Ana Butler
Digital Portfolio
Standard 5
Engage in professional growth and leadership.
a. Participate in local and global learning communities to explore creative applications of technology to improve student learning.
The content above is copyrighted by The Math Learning Center.
The Math Learning Center is hosting a Leadership Instiute this summer in Denver, Colorado. I have been put in charge of this project as far as marketing, registrations, scheduling, payments, and the details of the event planning. I created this website, along with a registration form, and an agenda that were delivered electronically to all potential and current attendeees.
b. Exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others.
As the Professional Services Coordinator, it is my responsibility to make sure all of our leaders are well informed of any changes happening with our program, have access to materials, and have a place to collaborate regarding training related topics. This Moodle Course was created by a team of us--executive director of MLC, the production manager, director of professional development and myself. I maintain the site and offer support to our leaders regarding tech problems and access to content.
The content above is copyrighted by The Math Learning Center.
c. Evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning.
The Professional Development department is involved in the training of smooth implementation of the Bridges in Mathematics Curriculum. Being invovled in this type of work leads our team to be familiar with methods, theories, pedagogies, and ideas of ways to effective implementation. My research regarding the CBAM model had double benefits--completing a literature review for a class during the InfoTech program at WOU, as well as providing research I could use with my collegues when being a part of the workshop training development at the Math Learning Center.
The diagram above gives an overview of the model by presenting its seven stages and the three concerns categories in relation to the stages. There are concerns that affect the teacher (Me), the innovation being implemented (It), and the school as a team of teachers (us).
Please listen to the recording to the right for a brief overview of the CBAM approach. The recording will also explain the diagram above and give insight to how the Concerns- Based Adoption Model is set up.
d. Contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and community.
The content above is copyrighted by The Math Learning Center.
Leadership is a complex, subtle, and dynamic role. Grade-level teacher leaders, instructional coaches, and principals share these responsibilities. The professional development department at Math Learning Center strives to create support for teachers and leaders when it comes to implementation of Bridges In Mathematics. Teachers are learning a new curriculum, along with new models, strategies, and assessments. It’s natural that they have questions, get behind, and wonder what this is supposed to look like, especially during the first months of school. These Implementation guides are meant to provide educators in a leadership role with general inforÂmation, planning strategies, and support about Bridges in Mathematics, especially during the first and second years of implementation.
I was part of the team that collaborated on the development of these guides. My part was to revise and rewrite, while collaborating with the author and the editor. These guides will debut during our Leadership Conference in Denver Colorado, as well as be available as a Resources for those districts/schools adopting Bridges in Mathematics, second edition.