Standard 12: Data & Program Improvement

This HHSD Reflection exemplifies my ability to use data to inform and improve a CTE program. This artifact exemplifies both Data-Driven Decision Making and Data Collection and Analysis in a CTE context. Through the self-reflection, I used data regarding student engagement, comprehension, and lesson effectiveness. By rating lesson components and recording student feedback, I was able to identify trends—such as which instructional strategies best captured student interest and which topics needed further clarification. Analyzing this data will allow me to make immediate and future program adjustments to my lessons and teaching methods. The reflection data provided insight into how students from different schools and backgrounds responded to agricultural content, which helped me consider how to make future lessons more inclusive and accessible.  

This artifact of two worksheets that were used during my lessons at HHSD is a strong representation of my ability to use data to inform and improve a CTE program. These worksheets were used during HHSD to assess student understanding during the lessons. Students completed the worksheets individually during and right after the lesson, allowing me to collect reliable and valid data on their learning. After students finished, we reviewed the worksheets together as a class. This immediate review process allowed me to analyze the data in real time, seeing which concepts students grasped and which ones needed more explanation. If I noticed a large number of students struggling with certain questions, I was able to go back over that specific content to clarify and have them try another example. This artifact shows how the use of formative assessments can support continuous program improvement. It also demonstrates how I used data collection and analysis to better understand student learning outcomes and adjust my teaching strategies to meet their needs more effectively.