Teaching Philosophy - work in progress..... :-D
Public Based Philosophy
All students succeed everyday! All children are unique and must have a educational experience/environment where they can grow physically, mentally, emotionally, and socially - in a safe and caring environment where students are invited to share their ideas and take risks.
Educational Leadership Philosophy
(applicability with the Grande Prairie Public School Division needs)
Effective Educational leaders have the capacity to ensure positive student achievement, engagement and social-emotional wellbeing, by setting expectations that prioritize excellence in Teaching and Learning, Leadership and Inclusion - that are also in alignment with all stakeholders: students, parents, teachers, community members, central office and board members. They must want to effect positive social change within their educational environment, by having an educational vision, that plans for and supports, the needs of diverse populations of both “staff and student learning” (GPPSD, 2021). Leaders advocate that all students, regardless of ability or demographics/background, deserve the right to learn in a safe and caring environment where they can grow academically, physically, mentally, emotionally, and socially - ensuring all students succeed everyday.
Highly effective Educational leaders must demonstrate a personal love of learning, demonstrate constant self-improvement, stay up to date with current educational trends - such as applying Indigenous foundational knowledge, Balanced Literacy and Numeracy - while also promoting the collaborative process for all staff. Leaders must facilitate discussion and collaboration while communicating goals, expectations, and building teacher and community consensus - by promoting the use of Inquiry Questioning/Learning, Norms of Collaboration, use of the Pyramid of Intervention and student-focused Social Emotional Learning. In addition, they need to strive to create/promote other leaders within the school - by providing leadership opportunities for others to foster growth and share responsibility for attaining school goals. This corresponds with the GPPSD’s Strategic plan that states “distributed leadership enhances a collaborative culture of learning” (GPPSD, 2021).
Moreover, effective Educational leaders must involve parents and community members by actively engaging with parents in a meaningful way. Effective communication - in person, over the phone or online - must convey a school community that is fully inclusive - a “welcoming, caring, respectful and safe environment where students, staff, and families have a strong sense of belonging” (GPPSD, 2021). In addition, leadership practices must ensure that all staff members focus on promoting “the physical well-being, emotional well-being and mental health of all students” (GPPSD, 2021). Equally as important, is that administration provides an environment where “staff is supported” (GPPSD, 2021) - as the well-being of staff members also affects the well-being of the students.
At the learning level, Educational leaders and Teachers need to first develop strong relationships with their students by providing a range of opportunities (sports, clubs, projects, including family and community members) - not necessarily related to the classroom or the curriculum outcomes - but will aid establishing relationships that will increase focus during the learning of the curricular outcomes. These combined experiences will aid “students academically, socially and emotionally to complete high school” (GPPSD, 2021). By providing a range of academic and non-academic opportunities for students, stronger relationships are developed, which increases engagement of the students within the classroom - since when students feel connected and comfortable with their teachers, they are more likely to stay engaged. Moreover, students can develop skills and knowledge from outside of the classroom setting that may be useful within the classroom - such as building confidence, creating an interest for learning and forming a “strong sense of belonging” (GPPSD, 2021).
Furthermore, both Educational Leaders and Teachers need to be well versed in both the curricular outcomes and professional leadership/teaching standards to ensure the development of “engaged, ethical and entrepreneurial” students that possess the skills of a twenty-first century learner - in both “literacy” and “numeracy” (Alberta Education, 2018). This corresponds with the GPPSD Division Strategic Plan that “classroom instruction and assessment prioritizes literacy and numeracy” (GPPSD, 2021).
Finally, I believe that highly effective Educational Leaders and Teachers must reflect on each lesson/experience/interaction throughout the day to be successful. Danielson (2009) suggests “a disposition toward reflection - and a good sense of when the Teacher needs to step back and think deeply - should be part of all teachers' repertoires”. Meaningful reflection with action is the utmost of importance - as Teachers must be able to correct poor lessons and repeat great ones. This holds true for Educational leaders who must also reflect on their various interactions with all of the stakeholders - to improve their educational environment.
References
Alberta Education. (2018). Teaching Quality Standard. Retrieved April 1, 2021, from https://education.alberta.ca/media/3739620/standardsdoc-tqs-_fa-web-2018-01-17.pdf.
Danielson, L. M. (2009). Fostering reflection. Educational Leadership, 66(5). Retrieved from
http://www.ascd.org/publications/educational-leadership/feb09/vol66/num05/Fostering-Reflection.aspx
Grande Prairie Public School Division. (2021). Division Strategic Plan. Retrieved April 1, 2021,
from https://www.gppsd.ab.ca/division/strategic-plan/Pages/default.aspx#/=.
