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Understand and enact professional roles and responsibilities as mandated reporters and comply with all laws concerning professional responsibilities, professional conduct, and moral fitness, including the responsible use of social media and other digital platforms and tools.

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For my class playlists for both Biology and Physics, I "house" my playlists on YouTube since this allows for free and easy access to music for both my students and myself (shown below is me sharing the class playlist with my Physics class.) This being said, I must be conscious of using YouTube as a platform since this is considered social media. I comply to laws concerning the professional responsibilities of educators by keeping non-school related contents of my account private while making the class playlists public. Additionally, my playlists contain school-appropriate song choices with the clean versions of certain songs. According to other educators, placing boundaries on school-related social media use is crucial for maintaining professionalism while still using the given platform to benefit students' learning experiences (Lynch, 2017). The boundaries that I place on my YouTube and Google Classroom show my professionalism, and thus are evidence of my progress toward fulfilling TPE 6.6.

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My completion and passing of Mandated Reporter Training (CDSS, 2020) prior to beginning my student teaching placements indicates my progress toward meeting TPE 6.6.

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Mandated Reporter Certificate - Sarah Weber

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Access resources for planning and instruction, including the expertise of community and school colleagues through in‐ person or virtual collaboration, co‐teaching, coaching, and/or networking.

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The shown attachment is a student group assignment focused on finding solutions to heightened carbon emissions that I developed through collaboration with a UC Davis colleague. A skill that I developed upon while collaborating with him was that of deliberately including opportunities for students to engage in science and engineering practices during learning. The NGSS Science and Engineering practice that we focused on specifically was SEP6: "Constructing Explanations and Designing Solutions." (NGSS Lead States, 2013). After bouncing ideas off of one another, we decided that we would allow students to pick a solution to research, and provide guidelines that would ensure that students' research sources were reliable. The fact that we used each other's ideas and resources to craft this activity shows my progress toward meeting TPE 4.6.

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Carbon Cycles: P.3 Solutions to Excess Carbon Emissions

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RT Collaboration/Planning Document - Physics

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RT Collaboration/Planning Document - Physics

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One way in which my resident teacher for Physics and I have communicated our ideas with one other is through using Google Documents to map out our lesson sequence. I have found this technology useful since we have been able to leave comments to one another as well as consistently update and view the document at our own conveniences. Research has also supported the use of Google Documents for effective communication, touting the application as a "powerful collaborative tool" (Mansor, 2012). The planning document that I have attached is in and of itself proof of my fulfillment of TPE 4.6 since it puts my collaborative techniques and co-teaching on display.

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Collaboration - Energy Planning May 2021

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Use digital tools and learning technologies across learning environments as appropriate to create new content and provide personalized and integrated technology‐rich lessons to engage students in learning, promote digital literacy, and offer students multiple means to demonstrate their learning.

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Model and develop digital literacy by using technology to engage students and support their learning, and promote digital citizenship, including respecting copyright law, understanding fair use guidelines and the use of Creative Commons license, and maintaining Internet security.

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Digital Citizenship and Equity Statement

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Digital Citizenship and Equity Statement

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Something that I mention in the linked document is my use of Claim-Evidence-Reasoning (CER) statements to help promote digital and scientific literacy in my classroom. Digital and scientific literacy are similar in that both come with the ability to reliably analyze and make sense of information. As students have used evidence and reasoning to support their claims concerning scientific phenomena, I've been deliberate in pointing out that they use the same skill of critically analyzing information while they're browsing media. It is essential for educators to draw connections between school and media since media is a huge part of young peoples' lives; tweens experience an average of six hours of screen time per day and teens experience nine hours (James, Mendoza, & Weinstein, 2019). My explicit referencing to digital literacy in my instruction is proof of my progress in meeting TPE 3.7.

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Digital Citizenship and Equity Statement 

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Google Suite "Candy Eaters" Activity - Biology

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Google Suite "Candy Eaters" Activity - Biology

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The "Candy Eaters" Activity materials that are linked below - an in-person activity known as "Worm Eaters" that was altered to fit the distance learning environment - demonstrates my use of digital tools and technologies in different learning environments. With this activity, my RT and I were able to use Google Draw, Google Slides, and Google Documents in order to make learning Natural Selection interactive and fun in the distance learning environment. I am proud of this activity because I believe that the pairing of all three of these technologies not only "replaced" the in-person counterpart of this activity, but also "enhanced" student learning since students were able to actively collaborate with one another and work as a team to complete the activity through assigned individual roles which have been shown to promote meaningful collaborative learning (Burke, 2011). Students' exposure to multiple Google Suites technologies and the game-nature of this activity promoted student engagement and development of digital literacy which shows my progress toward meeting TPE 4.8.

