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Context Part I
Context Part I
Becky Ayler
Park High School
Livingston, Montana
Becky Ayler
Park High School
Livingston, Montana
I have recently completed my 13th year in secondary education. I have been a science teacher at Park High School in Livingston, Montana for the past six years, where I have taught Chemistry, Earth Science, and Dual Enrollment Human Form and Function.
I have recently completed my 13th year in secondary education. I have been a science teacher at Park High School in Livingston, Montana for the past six years, where I have taught Chemistry, Earth Science, and Dual Enrollment Human Form and Function.
Park High School is the only high school in Livingston, a small town of approximately 8,150 residents. Livingston's population is about 96% Caucasian with an average household income of $60,435 and a poverty rate of 14.10%. Park High School's student enrollment tends to be between 400-450 students and is 93% Caucasian. Approximately 27% of the student body is deemed economically disadvantaged.
Park High School is the only high school in Livingston, a small town of approximately 8,150 residents. Livingston's population is about 96% Caucasian with an average household income of $60,435 and a poverty rate of 14.10%. Park High School's student enrollment tends to be between 400-450 students and is 93% Caucasian. Approximately 27% of the student body is deemed economically disadvantaged.
Throughout my time in education, particularly at Park High School, I have had a great deal of interest in Educational Technology and the best practices for integrating technology into classroom lessons. I have taken on many leadership roles with regard to integration of educational technology. For the past four years I have been an integral member of both our school and district technology committees, and have helped teachers for years with integration of technology. There are two additional teachers at Park High School who I work with on the school technology committee, and through these roles we have taken on a great deal of professional development planning for our staff, collaboration with our district administration on proper spending, and helping guide teachers one on one through educational technology integration. I am also a founding member of Park High's Chapter of TILT (Teacher Integrating and Learning Technology) in conjunction with MontanaPBS. Through our work in TILT we have not only been able to improve our own level of mastery with integration of technology, but also have mentored a new cohort of TILT members, as well as supported other staff. As a member of the original TILT I have worked to earn micro-credentials in order to become a PBS Certified Medial Literacy Educator. I have been able to utilize the knowledge I have gained from this experience to help lead others in my district in technology integration.
Throughout my time in education, particularly at Park High School, I have had a great deal of interest in Educational Technology and the best practices for integrating technology into classroom lessons. I have taken on many leadership roles with regard to integration of educational technology. For the past four years I have been an integral member of both our school and district technology committees, and have helped teachers for years with integration of technology. There are two additional teachers at Park High School who I work with on the school technology committee, and through these roles we have taken on a great deal of professional development planning for our staff, collaboration with our district administration on proper spending, and helping guide teachers one on one through educational technology integration. I am also a founding member of Park High's Chapter of TILT (Teacher Integrating and Learning Technology) in conjunction with MontanaPBS. Through our work in TILT we have not only been able to improve our own level of mastery with integration of technology, but also have mentored a new cohort of TILT members, as well as supported other staff. As a member of the original TILT I have worked to earn micro-credentials in order to become a PBS Certified Medial Literacy Educator. I have been able to utilize the knowledge I have gained from this experience to help lead others in my district in technology integration.
On Friday, March 13, 2020 Governor Bullock announced that schools would be closing for two weeks in response to the COVID-19 worldwide pandemic. After the two week period schools were expected to be prepared to continue educating children through "off-site" practices. Myself and two colleagues were called into the main office at Park High School and were asked, "how do we get our school completely online?" We immediately jumped into action, and by the following week we had Professional Development planned for teachers in order to help them prepare to teach using Microsoft TEAMS. I also spent much of the time in quarantine supporting teachers with their tech needs, and creating tech help tutorials so they could learn how to do new things with technology.
On Friday, March 13, 2020 Governor Bullock announced that schools would be closing for two weeks in response to the COVID-19 worldwide pandemic. After the two week period schools were expected to be prepared to continue educating children through "off-site" practices. Myself and two colleagues were called into the main office at Park High School and were asked, "how do we get our school completely online?" We immediately jumped into action, and by the following week we had Professional Development planned for teachers in order to help them prepare to teach using Microsoft TEAMS. I also spent much of the time in quarantine supporting teachers with their tech needs, and creating tech help tutorials so they could learn how to do new things with technology.