Shawn Allison
(applicability with the Grande Prairie Public School Division needs)
Effective Educational leaders have the capacity to ensure positive student achievement, engagement and social-emotional wellbeing, by setting expectations that prioritize excellence in Teaching and Learning, Leadership and Inclusion - that are also in alignment with all stakeholders: students, parents, teachers, community members, central office and board members. They must want to effect positive social change within their educational environment, by having an educational vision, that plans for and supports, the needs of diverse populations of both “staff and student learning” (GPPSD, 2021). Leaders advocate that all students, regardless of ability or demographics/background, deserve the right to learn in a safe and caring environment where they can grow academically, physically, mentally, emotionally, and socially - ensuring all students succeed everyday.
Highly effective Educational leaders must demonstrate a personal love of learning, demonstrate constant self-improvement, stay up to date with current educational trends - such as applying Indigenous foundational knowledge, Balanced Literacy and Numeracy - while also promoting the collaborative process for all staff. Leaders must facilitate discussion and collaboration while communicating goals, expectations, and building teacher and community consensus - by promoting the use of Inquiry Questioning/Learning, Norms of Collaboration, use of the Pyramid of Intervention and student-focused Social Emotional Learning. In addition, they need to strive to create/promote other leaders within the school - by providing leadership opportunities for others to foster growth and share responsibility for attaining school goals. This corresponds with the GPPSD’s Strategic plan that states “distributed leadership enhances a collaborative culture of learning” (GPPSD, 2021).
Moreover, effective Educational leaders must involve parents and community members by actively engaging with parents in a meaningful way. Effective communication - in person, over the phone or online - must convey a school community that is fully inclusive - a “welcoming, caring, respectful and safe environment where students, staff, and families have a strong sense of belonging” (GPPSD, 2021). In addition, leadership practices must ensure that all staff members focus on promoting “the physical well-being, emotional well-being and mental health of all students” (GPPSD, 2021). Equally as important, is that administration provides an environment where “staff is supported” (GPPSD, 2021) - as the well-being of staff members also affects the well-being of the students.
At the learning level, Educational leaders and Teachers need to first develop strong relationships with their students by providing a range of opportunities (sports, clubs, projects, including family and community members) - not necessarily related to the classroom or the curriculum outcomes - but will aid establishing relationships that will increase focus during the learning of the curricular outcomes. These combined experiences will aid “students academically, socially and emotionally to complete high school” (GPPSD, 2021). By providing a range of academic and non-academic opportunities for students, stronger relationships are developed, which increases engagement of the students within the classroom - since when students feel connected and comfortable with their teachers, they are more likely to stay engaged. Moreover, students can develop skills and knowledge from outside of the classroom setting that may be useful within the classroom - such as building confidence, creating an interest for learning and forming a “strong sense of belonging” (GPPSD, 2021).
Furthermore, both Educational Leaders and Teachers need to be well versed in both the curricular outcomes and professional leadership/teaching standards to ensure the development of “engaged, ethical and entrepreneurial” students that possess the skills of a twenty-first century learner - in both “literacy” and “numeracy” (Alberta Education, 2018). This corresponds with the GPPSD Division Strategic Plan that “classroom instruction and assessment prioritizes literacy and numeracy” (GPPSD, 2021).
Finally, I believe that highly effective Educational Leaders and Teachers must reflect on each lesson/experience/interaction throughout the day to be successful. Danielson (2009) suggests “a disposition toward reflection - and a good sense of when the Teacher needs to step back and think deeply - should be part of all teachers' repertoires”. Meaningful reflection with action is the utmost of importance - as Teachers must be able to correct poor lessons and repeat great ones. This holds true for Educational leaders who must also reflect on their various interactions with all of the stakeholders - to improve their educational environment.
References
Alberta Education. (2018). Teaching Quality Standard. Retrieved April 1, 2021, from https://education.alberta.ca/media/3739620/standardsdoc-tqs-_fa-web-2018-01-17.pdf.
Danielson, L. M. (2009). Fostering reflection. Educational Leadership, 66(5). Retrieved from
http://www.ascd.org/publications/educational-leadership/feb09/vol66/num05/Fostering-Reflection.aspx
Grande Prairie Public School Division. (2021). Division Strategic Plan. Retrieved April 1, 2021,
from https://www.gppsd.ab.ca/division/strategic-plan/Pages/default.aspx#/=.