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Maintain ongoing communication with students and families, including the use of technology to communicate with and support students and families, and to communicate achievement expectations and student progress.

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One way in which I have communicated with students this school year is by giving students feedback through individual rubrics created in Google Suite and linked in Google Classroom. Educators have found that using single-point rubrics in their own instruction has helped students to "reflect on strengths and weaknesses" in their work while creating "flexibility" in grading on the educator's end (Hashem, 2017). I have observed similar outcomes in my own teaching, and intend to continue to use Single-Point Rubrics as a way to clearly communicate with students about their performance on given tasks. Shown in the below document is the single-point rubric that I used for grading my Biology students' knowledge of trait inheritance along with feedback that I gave to one particular student. This artifact shows my progress towards meeting TPE 1.2 since I demonstrate a consistent and concise way of communicating student strengths and weaknesses.

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Create learning environments (i.e., traditional, blended, and online) that promote productive student learning, encourage positive interactions among students, reflect diversity and multiple perspectives, and are culturally responsive.

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SEL Lesson Materials - Biology & Physics

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SEL Lesson Materials - Biology & Physics

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It has been shown that prioritizing socio-emotional and culturally-relevant learning helps to increase student engagement and overall emotional wellness (Taylor et al., 2017). This being said, my resident teachers and I have prioritized the implementation of SEL elements into our teaching practices this school year during the pandemic, and I intend to continue carrying out SEL practices in my future teaching as well. In the Google Drive folder linked below, I have included a few of my favorite SEL activities that I've included in my practices: Ice-Breaker activities, Goal-Setting, Emotion Self-Checks, and Culturally-Relevant Quote Analyses. In my experience and as shown in research, using instructional time to prioritize relationship-building and SEL activities has generally led to productive learning outcomes (Durlak et al., 2017), promoted positive student interactions, and given students a space to voice their opinions about issues that are relevant in their lives. The outcomes that I've witnessed in my classroom are why I believe that I have made progress toward fulfilling TPE 2.2, and the artifacts contained in this folder show the activities that I've carried out throughout the year.

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Demonstrate knowledge of effective teaching strategies aligned with the internationally recognized educational technology standards.

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With this lesson, I made use of Google Sheets and PhET Simulation technologies to engage students in observing mathematical relationships between variables in Physics phenomena. This lesson heavily aligns with ISTE Standard 5b for educators: "Design authentic learning activities that align with content area standards and use digital tools and resources to maximize active, deep learning" (ISTE essential conditions, 2021).  Using Google Sheets in tandem with the PhET Simulation allowed for "deep learning" of Physics concepts since students were called on to observe  the Physics phenomena visually and graphically and to explain their observations verbally and in writing. With multiple modalities for students to observe and express Physics concepts and since students were prompted to develop their Google Sheets/Excel skills during the activity, one can say that my lesson is evidence of my fulfillment of ISTE Standard 5.2 and of my deliberate meeting of ISTE standards in general; thus, my technology lesson is evidence of my progress toward meeting TPE 3.7.

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In my Digital Learning Statement, I express how I apply the student ISTE standards to my teaching practices. Notably, I mention how I prioritize the ISTE Learner Computational Thinking Standard (ISTE computational thinking competencies, 2020) in my practices by guiding students in constructing CER statements and through helping students to see the application of their scientific thinking processes and skills to their lives. My meeting of the ISTE Learner Computational Thinking Standard is evidence of my progress toward meeting TPE 3.8.

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Digital Learning Statement and Reflection - Sarah Weber

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My name is Sarah Weber and I am a Single Subject Science Teaching Credential Candidate teaching HS Biology and Physics for the 2020-21 school year. While the Covid-19 pandemic has come with its challenges, one of my silver-linings of it  has been learning new technologies in order to best fit the needs of my students and their communities. In this portfolio, I show off a few of the ways in which I've used technology to develop students' scientific literacies, communicate with students, families, and colleagues, and to foster positive relationships. Scroll right to check out the products of collaboration, adaptation, and my love for learning. :)

***All sources used throughout my portfolio are referenced in the far right column.***

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A few of my philosophies on how technology plays an integral role in science classrooms and my technological background are outlined in the linked document. This document has been revised to reflect my development as an educator this year!

