4c: Evaluate results of professional learning programs to determine the effectiveness on deepening teacher content knowledge, improving teacher pedagogical skills and/or increasing student learning
After conducting a needs assessment at my school about technology tools implementation, the next steps I had planned out came more quickly than I had anticipated with the emergency closure of our school district. I felt fortunate that I had already done the needs assessment to see where educators were at with their own understanding of how to use the technology tools and platforms provided by our school and district. As we launched into emergency remote learning, I was able to take what I had learned from the needs assessment to know who needed what kind of support. For some, it was step-by-step hands on learning of how a platform worked. I would record these sessions to send to other educators. As a staff, we also created a school wide technology document for all of us to put up How-To videos that we created when we figured something out to then share with colleagues. Though I became an informal education coach, through this, we collaborated in order to communally support each other in order to increase student learning throughout this closure.
Revisiting my blog post, Revamping Professional Development Using Ed Tech Tools, helped to keep in mind that this fast-paced professional development (PD) still needed to have characteristics that would improve teacher pedagogical skills and be focused on teacher and student support and growth.