Shawn Allison
Faith Based Philosophy
My favortie quote: Find your passion and do it with passion - Shawn Allison |
Philosophy of Catholic Education
We believe That each person is created in the image and likeness of God In the goodness, dignity, and worth of each person That all can learn and develop their gifts That Catholic education includes spiritual growth and fulfillment That Catholic education is a shared responsibility in which parentshave a primary role That Christ is our model and our teacher In building Christ-centered communities for service to one another In celebrating and witnessing to our faith in truth and life; holiness andgrace; justice, love and peace That learning is a life-long journey That all have rights, roles and responsibilities for which they are accountable In making the world a better place in which to live (Taken from Edmonton Catholic - we couldn't have said it better :-) ) This is my favorite prayer of all time - My father gave this to me when I moved to Notre Dame at age 15 (read it everyday!): “If you think you are beaten, you are; If you think you dare not, you don't. If you'd like to win, but think you can't, It's almost a cinch you won't. If you think you'll lose, you've lost, For out in the world we find, Success being with a fellow's will; It's all in the state of mind. If you think you're outclassed, you are: You've got to think high to rise. You've got to be sure of yourself before. You can ever win a prize. Life's battles don't always go, To the stronger or faster man, But soon or late the man who wins, Is the one who thinks he can.” ― Walter D. Wintle Shawn Allison |
Actively living our faith
Our family is regularly involved in our local parish and parish activities. Recently, Mr. Allison has enjoyed participating in the RCIA program and was baptized and confirmed during the Easter Vigil at St. Joseph's Parish in Grande Prairie. It was a wonderful experience that helps strenghtened our faith. Both of our girls have been baptized and will be emersed in Catholic Education. We start our day with morning prayer and reflections and permeate lessons with Catholic components. We have been apart of planning, preparation and support of numerous school celebrations and other faith activities.
Our family is regularly involved in our local parish and parish activities. Recently, Mr. Allison has enjoyed participating in the RCIA program and was baptized and confirmed during the Easter Vigil at St. Joseph's Parish in Grande Prairie. It was a wonderful experience that helps strenghtened our faith. Both of our girls have been baptized and will be emersed in Catholic Education. We start our day with morning prayer and reflections and permeate lessons with Catholic components. We have been apart of planning, preparation and support of numerous school celebrations and other faith activities.
Demonstrate that we understand and analyze the contextual variables that affect teaching and learning
There are so many constantly changing variables in the classroom to consider: Student variables - Age, Maturity, Learning style of each student, ability, reading strength, strengths and interests of each student, prior learning etc. School variables - Population, Location, Services/Supports provided for students, District supports, Community services/supports etc. Parent and Societal variables - Demographics, relationships, Culture etc And more! All of these factors can affect any student everyday but we focus on providing a safe a caring environment - for each student this does may mean different things! We appreciate individual differences and believe all students can learn, albeit at different rates and in different ways. They recognize students’ different learning styles and the different ways they learn, and accommodate these differences in individuals and groups of students including students with special learning needs. Teachers understand the fl uidity of teaching and learning. They constantly monitor the effectiveness and appropriateness of their practices and students’ activities, and change them as needed. |
Evidence of our ability to plan
long range plan, short/mid-range plan, unit plan, and daily lesson plan |
|
A large portion of of our planning includes continual reflective practice to think about where our students are at every given point of their learning.
We use Socrative online testing, which provides immediate feedback! This is usually done in a formative way for students, parents(on Powerschool) and us as teachers. It allows both the students and parents to see instantly, the areas of strength and weakness.
We are currently working on Benchmarks and checklists for Project-Based-Learning - that help us as teachers to know where our students are at.
Our students get to improve their scores/marks on every single task they work on in class - Unit Exams and Projects included! Although we care about how well students do on each task, WE ACTUALLY CARE THAT THEY KNOW THE INFORMATION BY THE END OF THE YEAR!
Students are all at different stages of learning and we know that some students may need more time to do well.
We use Socrative online testing, which provides immediate feedback! This is usually done in a formative way for students, parents(on Powerschool) and us as teachers. It allows both the students and parents to see instantly, the areas of strength and weakness.
We are currently working on Benchmarks and checklists for Project-Based-Learning - that help us as teachers to know where our students are at.
