Teacher professional growth plan 2013-14

Teacher professional growth plan 2013-14

Reflection: Reflect on last year, including professional development

  • DH role
    • I started in January 2013, as an interim DH & I am now the full time Department Head with our French Curriculum Leader
    • I had a very big learning curve
    • Thankfully, we have an amazing French program’s Curriculum Leader
    • I updated and streamlined:
      • Created a Language Department site
        • Sharing of assessment rubrics and ideas
        • Backward design concept / reports
        • e-portfolios
      • I designed a “Collective Doc”
        • “No luck – Collective Doc!”
        • We have our meeting agendas there
        • We have a table of content of our Shared Docx
        • Links to meetings / summaries
      • The conference budget (everyone has already gone to at least one conference this year)
        • Planned and organized 3 successful retreats
      • The 3 languages budgets (on Google docx)
      • I successfully involved all the language teachers in the CAIS process and used the opportunity to create a collaborative approach to challenges
      • I organized all our meetings / meetings summaries on an online spreadsheet with a clear structure for easier access and referencing
      • Updated our Language Department’s handbook (IP)
      • Revised our Department Vision (IP)
      • Updated and organize all inventories
      • I created a shared folder for the department:
        • ideas for technological processes
        • monitoring activities for each department
        • sharing course outlines, descriptions, report comments, etc.
        • communication our final assessments plans
    • The French Curriculum Leader and I updated and streamlined:
      • The French budget
      • Created an online scope and sequence (with the collaboration of the teachers)
      • Organized and communicated the course load distribution (who teaches what; how many preparations, etc.)
      • Did the French program inventory
      • The French Curriculum Leader:
        • Was in charge of the placement of students for the French program (a big responsibility)
        • Created a Google calendar for the department
  • Last year was very successful: Film
    • Fabulous CHS Student Film Festival – great films – great speakers – good use of the new auditorium sound system
    • Continued excellent with the integration of instructional films for biology, chemistry, languages, debating, world history and our first attempt at an online resume
      • Students won $1000 for a UBC physics contest video
    • Outstanding movies reflecting on various social issues, personal values and artistic endeavors
    • Personally, I have learned how to better use the new cameras; successfully utilized the student created instructional film about the use of our equipment (Survival guide to film production) as a teaching tool; integrated the camera operation quiz that I designed in Moodle; navigated through the updates and changes of our editing software FCP-X; used the sound studio with students more than ever, created clay animation with the Video Club and finally mastered how to optimize green screen application
  • Last year was very successful: Spanish
    • The Spanish class created a very impressive final project after studying historical films
    • Highly personalized program, with themes and approaches designed specifically for the students; pacing also individualized
    • One student has confirmed that she is becoming a Spanish teacher (at UBC)

Goals (continuous): (Remember to include IT)

  • To empower students with the use of the HD cameras
    • Measurement: the result  – film / public, students and teacher feedback
  • To empower students with the use of the latest FCP-X
    • Measurement: the result  – film / public, students and teacher feedback
  • To facilitate the creation of award winning productions as well as co-curricular opportunities in my film classes
    • The outcome: which programs cooperated? How did we combine assessment? Student feedback / teachers’ feedback
    • Continue producing instructional films
  • To optimize / continue my curriculum maps
  • To continue finding ways to optimize the 1:1 computer implementation
  • To organize, again this year, a fabulous Spanish day

Plan: Actions

  •  To facilitate the implementation of the goals in the film program:
    • I have changed the course descriptions to include more professional skills development
    • The film program works directly with the Communication Department this year. We collaborate to create:
      • organizing & filming / editing & distributing music concerts
      • organizing & filming / editing & distributing the play
      • organizing & filming / editing & distributing the play
      • organizing & filming / editing & distributing… many more official school events
    • I started using the flipped classrooms concept in my film classes (student video: Survival guide to film production)
    • Continue offering a workshop for student services / grade 9 / media literacy (+ national week)
    • Continue mentoring the Spanish teacher closely (grade 9-10-11)
    • Facilitating fun films for assemblies…
  • Spanish
    • I started using the flipped classrooms concept in my Spanish 12/AP program (online tutor)
    • Re-designed the AP course to satisfy the new AP curriculum – the course was approved
      • Implement the AP program that I have re-designed (for the new AP exam)
    • Continue to personalize the program, with themes and approaches designed specifically for the students; pacing also individualized
    • Continue to differentiate learning: Sp 12 and Sp12AP
  • French
    • For the first time, I am using an online book
    • Revised and implement the Pre-AP program I designed (online magazines, etc.)
    • Engage the students culturally with the use of songs, poems, debates, etc.
    • Use E-portfolios to archive their artifacts

