Tiffany Embry

MAT 726 – Presentation Reflection

What did you learn from the presentation?

From my presentation I learned that I have completed a lot of work throughout
this program! My colleagues were very impressed with the action research
projects as well as my website(s). From the presentation, I realized how many
valuable tools I have to better myself as an education. I discovered that the
coursework in this program has allowed me to be on the cutting edge and has
taught me to be the researcher that others can turn to for solutions to classroom
problems.

What did you learn from the feedback on your presentation?

The feedback from my colleagues was very positive and complimentary! They
were very impressed with the time and effort that I put into the MAT program. I
earned high marks for my presentation skills as well as in the layout of my
websites. All of the teachers said that it was very easy to navigate and explore.
They enjoyed the embedded documents and commented on how beneficial it
would be to scan and place student work online.

What did your colleagues learn from the presentation?

The key comments I received is how beneficial a website can be. We discussed
how to better utilize websites to show learning – which is currently a big push
throughout our district. One colleague stated in her comments that she really
liked one of the projects used for a book report and planned to incorporate that
into her reading content program.

How did your presentation demonstrate the NBPTS Core Propositions and
the USM Graduate Program Outcomes?
Program Outcome:
Candidates draw from their knowledge of education theory and research to
undergird the formal and informal education processes that impact P-12 students’
learning and the environment.
NBPTS Alignment:
Proposition 1: Teachers are Committed to Students and Their Learning
Proposition 2: Teachers Know the Subjects They Teach and How to Teach
Those Subjects to Students.
Proposition 3: Teachers are Responsible for Managing and Monitoring Student
Learning.
Proposition 4: Teachers Think Systematically about Their Practice and Learn
from Experience.
Proposition 5: Teachers are Members of Learning Communities.
Program Outcome:
Candidates demonstrate knowledge of diverse learners, including all forms of
exceptionality, and create instructional opportunities that meet the needs of all
learners.
NBPTS Alignment:
Proposition 1: Teachers are Committed to Students and Their Learning
Proposition 3: Teachers are Responsible for Managing and Monitoring Student
Learning.
Proposition 4: Teachers Think Systematically about Their Practice and Learn
from Experience.
Proposition 5: Teachers are Members of Learning Communities.

Program Outcome:
Candidates critically reflect on ethical and moral implications of actions as they
relate to all learners
NBPTS Alignment:
Proposition 5: Teachers are Members of Learning Communities.
Program Outcome:
Candidates apply their knowledge of curriculum content and design to support
learners’ construction of knowledge.
NBPTS Alignment:
Proposition 1: Teachers are Committed to Students and Their Learning
Proposition 2: Teachers Know the Subjects They Teach and How to Teach
Those Subjects to Students.
Program Outcome:
Candidates implement appropriate instructional models, strategies, and
technologies to enhance the learning of all students.
NBPTS Alignment:
Proposition 1: Teachers are Committed to Students and Their Learning
Proposition 2: Teachers Know the Subjects They Teach and How to Teach
Those Subjects to Students.
Program Outcome:
Candidates utilize measurements and evaluation accurately and systematically to
monitor and promote learning.
NBPTS Alignment:
Proposition 3: Teachers are Responsible for Managing and Monitoring Student
Learning.
Proposition 4: Teachers Think Systematically about Their Practice and Learn
from Experience.
Program Outcome:
Candidates apply quality principles of leadership, including skills of effective
communication, collaboration and motivation to shape change and improve the
learning community.
NBPTS Alignment:
Proposition 5: Teachers are Members of Learning Communities.
Program Outcome:
Candidates demonstrate the ability to be reflective practitioners by identifying a
problem, examining research, advocating solutions, implementing a plan, and
measuring and evaluating outcomes.
NBPTS Alignment:
Proposition 1: Teachers are Committed to Students and Their Learning
Proposition 3: Teachers are Responsible for Managing and Monitoring Student
Learning.
Proposition 4: Teachers Think Systematically about Their Practice and Learn
from Experience.

Do you see yourself as a teacher leader? Why or why not?

One of the assignments we did this year was to develop a list of teacher
characteristics. I believe that I posses these skills which makes me a teacher
leader. I have included the findings from the teacher characteristics assignment
to demonstrate why I am a teacher leader.
Collaboration

Collaboration is a very important way for teachers to demonstrate leadership as

well as to share what is working in his or her classroom with other teachers. In
the forum, Teachers Leading the Way, the forum states, “Some experienced
teachers have developed and led professional development programs for their
colleagues, aimed at helping them improve skills needed to help students reach
high standards. Some successful professional development programs enable
teachers to share ideas with one another.” (1998) I am currently attending a
three day professional development on reading and writing which is being led by
a current classroom teacher. This professional development has been more
influential to me than any other professional development I have attended. I
believe this to be true because the teacher is currently in the classroom and can
relate to our questions and concerns. She has also been very open with her
non-successes which allows for the participants to view and understand in the
“real-world”.

I believe that I demonstrate the ability to collaborate, by being the ECE team
leader in our school. As the team leader, my responsibilities include
collaborating with general education teachers and creating individualized plans to
address undesired student behaviors. Although I collaborate daily in this regard,
I believe that I also have a need for growth when it comes to collaboration. I
would like to become more assertive with the importance of collaboration with my
EBD students and try to encourage general education teachers to take my
students into his or her classroom.
Flexibility

Flexibility is probably the number one trait that a teacher must possess in order
to be successful. Throughout my graduate work in the St. Mary’s program, I
have found that in every class, I had to change or adapt a case study in order to
make it fit the needs of my students. I had to look past my “in theory” attitude
and modify and adapt to the real classroom. I also feel that flexibility is the one
trait that when I was a first year teacher, I really struggled with. There were
numerous days when I would come home crying because they added another
student to my classroom or they wanted me to add additional instruction to my
day, I became overwhelmed, instead of flexible. Today, I have found that I must
roll with the punches, especially when it comes to things that I have no control
over. For example, as an EBD self-contained teacher, I can have up to 4
different grade levels in my classroom. When a new student comes to me, my
entire schedule/routine is changed. This is when I show my excellent and
learned ability to be flexible.

Inspiring

In order for a teacher to be effective, one must inspire his or her students. It is
important for each student to feel empowered and that his or her learning is
making a difference in his or her life. In the Developing Teacher Leaders text,
Crowther states that it is important,“…for our students to discover a taste for
learning, a feel for justice and care for each other.” (Crowther, 2009). Having this
type of attitude will encourage students to take the positive learning, both
academically as well as socially, out of the classroom and into his or her
neighborhoods. In my own classroom, I strive to inspire my students on a daily
basis. Many of my students come from troubling backgrounds of violence and
poverty. However, in my classroom, all students come in on an equal playing
field. I show them how it feels to be rewarded and recognized for doing
something positive. I make it a point to constantly point out what they have
learned and how things get easier every time they repeat a skill. Socially, I
reflect and ask the students to reflect how they feel with our principal calls them
down to her office for something positive and we compare and contrast visits of
the opposite. It allows the students to have an intrinsic reward of
accomplishment. Inspiration changes lives; it takes education beyond the report
card.

Knowledge

The characteristic of knowledge is one that takes on many meanings. To be a

knowledgeable teacher, I feel several aspects must be made. They are;
• Knowledge of content
• Knowledge of school culture
• Knowledge of student lives
• Knowledge of personal strengths and areas of growth
Each one of these subgroups of knowledge makes a teacher a teacher leader.
They demonstrate the ability to be well rounded and allow for communication and
connection with student lives. Without these four subgroups, it would be difficult
for a teacher to connect and really know students – thus allowing for trust
between student and teacher. Wayne states, “expertise in instruction and the
willingness to share that knowledge with other professionals, engage in
continuous action research, and consistently participate in a professional learning
curve” (Wayne, 2001). Throughout our graduate studies, many of us have found
this quote to be true. We go into a research unit and come out with a deeper
understanding of our students and how they learn. By constantly reflecting and
revising we are expanding that knowledge base which allows us to be those
teacher leaders that others can come to for mentoring and collaboration.

Is it important for teachers to see themselves as instructional leaders?

I believe that it is important for teachers to be instructional leaders. Teachers are
the front-lines to get students to become engaged and want to learn. I believe
that being a leader means that you strive to want to better yourself and to adapt
to new situations.

How has the use of technology impacted your journey through this
course?
I have become VERY familiar with technology through this course. Creating the
websites has made me be more organized and it also allowed me to demonstrate
pride in my accomplishment. I believe that creating the websites was much more
effective than the standard portfolio. It was an excellent gateway to open the
door for future collaborative efforts.