Our students get to improve their scores/marks on every single task they work on in class - Unit Exams and Projects included! Although we care about how well students do on each task, WE ACTUALLY CARE THAT THEY KNOW THE INFORMATION BY THE END OF THE YEAR!
Students are all at different stages of learning and we know that some students may need more time to do well.
Applying a variety of technologies to meet students' learning needs.
We believe that techonology isn't teaching and its not a lesson. Instead we view technology as being a valuable tool to help facilitate our classrooms. We have created this website for several reasons: students may view/review all of our online presentations, they may obtain all of our assignments (and more), see a collection of videos pertaining to each unit, see exemplars and get ideas from past students, etc. We use a smartboard and apple tv almost everyday and have school labtops and IPADS available for all students.
Our classrooms are also BYOD (Bring Your Own Device) classrooms - laptops, tablets, IPADS, SmartPhones, etc. We encourage all students to BYOD to research, create and present and to do online formative socrative testing. Students may submit all work online via email or to our Dropbox (es). We also send reminders to both students and parents via Remind 101, which is a one-way text messaging program. We have twitter accounts where we post various pictures, movies and assignments for all students to view. In addition, we have created some assignments that will take place exclusively through Twitter. Please check out the Science 8 Skype Lesson (Science 8 -> Unit A -> bottom of the page) to see how we tore down the walls of our classrooms and interacted with students in each other's schools (Mr. and Mrs. Allison's classes).
We also use Twitter, TED Talks, Youtube and other electronic networks to enhance our own knowledge and teaching abilities. This has allowed us to partake in professional development daily, which helps us with lesson planning and fosters new ideas - it actually saves us time. Our Twitter PLN allows us to continue to be life-long learners.
We believe that techonology isn't teaching and its not a lesson. Instead we view technology as being a valuable tool to help facilitate our classrooms. We have created this website for several reasons: students may view/review all of our online presentations, they may obtain all of our assignments (and more), see a collection of videos pertaining to each unit, see exemplars and get ideas from past students, etc. We use a smartboard and apple tv almost everyday and have school labtops and IPADS available for all students.
Our classrooms are also BYOD (Bring Your Own Device) classrooms - laptops, tablets, IPADS, SmartPhones, etc. We encourage all students to BYOD to research, create and present and to do online formative socrative testing. Students may submit all work online via email or to our Dropbox (es). We also send reminders to both students and parents via Remind 101, which is a one-way text messaging program. We have twitter accounts where we post various pictures, movies and assignments for all students to view. In addition, we have created some assignments that will take place exclusively through Twitter. Please check out the Science 8 Skype Lesson (Science 8 -> Unit A -> bottom of the page) to see how we tore down the walls of our classrooms and interacted with students in each other's schools (Mr. and Mrs. Allison's classes).
We also use Twitter, TED Talks, Youtube and other electronic networks to enhance our own knowledge and teaching abilities. This has allowed us to partake in professional development daily, which helps us with lesson planning and fosters new ideas - it actually saves us time. Our Twitter PLN allows us to continue to be life-long learners.
Evidence that we are meeting the requirements of the 21st century teaching and learning in our classroom.
As taken from http://edtechreview.in/news/862-top-10-characteristics-of-a-21st-century-classroom and edited with our inclass examples:
A 21st century classroom has many characteristics associated with it which distinguish it from the classrooms of the past centuries. The top 10 characteristics of a 21st century classroom are:
Student-centric:
In our classrooms, students play an active role in their learning and we view ourselves as guides and faciliators of the learning rather that the end all be all. We post questions and direct discussions that force students to think criticially. We also don't allow students the opportunity for an easy answer but simply show them ways in which they may find the answer to their questions.
Computing devices: Computers/IPADS are readily available in our classrooms, since they are essential tools for 21st century students and replace the utilities of pen and paper. They not only give students the means to conduct online research and master the technology skills they need, but they also give us the opportunity to enhance their lessons. The ability to deftly operate a computer is a critical 21st century skill. Computing devices greatly assist in teaching and learning and make them more engaging and effective. We do like to save trees!!!
Active learning: In modern classrooms, students are actively engaged in what they learn. Students participate in more active learning by working in groups or on computers and complete projects and other interesting activities that help them discover new skills. Students can learn actively by talking and listening, writing, reading and reflecting. When students are encouraged to take an active interest in learning, they are more likely to retain the knowledge they’ve accumulated. In our classrooms, we focus on making the activity the most interesting and "real world" applicable as possible.
