C & I Learning Validation #1 Course # GADS 559: Practicum Date: July 2011 Outcome Indicators: 1.4, 4.3, 5.

3 During the practicum experience, one task was to look at and analyze the physical room plants of different schools (4.3). This was an eye-opening experience for me and I feel I learned to be more observant (5.3) of how room configurations can influence and be influenced by teaching methods such as collaboration and curriculum implementation. For example, when observing the different classrooms in each building, it was evident which teachers used flexible grouping and collaborative groups often based on the room and desk arrangement (4.3). Flexible arrangements were supportive of social learning and made it easy for kids to move around and work in groups (1.4, 4.3). In addition, it was beneficial to visit another district and another school within my own district to gain perspective and make comparisons between the settings. My experience from the practicum has taught me to be open and willing to visit places other than my own to see what they are doing and what their buildings are like. This experience helped to prepare me and made me more knowledgeable about just how important a physical setting can be in education (4.3). I found many research articles about room physical design of schools and several models online that will be helpful to me in the field. In the future role as a curriculum and instruction supervisor I have an idea of what is out there and what elements of design to be aware of.

C& I Learning Validation #2 Course # GADS 559: Practicum Date: July 2011 Outcome Indicators: 1.2, 1.5, 3.1, 3.2, 3.4, 4.4, 4.5, 6.2 During practicum, I completed an interview about how technology is used to support the curriculum development, professional development, compliance with PDE standards and districtwide communication. This experience gave me the opportunity to learn about the future of our district and plans related to technology integration (4.4, 4.5). The most significant change that will be happening in the near future involves getting our curriculum aligned to the PDE standards (1.2,1.5, 3.1, 3.2, 3.4) and posted online for teachers and community members to access. I learned that teachers will be able to make connections between the districts curriculum and the PDE standards and will be able to easily post these connections within their electronic lesson plans. In addition, having a background in Instructional Technology through the doctoral program at Duquesne, I have learned about current research and theory relating to technology integration. Realizing that Technology, Pedagogy, and Content Knowledge (TPACK) and the complex interrelation of TPACK is needed for effective technology integration will help me provide teachers with the professional development and support needed to use technology successfully as a tool to enhance instruction (4.5, 6.2).

C & I Learning Validation #3 Course # GADS 559: Practicum Date: July 2011 Outcome Indicators: 1.4, 2.1, 2.2, 2.4, 4.1, 4.5, 5.5 During the course of the Curriculum and Instruction program, I made a transition from teaching 4th grade for six years to teaching 5th grade. This transition involved a building change and a change from being a self-contained classroom to a partially departmentalized team of 3 teachers working with 3 groups of students. This transition helped me to make practical connections with what I had learned through my C & I courses. The collaboration course has been important and of great help to me since for 6 years I worked primarily alone to meet the needs of my students. Making a grade change allowed me to use my knowledge of effective collaboration to work closely with two other teachers (2.1, 2.2). Regularly conferencing together weekly helped us to plan and manage our classes effectively (2.1, 2.2, 1.4). Fortunately, our administrator provided us with common planning time which was needed for successful teaming. When problems needed addressed or interventions were needed with a particular student or group, my team and I were able to work together to meet needs and solve problems. With a self-contained classroom, interdisciplinary teaching was easier as I was able to integrate any subjects at any time (2.4, 5.5). Having a team of three teachers makes interdisciplinary teaching more difficult due to tight schedules that had to be rearranged(4.1) and differences in teaching styles and methods. Although it was more difficult, I was able to integrate some interdisciplinary teaching mostly in through technology (2.4, 4.5, 5.5). With the knowledge that I have gained and the experiences I have had in my C & I program, I feel the transition from 4th grade to 5th grade was made more easily for me.

C & I Learning Validation #4 Course # GADS 559: Practicum Date: July 2011 Outcome Indicators: 1.1 1.6, 2.1, 2.2, 2.3, 6.2 The last component of the Curriculum and Instruction program was to aggregate evidence of my learning throughout the program by building an ePortfolio of artifacts. This process enabled me to look back upon my course readings and work and make reflections. I reread various papers that I wrote and looked at various projects completed throughout the duration of the program and was reminded of important ideas and methods that I had learned about. In addition to reviewing elements of collaboration (2.1, 2.2, 2.3), curriculum design (1.1 1.6), and professional development (6.2), I looked at various ways and tools to design and build ePortfolios. This process provided me the background and ability to be able to bring knowledge and resources to a professional development program (6.2) for the benefit of lifelong learning for both teachers and students. This process has taught me to be reflective and document my learning as it happens. As we know, everyday life can become very busy and it is easy to forget what we have learned. The learning log (ePortfolio) will be an asset to me in the future as I apply for various positions not only as a credential for prospective employers, but as a resource to me in a new position.