Timeline: Resources

  • We need: 
    • Pending:
      • Animation studio: New software must be purchased and animation booth renovated to accommodate the cameras
    • We need:
      • Decent headphones for the cameras;
      • speakers;
      • small camera for animation;
      • 2 tripod;
      • boom poles;
      • reflectors: aluminum screens
    • We need additional memory cards and tripods (IP) to support the production of films outside the program
  • We continue to use:
  • Languages:
    • Lab
    • We are investigating the idea of a virtual or partly virtual language lab at this time
      • Plan: New language lab software and hardware (if necessary) in Sept. 2014
  • Activities: Video Club
    • Work with the Communication Department to film events + VC members – successful!

Teacher professional growth plan

Teacher professional growth plan 2012-13

Reflection: Reflect on last year, including professional development

  •  Last year was very successful: Film
    • Fabulous CHS Student Film Festival – great films – great speakers – good use of the new auditorium sound system
    • Excellent integration of instructional films for biology, chemistry, languages, debating, world history and our first attempt at an online resume
    • Outstanding movies reflecting on various social issues, personal values and artistic endeavors
    • Personally, I have learned how to use the new cameras; facilitated the creation of an instructional film about the use of our equipment (Survival guide to film production); designed a camera operation quiz in Moodle; managed to optimize the use of the new FCP-X; streamlined the use of the sound, animation and green screen studios
  • Last year was very successful: Spanish
    • The Spanish class filmed an interview as a final exam
    • Highly personalized program, with themes and approaches designed specifically for the students; pacing also individualized
    • One student is planning to become a Spanish teacher!

Goals: (Remember to include IT)

  • To empower students with the use of the  HD cameras.
    • Measurement: the result  – film / public, students and teacher feedback
  • To empower students with the use of the latest FCP-X
    • Measurement: the result  – film / public, students and teacher feedback
  • To facilitate the creation of award winning productions as well as co-curricular opportunities in my film classes
    • The outcome: which programs cooperated? How did we combine assessment? Student feedback / teachers’ feedback
    • Continue producing instructional films
  • To finalize / continue my curriculum maps
  • Get prepared for the one/one computer implementation
  • To organize a Spanish day

Plan: Actions

  •  To facilitate the implementation of the goals in the film program:
    • Connect with: MIT, UBC and other universities (they are introducing film as a component of a sound educational learning environment)
    • If time permits: Facilitate flipped classrooms and/or project-based learning using film in various curricula
    • Continue to offer a workshop for student services / grade 9 / media literacy (+ national week)
    • Mentor the Spanish teacher closely (grade 9-10-11)
    • Filming various events (music concerts; play, …)
    • Grad video (I don’t even have time to organize archives at this time)
    • Facilitating fun films for assemblies… and the grad dinner dance!
  • Spanish
    • Implement the AP program that I have re-designed (for the new AP exam)
    • Continue to personalize the program, with themes and approaches designed specifically for the students; pacing also individualized
    • Differentiated learning: Sp 12 and Sp12AP
  • French
    • Implement the Pre-AP program that I have designed
    • Engage the students culturally with the use of songs
    • Use E-portfolios to archive their artifacts

Timeline: Resources

  • We need: 
    • We need Final Draft – software for script writing
    • We need additional memory cards and tripods (IP) to support the production of films outside the program
    • Animation studio: New software must be purchased and animation booth renovated to accomodate the cameras
  • We continue to use:
  • Languages:
    • Lab
  • Activities: Video Club
    • Work with Patrick MacMaster to film events + VC members (as part of their requirements for a badge)
  • Committee:
    • Pro-D
    • Think Tank
Posted in CHS

Teaching assignments 2012-13

Teaching assignments 2012-13

  1. 1.    Teaching blocks for digital film and languages

1.1.  Film 10 sections: 1-2-3 – CONFIRMED

1.2.  We can facilitate the creation of film 11/12 classes even if the numbers are less than 10 – CONFIRMED

1.2.1.     Rationale:

1.2.1.1.         MIT, UBC and other universities finally introducing film as a component of a sound educational learning environment

1.2.1.2.         Third reporting period: students created films for biology, chemistry, languages, debating, world history and our first attempt at an online resume

  1. 2.    Scenario that best uses Chantal’s expertise / pilot project

3.1.  Film 10 1-2-3 – EQUIVALENT OF 2 BLOCKS (+ film festival, competitions, etc.)

3.2.  Film 11/12 – ONE BLOCK

3.3.   Pilot project – ONE BLOCK

3.3.1. Facilitate flipped classrooms and/or project-based learning using film in various curricula

3.4.  Teach one Spanish class (ideally Spanish 12 only)

3.4.1.     Mentor the Spanish teacher closely (grade 9-10-11)

4.1.  Filming various events (music concerts; play, …)

4.2.  Grad video (I don’t even have time to organize archives at this time)

4.3.  Facilitating fun films for assemblies… and the grad dinner dance!

n. Technological innovation

n. Technological innovation

Technological innovation

My ICT goals:

  • To empower my students with the use of the new HD cameras.
    • Measurement: the result  – film / public, students and teacher feedback
  • To empower my students with the use of FCP-X.
    • Measurement: the result  – film / public, students and teacher feedback
  • To facilitate the creation of award winning productions as well as co-curricular opportunities in my film classes.
    • The outcome: which programs cooperated? How did we combine assessment? Student feedback / teachers’ feedback
Bloom’s Taxonomy – Old
Bloom’s Taxonomy – New

Guiding questions

How does my goal reflect the ICT vision of my department? My school?

  • Digital film communication is right at the heart of it.

Which levels of the new version of Bloom’s Taxonomy does my goal reach? How?

  • All levels – by enabling students to remember (constant iterations); understand (by doing); apply (producing); analyze (editing and pitching); evaluate (screening); create (a fim)

How does my goal reflect current research in teaching and learning and 21st Century Skills? (cross-curricular, problem-based, inquiry-based, collaborative, etc.)

  • It reflects all of the above.

What additional, specific supports are needed to reach my goal?

  • Time to cooperate with teachers

What indicators can I use to evaluate my performance at the end of the year in reaching this goal?

  • Results of student films
  • Student feedback
  • Public feedback
  • Teacher post-mortem

Use of latest educational technology (master’s degree)

Moodle:

http://moodle.croftonhouse.ca/course/view.php?id=110

Student films:

https://sites.google.com/site/cdstudentfilms/Than-Tun-Win

E-portfolios: (template)

https://sites.google.com/site/digitalfilmeportfolio/home

YouTube channel: centralstationpro

http://www.youtube.com/my_videos?feature=mhum

Animation studio:

Frame thief:

Paperclips of fury! YouTube: http://www.youtube.com/watch?v=Z4iuT77YnO8

Recording studio:

Garage Band

Initiating the school to Macs:

The film program was the first to use Mac computers at CHS.

FCP-X

m. Benefits for CHS

m. Benefits for CHS

Benefits for CHS

Prestigious film awards (regional; provincial & national)

Track record of excellent results:

Scholarships (BC ministry of Education: Spanish exam)

AP Spanish language

Alumnae outreach (long time relationships with old students)

(film: professionals [Karen Korchinsky; Lee Cleary] ; old students [Emily Newton; Aliaa Remtilla; Paisley Smith, etc.)

Teacher mentoring:

Insuring programs’ continuity (if school support is offered)

High academic standards

l. Extra duties:

l. Extra duties:

Extra duties:

Archiving (working with archivist at this time)

Mentoring teachers (Spanish; film; …)

Organizing the purchase (with Phil) and choosing the equipment for the new recording studio

Organizing the purchase (with Phil) and choosing the equipment for the new Foley studio

Organizing the purchase (with Phil) and choosing the equipment for the new animation booths

Organizing the purchase (with Phil) and choosing the equipment that needs to be bought to replace old equipment… (HD or not HD? Etc. / repercussions: assessing advantages & disadvantages)

Other:

Field trips (Int. Film Festival; Reel to Real; etc.)

Guests: script writer; professional producer, etc.

After school duties, etc…

 

Chart for teacher extra-curricular commitments 

1)   List of activities/OE Trips, coaching,  etc…that you have been involved with this year:

  • Mentor (French)
  • HCE: Media literacy week: one full day of presentation to grade 9s
  • Accompany field trips (drama; Spanish)
  • Committees:
    • ICT
    • Pro-d
    • Curriculum (TBA)
    • ICT mentor
    • Language dept.: Spanish curriculum leader
      • Mentor to Spanish teacher
      • Budget
      • Equipment
      • Etc.
      • Prepare evening course presentation (ICT / Spanish)
      • Video Club
      • Filming events (music concert; drama class; the play)
        • Might include editing the play this year
        • Facilitating the production of films for assemblies and various curricula
        • Creating a film for the teachers’ assembly
        • CHS Student Film Festival
        • Grad Video – organize filming and editing / and supervise (online) in the summer

k. Cross curricular activities (helping teachers & their students make films for their classes):

k. Cross curricular activities (helping teachers & their students make films for their classes):

Cross curricular activities (helping teachers & their students make films for their classes):

(coordinator; facilitator; producer)

Social studies videos (more than one course)

Athletic videos (field hockey; volleyball…)

Languages

Music concert

Science

j. Equipment management (purchase; repairs; maintenance) & Technological expertise:

j. Equipment management (purchase; repairs; maintenance) & Technological expertise:

Equipment management (purchase; repairs; maintenance) & Technological  expertise:

Cameras

  • Microphones
  • Tripods
  • Batteries; chargers; cables; extension bars; earphones; etc.

