Stakeholder Presentation

 

This assignment provided an opportunity for me to communicate the need and viability of my proposed school-community partnership. The partnership allows multiple stakeholders to collaborate to assure student achievement.

EDLD 5363 -- July 1st Web Conference

I had to attend this web conference! It began the final week of this course and was sure to provide clarifying information. Just as I expected, Dr. Abernathy provided clarification of 5.3, 5.4, and the number of required reflections. Dr. Abernathy also made it clear that each student's success is her focus; she wants us to "get it right."

As a student, it was encouraging to know that my professor is passionate about my success! I do believe that many of my peers felt the same way. Dr. Abernathy's words were met with students' responses of "Thank you." This may seem simple and, maybe to some, unnecessary, but it made a huge difference for me. Thank you, Dr. Abernathy, for caring.

EDLD 5363 -- June 10th Web Conference

Today's conference began with a few video and audio problems. However, these glitches were overcome by persistence and commitment. Dr. Abernathy began the web conference by addressing the grading issues that many of the students were encountering. The professor made it abundantly clear that she expects us to communicate all issues and errors with her. Dr. Abernathy's words conveyed a concern and commitment that made me feel confident about how this course would end--fairly. After all, I was one of those students who received an unfair score for work I had fully completed and turned in on time.

Of course, the students asked questions centered upon the requirements for the current week. These communications allowed me to have a clear understanding of the professor's expectations for the week. I am thankful for this venue that allows one to communicate and share. 

EDLD 5363 Web Conference June 16th

This web conference was the first that I have attended in the morning! Though it was not my first in this course, it was the first that I have attended before 10:00 a.m. Initially, when I saw an a.m. option for this week, I thought, "Not the Kid (me)! No I will be sleeping in." I am not really a morning person and prefer to engage in coursework activities in the late afternoon or evening. So why did I attend this morning web conference? The answer is so that I could stretch myself a bit; try something outside of my "norm."

During this web conference I was able to get clarification, encouragement and direction. Thankfully, Dr. Abernathy and my peers were able to respond to my inquiries and those of other learners. Questions I had not even thought of were asked and answered to my benefit. My week 3, 4, and 5 products will be positively influenced by the inputs.

I am glad that I chose today's 9:00 a.m. web conference over sleeping in. Never thought I (a mother of three active children and two spoiled dogs) would make such a statement, but it is true. The web conference was a blessing!

Also, since I was up early, I went for a swim!

EDLD 5363 Creation of a Podcast

The creation of a podcast involved the use of familiar and unfamiliar tools. During my past four courses with Lamar, I have used several cloud tools. However, this task required me to stretch forward and explore yet another tool! I chose to use Windows Movie Maker (WMM), Audacity and PodoMatic to complete this assignment. The topic of my podcast was the use of Windows Movie Maker (WMM) as an editing tool. I am familiar with WMM and have used it twice before for picture to video and slide show to video. This assignment required me to experiment with the video to movie feature of WMM. Creation of this podcast was a great assignment and has expanded my classroom resources yet again!

Digital Story & Performance Indicators Week 1 EDLD 5363

This assignment allowed me to combine all the tools and technical skills that I have honed during the past four courses. My Digital Story for Week 1 include the use of YouTube, audacity, MS Moviemaker, effective page/slide design, ISTE performance standards, personal wiki, personal blog, email communication, and team collaboration. I have found myself having fun exploring and experimenting as I build the products for this assignment.

The performance standards and indicators that will be covered in my Digital Story for Week 1 include:

TF-I. A.1, A.2, B.1 –I have to possess an awareness of the skills and knowledge pertinent to technology concepts as well as explore and choose technology tools that will effectively fulfill the assignment task(s). I must engage in online exploration, reading literature, and talking with peers to increase my awareness of current and emerging technology.

TF-II. A1 & A.3- Because I am employing the use of open source tools, my steps in completing the assignments assure that technology tools will provide equitable access to my peers. The planning and evaluating processes that include peer review of my script, access to my digital story, and email interactions, as well as Internet exploration are extremely valuable with expanding my awareness of current and emerging technology.

