Amanda Fox- Self Evaluation

End-of-Practicum Self Evaluation and Summary Essential Questions 1. What have you learned about yourself as a person and as a gifted specialist that will be most benecial to you as you continue your teaching career? During this time in the gifted program at Samford University, I have learned many things about myself and my teaching philosophy. The most important part of what I have learned is how to differentiate for high ability learners. For many years, I have focused on the struggling learners, because that is what the school system has emphasized. However, now I know that these students need just as much attention if not more. I am sharing this information with as many people as I can. Not because of what I believe, but because of what my students told me during the bibliotherapy lessons of The Gifted Kids Survival Guide. They wanted me to tell the teachers that they love having things they can do when they nish early or when they already know the material. It was a life changing experience for me to hear their words about this topic. I have also learned that I am very passionate about providing for high ability learners. My rst son began school just as I began this program. Today, he is already less enthusiastic about school as he was when he began because he is sitting in a class learning the same things he already knows. I am ready for the state to recognize what a resource they are wasting and how they could develop this bringing their test scores up in the process. 2. How have the relationships you have established within your school (e.g., with students, collaborative/cluster teacher, other teachers, counselors, staff, administrators) and outside of school (e.g. with parents, other gifted specialist, university personnel )helped you to become an effective gifted specialist? The teachers in my school see me as a go to person any way because of the previous role I had as technology coach of their school. However, now they are seeing me as a curriculum leader as well. They see me as a person who can excite students about learning, teach them to think on higher levels and more deeply, and teach them the basics as the same time. I believe that parents are excited about the results they are seeing with their children. We have formed an advocacy group within our school of parents who would like to see change in the state in the area of gifted education. They also love the science, math, and technology that I have brought to the program.

Amanda Fox- Self Evaluation The relationships that I have formed due to being a part of the Samford Program have challenged me and made me reach further. It always seems that when you are in school, you continue to think and reect more than when you are not. 3. What important lessons have you learned about implementing differentiated instruction, the development and preparation of a concept-based curriculum unit, your knowledge of gifted/talented students, and the inclusion of creative and critical thinking skills? Concept-based curriculum has been something that I have loved for a very long time. I am a proponent of this method. However, when the state is pressuring you and time is of the essence, teachers tend to back away from that model as it takes more time. I am so glad that this program required me to use this format again as it has brought me back to what I know is right for students and what I know kids need to build upon and make meaningful connections between knowledge in years to come. Creative and critical thinking skills has been a real eye opening experience. I have a minor in art, so I have loved using creativity in my class. I have used drama, art, music, etc. However, I love the creative and critical thinking skills we learned in class. I have used the socratic circles, higher level questioning strategies, six thinking hats, and morphology in my class several times this year. I love them and have shared them with teachers as well. What a great way for students to think more deeply about what they are learning. 4. How have you fostered the creation and advancement of an engaging and effective learning environment for high-ability students? I have fostered the creation and advancement of an effective and engaging learning environment by providing professional development opportunities for my teachers. I have also gone in to model strategies for high ability learners in the classroom. I have shared resources through email and discussions. I have also brought students in to my room and done lessons with them so that all students have an opportunity to participate in that environment, even if their classroom teacher does not embrace it. Summary Reection 1. In what ways has Samfords gifted education program helped you develop a sense of efficacy as a gifted specialist during the past year? Samford has challenged me to become a leader in my school in an area that I felt uncomfortable to lead at the beginning. I was so used to presenting professional development on technology, but this year, I have stepped out of my comfort zone and presented on curriculum development and the results have paid off. Teachers have requested I come and do lessons with their students, give them resources to develop, and in general, help them reach their high ability learners. They have also begun to look at students differently. Just the other day, I had a conversation with teachers 2

Amanda Fox- Self Evaluation about the characteristics of a gifted student and they were amazed. They stated that they had never thought about the fact that they might not be the best behaved students in the room. I showed them the Bright vs. Gifted chart and they loved it. It is the opportunities like this that help me know that I am reaching teachers and doing what is right for students who have been ignored for far too long. 2. What aspects of the gifted education program at Samford did you nd to be personally challenging? The most personally challenging portion of this program was this nal portfolio. Never have I had a collection like this of artifacts to put together. I have National Board Certication, I have an EdS and have done an Action Research Study resulting in over fty pages of written evidence. However, I have never had to collect so many samples proving so much participation in a program. This was very challenging, but what a great tool this will be for me to show people who I am and what I am doing in my classroom. 3. What experiences during your participation in the gifted education program did you nd to be most personally rewarding? The most personally rewarding experiences are the people I have met over this time. Dr. Wood has been an incredible mentor and role model during this process. Her classes have always challenged me to think and I enjoyed the discussions that took place during them. (Even if I did talk a little too much at times.) I am so thankful for the connections I have made among gifted specialists around the state. It is rewarding to go to state inservices and know people from other districts and areas. They have given me ideas and inspiration for my own classroom that I have used successfully with my students.