Dani Davis

April 3, 2004

Methods for Assessing Staff Development

Our staff development training sessions are typically assessed by means of a survey. The surveys cover a variety of topics. For instance, the survey may ask staff about what they feel needs to be covered in future staff development sessions, what technology skills they currently need to improve upon, or the surveys may simply ask the staff to rate the staff development session that they just participated in. Based on the results of these surveys, we have had speakers come to our building to share practices that are successful in their schools, we have undergone hands on computer training, and we have scheduled future staff training to address specific needs of our staff and students.

This past year, we have also participated in an online professional development assessment. Our entire staff was asked to complete a comprehensive technology skills assessment, called the TAGLIT, or Taking A Good Look at Instructional Technology.

The login for this website is found at: http://www.taglit.org/taglit/login.aspx.

Samples of Instruments Used and/or Revised

Below is the TAGLIT survey that the Flint Southwestern Academy staff took earlier this year. The purpose of having the staff members participate in this survey was to identify areas were staff members were skilled and where they were not. When certain staff members were identified as being skilled in a specific area, they were asked to train those staff members who needed training in this area. By using this survey to identify possible trainers, we kept peers as presenters for our technology professional development session. This helps to increase respect among colleagues, and minimize the resentment and boredom often present during staff development sessions.

Pre-Assessment Questions

Please answer the following questions before beginning the assessment.

A.	What grade or special area do you mainly teach? (Select 'other' if you are not a classroom teacher.)
*

B.	What is the main subject you teach?
*

Do you have a computer at home?

We don't have a computer at home.

We have a computer at home, but I don't use it.

We have a computer at home that I use, but it is not hooked up to the Internet.

We have a computer at home that I use, and it is hooked up to the Internet.

TAGLIT for Middle and High School Teachers

Section 1: Your Technology Skills

TAGLIT for Middle and High School Teachers

Section 2: Your Technology Use in Teaching and Learning

23.

Overall, how far along are you in using technology to enhance teaching and learning?

If you answered "1" to question 23, please skip questions 24-40 and click "Next" to go to Section 3.

How far along are you in enhancing teaching and learning using...

40.

subject specific software (not word processing, database, spreadsheet, multimedia software, etc)?

TAGLIT for Middle and High School Teachers

Section 3: Technology and the Way Your Classroom Works

TAGLIT for Middle and High School Teachers

Section 4: Your School's Technology Resources - Hardware

In light of your school’s instructional technology goals, how would you characterize the placement of computers (i.e., lab versus classroom)?

49.

Inappropriate

Somewhat Appropriate

Appropriate

Ideal

TAGLIT for Middle and High School Teachers

Section 5: Your School's Technology Resources - Software and Electronic/Online Reference

TAGLIT for Middle and High School Teachers

Section 6: Your School's Technology Resources - Technical and Instructional Support

TAGLIT for Middle and High School Teachers

Section 7: Your Technology Professional Development

In the past school year (including a summer), in approximately how many hours of technology-related professional development did you participate? (Consider all types of staff development activities – workshops, courses, conferences, individualized instruction from technology specialist, study teams, mentoring, etc.)

65.

4 hours or less

5 - 14 hours

15 - 24 hours

25 hours or more

Identify your three greatest technology professional development needs, then select whether you want skill development or student learning (or both) to be the focus. (You must make three different selections)

66a.

* *

66b.

* *

66c.

* *

TAGLIT for Middle and High School Teachers

Section 8: Your School's Technology Plan

Does your school have a written technology plan that exists as a separate document or as part of the school improvement plan?

67.

Yes

Don't Know

If you answered "No" or "Don't Know" to question 67, please skip questions 68-71 and click "Next" to go to Section 9.

TAGLIT for Middle and High School Teachers

Below is the survey, which I modified as part of the technology planning committee in our school. The team used the results of this survey to create a checklist of accomplished skills. Then, for the areas that most staff needed to improve upon were taught in small groups during a staff development session at the beginning of the year. This survey is a combination of the TAGLIT survey, the edzone technology plan of 2000, found at: http://www.edzone.net/techplan/plan2000/needsassessment2.html, and questions I added. The items that I added were designed to address more specific mainstream software and hardware proficiencies, as well as common adaptive software used in the Flint Southwestern Academy department of special education.

