Curriculum & Instruction
I believe that students need to be taught how to be information literate. They also need to know how to apply learned information to real-world problems. Students need to ask questions so that they can learn and practice skills that will help them to be a contributing members of society. The Next Generation Science Standards (NGSS) combined with the Common Core State Standards (CCSS) offer a framework that gives students the opportunity to learn relevant information and apply that knowledge directly to real-world situations. The cross-curricular potential that NGSS and CCSS together has for students is huge and should be embraced by educators.
I believe this because I see my students increasingly engaged when they learn about topics relevant to their lives. Recently, as my students were researching information about the Chula Vista Bayfront Plan, one of them came up and asked me about a playground that was going to be constructed there. She remembered that residents wanted wanted it, but there was some other issue with it. When I asked what that issue was, she immediately began researching the topic and came back to me with the answer minutes later. She was definitely interested in this because it was very relevant and interesting to her.
The areas of curriculum and instruction have a variety of features. Curriculum and instruction includes CCSS, NGSS, textbooks, videos, scholarly articles, software, applications, and specialized lab equipment. It also involves assessments, grades, teacher professional development, and technological devices.
I’d like to talk about learning with my students. I am committed to learning with my students to discover the curriculum. I am slowly unlearning that I need to plan lessons in which I know all of the ins and outs ahead of time. I am working on figuring out how to help my students truly learn and understand how to learn despite the unknown or if my “tactics” will work or not. It is a process, but I admit that when a student turns in a project they are proud of and it is something that demonstrates their learning, I feel my heart glow. Last semester, my students were learning about the topic of synthetic materials and natural resources, which is part of NGSS standard PS1-3. They were given an assignment to make a video about their favorite object and identify what it was made out of. One of my students chose a boxing ring. In her iMovie, she described each piece of that ring in such exquisite detail that I could feel her passion for the sport. If I assigned them all the same object or a more structured task, I would never have known of her love for that sport or that she was the only girl on her team!
I believe that students need to be taught how to be information literate. They also need to know how to apply learned information to real-world problems. Students need to ask questions so that they can learn and practice skills that will help them to be a contributing members of society. The Next Generation Science Standards (NGSS) combined with the Common Core State Standards (CCSS) offer a framework that gives students the opportunity to learn relevant information and apply that knowledge directly to real-world situations. The cross-curricular potential that NGSS and CCSS together has for students is huge and should be embraced by educators.
I believe this because I see my students increasingly engaged when they learn about topics relevant to their lives. Recently, as my students were researching information about the Chula Vista Bayfront Plan, one of them came up and asked me about a playground that was going to be constructed there. She remembered that residents wanted wanted it, but there was some other issue with it. When I asked what that issue was, she immediately began researching the topic and came back to me with the answer minutes later. She was definitely interested in this because it was very relevant and interesting to her.
The areas of curriculum and instruction have a variety of features. Curriculum and instruction includes CCSS, NGSS, textbooks, videos, scholarly articles, software, applications, and specialized lab equipment. It also involves assessments, grades, teacher professional development, and technological devices.
I’d like to talk about learning with my students. I am committed to learning with my students to discover the curriculum. I am slowly unlearning that I need to plan lessons in which I know all of the ins and outs ahead of time. I am working on figuring out how to help my students truly learn and understand how to learn despite the unknown or if my “tactics” will work or not. It is a process, but I admit that when a student turns in a project they are proud of and it is something that demonstrates their learning, I feel my heart glow. Last semester, my students were learning about the topic of synthetic materials and natural resources, which is part of NGSS standard PS1-3. They were given an assignment to make a video about their favorite object and identify what it was made out of. One of my students chose a boxing ring. In her iMovie, she described each piece of that ring in such exquisite detail that I could feel her passion for the sport. If I assigned them all the same object or a more structured task, I would never have known of her love for that sport or that she was the only girl on her team!
Parent & Community Involvement
I believe that parental and community involvement in a child’s education is integral for a child’s growth and development. No one person is a child’s teacher. School staff, family, and the surrounding community can positively influence and guide a student in learning.
