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Some things I Did while Teaching.
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A thing that shows who I am as a teacher.
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CV 2018
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CV 2016
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Some things I Learned and Made while I was learning.
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Masters Courses and Drive Folders
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Educational Leadership Philosophy
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Artifacts
- Brochure for Sprout Experiential School (Right) - Stategic Plan Context Both the brochure and strategic plan were created through the endicott program as a learning experience meant to replicate the process of collaborative creation of a school's mission, vision and core values. Justification These artifacts were included to show a tangible example of an authentic process - one that all schools must go through to embark on a consistent road to change and improvement. This learning experience, though condensed, allowed me to participate in the entire process, to view and be viewed through a collaborative lens, all while taking on the roles of different stakeholders. This allowed me to see the bigger picture and to experience some of the challenges that are undertaken when there are many viewpoints contributing to the future success of a school. |
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Reflection
Taking part in this process gave me time to consider what I value and what my vision would be for the future of the school where I work. It allowed me to solidify my core values, but also to see how many different perspectives can also follow the same path. Despite our differences, we do not need to have a vision that is wildly divergent.
Taking part in this process gave me time to consider what I value and what my vision would be for the future of the school where I work. It allowed me to solidify my core values, but also to see how many different perspectives can also follow the same path. Despite our differences, we do not need to have a vision that is wildly divergent.
Artifacts - How Do Porcupines Make Love (Right) - Establishing Proffesional Norms for Collaboration (above) Context The artifact included to the right details ways in which James Donovan utilized principled negotiation during the release of the Bay of Pigs Prisoners. The artifact above was the result of a collaborative approach to establishing working norms amongst our leadership team. |
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Justification
The use of principled negotiation strategies has been paramount to establishing successful and ethical working relationships and professional norms for collaboration. Whether with my year team, with other colleagues, or even with students, the ideas expressed in this collaboratively written artifact are an integral part of my personal professional standards and practices. This is showcased in the collaboratively created working norms above.
Reflection
Through the learnings in this course, I am constantly thinking about the balances that need to be struck when making changes and moving forward, especially when it comes to maintaining relationships and understanding each other through the various layers and cultural contexts. Both of these artifacts were created collaboratively and both relate to the give and take, as well as relationship building aspects of working in a professional community.
The use of principled negotiation strategies has been paramount to establishing successful and ethical working relationships and professional norms for collaboration. Whether with my year team, with other colleagues, or even with students, the ideas expressed in this collaboratively written artifact are an integral part of my personal professional standards and practices. This is showcased in the collaboratively created working norms above.
Reflection
Through the learnings in this course, I am constantly thinking about the balances that need to be struck when making changes and moving forward, especially when it comes to maintaining relationships and understanding each other through the various layers and cultural contexts. Both of these artifacts were created collaboratively and both relate to the give and take, as well as relationship building aspects of working in a professional community.
Artifacts
- Structured Word Inquiry for EAL Learners (Right) - UDL / CSP as a Means of Planning for Co-TeachinG Context In the cultural context where i teach, there are many EAL learners. As I was responsible for introducing a new spelling initative to our school which aligned more closely with our inquiry based curriculum, it was important to run a quantative study to determine its success. Additionally, debate has consistently been raised by teachers and administrators as to how to effectively plan for the various co-teaching models existing at the school. The second artifact featured here is a presentation with suggested methodology. Justification These two pieces have been included because they show my active involvement in the creation and augmentation of the curriculum, specifically as it pertains to creating an equitible learning environment where all students can thrieve. The first artifact shows my desire to try new things - to change what we currently have to more closely align with our core values of an equitable learning environment and inquiry based learning. The presentation, which suggests that putting UDL and a Class Support Plan as the documentation that drives our desire for creating equitable environments (and not the curriculum content), also shows that my desire is to create an equitable environment, first and foremost. |
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Reflection
It is interesting to think that these two artifacts both represent a desire to create equity in two different ways - one, through the curriculum itself, and the other through creating the structures that allow for all students to thrive. My position as a Year Leader has given me the forum to lead initiatives like this within my own team, but also, to spread this information to other teachers through the weekly collaboration with other Year Leaders. It is interesting for me to see how the equitable ideas can grow and spread in myriad ways.
