs assessment procedures that can include surveys, observations, and close examination of technology programs, products, tools, and websites. After the data has been collected decisions would then be made to identify actions needed. Decisions would include a comprehensive professional learning program to best initiate the transformation. During the program there should be a continual evaluation of its effectiveness and how well it is being integrated. Technology coaches assist in all aspects and in addition prepare data to present to stakeholders in the school community of the effectiveness of the program and their overall role in the process. 

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Artifact 1:

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An additional feature of being on the makerspace committee at my school is educating staff on the use of some of the more advanced tools. In the first year my role was to assist teachers in using and implementing Dash and Dot robots (https://www.makewonder.com/). In this current school year my administrators have designated time and substitutes to allow for teachers to spend time in the makerspace to become familiar with the 3-D printer. I will be one of the committee members staffed during this time to teach staff how to connect to the the 3-D printer using the designated laptop, how to print, balance the machine, and load and replace filament. The goal is to have all staff using the 3-D printer by the end of the school year using templates at (https://www.thingiverse.com/). I will also be preparing a demonstration on how students can design and print using Tinkercad (https://www.tinkercad.com/#/) for staff who feel ready and inclined to take the further leap. 

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Artifact 2:

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This school year I presented at a staff meeting the many benefits of using Class Dojo (https://www.classdojo.com/). Staff will be involved in an interactive presentation that allows them time to move through the sites and its various features as I discuss ways that I have utilized the program. New student driven portfolio feature will be stressed and ways to integrate it into various subjects. The student portfolio is capable of mimicking a site like Google Classroom and allows teacher to approve student's work as well as sending it digitally to their parents connected on the app. This presentation will also tie into two school goals this year of being mindful and using the "school story" feature on Class Dojo to promote and capture the incredible ways our students learn and teachers instruct. An end of the year evaluation of the effectiveness of Class Dojo will be conducted surveying students, staff, and parents through a Google Form. 

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