Badges can be used in academic settings for intrinsic and extrinsic rewards at your school site.

https://docs.google.com/document/d/1EOIxGljjEb6JP6nARzpYX-4cUx3lHFMScbc_ZTRMHys/edit

  Creating badges can really help with students getting over the hump with academic progress.  I have created several badges for students and staff to help with motivation and intrinsic rewards.  Setting goals and demands for the staff means that achievement can be driven to a higher level when adding incentive marks. 

    Teachers can use badges in so many ways.  First by using them for rewards.  Teachers can design these badges to help support academic achievement.  They can also use badges for extrinsic rewards in the classroom. As a future administrator, I am planning on using badges to help motivate staff in several areas.  I want to help motivate them in several different areas. First, in the academic achievement area.  If I can create badges that help improve overall achievement in a subject area that is a great place to start. The second badge that I would like to create is a "CTE Member". This badge is awarded to any staff member who participates, teaches, or helps in the CTE curriculum area for students to learn hands-on within the curriculum area.  A third area that I would like to create for my staff is the "Academic Powerhouse Award".  A teacher may receive this award for teaching any class on the school site. The teacher that has a class average of 3.0 within the class of which they are teaching then they will be nominated for acceptance of this award. The "College Ready Achiever Award" is an award that teachers will like for overall performance in the classroom. This award can also be distributed to a teacher who teaches a College Prep or an A-G College Preparatory that maintains a class average of 3.0 for their class at the end of the semester. The next badge that I have created for my staff is the Technology Enhancement Award. Teachers who support the technology programs of the Digital Citizenship Program and Google Classroom assignments would also be eligible for this award.  A teacher that exemplifies at least five assignments with Google Classroom is eligible for this award.  A teacher would have to show the five assignments that have been completed by the teacher for the classroom assignments to an administrator. A PBIS Supporter Badge would be awarded to a teacher who promotes the intervention programs or behavior that incorporates a positive learning environment throughout their classroom environment. This award can be nominated by another teacher or an Administrator who sees these behaviors demonstrated within the classroom setting. The school overall achievement award is awarded to a teacher who advances in overall grade point average over the course of a school year. For example, if a teacher averages in the first semester a 2.6-grade point average for a class and improves to a 3.0-grade point average the next semester would qualify for this award. The watchful Eye Supporter will be awarded to a teacher who reports wrongful doing at the school site.

    The badges can be created for future administrators as well. I will post a few badges that I have earned within the Brandman University Program. These badges that I have earned have helped me with technology, learning new material, and learning information about my future job. These are a few badges that I have earned:

                                                             

EDAD 608

&

EDAD 612

 EDAD 602

          & 

  EDAD 612

Conversations Can Lead and Direct your staff to better teaching performances!

https://docs.google.com/document/d/1htD5ZS9I45EOfqRq1xtGj05JPWSRy2SoOpR8vFnApgE/edit

    As a future administrator coaching and mentoring can be a big key to young and veteran success for teachers at your site. Some key coaching techniques will be for me to have an open ear, asking open-ended questions, and making sure many positives are discussed. When I go in to observe teachers I plan to highlight the positives while trying to make positive suggestions of teachers seeing where their own lesson started and finished. I always want to give teachers the feedback that they deserve with each observation. I also feel that it is really important to build relationships before the observation begins. This way the observation is valid monitoring of their overall performance in the classroom. I always look to other ways to present material or an extra pair of eyes for the performance to be beneficial. Bringing out the best performances in the classroom is mainly built on relationships built. As a future administrator, those relationships need to start from the second that I accept a Vice-Principal Position. I really encourage and like the philosophy of working relationships to make overall learning better.

    There are some ways to coach new teachers for better learning styles within the classroom. As a future leader, I would make sure that each new teacher has been assigned a mentor teacher that can guide them and answer questions to the first-year learning style of new teachers. I would make sure that there is a stipend supplied to the mentors for a specific amount of meeting time for the new teachers. I would also invest in a third-party system called "Tri-Valley Tips" which is a program that comes in and observes new teachers' lessons and provides support for all new teachers. It is a great way for new teachers to build relationships with colleagues and continue to gain knowledge and information for their students to continue to learn. As a future administrator, I have learned these programs are vital to start out with success.