I believe this because I learned from a variety of people throughout my life. It wasn’t just my teachers at school who taught me. I learned from my babysitters, coaches, friend’s parents, siblings, and my own parents. I recognize that my students also need a variety of people in their lives to learn from. Some of their parents are not always available or able to help them learn, and it is important that other members of the community are connected with these students to help guide them in both formal and informal learning.
There are lots of ways parents and the community can be involved at school. Parents can volunteer to help teachers in their classrooms. They can be a representative on school site council or help chaperone field trips and school dances. They can provide clerical support for office staff. Additionally, community organizations sponsor and put together sports programs and after school activities for students. Community businesses may also sponsor a school event by providing food or offering their services.
I’d like to talk about community involvement at our school. One community building and interactive event is our school’s Career Fair. For one night each year, a variety of local professionals gather at the school to speak to our students about their own careers. Not only does it connect students with others beyond their families and the immediate school community, it also gives students a chance to see what kinds of opportunities are available to them in their future. This event gives them a chance to ask questions and explore possibilities they may not have even considered before.
I believe that parental and community involvement in a child’s education is integral for a child’s growth and development. No one person is a child’s teacher. School staff, family, and the surrounding community can positively influence and guide a student in learning.
I believe this because I learned from a variety of people throughout my life. It wasn’t just my teachers at school who taught me. I learned from my babysitters, coaches, friend’s parents, siblings, and my own parents. I recognize that my students also need a variety of people in their lives to learn from. Some of their parents are not always available or able to help them learn, and it is important that other members of the community are connected with these students to help guide them in both formal and informal learning.
There are lots of ways parents and the community can be involved at school. Parents can volunteer to help teachers in their classrooms. They can be a representative on school site council or help chaperone field trips and school dances. They can provide clerical support for office staff. Additionally, community organizations sponsor and put together sports programs and after school activities for students. Community businesses may also sponsor a school event by providing food or offering their services.
I’d like to talk about community involvement at our school. One community building and interactive event is our school’s Career Fair. For one night each year, a variety of local professionals gather at the school to speak to our students about their own careers. Not only does it connect students with others beyond their families and the immediate school community, it also gives students a chance to see what kinds of opportunities are available to them in their future. This event gives them a chance to ask questions and explore possibilities they may not have even considered before.
Discipline & School Climate/Culture
I believe that each student has more to her story than not having a pencil for class. A student should be given the chance to think about his actions and develop a plan for changing harmful behaviors. This means that I cannot be passive about getting involved in a student’s life. One on one time with a student who is constantly struggling with turning in his work or showing up to class on time is crucial. Strict one size fits all disciplinary measures won’t work. Each student is unique, and a student should be given chances to learn how to behave if they are not doing so. However, if they cause irreparable direct harm to others, the area they are in, or themselves- they are in need of more than a conversation. This is when consequences need to be determined, but the approach to the child should still follow the same procedure as less serious behavioral issues.
I believe this because I see such a variety of different students during the day. No two of them are exactly the same. They all have different challenges, with some more visible than others. I know that for some students I can converse with them after class and have a productive discussion yet for others it takes several one on one conversations to notice an improvement in their behavior.
Student discipline has many aspects, but overall it has to do with the culture of the school. Are students being expected to follow a listed set of rules or are they given general principles to guide their behavior? Are consequences standard for each student or are there restorative practices in place that focus on the growth of each individual? How does the school community handle issues that occur between students?
I’d like to to talk about one program at my school that helps students solve their issues before they escalate. This program is called peer mediation. Students can refer themselves, their peers, or be referred by a staff member. Both parties involved in the conflict sit down for a conflict resolution session with a peer mediator. The trained peer facilitates dialogue and walks them through the issue to a resolution. It definitely helps students understand that there is a viable option aside from continually being bullied or settling a conflict using physical violence.
