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Claim:  I took a leadership assessment to determine my leadership style and how become an effective leader in my classroom.

After taking the After taking the Educational Psychology Quiz: What’s Your Leadership Style?, I was categorized as having a Participate Leadership style, also known as being a Democratic Leader. This style benefits teachers who reflect and receive feedback from students. I give out a survey in the beginning of each year to assess the students’ strengths and weaknesses. This survey gives me the feedback I need to modify and adapt my lesson plans from last year to meet the needs of the new students.  Zander & Zander states that “a leader who feels he/she is likely to suppress the voices of the very people on whom he must rely to deliver his vision alive and kicking” (Zander & Zander, 2000, p67).  After completing this assignment , I have adapted the feedback from the survey to listen to my students feedback and reflect upon my lessons to ensure the students have a successful school year .

Artifact: Below is a paper explaining my leadership style from the survey. The other attachment is the survey, that I give out to all my students in the beginning of the year.

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Claim: I am able to determine the needs of the stakeholders at my school by researching, collaborating with colleagues, and developing new ideas to implement.

Choosing this assignment, I reflected upon my classroom to find a problem that needs to be addressed. For this assignment, I picked cell phone policy . To be an effective leader, you must continue to reflect and find ways to improve. In this case, I saw a problem that I had in the classroom, as a leader it must be addressed to ensure that my students receive an effective learning environment. After completing this assignment, I learned to stand up and voice concerns that I found may hinder the classroom environment. Margaret Reil explains in her blog “The effective leaders are not the ones with the plans that everyone else "should" follow but rather the person who can foster great groups that together change their practice in effective and innovative ways using evidence to guide them.” (Reil, 2010, blog). Leader must grow, observe and evaluate overall learning environments and make changes when necessary.

Artifact: Below is a new Cell Phone policy that I created for my school district, based upon an issue I found within my classroom that needed to be addressed.

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Claim:  I have participated in professional learning community throughout my time at marygrove through blackboard platform.  Danielson (2006) “ …leadership generally involves working with one’s colleagues to investigate a situation and propose a plan to address it, the skills of collaboration are central to a teachers success as a teacher leader” (p133). PLCs are essential for all platforms of learning classrooms, wether you area students or as a professional. Teachers and students must be life long learners, and continue to grow within their profession and education.

Artifact: Below is a example of PLC style online learning through collaboration and feedback from my classmates during a discussion post about implementing PLCS within our schools.

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Claim: I have created an online platform for varied learning experience.

Adapting the Participate leadership style, I create a online learning platform for all my classes. Students are able to access all my materials and resources. I use the Google Classroom, along with all educational programs to keep the students connected. The students are able to collaborate and submit assignments. Using this platform allows the students to feel connect to the instruction and my
materials. Zander & Zander states that “a leader who feels he is likely to suppress the voices of the very people on whom he must rely to deliver his vision alive and kicking” (Zander & Zander, 2000, p67).

Artifact: Below is a screen shot of my Google Classroom dashboard. To access the classroom, the link would not work, due to access restrictions.

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Claim: I have provided feed back to my colleagues on their instruction, lesson plans, and other platforms of instruction through out the MAT program.

Throughout MAT Program I have submitted a variety of papers, lesson plans for my classmates to review. Reflecting upon instruction and developing a community of teachers to open enough to provide feed back. Within the MAT program discussion board to submitting lesson plan for the district to review, provide me with the ability to master my craft using their comments. This will make me a better educator for my students.

Artifact: Below is a peer evaluation that i completed in my last course, reviewing a online learning platform . I filled out a rubric assess the layout of the website and ensure student learning.

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Claim: I submit on a weekly bases my lesson plans and instructional outline to my district's lesson plan banks, which colleagues can access.

Throughout MAT program I have create many lesson plans, projects and assessments. Each class I tool built upon reflection of current instruction style and perfect each lesson. Through professor feed back and class mate feed back on my instruction allows me to grow as a educator.  To “develop a collaborative relationship with colleagues” (Danielson, 2006, p.13)I continue to receive feed back from my supervise or department colleagues.

