PRE-ADMISSION_COMPETENCY_VERIFICATION

PRE-ADMISSION COMPETENCY VERIFICATION
Reflection for "Who Am I?"
 * ARTIFACT 1**[[file:WHO AM I.doc]]

Project Standard #1 1. Facilitate and Inspire Student Learning and Creativity Description

I have designed this project for many reasons. First, it is a great way to introduce the kids to each ​other. Secondly, it is multifaceted. It teaches them to write and categorize questions, interview, revise, edit, summarize, and use word processing as well as the Internet. After the anonymous biographies are placed on the wall, the students get to draw conclusions and predict based on the information provided in the biographies.
 * Description**

It is fun. No two biographies are the same because no two students ask the exact same information. One of the most difficult things for the students is that they can't add information that wasn't given in an answer. Hence, they must work cooperatively with their partner to write a more thorough and focused set of second questions.
 * Impact**

When designing their final drafts, I learn who has word processing, and web browsing skills. The students enjoy adding artistic enhancements, i.e. color and pictures, to these drafts. It is difficult for them not to share these with fellow classmates at this time. The students get to know each other as they laugh together and try to figure out who each other's "Who Am I?" biography represents.

This is designed as an ice breaker to help form bonds between the students as well as use a variety of skills. It really combines a vast array of communication, writing, reasoning, and technology skills. I get to see who works well together, and who doesn't. This helps me get to know the students as individuals as well as a class. It is complex enough to get a feel for the students' functioning levels without being an overwhelming set of tasks. I learn who is artistic and who is better at verbal communication in the class as well.
 * Intent**

Reflection for Mystery Affair at Styles Agatha Christie Questions/Modified Questions
 * ARTIFACT 2**[[file:MAS AChristie Questions.doc]][[file:MAS AChristie Questions Modified.doc]]

Standard #2 2. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS-S.

The students may choose to purchase a copy of Mystery Affair at Styles by Agatha Christie or may read the ebook copy. As they are reading, they answer a variety of comprehension questions pertaining to each chapter. Depending upon the reading level of the students, I will chose to have them complete either the original questions or modified questions. These may be accessed on my website or students will be given a hard copy. Naturally, the questions and answers are discussed in class.
 * Description**

This activity allows for students to work at their own level and make several choices based on their comfort level with technology. Some students may enjoy the unique features provided for the ebook. I have software in my classroom that will read the story aloud to them if they prefer this over just reading off the computer. Some students may prefer just to read it on the large monitors. Others may prefer a hand held copy to take with them so they can read anywhere any time. Similarly, some students would like the novelty of answering their questions online and saving them to their Hdrive. Others might prefer to hand write out the answers. Corrections and misunderstandings will be clarified through class discussions.
 * Impact**

This book is difficult for students who do not enjoy reading novels. The variety of technology options incorporated should help students get through all the chapters. Students are not locked into one method over another and may switch at any time. This should keep interest up when motivation begins to waver. I designed this novel as part of a larger (one semester) online mystery unit. Until this fall, the website and all links were active. Unfortunately, I have not taught British Literature or 11th grade students since designing this web course, so I have yet to actually use the Agatha Christie sections. In order to use them now, I would have to recreate the web pages on the district provided website for the teachers.
 * Intent**

Reflection for Smoke Signals online
 * ARTIFACT 3**[[file:SS 09-10 Mar5.pdf]]

Standard #3 3. Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society.

I am the Smoke Signals editor for Copley High School. This newsletter is written to keep the families and especially parents abreast of the happenings at CHS. I have collected, created, and dispersed the relevant information about CHS students, teachers, accolades, fundraisers, and events for the last six years. I communicate monthly with all staff members, PTA representatives, music boosters, sports groups and various clubs in order to acquire news worthy information. Most communication is via email with some phone calls and letters. Even some of the student run organizations choose to publicize in the Smoke Signals. Traditionally, we have mailed out hard copies as well as posted each month’s version online. Copley High School has had a website for about ten years now. It has undergone one major overhaul as better design software has become available.
 * Description**