It is interesting to think that these two artifacts both represent a desire to create equity in two different ways - one, through the curriculum itself, and the other through creating the structures that allow for all students to thrive. My position as a Year Leader has given me the forum to lead initiatives like this within my own team, but also, to spread this information to other teachers through the weekly collaboration with other Year Leaders. It is interesting for me to see how the equitable ideas can grow and spread in myriad ways.
Artifacts - Vocabulary Building Program Change Initiative (Right) - Developmental Continuum for Mathematics - Developmental Continuum for Language - Co-Chaired CIS Assessment Committee Context The artifact to the right further details the change iniative that I introduced to my school. The other two linked artifacts are developmental continuums for Mathematics and Langauge, which I was responsible for organizing and instructing teachers on their implementation. Justification The reason for including the first artifact is that I have been a part of introducing new programs and iniatives to schools. I seek to find Bigger picture areas that are in need of development and actively try to find solutions to those issues. The Language and Math Continuums show my ability to create organized assessment documentations that are multilayered - allowing teachers who need to know more to make deeper connections, whilst still permitting others to know the basics in a concise and simple manner. |
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Reflection
This is an area where I feel I have contributed effectively as a leader - given that all teachers, regardless of their position in the organization, are responsible for delivering the curriculum through effective instruction and formative assessment. Additionally, I feel that, through my position as a math coordinator and Year Leader, I have also been able to effect curriculum development at a school level. This is no better reflected than my involvement in the creation and implementation of new programs (as featured to the right), my development of both the math and language continuum based reporting system, and the fact that I was asked to co-chair the assessment committee for the CIS accreditation. This is an area I want to continually be a part of - helping to enact schoolwide change.
This is an area where I feel I have contributed effectively as a leader - given that all teachers, regardless of their position in the organization, are responsible for delivering the curriculum through effective instruction and formative assessment. Additionally, I feel that, through my position as a math coordinator and Year Leader, I have also been able to effect curriculum development at a school level. This is no better reflected than my involvement in the creation and implementation of new programs (as featured to the right), my development of both the math and language continuum based reporting system, and the fact that I was asked to co-chair the assessment committee for the CIS accreditation. This is an area I want to continually be a part of - helping to enact schoolwide change.
Artifacts
- A 1st or 2nd Step in Social-Emotional Learning (Right)
- Completion of Second Step for Adult Training
- A 1st or 2nd Step in Social-Emotional Learning (Right)
- Completion of Second Step for Adult Training
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Context
The school where I am employed has been running the second step program since the onset of COVID-19 to help support the well-being of students in the challenging context with which we have been living. Justification The inclusion of this paper shows that I am always questioning the validity and appropriateness of the tools we are using to support student growth and development. Even though this was not an initiative that I started, I took the necessary steps to complete the training (both in terms of instruction for students and as it applies to adults in a teaching and working environment). Additionally, I did further research to see if the program we were using was having the desired impact, or if there was an alternative, or augumentation that could better suit our students and our context. Reflection Through this research I discovered that there were aspects of the program that were working well for us and others that were not (especially the adult education aspect). We were able to make changes to the curriculum to ensure that we were doing right by our students and teachers and that we were not just paying lip service to such a challenging standard. I feel this helped me grow as a leader, as new iniatives are being put into place quite consistently in schools. As a leader, I think it is important to evaluate the effectiveness of these initiatives. In order to do this, we need to evaluate in a way that is research based, with the underlying question being, does this support students learning, growth and development? |
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Artifacts
- Guidelines and Recommendations for Emergency Distance Learning (Right)
- Coaching
Context
In the early days of COVID-19, our school did not have set policies when it came to the emerging distance learning enivronment we were thrust into.
- Guidelines and Recommendations for Emergency Distance Learning (Right)
- Coaching
Context
In the early days of COVID-19, our school did not have set policies when it came to the emerging distance learning enivronment we were thrust into.
