Standard 5
Engage in Professional Growth and Leadership
Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources.
a. Participate in local and global learning communities to explore creative applications of technology to improve student learning
In an attempt to encourage fluency in technology systems and transfer current knowledge to new technologies and situations, I participate in local and global learning communities to explore creative applications of technology to improve student learning. I have been asked to teach an online course for our entire district to train teachers to set up and utilize his/her School-In-Sites website. This course, Webpage Tips and Tricks for Teachers, is offered through the local community college and BlackBoard is the learning management system from which we teach it.
I also help out a lot with our Career and Technical education department by holding regular meetings with Northside's CTE teachers to prepare them for state testing and how to analyze testing data to plan future lessons.
I also collaborate with colleagues that teach the same curricula I am currently teaching within a collaborative Moodle. There is where I can access the curricula, supplemental exercises, assessment ideas, and educators share additional ideas to enhance student learning and increase student engagement.
b. Exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others
As the Freshman Academy Director at Northside High School, it is my responsibility to make sure that part of my students' successful transition to high school includes the education of digital citizenship. One day out of every month in our district, we have a half day on a Wednesday for professional development for teachers. On these days, I have found that it is advantageous to schedule guest speakers or special programs for my freshmen. Last year, I hosted a digital citizenship program for all of my freshmen. I definitely could NOT achieve this without my freshman teachers. I scheduled them to teach a 45-minute digital citizenship lesson to three different classes. The topics covered included: Digital Life Lesson Plan: Oops I Broadcast it on Internet, Digital Life Lesson Plan: Trillion - Dollar Footprint and Digital Life Lesson Plan: With Power Comes Responsibility. I felt that having them to prepare for only one lesson and teaching it three times to three different audiences, it would reduce the amount of stress and work for the teacher. I also felt that it would be easier to transition the teachers versus 200 freshmen in the hallways. It worked perfectly I am proud to say. I asked for feedback from the teachers in order to guide future planning for freshman programs. T.Madsen, B.Franklin, and M.Clawson all felt it was a success with only technical issues. I have worked on these suggestions since this initial trial program.
c. Evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning
During my Introduction to Technology in Schools, we had to create a concept map that demonstrated three areas to include 1. Teaching (e.g., teacher's role, instructional design), 2. Learning (e.g., students, diversity, learning theories, assessment), and 3. Technology. This assignment encouraged evaluation and reflection on current research and professional practice of all of these topics. Concept maps, also known as semantic networks, are spatial representations of concepts and their interrelationships that are intended to represent the knowledge structures that we store in our minds. In addition to helping to construct a spatial representation of a specific topic, this assignment represents a useful and integrative tool that I use with my own students. Having students create their own semantic networks can fit into teaching plans in many ways. Students can use their ever-growing concept maps as a way to synthesize and organize the material they learn from multiple classroom activities. Students can develop concept maps individually, or in groups. As an assessment tool, a teacher can examine students' networks to uncover misconceptions regarding content.
While taking Teaching Online Courses, we had to design a Synchronous Instructional Session (SIS). The content area of focus was to obtain a better understanding of Photoshop layers by creating the layers of a sandwich on a plate. Utilizing layers effectively is a key skill to have in order to create efficient and fully editable graphics. The purpose of this session was direct instruction, targeting those students who learn through listening and viewing the material. Upon request the students were able to receive the tutorial file to read during and after the session. Upon completing this session students will be able to: a. use layering tool to produce a multi-layered image, b. manipulate backgrounds using the masking tool, and c. effectively demonstrate the brush tool for added effect. I will admit that I received the most out of the SIS reflection. The reflection enabled me to look back at the lesson I taught and suggest changes I would make if taught again in the future or to different audiences.
d. Contribute to the effectiveness, vitality, and self renewal of the teaching profession and of their school and community
I am a mentor; I chose to do this to contribute to the effectiveness, vitality, and self renewal of the teaching profession. Too many times in our profession, we, as educators, get low on our profession, school, and the community with which we serve, especially in the first few years of teaching. I try to offer regular meetings to train my six mentees so that I know that they are not lost on procedures and policies that will ensure teaching effectiveness and success. I also send regular emails with nuggets of information to encourage self renewal, like sending out a revised Pacing Guide after a bunch of dates are changed due to missed school days due to snow. I do this to take some overwhelming items off of their plates. Being a new teacher is sometimes overwhelming with all of the learning of curriculum and becoming accustomed to classroom management and a new school's expectations and policies. As a mentor, I feel that it is my duty to consistently contribute to their success, not their failure. This summer, once I graduate, my plan is to have all of my mentees over to my house to preview the documentary, Waiting For Superman. Sometimes we need to be reminded just how much we ARE needed and I think that this will be a great way to show them and get them charged up for the new year.
