Professional Dispositions and Technology Proficiencies in Education, Thesis of Business Accounting

Download Professional Dispositions and Technology Proficiencies in Education and more Thesis Business Accounting in PDF only on Docsity! EDUC 6610J Individual Learning Plan Part 1 Master of Science in Education, Walden University EDUC 6610J-17: Teacher as Professional Part 1: Professional Dispositions Looking back at my Disposition survey, I identified meeting ethical and legal conduct and communication from the professional dispositions as areas of strength. Currently, I believe that I am meeting the ethical and legal conduct expectations as I act “[professionally] and [respectfully] at all times” (Walden, 2020, para 8). One example in which I demonstrated this professionalism is during a parent-teacher conference. The parent of my scholar was frustrated with difficulties logging into zoom, which therefore caused him to be late for our meeting. When he arrived, he informed me that the schools’ system for conferences was not intuitive; I expressed my apologies and then asked if there was something relating to his son’s academics he wanted to discuss. At this point, he was still frustrated and began to yell at me and questioned my abilities to enrich his son. Again calmly, I addressed his concerns and asked if there were any other concerns or questions he had. I consider my staying calm while this parent was upset displayed my professionalism. The other area of strength I believe I exhibit is communication. I think this to be a strength of mine because I acknowledge and respect the ideas and feelings of others (Laureate Education, 2016). In my classroom, I begin my day with a morning meeting. During this meeting time, I allow my students to share and talk about whatever they would like to discuss. Somedays, they want to talk about plans for the weekend, while other days they discuss big emotions they are having. Everyone actively listens to each other, and I remind students when interrupting occurs that we need to be good listeners and then model for them. I make sure to acknowledge their comments by either restating something they said commenting on their thoughts. I feel as though this does display that I have a good social presence in my class and understand the importance of giving everyone a voice. Something I still wish to get better with the descriptor communication is making sure to provide the students a voice not only in the mornings and afternoon but all day through the instruction. It is essential to engage the scholars in dialogic discourse to help them feel more valued and a part of their education (Kaya, Ceviz, 2017). I intend to watch my recorded lessons and observe how much time I am giving the students to participate and how much time I am speaking myself to be able to move away from a monologic to dialogic discourse in my class. The identified areas of improvement from the candidate dispositions, disposition survey, were professional development and equity. Since this survey, I have been working to create more culturally responsive lessons and expand my enrichment resources for advanced learners. I have made more culturally responsive lessons by reaching out to the ESOL teachers for my team and asking for alternative books to read as a whole group that could be used instead of books suggested by the curriculum. I plan to continue to improve in my equity as a part of the professional dispositions engaging families more frequently and reach out for assistance in determining plans for individual success. I plan to do this by using the surveys discussed in my assignment, becoming a scholar of change, to ask parents for suggestions or input for what they notice at home and the interests of their scholars. The S.M.A.R.T. goal I have created for professional development is as follows: I will engage in professional development and growth by requesting two of my peers to observe me and allow me to watch them for different subject areas in order to gain feedback on my professional practices and learn new teaching strategies by February 28th. With this goal, I hope to collaborate and reflect in order to grow as a professional. I also desire to form a professional Part 3: Technology Proficiencies Based on my disposition survey, I described myself as proficient with using technology as a tool for designing learning, facilitating and assessing, and communicating with my students. I was introduced to technology at an early age and learned during my undergraduate courses n how to use technology as a tool within the classroom. I also see moving to distance learning as a way that I was able to continue to grow within this proficiency. Through online learning, I have improved my use of zoom as a tool in the classroom. When the year began, I only knew how to create my meetings and be able to share my screen to show the slideshows I had created, but now I am able to fully utilize the breakout rooms, waiting room, and how to use a second monitor and document camera as an alternative camera while on zoom. Distance learning also gave me the opportunity to explore further the tools that my county purchased this year as a result. I now have experience with and feel confident in using ClassTag, Nearpod, Kami, and Canvas. One example from my classroom is using videos for my exit tickets during my math block. While continuing to explore Canvas, I discovered that my students would be able to respond to discussion posts by created a video response. This has been extraordinarily helpful because my students are first graders and have significant difficulties drawing on the computer. This feature allows them to do their work on paper or on a whiteboard and then show their work for the camera. This feature also has the bonus that every child gets to show their work and the chance to explain it in their own words. They are always excited to pretend to be YouTube stars making a video and has improved the participation so far. Finally, I listed using technology as a device for communication with parents as an area for improvement. Recently I have started using ClassTag more frequently to send out a weekly newsletter to parents with updates about the classroom and a survey to help parents monitor their student’s assignments. I could still improve by contacting parents more directly when I have a question or a concern about a child. As I am still a new teacher, I get nervous having conversations with parents about concerns I have about their child, behaviorally or academically. I have experienced disrespect from some parents with note of my age, and them feeling as though I would not be able to meet the needs of their child. This causes me to feel slightly more anxious when I need to speak to other parents, even though there have only been a couple of parents who have treated me this way. To improve in this area, I plan to use technology to communicate more frequently to my parents with specific updates on their child so that when I need to address concerns, both the parents and I feel more comfortable. I will also need the support of technology to translate such messages to ensure a full understanding of the topics of conversation. The S.M.A.R.T. goal I have created regarding the technology proficiencies is: By the end of the school year, I will contact every parent/guardian at least three times with positive feedback using google translate and various messaging platforms. References Walden University. (2020). Code of conduct. Walden University. Retrieved Nov. 13, 2020 from https://catalog.waldenu.edu/content.php?catoid=176&navoid=62548 Kaya, S., Ceviz, A.E. (2017). Pre-Service teachers’ use of dynamic discourse variables during classroom teaching. Journal of Education and Practice. 8(12), 82–89.Retrieved Dec. 18, 2020, from https://files.eric.ed.gov/fulltext/EJ1140633.pdf Tice, J. (2004). Reflective teaching: Exploring our own classroom practice. Teaching English. Retrieved from http://www.teachingenglish.org.uk/articles/reflective-teaching-exploring- our-own-classroom-practice Sabin, J. T. (2015). Teacher morale, student engagement, and student achievement growth in reading: A correlational study. Journal of Organizational & Educational Leadership. Retrieved December 20, 2020, from https://files.eric.ed.gov/fulltext/EJ1131517.pdf Laureate Education. (2016). RWRCOEL professional dispositions. Retrieved Dec. 20, 2020, from https://class.content.laureate.net/390c0924723dc502253f764a9c468bc3.pdf Laureate Education. (2015). RWRCOEL technology proficiencies. Retrieved Dec. 20, 2020, from https://class.content.laureate.net/2565b7a77954cee53d16c82a78cc0726.pdf National Board for Professional Teaching Standards. (2020). National board standards; Five core propositions. Retrieved Dec. 20, 2020, from https:/ /www.nbpts.org/standards-five- core-propositions/ Nieto, S. (2014). Why we teach now. New York, NY: Teachers College Press