Planning+and+Preparation

=Domain I: Planning and Preparation= = =

//Designs plans and practice that reflect comprehensive knowledge of educational andragogy, pedagogy, and professional practice in relation to digital-age technologies.//
During the first half of the year, I designed and implemented the sixth grade computer class curriculum with the assistance of the eighth grade English teacher. We provided activities that integrated the tools of MS Word and Google Drive for word processing and collaboration skills. Students increased their communication skills through a weekly blog activity and were introduced to web design as they created a website about a US National Park using a WYSIWYG editor interface. Visit the activities completed during the year by examining our grade 6 computer teacher website. 

//Conducts follow-up consultation and assessment to determine the impact on systems-level improvement.//
A staff and student survey was completed to determine the effectiveness of our 1:1 program in our high school as well as gain a baseline for future years now that the middle school is also integrating a 1:1 arrangement. The high school has been integrating a 1:1 classroom for about 4 years and the usage and integration levels have been steadily increasing, however at a slow pace. The middle school has just completed their first year of having a 1:1 classroom and as expected some classrooms are moving quite rapidly with their equipment, where others are still hesitant to use the computers on a daily basis.

//Sets instructional outcomes as goals that reflect appropriate learning and curriculum standards. Sets short and long term visionary goals that are suitable for all learners.//
I received a request from the biology teacher as to how they could incorporate technology into the classroom. I asked for a content topic to research and was given genetic code and strands. From there I developed a two day lesson that introduced and integrated a Google Drive activity involving collaboration among the students. The teacher was then able to use the same tools in a later activity in her course that also encouraged collaboration with her students. 

1d: Demonstrating Knowledge of Resources
====//Extends searches for resources beyond the school or district, to outside professional organizations, on the Internet, and in the community to enhance his/her knowledge and use in teaching and learning.//====

Over the last few years, we have advocated for the usage of YouTube to be available for students and staff. The amount of educational training videos and resources on this site far outweigh the negative possibilities. By having this site open, our students can also published their own videos and upload here eliminating strain on our servers and downtime of our bandwidth. Students can then share their videos with classmates as well as our teachers creating their own videos to support their instruction.

1e: Designing Coherent Instruction and Service Delivery
====//Gathers knowledge of content learners (students/teachers/administrators) and resources to develop differentiated learning experiences that support learners (teachers) in integrating digital age resources and tools into teaching. Designs learning materials to allow learners (students/teachers/administrators) to follow different courses/pathways based on their level of prior knowledge.//====

I setup a shared folder on the school network for each grade level in the elementary to share lesson plans and resources. The grade level folders were then divided to allow teachers to organize materials based on the disciplines they teach. As they found or developed lessons, all files were saved in these locations rather than emailing each other back and forth. Each person could modify the lessons to suit their teaching styles and differentiate for the students in their classes. 

1f: Designing Learner Assessments
====//Develops plans for learner (teacher/administrators) assessment that are clear, and evidence is available that demonstrates learner involvement in their development. Effectively designs assessment tools that are adapted to meet the needs of the learners (teachers/administrators) and intends to use the results to plan future instruction for individual learners (teachers/administrators).//====

During a planning meeting with the eighth grade reading teachers, I worked with the teachers to develop a rubric for evaluating the digital book trailers to be created by the students. The students were required to develop a storyboard, provide props and a script detailing the chosen aspect of a particular novel they were portraying. The students then recorded and provided the necessary video editing to create their video. The rubric needed to address all points of the video along with analyzing the audience and tone of the production. [|View rubric here.]