This supplemental allows me to be involved in a wide variety of school functions. The community seems to enjoy reading about everything happening at the high school. Parents contact us frequently about items that have been publicized here. In an attempt to be fiscally responsible, we offered an online version only with an option to request a mailed hard copy a few years ago. Active PTA members requested a return to mailing. Some groups noticed a lack of response to online only publicized events. Due to requests, administration then decided to continue mailing and post online. As of next year, again Smoke Signals will only be available online due to financial constraints. We’ll see how the community responds this time. I also have been given multiple opportunities to learn new software that others in the building do not have access or need. I primarily use Microsoft word simply because most parents have access to this software. It makes incorporating their submissions much easier. I have run into numerous issues with converting incompatible formats. I have been given the Adobe Acrobat editing version and Publisher. I often have to touchup and resize pictures as well. This has allowed me to learn different facets of the Photoshop and other image programs. Most submissions are in plain Times New Roman font. I usually spruce up the fonts and colors for added interest in the online version.
 * Impact**

I intend to continue teaching myself various facets of the programs I have. Occasionally, I get to attend workshops that show me new features. I enjoy learning to do more with what I have and passing this knowledge along to the students. I get to activate my creative side each time I compile a newsletter. I love sharing this with students. I also have the opportunity to be one of the first to experience the new software programs. I especially enjoy showing the students programs that they have never seen before. There is always excitement generated by the novelty.
 * Intent**

Reflection for Dakota Meadows Mysteries
 * __ARTIFACT 4__** [[file:Writing MiniMisteries Intro.doc]]

Standard #4 4. Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practice​s.

This activity was borrowed from an online mystery unit by the 8th graders from Dakota Meadows. I have used this in the past to introduce the final section of our mystery unit on writing our own mysteries. It is a well thought out website with over ten years worth of class mysteries. The students are one year younger than my students so they are not intimidated by the complexity of the mysteries. The mysteries all follow the same format, so I have my students get online themselves or we do it as a class with an LCD projector to read and try to solve the mysteries. After a few, the students start to make the connections necessary to solve the mysteries. This thinking helps them formulate their own twists when writing a minimystery.
 * Description**

This section is clearly formatted after an 8th grade unit. The students are comforted by the fact that they could have written these same mysteries last year. I point out multiple times that these mysteries are from the Dakota Meadows students, that they wrote them, and publicized them on the web. I talk about plagiarism and how to avoid it. I make it clear that they may not use any of the words from the minimysteries they read. I even point out that the web address clearly indicates that the mysteries belong to the Minnesota students. I repeatedly give credit to the English teacher who designed the website. This is my way of modeling how to keep from claiming someone else’s words or work as their own.
 * Impact**

This is an alternative way of introducing students to what is published on the Internet. Although it wasn’t originally designed as a multicultural or ethical unit, I think it touches on these aspects very well. I have always stressed the ethical issue of plagiarism when using this website and activity. But, these mysteries also incorporate a multicultural aspect that I have overlooked. As you read though the various mysteries, it is obvious that the students have different cultural backgrounds based on what is mentioned in the mysteries. I need to be more cognizant of these for future lessons. I do not think that this website and these minimysteries are available any longer online. This saddens me. I may have to design my own website for my future students to post their minimysteries.
 * Intent**

Reflection for Online Mystery Course
 * __ARTIFACT 5__** [[file:Online Mystery Unit.doc]]

Standard #5 5. Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources.

I designed a one semester online course called Mystery Unit. I have developed multiple research assignments for students to uncover the history of mystery writing, famous authors, styles of mysteries, and the elements of a mystery. Then I have chosen works from several famous authors to introduce the students to the literary facets. Activities revolve around Sir Arthur Conan Doyle's, Agatha Christie's, and Edgar Allan Poe's works. The students progress from readers to writers. At the culmination of the unit, each student writes his/her own minimystery that is shared with the class.
 * Description**

I was one of the few teachers chosen to pilot our own websites at the school. During the creation phase, I learned to use both Dreamweaver and FrontPage. I was given an opportunity to share my website with my colleagues during our pilot program. Any one could access these pages through the link that was posted under my name on the school's website. As for the students, they are highly motivated during this unit. Collaboration on the introductory research projects bonds the students as they discover the mysteriousness within the writings-- all the twists and unexpected turns. I have additional activities that aren't listed online such as a surprise visit from a friend of mine who starts a verbal argument that escalates to the brink of a physical altercation simply to have them be my eye witnesses. Students never forget getting punked. I also include videos. The students learn sequencing, summarizing, characterization, predicting, drawing conclusions, and other critical reading skills as well as writing skills.
 * Impact**

This year the technology department revamped the websites. I will now have to reload and design this entire unit. I look forward to doing this since I have created many other portions of this unit that were never before online. This will probably be my summer project.
 * Intent**