The Next Five Years
The Short Term Goal I visualize for myself are to establish a STEM Team at my school and provide professional development for all staff.My Long Term Goal is to collaborate with school in my network to strengthen STEM capacity within our network to promote classrom STEM engagement and exchanges.
The change I am looking for is locally at my school to support staff with growing their mindset to STEM being in all capacities of learning. I consider myself as an agent of change. Through this anticipation of change , I would establish a knowledge scale to determine staff members level of STEM. This would provide me with the best delivery for professional development. I would inventory the staff as Basic Knowledge of STEM, Average Knowledge, and Advanced Knowledge. I would also include Administration to implement STEM Education into the curriculum.
The diversity measure of my network is changing Teachers practice which would then ultimately change the way students learn. Through STEM, students demonstrate Personalized Learning which leads to student ownership of how they want to plan, design and complete a summative assessment.
I would not abandon the past! This experience has been rewarding and interesting. Students have become vested in this project and are excited about showcasing their learning with “Creative Expression” through the Fine Arts, which has connections to Project-Based Learning.
I am able to monitor and evaluate student engagement and growth through this project which has changed the way students want to learn. Also, as the year progressed, I have seen how I can use technology more efficiently to minimize paper and become the “paperless classroom” using google classroom and promote “Going Green.” This technology tool my students and I are implementing now and using at about eighty percent capacity has been a great tool for communication posts, posting of assignments, creating announcements, creating assignments, and creating questions. It is my plan to share this technology tool with others and raising their ability use and awareness of becoming the “paperless classroom.”
ImagineIT Update: The Final Leg
The excitement is still present! My students are thrilled to show their Creative Expression through the Fine Arts as a way to showcase their learning.They feel impacted by this project because they have shared with me how this is a “fun “ way to actually demonstrate their learning in a different way. My colleagues continue to show their enthusiasm about the ImagineIT project. It has impacted my colleagues this year with allowing students enhance their learning and showing how they learn through other lenses.
The ImagineIT project has evolved into a masterpiece at my school , students and parents are inquiring about having a school end of the year performance to show their learning and how students have deepen their content knowledge through Creative Expression through the Fine Arts.
This ImagineIT project has created a platform for demonstrating learning in various ways. It has been such a remarkable experience getting the push and lift from the MSUrbanStem program which basically inspired me to think outside the box to develop that drive to showcase students and to really think about what the students in my school community desire to showcase their abilities to demonstrate their learning. This experience has been rewarding because students took pride in this year - long project and are elated to keep the ImagineIT project present and relevant. I learned through this ImagineIT project whole design process that it is paramount to not only know the students and the community you serve and work in daily but to also have that capacity to know and understand the way students learn and enjoy learning to whereas they feel like they own what they are actually doing and through this ImagineIt project design, it has afforded my students this platform to showcase their learning.
I have learned in the teaching itself that if a student at some point in their formal educational years are not allowed to showcase their learning in their “own way” then we as educators are limiting their potentials. My ImagineIT project has influenced my teaching as a whole by bringing out the multi-talents of my students I serve everyday.
The excitement is still present! My students are thrilled to show their Creative Expression through the Fine Arts as a way to showcase their learning.They feel impacted by this project because they have shared with me how this is a “fun “ way to actually demonstrate their learning in a different way. My colleagues continue to show their enthusiasm about the ImagineIT project. It has impacted my colleagues this year with allowing students enhance their learning and showing how they learn through other lenses.
The ImagineIT project has evolved into a masterpiece at my school , students and parents are inquiring about having a school end of the year performance to show their learning and how students have deepen their content knowledge through Creative Expression through the Fine Arts.
This ImagineIT project has created a platform for demonstrating learning in various ways. It has been such a remarkable experience getting the push and lift from the MSUrbanStem program which basically inspired me to think outside the box to develop that drive to showcase students and to really think about what the students in my school community desire to showcase their abilities to demonstrate their learning. This experience has been rewarding because students took pride in this year - long project and are elated to keep the ImagineIT project present and relevant. I learned through this ImagineIT project whole design process that it is paramount to not only know the students and the community you serve and work in daily but to also have that capacity to know and understand the way students learn and enjoy learning to whereas they feel like they own what they are actually doing and through this ImagineIt project design, it has afforded my students this platform to showcase their learning.
