What this piece of
evidence
is...
My description of science education roles in my
Baseline Teaching Portfolio serves as baseline evidence of my
leadership roles prior to my entrance to the MISE program. Though
I volunteered for various activities and led small groups of community
members during Math Night, I was never involved in science-related
activities or leadership roles. Since my first year at Horace
Mann Elementary I have been a part of my school's Leadership Committee
in my school where we meet every month to discuss academic issues and
professional development plans, but since my enrollment to MISE
program, I have gained the confidence to expand my activities to the
district level. Below, I explain how my involvement in the
PreK-12 Science Curriculum Development Committee and collaboration
within my school show my growth as a leader in science education.
Why I chose this and how this illustrates my growth
as a leader in science education...
I chose the excerpt from my Baseline Portfolio
because it is a clear picture of my interest in taking on leadership
commitments prior to my enrollment in the MISE program, but it also
shows how leadership roles were lacking in my career. Since then,
I had the opportunity to participate in all phases of my district's
PreK-12 Science Curriculum Development Committee. The committee
was founded during the 2008-2009 academic year and is in the process of
aligning the state standards with a draft of a viable PreK-12
curriculum. It began with a Needs Assessment, then External
Program Review, and now the Curriculum Writing phase. Being a
part of each progressive phase and participating in the discussions
allowed me to help shape our district's future science
curriculum. I have the pleasure of working with teachers at
different schools and grades within the district to define the needs
and goals for student success. I periodically update my
colleagues during staff meetings on the progress of the Science
Curriculum Development Committee while bringing their input to the
committee.
Besides acting as a liaison for my school, I offer
knowledge I have gathered through my pedagogy courses at Penn as well
as the content courses. During a recent curriculum writing day, I
was surprised to be able to help the 4th grade curriculum writing team
to integrate various strands of science (forces and the water cycle) in
order to create a viable unit plan that is aligned with the New Jersey
Core Curriculum Standards. Each phase posed different challenges
that required different skills, but in its current phase, the
Curriculum Writing phase, I am able to use the knowledge I gained from
the MISE program to facilitate conversations and design new
units.
Within my school, I have brought my classroom-based
research into other classrooms as I design a new ecosystems unit with
my grade level partner. Last year, my CBR was the basis of a
collaborative plan. When I explained to my grade level partner
that I will be trying a new unit and carrying out research in my
classroom, she was eager to try my new plan. I carried out my CBR
and implemented multiple inquiry-based activities in my classroom, but
my grade level partner implemented only one of the three, the web-based
inquiry, because that activity was shown to be the most effective
inquiry activityout of the three in my
CBR. I believe my grade level partner had much confidence in my
research and me when she allowed me to lead her in her trial
of a new unit plan.
The confidence my district and colleagues have in me
has much to do with the knowledge I acquired in the MISE program.
I am thrilled to be given new leadership opportunities
in my building as well as in the district to apply my teacher research,
scientific knowledge, and pedagogical perspectives in unit planning and
curriculum writing.
Baseline evidence taken from
MISE program application "Description of Science Education Leadership
Roles":
Post evidence taken from
PreK-12 Science Curriculum Committee Agendas:
Post evidence taken from my 2008-2009 Classroom-Based Research:
