NETS-C

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

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