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Justification
This artifact shows my early thinking and was used to help create policy to ensure consistency of instruction across the lower school. This shows my desire to approach new challenges head on and my approach to sharing new solutions with my colleagues. Additionally, at our school, we have a robust coaching program for supporting all teachers (not just new ones). Teachers with coaching experience are asked to add their name to the list so that teachers may select individuals to act in a coaching capacity throughout the year. I was requested to be a coach by 8 different teachers last year (I think I set the record). I think that this shows my desire to be a supportive member of the community and also the connection and trust I have with my peers. Reflection Coaching and mentoring is an area which I constantly seek feedback to improve my practice. As indicated in my philosophy of leadership, I believe that coaching is a key component in the decentralization of leadership. Our mentors can and should come from all across our educational institutions. Additionally, I believe that the artifact to the right shows my desire to be responsive to an ever shifting educational landscape. When COVID-19 restrictions hit, I did not want to sit and wait for instructions on how to adapt, I wanted to be a part of leading the change and supporting others during a challenging time. The fact that this paper was used to create policies and suggested practices within my school was very validating to me as a professional. |
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Artifacts
- Impact Learning (Below)
Context
Impact Learning was a system introduced by myself and two other colleagues to help support staff members through internal professional development and by setting up supportive peers. Each member of the lower school shared areas they were interested in developing and were then able to reach out to supportive peers to aid in their development.
Justification
In previous schools, I had seen attempts at using a "PineApple Chart" strategy as a means of internal professional learning. I feel that some of the best learning I have had was through getting in to my colleages classes and seeing how they put philosophy into practice. I have included the artifact below because it was my attempt to introduce the same idea to my current school, but with an improved logistical format.
Reflection
My hope in introducing this initiative was that it would help keep staff motivated and would organise how we support eachothers professional learning. Unfortunately, COVID-19 happened, just as things were starting to get rolling. Though we have since abandoned the format for something else I still think this could work and is an initiative I would like to bring back. Organizing and supporting the logisitics that help other staff members to learn from eachother is very much in alignment with my core values as a leader - not to be the sage on the stage, but rather a supportive friend, who can help others find the individuals they need to become better teachers.
- Impact Learning (Below)
Context
Impact Learning was a system introduced by myself and two other colleagues to help support staff members through internal professional development and by setting up supportive peers. Each member of the lower school shared areas they were interested in developing and were then able to reach out to supportive peers to aid in their development.
Justification
In previous schools, I had seen attempts at using a "PineApple Chart" strategy as a means of internal professional learning. I feel that some of the best learning I have had was through getting in to my colleages classes and seeing how they put philosophy into practice. I have included the artifact below because it was my attempt to introduce the same idea to my current school, but with an improved logistical format.
Reflection
My hope in introducing this initiative was that it would help keep staff motivated and would organise how we support eachothers professional learning. Unfortunately, COVID-19 happened, just as things were starting to get rolling. Though we have since abandoned the format for something else I still think this could work and is an initiative I would like to bring back. Organizing and supporting the logisitics that help other staff members to learn from eachother is very much in alignment with my core values as a leader - not to be the sage on the stage, but rather a supportive friend, who can help others find the individuals they need to become better teachers.
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Artifacts
- Marketing Plan (Right) - To Tutor, or Not to Tutor - Parent University Context Included here is a marketing plan completed as part of the Endicott program. This is a hypothetical look at some potential changes that could be implemented in a marketing context at my current school. Additionally, I have included artifacts of the most recent parent information sessions I have run. Justification The marketing plan has been included here, as I feel that, even though this is not my area of expertise, the suggestions I have made are ones that could be implemented. To me, this plan shows my ability to think about the bigger picture - in this case, what may need to be done to keep the school financially viable. I have also included here a few meaningful engagement with the parent community. there are too many of these artifacts to choose from, as I have consistently contributed to an ongoing collaboration with the wider parent community. Reflection I feel that the marketing plan shows how I am able to take on projects where, even if I am not an expert, I am able to collaborate and create, in order to effectively solve problems and come up with creative solutions. Marketing is new to me, but I know this is an important aspect of how schools reach out to the community. |
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I know that as a leader, I am constantly seeking out experiences that will develop my understanding of the components of communty development that I am unfamiliar with. The parent University and numerous parent sessions that I have run continue to help me grow as a leader and to build relationships with all stakeholders.