Final cut pro (editing)

  • mini dv players;

Garage band (music)

  • Sound recording software
  • Sound studio

Animation

  • Animation software (Frame thief)
  • Animation software for titles
  • Animation booths

Green screen lighting, etc.

Wikis for e-portfolios (Google sites)

i. The duties I perform at CHS

i. The duties I perform at CHS

Advisor (grade 9)

Film 10 1-2

Film 10 3-4                                       

Film 11/12-1

Film 11/12-2

Spanish 12 & Spanish AP

Video Club: (coordination; facilitator; producer)

Fun films:

Prefect video

Activity Captain video

Christmas video

Filming play / Teacher assembly / other performances

Grad video

Etc.

h. Role as teacher leader

h. Role as teacher leader

  1. Leading in the field of digital film technologies
  2. Story telling for education
  3. Moodle for learning on-line
  4. Advising teachers on which resources, processes or technologies to use for specific educational needs.

g. Reflection on other roles in the school community

g. Reflection on other roles in the school community

  • Advisor;
  • VC sponsor;
  • Committees:
  • IT mentor
  • Curriculum committee
  • Pro-D committee
  • digital film facilitator for various curricula;
  • accompanying field trips (drama…);
  • internal coverage; preparing course planning info night;
  • organizing a grade 9 Spanish program;
  • duties;
  • exam invigilation;
  • filming events (play; sports; etc.);
  • assessing grad e-portfolios;
  • attending mandatory modules;
  • taking photos of events and creating fun films for the whole school (teacher assembly);
  • organize treats for staff…

Samples of students’ work with teacher reflection

f. Samples of students’ work with teacher reflection

Spanish year end project:

You’ve got to be here! Tiene que estar aquí:

http://www.youtube.com/watch?v=NTRRuUxb6JM

See ep’s:

https://sites.google.com/site/cdstudentfilms/Than-Tun-Win

YouTube channel

http://www.youtube.com/my_videos?feature=mhum

Festivals

Reel to Real Film Festival: http://www.r2rfestival.org/

MADD: http://www.madd.ca/english/youth/multimedia.html

Reel Youth: http://www.reelyouth.ca/

BC Student Film Festival: http://www.bcsff.com/index.html

National Media Literacy Week

Featured instructor and student films on national “Media Literacy Week: http://www.medialiteracyweek.ca/en/default.htm

Community organizations:

TeenSafe:

HEROS (hockey society): http://www.heroshockey.com/

 

Teacher reflection:

Reflection on professional development

e. Reflection on professional development over the last two years

Reflection on professional development over the last two years

  1. Master’s degree completed
  2. Conference: online learning
  3. NCCE: Northwest Council for Computer Education 2010
  4. Workshop organized by drama teachers @ CHS: green screen basics (2010)
  5. Supporting cross-curricular projects through filmmaking
  6. Facilitating the creation of the new animation booths
  7. Facilitating the creation of the sound studio
  8. Taking camera operations workshop
  9. Finalizing the green screen operations & lighing workshop
  10. Using “drop box” to receive grad photos
  11. Final Cut Pro-X workshop
  12. Initiating co-curricular project-based learning
    • Science: 2010 / RBC’s adventure
    • Many curricula have participated informally by having their students make films for their courses (social studies; languages; athletics; drama; music; etc.)

Implementation of 21st Century Skills – Media literacy

Analyze Media:

Understand both how and why media messages are constructed, and for what purposes:

  • Presentations analyzing films;
  • Genres

Examine how individuals interpret messages differently, how values and points of view are included or excluded, and how media can influence beliefs and behaviors

  • Presentations analyzing films;
  • Cinematic techniques

Apply a fundamental understanding of the ethical/legal issues surrounding the access and use of media

  • Music license
  • Image search

Create media products:

Understand and utilize the most appropriate media creation tools, characteristics, and conventions

  • HD: cameras + FCP latest version

Understand and effectively utilize the most appropriate expressions and interpretations in diverse, multi-cultural environments

  • Differentiated learning / cultures and grades (combining 11-12)
  • Celebrating diversity through student chosen themes / stories

(www.21stcenturyskills.org/indx.php?option+com_content&task+view&id+349&Itemid=120)