A) 4.3: Establish trusting and respectful coaching relationships that encourage educators to explore new instructional strategies.

• This artifact is a form that I use with my colleagues during our teacher-based team sessions. Although we have worked together on this, many UDL strategies, implementation plans, and resources are used to explore new instructional strategies for students. TBT forms are developed in teams, which shows resources I have created to help showcase authentic learning environments. Please click here to access the form.  

B) 4.3: Partner with educators to identify digital learning content that is culturally relevant, developmentally appropriate, and aligned to content standards.

• I developed this artifact for my EDTL 6180 class in preparation for our first planned unit for English 2. In doing so, I collaborated with my colleagues to align these lessons with our plans for the unit and aligned them with the content standards we hope to achieve during the first quarter of the school year. As part of this artifact, we created a set of planned lessons aligned with a dystopian theme unit. This involved using different digital objects, such as scavenger hunts and digital literacy activities. I plan to evolve my evidence for this standard as I make more teacher observations in the future in other courses. Please click here for the full lesson plan outline. 

C) 4.3: Partner with educators to evaluate the efficacy of digital learning content and tools to inform procurement decisions and adoption.

• My grant proposal is also suitable for this standard because it applies to evaluating possible digital learning tools and maps out a timeline and budget for adopting them. The software program called ReadBasix is a digital literacy tool that better helps identify struggling readers. In my proposal, I discuss how subtests can be applied throughout the school year with a grant to get more use of the reading intervention programs. I applied for this grant to the AAEF to accommodate and implement the needed software. In addition, I would also add the professional development and recommendation section that was created in response to the needs assessment. This helped outline strategies and tools more aligned with my specific district and work environment.  

D) 4.3: Personalize support for educators by planning and modeling the effective use of technology to improve student learning.

• I decided to use my video project from EDTL 6340 to support this substandard. This artifact is a video that helps model effective uses of technology in the classroom and supports UDL strategies. This video will help appeal to visual learners, giving them an overview of what is expected through action and information. This adheres to the “representation” portion of UDL, a concept heavily pushed within our building. Engagement can also be driven by having students complete guided notes while watching the short video. The students received information about the goal of the activity, the expectations, tips for success, the grading system, and the different roles they would be expected to partake in. All this information roll-out can be highly overwhelming when provided in paper form, so I believe this video will give a more immersive experience for students to become familiar with seminar-styled discussions. Using a lesson I typically teach, I instruct how teachers can use assistive reading technology programs and authentic learning styles to involve students through PearDeck. Please click here for the full video instruction.