evidence of standards achievement 12-3 · 2018. 12. 2. · evidence of aect national standards...

EVIDENCE OF AECT NATIONAL STANDARDS ACHIEVEMENT

Pamela Harrison

DECEMBER 3, 2018 UNIVERSITY OF ARKANSAS FAYETTEVILLE

Educational Technology Program

Running Head: EVIDENCE OF STANDARDS ACIEVEMENT 1

AECT National Standards BB Course

SG Site

ACT Prep

Book DB

EL Site

Staff PD

ID Model

Content Knowledge 1.1 Create instructional materials and learning environments using a systems approach. X

1.2 Select and use technological resources and processes to support student learning. X

1.3 Assess and evaluate the effective integration of appropriate technologies and instructional materials. X

1.4 Manage people, processes, physical infrastructures, and financial resources to achieve predetermined goals. X

1.5 Demonstrate contemporary professional ethics of the field per AECT Code. X

Content Pedagogy 2.1 Apply content pedagogy to create appropriate uses of processes and technologies to improve learning and performance outcomes. X

2.2 Implement appropriate educational technologies and processes based on appropriate content pedagogy. X

2.3 Assess the adequacy of learning and evaluate the instruction and implementation of technologies and processes. X

2.4 Manage processes and resources to provide supportive learning communities, create flexible and diverse learning environments, and demonstrate appropriate content pedagogy.

X

2.5 Design and select media, technology, and processes that emphasize the diversity of our society. X

Learning Environments 3.1 Create instructional design products based on learning principles and research-based best practices. X

3.2 Select appropriate processes and resources to provide optimal conditions for learning based on principles, theories, and effective practices.

X

3.3 Use multiple assessment strategies to collect data for informing decisions to improve instructional practice, learner outcomes, and the learning environment.

X

3.4 Establish mechanisms or plans for maintaining the technology infrastructure to improve learning and performance. X

3.5 Foster a learning environment in which ethics guide practice that promotes health, safety, best practice, and respect for copyright, Fair Use, and appropriate open access to resources.

X

3.6 Foster a learning community that empowers learners with diverse backgrounds, characteristics, and abilities. X

Professional Knowledge and Skills 4.1 Collaborate with peers and subject matter experts to analyze learners, develop and design instruction, and evaluate its impact on learners. X

4.2 Lead peers in designing and implementing technology-supported learning. X

4.3 Reflection on Practice The e-portfolio will act to fill this substandard. 4.4 Design and implement assessment and evaluation plans that align with learning goals and instructional activities. X

4.5 Demonstrate ethical behavior within the applicable cultural context during all aspects of their work and with respect for the diversity of learners in each setting.

X

Research 5.1 Demonstrate foundational knowledge of the contribution of research to the past and current theory of educational communications and technology.

X

5.2 Apply research methods to solve problems and enhance practice. X 5.3 Apply formal inquiry strategies in assessing and evaluating processes and resources for learning and performance. X

5.4 Conduct research and practice using accepted professional and institutional guidelines and procedures. X


Standard 1: Content Knowledge

Substandard 1.1 Creating: Create instructional materials and learning environments

using a systems approach.

Artifact: ACT Prep Research Project

With the help of the principal and counselor, I identified deficiencies in the 11th

grade English ACT scores at Elkins High School. I began investigating previous

methods of instruction in this discipline at this grade level as well as those implemented

in preceding grades. Using a systems approach, I compared detailed records of scores,

met with the 9th and 10th grade English teachers to discuss how grammar instruction was

presented in those grades and researched best practices for grammar instruction. The

conclusion I drew from this information was that most of the teachers introduced

grammar instruction in the form of content-embedded feedback rather than focused

lessons.

I also reviewed ACT released items from years 2000-2016 and researched some

of the best ACT Prep curriculum available. I chose to use materials taken from the Chad

Cargill ACT Prep Workbook. Using the direct grammar instruction exercises, I created

several web-based lessons that addressed the specific skills commonly assessed on the

ACT. Before I began developing the lessons, I identified the ten most straightforward

skills most commonly missed on the exam. I chose a multi-sectioned format for

presentation and practice of each skill. Each lesson began with a humorous video to draw

the students’ attention. After the video, I created a google form which included a

common, non-content test-taking skill.


The second section included a skill written in its most technical form. Though

this is often intimidating, I immediately presented a much more simplistic explanation of

the skill or rule with an example that the students would easily understand. The lesson

then provided several practice activities. The practice activities provided immediate

feedback to students regarding not only correct/incorrect responses but also the rationale

for the correct response. This repetition reinforced the skill with each response reviewed.

Because the lessons utilized a web-based format, students were able to revisit these

lessons as often as necessary to prepare for the exam.

I coordinated with the other 11th grade English teacher to present these lessons to

each of the students taking the ACT exam. After we administered the exam in April, I

reviewed the results and found that the median score on the English section of the exam

had increased by 2.13 points. With a range of scores from 10-36 on this exam, this

increase represents and 8.2% growth. After presenting these results in a paper, In or Out

of the Text: Direct Grammar Instruction and the ACT English Language Arts Exam, I

further analyzed the data from that exam and coordinated with teachers from other

disciplines to use a systems approach to develop additional web-based instructional

activities addressing other skills assessed on the exam.


Substandard 1.2 Using: Select and use technological resources and processes to support

student learning.

