Nadia Williams

ITEC 7500: Capstone & Portfolio

Fall 2015
Standard 5.3
Standard 5.3: Program Evaluation
Candidates design and implement program evaluations to determine the overall
effectiveness of professional learning on deepening teacher content knowledge,
improving teacher pedagogical skills and/or increasing student learning. (PSC 5.3/ISTE
4c)
Reflection:
As a representation of Standard 5.3 the workshop evaluation I created as part of the
One Hour Technology Workshop I made for ITEC 7460 falls in alignment with the
standard. After designing and implementing the workshop, entitled Blogging for
Educators, which I presented in a both a face-to-face and online format, I then created
this workshop evaluation to give the participants the opportunity to inform me of the
areas of strength or weakness in the presentation. Furthermore, my colleagues, who
served as participants, could also offer any additional comments or feedback on their
experience in the workshop.
This program evaluation that I created was designed and implemented using
Google Forms which enabled me to embed an interactive form into the Blogging for
Educators site. By being able to embed it, the participants did not have to leave the
site in order to complete the evaluation. Thus, it was an easy-to-use evaluation which
enabled me to determine the effectiveness of the professional learning session I
delivered in Blogging for Educators. Furthermore, Google Forms transfers all of the
data collected into a spreadsheet which is also housed in Google Drive. This transfer of
information made it easy for me to read and analyze the resulting data so I could apply
it in practice for the next time I conducted this or any other workshop in order to
improve teacher pedagogical skills and thus increasing student learning.
From creating this workshop evaluation, I learned the importance of gathering feedback
from participants in order to ensure that I am delivering the best professional learning
experience to meet their needs. Furthermore, the resulting data provided me with
concrete information which helped me in my subsequent presentations to adults and my
students. If I had to redo this workshop evaluation, I would have asked for the email
addresses of my participants so that I could follow up with them at a later time to assess
the lasting impacts and influence of Blogging for Educators upon their professional
practice.
As a result, the work that went into the creation of this artifact improved my school
environment by improving my pedagogical knowledge and instructional practice. I

found that I began to provide my students with more opportunities to submit their
feedback on lessons, projects, and the overall class environment. I was able to assess
this by observing the increase in student test scores, in-class participation, and student
engagement. By providing my students a level of ownership within the classroom, I also
began to notice that my students began to take pride in being a part of my class
because by asking their thoughts, they knew that I was committed to each of my
students learning. With this understanding and its resulting data in tow, not only was
I able to see in what areas I needed to deepen my content knowledge, but I was
able to share my findings with my colleagues and encourage them to try it as well. I
was able to measure the impact of this in the increased number of my colleagues who
created their own Google Forms to use to gain student feedback to augment their
professional learning and practice. This was especially helpful as the TKES (Teacher
Keys Effectiveness System) evaluation, which was instituted last year, incorporated an
element of student feedback. This had a direct impact upon teachers who could then
create their own evaluations and adjust their teaching practice prior to receiving the
results from the TKES the official evaluations.