I have learned in the teaching itself that if a student at some point in their formal educational years are not allowed to showcase their learning in their “own way” then we as educators are limiting their potentials. My ImagineIT project has influenced my teaching as a whole by bringing out the multi-talents of my students I serve everyday.
This I Believe...
Name: ShuJuana Lovett
Bio: Currently this is my 22nd year teaching at Myra Bradwell School of Excellence, where the last four years I have taught 6TH grade Science. I am the Science Department Coordinator for my school. I have had the pleasure of establishing an afterschool STEM Club All Stars for our students and this is truly a rewarding experience as we simulate models , build designs, and construct explanations about the natural world around us. This opportunity has afforded me to build the capacity in children that encourages them to inquire about lifelong careers in STEM. Personally I feel I have truly made an impact to the community and students I serve everyday. I even have the school’s Library/ Media Center dedicated and named in my honor. “Bradwell School of Excellence, Lovett Hall.”
In addition to my commitment to my place of work, I would be remiss if I did not acknowledge the support of my loving family for always being that spark to my flame!
Your twitter handle: @lovett_shujuana
Your website address: LovettStemWorld.weebly.com
Your favorite quote related to teaching/learning: It is the supreme art of the teacher to awaken joy in creative expression and knowledge. -Albert Einstein
Book Recommendation: Sparks of Genius: The Thirteen Thinking Tools of the World by Robert and Michele Root - Bernstein
This amazing book is truly an awesome read to exercise your imagination and set off sparks of genius this read explores “thinking tools” of extraordinary people from Albert Einstein to Amadeus Mozart . This books lays out how one can practice the same imaginative skills to become your creative best. The book explains what it takes to foster and inspire genius and creativity in people.. This book was of an interest to me because it speaks volumes to the work around my practice and the passion I have to encourage students to dig deep and reach for the creative skills and exercise their imagination to absorb and transfer their knowledge in a showcase of countless ways.
3. Looking forward. Since being in this project for a year now, the changes I see are monumental with my students and the level of comfort and confidence to continuously demonstrate and construct their content knowledge in various ways. Implementing my ImagineIT project gave my students the platform to showcase their learning. One goal I will strive towards next year is to incorporate various grade levels. I plans to take the leadership role and establish a STEM Team at my school and recruit staff members to come on board with this Imagine IT project idea that in order to reach the holistic learner provide opportunities to enhance their imagination, creative expression, simulations, and constructions of explanations. I will offer professional developments for reluctant staff members who may not be comfortable with improvisation style learning in the classroom, or at recess, or during physical education class. Over the next five years it is my hope to partner with other teachers in my network to share my Imagine IT project and collaborate to incorporate some ideas of the project and get feedback of what may be added as a new approach to “Creative Expression through the Fine Arts.”
4. Summing up.
In summary, reflect on the past, the present, and the future; create a one or two sentence closing for the following prompt.
This I believe… Children build their confidence on what they already know, then they follow that path to what they currently are learning which then remarkably influences the trail of becoming lifelong learners!
Bio: Currently this is my 22nd year teaching at Myra Bradwell School of Excellence, where the last four years I have taught 6TH grade Science. I am the Science Department Coordinator for my school. I have had the pleasure of establishing an afterschool STEM Club All Stars for our students and this is truly a rewarding experience as we simulate models , build designs, and construct explanations about the natural world around us. This opportunity has afforded me to build the capacity in children that encourages them to inquire about lifelong careers in STEM. Personally I feel I have truly made an impact to the community and students I serve everyday. I even have the school’s Library/ Media Center dedicated and named in my honor. “Bradwell School of Excellence, Lovett Hall.”
In addition to my commitment to my place of work, I would be remiss if I did not acknowledge the support of my loving family for always being that spark to my flame!
Your twitter handle: @lovett_shujuana
Your website address: LovettStemWorld.weebly.com
Your favorite quote related to teaching/learning: It is the supreme art of the teacher to awaken joy in creative expression and knowledge. -Albert Einstein
Book Recommendation: Sparks of Genius: The Thirteen Thinking Tools of the World by Robert and Michele Root - Bernstein
This amazing book is truly an awesome read to exercise your imagination and set off sparks of genius this read explores “thinking tools” of extraordinary people from Albert Einstein to Amadeus Mozart . This books lays out how one can practice the same imaginative skills to become your creative best. The book explains what it takes to foster and inspire genius and creativity in people.. This book was of an interest to me because it speaks volumes to the work around my practice and the passion I have to encourage students to dig deep and reach for the creative skills and exercise their imagination to absorb and transfer their knowledge in a showcase of countless ways.
- Taking each in turn. Looking back. Wow! In the twenty two years I have been teaching, for me it has been an “educational logistical” world of change with embracing the paradigm shift in expectations for excellence and what that looks like and feel like. I strongly believe that change is good. I am alwys energized and ready to take on new and innovative approaches to teaching and learning. A challenge I faced over the years is a signature approach to operating the logistics of teaching and learning. Being in a turnaround school that was deemed failing, I had to press the reset button to adapt to a new strategic approach to effective teaching and learning… The retraining of the culture and climate piece of how a school should look and feel really set the tone for high expectations for teaching and learning. I strongly believe that :Education is the key to unlock many doors, ( ) and education is not just filling a pail, but the lighting of a fire.( William Butler Yeats). These quotes really speak to who I am and my passion for the work I do. My inspirations for becoming a teacher were noted many years ago as I was inspired by my mother who is a retired educator with CPS. I marveled many days in her stories and experiences I was part of and she shared with me growing up.
3. Looking forward. Since being in this project for a year now, the changes I see are monumental with my students and the level of comfort and confidence to continuously demonstrate and construct their content knowledge in various ways. Implementing my ImagineIT project gave my students the platform to showcase their learning. One goal I will strive towards next year is to incorporate various grade levels. I plans to take the leadership role and establish a STEM Team at my school and recruit staff members to come on board with this Imagine IT project idea that in order to reach the holistic learner provide opportunities to enhance their imagination, creative expression, simulations, and constructions of explanations. I will offer professional developments for reluctant staff members who may not be comfortable with improvisation style learning in the classroom, or at recess, or during physical education class. Over the next five years it is my hope to partner with other teachers in my network to share my Imagine IT project and collaborate to incorporate some ideas of the project and get feedback of what may be added as a new approach to “Creative Expression through the Fine Arts.”
4. Summing up.
In summary, reflect on the past, the present, and the future; create a one or two sentence closing for the following prompt.
This I believe… Children build their confidence on what they already know, then they follow that path to what they currently are learning which then remarkably influences the trail of becoming lifelong learners!
“Rocking the Boat”, Leadership: Where am I now?
Task Zero: Reviewing “Rocking the Boat”
Rocking the Boat is about making changes in your organizations through incremental means , I am drawn to how Debra Meyerson addresses the concern that it does not matter what the audience or class is being addressed, there is widespread skepticism about efficacy as it relates to a slow-moving approach to change. I can assemble myself around that explanation of different entities and agreeing that one’s role plays a significant part in how the effectiveness of incremental approaches elude to change.
The book describes the stories of several tempered radicals and the journey’s through their organizations. Tempered Radicals lead change, these are all individuals who operate on a fault line. They lead people by creating relationships and local environments that support other tempered radicals, by acting as agents of “positive deviation”, by initiating small wins and creating learning by pushing people and systems, organize other people to act together toward shared goals and by inspiring change in people.( Meyerson, 2008.p171)
In the convictions of Meyerson as she “theorizes” her beliefs around change which begins with the notion that organizations are always changing, continually adapting in response to an ongoing flow of inputs and activities.
Task One: How am I Different?
Meyerson describes three ways people experience a difference from the majority, one :those who have different social identities from the majority and see those differences as setting them apart and excluding them from the mainstream, two: those who have different social identities and so those differences as merely cultural and not a basis for exclusion and three:those who have not cultural but philosophical differences, which conflict with the prevailing values, beliefs, and agendas operating in their organizations. (p.20)
I identify myself as relating to the third difference more so that the other two differences stated by Meyerson. My philosophical differences as it conflicts with values, beliefs, and agendas operating in organizations through my experience of several administrations, I have generally witnessed conflicts with leaders whose values, beliefs, and agendas pose a disconnect among the organization which leads to a breakdown within the organization. Being an educator in an urban School with student achievement is low the district assigns managers to restructure failing schools these managers then select their leaders which the managers don't always see the deli on the front line work and so since these managers are behind the scenes designating responsibilities contributes to the recipe for conflict it becomes more of a top-down approach and the classroom teacher has a note input and how to be effective .
what of my valuable in ashtray to Equitable accountable and integral.
Task Two: Becoming a Tempered Radical
On the Continuum I see myself on of the far left where I resist quietly and stay true to myself.