Artifact: 7th Grade ELA Database Lesson

To support student learning in my 7th grade English Language Arts course, I

created a lesson which used multiple apps in the Google Suite, such as Google search

engine, Classroom, Forms and Sheets to create a database of literary works. The primary

content standards addressed in the lesson were to determine a theme or central idea of a

text, provide an objective summary of the text, and support claim(s) with logical

reasoning and relevant evidence. Students used both a given website and Google Search

to build an easy to understand the definition of the key terms, summary and critique. In

the next phase of the assignment, students and teachers in the school chose a book they

had read and used a Google Form, accessible through Google Classroom to create a

database entry which included source information (title, author, and genre), a summary,

and a critique of the book. This technology provided the students with a method to

record their response and demonstrate mastery of the content skills. In the final phase of

the assignment, students accessed and copied the resulting spreadsheet. Using various

spreadsheet functions, students manipulated the spreadsheet by sorting columns to

determine which texts they would like to read throughout the semester. By integrating

several different technologies, this lesson supported student learning by creating

opportunities for higher-order critical thinking skills, individual expression, and peer

collaboration, while also developing a resource used to guide future literary selections.


Substandard 1.3 Assessing/ Evaluating: Assess and evaluate the effective integration of

appropriate technologies and instructional materials.

Artifact: Study Guide Website Lesson

The Study Guide Website Lesson I created demonstrates the assessment and

evaluation of appropriate technologies and instructional materials. In preparation for

reading Truman Capote’s novel, In Cold Blood, students used Google Scholar to research

Capote’s life and writing style. Using the website, Today’s Meet, they participated in a

digital chat to share their findings and conclusions. I compared the transcript of this

digital chat to notes taken during previous small group discussions about the same topic

and found that students addressed many of the same points, but there was a greater

balance of participation throughout the digital chat. During a brief discussion with the

students, I found that those who were not generally comfortable speaking in a group

setting were able to share more confidently. I decided to retain this element of the lesson.

The next phase of the unit included using Google Blogger to develop a reflective

blog based on topics given for each set of chapters in the novel. I provided technical

instruction in the form of tutorial videos included in the lesson. At the conclusion of the

unit, students wrote a final blog post in which they shared their opinion of the novel and

responded to posts of classmates. I found that the students did well with both the setup

and the maintenance of the blog throughout the unit. However, the final lesson did not

provide clear enough instructional materials for the peer responses. The collaborative

aspect was not integrated as well as I would have liked it to have been.

One of the pedagogical focuses within this lesson is the use of Bloom’s

Taxonomy and the levels of thinking. 21st Century learning requires a great deal of


reliance on higher order thinking skills. The lesson entailed using web-based software to

create interactive quizzes incorporating each of the levels of Bloom’s Taxonomy.

Students were allowed to choose the platform for their quiz creation, and I included

tutorial videos for some of the more popular options. With each lesson, several students

were frustrated by the challenges they faced in the creation of the quizzes. They spent

too much time and energy troubleshooting these issues, and they lost the focus of the

content and higher-order thinking skills. As I evaluated their progress, I concluded that

this use of technology had become more of a hindrance than a help. Based on this

conclusion, I adjusted the instructional materials and allowed students to type their

quizzes on a document for submission and assessment. After this adjustment, the quality

of the work submitted significantly improved as students were able to focus more on the

content than the media.

Substandard 1.4 Managing: Manage people, processes, physical infrastructures, and

financial resources to achieve predetermined goals.

Artifact: Professional Development Site

While at Butterfield Trail Middle School, I was able to help manage people,

processes, physical infrastructures, and financial resources to fully implement training

and usage of technology resources provided. The school received the financial resources

to purchase several new Chromebook charging carts to organize, store, and charge class

sets of Chromebooks used by the students. In meetings, members of the staff had

expressed frustration at an extended delay in receiving the carts. Unfortunately, there was

only one staff member responsible for hardware and software maintenance during this

time. Because we were a 1-to-1 technology school, he spent a great deal of time on


higher priority repairs and maintenance. I spoke to several colleagues who expressed a

willingness to assemble the carts themselves but were unsure of how to handle the

assembly, and there was no available time during which the team could meet as a group.

My goal was to expedite the availability and use of these resources, so I

coordinated with the Systems Manager to manage this process. Together we recorded

and edited an instructional video which demonstrated the assembly of the carts and the

installation of the hardware. In addition to this, I located the PDF version of the complete

user’s manual and the support site for this product. I made these resources accessible to

the staff members through my website (Professional Development Site). By using these

resources independently, all of the staff members were able to assemble and use this

costly resource within the week which strengthened the organization of the current

infrastructure.

Substandard 1.5 Ethics: Demonstrate contemporary professional ethics of the field per

AECT Code.


The AECT Code of Professional Ethics supports professional conduct regarding

the commitment to the individual, society, and the profession. In accordance with these

standards, I created a lesson for my 7th grade English Language Arts class for which each

student created database entries which demonstrated knowledge and analysis of various

texts. The activity was designed to encourage students to share diverse personal feelings

and opinions of literary works without fear of judgment or discrimination (Substandard

1.9) and promote current and sound professional practices in the use of technology in

education (Substandard 1.7).


To ensure commitment to the individual, I allowed the students to choose which

works they wished to include. This freedom gave them the opportunity to explore a

variety of material and “provided access to varying points of view” (Substandard 1.1).

Additionally, this inclusion of variety avoided content that “reinforced or promoted

gender, ethnic, racial, or religious stereotypes…and emphasized the diversity of our

society as a multicultural community” (Substandard 1.8). This lesson was a prelude to a

unit which focused on cultural diversity and acceptance.

