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Development of a competency model and tailored assessment method for high school science teachers utilizing a flipped learning approach |
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| Authors: | Barnard Marie Dehon Erin Compretta Caroline Notebaert Andrew Sparkmon Wesley Meyer Edgar Stray Stephen Taylor Juanyce Sullivan Donna Rockhold Robin |
| Institution: | 1.Department of Pharmacy Administration, University of Mississippi, 234 Faser Hall, University, MS, 38677, USA ;2.University of Mississippi Medical Center, Jackson, MS, USA ;3.University of Arkansas for Medical Sciences, Little Rock, AR, USA ; |
| 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. |
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