6.1 Continuous Learning
Candidates demonstrate continual growth in knowledge and skills of current and emerging technologies and apply them to improve personal productivity and professional practice. (PSC 6.1/ISTE 6a, 6b)
Artifact: Canvas Page - Science Department
Reflection:
I am the Science Department Chair and lead four monthly department meetings. I chose a different topic (scaffolding writing prompts for ELL and SWD, types of differentiation, creating writing prompts, grading writing as a Science teacher) that correlates with the Teasley Middle School Goals to train on in these meetings. I sought self-development from other department chairs and the Academic Facilitator to prepare. I develop and lead the meetings. I created a Canvas page that demonstrates my continual growth in knowledge and skills of current and emerging technologies and apply them to improve personal productivity and professional practice for the science department that I am chair of. I house the meeting recordings on this page and include resources from the meeting for the teachers.
Recording the meetings explains how I demonstrate the ability to apply knowledge and skills to improve personal productivity and professional practice. Science Department Chair is my first leadership role. I chose to record the meetings for two reasons. The first was for my growth as a leader. I would watch my leadership and reflect on my performance. I can continually grow as a leader by completing this task.
The second reason demonstrates my ability to continually grow in knowledge and skills of current and emerging technologies. Some teachers are unable to attend for various reasons. To combat non-attendance, I posted the recording on our Canvas page and a survey to complete by teachers who were not present. During the second meeting, Covid19 impacted face-to-face, so I used Microsoft Teams to complete the meeting again, demonstrating my ability to continually grow in knowledge and skills of current and emerging technologies.
From my first meeting to my fourth, I learned how similar training adults is to teaching students. I changed my training to have administration information at the beginning. Support teachers had to report to duty, so anything that needed to be heard was a priority. I also changed how I presented information. Instead of direct instruction and questioning for input, I started using Padlet and grouping teachers. The groups were sometimes homogenous by grade, and others had One person from each grade level. The groups would post ideas to the meeting's Padlet to share the idea with everyone.
The impact has been directly told to me. I have had many peers tell me they enjoy how I am doing the meetings and helping them with relevant material. After the meeting about writing prompts, I measure its effect by asking each PLC to send me a copy of the question with the rubric. I did this before the meeting as well. I then sent the questions to ELA PLC leads and asked for feedback. The difference between the feedback on writing prompts before the department meeting and after was significant. All ELA had to say after was praise. The before feedback had many corrections and recommendations. My department meetings will always be measured by their impact on faculty development and their effect on student achievement.
I am the Science Department Chair and lead four monthly department meetings. I chose a different topic (scaffolding writing prompts for ELL and SWD, types of differentiation, creating writing prompts, grading writing as a Science teacher) that correlates with the Teasley Middle School Goals to train on in these meetings. I sought self-development from other department chairs and the Academic Facilitator to prepare. I develop and lead the meetings. I created a Canvas page that demonstrates my continual growth in knowledge and skills of current and emerging technologies and apply them to improve personal productivity and professional practice for the science department that I am chair of. I house the meeting recordings on this page and include resources from the meeting for the teachers.
Recording the meetings explains how I demonstrate the ability to apply knowledge and skills to improve personal productivity and professional practice. Science Department Chair is my first leadership role. I chose to record the meetings for two reasons. The first was for my growth as a leader. I would watch my leadership and reflect on my performance. I can continually grow as a leader by completing this task.
The second reason demonstrates my ability to continually grow in knowledge and skills of current and emerging technologies. Some teachers are unable to attend for various reasons. To combat non-attendance, I posted the recording on our Canvas page and a survey to complete by teachers who were not present. During the second meeting, Covid19 impacted face-to-face, so I used Microsoft Teams to complete the meeting again, demonstrating my ability to continually grow in knowledge and skills of current and emerging technologies.
From my first meeting to my fourth, I learned how similar training adults is to teaching students. I changed my training to have administration information at the beginning. Support teachers had to report to duty, so anything that needed to be heard was a priority. I also changed how I presented information. Instead of direct instruction and questioning for input, I started using Padlet and grouping teachers. The groups were sometimes homogenous by grade, and others had One person from each grade level. The groups would post ideas to the meeting's Padlet to share the idea with everyone.
The impact has been directly told to me. I have had many peers tell me they enjoy how I am doing the meetings and helping them with relevant material. After the meeting about writing prompts, I measure its effect by asking each PLC to send me a copy of the question with the rubric. I did this before the meeting as well. I then sent the questions to ELA PLC leads and asked for feedback. The difference between the feedback on writing prompts before the department meeting and after was significant. All ELA had to say after was praise. The before feedback had many corrections and recommendations. My department meetings will always be measured by their impact on faculty development and their effect on student achievement.