Statement of Purpose
ISTE.NETS-C Advancing Digital Age Coaching
The following describes current achievements and beliefs in
each of the six strands of NETS-Coach and affirms future goals as a full-time
Technology Leader, aligned with NETS-C. The bullet points in each section
list evidence of growth and achievement within that area.
1. Visionary Leadership
Like most educators, during the first few years of
my teaching career my vision pertained almost exclusively to my
own classroom. I spent countless hours preparing lessons as well as
strengthening my classroom management. Beginning my very first year, I
planned and coordinated the use of technology in my classroom to support a
digital-age education for my students. However, now that I am in
an instructional leadership position, in addition to full-time
teaching, I participate in discussions concerning all classrooms and all
students. As the school Technology Coordinator, I am part of administrative
decisions regarding the development and implementation of instructional
technology across all curriculums, as well as technology usage for teacher productivity. Additionally,
I work closely with the county technology department to ensure that we are
working toward their vision for the county.
- Regular meetings with the administration concerning vision and goals
- Regular meetings with school technician concerning technology needs to reach goals
- Constant contact with county technology resource teacher concerning county vision
- Regular meetings with social media team to encourage positive PR using social media.
As a full-time Technology Leader, I will inspire and participate in the development and implementation of a shared vision for the comprehensive integration of technology
2. Teaching, Learning and
Assessments
Early in my Ed.S. program, I read a statement about the 21st
century shift in pedagogy and emphasis on technology integration that
stuck with me. The author pointed out that in teaching and learning, the
verbs remain the same (students need to be able to think critically,
present logically, communicate effectively, as well as read and write
efficiently and logically). However, the nouns are the tools used
to accomplish these tasks and they change rapidly. To be effective,
educators must realize that while the verbs, the skills that
students should be equipped with are fundamentally the same, the tools and
pedagogy of getting them to that point have changed. Not only must we look at
technology integration, we must look at how we teach and the way we
structure our lessons.
Technology for technology's sake is not the answer. In fact,
sometimes technology isn't the best fit for a lesson or learning model, but
technology definitely enhances assessment with real time data and provides for
differentiated instruction. I strive in my classroom to use technology for both
delivering content as well as assessing learning. In my leadership role, I
enjoy helping other educators find ways to teach using technology (if it is the
best fit for the task they have in mind) as well as assess using a variety of
technological tools. As the University of Montevallo social studies content
specialist this spring, I met with pre-service teachers and shared countless
practical tips, lessons, and classroom procedures, many of which included
technology devices and tools.
- Socrative assessments
- Nearpod assessments
- Edmodo assessments
- Quizlet assessments
- CPS/Exam View assessments
- Global Scholar (used only in English and math currently)
- Stride Academy (used only in English and math currently)
As a full-time Technology Leader, I will assist teachers in using technology
effectively for assessing student learning, differentiating instruction and
providing rigorous, relevant, and engaging learning experiences for all
students.
3. Digital Age Learning
Environments
The early model of education prepared students for the Industrial Age. This
model is what Marc Prensky (author of From Digital Natives to Digital
Wisdom) calls the "sit up straight, pay attention, take
notes fantasy of education past." Today, fifteen years into the 21st
Century, our schools and classrooms must no longer follow this same model
because this model does not effectively prepare our students for their future.
As an educator I realized the importance of incorporating emerging technologies
as well as multiple learning strategies into my curriculum very early in my
career. Each year I strive to create a digital age learning environment in my
classroom by allowing and providing a technology-rich atmosphere. My curriculum
is a blended model where students have an online presence via Edmodo as well as
Google Apps for Education. Students use Edmodo and Google to
communicate with me and other classmates as well as collaborate on assignments
and turn in assignments electronically. Both learning management systems
enable me to provide feedback as well as share information beyond the school
day. In addition to the learning management system, students use a variety of
Web 2.0 tools to enhance learning and engagement. I love sharing my ideas and
what I've found to be effective with other educators. In my
leadership role, I enjoy helping others incorporate technology into their
curriculum, not only because it is innovative and enhances productivity but
because in today's world, technology integration is what our students need to
be successful in their future.