Artifact: Below is a screen shot to display my lesson plan submission for the administrators and colleagues to review

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Claim: I learned how to reflect upon my instruction style and lesson plans to evaluate my students' learning taking MAT program courses.

After taking a course which provided my the skills to develop a cohesive structure lesson plan to support all variation of learners and to reflect upon the outcome of the implementation of the lesson. I wrote a reflection paper evaluating my students engagement and over all growth working with the content. To be a good educator, teachers must always go back and reflect upon their teaching and instruction. Teacher should be life long leaner and continue to perfect the craft of teaching, “This allows students to see themselves and one another in a variety of learning contexts, and it provides the teacher with regular opportunities to observe each student in multiple tasks” (Tomlinson & Imbeau,2010, p90).

Artifact: Below is typed paper which I wrote reflection upon a lesson plan that I created and implemented in the classroom. This paper show how reflection upon instruction great way to improve instruction and learning that benefit everyone.

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Reflection paper Lesson Plan Menu final.docx

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Claim: My philosophy of teaching has changed

I wrote this philosophy twice first time in 2011 still working on my undergrad then reflected upon my teaching philosophy again in 2015, a lot has changed but is still the same. Looking at my philosophy that I created and modified, still remains as my philosophy today 2018. I have taught five years and I want my students to “teaching people how to think critically evaluate source of information and participate as full citizen in a democracy” (Miller, 2004 , p3). I still believe allowing problem solving and activities to integrate opinions sharing between students, allow the students to function within society outside of the classroom. I am surprised that even back in 2011, I still agree and believe in my teaching philosophy.

Artifact: Below is a attached reflection paper look back at my first outline of my teaching philosophy from 2011 to 2015 and today.

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Claim: I have implemented differentiated Instruction style that I learned from MAT program, adapted it to my instruction.

Before taking the MAT course on how to implement differentiation instruction into my classroom, I have never heard what that style of instruction is . I would say this is one of my  top favorite styles of teaching. “This allows students to see themselves and one another in a variety of learning contexts, and it provides the teacher with regular opportunities to observe each student in multiple tasks” (Tomlinson & Imbeau,2010, p90).

Artifact: Below is a differentiation activity assignment that I have used within my classroom.

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Claim: I implemented a differentiation style assignment into my instruction with a scoring sheet.

Learning how to implement and create an activity that used the differentiation style. This course showed me that, provide students with different choices of assignments or have different levels of work for the students to complete. It is essential for teacher to always keep their students learning levels in mind. “It also contributes to a sense of classroom community as students consistently have opportunities to work with a broad range of classmates on a variety of task designed to ensure that everyone is a meaningful contributor to the shared assignment” (Tominson & Imbeau, 2010,p91).

Artifact: Below is a scoring sheet for my students as they complete their project. This score sheet aligns with the Lami's Colonial Restaurant Project attached under My Growth.

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Summary Scoring Sheet- Colonial Lunch Menu .pdf

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Claim: After creating a differentiation project, I shared my project with my co-workers.

Throughout my journey through the MAT program courses, I always share new content and instruction that I learn from the course. Teacher must continue to research and try new approaches to implementing content or instruction. Teachers also need to stay up to date and modified their old lesson plans for more modern styles of teaching such as differentiation instruction. .” We must be mindful of who the users and design so that they are all maximally engaged and productive” (Wiggins & McTighe,2005, p191).

Artifact: Below is a screen shot of sharing my version of a differentiation instruction activity/project with my co-workers

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Claim: My Capstone A project, I created a differentiation assignment for my students.

Creating and completing my Capstone A, I choose to use the instructional design approach. I was instructed to implement the lesson plan, and video tape myself teaching. I was able to reflect upon my instruction and submitted the Capstone A project o Marygrove. All teachers differentiate their instruction and activities to meet the needs of their students. “ Trial and error and experience  in the classroom have enabled them to figure out what works and doesn’t work in helping more children learn” (Heacox, 2009,p11).