When I began my TLI journey and based on the initial needs assessment I performed, I had planned on focusing more on my work through TILT and the various tech committees, but since the COVID-19 school closures my capstone has taken on a bit of a life of its own - because closing school and moving to 100% off-site learning is, in its own way, the most telling needs assessment. I will be detailing that transformation in the following information.
When I began my TLI journey and based on the initial needs assessment I performed, I had planned on focusing more on my work through TILT and the various tech committees, but since the COVID-19 school closures my capstone has taken on a bit of a life of its own - because closing school and moving to 100% off-site learning is, in its own way, the most telling needs assessment. I will be detailing that transformation in the following information.
Park High School Livingston, Montana
Approval Form for submission linked below
Approval Form for submission linked below
Becky Ayler TLI Approval Form 2020.docxContext Part II
Context Part II
Connecting my Self-Assessment to my Context
Connecting my Self-Assessment to my Context
Park High School is made up of mostly Caucasian middle class students. We do, however, have a population who are in a low socioeconomic class. I am fully aware that I have never had to wonder where my next meal would come from, or to apply for Free and Reduced Lunch. I have never had to work during high school to provide income for my family to survive. I have worked in Title 1 schools for my entire career, therefore, I feel I have a very deep understanding of poverty and its impact on our students and their ability to be successful in school - TRADITIONAL school! Let alone that we had to move to an offsite model in a week's time frame. In every step of our decision making for moving to off-site learning we were incredibly cognizant of our low socioeconomic families. We advocated for equity in learning every step of the way. Our efforts to maintain equity for all students and families are detailed in later information.
Park High School is made up of mostly Caucasian middle class students. We do, however, have a population who are in a low socioeconomic class. I am fully aware that I have never had to wonder where my next meal would come from, or to apply for Free and Reduced Lunch. I have never had to work during high school to provide income for my family to survive. I have worked in Title 1 schools for my entire career, therefore, I feel I have a very deep understanding of poverty and its impact on our students and their ability to be successful in school - TRADITIONAL school! Let alone that we had to move to an offsite model in a week's time frame. In every step of our decision making for moving to off-site learning we were incredibly cognizant of our low socioeconomic families. We advocated for equity in learning every step of the way. Our efforts to maintain equity for all students and families are detailed in later information.
Competencies
Competencies
Below are the competencies I chose to focus on for my capstone when I started my journey:
Below are the competencies I chose to focus on for my capstone when I started my journey:
Overarching Competencies
Overarching Competencies
Group Processes, Developing
Group Processes, Developing
Rationale: As a teacher leader, I have had opportunities to lead groups and demonstrate an ability to acknowledge diverse backgrounds and opinions. I believe I started at the "developing" level prior to my capstone, however, because I have not had the opportunity to truly hone these skills, and I believe that through technology integration and helping teachers, I can continue to work on this competency. This is a major portion of my capstone.
Rationale: As a teacher leader, I have had opportunities to lead groups and demonstrate an ability to acknowledge diverse backgrounds and opinions. I believe I started at the "developing" level prior to my capstone, however, because I have not had the opportunity to truly hone these skills, and I believe that through technology integration and helping teachers, I can continue to work on this competency. This is a major portion of my capstone.
Adult Learning, Developing
Adult Learning, Developing
Rationale: Through my teacher leader role, I have had a lot of opportunities to work with teachers one on one, or in very small groups in order to help them learn new ways to manage their classrooms and learning through technology integration. When I started my TLI journey, however, I had not had a lot of opportunities to present Professional Development to larger groups or to present at conferences. Wanting to improve this area of my leadership, I chose this section to help guide part of my capstone. I believe I am starting at the "developing" stage for this competency, as well, as I have had the opportunity work with and lead colleagues in the past, but have not had the opportunity to enhance the practice of others or utilize unique expertise of others in presenting to adults.
