Indicators

2a Deepen Expertise Through Professional Learning 

Coaches pursue professional learning that deepens expertise in the ISTE Standards in order to serve as a model for educators and leaders 

Description: Science of Reading Podcast

The first picture is from the Science of Reading Podcast. The second picture is an advertisement for the Science of Reading Summit that I attended during the summer of 2026. I learned about the summit while listening to the Science of Reading Podcast. The Science of Reading Podcast records interviews with experts on how to solve problems for struggling readers at all grade levels. During this professional development summit (2a), I learned about the Morphology Breakdown workshops. I also connected with teaching leaders and signed up for weekly newsletters that offer reading curriculum and tools to maintain being a connected learner (2a).

Implementation

As I mentioned in the Standard 1 Change Agent write-up, I plan to maximize the potential of a Master’s in Educational Technology by continuing to learn from professional experts. Listening to podcasts that interview experts across the educational spectrum has opened opportunities to further my expertise as a reading teacher and to model my behavior as a lifelong learner (2a). During a course I took at CSUF during the summer of 2026 called Web Design for Instruction in Schools (EDEL 522), we were assigned to explore professional development opportunities. Although the course suggested valuable but general education resources, I sought out resources from experts who specialize in reading development. 

 Naturally, I love listening to podcasts, but I never thought of pursuing professional development through them until I took EDEL 522 at CSUF. Podcasts are a convenient way for me to learn while exercising or driving.  After browsing Spotify for a podcast that would help me focus exclusively on my professional goals, I discovered The Science of Reading (SOR Podcast). Podcasts are a convenient way to deepen my understanding through professional learning without attending a class. When we are enjoying the conversation, we naturally want to apply it. The podcasts include interviews with educational technology leaders, professional development opportunities, and connections to resources. These podcast episodes helped me deepen my expertise in the ISTE standards (2a), including specific tools in the field of reading. While listening, I took notes or screenshots when I heard about a resource or an expert that I wanted to look up. 

The Science of Reading Summit was a series of free online courses I attended via recordings. I watched a writing session that led me to sign up to receive free resources. I have implemented a writing resource called “Snack Attack” with about five of my students so far. Snack Attack is a week-long lesson plan for grades one through fourth that includes graphic organizers and creative visuals for engagement.   I also watched a session called Morpheme Breakdown and paid for all the morpheme breakdown PDFs. I modified my own version of this morpheme breakdown tool using AI to break down multisyllabic words. AI can give me the breakdown in seconds compared to a long search through the PDFs. That is too time-consuming.  I modified the method to make it work for young learners with limited attention spans.  I am currently planning a morpheme breakdown conference session to share with my colleagues. 

Impact

The Science of Reading podcast has had a strong impact on my daily professional practice. The podcast informed me that my image-making to meet my students' individual needs had a name. Because of my pursuit to “pursue professional learning that deepens expertise” (2a), I learned the correct terminology for how the brain stores words for retrieval: orthographic mapping. 

Description

This artifact is an excerpt from the To Kill a Mockingbird resource I referenced from the Facing History and Ourselves professional development course. This course helped me modify the current literature unit I teach my high school students. Facing History and Ourselves is a virtual network that offers informal learning, sharing of ideas, tools, and resources focused on civics and United States history (2b). The About tab on their website states, “We equip schools, districts, and teachers with the tools they need to shape the future by nurturing empathy, curiosity, and civic responsibility in young people.” Facing History and Ourselves provides a framework to teach To Kill a Mockingbird. This course aims to prepare teachers to address sensitive topics such as racism and segregation during the Great Depression in the American South. In addition to high vocabulary exposure, it provides an outstanding presentation of Diversity, Equity, and Inclusion needed in our educational system today.  

Implementation 

Completing this professional development course felt seamless because the learning management system is Canvas, the same platform that CSUF uses for the Master’s in Educational Technology program. This self-paced course is designed to enhance lessons in moral growth by providing unique resources. The following are highlights taken directly from the scope and sequence of the course: 

• Consider how to introduce students to the concept of moral growth and development and to help them apply those principles to both the characters in the novel and their own lives.

• Experience resources you can model in your own classroom that apply the themes of moral growth and decision-making to both the characters in the novel and students' own lives

• Consider how to teach To Kill a Mockingbird responsibly 

I have been teaching To Kill a Mockingbird as a core novel for my HS students for the last five years. Most of my students are behind in reading; this novel provides ample opportunity to apply tools to tackle complicated texts, such as the Mopheme Breakdown method I indicated in the Standard 1 Change Agent write-up. After taking this short professional development course (2b) over the summer of 2026, I recognized new themes in the novel. I did not realize that some criticize the author for not giving the black characters more voice about how they felt being discriminated against. I learned how to handle the derogatory words that are highly offensive in the 21st century. 

Impact 

Accessing the additional multimedia resources provided in the course has enriched my students' understanding of what it was like to live in the American South during the segregation era. It is hard to justify or even reason in our minds how people of one race could treat people of another race as if they were not even human. The derogatory terms they used and the bullying that took place are unimaginable. However, the resources help us to step into the ideology of that time. The free videos and recordings give us access to emerging technology and how innovative resources like these can enhance our pedagogical decisions (2b). 

The course addressed how difficult it might be for a student to read the derogatory language aloud because it is inappropriate in the 21st century. They advised us to discuss these issues with our students and find out how they would handle the language. Two of my students have said “n” instead of the full word that offends them. It doesn’t hinder the message or cause comprehension issues. I asked my student a few questions regarding the novel to expand on the impact it has had on his understanding. The screenshot below is of our conversation.

Reflection 

I deepened my expertise with To Kill a Mockingbird by pursuing professional learning through Facing History and Ourselves (2a). I participated in a learning network called The Science of Reading to enhance my coaching skills and learn about emerging technology (2b). I would like to share where I am with the last 2 indicators of the 2 Connected Learner ISTE standards. 2c Commit to Continuous Improvement states, “Coaches establish shared goals with educators, reflect on successes and continually improve coaching and teaching practice.” I am currently volunteering at McKibben Elementary in the Whittier School District with my long-time friend and colleague, a third-grade teacher. She is also a fellow alumna of another CSUF Master’s in Education program. Together, we reflect on our successes and future goals to guide and implement what we are learning through CSUF (2c). We have created our own learning network. We share the best practices from our different classes. Even after 50+ combined years of teaching, we are committed to continuous improvement through podcasts, YouTube videos, and training courses offered through her district. Even the Mandated Reporter Training, now required in California, is considered professional development and was held entirely online using the latest educational technology format. I plan to be a lifelong learner and coach through all of these indicators.