Because many of the students struggle with understanding appropriate methods of

personal expression, I asked colleagues across the school to include their entries for

students to read. This lesson demonstrates a commitment to the profession by giving

them accurate credit for their work and ideas (Substandard 3.1). After completion of the

activities, with permission granted by the participating students, I provided my colleagues

access to the lesson and resulting database to use as a resource in their class activities

(Substandard 3.4). This collaboration further demonstrates respect for both the privacy of

the students and a commitment to improving professional knowledge.

Standard 2: Content Pedagogy

Substandard 2.1 Creating: Apply content pedagogy to create appropriate uses of

processes and technologies to improve learning and performance outcomes.

Artifact: Study Guide Website Lesson

The student population and performance outcomes for AP courses are different

from that of general education courses. Consequently, the pedagogy is also unique.

Students who take this course are generally highly motivated and exhibit above-average

academic achievement. Most will continue with post-secondary education. To maximize


success in academic pursuits, the students need the opportunity to develop independence

and apply 21st Century skills, such as critical thinking, creativity, collaboration,

communication, information literacy, media literacy, technology literacy, and flexibility.

The AP English Language and Composition course focuses on the development

and revision of evidence-based analytic and argumentative writing and the rhetorical

analysis of fiction and non-fiction texts. Students are required to evaluate, synthesize, and

cite research to support their arguments. Each of these activities develops and strengthens

higher order thinking skills. Because of this, I began the year by explaining the

components of Bloom’s Taxonomy.

Drawing on this knowledge, I designed the Study Guide Website Lesson for the

AP Language & Composition course to encourage students to analyze and synthesize

content while applying 21st Century skills to construct materials that demonstrate their

abilities. The unit guides the students through the research process using Google Scholar

rather than the Google search engine. Though I fixed the research topic, Truman Capote,

and the mentor text, In Cold Blood, students were given a great deal of autonomy in the

specific focus of their research, the media platform they used, and how they personalized

their presentation of material.

The construction of a reflective blog and interactive web-based quizzes required

students to use technology to present original content. Though I provided video tutorials

in the lesson, students had to learn the software and resolve the challenges of the software

independently. This self-sufficiency led to more creative work and a stronger

understanding of the content, as well as more effective critical thinking and collaborative

skills. All of these improve learning and performance outcomes.


Substandard 2.2 Using: Implement appropriate educational technologies and processes

based on appropriate content pedagogy.


The 7th Grade ELA Database Lesson demonstrates the use of appropriate

educational technologies and processes. Students were asked to choose a text to read.

Because they were given freedom of choice at this stage, they included books from all

reading levels, topics, and genres. After reading the text, they used Google Forms to

write a database entry including a summary which demonstrated their understanding of

the book and a critique, in which they share their opinion of the book and what led them

to that opinion. Students were encouraged to be honest in their assessment. This honesty

allowed for wide variation of intellectual and academic levels as well as personal

preference and expression. Each of these entries was open for students to review which

revealed a wide range of thoughts and attitudes, which fostered commonality among

students as well as supplying topics for rhetorical discussions, which is essential in ELA

content pedagogy.

One of the content standards addressed is that by the end of the year, students are

expected to read and comprehend grade-level literature, with scaffolding as needed at the

high end of the range. Students who were strong readers, as well as those participating in

the Gifted and Talented Program (GT), were encouraged or required (based on

appropriate modifications) to enter multiple entries, which increased the number of

entries at or above grade level. This lesson and the resulting spreadsheet database

provided students with a resource to select texts which offered a greater chance for

mastery of the standard.


Substandard 2.3 Assessing/ Evaluating: Assess the adequacy of learning and evaluate

the instruction and implementation of technologies and processes.


Through the ACT Prep Research Project, I was able to assess the level

effectiveness of English Language Arts instruction at Elkins High School and implement

new technologies that enriched the lessons and enhanced overall learning and

achievement. Using the results of ACT exams administered during preceding years and

anecdotal evidence gathered from both students and instructors, I identified and

categorized areas of deficit in the ELA Curriculum.

Using research of available curricula, best practices, and data collected, I created

and presented several web-based direct grammar activities for the 11th grade ELA classes

at Elkins High School. After administering the ACT exam, I re-examined the results and

determined that the lessons were effective and did provide adequate instruction in the

content area. However; I also concluded that additional direction was needed to address

all of the deficiencies present. Based on this, I have continued to explore other

technologies to supplement the web-based lessons.

Substandard 2.4 Managing: Manage processes and resources to provide supportive

learning communities, create flexible and diverse learning environments, and

demonstrate appropriate content pedagogy.


Because Butterfield Trail Middle School is a 1-to-1 school with a great deal of

focus on technology, students and teachers have consistent access to computers and the

network. Many of the professional development, curriculum, and class activities have


been digitized and presented in online formats. Some members of the staff felt

overwhelmed by the need to learn how to use new devices and programs regularly. Some

responded to this frustration by avoiding technology unless forced by the administration

to use it. Though I understood this reaction, I knew that it was substantially limiting the

possibilities for creative interaction and diversity in learning environments. I discussed

this issue with the members of my content team, and we explored possible resolutions.

At that time, in my ETEC classes, I was learning how educational technologies

could be used to support instruction in K-12 classrooms. I created projects that

emphasized identification, evaluation and effective use of those technologies to support

student learning. I chose to focus my coursework on many of the technologies that we

were using at BTMS. As I developed materials for my courses, I made them available to

those who were interested in two of the websites I had built (Professional Development

Site).