- Edmodo learning management system
- Google Apps for Education learning management system
- Hapara teacher dashboard
- 9th grade transition, QR scavenger hunt
- Nearpod interactive lessons
- Live polling such as Socrative and Poll Everywhere
- Quizlet for vocabulary
- Remind for text messaging
- QR codes
- Electronic primary document analysis
- Student creations using Tiki-Toki timelines, web mapping and countless Web 2.0 tools
As a full-time Technology Leader, I will continue
to create and support effective
digital-age learning environments to maximize the learning of all students.
4. Professional Development and Program Evaluation
4. Professional Development and Program Evaluation
Throughout my time as an educator, I’ve participated in countless professional
development opportunities, especially PD concerning technology integration. During
my first year teaching, I participated in a technology grant that provided
on-going PD throughout the school year. At the end of my first year, I
presented at the Alabama Educational Technology Conference and attended the
International Society for Technology in Education Conference. I believe that
these experiences very early in my career paved the way for my passion for
technology integration.
Throughout my technology leadership role, I provide tech tips during
faculty meetings and via email and assist faculty members with
instructional technology. I relay information to the faculty from the
central office and assist with any technology purchases as well as conduct
inventory changes. I am responsible for the completion of
the Transform2020 Technology Plan. I serve as the first
point of contact for technology integration as well as minor troubleshooting.
Additionally, I assist the administration in evaluating the impact and
effectiveness of technology usage on student learning.
- AETC presentation
- Shelby County Continuing Education PD, Nearpod
- Mathematics department PD, Nearpod
- Grade level PD, GAFE
- Grade level PD, Hapara
- Grade level PD, Google Classroom
- Individual and small group faculty requests for additional help
- Faculty instructional technology BINGO
- Facilitator of faculty meeting "Monthly Share Dare"
- U.M. content specialist workshops, March and May 2015
- Created TC electronic request form (and fulfilled requests)
As a full-time Technology Leader, I will conduct needs assessments, develop technology-related
professional learning programs, and evaluate the impact on instructional
practice and student learning.
5. Digital Citizenship
Our students are constantly participating in the digital
world, whether it be in a controlled classroom environment or outside of
school. Their entire existence has taken place during the digital age. In the
future, they will continue to participate in the digital world in tremendous
and newfound ways and perform jobs that are not even created yet. Therefore, it
is more important than ever to educate students on ethical, legal, and safe
uses of digital information and technologies. In my own classes, I spend time
talking about the appropriate use of devices and internet safety. In my
leadership role, I oversaw the implementation of the county digital citizenship
program, SNCC. The administration and I decided that the program might go over
better with our students if other students implemented it. Our student social
media and PR team met with me on two separate occasions to go over the program
and develop their lessons. On a late start school day, the team conducted the
lessons throughout all history classrooms so that all students participated in
the program.
- Facilitated school-wide digital citizenship program
As a full-time Technology Leader, I will model and promote digital citizenship.
6. Content Knowledge and
Professional Growth
Educators must engage in continual
learning to deepen their knowledge in technology integration as well as improve
and strengthen their ability to model and facilitate digital age learning. I am
passionate about teaching and learning and a prime example of a lifelong
learner. Since I started my formal education in kindergarten many years ago, I
have only taken three years off from formal education (my first three years
teaching). I am now pursuing my third degree, the Ed.S. in instructional
technology from the University of Montevallo. In addition to continuing my
formal education, I am constantly reading, researching and practicing new ways
of teaching and learning. I am passionate about deepening my own
understanding of technology integration as well as my understanding of teaching
and learning as a whole.
- GOT-IT grant participation
- AETC attendee and presenter
- ISTE attendee and member
- Owens Young Technology Innovation Award winner (Chiquita Marbury)
- 2015 Outstanding Graduate Student, Ed.S. IT
- Montevallo's Excellent Educator Award
- ADK and Phi Mu scholarship recipient to further education
- Shelby County Schools Filtering Committee member
- Shelby County Schools Technology Planning Committee member
- Shelby County Schools Social Studies Curriculum team member
- U.M. College of Education Advisory Council member
- U.M. Content Specialist, conducted two workshops spring 2015
As a full-time Technology Leader, I will demonstrate professional knowledge, skills
and dispositions in content, pedagogical, and technological areas as well as
adult learning and leadership and continuously deepen my knowledge and
expertise.
References
ISTE Standards for Coaches. (n.d.). International Society
for Technology in Education. Retrieved from www.iste.org/nets