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What would be the indicators to demonstrate such capabilities?

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What would be the indicators to demonstrate such capabilities?

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From the capabilities and aspects I picked, most probably this one is the most quantifiable. Evidence will be:

Designing workshop sessions by using appropriate information media and literacy -updated journals, articles etc ...

Receiving feedback from the participants on how they perceived sessions which were tech infused

Sharing resources that allow for further insight on educational pedagogy with IB values

making use of virtual platforms to enhance workshop experiences both for participants and WSL

Collaboratively working on virtual platforms with other SVTMs to ensure consistent and clear communication.

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Definitely I am back on the Efficiency Motto mentioned in the Educator Capabilities Rubrics:

The Educator effectively employs both information and media literacy to purposefully show depth and insight in their roles.

Without any doubt tech infused sessions allow for enduring professional learning as well as a wealth of interactive possibilities. So becoming an Educator with such an expertise will be my ambition.

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What would be the indicators to demonstrate such capabilities?

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What would be the indicators to demonstrate such capabilities?

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Given its nature, the success will lie in the escalation from individual to group reflection and discussion. That is so because prior perceived notions of success would have to be identified and shared so as all the participants are engaged in the process. For example a WSL may feel that a session was successful while a participant may feel that was not the case. Handling these perspectives are essential via employing checklists or learning outcomes to ensure consistency and cohesion.
Hence, a task may be approached from different ways provided the ultimate goal is met. This also celebrates the richness that I mentioned earlier.

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I absolutely believe in the power of the Peer Model!
As a teacher, providing opportunities to students for regular peer feedback is one of the most important self- reflection strategy as it allows you to step out of your own comfort zone and view someone else ... all the while having a critical eye towards yourself as well.
The dual roles of SVTM and WSL will surely offer a more complex and challenging platform of interaction and collaboration that I have ever experienced before! Till now collaboration has mainly focused on a school level- that is a similar set of shared norms.
Interacting with teacher participants from a wealth of background, origins, ethnicity, language, beliefs just creates even more awareness of the utmost importance of articulated goals for achieving specific outcomes.

This definitely reminds me of the iceberg theory of culture ... with the visible/ manifested part and the invisible/more deep rooted elements that set our values and beliefs.

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In my professional journey till now I have not shied away from the tech infused evolution that has been happening in teaching. Being in a school where limited projectors were booked for usage by teachers to being a WIFI campus, conducting classes with Ipads and working on virtual platforms, I believe to have traveled the road... of course one that has to destination given its ever evolving and changing nature. The nature of my subject (Psychology) is a major boost in my shift to virtual resources for journals and academic paper readings.

There is the debate that personally holds me grounded though ... the impact of tech on our cognitive processes .... the Google Effect... the over- reliance of tools ...? Still to be explored.

ADAPTABILITY - my biggest strength.

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I believe that demonstrating respect for multiple perspectives is a fundamental key to personal and professional growth. Being born in a country that historically brings together a plethora of origins, nationality, ethnicity and culture , my childhood, adolescence have evolved amidst perspectives of understanding one phenomenon from different viewpoints. The richness of such a background has fostered a deep feeling of appreciation and respect for differences both personally and professionally.
Nevertheless, a rooted reality emerges in terms of commonality of purpose and goals - inherently a shared understanding of expectations, learning outcomes and achievements is a must as only then can the phenomenon be understood in its totality and allows for various strategies to be employed to converging towards one strong sense of purpose and common action.

Professionally, I believe the first platform of collaboration is with the students- shared expectations, norms, values allow for cohesive progress. Having been the Head of Humanities Department for 7 years, one of the key areas I have been engaged in is collaboration- formal, informal, small to big group, on various aspects of work life both in and outside school. When my school opted for piloting the MYP in 2009, I committed myself as a member of the steering committee for similar purposes of shared understanding and common higher purpose. Over the years other roles have added themselves to my experience of this social aspect such as the EE Coodinator, CIS chair member, DP evaluation chair member, MYP and DP examiner roles and so on.

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What would be the indicators to demonstrate such capabilities?

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What would be the indicators to demonstrate such capabilities?

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This is a tough one ! :(

The nature of this capability is something to be felt, experienced... a bit introspectively even, hence challenging to quantify or measure.
I would believe that a person who is able to project such a capability to a high degree will stand quite apart from others in terms of how he or she approaches a situation or context, reasoning with clearer insights and working towards collective welfare.

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This particular aspect has a challenging dimension - to demonstrate both personal and situational consideration. Going by the assumption that we are as educators agents of change as well as endorsing change, hence developing this skill but at the same time staying faithful to fundamentals .... rooted in a few core values- finding the equilibrium. Situational consideration will also require such expertise - time to ponder but respond in a timely manner as well.

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One of the most significant learning journey I have lived has been to self- reflect deeply as an IB practitioner while undertaking my Masters. That journey has been exceptionally enriching with transformational learning- where I learnt to think in AND on action, being reflective and reflexive as an individual as well as an educator.