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Rubric
Item: Leadership
The participant has grown as a leader in science education. |
| Baseline
Evidence (for both Artifacts #1 and #2): MCEP Application
Reflection (available in PDF here) In my reflection for my MCEP application, I was asked to discuss my previous experience with science leadership. I responded, "In general, as the Literacy School-Based Teacher Leader, I haven’t had much of an opportunity to take on leadership roles in science education. What I have been able to do has largely been centered around assisting with literacy instruction in the content classrooms." While I had been in a leadership role for some time, it had not been a science leadership role. My previous training was in English. All my expertise centered around writing and literacy. In fact, I would often defer to the science chair in particular science-related issues, because I felt unqualified to lead in that area. |
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Artifact #1: Reflection on Science Teacher mentoring At the start of this year, I noticed that one of the new science teachers was struggling. At first, I thought it was just a classroom management issue, but the more I talked with him, the more I realized that it was a much bigger problem. I realized that he needed help with content and pedagogy, as well. I let him know that I was finishing up a program at Penn, and would like to be able to toss ideas back-and-forth with him. He readily accepted, and we now have a regular meeting where he shares his lesson plans, and I help him come up with activities, and tighten up his content knowledge for whatever topic is next in the coming weeks. |
| Analysis
of Artifact #1 and Evidence of Growth: As English department leader I was in charge of connecting new English teachers with mentors. As School-Based Literacy Leader I was responsible for overseeing literacy mentorships in the content areas. This is the first time I have taken on mentorship of a science teacher, myself. it is also the first time I have taken on a mentorship addressing issues other than literacy. It's rewarding, in that I have seen him become more successful in the intervening weeks, and also in that it helps me continue to sharpen my skills. In fact, I have talking with the science department leader about developing a mentoring system for all the new science teachers. |
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Artifact #2: Flyer for Professional Development (available in PDF here) This is a flyer (see link for PDF aboave) for a professional development that I held last year, and will be reproducing this year. It is a professional development that takes common and popular demonstrations, and shows how teachers can use them as inquiry tools or alternative assessments, rather than as just "wow factor" activities. I got the entire idea, the content, and the materials from a professional development that another group gave in Professor Pitts's Education class. |
| Analysis
of Artifact #2 and Evidence of Growth: This professional development is a complete departure for me. Whereas previous professional developments I had done fell wholly within the literacy realm, this professional development falls wholly within the science realm. In addition, whereas before I had largely stayed away from doing professional developments with the content area departments, other than occasional content-related PDs, this is targeted specifically towards science teachers. |