Principle E

E – Exemplify service to the teaching profession.

To demonstrate a positive impact on student learning, teacher-candidates…

E1 – Exemplify professionally-informed, growth-centered practice.  Teacher-candidates develop reflective, collaborative, professional growth-centered practices through regularly evaluating the effects of his/her teaching through feedback and reflection. 

E2 – Exemplify collaboration within the school.  Teacher-candidates participate collaboratively and professionally in school activities and using appropriate and respectful verbal and written communication. 

E3 – Exemplify an understanding of professional responsibilities and policies.  Teacher-candidates participate collaboratively and professionally in school activities and using appropriate and respectful verbal and written communication.

My Understanding of Principle E

Principle E is a clear reminder that our obligations as professional educators do not end with the students.  It is a reminder that we must give back to our peers in our schools, districts and our broader professional community.  We are to be continually growing ourselves, and we are to share the fruits of that growth with our schools, and our broader intellectual group.  Principle E is a reminder to take time to be with adults, and to not always and forever get lost in the world of the student.  Principle E is a reminder that the best teacher is the one that is always a student themselves.  We make our contributions to each student, but those must overflow to our colleagues and our profession.  That is also one of our responsibilities, our privileges, our duties.

Artifacts of Student Impact

[Not applicable for this principle.]

Artifacts of Teacher Impact

I have been quite honored over the past year to have been welcomed into not just an educational community, but a family.  My misunderstandings have been corrected with patience and grace by my colleagues.  My eagerness and frustration has been tempered with the wisdom, experience, and perspective of my colleagues.

My response has been a desire to “chip-in” wherever possible and reasonable so as to help move this incredible work forward.  I have felt supported as I have sought to find my way towards a practice that is as professionally informed and as growth-centered as other teachers on staff (E1).  Opportunities to collaborate and coordinate with my colleagues at my school have been outstanding (E2).  And finally, I have gained valuable perspective on professional, legal and ethical issues of my new profession (E3).  Some evidence of the above, can be found below.

Item and context Evidence
In the context of some rather far-reaching structural changes that my school is considering for the future.  I responded in depth to the author of the proposal, Garth, with some questions and concerns that were of a quality high enough to be called out by my principal, Jeff Petty.  Since this would have impacted the whole school’s teaching processes and practices it is evidence of E1.  Consequences of this interaction would be a fundamental change to the role of STEM specialist at the school (my current role).  One outcome of my questions was a more interesting discussion at the staff-wide professional development meeting which followed this e-mail. image
I regularly weigh in on the application of technology to teaching or administrative processes.  Here I took a paper form and converted it to PDF, which is estimated to save our Internship Coordinator (Megan) many hours of time and effort.  This has also led to regular “technology tips” meetings where I meet with staff ask them questions about things they would like to optimize.  Since this is collaboration, this is E2. image
During a teacher’s absence I was covering in his classroom and had a conversation with a student which gave me some concern since we have been dealing with suicide ideation on campus this past quarter.  I notified this student’s homeroom teacher of my concern and let him make the call on whether an intervention was needed.  Since the reporting of student health issues is a professional responsibility, this is E3. image
One of the first documents I converted to PDF for the school was their 4 year transcript.  I blogged about the process here.  Creating a template for this mission-critical document was basically a chance for me to learn a little more about PDF forms, and for the school a great way to standardize their paperwork.  This work I think is a combination of E1 and E2, since the process of writing transcripts and recording highlights of student progress is definitely reflective and collaborative, but the activity of revising the transcript and taking feedback and incorporating that into each subsequent version involved a lot of communication and collaboration. image
Another example of collaboration, this time over a conversion of paper timesheets to PDF.  The timesheets are used in our Internship (LTI = Learning Through Interests) program which a major piece of the mission of this school.  The timesheets are an essential part of the paper trail we need to create in order to document students at internships 2 days per week.  This was the second PDF conversion I did after the timecard. image
I created a blog post summarizing some of my technology investigations and activities this quarter.  My impression is that teachers have a trifecta of challenges:  student interactions, lesson planning, and evaluating/implementing technologies to get them all done.  I have tried to be helpful in the last category!
Meta-Reflect Technology Investigations / Applications / Tools
Finally when I found that I was at variance with the License of some software I had been using, I immediately complied by uninstalling that software.  This is E3. image
And in my gaming elective I discouraged students regularly from using bootleg copies of games or game-design related software. (E3).  

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