Flint Community Schools Technology Needs Assessment

Name________________________ Building____________________

Grade(s)______________________ Subject(S)__________________

Please check the appropriate response.

Do you have a computer at home?

_____ We do not have a computer at home.

_____ We have a computer at home, but I don’t use it.

_____ We have a computer at home that I use, but it is not hooked up to the internet.

_____ We have a computer at home that I use, and it is hooked up to the internet.

Please Rank Your Need for Training

1 Low Need To 5 High Need

Skill Area	Low Need				High Need
	1	2	3	4	5
Basic Introduction
Introduction to Macintosh Computer
Introduction to PC
Introduction to Windows XP/98
Basic Troubleshooting
Advanced Troubleshooting/ Repair
Other
Applications Software
WordPerfect 6.0
Microsoft Works/Word
Claris Works
Spreadsheet
Database
Desktop Publishing
Mapper
Skill Area	Low Need				High Need
	1	2	3	4	5
MOIS Curriculum Software
Novell
Lotus Training
Microsoft Publisher
Microsoft PowerPoint
Omni Page Scanning Software
Other
Subject Area Software Applications
History
Science
Spelling
Reading
Writing
English/Language Arts
Mathematics
Foreign Languages
Art
Music
Drafting
Economics
Business
Accounting
Marketing
Other
Telecommunications
Introduction to Internet/World Wide Web
How to Sponsor a Curriculum Project
Technical Aspects to Internet
Using Bulletin Boards and Email
Online Services for Libraries
Using Search engines
Compton’s Interactive Encyclopedia
Using Online Reference Sources
Researching Via Internet
Conducting Virtual fieldtrips
Creating Internet Rubrics
Using Internet for Bogging Proposes
Golier Online Reference Library
Other
Skill Area	Low Need				High Need
	1	2	3	4	5
Multimedia
Using Multimedia in classroom projects
How to create multimedia presentations
Other
Assessment
Proficiency Test Preparation
ACT/SAT Software
Basic skills software
MI Climb
Easy IEP
Other
Video/ Television
Techniques for teaching over interactive TV
Using an ITV Studio for Videoconferencing
Video Production and Editing
Digital Photography
Other
Technology Issues
Planning for technology
Staff development strategies
Integrating Technology into Lesson Presentations
Integrating Technology into Student Activities
Other
Special Needs software
Accessibility in the Windows Environment
Dragon Dictate Naturally Speaking
Keyboard Scanning Software
Say It Out Loud
Zoom Text
J.A.W.S
Sticky Keys Software
Interactive Reading Software
Computer Based Audio Books
Word Prediction Software
Duxbury Braille Translation software
Other
Skill Area	Low Need				High Need
	1	2	3	4	5
Special Needs Hardware
Touch Screens
Switches
Augmentative Communication Devices
Braille Embossers
Alpha Smart Word Processors
Dana Word processors
Scanners

Need Assessment Implementation

At the beginning of the year, I would distribute this needs assessment at one of our mandatory monthly staff meetings. After collecting the data at the meeting, I would meet with the staff development committee to set up staff development session for the fifteen areas that were ranked to be in the highest need of training. We would hold three seminars during each staff development session, for five consecutive staff development sessions, and staff members would choose to attend the seminars that are most relevant to their classroom environment.

By having the staff divide themselves into three groups, the teachers are given more one on one attention. Also, if there is a topic that does not pertain to the field in which the work, teachers, may choose to attend an alternate seminar. This helps to increase morale and interest, while decreasing irrelevance, boredom and frustration.

References

TAGLIT:

http://www.taglit.org/

Edzone:

http://www.edzone.net/techplan/plan2000/needsassessment2.html

Ties:

http://www.ties.k12.mn.us/

72a.	curriculum:

72b.	hardware/software:

72c.	professional development:

72d.	other comments: