Communication, Emerging to developing

I know who I am as a teacher in my classroom. I work with incoming teachers as their mentors and help inspire them and am there for them to learn the ins and outs of our school district. I Have a great relationship with new district teachers over the last 3 years and have used the mentor program as a way to promote my communication. (See men tee email artifact from Context page). I communicate with them and have invited them to hear my teaching strategies and communicate what I am doing in my classroom during PLC time. As for my ability to communicate with older teachers or male teachers in my department I struggle and I knew this when I first started this program. On the first face to face meeting I wrote in my overarching competencies that I needed growth, I used colors to show what I believed I was doing at the time in purple, my goals in teal and my shortcomings in orange

https://drive.google.com/file/d/1brdH64bT2zstNWzGmEHhjwN0-TFrpcC0/view?usp=sharing

(see artifact Communication) You can see I showed right from the beginning I knew what my strengths and weakness were. I love my teaching strategies and I get so excited about trying to share them with others but they are not always taken the way I intend them too. I am super passionate and sometimes my excitement and passion is not perceived well from my older colleagues.

Personal Effectiveness, Emerging

I know I am an energy leader. I know I lead with enthusiasm and know that with my colleagues either you love me or dislike me. If people understand my passion and know that when I am sharing my teaching strategies is because I love what I do and want to share how I teach. The others that don’t understand take it as a personal attack on their teaching style. When it comes to teachers that are new to my districts I do much better with explaining who I am and what my leadership style is. I am much more open with them right away and 2 new teachers and I have worked together in developing lessons and they come to me all the time to answer questions no matter what they need. I knew from day one of the face to face meeting that personal effectiveness was my number one thing to work on. I underlined what I believed I was already doing in purple and then circled credibility with others in orange because I knew that I have trust with some of my colleagues but not all.

https://drive.google.com/file/d/18pjR8DNjqlC5oi9LtvgaH-w8HNkM2wD7/view?usp=sharing

(see artifact Personal Effectiveness) I also wrote in teal a huge goal, to not give up, I wanted to be able to adapt to situations and build trust and credibility to support lifelong learning in self and with others. I also had a huge goal for balancing my role as a teacher and a teacher leader.

Collaborate Purposefully- Emerging

I recognize the differences among groups. I acknowledge the different groups of demographics that our schools has. We have a few different cultures in our schools such as native Americans but most of our diversity comes with social economics. We have many teachers that are middle class to upper class. They do not really understand what it is like to live in poverty. I grew up in poverty. I was raised by a single mother that never graduated from high school and I am the first person on either side of my family to go to college. I understood at an early age that teachers can help more than they know. My whole world was changed because of a teacher. So I am emerging because I acknowledge limitations of some teachers when it comes to teaching low income students vs middle class. I feel like I have a great ability to connect with all students no matter what their social status is. I understand that students need to know you understand what they are going through. When teachers can have empathy and recognize the need for flexibility, adaptation and communication when we teach students. I constantly engage in ongoing self-education and self-reflection to learn all I can about how to connect with all students. I took a poverty class offered by our district. (see line 33 on transcript)

https://drive.google.com/file/d/1Lw7l7F6sNb7H_Fyd1xY6yylGNRLhhGB1/view?usp=sharing

Even though I grew up in poverty the learning was great and I would love for all teachers in our district to learn. I recognized that in my new school district there was a huge need for flexibility, adaptation and skills when teaching poverty students. As teachers we have to collaborate and purposefully understand treating all students exactly the same may not be the best for all learning. Fair isn’t always equal.

Coaching and Mentoring Emerging

I value the importance of others professional growth and development for the benefit of students. Last year I reached out beyond my classroom to teach at the MBI summer Institute of 2018. I put together a workshop designed show the engaging activities I use in my classroom. I presented to about 60 teachers and demonstrated my teaching techniques that have helped my students over the years. I taught some of my Goodyisms to teachers around the state. I wanted to do this because over the years I realized that what I was doing in my classroom was pretty amazing and I wanted to share it with teachers outside my district. I have known that even though my colleagues may not understand my passion and appreciate what I am doing in the classroom, I have a great deal to share with the state. I did a 3 hour session and was asked back to teach again this year. I felt amazing and it sparked a fire for me to teach teachers.

https://docs.google.com/document/d/1FsKWJLk8xwrvtmXBBtP768HOTinGlaE1fBMNqSkm_ts/edit?usp=sharing