Standard Five
Teachers are members of learning communities.
- NBCTs collaborate with others to improve student learning.
- They are leaders and actively know how to seek and build partnerships with community groups and businesses.
- They work with other professionals on instructional policy, curriculum development and staff development.
- They can evaluate school progress and the allocation of resources in order to meet state and local education objectives.
- They know how to work collaboratively with parents to engage them productively in the work of the school.
Rationale for Standard Five
Relationships within and outside the school are essential. As we addressed this issue at the University of New England, I decided to engage my Advisory students with a project on bullying and cyber-bulling. My students willing agreed, suggested scenarios, took pictures and I created a PowerPoint that we submitted to the Curriculum Director at Ashland Public Schools. This project, in Artifact I, links me, my students, and the school's Administration to a national issue of importance.
Also within my school, I was part of a group of teachers who decided to form a Professional Learning Community. Together the art teacher, the drama teacher, one of the music teachers, and I, a French teacher, worked to help students work together to create skits, that they made into films, overlay with music, and used their artistic abilities to create sets. It was truly an amazing group. Video can be seen at last year's wikipage for my class, that was called mrsdill.wikispaces.com. (Since I have remarried since that time I never use "Mrs. Dill" any more.)
Lastly, the many ways I have connected as an NBCT to my community, parents, school, and state are represented by my large state portfolio. I have documented each substandard in Massachusetts with two artifacts - which means more than 70 artifacts are contained within.
Also within my school, I was part of a group of teachers who decided to form a Professional Learning Community. Together the art teacher, the drama teacher, one of the music teachers, and I, a French teacher, worked to help students work together to create skits, that they made into films, overlay with music, and used their artistic abilities to create sets. It was truly an amazing group. Video can be seen at last year's wikipage for my class, that was called mrsdill.wikispaces.com. (Since I have remarried since that time I never use "Mrs. Dill" any more.)
Lastly, the many ways I have connected as an NBCT to my community, parents, school, and state are represented by my large state portfolio. I have documented each substandard in Massachusetts with two artifacts - which means more than 70 artifacts are contained within.
Artifact I: School safety project completed with Advisory students
school_safety_bullying_2.ppt | |
File Size: | 25307 kb |
File Type: | ppt |
Artifact II: Professional Learning Community: Language & the Arts
dill_goals_sheet_2010-2011.doc | |
File Size: | 24 kb |
File Type: | doc |
Artifact III: Massachusetts Portfolio with over 70 artifacts.
As a teacher in Massachusetts, I have also completed a portfolio designed to successfully demonstrate specific subtopics of each of the five standards. That portfolio can be found here.
Artifact IV: Wiki Training PowerPoint
The following PowerPoint was presented at a Professional Development Day in Ashland, MA in January, 2011.
wiki.ppt | |
File Size: | 3626 kb |
File Type: | ppt |
Reflection of Standard Five
I learn from my colleagues at school, and from those in my courses at the University of New England. There is nothing greater than being able to ask other educators to look at my work and give me feedback, or to collaborate on a project together. These four artifacts document the many ways I have been involved with my school, my peers, and my community in Massachusetts to be an educational leader. I have welcomed my involvement in my district, both in training other teachers in my area of expertise (here, using web tools in the classroom), and in paying close attention to the problems of bullying and cyber-bullying. I have worked well with other teachers to integrate skills of other teachers within class work in which my students became involved. The result gained rave reviews from both students and parents, as the sixth graders took their creativity to new heights, and the result was fabulous engagement in our activities. Lastly, I believe Massachusetts is strongly committed to the same standards as the National Board, and I am pleased to have submitted a portfolio last year that was approved quickly.