My idea would be to roll the paper tight enough that the bag could suspend from it using the strap.
HAPPY HOUR DISCUSSION:
Reflect in your blog about the experience. In particular, think and write about:
• Your perception of your role/identity at the beginning of the process. I
My response was limited and I was a lonely person left to cross the bridge alone.
• Your perception of your role/identity as things progressed.
I thought I knew more than I did and soon discovered there were pieces of the directions that I missed or misunderstood. What seemed a much easier task suddenly had more dimension and opened up possibilities. My role shifted from leader of my own ideas to listener, supporter, and encourager.
• Your successes and frustrations along the way: How did you feel about your successes?
How did you feel about your frustrations? What actions/changes in behavior did the successes instigate? What actions/changes in behavior did the frustrations instigate?
I felt most successful when the group was successful. I felt I played a smaller role, initially less important.. but in the end, I celebrated a group success. I was frustrated with the time allowed and especially anxious as the time ticked by near the end. I wasn’t sure anyone was going to complete the task in the time allotted, and at one point suggested we “look it up on the internet” opting to take the easy road when it seemed impossible. I felt more intensity around getting it done as I saw others getting closer to the formation of a working design.
• What was your role, contributions, and level of commitment to the group from the perspective of your peers.
My role was more supportive as I found myself tearing tape and taking direction from the rest of the group. I was contributing more in the supporting sense rather than through a leadership position. I hope my peers saw me as a flexible and open-minded.
• Were you an innovator? In what way did you contribute to your group’s creative process?
With strong innovators in my group, I found it more difficult to think innovatively as I tend to be more of an introspective thinker, taking my time to take in multiple ideas first before diving into trying new things out. I’m not sure I contributed very creatively as there was already a viable design in the working.
This experience was a great reminder that in Communities of Practice.. situation matters!
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Dewitt Jones, the National Geographic photographer in the video, helped remind me that in order to focus your vision... you must have the courage to let all the extraneous content fade away. The photograph of the house looked like a great photo to me.. once he narrowed in on the doorway... it became clearer to me that a narrowed focus is clearer than a fuzzy vision.
From a long conversation around the "IPDP" after class last night, I have many options on the direction I might go with my action research.
Here's an onslaught of thoughts...
I could look at the impact of Individual Professional Development Planning on student learning. Initially, I thought I didn't want to go that direction because I wasn't sure I was passionate (fist- pounding worthy anyway) about the issue of accountability. I wondered if in this era of pushing accountability down teacher's throats would be greeted with apprehension and perhaps some resistance. But then I was prompted by Dr. Buss to think about what I was passionate about.
I began to wonder what made my own National Board experience so meaningful as a means of my own professional growth. I've come to the conclusion that it was the tie to student impact that empowered me most! When I could validate that what I was doing in the classroom mattered for kids... I became passionate about my own development as a teacher. I became driven by the "SO WHAT?" and the "HOW?" and the "WHY" of teaching. I wanted to see a difference in my students and I wanted to know that MY choices made the difference.
That is why I feel I can be passionate about looking at ways to provide a "tool.. publication..innovation" around the IPDP that deepens teachers awareness of how their goals impact student learning.
The NSDC Standards are broken down into three components... Process, Content, and Context.
It is my feeling that teachers have a strong sense of what is needed for their own professional development by way of CONTENT. They know what they want... they are told what they need... and they enjoy the experience of taking the content back to their classrooms to experiment with it on kids.
The areas districts and schools have their sights on are PROCESS oriented in that they want to ensure that the PD offered is data-driven and the impact can be measured and is supported by research.
What is needed most is that staffs begin to see the way in which their CONTEXTS... (through the alignment of learning communities, resources and leadership)... support the processes by which that content is determined and implemented within their school contexts.
I'm wondering if this might be the framework by which I model my innovation. IC Mapping may be the tool that fosters necessary conversations around variations of CONTENT that find their way into the PROCESS and CONTEXT of the school and district settings.
Muddled.. but worth exploring.
What is it that I believe should be included in this innovation to maximize the acceptance of the IPDP plan?
Results-Driven
Aligned with schools and districts
Learner-directed
Value-added
Foster a Collaborative Culture
Improves teaching and learning
Sustainable yet changing based on the needs of teachers and students....
AH HA! (Just making a new connection to National Board through the lens of professional learning...!)
The Architecture of Teaching (a framework of teaching provided by the NBPTS) begins with:
1-Knowledge of students,
2-Set high and worthwhile goals, 3-implement strategies for learning that support those goals and those students,
4- Assess its impact through formal and informal assessments, and
5- Set NEW high and worthwhile goals.
Could this framework be the guiding force behind this innovation?
1-Know your context (based on student needs in the classroom.. what will I need to be successful?)
2- Set goals for professional learning that are tied to the needs of students in YOUR context!
3-Design and implement a process for obtaining appropriate strategies needed to successfully meet those goals
4- Evaluate the effect of those goals and strategies on the degree to which they impact students
5- Set new high and worthwhile goals for future learning
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