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Coaches establish productive relationships with educators in order to improve instructional practice and learning outcomes.
Coaches establish productive relationships with educators in order to improve instructional practice and learning outcomes.
3a - Establish trusting and respectful coaching relationships that encourage educators to explore new instructional strategies.
3b - Partner with educators to identify digital learning content that is culturally relevant, developmentally appropriate and aligned to content standards.
3c - Partner with educators to evaluate the efficacy of digital learning content and tools to inform procurement decisions and adoption.
3d - Personalize support for educators by planning and modeling the effective use of technology to improve student learning.
EVIDENCE OF COMPETENCY
EVIDENCE OF COMPETENCY
Artifacts 1 & 2: Group Differences & Distance Education & Equity Presentations STANDARD 3a, 3b
Artifacts 1 & 2: Group Differences & Distance Education & Equity Presentations STANDARD 3a, 3b
ARTIFACT DESCRIPTION
The artifacts that I chose to meet the criteria for standards 3a and 3b were both completed in my Master’s program and California State Fullerton. The artifacts were a collaborative effort with teachers from across the state of California (3a). Both artifacts are instructional plans on how teachers can create a more inclusive and culturally relevant curriculum and classroom environment, which is the cornerstone on standard 3b. The Group Differences & Distance Education & Equity Presentations provide instructional strategies that will help teachers to promote a respectful classroom environment that is culturally inclusive to both students and staff.
IMPLEMENTATION
The creation and implementation of these artifacts came through a collaborative effort between teachers of different ages, genders, races, and geographical locations (3a). They explicitly explore the themes of equity and cultural differences in the classroom and provide teachers with actionable instructional strategies to improve pedagogy (3b). The teachers who created these presentations not only learned and grew from the experience of partnering with their peers, but we were also able to share the presentations with our colleagues at our home schools to encourage the use of improved, culturally relevant instructional strategies in our classrooms.
IMPACT
The positive impact of these artifacts to me personally was that they helped me to explore culturally relevant content with a group of diverse educators and coaches that helped me to develop culturally inclusive instructional strategies. These topics can be sensitive and they require trust between collaborators. Yet ultimately, the diverse perspectives we were able to include made the experience more valuable. Additionally, the collaborative effort to research and create these resources for our fellow teachers directly relates to standard 3a’s goal of “establishing a trusting and respectful coaching relationships that encourage educators to explore new instructional strategies.” Finally, by sharing “content that is culturally relevant, developmentally appropriate” with our colleagues we were also able to satisfy standard 3b. Ultimately, the information in these presentations helped me, my partners, and my colleagues to be better prepared to create a classroom environment that is inclusive and culturally relevant for all of our students.
Artifacts 3 & 4: Software Critiques STANDARD 3c
Artifacts 3 & 4: Software Critiques STANDARD 3c
ARTIFACT DESCRIPTION
These artifacts are software critiques for a mapping drill and practice game and of a game by BainPop that explores the Drake Equation. These evaluations of educational software were created in collaboration with my fellow educators with the goal of recommending the continued use and/or adoption of these educational softwares by our schools and districts (3c).
IMPLEMENTATION
These artifacts represent a systematic review of multiple educational softwares based on a specific set of criteria. This critique was judged by a partnership of educators with the explicit goal of making a recommendation on the use of the educational technologies (3c). After examining the efficacy of both softwares we were able to recommend the mapping software to our colleagues, but in the end we advised against the adoption or continued use of the Drake Equation game.
IMPACT
The impact of these artifacts we felt immediately. In the past my colleagues and myself had utilized the Drake Equation game by Brainpop in both science and math classes. However, after a thorough evaluation I had to recommend that this software no longer be adopted at my school due to concerns with its relevance and functionality. The mapping software on the other hand was promoted as a good option for drill in practice to our school geography and history teachers. These recommendations are directly relevant to standard 3c’s goal of “partner with educators to evaluate the efficacy of digital learning content and tools to inform procurement decisions and adoption.”
Artifacts 5: Staff Training Presentation - 3d Printing STANDARD 3d
Artifacts 5: Staff Training Presentation - 3d Printing STANDARD 3d
ARTIFACT DESCRIPTION
The artifact I chose to demonstrate my proficiency with standard 3d is a professional development presentation I gave to Altus teachers at our school’s annual Techposium. Techposium is an all day training program related to the implementation of educational technology in the classroom.
IMPLEMENTATION
I conducted this training in five 1.5 hours sessions over 2 days. Each session had between 20 and 30 teachers in attendance. Teachers were taught how to use their classroom’s 3d printers to meet educational standards. They were given time to take on the role of the “student” and to create a 3d printed object. I then modeled lesson activities based on creating a “maker space” in the classroom (3d). Finally, teachers brainstormed ways to use 3d printing to personalize their curriculums and engage students in their own classroom (3d).
IMPACT
I was able to train over 100 teachers on not only the usage and functionality of their classroom’s 3d printer, but I was also able to model instructional strategies that showed how 3d printing can be used to personalize learning for individual students. I was able to model an effective lesson plan using “maker” technology and I was able to give my colleagues the time needed for a hands-on 3d printing experience. Because of this I am confident that I have achieved standard 3d’s goal of providing “personalized support for educators by planning and modeling the effective use of technology to improve student learning.”
Reflection
Reflection
Standard 3 is all about collaboration. The artifacts I have chosen demonstrate that I can effectively collaborate with teachers and coaches within my organization and from outside areas. Artifacts 1 and 2 were created with partner educators and were used to create the respectful and culturally relevant learning environments espoused in standards 3a and 3b. Additionally, the collaborative software critiques that are artifacts 3 & 4 were specifically used as “tools to inform procurement decisions and adoption,” which is the cornerstone of standard 3c. Finally, the artifact I am most proud of is my professional development training on 3d printing. It was not only a hands-on learning experience for my colleagues, but it also allowed me the opportunity to model a “maker space” lesson plan for teachers who had never experienced this type of learning. I was able to train over 100 teachers and I was able to meet standard 3d by providing, “support for educators by planning and modeling the effective use of technology to improve student learning.” As demonstrated by artifacts 1-5, I am proficient in all areas of standard 3 and am an effective collaborator.
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