Rationale: Through my teacher leader role, I have had a lot of opportunities to work with teachers one on one, or in very small groups in order to help them learn new ways to manage their classrooms and learning through technology integration. When I started my TLI journey, however, I had not had a lot of opportunities to present Professional Development to larger groups or to present at conferences. Wanting to improve this area of my leadership, I chose this section to help guide part of my capstone. I believe I am starting at the "developing" stage for this competency, as well, as I have had the opportunity work with and lead colleagues in the past, but have not had the opportunity to enhance the practice of others or utilize unique expertise of others in presenting to adults.
Diversity, Equity, and Cultural Competency
Diversity, Equity, and Cultural Competency
Explore and Challenge Inequity, Developing
Explore and Challenge Inequity, Developing
Rationale: I chose this competency to focus on, as I have identified the most growth in this area while working on my capstone, and it has evolved and changed due to the COVID-19 pandemic school closure. While I have always considered myself to be a person who is aware of and sensitive to diversities of humans, I believe that I have grown tremendously in this area due to being forced to consider inequities in terms of ability, socioeconomic status, race, and age. I started at the "developing" stage because I was working on educating myself frequently, and applying my knowledge of different cultures and equity to daily educational practices.
Rationale: I chose this competency to focus on, as I have identified the most growth in this area while working on my capstone, and it has evolved and changed due to the COVID-19 pandemic school closure. While I have always considered myself to be a person who is aware of and sensitive to diversities of humans, I believe that I have grown tremendously in this area due to being forced to consider inequities in terms of ability, socioeconomic status, race, and age. I started at the "developing" stage because I was working on educating myself frequently, and applying my knowledge of different cultures and equity to daily educational practices.
Instructional Leadership Comptency
Instructional Leadership Comptency
Community Awareness, Engagement, and Advocacy, Emerging
Community Awareness, Engagement, and Advocacy, Emerging
Rationale: I chose this competency because I feel this is the area where I have needed the most growth as a teacher and a leader. I have always advocated for my students within the walls of my school, but I struggle to find ways to effectively advocate for them and their families outside of the school building, that is why I believe I began at "emerging". As my capstone project continued to transform and evolve, I felt a tremendous amount of growth in this area.
Rationale: I chose this competency because I feel this is the area where I have needed the most growth as a teacher and a leader. I have always advocated for my students within the walls of my school, but I struggle to find ways to effectively advocate for them and their families outside of the school building, that is why I believe I began at "emerging". As my capstone project continued to transform and evolve, I felt a tremendous amount of growth in this area.
Connecting Assessment of Diverse Stakeholders to Your Context
Connecting Assessment of Diverse Stakeholders to Your Context
I have worked with students for 13 years from 7th grade to 12th grade. I have an understanding of how to work with students from various backgrounds as determined by race or economic status. The work that I have not experienced as much is teaching adults (teachers), working with parents in a facet where its not just about their individual child but the educational system as a whole, or having to consider perspectives from the board and upper level administration. Through my work with TILT and the technology committees, and my leadership through the COVID-19 school closures I had many opportunities to gain experience with this diverse group of stakeholders.
I have worked with students for 13 years from 7th grade to 12th grade. I have an understanding of how to work with students from various backgrounds as determined by race or economic status. The work that I have not experienced as much is teaching adults (teachers), working with parents in a facet where its not just about their individual child but the educational system as a whole, or having to consider perspectives from the board and upper level administration. Through my work with TILT and the technology committees, and my leadership through the COVID-19 school closures I had many opportunities to gain experience with this diverse group of stakeholders.
Knowing that I was lacking experience in working with and presenting to adult stakeholders, I had chosen to focus on that realm with my initial project plan. When I started I had intended on focusing on Professional Development for staff and helping parents understand the work we were doing, but as the COVID-19 closures occurred my involvement changed dramatically, and those considerations and plans doubled in importance, as well as working with upper level administrators and the school board to ensure equity and quality were being met for all students and families.
Knowing that I was lacking experience in working with and presenting to adult stakeholders, I had chosen to focus on that realm with my initial project plan. When I started I had intended on focusing on Professional Development for staff and helping parents understand the work we were doing, but as the COVID-19 closures occurred my involvement changed dramatically, and those considerations and plans doubled in importance, as well as working with upper level administrators and the school board to ensure equity and quality were being met for all students and families.
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