Professional Knowledge & Skills

4. Professional Knowledge and Skills. Candidates design, develop, implement, and evaluate technology-rich learning environments within a supportive community of practice.

4.1 Collaborative Practice. Candidates collaborate with their peers and subject matter experts to analyze learners, develop and design instruction, and evaluate its impact on learners.

I wish I had taken Dr. Fred's G Suite course before I introduced my instructional design project to Salesianum School. In creating the site on Gmail and like features, I regularly met with faculty and staff to ensure that the site was tailored to their needs.

4.2 Leadership. Candidates lead their peers in designing and implementing technology-supported learning.

The most important factor in education is the student. Teachers deserve time to be students and continuously learn how to fine tune their craft. The technology plan support learning through personalized professional development.

4.3 Reflection on Practice. Candidates analyze and interpret data and artifacts and reflect on the effectiveness of the design, development and implementation of technology-supported instruction and learning to enhance their professional growth.

The curriculum project was a great experience where I worked with my students to ensure they were learning at their pace, and their voices were driving the decisions made.

4.4 Assessing/Evaluating. Candidates design and implement assessment and evaluation plans that align with learning goals and instructional activities.

I felt as though the curriculum project was the most successful implementation so far with my French 4 students. I created a self-paced book study, in which students were learning/reviewing vocabulary, self-assessing their current and prior knowledge, reading/listening a chapter, and discussing what they had learned through journals. This project aligned perfectly with the World-Readiness for Language Learning.

4.5 Ethics. Candidates demonstrate ethical behavior within the applicable cultural context during all aspects of their work and with respect for the diversity of learners in each setting.

The technology plan strived to empower educators to work in concert with administrators and coaches to craft the school’s shared vision for professional learning at Salesianum.