Portfolio
4.1 Change Agent
Inspires educators and leaders to use technology to create equitable, ongoing access to high-quality learning.
4.1.a. Create a shared vision and culture for using technology to learn and accelerate transformation through the coaching process
At the beginning of the year, the Center for Leadership and Innovation (CLI) staff met to create our mission, values, and belief statement. We talked about the projects and professional development that we had done in the past, while also looking at the future to create our shared vision.
4.1.c. Cultivate a supportive coaching culture that encourages educators and leaders to achieve a shared vision and individual goals.
This year, I played a key role in refining and developing a form aimed at enhancing our coaching methods and supporting our educators in creating impactful learning experiences for students. This form, offering a variety of options from sparking curiosity conversations to co-designing lessons, gathers essential information that allows us to provide tailored support to each teacher. Additionally, it helps casual conversations evolve into meaningful collaborations, as we can encourage teachers to use the form to bring their visions or ideas to life.
4.1.e. Connect leaders, educators, instructional support, technical support, domain experts and solution providers to maximize the potential of technology for learning.
The Early Learning Center newsletter emphasized the importance of connecting leaders, educators, support staff, domain experts, and solution providers to enhance the use of technology in learning. It highlighted the success of the "Hour of Code" event, which excited students about robotics, thanking everyone involved for their collaborative efforts.
4.1.b. Facilitate equitable use of digital learning tools and content that meet the needs of each learner.
I spent the beginning of the year putting together the technology standards for our students K-6, centered around ISTE standards. By creating our school's technology standards and making it accessible to all our educators in OneNote, it ensured that students would learn and be able to leverage the appropriate digital tools and content to help them in their educational journey. The scope and sequence of student knowledge between technology teachers will also ensure that students learn the tools and content that they need to be successful.
4.1.d. Recognize educators across the organization who use technology effectively to enable high-impact teaching and learning.
In a recent professional development session, educators were recognized for using Minecraft to create immersive learning experiences, such as a historical simulation for exploring ancient civilizations and interactive 3D math lessons. The session also celebrated interdisciplinary projects, like designing sustainable ecosystems and writing reflective essays, showcasing Minecraft's ability to enhance both subject comprehension and critical thinking skills.
4.2 Connected Learner
Models the ISTE Standards for Students and the ISTE Standards for Educators and identifies ways to improve coaching practice.
4.2.a. Pursue professional learning that deepens expertise in the ISTE Standards in order to serve as a model for educators and leaders.
Attending the Project Based Learning World 2023 conference provided me with a new project framework, deepening my expertise in the ISTE Standards. This experience enables me to serve as a model for educators and leaders, demonstrating effective integration of these standards into classroom practice.
4.2.c. Establish shared goals with educators, reflect on successes and continually improve coaching and teaching practice.
4.2.b. Actively participate in professional learning networks to enhance coaching practice and keep current with emerging technology and innovations in pedagogy and the learning sciences.
Actively participating in professional learning networks, such as showcasing classroom activities on Instagram, enhances my coaching practice by keeping me current with emerging technologies and innovative pedagogy. This engagement also provides inspiration for my teaching, allowing me to stay connected with the latest trends and ideas in the learning sciences.
4.3 Collaborator
Coaches establish productive relationships with educators in order to improve instructional practice and learning outcomes.
4.3.a. Establish trusting and respectful coaching relationships that encourage educators to explore new instructional strategies.
Establishing trusting and respectful coaching relationships, as evidenced by the 4th grade teacher's email thanking me for our project collaboration, encourages educators to explore new instructional strategies. This positive rapport fosters a supportive environment where innovative teaching methods can be implemented confidently.
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National Park Project Blog Post
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4.3.c. Partner with educators to evaluate the efficacy of digital learning content and tools to inform procurement decisions and adoption.
Partnering with educators will provide valuable insights into how Oculus 3's enhance learning outcomes and engagement, aiding in informed procurement decisions aligned with educational goals. This collaboration, leveraging Outlook, ensures that the adoption of Oculus 3's in our school based on research and use cases.
4.3.b. Partner with educators to identify digital learning content that is culturally relevant, developmentally appropriate and aligned to content standards.
Partnering with educators allows for the selection of digital learning materials that resonate culturally, suit developmental stages, and align with academic standards. This approach was exemplified in a 2nd grade project where students researched reptiles, leveraging their findings to craft an interactive Scratch project, promoting both learning and creativity. Students were also provided with a Microsoft Sway of curated resources for their particular reptile.
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4.3.d. Personalize support for educators by planning and modeling the effective use of technology to improve student learning.
​Personalizing support for educators involves demonstrating how tools like TinkerCAD can be effectively integrated into 7th-grade math curricula to create precise, scaled models such as passive houses, thereby enhancing student understanding through hands-on learning experiences with 3D printing and laser cutting technologies. Students also used OneNote to research, document and reflect throughout the project. This approach not only enriches learning but also empowers educators to confidently utilize technology to meet specific educational objectives.
4.4 Learning Designer
Coaches model and support educators to design learning experiences and environments to meet the needs and interests of all students.
4.4.a. Collaborate with educators to develop authentic, active learning experiences that foster student agency, deepen content mastery and allow students to demonstrate their competency.
Collaborating with educators through tools like OneNote Collaboration spaces enables the development of dynamic learning experiences that empower students to take ownership of their learning, deepen their understanding of content, and showcase their competencies through active engagement and ongoing refinement of ideas in real-time. This approach fosters an environment where educators and students collaboratively shape meaningful learning opportunities that resonate with diverse learning styles and interests.
4.4.c. Collaborate with educators to design accessible and active digital learning environments that accommodate learner variability
Collaborating with educators to integrate tools like Delightex (Previously CoSpaces) enables the design of inclusive digital learning environments where 4th-grade students can create 3D virtual spaces in Spanish, accommodating diverse learner needs and promoting customizable learning experiences. Students also leveraged Microsoft Edge for some of their more difficult vocabulary translations. This approach supports learner variability by providing opportunities for personalized exploration and expression within a culturally relevant context.
4.4.b. Help educators use digital tools to create effective assessments that provide timely feedback and support personalized learning.
Assisting educators in utilizing digital tools like WeVideo enables the creation of assessments such as the 6th grade Washington D.C. Podcasts, where co-teachers can provide real-time feedback directly within the software, fostering timely guidance and personalized learning experiences tailored to student needs and progress. This approach not only enhances assessment effectiveness but also promotes collaborative teaching practices that enrich student learning outcomes.
4.4.d. Model the use of instructional design principles with educators to create effective digital learning environments
Modeling instructional design principles with educators involves demonstrating how to integrate innovative tools like LEGO robotics and OneNote collaboration pages into 3rd-grade curriculum for a forces and motion unit, enhancing engagement and collaborative learning while illustrating effective digital learning environment creation. This approach empowers educators to adopt new technologies and methodologies that support student-centered, interactive learning experiences aligned with educational objectives.
4.5 Professional Learning Facilitator
Coaches plan, provide and evaluate the impact of professional learning for educators and leaders to use technology to advance teaching and learning.
4.5.a. Design professional learning based on needs assessments and frameworks for working with adults to support their cultural, social-emotional and learning needs.
Educators were given a survey on their learning needs for professional development and the topic of most interest was AI. From this information, I designed a professional development opportunity to tailor support for educators in integrating AI tools similar to Microsoft CoPilot effectively into their daily practice. This ensured that teachers receive personalized training that enhances their skills and confidence in leveraging AI tools to enrich student learning experiences and regular workloads. The artifact link shows a Microsoft Power Point that I used.
4.5.c. Evaluate impact of professional learning and continually make improvements in order to meet schoolwide vision for using technology for high-impact teaching and learning.
I evaluated the impact of professional learning from the AI professional development opportunity using Microsoft Forms analytics summaries to assess effectiveness and identify areas for improvement, ensuring alignment with the schoolwide vision for technology integration in high-impact teaching and learning practices. This continuous improvement process enables adjustments that enhance professional development outcomes and support sustained growth in educational technology use across the school.
4.5.b. Build the capacity of educators, leaders and instructional teams to put the ISTE Standards into practice by facilitating active learning and providing meaningful feedback.