Adaptive learning: Any classroom will always have students of different types of learning abilities in it which often makes it difficult for teachers to make sure that all of them understand the concepts. The modern approach of adaptive learning gives students the freedom to learn at their own pace and in the way they are most comfortable with. There are various kinds of software available for adaptive learning that teachers can use to enhance the learning of their students. Students in our classes also have access to external classroom support and some but not all students may have material length, style, etc adapted to enhance their learning.
Invitational environment: Our classrooms, have interactive Smartboards, Apple TV, and computer carts and we try to constantely change the arrangement of our desks to foster a good learning environment. We believe in the BYOD (Bring-Your-Own-Device) approach so that students can bring their laptops or tablets to the classroom for better personalized learning. Teaching with technological material is more effective, stimulates student engagement, eases the work of teachers and makes it easy for students to focus on learning - and we agree!
Students understand and follow the rules and procedures: The rules and expectations of our classrooms are clearly labeled on our course outlines and are reviewed on the first day of class. We believe that our classrooms have to be a safe environment to foster next level learning. There are no bad questions. We have 3 simply rules: Respect yourself, repect your peers and respect your teacher. Students are reminded about the 3 R's often, in teachable moments.
Mutual respect: We respect, value and encourage all students to speak with confidence and value their opinions. Please see the 3 R's above.
Students take responsibility of their learning: As students are encouraged to
actively participate in their own learning, they become responsible for their
learning. Self-directed students not only encourage each other, but also work
with their teacher to achieve academic and behavioral goals that they themselves
have helped establish. Teachers should employ a variety of strategies to promote
responsible decision-making and create self-reliant students.
Performance-based assessments: Regular performance-based assessments are carried out by
teachers through various methods which are not restricted to tests. These can be
by conducting quizzes and polls. Teachers can utilize projects as well as other
products and performances as assessments to determine student achievements and
needs. Assessments are tailored to the abilities and needs of the
students.
Collaborative learning: Learning through collaboration is one of the most effective forms of learning. We try to promote collaboration throughout all units of study as it enhances the scope of learning and develops critical thinking. Collaborative learning activities include collaborative writing, group projects, joint problem solving, debates, online Twitter assignments and more. This will be a skill that all students need to develop before graduating and we feel that we do a good job of help
As taken from http://edtechreview.in/news/862-top-10-characteristics-of-a-21st-century-classroom and edited with our inclass examples:
A 21st century classroom has many characteristics associated with it which distinguish it from the classrooms of the past centuries. The top 10 characteristics of a 21st century classroom are:
Student-centric:
In our classrooms, students play an active role in their learning and we view ourselves as guides and faciliators of the learning rather that the end all be all. We post questions and direct discussions that force students to think criticially. We also don't allow students the opportunity for an easy answer but simply show them ways in which they may find the answer to their questions.
Computing devices: Computers/IPADS are readily available in our classrooms, since they are essential tools for 21st century students and replace the utilities of pen and paper. They not only give students the means to conduct online research and master the technology skills they need, but they also give us the opportunity to enhance their lessons. The ability to deftly operate a computer is a critical 21st century skill. Computing devices greatly assist in teaching and learning and make them more engaging and effective. We do like to save trees!!!
Active learning: In modern classrooms, students are actively engaged in what they learn. Students participate in more active learning by working in groups or on computers and complete projects and other interesting activities that help them discover new skills. Students can learn actively by talking and listening, writing, reading and reflecting. When students are encouraged to take an active interest in learning, they are more likely to retain the knowledge they’ve accumulated. In our classrooms, we focus on making the activity the most interesting and "real world" applicable as possible.
Adaptive learning: Any classroom will always have students of different types of learning abilities in it which often makes it difficult for teachers to make sure that all of them understand the concepts. The modern approach of adaptive learning gives students the freedom to learn at their own pace and in the way they are most comfortable with. There are various kinds of software available for adaptive learning that teachers can use to enhance the learning of their students. Students in our classes also have access to external classroom support and some but not all students may have material length, style, etc adapted to enhance their learning.
Invitational environment: Our classrooms, have interactive Smartboards, Apple TV, and computer carts and we try to constantely change the arrangement of our desks to foster a good learning environment. We believe in the BYOD (Bring-Your-Own-Device) approach so that students can bring their laptops or tablets to the classroom for better personalized learning. Teaching with technological material is more effective, stimulates student engagement, eases the work of teachers and makes it easy for students to focus on learning - and we agree!