I curb frustration to avoid being controlled by negativity I strive and work to build relationships in order to stay positive and on the right path I say that quietly “Rock the Boat.” I can clearly see how others may say that I am a conformist I choose my battles wisely and work quietly from behind the scenes. I mentor others. I am always including new teachers and staff members into our work. I am always asking others to share their ideas encourage others to be motivated about the work that we do daily in organization. During cluster meetings I offer support to new staff members .
I would like to think of myself as moving toward the right of the continuum. However I am one who resists quietly and stay true to one’s self. My goal is to gradually move to the right of the spectrum with incremental means. I believe that progressing effectively with presenting clear and concise options for new actions with all stakeholders involved will provide balance and consistency.
Task Three: Facing Challenges
The Tolls of Ambivalence
Within in my work organization I don't find myself dealing with the one extreme feeling or the opposite extreme feeling for example love and hate as stated by Meyerson, because I personally got my feelings which I make every attempt to keep my feelings in line for the workplace to avoid the tolls of ambivalence. I don't welcome situations in organizations where I need to “fit in” in order to feel like I belong. This kind of feeling surely raises the anxiety level in a person. Through the many challenges and adversities, I remain neutral or in the middle keeping a steady pace and rhythm and definitely not “Rocking the Boat.”
Incremental Lures toward Co-Optation
As for me and my work situation, I stand on the hills of proven research and do not conform to the rhetoric of organizations that adapt to reward people for maintaining a reputation for status quo. I strongly believe that my dedication, commitment, energy, and time are all my rewards from inner- self being. I am not looking for a “better time” because there is no better time than the present. I choose not to wait for a “risky agenda” my keeping grounded in the research and proven track record for being reasonable limits my chances for gaining acknowledgement or credit given by the system. I agree that language does play a role for influencing how people in organization see and understand their realities. So speaking the language along with “walking the walk” places one into the “inside world.” Again it is my belief that you don't have to rock the boat by using your inside language to be credible. Just building that professional image in an organization or adopting the right image speaks true to me because what you are portrayed as by the organization and all stakeholders reduces the stress, anxiety, and frustration.
Damage to Reputation
I strongly feel that being a tempered radical can damage your reputation. I believe it is with the perception that comes along with being the one who stands out more with one’s philosophy and strongly voices one’s conceptualization damages one's reputation. This overtone could easily interfere and damage one's reputation.
Frustration and Burnout
Being frustrated and burned out is a constant concern that slows the momentum which drives the passion for the work that has to be done in an organization. It is easy to encounter setbacks from the frustration and burnout when one cannot see his or her efforts being recognized or acknowledged. It is a battle daily and feels like defeat when the value of one’s effort, time, and energy goes unrecognized. Even when it appears that the struggle is not a persistently present it appears that when two steps are moving forward something knocks the air right out and the frustration builds all over again.
Task Zero: Reviewing “Rocking the Boat”
Rocking the Boat is about making changes in your organizations through incremental means , I am drawn to how Debra Meyerson addresses the concern that it does not matter what the audience or class is being addressed, there is widespread skepticism about efficacy as it relates to a slow-moving approach to change. I can assemble myself around that explanation of different entities and agreeing that one’s role plays a significant part in how the effectiveness of incremental approaches elude to change.
The book describes the stories of several tempered radicals and the journey’s through their organizations. Tempered Radicals lead change, these are all individuals who operate on a fault line. They lead people by creating relationships and local environments that support other tempered radicals, by acting as agents of “positive deviation”, by initiating small wins and creating learning by pushing people and systems, organize other people to act together toward shared goals and by inspiring change in people.( Meyerson, 2008.p171)
In the convictions of Meyerson as she “theorizes” her beliefs around change which begins with the notion that organizations are always changing, continually adapting in response to an ongoing flow of inputs and activities.
Task One: How am I Different?
Meyerson describes three ways people experience a difference from the majority, one :those who have different social identities from the majority and see those differences as setting them apart and excluding them from the mainstream, two: those who have different social identities and so those differences as merely cultural and not a basis for exclusion and three:those who have not cultural but philosophical differences, which conflict with the prevailing values, beliefs, and agendas operating in their organizations. (p.20)
I identify myself as relating to the third difference more so that the other two differences stated by Meyerson. My philosophical differences as it conflicts with values, beliefs, and agendas operating in organizations through my experience of several administrations, I have generally witnessed conflicts with leaders whose values, beliefs, and agendas pose a disconnect among the organization which leads to a breakdown within the organization. Being an educator in an urban School with student achievement is low the district assigns managers to restructure failing schools these managers then select their leaders which the managers don't always see the deli on the front line work and so since these managers are behind the scenes designating responsibilities contributes to the recipe for conflict it becomes more of a top-down approach and the classroom teacher has a note input and how to be effective .
what of my valuable in ashtray to Equitable accountable and integral.
Task Two: Becoming a Tempered Radical
On the Continuum I see myself on of the far left where I resist quietly and stay true to myself.
I curb frustration to avoid being controlled by negativity I strive and work to build relationships in order to stay positive and on the right path I say that quietly “Rock the Boat.” I can clearly see how others may say that I am a conformist I choose my battles wisely and work quietly from behind the scenes. I mentor others. I am always including new teachers and staff members into our work. I am always asking others to share their ideas encourage others to be motivated about the work that we do daily in organization. During cluster meetings I offer support to new staff members .
I would like to think of myself as moving toward the right of the continuum. However I am one who resists quietly and stay true to one’s self. My goal is to gradually move to the right of the spectrum with incremental means. I believe that progressing effectively with presenting clear and concise options for new actions with all stakeholders involved will provide balance and consistency.
Task Three: Facing Challenges
The Tolls of Ambivalence
Within in my work organization I don't find myself dealing with the one extreme feeling or the opposite extreme feeling for example love and hate as stated by Meyerson, because I personally got my feelings which I make every attempt to keep my feelings in line for the workplace to avoid the tolls of ambivalence. I don't welcome situations in organizations where I need to “fit in” in order to feel like I belong. This kind of feeling surely raises the anxiety level in a person. Through the many challenges and adversities, I remain neutral or in the middle keeping a steady pace and rhythm and definitely not “Rocking the Boat.”
Incremental Lures toward Co-Optation
As for me and my work situation, I stand on the hills of proven research and do not conform to the rhetoric of organizations that adapt to reward people for maintaining a reputation for status quo. I strongly believe that my dedication, commitment, energy, and time are all my rewards from inner- self being. I am not looking for a “better time” because there is no better time than the present. I choose not to wait for a “risky agenda” my keeping grounded in the research and proven track record for being reasonable limits my chances for gaining acknowledgement or credit given by the system. I agree that language does play a role for influencing how people in organization see and understand their realities. So speaking the language along with “walking the walk” places one into the “inside world.” Again it is my belief that you don't have to rock the boat by using your inside language to be credible. Just building that professional image in an organization or adopting the right image speaks true to me because what you are portrayed as by the organization and all stakeholders reduces the stress, anxiety, and frustration.
Damage to Reputation
I strongly feel that being a tempered radical can damage your reputation. I believe it is with the perception that comes along with being the one who stands out more with one’s philosophy and strongly voices one’s conceptualization damages one's reputation. This overtone could easily interfere and damage one's reputation.
Frustration and Burnout
Being frustrated and burned out is a constant concern that slows the momentum which drives the passion for the work that has to be done in an organization. It is easy to encounter setbacks from the frustration and burnout when one cannot see his or her efforts being recognized or acknowledged. It is a battle daily and feels like defeat when the value of one’s effort, time, and energy goes unrecognized. Even when it appears that the struggle is not a persistently present it appears that when two steps are moving forward something knocks the air right out and the frustration builds all over again.
Imagine IT Update #2
Since the last update of my ImagineIT project the progress continues to be productive and exciting. My students are taking on the leadership role of the project by demonstrating their interest for sharing their knowledge of the content. My students are being creatively expressing their knowledge by displaying their learning style with their musical intelligence.
My students established a rhythmic beat on their own accompanied by a soundtrack that was instrumental and transferred their content knowledge to their rhythmic rap song. The students have created a tone, beat, and rhyme that they have associated with the content and are extremely excited about the early production of their rap. They continue show their enthusiasm for this project and show they are vested in their learning.
The interest my students have in this project is phenomenal. Own their own they have shared some details with their parents about the work they are doing around their content and musical intelligence, so my students wanted to have their parents to hear what they are learning and to see how they have transferred their knowledge into a musical rap. This experience was so rewarding because the parents took the time to stay a few minutes after school to allow for their child to show their creative expression through the “Fine Arts”. Parents shared how they were amazed that their child demonstrates musical literacy to combine it with the content and show their creative expression. My students also are demonstrating how they transfer their content knowledge through their artistic and tactile learning. These students continue to showcase their “Creative Expression” by analyzing what they have learned in their content and then synthesizing it to show how they best understand the content. My focus group of students continue to be eager to “Creatively Express” their knowledge as they transform their understanding through the Fine Arts.
Instrumental Thinking vs. Missional Thinking
Goals I visualize for myself:
Short Term Goal: Establish a STEM Team at my school and provide professional development for staff.
Long Term Goal: Collaborate with schools in my network to strengthen STEM capacity and coordinate/facilitate possibly with the use of technology network classroom STEM learning and exchanges.
I would have to consider my goals being Missional Thinking. I have the larger vision for both my short term goal and my long term goal. Within six months it is my short - term goal to establish a STEM Team at my school for all staff members and provide professional development around STEM. The vision I see would be members of the staff in every role interacting with students building STEM capacity. I visualize grade bands partnering together to incorporate STEM learning into their daily lessons, to allow for opportunities so that students begin to deepen their knowledge of STEM recognizing all four strands are not learned in isolation but develop an awareness that STEM in inclusive.
My long term goal over the next 5 years is to partner and collaborate with schools in my network cluster to strengthen STEM capacity within our school clusters and coordinate a network of STEM classroom blogs. My plan of facilitating this goal would be establish a point - person at each network cluster school level. With this goal I visualize schools partnering together and blogging about STEM learning through field trips, classroom experiences,town hall meetings, and STEM Field Day. I would collaborate with point persons to discuss protocol for this collaborative opportunity among clusters schools.
Goals I visualize for myself:
Short Term Goal: Establish a STEM Team at my school and provide professional development for staff.
Long Term Goal: Collaborate with schools in my network to strengthen STEM capacity and coordinate/facilitate possibly with the use of technology network classroom STEM learning and exchanges.
I would have to consider my goals being Missional Thinking. I have the larger vision for both my short term goal and my long term goal. Within six months it is my short - term goal to establish a STEM Team at my school for all staff members and provide professional development around STEM. The vision I see would be members of the staff in every role interacting with students building STEM capacity. I visualize grade bands partnering together to incorporate STEM learning into their daily lessons, to allow for opportunities so that students begin to deepen their knowledge of STEM recognizing all four strands are not learned in isolation but develop an awareness that STEM in inclusive.
My long term goal over the next 5 years is to partner and collaborate with schools in my network cluster to strengthen STEM capacity within our school clusters and coordinate a network of STEM classroom blogs. My plan of facilitating this goal would be establish a point - person at each network cluster school level. With this goal I visualize schools partnering together and blogging about STEM learning through field trips, classroom experiences,town hall meetings, and STEM Field Day. I would collaborate with point persons to discuss protocol for this collaborative opportunity among clusters schools.
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ImagineIT Update 1 Since my last post, I am even more thrilled to share in my update of my ImagineIT project. So, at this point in the project, students, colleauges, and administration team are really entusiastic about being part of this project. My students are eager to demonstrate what they have learned in the content area and even more excited about transferring their knowledge arstically,musically, and physically to show their Creative Expression while integrating the Fine Arts. Our Music instructor sat down with a focus group and this focus group explained to her some science content in which they learned. this focus group expressed how they wanted to be creative and make use of their ability to compose a song that shows their style of learning being auditory learners. the music instructor shared with me that she is still motivated to support this project and the focus group continues to be engaged and excited about their work. In the Arts class the students have begun to interpret the conent and extend their knowledge, understanding, and creativity to illustrate how they made connections from content to art. This focuus group is constructing the large complex details into an organized model of how they processed what they learned. this creative expression of art will be developed through a timeline of learning. The focus group along with the Art instructor has shared their elaborate ideas and excitement of the construction of this Science content through the timeline. Having this on-going dialouge with my colleague as well as the focus group has found the interest, creativeness, and competiveness among these students. It is my hope and expectation to work alongside our school's Physical Educator to integrate the kinesthetic and tactile learning of the science content for my focus group. Over the next several weeks my plan is to follow-up with our Physical Educator from our initial collaborative conversation when we shared dialouge about my Imagine IT project, he assured me that he would be on board with encouraging students , instructing students, to demonstrate what they have learned in the science content and translate it by carrying out physical representations. My administration team is in support of my Imagine IT project. "Creative Expression, Integrating the Fine Arts". The administration team continues to support my efforts in the completion of this project, They want to see and hear our scholars be creative in their own way. Through my ImagineIT project, it is my hope that students can now begin to embelish their type of "Learning Styles" and have that voice to advocate for themselves the way they enjoy learning best brings out their "Creative Expression". |
.ImagineIT Spring Timeline
Over the course of the Spring semester, I wish to see my ImagineIT project into the area of Sociology as a scientific study of society. The broad benchmarks that I will establish for making this vision come to life begins with incorporating Sociology as a strand of Science and deepen my students understanding of how Sociology is the scientific study of society, including patterns of social relationships, social interactions and culture. So through this evolution I aspire for my students to connect their Creative Expression to the Science of Sociology and apply patterns, relationships, interactions, and culture through the Fine Arts.
So through Creative Expression of incorporating the Fine Arts, I want students to develop an awareness that their creative ability skills connect to a branch of Science which is Sociology. Through this aspect of study, I wish to incorporate how Creative Expression and the study of Sociology helps influence the way we think, feel, and act. Making students aware of the Science that is involved in their Creative Expressive ability , being able to transfer their knowledge and having that intrinsic capacity to demonstrate Science content through patterns, complex relationships , and multimodal platforms.
My wildest hopes for my ImagineIT project of this second round of implementation over the course of Spring, is to have this focus group of students partner with an upper grade or lower grade teacher and establish a time to collaborate with classroom teacher and review and review Science content, then divide class in half and one member of the focus group establish goal for visual arts component and the other student establish goal for the music component. These students actually would be the student teachers and model the expectations and establish assignment requirements. These students would periodically check-in with the assigned homeroom teacher. This task would occur possibly the weeks of April 1- 15, 2016. Students would be given an outline to conference with the homeroom teacher for initial expectations. At the end of the two weeks students would have a rubric for scoring class and survey participating teacher to complete. These select focus group students would be identified as our school’s “Creative Expression Ambassadors.” My second round of implementation will look like over the course of Spring is February, continue task of focus group, March, fine tune and begin presentations, April ,incorporate other classrooms and host competitions. May/June student/teacher feedback, surveys and reflections.
Over the course of the Spring semester, I wish to see my ImagineIT project into the area of Sociology as a scientific study of society. The broad benchmarks that I will establish for making this vision come to life begins with incorporating Sociology as a strand of Science and deepen my students understanding of how Sociology is the scientific study of society, including patterns of social relationships, social interactions and culture. So through this evolution I aspire for my students to connect their Creative Expression to the Science of Sociology and apply patterns, relationships, interactions, and culture through the Fine Arts.
So through Creative Expression of incorporating the Fine Arts, I want students to develop an awareness that their creative ability skills connect to a branch of Science which is Sociology. Through this aspect of study, I wish to incorporate how Creative Expression and the study of Sociology helps influence the way we think, feel, and act. Making students aware of the Science that is involved in their Creative Expressive ability , being able to transfer their knowledge and having that intrinsic capacity to demonstrate Science content through patterns, complex relationships , and multimodal platforms.
My wildest hopes for my ImagineIT project of this second round of implementation over the course of Spring, is to have this focus group of students partner with an upper grade or lower grade teacher and establish a time to collaborate with classroom teacher and review and review Science content, then divide class in half and one member of the focus group establish goal for visual arts component and the other student establish goal for the music component. These students actually would be the student teachers and model the expectations and establish assignment requirements. These students would periodically check-in with the assigned homeroom teacher. This task would occur possibly the weeks of April 1- 15, 2016. Students would be given an outline to conference with the homeroom teacher for initial expectations. At the end of the two weeks students would have a rubric for scoring class and survey participating teacher to complete. These select focus group students would be identified as our school’s “Creative Expression Ambassadors.” My second round of implementation will look like over the course of Spring is February, continue task of focus group, March, fine tune and begin presentations, April ,incorporate other classrooms and host competitions. May/June student/teacher feedback, surveys and reflections.
In the RoomQuick Fire Activity The connections of all the objects within the pictures signify qualities of being an effective leader. The space which I was standing in impacted me with empowering me with a sense of togetherness. All of these pieces played a large factor in building the capacity of a leader. My current emotional state is passionate in terms of reform and trans-formative leadership. While standing in this room as a leader I impacted the room by being open to hear others ideas and concerns. Also by being open to suggestions which can push progress within a team. The emotion I have experienced by being impacted by other leaders in the room is that of a building a great sense of pride within me as well as a culture of hope. |
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