Standards:
​1. The candidate has deep knowledge of current and emerging state initiatives and programs including, but not limited to, the Alabama Reading Initiative (ARI); the Alabama Math, Science, and Technology Initiative (AMSTI); Alabama Learning Exchange (ALEX); Alabama Connecting Classrooms, Educators and Students Statewide (ACCESS); and RTI (Response to Instruction) and their relationship to student achievement.
Through my engagement with professional groups and education-focused pages on Facebook and Twitter, I explored how initiatives like ARI and AMSTI are being implemented in classrooms across Alabama. I found lesson ideas, strategies, and success stories shared by educators actively using these programs. YouTube tutorials provided step-by-step guidance on using ALEX resources effectively to support student learning. Through discussions and comments on posts, I deepened my understanding of RTI approaches and how technology can facilitate differentiated instruction to enhance student achievement.
2. The candidate understands how content and skill development can be supported by media and technology and knows how to evaluate these resources for quality, accuracy, and effectiveness.
Social media interactions allowed me to discover innovative digital tools that complement content learning, such as interactive simulations, educational videos, and collaborative platforms. I observed peer reviews and educator feedback on Pinterest boards and professional groups that highlighted high-quality, accurate, and effective resources. By analyzing shared lesson plans and tech-enhanced activities, I gained insight into evaluating resources based on their educational impact. I applied these evaluations in selecting multimedia that strengthened both content mastery and skill development in my own practice.
3.The candidate dedicates time to collaborating with both colleagues and students to improve practice, discover and share resources and ideas, and solve problems.
Through Twitter chats and Facebook educator communities, I actively collaborated with other teachers to share lesson strategies and troubleshoot instructional challenges. I exchanged ideas for technology integration and co-created digital resources to enhance student engagement. Social media platforms offered a space for immediate feedback and problem-solving, fostering a collaborative environment beyond my own school. These interactions helped me implement innovative approaches and continuously refine my teaching practice.
4. The candidate continually improves his or her practice by learning from and with others and exploring proven and promising practices that leverage technology to improve student learning.
Engaging with YouTube channels, educator blogs, and professional networks on social media exposed me to research-based instructional strategies and emerging technological tools. I applied these insights to modify my lesson plans and incorporate effective digital practices into my classroom. Social media discussions with other educators provided ongoing professional learning opportunities that encouraged experimentation with new teaching methods. This collaborative learning process strengthened my ability to leverage technology for meaningful student outcomes.
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5. The candidate seeks out opportunities for leadership to support student empowerment and success and to improve teaching and learning.
Through LinkedIn groups and Twitter professional learning networks, I discovered leadership opportunities, such as organizing webinars, mentoring peers, and curating educational resources for wider dissemination. Social media engagement allowed me to advocate for innovative classroom strategies and share successful approaches with a broader audience. By participating in online discussions and leading collaborative projects, I contributed to improving teaching practices and empowering students. These experiences reinforced my capacity to take initiative and assume leadership roles within educational communities.