III. Professionalism
The professional education program provides evidence that Instructional Technology Specialist certification candidates demonstrate knowledge and competencies that foster professionalism in school and community settings including:
III.A. Professional organizations, publications and resources
Artifact: Editing Pine-Richland's Annual Report Summer 2019
As the principal intern at Wexford Elementary in the Pine-Richland School District, I had the opportunity to review and edit the Annual Report for the executive team of the district. One of the ways that this high-achieving district meets the diverse needs of its students, staff, community members, and stakeholders is through clear, concise, and consistent communication. Most of the time, districts have little to no time to evangelize about the good work that their students and staff are doing because of the many demands that are upon them throughout the academic year. However, Pine-Richland makes it a point to publish the many positive celebrations of its 4600 students and the people who support them in the classroom, at their athletic events, on the musical stage, and beyond.
III.B. Integrity and ethical behavior, professional conduct as stated in Pennsylvania’s Code of Professional Practice and Conduct for Educators; and local, state, and federal laws and regulations
Artifact: Internet Safety for Parents and Students
With the advent of the Covid-19 school closures that occurred in March 2020, many school districts opted to complete the academic year online to meet the various academic targets of its students after the doors of the school had been closed for traditional brick-and-mortar instruction. These safety measures were developed to ensure that parents, students, and staff alike followed acceptable use guidelines when engaging in online instruction. Teachers received information about the protection of students with regards to FERPA regulations, keeping the educational accommodations of students private and confidential while still meeting the needs of diverse students in the district.
III.A. Professional organizations, publications and resources
Artifact: Editing Pine-Richland's Annual Report Summer 2019
As the principal intern at Wexford Elementary in the Pine-Richland School District, I had the opportunity to review and edit the Annual Report for the executive team of the district. One of the ways that this high-achieving district meets the diverse needs of its students, staff, community members, and stakeholders is through clear, concise, and consistent communication. Most of the time, districts have little to no time to evangelize about the good work that their students and staff are doing because of the many demands that are upon them throughout the academic year. However, Pine-Richland makes it a point to publish the many positive celebrations of its 4600 students and the people who support them in the classroom, at their athletic events, on the musical stage, and beyond.
III.B. Integrity and ethical behavior, professional conduct as stated in Pennsylvania’s Code of Professional Practice and Conduct for Educators; and local, state, and federal laws and regulations
Artifact: Internet Safety for Parents and Students
With the advent of the Covid-19 school closures that occurred in March 2020, many school districts opted to complete the academic year online to meet the various academic targets of its students after the doors of the school had been closed for traditional brick-and-mortar instruction. These safety measures were developed to ensure that parents, students, and staff alike followed acceptable use guidelines when engaging in online instruction. Teachers received information about the protection of students with regards to FERPA regulations, keeping the educational accommodations of students private and confidential while still meeting the needs of diverse students in the district.
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III.C. Collaborating with school colleagues to enhance student, teacher and administrative capabilities and improve student learning
Artifact: Mapping Out Universal Screening Tools for Students and Sophomore Team; Exceeds
When meeting as the sophomore team, the teachers of Freedom Area School District determine how to best reach the students of the 10th grade and meet their diverse needs to best accommodate student learning. Some of the students in the grade require additional support and screening tools to identify whether or not they need extra support services to enhance their learning experience.
Artifact: Mapping Out Universal Screening Tools for Students and Sophomore Team; Exceeds
When meeting as the sophomore team, the teachers of Freedom Area School District determine how to best reach the students of the 10th grade and meet their diverse needs to best accommodate student learning. Some of the students in the grade require additional support and screening tools to identify whether or not they need extra support services to enhance their learning experience.
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