Running head: FIELD EXPERIENCE D: EVALUATE AND REVISE PD 1

Field Experience D: Evaluate and Revise PD

Pia L. Bowes

Grand Canyon University: TEC 595

Dr. Howard Janoff

7/11/18
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Field Experience D: Evaluate and Revise PD

After providing the professional development (PD) session, a technology coach

“must be able to evaluate professional learning programs"(Williamson, 2015, p. 87). If the lesson

was not effective, revisions should be made and the modified session should be completed. It

should be noted that this professional development was given during a summer school session,

with less time and technology available, and less time to complete the assessment tool. The

following paper contains an evaluation and a revision of the assessment tool used.

Evaluation

The assessment tool used was a seven question paper survey, containing check boxes for

four ratings and three short constructed response answers. Though part of the survey was for

evaluating the presenter, staff were also given the opportunity to write something that they had

learned, by indicating what they liked most about the training. This was phrase “liked most” was

used instead of requesting one thing that the staff members had learned, in order to keep the

survey more positively stated, as opposed to having staff members feel like they had been

required to complete a quiz.

While examining the assessment tool, the presenter noticed that is was more of an

evaluation of her presentation and a tool indicate possible future PD sessions, than an assessment

tool. Though it allowed staff members to indicated what they had learned, it was not clear

enough to indicate specifically which parts of the presentation were effective and which were

not. Of the five responses to changes needed, three indicated that they wanted more time in the

session, which was beneficial knowledge, but not the information that the author needed to

determine effectiveness. In the section of what they would like to learn more about, two included
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how to use the Smart Board and two included more resources. As those were the primary targets

of the presentation, this lead the presenter to the conclusion that the presentation was not

effective. This was not a surprise, as even the presenter felt rushed and the staff were not able to

explore the websites, on their own.

Revision

The author chose to revise the assessment tool because the four of the questions focused

on the presentation and the questions pertaining to the presentation’s information were not clear

enough to provide specific responses. The next professional development will have a paper tool,

if paraprofessionals and other staff which do not have assigned computers attend, but it will be

structured differently. The questions will pertain solely to the presentation’s objectives and they

will be only constructed responses. The unnecessary title information will be removed to make

mores space for the five or fewer constructed responses. This will allow the staff to include more

or accommodate adults with larger handwriting.

Conclusion

The professional development assessment tool was only somewhat effective. It gathered

the required information, but the vagueness of the questions allowed attendees to respond in

unpredictable sections.
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References

Williamson, J. (2015). Effective digital learning environments: Your guide to the ISTE standards

for coaches. Eugene, Oregon: International Society for Technology in Education.