Students understand and follow the rules and procedures: The rules and expectations of our classrooms are clearly labeled on our course outlines and are reviewed on the first day of class. We believe that our classrooms have to be a safe environment to foster next level learning. There are no bad questions. We have 3 simply rules: Respect yourself, repect your peers and respect your teacher. Students are reminded about the 3 R's often, in teachable moments.
Mutual respect: We respect, value and encourage all students to speak with confidence and value their opinions. Please see the 3 R's above.
Students take responsibility of their learning: As students are encouraged to
actively participate in their own learning, they become responsible for their
learning. Self-directed students not only encourage each other, but also work
with their teacher to achieve academic and behavioral goals that they themselves
have helped establish. Teachers should employ a variety of strategies to promote
responsible decision-making and create self-reliant students.
Performance-based assessments: Regular performance-based assessments are carried out by
teachers through various methods which are not restricted to tests. These can be
by conducting quizzes and polls. Teachers can utilize projects as well as other
products and performances as assessments to determine student achievements and
needs. Assessments are tailored to the abilities and needs of the
students.
Collaborative learning: Learning through collaboration is one of the most effective forms of learning. We try to promote collaboration throughout all units of study as it enhances the scope of learning and develops critical thinking. Collaborative learning activities include collaborative writing, group projects, joint problem solving, debates, online Twitter assignments and more. This will be a skill that all students need to develop before graduating and we feel that we do a good job of help
Creating and maintaining environments that are safe, caring and conducive to student learning
Our philosophy of teaching is to provide all children with a safe and caring environment in which they may
feel encouragement and support towards being successful, not only in their learning endeavours, but in every area of their lives. Bullying is not acceptable and non-nogotiable! All thoughts and questions are considered to be a valuable piece of learning.
Variety of assessment practices that support students' learning needs, guide their progress, and inform our teaching.
Recently, we have focused on Project-Based-Learning in Math and Science with a focus of teaching while using hands on manipulatives. This does not mean that we do solely inquiry-based learning but rather teach, suggest, and direct students over and over and over in their area of need. We have gotten rid of the majority of our mulitple choice tests for "marks" and have been converting them to online formative (not for marks) socrative tests. These tests allow both the students and the teacher to instantaneously see what each student know and allow us to review the areas of need. We are constantely working on better and different ways to evaluate summatively instead of just giving a multiple chocie test - please check out the various student projects that have been posted.
Recently, we have focused on Project-Based-Learning in Math and Science with a focus of teaching while using hands on manipulatives. This does not mean that we do solely inquiry-based learning but rather teach, suggest, and direct students over and over and over in their area of need. We have gotten rid of the majority of our mulitple choice tests for "marks" and have been converting them to online formative (not for marks) socrative tests. These tests allow both the students and the teacher to instantaneously see what each student know and allow us to review the areas of need. We are constantely working on better and different ways to evaluate summatively instead of just giving a multiple chocie test - please check out the various student projects that have been posted.
Evidence of ways we establish and maintain partnerships amoung colleagues, parents, and community
We are always trying to establish a great rapore with our students parents - through conversations, phone calls, newsletters and of course this website. Recently, we have started to communicate with Remind 101 - a one way texting service that allows us to send home all important information - upcoming tests, assignments, homework, ceremonies, etc.
We are always trying to establish a great rapore with our students parents - through conversations, phone calls, newsletters and of course this website. Recently, we have started to communicate with Remind 101 - a one way texting service that allows us to send home all important information - upcoming tests, assignments, homework, ceremonies, etc.
Evidence that we are life-long learners
Our greatest source of professional development is our multiple PLN (Personal Learning Network) on Twitter. As Educators, it is the greatest daily resource that we have. - as we can cater to our individual teaching needs and student needs. Over the past few years, we have enjoyed mentoring several student teachers and Mr. Allison has been involved in the GPCSD Mentorship Program by mentoring a collegue who is a first year teacher. We are constantly searching for new ways to improve what we do which will ultimately benefit our students.
Our greatest source of professional development is our multiple PLN (Personal Learning Network) on Twitter. As Educators, it is the greatest daily resource that we have. - as we can cater to our individual teaching needs and student needs. Over the past few years, we have enjoyed mentoring several student teachers and Mr. Allison has been involved in the GPCSD Mentorship Program by mentoring a collegue who is a first year teacher. We are constantly searching for new ways to improve what we do which will ultimately benefit our students.