5.1 Needs Assessment
Candidates conduct needs assessments to determine school-wide, faculty, grade-level, and subject area strengths and weaknesses to inform the content and delivery of technology-based professional learning programs. (PSC 5.1/ISTE 4a)
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Reflection:
Standard 5.1 Needs Assessment
The candidate will conduct needs assessments to determine school-wide, faculty, grade-level, and subject area strengths and weaknesses to iniform the content and delivery of technology-based professional learning programs.
Briefly describe the artifact and the context in which it was created. What was your individual contribution(s)?
The artifact that I chose to include to show mastery of standard 5.1 is the Individual Teacher Technology Assessment. This was an ass
Explain how this artifact demonstrates mastery of the standard/element under which it is placed.
I believe that this artifact demonstrates my mastery of this standard in that I researched to discover digital tools and resources to support my student’s diverse needs. He had very interesting reading difficulties, which were a combination of hyperactivity and the language barriers. I found digital tools that would help to bridge the gap between language barrier and his learning. I encouraged him to compare the things he read to the things that he was more familiar with, based on his culture. Through the use of the translate app and other resources, we were able to provide for his needs while helping others in the class to become more aware of other cultures.
What did you learn from completing this artifact? What would you do differently to improve the quality of the artifact or the process involved in creating the artifact?
I learned that teaching students with different cultural backgrounds requires more than simply labeling things in different languages! There are resources available for these students, but teachers need to be aware of their needs. It’s also important that we work to provide an environment that is accepting of other cultures. These students have lots to offer in a classroom, but the global awareness needs to be present so that students respect and value one another.
In order to improve this artifact, I could have collaborated with the ELL teachers for more ideas and resources to help this student. In doing that, I believe that I would have also improved this artifact by helping the ELL teachers to find digital tools that could help them. We have a large ELL population, and I believe that this could be a service provided by a technology leader that would be very much appreciated.
How did the work that went into creating the artifact impact school improvement, faculty development or student learning? How can the impact be assessed?
I know that this lesson helped the ELL student, as well as the others in the class, as they all began to appreciate and understand cultural differences. I believe that I was able to provide the student with valuable skills that he later used, as evidenced by his improved test scores. The most evident impact was measured by the fact that he passed the test after these sessions. Long term, impact could be assessed using data over the next few years of his reading growth.
Standard 5.1 Needs Assessment
The candidate will conduct needs assessments to determine school-wide, faculty, grade-level, and subject area strengths and weaknesses to iniform the content and delivery of technology-based professional learning programs.
Briefly describe the artifact and the context in which it was created. What was your individual contribution(s)?
The artifact that I chose to include to show mastery of standard 5.1 is the Individual Teacher Technology Assessment. This was an ass
Explain how this artifact demonstrates mastery of the standard/element under which it is placed.
I believe that this artifact demonstrates my mastery of this standard in that I researched to discover digital tools and resources to support my student’s diverse needs. He had very interesting reading difficulties, which were a combination of hyperactivity and the language barriers. I found digital tools that would help to bridge the gap between language barrier and his learning. I encouraged him to compare the things he read to the things that he was more familiar with, based on his culture. Through the use of the translate app and other resources, we were able to provide for his needs while helping others in the class to become more aware of other cultures.
What did you learn from completing this artifact? What would you do differently to improve the quality of the artifact or the process involved in creating the artifact?
I learned that teaching students with different cultural backgrounds requires more than simply labeling things in different languages! There are resources available for these students, but teachers need to be aware of their needs. It’s also important that we work to provide an environment that is accepting of other cultures. These students have lots to offer in a classroom, but the global awareness needs to be present so that students respect and value one another.
In order to improve this artifact, I could have collaborated with the ELL teachers for more ideas and resources to help this student. In doing that, I believe that I would have also improved this artifact by helping the ELL teachers to find digital tools that could help them. We have a large ELL population, and I believe that this could be a service provided by a technology leader that would be very much appreciated.
How did the work that went into creating the artifact impact school improvement, faculty development or student learning? How can the impact be assessed?
I know that this lesson helped the ELL student, as well as the others in the class, as they all began to appreciate and understand cultural differences. I believe that I was able to provide the student with valuable skills that he later used, as evidenced by his improved test scores. The most evident impact was measured by the fact that he passed the test after these sessions. Long term, impact could be assessed using data over the next few years of his reading growth.