Introduction
I graduated from Georgia State University in 1997 and began my teaching career in Roswell, GA. My experience as a teacher of American Literature and of the AP English Language and Composition course sparked an interest in the power of rhetoric. Further, I developed a strong interest in teaching kids to appreciate writing instead of fear it. In 2002 I graduated from Georgia State University, this time with a Master of Arts in English and a concentration in Rhetoric and Composition.
Now, a few years later, my students and I learn to read and write together at Norcross High School in the International Baccalaureate English Literature Diploma program and AP English Language and Composition.I also teach Theory of Knowledge, a core component of the IB Diploma Programme.
This portfolio is designed to showcase the learning I’ve done to enhance my teaching. Each page demonstrates a dispositional, technical, or pedagogical skill set which I have applied in my daily practice. While the portfolio does provide evidence of my work in the Instructional Technology Program at Kennesaw State University, it does not provide evidence of the ways the learning has grown my practice. For that, you’d have to see the motivation kicking in for my tired Seniors. You’d also have to be present in my team meetings where I share a tool that makes our lives as teachers easier, and you’d have to see the relief on my IB learner’s face when I tell her I know of a tool that will help her read the next novel, even with her dyslexia.
The pages of the portfolio demonstrate my mastery of the standards outlined by KSU and the PSC for my field. Begin with the Vision statement, as it provides the outline for what I believe about technology in schools. Then, visit my blog which catalogs my experience of dispositional growth as an ITEC student. Finally, see my ITEC 7430 Blog. This one blog explores Internet Tools and their advantages and disadvantages in the classroom. The main Blog and Field Experience Logs will tell the most concrete story of the work I have to show for my learning. The Standards pages contain reflections on my practices and field experience. They have the strongest case to make about my disposition as a technology leader and as a teacher leader in my school.
In hopes of becoming a better teacher, I have become a learner again.
Now, a few years later, my students and I learn to read and write together at Norcross High School in the International Baccalaureate English Literature Diploma program and AP English Language and Composition.I also teach Theory of Knowledge, a core component of the IB Diploma Programme.
This portfolio is designed to showcase the learning I’ve done to enhance my teaching. Each page demonstrates a dispositional, technical, or pedagogical skill set which I have applied in my daily practice. While the portfolio does provide evidence of my work in the Instructional Technology Program at Kennesaw State University, it does not provide evidence of the ways the learning has grown my practice. For that, you’d have to see the motivation kicking in for my tired Seniors. You’d also have to be present in my team meetings where I share a tool that makes our lives as teachers easier, and you’d have to see the relief on my IB learner’s face when I tell her I know of a tool that will help her read the next novel, even with her dyslexia.
The pages of the portfolio demonstrate my mastery of the standards outlined by KSU and the PSC for my field. Begin with the Vision statement, as it provides the outline for what I believe about technology in schools. Then, visit my blog which catalogs my experience of dispositional growth as an ITEC student. Finally, see my ITEC 7430 Blog. This one blog explores Internet Tools and their advantages and disadvantages in the classroom. The main Blog and Field Experience Logs will tell the most concrete story of the work I have to show for my learning. The Standards pages contain reflections on my practices and field experience. They have the strongest case to make about my disposition as a technology leader and as a teacher leader in my school.
In hopes of becoming a better teacher, I have become a learner again.