I worked on building educator capacity to implement ISTE Standards involving facilitating active learning sessions that teach effective use of Minecraft, including features like the book and quill and screenshot functionalities, while providing meaningful feedback to support their integration into instructional practices. For example, ISTE Standard 1.4 (Innovative Designer) can be difficult to show when students are using Minecraft Education but by highlighting the different functionalities that students could use to show their learning, educators saw its potential. This approach empowers educators and instructional teams to leverage technology in ways that align with educational standards, fostering enriched learning experiences for students.
4.6 Data-Driven Decision-Maker
Coaches model and support the use of qualitative and quantitative data to inform their own instruction and professional learning.
4.6.a. Assist educators and leaders in securely collecting and analyzing student data.
Assisting educators and leaders in securely collecting and analyzing student data involves implementing protocols and tools, such as a rubric used during the 6th grade Washington D.C. podcast project improve student outcomes. This approach supports responsible data management practices while leveraging assessment tools to foster continuous improvement in teaching and learning processes. Students utilized OneNote to manage the various components of the project and the teacher's communication of their progress.
4.6.c. Partner with educators to empower students to use learning data to set their own goals and measure their progress.
​This is an example of a rubric that was used during a long-term interdisciplinary project with middle school students as they were creating a board game. Students assessed themselves on it each class and then discussed as a group to improve their collaboration in a game design planning document in OneNote. Included is a link to the Microsoft Power Point used throughout the project.
4.6.b. Support educators to interpret qualitative and quantitative data to inform their decisions and support individual student learning.
Supporting educators to interpret qualitative and quantitative data from the rubric used in the 7th grade science earthquake building simulation project empowers them to make informed decisions that enhance individual student learning. The science teacher and I scored the student performance from both their preparation and execution of their building. The quantitative and qualitative data from the rubric showed the students' performance and their areas for improvement using OneNote. From this, some students found that they were lacking areas of research that could have improved their overall design. This collaborative approach ensures that educators can effectively analyze student performance, identify areas for improvement, and tailor instructional strategies to meet diverse learning needs.
4.7 Digital Citizen Advocate
Coaches model digital citizenship and support educators and students in recognizing the responsibilities and opportunities inherent in living in a digital world.
4.7.a. Inspire and encourage educators and students to use technology for civic engagement and to address challenges to improve their communities.
I inspire educators and students to use technology for civic engagement by showcasing how 3D printing and laser cutting can be used to create scale models of passive houses in 7th grade math, fostering environmental awareness and encouraging solutions-oriented thinking to improve local communities. A passive house is defined as a building method to be highly efficient in its heating and cooling while also reducing its carbon footprint. This hands-on approach not only enhances STEM skills but also empowers students to apply technology creatively for meaningful societal impact using OneNote for their project organization. Students presented their final product to real world industry experts for feedback.
4.7.c. Support educators and students to critically examine the sources of online media and identify underlying assumptions.
Supporting educators and students to critically examine online media sources involves using programs like Digital Compass, which gamify scenario-based decision-making to encourage analysis of underlying assumptions and promote digital literacy skills. This approach helped cultivate a critical mindset toward online information, empowering students to navigate and evaluate media content effectively.
4.7.b. Partner with educators, leaders, students and families to foster a culture of respectful online interactions and a healthy balance in their use of technology.
My best example of partnering with educators, leaders, students, and families to promote respectful online interactions and responsible technology use involved translating the school's acceptable use policy into student-friendly language, discussing it regularly in technology classes throughout the year. I emphasized throughout this process how students use Outlook, OneNote and their Microsoft Surface. This initiative aims to cultivate a culture where digital citizenship is valued, ensuring a balanced and positive approach to technology use within the school community.
4.7.d. Empower educators, leaders and students to make informed decisions to protect their personal data and curate the digital profile they intend to reflect.
Empowering educators, leaders, and students to protect their personal data and manage their digital profiles involves engaging in experiences like Privacy Prodigy in Minecraft Education, where students navigate scenario-based questions to develop awareness and decision-making skills regarding digital privacy. This initiative promotes responsible online behavior and equips students with the knowledge to safeguard their personal information effectively.