In addition to this, I met with students and staff twice a week to provide support

with the various challenges they faced. During these sessions, I helped teachers set up

and personalize Google Classrooms, assignments, and assessments that aligned with

individual content areas and pedagogical methods.

The websites and “Tech Tutoring” offered both interpersonal and intrapersonal

opportunities to broaden the application of these media in a safe and comfortable learning

community. Students were able to build familiarity and comfort with content-based

software, such as NoRedInk, STMath, Google Docs, Slides, and Sheets, among others.


Substandard 2.5 Ethics: Design and select media, technology, and processes that

emphasize the diversity of our society.

Artifact: Rules to Live By – ELU Unit Website

From the Launch to the Celebration of Learning Night, The Butterfield Trail

Middle School Expeditionary Learning Unit, Rules to Live By, incorporated technology

and media in many forms which emphasized the diversity of our society. We launched

the Expeditionary Learning with a school-wide launch that was designed to build

excitement and foreshadow the array of activities to follow. We began by introducing the

students to several speakers via Skype who shared experiences from locations such as

Malaysia and Israel. By using this media, students were able to interact with people in

diverse cultures around the world.

Some of the teachers also shared their own rules to live by in a video which we

presented during the launch and included on the website (Rules to Live By – ELU Unit

Website). This video, shot in locations that included teachers’ homes, classrooms, and

offices and featured artwork, audio effects, and video filters demonstrated the many ways

that people can use technology and media to express themselves. Each segment revealed

the participant’s message, while also embracing unique aspects of his or her personality.

In addition to hard copies of the text, students had access to digital eBook

versions. Many students who felt more comfortable with technology chose to access this

version for reading both in and out of school. Because there is a large population of

English Language Learners (ELL) in the school, for the English Language Arts classes,

we selected a text that was available in multiple languages and formats. As the winner of

the Newbery Medal for Excellence in American Children's Literature for the year 2000,


Bud, Not Buddy has been translated into Japanese, Italian, Hebrew, German, Dutch, and

Spanish. We provided print versions of Me llamo Bud, no Buddy, the Spanish

translation, as well as digital versions of the English translation to many of the Hispanic

students. By using these versions simultaneously, students were able to see the parallel

text in both languages. Using multilingual texts allowed them to experience the story in

both their native language as well as English and gave them additional scaffolding to

identify any unfamiliar verbiage. For our struggling readers, we provided an audio

version that allowed them to hear the text while reading along in the print version.

Simultaneously utilizing both versions reinforced the connection between the phonetic

understanding and the written word.

To demonstrate their learning, students created a culminating project which

highlighted their reflections on both their academic and personal growth throughout the

unit. They had access to many digital tools to produce and present this assignment in

which they shared the story of their journey and their “rule to live by.” The range of

choices represented and emphasized the diversity of our society. While some students

chose to use minimal technology, some developed complex video productions with

elaborate audio and video effects and editing.

Standard 3: Learning Environments

Substandard 3.1 Creating: Create instructional design products based on learning

principles and research-based best practices.

Artifact: BlackBoard Course for AP Language & Composition

To increase student engagement and comprehension in English Language Arts,

many models support common phases of instruction. One such model is the Readers and


Writers Workshop Instructional Model. This model includes the following elements:

Mini-lesson, guided or independent practice, reflection, independent reading, product-

driven reading and writing instruction, Pre-reading and pre-writing strategies, making

meaning, text annotation, text-based evidence questions, genre study, writing choices,

and analysis and interpretation. The BlackBoard course I created for the AP Language

and Composition course, integrates each of these. Students were expected to research

Franz Kafka’s life and his highly metaphorical style. I used this author study as a lead-in

to an upcoming unit based on Kafka’s most famous work, The Metamorphosis.

The course introduction includes clearly stated objectives to guide learning. In

this module, resources were presented in a variety of media to allow students opportunity

for both guided instruction and independent reading and practice. The lessons include

activities that incorporate both fiction and non-fiction readings and require students to

research, interpret, annotate, and analyze texts. Through this genre-study, they develop

understanding and address text-based evidence questions.

Additionally, best practices in ELA instruction support interaction to solidify

comprehension. As this is traditionally a complicated literary work for students to

understand, it is vital that they have a platform to communicate and share ideas. To

integrate this aspect of learning, I created a discussion board for students to post work

and respond to peers. This communication increases both collaboration and confidence.

To conclude the lesson, I created an evaluation component which allowed

students to provide feedback regarding both the structure and content. This component

gave them an opportunity to share their opinion and offer constructive criticism to inform

decisions about the creation of future instructional materials.


Substandard 3.2 Using: Select appropriate processes and resources to provide optimal

conditions for learning based on principles, theories, and effective practices.


The BlackBoard module and lessons I created for the AP Language and

Composition course demonstrate the inclusion of many processes and resources which

provide optimal conditions for learning based on principles of multiple learning styles,

collaborative learning theories, and effective practices which incorporates these elements

to provide practical application of learning. Because there is an overabundance of

information available through the internet, research tools such as Google Scholar,

PurdueOwl, and Microsoft Word Citation Manager are indispensable in this field. The

lessons I created provide video tutorials and links to sites which guide and demonstrate

the function and purpose of these resources and emphasize the importance and ethical use

of research materials.

Also, research has shown that integrating a variety of presentation media helps

build engagement. Because of this, I included general images, such as a word cloud, and

content specific images, such as Kafka’s gravestone and The Metamorphosis Statue. In

addition to text-based instruction, I included an introduction video that I created, as well

as tutorial videos from YouTube. The instructional and interactional resources I selected

maximize exposure to visual, auditory, linguistic, and social elements.

