Standard10

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** Teachers are connected with other teachers and the community. **  The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support pupil learning and well being and acts with integrity, fairness and in an ethical manner.

Evidence 1: Rationale 1:

My grant proposal sought out necessary funds for a set of response controllers for a SMART board. The targeted institution for the funds was a local corporation in town. The purpose of the controllers was to engage all students during instruction, to help with assessment, provide the students with immediate feedback, and give the instructor feedback as to lesson design.

I chose Pentair Corporation in Delavan, Wisconsin largely because of the company’s past generosity in funding other grants throughout the Delavan-Darien School District. I indicated in the grant that I would take time with other teachers in the building to collaborate once I attained the controllers. Collaboration would be with teachers in and outside of the social studies department. Topics of discussion would include effective ways to employ the technology, lesson ideas, and data analysis. Because there are only a few teachers in the high school that employs that type of technology, I rationalized that I could help other teachers attain and employ SMART board controllers.


 * 10.K.2 The teacher understands how factors in the students’ environment outside of school**
 * (e.g. family circumstances, community environments, health, and economic conditions)**
 * may influence students’ lives and learning.**

In the grant proposal I specifically mentioned about the socio-economic factors that exist in the community that hinder student achievement. Delavan-Darien is a Title 1 school that has a high percentage of students on free/reduced lunch, significant percentage of students with special needs, and a high percentage of minority students. Typically students perform below average on standardized tests in most subject areas. Studies have shown that students who underachieve in struggling school districts are not engaged in their classes on a regular basis. The purpose of the technology was to directly engage them in their learning on a daily basis in an attempt to improve student achievement.


 * 10.S.1 The teacher participates in collegial activities designed to make the entire school a productive learning environment.**

My first experience with a SMART board was attending an inservice session given by a colleague of mine in the math department. I saw an enormous potential for the technology in a social studies class. Since I have had a SMART board installed in my room, I have attended other inservices in and outside of the high school. I have watched online inservices on better ways of utilizing the technology. I feel I am just beginning to develop a complete understanding of this powerful technological tool. I will need the help of a professional learning environment to help me further understand the SMART board.


 * 10.D.5 The teacher is willing to work with other professionals to improve the overall learning environment for students.**

A small team of teachers in my school meet semi-regularly to collaborate on effective uses of the SMART board. Ideally, I would like teachers in the social studies department to employ the technology as a way to differentiate instruction and better assess students’ academic progress. Eventually, I see my role as a mentor to other teachers who want to better use the technology.