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    Reflection 1

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    The candidate created a school library action plan and unit plan pathfinder to improve student achievement. The action plan outlined collaboration between teachers, media specialists, and reading specialists to implement inquiry-based learning and assess literacy skills. The pathfinder provided instructional resources and formative/summative assessments for an inquiry-based unit. Developing these plans demonstrated the candidate's ability to design collaborative, digital-age learning experiences using various strategies and tools as required by Standard 1.2.

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    Reflection 1

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    api-288004986
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    The candidate created a school library action plan and unit plan pathfinder to improve student achievement. The action plan outlined collaboration between teachers, media specialists, and reading specialists to implement inquiry-based learning and assess literacy skills. The pathfinder provided instructional resources and formative/summative assessments for an inquiry-based unit. Developing these plans demonstrated the candidate's ability to design collaborative, digital-age learning experiences using various strategies and tools as required by Standard 1.2.

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    The candidate created a school library action plan and unit plan pathfinder to improve student achievement. The action plan outlined collaboration between teachers, media specialists, and reading specialists to implement inquiry-based learning and assess literacy skills. The pathfinder provided instructional resources and formative/summative assessments for an inquiry-based unit. Developing these plans demonstrated the candidate's ability to design collaborative, digital-age learning experiences using various strategies and tools as required by Standard 1.2.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    47 views2 pages

    Reflection 1

    Uploaded by

    api-288004986
    The candidate created a school library action plan and unit plan pathfinder to improve student achievement. The action plan outlined collaboration between teachers, media specialists, and reading specialists to implement inquiry-based learning and assess literacy skills. The pathfinder provided instructional resources and formative/summative assessments for an inquiry-based unit. Developing these plans demonstrated the candidate's ability to design collaborative, digital-age learning experiences using various strategies and tools as required by Standard 1.2.

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    © All Rights Reserved
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    Alex Lawhon

    Reflection for Standard 1.2 Effective and knowledgeable teacher


    Candidates implement the principles of effective teaching and learning that contribute to an active, inquiry-
    based approach to learning. Candidates make use of a variety of instructional strategies and assessment tools to
    design and develop digital-age learning experiences and assessments in partnership with classroom teachers and
    other educators. Candidates can document and communicate the impact of collaborative instruction on student
    achievement.
    Artifact Description
    ISTC 601, School Library Action Plan:
    After analyzing areas that needed improvement at Fountain Green Elementary School, I developed a
    plan to boost student achievement on the English language arts (ELA) portion of the PARCC assessment. The
    school improvement plan allowed for the media specialist, classroom teachers, and reading specialist to work
    together to improve not only the learning of literacy skills but also the teaching of those skills by developing an
    action plan.
    ISTC 651, Unit Plan Pathfinder:
    For the culminating assignment for this course, a unit plan was created in which students were expected
    to complete inquiry-based research and to produce a presentation on an individual who has made a positive
    impact in society. The pathfinder includes information resources and procedures for both educators and
    students. It also includes formative and summative assessments to help guide further instruction whether it be
    re-teaching or enrichment opportunities for learners.
    Relevance
    These artifacts effectively support the AASL Standard 1.2: Effective and knowledgeable teacher. The
    assignments allowed me to develop and implement plans that included a variety of instructional techniques and
    methods of assessing student achievement.
    The School Library Action Plan shows competency in Standard 1.2 since it was first created with
    assessment in mind. The plan promotes for the media center as a critical partner in improving achievement
    scores on the state standardized ELA test. The plan outlines how the library media specialist will co-plan with
    the classroom teachers in order to have students complete inquiry-based research projects. The projects are
    completed in conjunction with one of the county’s reading units. Throughout the inquiry process, literacy skills
    are assessed in a variety of methods including using the Tools for Real-time Assessment of Information
    Literacy Skills (TRAILS) assessment (which can be administered in paper-pencil or online formats), anecdotal
    notes, and via exit tickets in the classroom.
    The media specialist also works with the reading specialist to help provide teachers with professional
    development and resources to improve their pedagogical skills in literacy. Lists of appropriate databases and
    Web 2.0 tools are curated and provided to teachers to assist in developing effective instructional strategies.
    The Unit Plan Pathfinder created for ISTC 651 was made using the new digital platform adopted by
    Harford County Public Schools, itsLearning. The itsLearning platform allows for content to be shared
    electronically to multiple educators’ classes and their students which allows for further collaboration between
    the media specialist and the teacher. The pathfinder includes procedures for teachers to guide their students
    through inquiry-based research begun in the library, or can also serve to provide self-paced research steps to
    students who are ready to take more ownership of their learning. The pathfinder also provides links to
    formative and summative assessments, tutorials on creating different formats of presentations, and digital and
    print informational resources alike. This pathfinder provides a diverse amount of strategies and tools for both
    the teachers and the students to continue to use outside the library once they have been introduced.
    Analysis
    While Standard 1.2 seems to focus on the librarian’s role as teacher, after completing these assignments,
    I have come to understand that all of the librarian’s roles (i.e., teacher, instructional partner, information
    specialist, program administrator, and leader) play a part in being an effective and knowledgeable teacher.
    During the creation of the school library plan, I realized that in order to develop an effective plan that
    would lead to further academic achievement in the school, I would need to collaborate with other specialists and
    classroom teachers. To organize the implementation of the action plan, I needed to be an effective leader to
    help engage students and teachers with new techniques for approaching learning in a way that is inquiry-based.
    Finding the materials for the plan and analyzing costs helped me to demonstrate program administrator
    responsibilities, and of course using all these different techniques and information sources to teach students
    helped me to display my competence as an information specialist and a teacher.
    While I developed the unit plan pathfinder, I was able to hone my skills in creating assessments and
    assignments that were in a variety of formats and that helped scaffold student learning. An effective and
    knowledgeable teacher takes into account all types of learning styles and abilities and by creating a pathfinder
    that includes digital and print resources, formative, and summative assessments, I demonstrated this
    effectiveness. I also took the time to learn the new digital platform, itsLearning, so that as a knowledgeable
    teacher, I can plan with and help other teachers to develop digital-age experiences for their students and
    cultivate active, inquiry-based learning.

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