Appendices Captions Appendix A Earth Science Units This document is a collection of lesson plans which are used throughout the year in 7th grade Earth science.I have developed these lessons to meet the diverse needs of students and follow the Connecticut Common Core of Teaching (Science) Standards. These show my knowledge and understanding of the subject matter an the ability to create lessons using a variety of mediums. The variety of presentation methods and project demonstrate my understanding of NETS*T Standard 1,CCCT standard IIB4, and CF-ECSU 4. Appendix B Astro Suit Can Lab This document is a student assessment in the form of a laboratory rubric and lesson on designing a space suit that displays my commitment to the constructivist theory providing students with opportunities to actively learn and  make connections to their world and how things work.  This rubric aligns to NETS*T Standards 1b engage Teachers engage students in exploring real-world issues and solving authentic problems using digital tools and resources.  CCCT Standards IC2 teachers recognize the need to vary their instructional methods. Standard CCCT B4 Teacher employs a variety of instructional strategies that enable students to think critically, solve problems, and demonstrate skills. CCCT IB2 Teachers understand the central concepts and skills , tools of inquiry , and structures of the discipline(s) they teach. CCCT IIA2 Teachers select and create learning tasks that make subject matter meaningful to students. Appendix C Long Island Sound Assignments This document is an example of a website I created for the Long Island Sound unit. There are many of my lessons, activities and assessments are linked to this page providing a thorough examples of most of the ISTE,NETS*T , CCCT,and CF-ECSU standards and proficiencies. The document shows extensive use of technology such as: quizzes, outlines, lesson plans, class notes, research links, and virtual science of all types. This document demonstrates my ability to create a student centered and grade appropriate  lesson which is aligned to CCCT IIB4,IIC1,IIB4 , IIC1 and NETS T Standards. Teachers using their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning , creativity  , and innovation in both face-to-face and virtual environments. Teacher employs a variety of instructional strategies that enable students to think critically, solve problems and demonstrate skills. CF – ECSU Proficiencies 2.1 Graduates are able to formulate developmentally appropriate learning goals and objectives for students based upon knowledge of subject matter, students,, the community, curriculum goals, (state and National) and theories of human development, and to plan and implement instructional activities which foster individual and collective inquiry, critical thinking, and problem solving to facilitate learning for all students in a safe and nurturing environment. Long Island Sound Website Website containing all units Appendix D Link for Live Data on Long Island Sound This document is a website I utilize for the students to collect live data on Long Island Sound water quality. This artifact demonstrates my ability to understand how students differ in their approaches to learning and inspires students in exploring real world issues and solving authentic problems using digital tools and resources which aligns to NETS*T standards 1 b, CCCT 1A2, and (CF)-ECSU Proficiencies 2:1. Teachers engage students in exploring real-world issues and solving authentic problems using digital tools and resources. Teachers understand how students differ in their approaches to learning. Graduates are able to formulate developmentally appropriate learning goals and objectives for students based upon knowledge of subject matter, students, the community, curriculum goals (both state and national), and theories of human development, and to plan and implement instructional activities which foster individual and collective inquiry, critical thinking, and problem solving to facilitate learning for all students in a safe and nurturing environment.   Live data link Curriculum Work Appendix E Water Quality Assignment This document is an example of a hands on activity that encourages the student to find the magnetic field. The magnetic field becomes visible as the students proceed into the lesson. This document demonstrates my ability to create a student centered and grade appropriate lesson which is aligned to CCCT IIB4,IIC1,IIB4 , IIC1 and NETS T Standards. Teachers using their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning , creativity  , and innovation in both face-to-face and virtual environments. Teacher employs a variety of instructional strategies that enable students to think critically, solve problems and demonstrate skills. CF – ECSU Proficiencies 2.1 Graduates are able to formulate developmentally appropriate learning goals and objectives for students based upon knowledge of subject matter, students,, the community, curriculum goals, (state and National) and theories of human development, and to plan and implement instructional activities which foster individual and collective inquiry, critical thinking, and problem solving to facilitate learning for all students in a safe and nurturing environment. Appendix F Authoring Cycle This document is an assignment in which the students will utilize background information learned in class, technology resources and technology to display their learning