Development of a competency model and tailored assessment method for high school science teachers utilizing a flipped le
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Development of a competency model and tailored assessment method for high school science teachers utilizing a flipped learning approach Marie Barnard1 · Erin Dehon2 · Caroline Compretta2 · Andrew Notebaert2 · Wesley Sparkmon1 · Edgar Meyer3 · Stephen Stray2 · Juanyce Taylor2 · Donna Sullivan2 · Robin Rockhold2
© Association for Educational Communications and Technology 2020
Abstract Many professional development programs aim to improve student outcomes by enhancing teacher competencies. Effective evaluation of these programs requires a clear delineation of the competencies to be gained. A competency model was developed to evaluate the impact of a teacher professional program that aimed to improve teachers’ ability to effectively implement technologically engaged modules in a flipped classroom setting. Competencies were identified via participatory evaluation techniques and assessments were aligned to the competencies. The competency of teachers in the knowledge, skills, and abilities needed for creation and delivery of effective flipped lessons can be tracked using a radar graph to guide tailored professional development. Keywords Competencies · Flipped learning · Professional development · STEM education
Introduction Schools are challenged to offer high-quality science education for all students as the need for understanding of science and technology in today’s society increases. The Next Generation Science Standards specify what students should know and be able to do in science at particular grade levels (National Research Council 2013). As science educators respond to the vision of science education for which the Next Generation Science Standards calls, including classrooms that bring science alive for students (National Research Council 2013), there is a need to provide professional development so teachers can successfully enhance STEM (Science, Technology, Engineering and Math) learning experiences. For * Marie Barnard [email protected] 1
Department of Pharmacy Administration, University of Mississippi, 234 Faser Hall, University, MS 38677, USA
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University of Mississippi Medical Center, Jackson, MS, USA
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University of Arkansas for Medical Sciences, Little Rock, AR, USA
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many educators this development will focus on pedagogical techniques, not just science content knowledge. Indeed, the National Academy of Sciences found that the growing understanding of how to best teach science would require a significant transition in how science is taught in classrooms, requiring most teachers to evolve how they teach (National Academies of Sciences 2016). Many professional development programs aim to enhance teachers’ abilities, with a goal of ultimately improving student outcomes. To close the gap between the new way of teaching science and the current instructional methods used in most schools requires personalizing development opportunities for teachers (National Academies of Sciences 2016). However, tailoring or personalizing development opportuni
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