Adult Learning Practices Can Really Enhance the Professional Feedback for Educators to Learn At Professional Developmental Days!

https://docs.google.com/document/d/1i9zmr0zve6f4mrmJGxQ8jfOhD-8hiooWtxsr0rZhpG0/edit

    Summers really fly by with teacher's schedules. As a matter of fact, most teachers will tell you that the invite to come back to Professional Development Days is always an adjustment coming off of summer modes.  Adults have a tendency to not learn what they have zero interest in for educational material. Therefore providing interest in topics is a great way to start.

    

    Adults can also be very self-directed. Self-directed learning is when adults identify their learning needs, set goals, choose how to learn, and evaluate their progress. Many adults have been away from schooling for a while and approach learning with less self-confidence. Therefore, building confidence is one way to help support adults. Adult learners also bring about previous experiences and knowledge. This allows teachers to share personal experiences. Adults also have an approach to learning. They want to see how the course content is relevant to their current life. Adult learners want to provide a safe and welcoming environment, creating a culture of respect, collaborating on the learning needs, collaborating on the learning objectives, and ensuring the practice of all learning activities.  As a future leader, I plan on capturing adult's interests and maintaining a learning environment that all adults can thrive and set goals for themselves. 

    Data-Driven Professional Learning can help with several factors for adult learning.  The first question is the teacher willingly engaged? For adults to learn in this category it is important to measure this area by surveys, professional learning calendars, participation logs, and reports from online professional learning tools. The second question that needs to be asked is did the teacher find the experience useful? This question can be measured by the Professional Learning Effectiveness checklist, teacher satisfaction survey, written reflections, exit slips, and follow-up calendar. The third question is did the teacher use the new strategies in the classroom? This question can be answered by a strategy using charts, lesson plans, a walk-through checklist, a coaching log, a record of instructional goals, student work samples, and student surveys. The final question is the teacher showing progressive mastery of new strategies over time? This question can be answered by instructional practices checklists, rubrics for assessing student work and or behavior, formative and summative assessment results, record of teacher goal selection and mastery, and student/teacher surveys. When the data becomes visible to the adult learners then the results are visible and quantifiable. As a future leader, I plan on asking myself these questions so I can help provide meaningful data to my staff that they can gain knowledge and information about learning for kids.

    As a future Administrator, I plan on getting insight from my staff to particular topics that would highly benefit them on the learning aspect.  I want to make Professional Development exciting, fun, and interactive with other staff members that would allow for better collaboration.  When my staff is engaged in the activity then learning is being processed. When staff feels that a lesson is meaningful then they have tendencies to apply what they have learned within the classroom. 

Budget Cuts Should Not Affect Student Learning. Here Are Ways To Make This Happen At Your Site.

https://docs.google.com/presentation/d/1ZR0kDZ6KJrjnmOh9HIslueesWTbVViny-ksmwTE7LyM/edit#slide=id.p

   As an educator, we are constantly learning to adjust and adapt to the learning environments that we are placed within our school site. When cuts are made to Professional Learning it is more imperative that we set goals for ourselves as educators and try to achieve those goals. As a future administrator then surveying the staff and getting feedback on topics is vital to the learning trend.  My journey to Professional Development is to create, design, and implement a set of ideas and goals that teachers can take with them for their teaching careers. My goal is to meet the challenging needs of teachers and to present ways to meet these challenges. 

    Some of my ideas include bringing in Professional Learning Community(PLC) into my district for guidance and development in areas of need.  With our relationships within the community then educational learning can be put into the right perspective. It would be a low cost to our site and the value of learning can continue to grow. Topics can still be surveyed and looked at for areas of need for my staff. I want to make sure all areas of learning are addressed and my staff is able to put the time into quality learning so students can benefit from the overall outcome.