to their teacher and classmates. The document shows a project students will complete with the use of technology for the research and the end product of an original Website. This document demonstrates my ability to create a student centered and grade appropriate lesson which is aligned to ESCU proficiencies 5.1 and 6.1 Demonstrates their ability to support the diverse needs of students in terms of exceptionalities ,race, ethnicity, culture, and socioeconomic status. NETS*T standard 3. Teachers exhibits knowledge, skills, and work processes representative of an innovative professional in a global and digital society. CCCT IC2 teachers recognize the need to vary their instructional methods. Standard CCCT B4 Teacher employs a variety of instructional strategies that enable students to think critically, solve problems, and demonstrate skills. CF – ECSU Proficiencies 2.1 Graduates are able to formulate developmentally appropriate learning goals and objectives for students based upon knowledge of subject matter, students,, the community, curriculum goals, (state and National) and theories of human development, and to plan and implement instructional activities which foster individual and collective inquiry, critical thinking, and problem solving to facilitate learning for all students in a safe and nurturing environment.   Authoring Cycle Appendix G ePals Global learning This document is an example of a global community created for collaboration of teachers, parents and students world wide. The document shows extensive use of technology such as: virtual learning classrooms, online collaboration, quizzes, outlines, lesson plans, class notes, research links, and virtual science of all types. This document demonstrates my ability to utilize a student centered and grade appropriate  lesson which is aligned to CCCT IIB4,IIC1,IIB4 , IIC1 and NETS T Standards. Teachers using their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning , creativity  , and innovation in both face-to-face and virtual environments. Teacher employs a variety of instructional strategies that enable students to think critically, solve problems and demonstrate skills. CF – ECSU Proficiencies 2.1 Graduates are able to formulate developmentally appropriate learning goals and objectives for students based upon knowledge of subject matter, students,, the community, curriculum goals, (state and National) and theories of human development, and to plan and implement instructional activities which foster individual and collective inquiry, critical thinking, and problem solving to facilitate learning for all students in a safe and nurturing environment. NETS*T-1d Teachers model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments. Appendix H Discovery Education multi media website This document is a Internet site with a membership (currently Governor Rell has paid for a subscription for all middle school science programs so that they may utilize this service.  http://www.discoveryeducation.com/     Science resource containing video clips, interactive explorations and Inquiry problems (interactive). The document shows my ability as an educator to develop lessons that incorporate Inquiry problems, and interactive situations for students to solve. I have developed whole units where the students start the task in class then they are able to continue at home. There are also quizzes attached which I created especially for my students. As they complete each part the assignment comes to me in an electronic folder. This document demonstrates my ability to create a student centered and grade appropriate lesson which is aligned to ESCU proficiencies 5.1 and 6.1 Demonstrates their ability to support the diverse needs of students in terms of exceptionalities, race, ethnicity, culture, and socioeconomic status. NETS*T standard 3 Teachers exhibits knowledge, skills, and work processes representative of an innovative professional in a global and digital society. CCCT IC2 teachers recognize the need to vary their instructional methods.NETS*T-1d Teachers model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments. Appendix I Mrs. Haddock's Trackstar Student Track Star This document is a track star interactive student research activity that I created on the Internet. This Track Star displays my ability to utilize technology to create a student centered lesson which poses thoughtful questions students as they collaborate with peers. This lesson is aligned with NETS*T - 2 Teachers design ,develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS*T 2a and CF-ECSU Proficiencies. Appendix J Atom Model Assignment with photo This document is an example of a hands on activity where students will build an atom for the chemistry unit. This assignment can be simplified with one on one tutoring or enhanced for gifted students. The document shows my understanding of the diverse cognitive abilities in my classroom. This lesson is aligned to NETS*T standard 2c  Teachers customize and personalize learning activities to address students’ diverse learning styles, working strategies and abilities using digital tools and resources. CF – ECSU Proficiencies 2.1 Graduates are able to formulate developmentally appropriate learning goals and objectives for students based upon knowledge of subject matter, students,, the community, curriculum goals, (state and National) and theories of human development, and to plan and implement instructional activities