In an attempt to encourage fluency in technology systems and transfer current knowledge to new technologies and situations, I participate in local and global learning communities to explore creative applications of technology to improve student learning. I have been asked to teach an online course for our entire district to train teachers to set up and utilize his/her School-In-Sites website. This course, Webpage Tips and Tricks for Teachers, is offered through the local community college and BlackBoard is the learning management system from which we teach it.
I also help out a lot with our Career and Technical education department by holding regular meetings with Northside's CTE teachers to prepare them for state testing and how to analyze testing data to plan future lessons.
I also collaborate with colleagues that teach the same curricula I am currently teaching within a collaborative Moodle. There is where I can access the curricula, supplemental exercises, assessment ideas, and educators share additional ideas to enhance student learning and increase student engagement.
b. Exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others
As the Freshman Academy Director at Northside High School, it is my responsibility to make sure that part of my students' successful transition to high school includes the education of digital citizenship. One day out of every month in our district, we have a half day on a Wednesday for professional development for teachers. On these days, I have found that it is advantageous to schedule guest speakers or special programs for my freshmen. Last year, I hosted a digital citizenship program for all of my freshmen. I definitely could NOT achieve this without my freshman teachers. I scheduled them to teach a 45-minute digital citizenship lesson to three different classes. The topics covered included: Digital Life Lesson Plan: Oops I Broadcast it on Internet, Digital Life Lesson Plan: Trillion - Dollar Footprint and Digital Life Lesson Plan: With Power Comes Responsibility. I felt that having them to prepare for only one lesson and teaching it three times to three different audiences, it would reduce the amount of stress and work for the teacher. I also felt that it would be easier to transition the teachers versus 200 freshmen in the hallways. It worked perfectly I am proud to say. I asked for feedback from the teachers in order to guide future planning for freshman programs. T.Madsen, B.Franklin, and M.Clawson all felt it was a success with only technical issues. I have worked on these suggestions since this initial trial program.
c. Evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning
During my Introduction to Technology in Schools, we had to create a concept map that demonstrated three areas to include 1. Teaching (e.g., teacher's role, instructional design), 2. Learning (e.g., students, diversity, learning theories, assessment), and 3. Technology. This assignment encouraged evaluation and reflection on current research and professional practice of all of these topics. Concept maps, also known as semantic networks, are spatial representations of concepts and their interrelationships that are intended to represent the knowledge structures that we store in our minds. In addition to helping to construct a spatial representation of a specific topic, this assignment represents a useful and integrative tool that I use with my own students. Having students create their own semantic networks can fit into teaching plans in many ways. Students can use their ever-growing concept maps as a way to synthesize and organize the material they learn from multiple classroom activities. Students can develop concept maps individually, or in groups. As an assessment tool, a teacher can examine students' networks to uncover misconceptions regarding content.
While taking Teaching Online Courses, we had to design a Synchronous Instructional Session (SIS). The content area of focus was to obtain a better understanding of Photoshop layers by creating the layers of a sandwich on a plate. Utilizing layers effectively is a key skill to have in order to create efficient and fully editable graphics. The purpose of this session was direct instruction, targeting those students who learn through listening and viewing the material. Upon request the students were able to receive the tutorial file to read during and after the session. Upon completing this session students will be able to: a. use layering tool to produce a multi-layered image, b. manipulate backgrounds using the masking tool, and c. effectively demonstrate the brush tool for added effect. I will admit that I received the most out of the SIS reflection. The reflection enabled me to look back at the lesson I taught and suggest changes I would make if taught again in the future or to different audiences.
d. Contribute to the effectiveness, vitality, and self renewal of the teaching profession and of their school and community
I am a mentor; I chose to do this to contribute to the effectiveness, vitality, and self renewal of the teaching profession. Too many times in our profession, we, as educators, get low on our profession, school, and the community with which we serve, especially in the first few years of teaching. I try to offer regular meetings to train my six mentees so that I know that they are not lost on procedures and policies that will ensure teaching effectiveness and success. I also send regular emails with nuggets of information to encourage self renewal, like sending out a revised Pacing Guide after a bunch of dates are changed due to missed school days due to snow. I do this to take some overwhelming items off of their plates. Being a new teacher is sometimes overwhelming with all of the learning of curriculum and becoming accustomed to classroom management and a new school's expectations and policies. As a mentor, I feel that it is my duty to consistently contribute to their success, not their failure. This summer, once I graduate, my plan is to have all of my mentees over to my house to preview the documentary, Waiting For Superman. Sometimes we need to be reminded just how much we ARE needed and I think that this will be a great way to show them and get them charged up for the new year.
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