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Artifacts
- Chaired CIS Operations Committee - Stategic Plan / Budget (Right) Context Included in this section is the Strategic plan, which has already been mentioned. In this case though, the section relating to the budget is the key component. I have also referenced another CIS committee that I Chaired. For this committee, I worked with a group of 10 other teachers to look into the schools operations in preparation for our CIS Accreditation visits. Justification Being a part of the CIS Accreditation and chairing the operations committee involved looking into facilities and operational issues, as well as safety protocols, in order to make recommendations and to take the necessary steps to make improvements. Though I do not have an artifact for this (for confidentiality reasons), I feel this is something that needed to be included, as I was asked to step into an important leading role for an area that we needed vast improvements. I have also included the budgeting here, as this specific learning engagement gave me time to really delve into the process of developing a budget from scratch - thinking about how a school balances it's finances and determining what is important for day to day operations and for supporting student learning. |
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Reflection
Each of these artifacts show my desire to be a leader that does more than just teach. I want to be a part of the larger decision making as well as the collaboration that leads to those decisions. I want to enact lasting change that extends beyond the four walls of the classroom and that supports student learning in myriad areas. Thinking about how a school operates, how it spends it's money, and how it's facilities support student learning is not a new area of thought for me, however it is one that I feel I could improve on as a leader the more experience I am able to have.
Each of these artifacts show my desire to be a leader that does more than just teach. I want to be a part of the larger decision making as well as the collaboration that leads to those decisions. I want to enact lasting change that extends beyond the four walls of the classroom and that supports student learning in myriad areas. Thinking about how a school operates, how it spends it's money, and how it's facilities support student learning is not a new area of thought for me, however it is one that I feel I could improve on as a leader the more experience I am able to have.
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Artifacts
- Epic Environments Steering Committee Mission - Brochure for Sprout Experiential School Context the brochure was created through the endicott program as a learning experience meant to replicate the process of collaborative creation of a school's mission, vision and core values. I have also included an artifact related to the Classroom Environments steering committee, which I started and ran. Justification I feel that these artifacts help to show that I desire to be a part of the bigger picture when it comes to school improvement. In fact, I believe that all of the artifacts shown in this portfolio show that I take an approach to leadership that involves reflecting on my practice and the practice of others, collaborating with others to determine what changes could be made to support student learning, taking a research based approach to finding solutions and then taking an active role in leading these change alongside my peers. |
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The artifact to the right has been included as it shows part of the culmination of the efforts put forth by the team to think deeply about how to improve our seats and surfaces to better support the learning we desire at our school. The budget has been included as it was the first time for me to take a look at how a school determines where tuition fees and other fees are spent.
Reflection
I will conclude this section by referencing a part of my Educational Leadership Philosophy - Relationships, not titles, are the cornerstone of successful leadership. Relationships should be built on mutual respect and an understanding that all stakeholders are valued and have the capacity to grow and contribute to our community of learners. I believe that these artifacts show that I want to continue to grow as a leader, but not by standing apart from the community, but by standing alongside them and collaborating to achieve a common goal. Though I feel there are areas where I can improve (and I will always feel this), I think each of these artifacts show my values as a leader and my desire to strive forward in order to better serve my community.
Reflection
I will conclude this section by referencing a part of my Educational Leadership Philosophy - Relationships, not titles, are the cornerstone of successful leadership. Relationships should be built on mutual respect and an understanding that all stakeholders are valued and have the capacity to grow and contribute to our community of learners. I believe that these artifacts show that I want to continue to grow as a leader, but not by standing apart from the community, but by standing alongside them and collaborating to achieve a common goal. Though I feel there are areas where I can improve (and I will always feel this), I think each of these artifacts show my values as a leader and my desire to strive forward in order to better serve my community.
