Professional+Development+2012-2013



= ​Progress Towards Professional Development Plan 2012-2013 = = = District Strategic Aim ​ I. School Academic Performance  Professional Development Plan

Progress:

I have continued to revise and update curricula to be in alignment with the NJCCS and CCSS emphasizing inquiry and synthesis. The progress made is evident in the RUBICON Atlas program. As each course is entered into the program, the NJCCS and the CCSS have been updated to reflect the current standards.

Entry into Rubicon now has been updated to include all mid-terms and finals. Additionally in Stage 2, worksheets, powerpoints and design sheets been added

Most project begin with a starter project or worksheet that introduces the purpose behind the project. Investigation is initiated in the projects that provides a foundation to the project. In the Introduction to Technology class, project Paper Shoe now includes a compression and tension experiment that introduces the students to the concept of weight distribution. The NJCCS and CCSS have been included in the lessons to incorporate STEM.

II. School Learning Environment

Progress:

A safe learning environment is imperative for student growth. Each student runs through a rigorous demonstration, reading and testing before any student may use a tool. Although I have typically believed that the School Learning Environment in a hands on lab requires rules and guidelines that will keep the students safe, a school learning environment also extends into a comfortable work environment. During my initial classroom introduction, I explain that the class is responsible for their learning environment. Referring back to my teaching philosophy, I feel that the school learning environment is an open forum of question and answers were students may approach me but also their peers. In the Introduction to Technology course the projects have been expanded to include investigations before the project is constructed. The exploration allows students to interact with each other and have the opportunity to ask questions of myself and their team.

III.

Leadership and Governance

<span style="display: block; font-family: 'Comic Sans MS',cursive; font-size: 120%; text-align: left;">Progress:

<span style="display: block; font-family: 'Comic Sans MS',cursive; font-size: 120%; text-align: left;">During Monday Curriculum Days, I have collaborated with my department members to review and establish standards for our department with regards to pre-testing and post-testing. I have participated in the EbD (Education by Design) program at TCNJ. An entire week in the summer was devoted to training in the curriculum and integration of into our program. As part of the EbD experience, I have also participated in the State wide assessment in pre and post testing.

<span style="display: block; font-family: 'Comic Sans MS',cursive; font-size: 120%; text-align: left;">I have also developed skills in self-evaluation and learning tools during the PDP - Teacher Portfolio class. I have found while obtaining artifacts that not all artifacts must be positive. In order to be able to truly self-evaluate you must ask your self questions about student learning. While reviewing several artifacts, I realized that students needed to complete an investigative process to understand the reasons behind their designs. Students needed background information as to why a project may have failed. While completing The Chair design project, it became evident that if the students did not include the lessons learned in the pretesting the chair would fail.