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Teacher-Led Conference 2013
Teacher-Led Conference 2013
Teacher-Led Conference 2013
Teacher-Led Conference 2013
Teacher-Led Conference 2013
Teacher-Led Conference 2013
Teacher-Led Conference 2013
Teacher-Led Conference 2013
Teacher-Led Conference 2013
Teacher-Led Conference 2013
Teacher-Led Conference 2013
Teacher-Led Conference 2013
Teacher-Led Conference 2013
Teacher-Led Conference 2013
Teacher-Led Conference 2013
Teacher-Led Conference 2013
Teacher-Led Conference 2013
Teacher-Led Conference 2013
Teacher-Led Conference 2013
Teacher-Led Conference 2013
Teacher-Led Conference 2013
Teacher-Led Conference 2013
Teacher-Led Conference 2013
Teacher-Led Conference 2013
Teacher-Led Conference 2013
Teacher-Led Conference 2013
Teacher-Led Conference 2013
Teacher-Led Conference 2013
Teacher-Led Conference 2013
Teacher-Led Conference 2013
Teacher-Led Conference 2013
Teacher-Led Conference 2013
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Teacher-Led Conference 2013

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My self-assessment, artifacts and goals

My self-assessment, artifacts and goals

Published in: Education, Technology
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    • 1. ISTE NETS for Digital Coacheshttp://www.flickr.com/photos/wetgraphite/358899335
    • 2. http://www.flickr.com/photos/wetgraphite/358899335
    • 3. 1a. Contribute to the development, communication &implementation of a shared vision.
    • 4. 1c. Advocate for policies, procedures, programs, andfunding strategies to support implementation of the sharedvision
    • 5. 1d. Implement strategies for initiating and sustaining innovations andmanage the change process in schools and classrooms
    • 6. http://www.flickr.com/photos/wetgraphite/358899335
    • 7. 2a. Coach teachers in and model design and implementation oftechnology-enhanced learning experiences addressing contentstandards and student technology standards
    • 8. 2b. Coach teachers in &model design &implementation oftechnology-enhanced learning experiences using a variety ofresearch-based, learner-centered instructional strategies andassessment tools
    • 9. 2c. Coach teachers in & model engagement of students in local& global interdisciplinary units in which technology helpsstudents assume professional roles, research real-worldproblems, collaborate with others, & produce products that aremeaningful and useful to a wide audience
    • 10. 2d. Coach teachers in and model design and implementation oftechnology-enhanced learning experiences emphasizingcreativity, higher-order thinking skills and processes, and habitsof mind
    • 11. 2e. Coach teachers in and model design & implementation oftechnology-enhanced learning experiences usingdifferentiation, including adjusting content, process, product, &learning environment based upon student readiness levels,learning styles, interests, and personal goals
    • 12. 2f. Coach teachers in and model incorporation of research-basedbest practices in instructional design when planning technology-enhanced learning experiences
    • 13. 2g. Coach teachers in and model effective use of technologytools and resources to continuously assess student learning &technology literacy by applying a rich variety of formative andsummative assessments
    • 14. http://www.flickr.com/photos/wetgraphite/358899335
    • 15. 3a. Model effective classroom management & collaborativelearning strategies to maximize teacher & student use of digitaltools & resources
    • 16. 3b.Maintain and manage a variety of digital tools & resources forteacher &student use in technology-rich learning environments
    • 17. 3c. Coach teachers in & model use of online & blended learning,digital content, & collaborative learning networks to support &extend student learning as well as expand opportunities andchoices for online professional development
    • 18. 3e.Troubleshoot basic software, hardware, and connectivityproblems common in digital learning environments1d. Troubleshoot basic software, hardware, and connectivity problemscommon in digital learning environments
    • 19. 3f. Collaborate with teachers and administrators to select andevaluate digital tools and resources that enhance teaching andlearning and are compatible with the school technologyinfrastructure
    • 20. 3g. Use digital communication and collaboration tools tocommunicate locally and globally with students, parents,peers, and the larger community
    • 21. http://www.flickr.com/photos/wetgraphite/358899335
    • 22. 4a. Conduct needs assessments to inform the contentand delivery of technology-related professional learningprograms that result in a positive impact on studentlearning
    • 23. 4b. Design, develop, and implement technology-rich professionallearning programs that model principles of adult learning andpromote digital-age best practices in teaching, learning, andassessment
    • 24. 4.c. Evaluate results of professional learning programs todetermine the effectiveness on deepening teacher contentknowledge, improving teacher pedagogical skills and/orincreasing student learning
    • 25. http://www.flickr.com/photos/wetgraphite/358899335
    • 26. 5b. Model and facilitate safe, healthy, legal, and ethicaluses of digital information and technologies
    • 27. 5c. Model and promote diversity, cultural understanding,and global awareness by using digital-agecommunication and collaboration tools to interactlocally and globally with students, peers, parents,and the larger community
    • 28. http://www.flickr.com/photos/wetgraphite/358899335
    • 29. 6a. Engage in continual learning to deepen content andpedagogical knowledge.6b. Engage in continuous learning to deepen professionalknowledge, skills, and dispositions in organizational changeand leadership, project management, & adult learning toimprove professional practice
    • 30. 6c. Regularly evaluate and reflect on professional practice &dispositions to improve & strengthen their ability to effectivelymodel and facilitate technology-enhanced learning experiences
    • 31. http://www.flickr.com/photos/wetgraphite/358899335
    • 32. Goals-to reflect more regularly in writing – to understand and beable to articulate and disseminate my learning-Parent EducationRegular “com-mentor” mornings in the blogger’s café-To lead and build a coaching team. to build upon the cultureof reflective, self-directed and peer-supported professionallearning through partnership relationships with faculty.-To work with Karin to bring to MJGDS an ethic of excellenceas outlined in Ron Berger’s book, “An Ethic of Excellence.”-To continue leading and participating in professional bookdiscussion groups with a variety of faculty members.

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