which foster individual and collective inquiry, critical thinking, and problem solving to facilitate learning for all students in a safe and nurturing environment. CCCT IA1-Teachers understand how students differ in their approaches to learning. Model of an Atom Appendix K Student resource Links This artifact displays a collection of links, lessons, and tools I use for students to research, collaborate and created original projects which display their understanding. This document demonstrates my understanding of the following NETS*T standards 2b Teachers develop technology-enriched learning environments that enable students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress. CCCT IIB4 Teachers employ a variety of instructional strategies that enable students to think critically, solve problems, and demonstrate skills. (CF)-ECSU proficiencies 3.2 Graduates demonstrate an ability to integrate learning theories and other pedagogical knowledge in their clinical experiences and student teaching. Appendix L Activites and Labs This document is a collection  of lessons and activites I have created for 7th grade earth science which  provide a thorough set of examples of most of the ISTE,NETS*T , CCCT,and CF-ECSU standards and proficiencies. Specifically the document shows extensive use of technology such as: quizzes, outlines, lesson plans, class notes, research links, and virtual science of all types. This document demonstrates my ability to create a student centered and grade appropriate  lesson which is aligned to CCCT IIB4,IIC1,IIB4 , IIC1 and NETS T Standards. Teachers using their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning , creativity  , and innovation in both face-to-face and virtual environments. Teacher employs a variety of instructional strategies that enable students to think critically, solve problems and demonstrate skills. CF – ECSU Proficiencies 2.1 Graduates are able to formulate developmentally appropriate learning goals and objectives for students based upon knowledge of subject matter, students,, the community, curriculum goals, (state and National) and theories of human development, and to plan and implement instructional activities which foster individual and collective inquiry, critical thinking, and problem solving to facilitate learning for all students in a safe and nurturing environment.   Appendix M Geology Trek of Ct Project This document is a rubric for a student project from 2010. This is a  culminating unit assessment for  “The Changing Earth”  explaining the geology of Connecticut.  This projecxt displays my understanding of NETS*T standard 3 Teachers exhibits knowledge, skills, and work processes representative of an innovative professional in a global and digital society. CCCT IC2 teachers recognize the need to vary their instructional methods. Standard CCCT B4 Teacher employs a variety of instructional strategies that enable students to think critically, solve problems, and demonstrate skills. CF – ECSU Proficiencies 2.1 Graduates are able to formulate developmentally appropriate learning goals and objectives for students based upon knowledge of subject matter, students, the community, curriculum goals, (state and National) and theories of human development, and to plan and implement instructional activities which foster individual and collective inquiry, critical thinking, and problem solving to facilitate learning for all students in a safe and nurturing environment. Appendix N uTube Student Project This document is a U-tube video created by 7th grade students 2010. The project is a culminating project of the unit “The changing Earth”. This artifact will take you on a virtual tour of Connecticut’s geology. A  video is one of the students’ choices for presenting their understanding of the geology of Connecticut. This project replaces a traditional test. This document demonstrates my ability to create a student centered and grade appropriate lesson which is aligned to CCCT IIB4,IIC1,IIB4 , IIC1 and NETS T Standards. Teachers using their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning , creativity  , and innovation in both face-to-face and virtual environments. Teacher employs a variety of instructional strategies that enable students to think critically, solve problems and demonstrate skills. CF – ECSU Proficiencies 2.1 Graduates are able to formulate developmentally appropriate learning goals and objectives for students based upon knowledge of subject matter, students,, the community, curriculum goals, (state and National) and theories of human development, and to plan and implement instructional activities which foster individual and collective inquiry, critical thinking, and problem solving to facilitate learning for all students in a safe and nurturing environment. Appendix O Student Power Point This document is a student project from 2010, which includes a Power Point for the unit “The Changing Earth” and accompanying Travel Guide explaining the geology of Connecticut and displays Photos of each geological stop in Connecticut. This student work displays my understanding of NETS*T standard 3 Teachers exhibits knowledge, skills, and work processes representative of an innovative professional in a global and digital society. CCCT IC1and  IC2 Teachers know how to design and deliver instruction, teachers recognize the need to vary their instructional methods. Standard CCCT B4 Teacher employs a variety of instructional