Standard 6.1 Continuous Learning
Candidates demonstrate continual growth in knowledge and skills of current and emerging technologies and apply them to improve personal productivity and professional practice. (PSC 6.1/ISTE 6a, 6b)
Artifact: SIP Professional Development
Reflection:
I was selected during the summer of 2015 to be on my school’s committee to develop the new School Improvement Plan (SIP). During this time, I worked with school and district administrators to develop an action plan for the SIP. I used current and emerging technology to share info via Google docs, creating a server of information. We also used technology to chart and analyze data and collect survey data.
During this time, I worked with my team to demonstrate the knowledge, skills, and dispositions to inspire and lead the development and implementation of a shared vision for the effective use of technology to promote excellence and support transformational change throughout the organization. By recommending the use of GoogleDocs instead of MS Word, I was able to apply knowledge and skills to create a better and more efficient brainstorming environment. I facilitated the development and implementation of a shared vision for the use of technology in teaching, learning, and leadership. I also applied knowledge and skills of a technologist by facilitated the design, development, implementation, communication, and evaluation of technology-infused strategic plans. I researched, recommended, and implemented policies, procedures, programs, and funding strategies to support implementation of the shared vision represented in the school, district, state, and federal technology plans and guidelines. I researched, recommended, and implemented strategies for initiating and sustaining technology innovations and for managing the change process in schools.
This experience greatly impacted my ability to improve my personal productivity and professional practice because it allowed me to learn and implement an effective framework for the change process. It allowed be to experience and sometimes lead a process of change based on data and student learning. Going forward, I can know implement this process by examining my own students test score data and/or achievement data and facilitate the process of change towards increasing student achievement in my own personal practice.
I learned much about the data implementation process. The most important concept that I learned is to take it slow, do not rush anything or important data will be overlooked. An educational leader must know the process of implementing data and equally as important know who should be on the Data Team to facilitate achieving the best results from this process. Even though this process taught me many things that I did not realize go on in creating a SIP, I would have changed the lengthy professional learning that took place before the process started. I attended 8+ hours of Professional Learning about what a SIP is and how it affects the school system and community. Going forward, I would not recommend this step in the process and would suggest using a more efficient form of PL that would not be so lengthy to result in such takeaway.
This experience in this artifact greatly affects school improvement, faculty development and student achievement at DCSS. The School Improvement Plan process is based on data results, among many other factors. By deciding what that plans entails for DCHS, this experience directly affects school improvement, professional learning and student development as it decides what the next steps will be to increase student performance. The impact of the School Improvement Plan created in this experience can be assessed by analyzing and tracking of student progress towards new SIP goals.
I was selected during the summer of 2015 to be on my school’s committee to develop the new School Improvement Plan (SIP). During this time, I worked with school and district administrators to develop an action plan for the SIP. I used current and emerging technology to share info via Google docs, creating a server of information. We also used technology to chart and analyze data and collect survey data.
During this time, I worked with my team to demonstrate the knowledge, skills, and dispositions to inspire and lead the development and implementation of a shared vision for the effective use of technology to promote excellence and support transformational change throughout the organization. By recommending the use of GoogleDocs instead of MS Word, I was able to apply knowledge and skills to create a better and more efficient brainstorming environment. I facilitated the development and implementation of a shared vision for the use of technology in teaching, learning, and leadership. I also applied knowledge and skills of a technologist by facilitated the design, development, implementation, communication, and evaluation of technology-infused strategic plans. I researched, recommended, and implemented policies, procedures, programs, and funding strategies to support implementation of the shared vision represented in the school, district, state, and federal technology plans and guidelines. I researched, recommended, and implemented strategies for initiating and sustaining technology innovations and for managing the change process in schools.
This experience greatly impacted my ability to improve my personal productivity and professional practice because it allowed me to learn and implement an effective framework for the change process. It allowed be to experience and sometimes lead a process of change based on data and student learning. Going forward, I can know implement this process by examining my own students test score data and/or achievement data and facilitate the process of change towards increasing student achievement in my own personal practice.
I learned much about the data implementation process. The most important concept that I learned is to take it slow, do not rush anything or important data will be overlooked. An educational leader must know the process of implementing data and equally as important know who should be on the Data Team to facilitate achieving the best results from this process. Even though this process taught me many things that I did not realize go on in creating a SIP, I would have changed the lengthy professional learning that took place before the process started. I attended 8+ hours of Professional Learning about what a SIP is and how it affects the school system and community. Going forward, I would not recommend this step in the process and would suggest using a more efficient form of PL that would not be so lengthy to result in such takeaway.
This experience in this artifact greatly affects school improvement, faculty development and student achievement at DCSS. The School Improvement Plan process is based on data results, among many other factors. By deciding what that plans entails for DCHS, this experience directly affects school improvement, professional learning and student development as it decides what the next steps will be to increase student performance. The impact of the School Improvement Plan created in this experience can be assessed by analyzing and tracking of student progress towards new SIP goals.