Artifact: Below is my Capstone A project, using a differentiation instruction style project, with video for reflection.

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Mat Cap#1 Differencation lesson plan and video.docx

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Claim: I contributed to an on going excel spread sheet, add a variety of instructional tools and assessment programs.

Throughout all of the MAT courses, I have contributed to a lot of discussion board but one course I had to submit a bunch a tools and programs. “ the students try to engage and follow as best they can, hopping that meaning will emerge” (Wiggins & McTighe,2005,p16). This spreadsheet provides a bunch of different forms of assessments, program, I say a teachers tool box. Assessments are essential   to ensure students reach each learning goals. The spreadsheet provide a lot of different programs and tools to assist with assessment process.

Artifact: Below is a spreadsheet with different programs, applications for all aspects of teaching including assessments.

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Tool Evaluation Form - Summer 2014 (Recovered) - Writing.pdf

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Claim: I have learned how to create effective assessments for my students that align with the learning goals of the lesson.

While going through MAT program, it allowed me to add tools to my teacher tool kit. The program improved and made me reflect upon my current teaching methods. When it came to the assessment portion, I was lacking skill.“We knew that most curricula are designed and developed as if students were homogeneous, and the most common approach to curriculum design is to address the needs of the so-called “average student.” (Meyer, A., Rose, D.H & Gordon, D (2014).  MAT program help strength the mastery of created an effective assessment.

Artifact: Below is the activity and peer review on my assessments that I created for the project.  there are two attachments below.

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Claim: I continue to create and implement assessment to test my students growth & knowledge of the subject.

Besides implementing daily assessments within my lesson plans and creating activities to address my learning goals. Taking a MAT course "effective Assessments" provided me with the skills to create effective assessments for my classroom. I continue to perfect the skills I learned from my MAT program. ). The MAT program allowed me to become comfortable using  " I used Bloom’s Taxonomy verbs from all of the domain such as, Knowledge, Comprehension, Application analysis, Synthesis and Evaluation, to help formulate low and high level learning targets (Nitko & Brookhart, 2011, p.21).  I continue to use Bloomstexaomy today when created asseemsnets for my students, this helpful tip, as gone a long way.

Artifact: Below provide a variety of different forms of assessments that I created during the course and implement into my instruction when the topic is taught.

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Claim: I use variety of assessments for ensure my students are reaching each learning goal for my lesson plans.

The past couple years, exit tickets or mini assessments at the end of class, has become the new activity. The MAT course I took also touch upon the use of exit ticket to assessment students learning from class. Within my classroom, I use exit ticket or mini assessment all the time. MAT course effective Assessment taught me to create exit ticket questions from my learning goals. As educators we must “focus our assessment activities on the information we need to make decisions in the classroom” (Nitko & Brookhart, 2012, p.3).

Artifact: Below is a student response spreadsheet display students answer to an exit ticket. This exit ticket is supposed to address my students' comprehension of the materials taught in class that day.

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Assessment (Responses) - Student Submissions.pdf

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I started this master program in 2015 at a suburban school district which was my hometown. The first group of course I took at Marygrove help support my first years of teaching. The instructional tools and skills that I learned I applied to my classroom. The course taught to reflect upon my teaching, continue to learn new teaching methods, and allow for improvement. After working two years, the school district let me go, along with 17 other teachers. My world cam crumbling down but Marygrove stayed consistence. I got hired at in a urban district, which was polar opposite to my last district. I had to take a year off from the program, to allow myself to get familiar with the new schools policy and expectation as a teacher. Started up again, I had to balance a new teaching job, keeping up with my course work and working a part time job on the side. I had to create a routine and discipline myself to get everything done accordingly. Coming to the end of the MAT program and looking back, it has kept my teaching fresh and new, implementing the skills that I learned. I feel all teacher need to become life long learners just like our students, to continue to perfect out teaching craft.