Educational opportunities need to be inviting and engaging for all participants. I continue to search out ways to stretch myself, reach learners, and better understand the dynamic and complex nature of classrooms. Within my reflective practice I have discovered collaboration and technology have been keys to my success.
a) My educational background:
This fall I will transition from Grade Six Generalist to ‘Teacher-Cybrarian’ Learning Leader. My new role involves providing inquiry support to staff in relation to our many technological and library resources. My current school is large and diverse with over twenty-two languages and cultures represented by over one thousand students from kindergarten through grade nine. Our school thrives on cultural, fine-arts, and athletic activities, allowing many opportunities for involvement in student life.
My previous professional learning has mainly focused on comprehensive (balanced) literacy and strategies for students with English as a second language. In my practice, I have facilitated learning experiences across each subject: engaging higher-order, creative, and metacognitive thinking.
b) My technical background:
To personalize instruction, I have seen the advantages of a blended learning approach that combines the best of personal interaction and online classroom activities. I am one of approximately sixty teachers in my district to complete the six online courses necessary for a Teaching and Learning Online e-PD Certificate using the Desire2Learn platform.
By taking chances, I have been very comfortable exploring communication technologies and using the internet as a two-way, 2.0, medium; considering innovative technological tools that go beyond standard word-processing; and modeling possibilities with presentation and interactive whiteboard technologies, alongside students.
c) My leadership background:
As I begin to envision my more formal leadership potential, I find my view of engaged participants is broadening, to include the many stakeholders in education. Drawing from empathy, I have enjoyed opportunities to take a leadership role in the professional learning of colleagues and guide substantive learning conversations, both face-to-face and online.
My team contributions this year have achieved system alignment by attending each of this year’s district-wide Core Leadership Strand Series, allowing my Professional Learning Community and four-member grade team efforts to also reflect those of our supports, school, related teams, area, district, and province. As I learn, I strive to help colleagues build their capacity for meeting 21st Century Learning needs related to inspiring critically thinking, information literate learners.
Subscribe to:
Post Comments (Atom)
No comments:
Post a Comment