TF-V.A.1, B.1, C.1, C.2, C.8- The exploration and identification of tools to complete my assignment products help support my ongoing professional development. The reflective function of my blog is important to supporting learning and growth. The sharing of my script and links with peers and reviewing theirs allow me to model use of tools. Of course, my digital story product requires me to locate, select, capture, and integrate video and d digital images. The framework of the assignments continues to require that I explore, experience, and assess many tools and systems; this provides me with the ability to develop a strong list of tool preferences.

I believe that the opportunity to create a digital story helps me feel confident that I, along with my team, will be able to create a phenomenal video production. As a note, my greatest hurdle with the digital story was finding what Joe Lambert refers to as “a more organic and natural voice” (2007, pp. 3). Viewing others’ stories and reviewing Lambert’s interview questions really helped me along.

Lambert, J. (2007, February). Digital storytelling cookbook, 1-30. Story center. Retrieved April

                 4, 2009, from http://www.storycenter.org/cookbook.pdf.

EDLD 5364- Web Conference Week 2

The March 11, 2012 web conference began promptly at 4:00 p.m. However, all participants were without sound or video feed. Having to read all of the communications was a good thing initially; but,  it became overwhelming very quickly. Many questions were asked--some over and over--answers were not posted immediately below their referent. By the time I logged off at 4:56 p.m., my eyes were very tired.

Nevertheless, I did gain answers to some very important questions:

1. Did each team member have to develop an individual UDL unit?
2. Did each team member have to create an e-book? What should be the ebook's focus?

Even with technical difficulties, the web conference helped guide my assignment completion for this week.

EDLD 5364-Web Conference Week 1

This web conference was unlike any that I had attended to date. The conference began at 4:00 p.m. with greetings from peers and professor. All was going well until glitches set in! Sound was lost, the professor was kicked off of the conference, many students were typing questions and others were typing answers; I became a bit overwhelmed. Some of the comments were confusing and without the professor, could not be clarified. When the professor was able to log in once again, she went back to the typed communications and answered students' questions and eased many of my concerns.

During this one hour web conference, the glitches and ensuing pile-on of questions and student responses, left me weary. I wanted to disconnect from the conference, but am so glad that I did not. Because I remained on the conference, I was able learn that our group project requires each member to choose one of the many diverse learning groups from the scenario and develop a lesson. Each member's part is connected to overall group project focus. This nugget of knowledge made the entire calamity worth it!

Final Thoughts EDLD 5301--Moving Forward With My Action Research

This course has been an eye opener for me regarding the function of action research within the school environment. Simply stated, action research is a continual interactive and reflection process that gives voice to the "people who work in the trenches of the school building on a daily basis and are therefore best positioned to understand and better the educational experiences for all members of the schoolhouse" (Dana, pg 5). The supports of strategies for data collection, assessing the quality of inquiry, and sustaining improvement have given me the foundational tools needed to plan effectively and move forward.

Dana, N.F. (2009). Leading with passion and knowledge: The principal as action
      researcher. Thousand Oaks, CA: Corwin Press.

Updated Action Research

As a result of inputs from other professionals, I have adjusted my research focus. My topic has become more specific and the identification of what I must observe is more concise.

Action Planning Template
Goal: Evaluate the impact of the Read 180 Program on the reading levels of at-risk fourth grade students at Holbrook Elementary.
Action Steps(s):	Person(s) Responsible:	Timeline: Start/End	Needed Resources	Evaluation
Evaluate the students’ lexile, STAR and grades from entry into 4th grade to first nine weeks into 5th grade.	Kimberly Darden	February 2012-May 2013	-180 reports -Student report cards -STAR scores -Computer & Printer	-Compilation of student scores
Review the Read 180 Implementation video to understand Scholastic’s Instructional model.	Mrs. Mahlmann Kimberly Darden	February 2012	-Read 180 Implementation DVD -Computer with internet connection	-Summary describing the instructional model of Read 180 Implementation DVD
Observe 4th grade 180 classes during instructional times to assess adherence to or divergence from the Read 180 Instructional model.	Mrs. Mahlmann Kimberly Darden Ms. Hudson Ms. Wells	February 2012- May 2013	-Observation Log -Notepad/pen	-Completed observation log -Typed record of discussion
Monitor Progress and assess how the findings inform Holbrook Elementary (CIP) Campus Improvement Plan.	Mr. Mitchell Mrs. Mahlmann Kimberly Darden	February 2012-May 2013	-Principal/VP -CIP	-Administrator survey/feedback