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: KSU Math Science Partnership Workshop - Resource & Activity Share
Reflection:
The Kennesaw State University Math and Science Partnership (KSU MSP) occurred over a two year period and was directed specifically at biology teachers. In completing this experience, I attended two weeks of instruction each summer for two years. This experience included biology content strategies as well as technology strategies to use in the classroom. My role in this experience was as a lead teacher. In this role, I participated in all classroom work but also led breakout sessions on specific topics, especially those relating to technology and the use of tech tools in the classroom.
Standard 6.1 sets the precedent for the demonstration of continual growth and the ability to apply both knowledge and skills of current and emerging technologies to improve personal productivity and professional practice. This artifact demonstrates my ability to participate in activities of continual growth to improve my personal productivity and professional practice. During this particular professional development, I applied both knowledge and skills of current and emerging technologies to help others improve both personal productivity and professional practice. While participating in this MSP experience, I also improved my personal productivity by learning new technologies I could use to increase my productivity from a personal standpoint. In addition, the MSP experience helped me apply my knowledge and skills of biology to improve my professional practice in this content area. Not only did I learn new skills for content, I also gained a new knowledge of biology-specific technology tools to improve my professional practice.
I learned an immense amount of material during this professional development. Participating in this professional development was a very rewarding experience for me from both a personal and professional standpoint. I was able to network with fellow biology teachers in the county and as a result we often bounced ideas off each other and developed some incredible lessons to use in our classrooms. I also was able to refine my presentation skills and ability to present in front of my peers regarding both technology and biology topics. In doing this workshop differently, I would like to work more with the middle school teachers that were in the MSP cohort. During the professional development, we had a tendency to work with our grade level teams, but I think I would have learned even more from this professional development had I worked with the 7th grade life science teachers even more to participate in some form of vertical teaming.
This professional development work impacted both school improvement and faculty development. From a school improvement perspective, teachers from around the county were part of this MSP experience. The lessons they learned and experiences they had in this program were taken back to their individual schools to help foster improvement. From the perspective of faculty development, the teachers, myself included, that attended this workshop left with countless new techniques and technologies to incorporate in their classrooms. As a result, they most likely shared this new information with their fellow colleagues which fostered faculty development in each school. The impact of this workshop can be assessed by examining each teacher attendee of the workshop and how they have implemented the tools and techniques they learned during the workshop in their individual classrooms. Faculty development can also be assessed by examining how other teachers have used the information from the teachers that attended the MSP workshop.
The Kennesaw State University Math and Science Partnership (KSU MSP) occurred over a two year period and was directed specifically at biology teachers. In completing this experience, I attended two weeks of instruction each summer for two years. This experience included biology content strategies as well as technology strategies to use in the classroom. My role in this experience was as a lead teacher. In this role, I participated in all classroom work but also led breakout sessions on specific topics, especially those relating to technology and the use of tech tools in the classroom.
Standard 6.1 sets the precedent for the demonstration of continual growth and the ability to apply both knowledge and skills of current and emerging technologies to improve personal productivity and professional practice. This artifact demonstrates my ability to participate in activities of continual growth to improve my personal productivity and professional practice. During this particular professional development, I applied both knowledge and skills of current and emerging technologies to help others improve both personal productivity and professional practice. While participating in this MSP experience, I also improved my personal productivity by learning new technologies I could use to increase my productivity from a personal standpoint. In addition, the MSP experience helped me apply my knowledge and skills of biology to improve my professional practice in this content area. Not only did I learn new skills for content, I also gained a new knowledge of biology-specific technology tools to improve my professional practice.
I learned an immense amount of material during this professional development. Participating in this professional development was a very rewarding experience for me from both a personal and professional standpoint. I was able to network with fellow biology teachers in the county and as a result we often bounced ideas off each other and developed some incredible lessons to use in our classrooms. I also was able to refine my presentation skills and ability to present in front of my peers regarding both technology and biology topics. In doing this workshop differently, I would like to work more with the middle school teachers that were in the MSP cohort. During the professional development, we had a tendency to work with our grade level teams, but I think I would have learned even more from this professional development had I worked with the 7th grade life science teachers even more to participate in some form of vertical teaming.
This professional development work impacted both school improvement and faculty development. From a school improvement perspective, teachers from around the county were part of this MSP experience. The lessons they learned and experiences they had in this program were taken back to their individual schools to help foster improvement. From the perspective of faculty development, the teachers, myself included, that attended this workshop left with countless new techniques and technologies to incorporate in their classrooms. As a result, they most likely shared this new information with their fellow colleagues which fostered faculty development in each school. The impact of this workshop can be assessed by examining each teacher attendee of the workshop and how they have implemented the tools and techniques they learned during the workshop in their individual classrooms. Faculty development can also be assessed by examining how other teachers have used the information from the teachers that attended the MSP workshop.