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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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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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Acknowledgements

The STEMI investigators would like to thank the teachers who have participated in the STEMI program. Their dedication and professionalism have a daily impact on the lives of Mississippi students, and it is inspiring to work with them.

Funding

This work was supported by a Science Education Partnership Award (SEPA) grant, Grant Number 8 R25GM129212-03 from the National Institutes of General Medical Sciences (NIGMS), National Institutes of Health (NIH). Its contents are solely the responsibility of the authors and do not necessarily represent the official views of the NIGMS or NIH.

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Authors and Affiliations

  1. Department of Pharmacy Administration, University of Mississippi, 234 Faser Hall, University, MS, 38677, USA

    Marie Barnard & Wesley Sparkmon

  2. University of Mississippi Medical Center, Jackson, MS, USA

    Erin Dehon, Caroline Compretta, Andrew Notebaert, Stephen Stray, Juanyce Taylor, Donna Sullivan & Robin Rockhold

  3. University of Arkansas for Medical Sciences, Little Rock, AR, USA

    Edgar Meyer

Authors
  1. Marie Barnard
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  2. Erin Dehon
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  3. Caroline Compretta
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  4. Andrew Notebaert
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  5. Wesley Sparkmon
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  6. Edgar Meyer
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  7. Stephen Stray
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  8. Juanyce Taylor
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  9. Donna Sullivan
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  10. Robin Rockhold
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Corresponding author

Correspondence to Marie Barnard.

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Conflict of interest

All authors declare that they have no conflict of interest.

Ethical approval

All procedures performed in studies using human participants were in accordance with the ethical standards of the institutional research committee (University of Mississippi Medical Center Institutional Review Board Protocol #2016–0109) and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.

Informed consent

Institutional Review Board approval was granted prior to the initiation of this project and informed consent was obtained from all individuals involved in the development of the competency model.

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Barnard, M., Dehon, E., Compretta, C. et al. Development of a competency model and tailored assessment method for high school science teachers utilizing a flipped learning approach. Education Tech Research Dev 68, 2595–2614 (2020). https://doi.org/10.1007/s11423-020-09782-5

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  • DOI: https://doi.org/10.1007/s11423-020-09782-5

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