I believe that each student has more to her story than not having a pencil for class. A student should be given the chance to think about his actions and develop a plan for changing harmful behaviors. This means that I cannot be passive about getting involved in a student’s life. One on one time with a student who is constantly struggling with turning in his work or showing up to class on time is crucial. Strict one size fits all disciplinary measures won’t work. Each student is unique, and a student should be given chances to learn how to behave if they are not doing so. However, if they cause irreparable direct harm to others, the area they are in, or themselves- they are in need of more than a conversation. This is when consequences need to be determined, but the approach to the child should still follow the same procedure as less serious behavioral issues.
I believe this because I see such a variety of different students during the day. No two of them are exactly the same. They all have different challenges, with some more visible than others. I know that for some students I can converse with them after class and have a productive discussion yet for others it takes several one on one conversations to notice an improvement in their behavior.
Student discipline has many aspects, but overall it has to do with the culture of the school. Are students being expected to follow a listed set of rules or are they given general principles to guide their behavior? Are consequences standard for each student or are there restorative practices in place that focus on the growth of each individual? How does the school community handle issues that occur between students?
I’d like to to talk about one program at my school that helps students solve their issues before they escalate. This program is called peer mediation. Students can refer themselves, their peers, or be referred by a staff member. Both parties involved in the conflict sit down for a conflict resolution session with a peer mediator. The trained peer facilitates dialogue and walks them through the issue to a resolution. It definitely helps students understand that there is a viable option aside from continually being bullied or settling a conflict using physical violence.
Technology
I believe that technology is a tool. Technology can be used as a tool to enhance the learning process at school. The question is: how can it be used wisely and in the best interest of the students? Technology is not just existent in schools to make things better or easier to do. Some educators and students might feel that this is the case. However, using technology wisely is about more than just making things simply better. It necessitates a mindshift for educators. Students have widespread access to a lot of information, and need to know how to sort it out appropriately. They also need to have the chance to create products beyond paper and pencil, and share that product with people beyond their own classroom.
I believe this because my own use of technology in the classroom has evolved over time. No longer do I simply use the technology to give students information. Students can now access information themselves on their iPads and it can even be personalized on certain applications. They can use the information they learn to create graphic organizers, presentations, and movies.
Technology involves many aspects of education. It includes a school’s computers, printers, 1:1 devices, software, applications, student information system (SIS), learning management system (LMS), infrastructure, student and staff tech support, professional development, the site IT technician, tech resource teachers, and more.
I’d like to talk about our school’s student-run technology help desk. This group of students provides tech support to both students and staff on campus. They also provide training on specific iPad apps, including our district’s LMS, Notability, and iMovie. These student experts have helped ease our site integration of the iPad in all classes. It has also given the tech help desk students experiences in providing professional customer service and developing their leadership skills.
I believe that technology is a tool. Technology can be used as a tool to enhance the learning process at school. The question is: how can it be used wisely and in the best interest of the students? Technology is not just existent in schools to make things better or easier to do. Some educators and students might feel that this is the case. However, using technology wisely is about more than just making things simply better. It necessitates a mindshift for educators. Students have widespread access to a lot of information, and need to know how to sort it out appropriately. They also need to have the chance to create products beyond paper and pencil, and share that product with people beyond their own classroom.
I believe this because my own use of technology in the classroom has evolved over time. No longer do I simply use the technology to give students information. Students can now access information themselves on their iPads and it can even be personalized on certain applications. They can use the information they learn to create graphic organizers, presentations, and movies.
Technology involves many aspects of education. It includes a school’s computers, printers, 1:1 devices, software, applications, student information system (SIS), learning management system (LMS), infrastructure, student and staff tech support, professional development, the site IT technician, tech resource teachers, and more.
I’d like to talk about our school’s student-run technology help desk. This group of students provides tech support to both students and staff on campus. They also provide training on specific iPad apps, including our district’s LMS, Notability, and iMovie. These student experts have helped ease our site integration of the iPad in all classes. It has also given the tech help desk students experiences in providing professional customer service and developing their leadership skills.