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Course Description
Professional Skills Development investigates tools to engage in ongoing improvement of educational effectiveness. This course emphasizes a research-based learning process, developmental assessment, and professional communication skills to demonstrate improvement in aligning content and learning expectations (WTS 1) with diverse student growth (WTS 2). Students use a seven-step professional development process to guide improvements in their instructional delivery and professional communication. Students also investigate educator standards, along with research ethics, expectations, methods, resources, and APA style.
Learning Objectives
1. Assess subject and literacy standards developmentally to determine appropriate starting points and outcomes for a unit plan.
2. Locate and evaluate peer-reviewed scholarly sources for reliability and relevance to research question.
3. Write in an academic manner using APA writing style and K-12 Common Core State Standards for Language Arts in Writing.
4. Analyze the effectiveness of research-based reflective practice as an approach for professional growth and development.
5. Demonstrate evidence of teaching and learning improvements via a WTS 1 & 2 portfolio entry and videography.
Wisconsin Teaching Standards
Standard # l: Teachers know the subjects they are teaching.
The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.
Standard #2: Teachers know how children grow.
The teacher understands how children with broad ranges of ability learn and develop, and can provide instruction that supports their intellectual, social, and personal development.
Research Rationale
To demonstrate my ability to reach Wisconsin Teaching Standards 1 & 2, I researched the best practices of one-to-one technology initiatives, sought to identify methods that improve academic achievement, identified technology content needs for students at the middle and high-school level, and better understood the barriers that commonly impede general technology implementation in our schools. To identify the most successful ways of implementing technology into the art and design classroom, I focused one the attitudes of educators who have already addressed the need to teach 21st-century skills across subjects. Finally, I researched two models (frameworks) for effectively integrating technology into existing subject-specific content.
Implementing One-to-One Technology
Portfolio Entry for WTS 1 and 2
Cgrabhorn_WTS_1_2.pdfResearching One-to-One Technology
This video artifact elaborates on two frameworks that have guided my implementation of technology into the art curriculum. The two models, SAMR and TPACK, serve to ensure that technology is implement to the proper extent while maintaining a focus on content knowledge and pedagogical knowledge.
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