In studying theories of Lev Vygotsky and Jean Piaget, I learned the importance of

peer interaction on learning. Opportunity for student expression and collaboration are

critical elements of success in digital learning environments, both in building confidence

and cognitive growth. The first lesson requires students to watch and respond to the


introductory video I created. They used this as a model to create their videos while

opening communication between us. In this same lesson, students were asked to develop

and present a video introduction of themselves and interact digitally with other

classmates through responses to those videos posted on a discussion board. This process

created an environment that fostered collaboration and communication among the

students. Later units in the course incorporate additional collaborative tools such as blogs

and wikis to further the cooperative learning.

Substandard 3.3 Assessing/ Evaluating: Use multiple assessment strategies to collect

data for informing decisions to improve instructional practice, learner outcomes,

and the learning environment.


Because there are multiple phases of the 7th Grade ELA Database Lesson, it

demonstrates a variety of assessment strategies. Each phase integrates an assessment

which provides information to determine individual student mastery of outcomes as well

as information regarding the lesson’s strengths and areas of improvement. At the

completion of the lesson’s first stage, which involves researching and developing an

easily understood definition of the key terms, summary and critique, I evaluated student

responses for comprehension. This evaluation also provides an opportunity to determine

the need for clarification before progressing to the next instructional activity.

The second phase involves using Google Forms to create a database entry based

on a book that the student has read independently. Each database entry includes

information about the book as well as the student’s opinion of the book. The assessment

for this activity is the review of the database entries. Individually, the students’ entries


are assessed based on comprehension of the text, expression of an original opinion, the

inclusion of evidence to support that opinion, and application of grade-appropriate

writing conventions. By assessing them in these areas, I was able to determine which of

the required content skills students had mastered and which objectives should guide

further instruction.

Additionally, I use these entries to determine overall reading levels and preferred

genres and topics. I can apply knowledge of these preferences to choose mentor texts

which will be accessible and engaging to students for upcoming units. This information

will also help guide purchasing choices throughout the year. I can ensure the future

availability of texts that have been highly recommended by multiple students. This

information will allow me to build a classroom library which contains the most desired

books and creates an environment that fosters reading for enjoyment.

Substandard 3.4 Managing: Establish mechanisms or plans for maintaining the

technology infrastructure to improve learning and performance.


While working at Butterfield Trail Middle School, I was able to assist in

upgrading and maintaining aspects of the technology infrastructure. Over three years, we

budgeted the purchase of Chromebooks for each student and Chromebook carts for each

classroom. The addition of this volume of hardware to a building that is over fifty years

old was challenging. Our district IT department handled the installation of routers and

cabling, but the staff in our building was responsible for assembling and maintaining

storage carts and individual devices, as well as coordinating and tracking the distribution

of devices.


In collaboration with our building Systems Manager, I created an instructional

video which guided teachers through the assembly of the Chromebook carts/charging

stations (Professional Development Site). These were vital because the students did not

take the devices home overnight. Therefore, we had to maintain adequate charging

capabilities. Due to the age of the building, each room had very few outlets, so students

were not able to charge the devices while working in class. Expedition of this process

gave students access to the devices more quickly and minimized loss of instructional

time.

Following this, I coordinated the distribution of approximately 350 devices to the

classrooms across the building. Each grade level was given 4 Chromebook carts each

containing 27 Chromebooks to be used by 5-8 teachers. I generated and maintained a

shared document which tracked each device. When a Chromebook needed to be

repaired, to avoid losing instructional time, I assigned them a temporary device from the

cart, if one was available. Each teacher had access to this document and could research

and confirm which student had a particular device. Armed with this information, we

were able to minimize student excuses and accurately monitor how students were using

this technology to improve learning.

Substandard 3.5 Ethics: Foster a learning environment in which ethics guide practice

that promotes health, safety, best practice, and respect for copyright, Fair Use, and

appropriate open access to resources.


Sites like Wikipedia and Chegg provide easy access to a wealth of study material.

Students have utilized online study guide websites such as CliffNotes, SparkNotes,


Shmoop, and many others. This ease of access and the commonality of copy and paste

have led to complacency regarding copyright, fair use, and open access to resources. I

constructed the Study Guide Website lesson in a way that balanced the creation of

original content and responsible use of others’ work. Before the introduction of the unit,

students completed a lesson which presented various aspects of ethics and the academic

and legal consequences of plagiarism.

The unit began with a research element during which students found multiple

sources of information about Truman Capote’s life and writing style then determined the

validity and credibility of each. Each of these sources had to be cited correctly to give

credit to the originator. After completion of that lesson, students created a Google Blog

site to document and reflect on their learning throughout the unit. As students began

reading In Cold Blood, Capote’s most famous work and the introduction of the Narrative

Non-fiction genre, they were given various topics as the focus of their posts. Because the

expectation for this was a reflection, I made it clear that they could only use original

work for this activity.

Another lesson within this unit instructed students to create a quiz based on the

topics provided. For each of these quizzes, students were required to include at least two

correctly cited quotes from the text. This activity reinforced the expectations when using

material from another source and reiterated the importance of respecting copyright laws.


Substandard 3.6 Diversity of Learners: Foster a learning community that empowers

learners with diverse backgrounds, characteristics, and abilities.


When developing the Expeditionary Learning Unit for students at Butterfield

Trail Middle School, it was essential that we incorporate elements which highlighted

diversity. As we began the unit, students heard from a variety of speakers who shared

experiences from locations such as Malaysia and Israel, as well as those closer to home.