strategies that enable students to think critically, solve problems, and demonstrate skills. CF – ECSU Proficiencies 2.1 Graduates are able to formulate developmentally appropriate learning goals and objectives for students based upon knowledge of subject matter, students, the community, curriculum goals, (state and National) and theories of human development, and to plan and implement instructional activities which foster individual and collective inquiry, critical thinking, and problem solving to facilitate learning for all students in a safe and nurturing environment.2.3 Graduates conduct learning activities in a logical sequence and respond to the developmental needs, interests, ability, and background of students to promote their development of critical thinking, independent problem-solving, and collaborative inquiry. Appendix P Storm Brochure Project This document is a student assessment in the form of a storm brochure project which students research, collaborate and design a storm safety brochure.  This lesson displays my commitment to the constructivist theory providing students with opportunities to actively learn and  make connections to their world and how things work.  This rubric aligns to NETS*T Standards 1b engage Teachers engage students in exploring real-world issues and solving authentic problems using digital tools and resources.  CCCT Standards IC2 teachers recognize the need to vary their instructional methods. Standard CCCT IIB4 Teacher employs a variety of instructional strategies that enable students to think critically, solve problems, and demonstrate skills. CCCT IB2 Teachers understand the central concepts and skills , tools of inquiry , and structures of the discipline(s) they teach. CCCT IIA2 Teachers select and create learning tasks that make subject matter meaningful to students. This lesson can be modified to the needs of the learner either increasing or decreasing the level of difficulty as in ESCU proficiencies 2.4. Appendix Q Storm Brochure Student Example This document is an example of student work from the storm brochure project which students research, collaborate and design a storm safety brochure using Publisher.  This lesson displays my commitment to the constructivist theory providing students with opportunities to actively learn and  make connections to their world and how things work.  This rubric aligns to NETS*T Standards 1b engage Teachers engage students in exploring real-world issues and solving authentic problems using digital tools and resources.  CCCT Standards IC2 teachers recognize the need to vary their instructional methods. Standard CCCT IIB4 Teacher employs a variety of instructional strategies that enable students to think critically, solve problems, and demonstrate skills. CCCT IB2 Teachers understand the central concepts and skills , tools of inquiry , and structures of the discipline(s) they teach. CCCT IIA2 Teachers select and create learning tasks that make subject matter meaningful to students. This lesson can be modified to the needs of the learner either increasing or decreasing the level of difficulty as in ESCU proficiencies 2.4. *** Appendix R Quia Quiz- enter name to preview quiz This document is an example of an assessment utilizing technology. Quia is a tool to encourage self reflection and allows the teacher to collect specific data for the assessment.(Scores can be displayed to the teacher and student.  This document demonstrates my ability to create a student centered and grade appropriate lesson which is aligned to CCCT IIA2,IIB4,IIC1,IIB4 , IIC1 and NETS* T Standards. Teachers select and/or create learning tasks that make subject matter meaningful to students. Teachers using their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning , creativity  , and innovation in both face-to-face and virtual environments. Teacher employs a variety of instructional strategies that enable students to think critically, solve problems and demonstrate skills.3 a Teachers demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations. CF – ECSU Proficiencies 2.1 Graduates are able to formulate developmentally appropriate learning goals and objectives for students based upon knowledge of subject matter, students, the community, curriculum goals, (state and National) and theories of human development, and to plan and implement instructional activities which foster individual and collective inquiry, critical thinking, and problem solving to facilitate learning for all students in a safe and nurturing environment. Appendix S Mrs. Haddock's Track Star This document is a track star interactive student research activity that I created on the Internet. This Track Star displays my ability to utilize technology to create a student centered lesson which poses thoughtful questions students as they collaborate with peers. This lesson is aligned with NETS*T - 2 Teachers design ,develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS*T 2a and CF-ECSU Proficiencies.   Appendix T Student Portfolio template This document is an example of a collection of hands on activities and student work that encourages the student to discover, reflect and collaborate. The portfolio is a tool to encourage self reflection.  