What
For baseline evidence I have chosen to include a portion from my application essay to the MCEP, which represents my leadership role prior to joining The STI.
Later evidence 1 is a link to an e-portfolio entry from an EDU 636 class that shows my growth as a leading teacher, working with a colleague from my cohort Justin Barry. Justin and I led a two hours workshop "Maintain High Science Standards in An Inclusion Classroom." We led the same workshop twice; the first time was at UPenn in an EDU 636 class, and the second time was at Lehman College, NYC. Later evidence 2 is a powerpoint presentation from the SOS (Sharing Our Success) conference at NYU. The presentation was about using Hip Hop to teach and learn chemistry in high school. Later evidence 3 is a link to a book review "Joy of Chemistry" from Chem 503 class.
How
The baseline evidence represents my leadership role prior to joining MCEP at either Brandywine High School, or in the Brandywine School District. EDU 636 class opened many doors for me to explore my leadership role not only in my school nor in my district, but also two prestigious universities, University of Pennsylvania and New York University.
Why
Baseline evidence represents my leadership role in a very limited and contained community. Being busy with classroom work and lab preparation, I didn't have ample opportunity to get in touch with other schools nor programs in the the Delaware valley area. Being a student in the MCEP, especially in EDU 636, was a profound experience for me. This class opened a wide door for me and put me on the road of exploring myself as a leader, polishing my identity as a teacher, and getting in touch with many other educators all over the country.
Working with Justin was an enriching experience especially when both of us had the opportunity to lead two-hour workshop session on more than one occasion. I believe when we lead the "Maintain High Science Standards in An Inclusion Classroom" for the second time at Lehman College, NYC we gained more insight and confidence. It was an amazing experience not only to conduct this workshop, but also to meet another amazing group aiming to teach science in an urban area. The most profound experience I had in MCEP as leader when I had the chance to work with my instructor Dr. Pitts and presented at the SOS conference at NYU, where teachers from various schools came to present their successful stories in teaching science and math in urban areas. It was a great honor and pleasure to present at NYU and to share with other professors, teachers, and school of education students the use of new pedagogy in teaching chemistry for high school students. Nevertheless, at the SOS conference I represented not only my work at Brandywine High School, but also the STI and the MCEP. In Chem 503, book review assignment, was another opportunity to read "Joy of Chemistry" book and to share a review of this book with my colleagues in Cohort 7.
Conclusion
I have grown through the last three years at STI to be a leading teacher. Studying educational theories, applying new pedagogical methods in teaching chemistry, and working with my instructor and colleagues in leading workshops gave me insight and confidence to practice a new avenue from my experience in my own classroom. Practicing my leadership role in the classroom is giving me a chance not only to teach my students, but it also helps them to be leaders in their own lives.
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