Teachers also shared their own rules to live by in a video which was presented during the

launch and included on the website. Each of these highlighted different cultures and

shared that culture’s rules to live by. By leading with this experience, students were

encouraged to consider not only the values and rules held by the various speakers but also

those principals and customs of their community. This experience created awareness and

produced an environment which valued acceptance of diversity.

In the ensuing lessons, the English Language Arts classes read and analyzed the

book Bud, Not Buddy, which tells the story of a young African American boy from an

impoverished area who faces and overcomes great odds. This book was chosen, in part,

because it is available in multiple languages, hard copy, ebook, and audio, which makes

the text itself accessible to readers of various levels of ability. This empowered

struggling readers to achieve success. Students also explored the rules the character set

for himself while identifying their own rules to live by. The ELA lessons were designed

to encourage students to make text-to-self connections and synthesize information, which

is a higher order, critical thinking skill, and would challenge not only the struggling

readers but also those students who perform at a higher ability level.


In the Social Studies classes, students chose a country to research independently.

Topics of exploration included geography, environment, language, food, cultural

expectations, among many others. Throughout these self-paced lessons, teachers

performed as facilitators, which created an environment that allowed students to feel

comfortable despite their various characteristics, educational levels, and technological

abilities.

Students received guidelines for the culminating project, but they were allowed to

choose the media used during the “Celebration of Learning Night.” Some of the

presentations included dramatic scenes, original artwork, musical interpretations,

representative models, digital slideshows, and movies, among others. This flexibility

provided students the chance to demonstrate their academic growth while showcasing

their unique talents and gifts. Each of these aspects was included to ensure that all

students would have the opportunity to achieve their greatest success.

Standard 4: Professional Knowledge and Skills

Substandard 4.1 Collaborative Practice: Collaborate with peers and subject matter

experts to analyze learners, develop and design instruction, and evaluate its impact

on learners.


While at Butterfield Trail Middle School, I met with my content team on a weekly

basis to disaggregate and analyze empirical and anecdotal data regarding the strengths

and weaknesses of student performance. Through this process, we identified and

prioritized several deficits and explored options to improve student performance. The


primary concern was the need for the significant development of analytical and critical

thinking skills.

Additionally, we identified a deficiency in soft skills, particularly those related to

social and ethical behaviors. We determined that our students would benefit if we

devoted an extended period to an Expeditionary Learning Unit, which integrates diverse

disciplines, real-world learning, and allows students to lead their education. In response

to this, we developed a cohesive unit which incorporated a direct and indirect focus on

these skills.

During an intensive two-day planning session involving teachers from each of the

content areas, we created a school-wide launch designed to build excitement and

relevance, inter-disciplinary lessons, and a culminating project which allowed students to

demonstrate both academic and personal growth. We included each of these elements in

a website for teachers, students, and parents (Rules to Live By – ELU Unit Website). As

the unit progressed, we continued to meet twice weekly to review and discuss the

strengths and weaknesses of the lessons, identify student successes and challenges, and

evaluate the effectiveness of each experience. At the conclusion of the unit, we

assembled as a team to reflect on each aspect of the ELU. We considered which

elements should be incorporated into or excluded from future curricula.

Substandard 4.2 Leadership: Lead peers in designing and implementing technology-

supported learning.


While attending a Google for Education Arkansas Summit in Conway, AR, I

learned a great deal of information regarding the Google Apps for Education (GAFE). At


that time, our school was a participant in the program, but Google had only recently

released Classroom, and many of the staff members were not familiar with the

capabilities of the program. I made arrangements with the Principal to provide

professional development time to collaborate with my peers and share what I had learned.

I was able to demonstrate some of the possible uses of this program and provide

assistance creating learning environments that met the needs of the various grade and

performance levels, as well as the diverse content areas and curricula.

As a way to continue providing support within our learning community, I created

a Google Site which included various instructional videos to help my colleagues create

individual technology-based learning environments which allowed them to provide a

variety of teaching platforms, more easily meet modification requirements, and

streamline the assessment and feedback process (Professional Development Site). By

offering this support, each department was able to design and implement a curriculum

which integrated Google Classroom and other apps within the GAFE Suite.

Substandard 4.3 Reflection on Practice

This substandard is demonstrated by the development of the ETEC ePortfolio.

Substandard 4.4 Assessing/ Evaluating: Design and implement assessment and

evaluation plans that align with learning goals and instructional activities.

Artifact: Study Guide Website Lesson #1

I based the learning goals for the Study Guide Website Lesson on literary content,

Truman Capote’s life and novel, In Cold Blood, and development of soft skills, including

presentation, critical thinking, project management, interpersonal skills, perseverance and

time management. I designed the lessons within the module with multiple activities and


provided a content-based rubric for each. The rubrics offered clear guidelines for the

category expectations as well as a point value associated with each achievement level.

The format of the rubrics was consistent throughout the unit and most included three

categories, based on completion and timeliness, content creativity and originality, and

application of the conventions of formal language. This rubric scoring afforded me a

quantitative measurement for the evaluation of the students’ understanding of the content

and quality of work.

My assessment for this lesson focused on students’ ability to gather information

from multiple reputable database sources, examine information gathered from sources,

evaluate which information is most relevant, and to share that information in an


organized and appropriate manner. For the initial activity, the learning objectives, based

on state standards, were to “Research information from multiple sources about Truman

Capote’s life and writing style” and “Understand and discuss the importance of the

introduction of “New Journalism”, a narrative non-fiction writing style”. I chose digital

discussion to provide a platform in which students could share information

collaboratively with equal opportunity for expression and collaboration.