This document demonstrates my ability to create a student centered and grade appropriate lesson which is aligned to CCCT IIA2,IIB4,IIC1,IIB4 , IIC1 and NETS* T Standards. Teachers select and/or create learning tasks that make subject matter meaningful to students. Teachers using their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning , creativity  , and innovation in both face-to-face and virtual environments. Teacher employs a variety of instructional strategies that enable students to think critically, solve problems and demonstrate skills.3 a Teachers demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations. CF – ECSU Proficiencies 2.1 Graduates are able to formulate developmentally appropriate learning goals and objectives for students based upon knowledge of subject matter, students, the community, curriculum goals, (state and National) and theories of human development, and to plan and implement instructional activities which foster individual and collective inquiry, critical thinking, and problem solving to facilitate learning for all students in a safe and nurturing environment. Appendix U Mrs. Haddock's Technology Plan and Goals This document is a technology plan I developed in EDU 545 to incorporate technology advancement into all aspects of my classroom student experiences. I t shows my understanding of the use of educational technology and plans personal and professional growth. The educational technology adaptations display my understanding of NETS*T standards 3.b Teachers collaborate with students, peers, parents, and community members using digital tools and resources to support students success and innovation. Appendix V All About Me survey for students This document is a student survey I hand out the first day of school. The document shows my commitment to getting to know my new students right from the start. The document demonstrates my understanding of CF – ECSU Proficiencies 2.1 Graduates are able to formulate developmentally appropriate learning goals and objectives for students based upon knowledge of subject matter, students, the community, curriculum goals, (state and National) and theories of human development, and to plan and implement instructional activities which foster individual and collective inquiry, critical thinking, and problem solving to facilitate learning for all students in a safe and nurturing environment.This document also exhibits my uinderstanding for CCCT IIB1-Teachers establish and maintain appropriate standards of behavior and create a positive learning environment that shows a commitment to students and their success. Appendix W Mrs. Haddock's school website This document is a website I developed:it is an example of communication for parents, students, and other teachers via my website. Many of my lessons, activities and assessments are linked to this page providing a thorough examples of most of the ISTE,NETS*T , CCCT,and CF-ECSU standards and proficiencies. The document shows extensive use of technology such as: quizzes, outlines, lesson plans, class notes, research links, and virtual science of all types. This document demonstrates my ability to create a student centered and grade appropriate  lesson which is aligned to CCCT IIB4,IIC1,IIB4 , IIC1 and NETS T Standards. Teachers using their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning , creativity  , and innovation in both face-to-face and virtual environments. Teacher employs a variety of instructional strategies that enable students to think critically, solve problems and demonstrate skills. CF – ECSU Proficiencies 2.1 Graduates are able to formulate developmentally appropriate learning goals and objectives for students based upon knowledge of subject matter, students,, the community, curriculum goals, (state and National) and theories of human development, and to plan and implement instructional activities which foster individual and collective inquiry, critical thinking, and problem solving to facilitate learning for all students in a safe and nurturing environment.   Appendix X Astronomy Introduction student notes This document is a Power Point which I developed for student notes: it is an example of a variety of digital tools and formats for student learning. This set of notes is an example of the constructivist teaching style and is in alignment with many NETS*T, CCCT standards and proficiencies. The document shows appropriate use of technology for class notes which inspire collaborative class discussion with the students.  This document demonstrates my ability to create a student centered and grade appropriate lesson which is aligned to CCCT IIB3 Teachers use effective verbal, nonverbal, and media communications techniques which foster individual and collaborative inquiry. Teacher employs a variety of instructional strategies that enable students to think critically, solve problems and demonstrate skills.   