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Digital Learning Statement and Reflection - Sarah Weber

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It had been found that the use of the Internet serves as an "interactive tool for individualizing homework and supporting the involvement of families” (Salend et al., 2004). So, I have made an effort to maintain personalized communication with parents through emails and Google Classroom announcements. Especially in the Distance/Hybrid Learning setting, online communication has enabled me to keep parents informed about their child's learning. Shown in the linked document is one of the many email exchanges that I have had with parents throughout this school year. Notably, this email addresses my district's sexual health curriculum which is a sensitive topic for some families; I make a point to confirm this family's wishes in this email chain and to let them know what assignments their child will be doing during the instructional unit. The shown email as well as other emails that I use to keep parents informed about their child's whereabouts, successes, and shortcomings in my classroom is evidence of my progress toward meeting TPE 1.2.

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Choice Extra Credit Assignment - Biology

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Choice Extra Credit Assignment - Biology

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For students' extra credit assignment for the 1st Semester, I wanted to give them the opportunity to express their knowledge through any medium that they saw fit since it has been shown that offering students choices increases student engagement and ownership of their learning (Usher, 2019). To my excitement, students submitted drawings, poems, powerpoints, and I even got a video! This artifact shows my progress toward TPE 4.8 since students were able to use technology in a way that put on display their personal interests and strengths and they had the freedom to demonstrate their learning through the medium that they chose to.

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Biology Semester 1 Extra Credit Assignment 

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Anderson, J., & Barnett, M. (2013, February 19). Learning physics with digital game simulations in middle school science. Retrieved April 28, 2021, from https://link.springer.com/10.1007/s10956-013-9438-8.

Burke, Alison. (2011). Group work: How to use groups effectively. The Journal of Effective Teaching, 11(2), 87-95.

CDSS. (2020). Child Abuse Mandated Reporter Training. https://mandatedreporterca.com.

Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D. & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82: 405–432.

Hashem, D. (2017, October 24). 6 Reasons to Try a Single-Point Rubric. Edutopia. https://www.edutopia.org/article/6-reasons-try-single-point-rubric.

ISTE computational thinking competencies. (2020). Retrieved December 10, 2020, from https://www.iste.org/standards/computational-thinking.

ISTE essential conditions. (2021). Retrieved May 24, 2021, from https://www.iste.org/standards/essential-conditions.

James, C., Weinstien, E., & Mendoza, K. (2019). Teaching digital citizens in today’s world: Research and insights behind the CommonSense K-12 Digital Citizenship Curriculum. San Francisco, CA: Common Sense Media

Mansor, A. Z. (2012). Google Docs as a Collaborating Tool for Academicians. Procedia - Social and Behavioral Sciences, 59, 411–419. https://doi.org/10.1016/j.sbspro.2012.09.295

Lynch, M. (2017, March 10). Social Media and the Student/Teacher Relationship: The Pros and Cons of Establishing Connections with a Grade School Student. The Edvocate. https://www.theedadvocate.org/social-media-and-the-studentteacher-relationship-the-pros-and-cons-of-establishing-connections-with-a-grade-school-student.

NGSS Lead States. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press.

Salend, S. J., Duhaney, D., Anderson, D. J., & Gottschalk, C. (2004). Using the internet
to improve homework communication and completion. Teaching Exceptional Children,
36(3), 64-73.

Taylor, R., Oberle, E., Durlak, J. A., & Weissberg, R. P. (2017). Promoting positive youth development through school-based social and emotional learning interventions: A meta-analysis of follow-up effects. Child Development, 88, 1156–1171.

Usher, K. (2019, April 10). Differentiating by Offering Choices. Edutopia. https://www.edutopia.org/article/differentiating-offering-choices.

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With this lesson, I made use of Google Sheets and PhET Simulation technologies to engage students in observing mathematical relationships between variables in Physics phenomena. As students manipulated variables in the simulation and observed the outcomes of their manipulations, and as they figured out how to represent the data that they collected on Google Sheets, students had the opportunity to be immersed in technology and to learn/refine their Google Sheets/Excel skills. Research has shown that computer simulations improve students' ability to "visualize complex concepts and phenomena" which supports the notion that my implementation of the PhET Simulation indeed supported student learning outcomes (Anderson & Barnett, 2013). By supporting students' learning through the technological resources in this activity, I show evidence of meeting TPE 3.7.

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(cont. from "Extra Credit" post)

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Extra Credit Assignment  (Dec 29, 2020 at 3_37 PM)

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The linked assignment is one of the "parts" of a year-long project in which students are to research a particular animal species based on unit-specific guiding questions. On each part of the project, students are given guidelines regarding source reliability, and how to give credit to the sources that they decide to use. This assignment promotes student digital citizenship as well as teaches students how to follow copyright laws since it requires students to be mindful of source validity. Thus, this assignment shows my progress toward the sections of TPE 3.7 that pertain to copyright.

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(cont. from "Extra Credit" post)

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Student Sample, Poem - Extra Credit Assignment 