My assessment for the second activity focused on students’ ability to read and

annotate the text, analyze the rhetorical elements, and recognize and reflect on their

learning. A blog provided a platform for students to work at an individual pace but still

allow regular assessment of rhetorical analysis skills and feedback regarding achievement

and struggles.


The third assignment in the lesson was designed to develop skills in textual

citation and understanding of critical thinking. Assessment of the final product, the

interactive quiz questions, provides confirmation of mastery of the learning objectives as

well as textual understanding, creativity, and originality.

In addition to content standards, I used these activities to assess the development

of students’ soft skills. By including multiple activities in each weekly lesson but setting

a single due date for the submission of those activities at the end of the week, I was able

to assess skills such as project and time management. I consistently reviewed the weekly

blog posts and peer responses to determine how the students persevered through the

literary and technical challenges they faced as well as their interpersonal and

communication skills. I did not assign an evaluation score to this aspect but used what I

learned from these evaluations to inform decisions regarding future instructional

activities and assessments.


Substandard 4.5 Ethics: Demonstrate ethical behavior within the applicable cultural

context during all aspects of their work and with respect for the diversity of learners

in each setting.


When analyzing the data in preparation for the Expeditionary Learning Unit, our

team identified the strengths and weaknesses of student performance. Based on this

information, we prioritized several deficits and explored options to improve student

performance. In addition to the need for the significant development of analytical and

critical thinking skills, we identified a deficiency in soft skills, particularly those related

to social and ethical behaviors. We determined that this could be attributed in large part

to a combination of factors including low socio-economic community, below-average

parental education and involvement, and an overall decrease in the amount of personal

interaction due to shifts in cultural norms and the prevalence of technology.

Using this knowledge, we ensured that each segment of the unit contained

instructional elements and activities that highlighted and celebrated diversity while

encouraging students to recognize and share aspects of their own culture. This aspect

was designed to build respect for those with backgrounds different from their own. By

giving students a great deal of freedom in the presentation of the culminating project and

utilizing rubric-based assessments that focused more on content and overall

comprehension than the traditional application of mechanics, we encouraged greater

personal expression.


Standard 5: Research

Substandard 5.1 Theoretical Foundations: Demonstrate foundational knowledge of the

contribution of research to the past and current theory of educational

communications and technology.

Artifact: Instructional Design Model Paper

The instructional design model, The Alphabet ID Model, and the accompanying

paper I wrote demonstrate foundational knowledge of educational communications and

technology theory research. The most prevalent and well-known model, The ADDIE

Model, served to guide my initial understanding. Though I used this model for many of

the course activities, I explored some of the variations of instructional design models

used and found commonalities among them. I discovered that most of the models

directed instructional designers to analyze and understand the learners, or the audience.

This understanding is necessary for all instruction. Because this is, and always has been

critical for successful preparation, I included this as the first stage for my ID model.

The Alphabet ID Model is primarily based on a cognitivist model because a great

deal of the focus is on understanding what prior knowledge the learners have and how


best to build on that knowledge. “The cognitive approach focuses on making knowledge

meaningful and helping learners organize and relate new information to prior knowledge

in memory. Instruction should be based on a student’s existing mental structures or

schema to be effective” (Yilmaz, 2011). The cognitive theories recognize the role of

memory and transfer in the process of learning and support that “learning results when

information is stored in memory in an organized, meaningful manner.” (Ertmer &

Newby, 2013). This ID model acknowledges the need to integrate previous knowledge

with new information processing to increase the level of retention and transfer.

The next stage of the model is based not only on my research on instructional

design but also my knowledge of Lev Vygotsky’s theory of the Zone of Proximal

Development. His studies show that it is essential first to identify what knowledge or

skills a person has, then define the desired goal or outcome. Using this information as a

guide, one can then articulate the specific instructional needs to help the learner achieve

those outcomes. This knowledge was the rationale for including Background as the

second phase of my ID model. Understanding what level of experience, knowledge, and

skill a learner possesses can guide an instructor to create more effective lessons and

materials.

The third phase of the model, Content, requires the designer to consider the

information that he/she needs to convey and the content standards that he/she must meet

within the instruction. Additionally, the delivery method must be considered.

Knowledge of the audience, their background, and the content standards will direct the

choice of the most appropriate platform and media for presentation of material,

constructive feedback, and interaction.


As I learned about the emergence and development of various technologies, I

found that many of the delivery methods we use today are rooted in the initial use of

audio/visual training for both military and government. As Public Broadcast stations

grew, they explored new ways to translate the methods into programs tailored to the

education of the masses. The technologies we use to deliver video, audio, and image-

based instruction, such as learning management systems, podcasts, and video streaming

sites, are evolutions of these early programs.

Each of the ID models I researched also included some element of evaluation.

Though the evaluation of the learner and assessment of achievement is critical, it is also

crucial to evaluate the effectiveness of the instructional methods and materials and the ID

model itself. The final phase of the Alphabet ID Model is Evaluation for this reason.

The interrelated phases of this model, based on knowledge of past and current

theory of educational communications and technology, create a flexible guideline for

developing effective instruction and materials.

Substandard 5.2 Methods: Apply research methods to solve problems and enhance

practice.


One of the challenges I identified after joining the staff at Elkins High School was

the deficiency in scores on the ACT College Readiness Exam. I learned that schools

administer the ACT to all students in the 11th grade and that many, including those

considered high achieving students, struggled to attain the desired scores. Because this

score is used as an indicator for college admissions and sources of post-secondary


educational funding, I felt this was an essential topic for consideration. Using current

research methods, I explored best practices in this field and options to enrich instruction.