Astronomy Student Notes Appendix Y Town Planning student activity This document is a collaboration group activity incorporating water quality. The lesson shows my ability to utilize Internet resources which are appropriate for grade level, social development and science content. This lesson aligns to NETS*T 3d. Teachers model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning. Town Planning Activity-click here Appendix Z Website for various levels and Spanish ESOL students   Appendix Z2 Multi level math website This document displays language translation for ESOL students and the ability to transfer from level to level depending on the need. This is a website link http://www.windows2universe.org/earth/Atmosphere/weather.html The document shows a website I utilize to assist Spanish speaking students, especially ESOL and special education students. The website allows student to choose a level that hey can read the information at as well as changing the language to Spanish! This document demonstrates my ability to create a student centered and grade appropriate lesson which is aligned to (CF)-ESCU proficiencies 5.1 and 6 - Demonstrates their ability to support the diverse needs of students in terms of exceptionalities, race, ethnicity, culture, and socioeconomic status. NETS*T standard 3 Teachers exhibits knowledge, skills, and work processes representative of an innovative professional in a global and digital society. CCCT IC2 teachers recognize the need to vary their instructional methods. Appendix a Edu 570 Diversity Paper This document is an original paper I wrote in Edu 570. This paper displays my ability to meet the diverse needs of all learners in my class room. This paper is aligned to NETS*T 4b- Teachers address the diverse needs of all learners by using learner centered strategies and providing equitable access to appropriate digital tools and resources. Diversity Paper Appendix b Mrs.Haddock's student management plan This document is a self reflection behavior/academic plan which students who display behaviors are in need of intervention .This document demonstrates my ability to create a student centered and grade appropriate plan which is aligned to (CF)-ESCU proficiencies 5.1 and 6 - Demonstrates their ability to support the diverse needs of students in terms of exceptionalities, race, ethnicity, culture, and socioeconomic status. CCCT IIIA2-Teachers share responsibility for student achievement and well-being.   Student Behavior/Academic plan Appendix c Mrs. Haddock's 7th grade science expectations This document is an Expectations Packet for students at the beginning of the school year. This expectations display my understanding of. CCCT IC2 teachers recognize the need to vary their instructional methods. Standard CCCT B4 Teacher employs a variety of instructional strategies that enable students to think critically, solve problems, and demonstrate skills. CCCT IIB1-Teachers establish and maintain appropriate standards of behavior and create a positive learning environment that shows a commitment to students and their success, and CCCT IIIA2 Teachers share responsibility for student achievement and well-being. Mrs. Haddock's Expectations Appendix d Culture Quest curricular unit This document is a culture quest created in Edu 545. This artifact displays my ability to collaborate with peers and create a multicultural and interdisciplinary unit for middle school students. This unit aligns with NETS*T standard 4b- Teachers address the diverse needs of all learners by using learner centered strategies and provide equitable access to appropriate digital tools and resources. India Culture Quest Appendix e Curricula Work Curriculum Writing Link Password needed This document is a website and copy of the unit plan which contains a collection of curriculum written in collaboration with colleagues. The documents are continuously updated and refined as I explore innovative updated techniques and lessons where student learning will increase. These lessons show my desire to grow as a professional and collaborate with teachers, parents, administrators and the community. These lessons are aligned to the following: NETS*T standard 5a- Teachers participate in local and global learning communities to explore creative applications of technology to improve student learning. CF – ECSU Proficiencies 2.1- Graduates collaborate with cooperating teachers, other teachers, school administrators, and other school professionals, parents, families, and communities in a professional and ethical manner to help students reach their maximum potential. CCCT IIIB2-Teachers seek out opportunities to grow professionally. Appendix f Edu 570 Research paper The document shows a research paper which I wrote for Edu 570, the paper discusses my thoughtful teaching philosophies, self-evaluation and research on pedagogy. This paper demonstrates my ability to evaluate and reflect on my professional practice which is aligned to NETS*T 5c Teachers evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning and CCCT IIIB1Teachers continually engage in self-evaluation of the effects of their choices and actions on students and the school community. Edu 570 Research Paper Appendix g Leadership and Professional Growth examples This is a collection of documents I created as a team leader in collaboration with my middle school team. These documents display evidence of my service as a school team leader. The leadership exhibited in this collection is in alignment with the NETS*T 5b Teachers exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others.CCCT IIIC1 Teachers serve as leaders in the school community. Appendix h Edu 508 Research paper    The document is a research proposal paper which I wrote for Edu 508, the paper is a proposal for a research study involving student motivation and success. This paper demonstrates my ability to evaluate and reflect on my professional practice which is aligned to NETS*T 5c Teachers evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning and CCCT IIIB1Teachers continually engage in self-evaluation of the effects of their choices and actions on students and the school community.

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