I evaluated previous methods of instruction in this discipline at this grade level as

well as those implemented in preceding grades. I assembled the various data for analysis

and concluded that most of the teachers presented grammar rules in the form of

constructive feedback rather than direct instruction.

I reviewed ACT released items from years 2000-2016 and researched some of the

best ACT Prep curriculum available. I chose to use materials taken from the Chad

Cargill ACT Prep Workbook. Using the direct grammar instruction exercises, I created

several web-based lessons that addressed the specific skills commonly assessed on the

ACT. I coordinated with the other 11th grade English teacher to present these lessons to

each of the students taking the ACT exam. Because the lessons utilized a web-based

format, students were able to revisit these lessons as often as necessary to prepare for the

exam.

After we administered the exam in April, I reviewed the results and used

methodology I learned in the course Research Methods in Education to determine that the

median score on the English section of the exam had increased by 2.13 points. With a

range of scores from 10-36 on this exam, this increase represents and 8.2% growth. After

presenting these results in my paper, In or Out of the Text: Direct Grammar Instruction

and the ACT English Language Arts Exam, I further analyzed the data from that exam

and coordinated with teachers from other disciplines to use a systems approach to

develop additional web-based instructional activities addressing other skills assessed on

the exam.


Substandard 5.3 Assessing/ Evaluating: Apply formal inquiry strategies in assessing

and evaluating processes and resources for learning and performance.


Application of formal inquiry strategies is often difficult in the English Language

Arts curriculum. However, I was able to incorporate this through the BlackBoard

modules and lessons I created for the AP Language & Composition course.

Traditionally, educators present literature and author study in a teacher-led, passive

learning environment where students are given a text and asked to read and retell or

respond to the work.

The content standards for this unit were to gather information from multiple non-

fiction sources to determine how the author’s life influenced the text, read and

comprehend literary nonfiction proficiently and analyze literary elements and author craft

within the text, and cite strong and thorough textual evidence to support analysis of what

the text says explicitly as well as inferences drawn from the text, including determining

where the text leaves matters uncertain. Because it is a highly metaphorical text which

requires strong interpretational skills, Franz Kafka’s The Metamorphosis is an ideal text

to meet these standards. The difficulty of presenting this text is that it requires very in-

depth focus and analysis.

When I created the modules and lessons for this course, it was important to

stimulate student thinking before introducing the mentor text, so I began planning with

two guiding questions, “What skills do the students need before introducing the story?”

and “What content knowledge do the students need before introducing the story?”. I

determined that the ability to research and interpret extended literary metaphor were


crucial skills, while knowledge of Kafka’s life and recurring themes of alienation,

existential anxiety, guilt, and absurdity were key to understanding why the story’s main

character wakes to discover he has transformed into a cockroach.

Rather than present this information in the traditionally passive method, I

provided students with online resources to locate the information, digital tools to respond,

and a collaborative platform to share and discuss the various conclusions. At the

conclusion of each activity, I used formal inquiry strategies to compare the quality of

student work on previous assignments to work produced during this activity. I also

reviewed the work submitted to assess the effectiveness of both the process and the

resources. I noted whether or not students had achieved the learning objectives.

Additionally, formal inquiry was used after the completion of the unit. Students

were provided an evaluative survey regarding various aspects of the course activities and

asked to rate them on a scale provided Strongly Agree, Agree, Neither Agree nor

Disagree, Disagree, Strongly Disagree, and Not Applicable). The following statements

were included in the evaluation

- There was a clear entry point which provided guidance on how to get started in the course.

- The syllabus was easy to access and understand. - Instructor’s e-mail address, phone number, and office hours were clearly displayed. - Course grades calculations are clear. (points, averages, weights, etc.) - Course activities including assignments and/or assessments required during the

course were well explained. - Instructor-student communication was clear and helpful. Includes the response time

and feedback FROM the Instructor TO the Student. - Instructor’s expectations of each student were appropriate. - Communication standards were appropriate. This includes instructor’s standards for

all forms of communication (e-mails, discussion boards, Netiquette).


- Types of interaction within this course were appropriate and helpful. This includes, but is not limited to the following types of interaction: Student-Instructor; Instructor-Student; Student-Student; Student-Content; Discussion Boards; Wikis; Blogs etc.

- Rubrics were available and easily understood.

Additionally, students were asked to provide any additional information they felt

would be helpful to know in preparation for upcoming semesters. From the student

responses, I was able to identify the strengths and weaknesses of both the course

instructional materials and activities. Analysis of the posts and replies on the discussion

board and the survey responses allowed me to assess and evaluate the effectiveness of the

processes and resources I used.

Substandard 5.4 Ethics: Conduct research and practice using accepted professional and

institutional guidelines and procedures.


I demonstrated this standard in the ACT Prep Research Project I completed

through the Research Methods in Education course. I researched current instructional

methods regarding indirect and direct grammar instruction, best practices in grammar

instruction, and available options for creating a web-based curriculum to enhance student

learning. The numerical and anecdotal data was collected using accepted professional

procedures. In accordance with professional and institutional guidelines, I took care to

ensure the anonymity of the participants and the unbiased analysis of the data. The

collaborative work of this project resulted in a research paper that I presented to the

school’s administration and school board. Additionally, I made the resulting materials

accessible to the faculty and staff for future use.

evidence of standards achievement 12-3 · 2018. 12. 2. · evidence of aect national standards...

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