Standard+3


 * Standard 3: Demonstrates competence in planning and preparing for instruction. **

(1) Demonstrates the ability to organize and prioritize time, resources, and responsibilities. (2) Demonstrates the ability to individually and collaboratively plan and prepare professional services that address the range of district, teacher, parent, and student needs. (3) Uses district and student data to develop goals and interventions. (4) Demonstrates the flexibility to plan for professional services based on changing conditions of the work context and environment. (5) Uses available resources, including technology, to plan and develop professional services.
 * The staff member: **

MY ACTION STEPS:
> REFLECTION: My electronic calendar is a critical tool for me in organizing and prioritizing my time. Not only does it allow others to arrange meetings and know where I am at any given time, it helps me to ensure that I have time reserved for preparing for each of my workshops, webinars, and meetings. I am able to strategically schedule appointments in a way that still allows me the prep time needed for achieving quality in every aspect of my work.
 * (1) Demonstrates the ability to organize and prioritize time, resources, and responsibilities. **
 * Maintained an up-to-date personal calendar regarding 267 responsibilities; Designated planning days for each workshop, webinar, or presentation;
 * Artifact: My Personal Calendar (Microsoft Outlook)

> > REFLECTION: The artifacts above represent some of the planning I did with one district regarding their PD for the year. I talked numerous times on the phone with Erik Smith, Nashua-Plainfield's HS Principal about his ideas. After checking with Sara to make sure that it was OK for me to commit to this PD, I then met with Nashua-Plainfield's PD team, consisting of the superintendent, all building principals and teachers from each building. We laid out a sketchy plan for the year, based on what I could realistically provide, and what they thought would be beneficial for their staff. I suggested the idea of forming collaborative learning teams that would meet regularly throughout the year- between my workshops- and that would concentrate on deeper investigation and learning around specific adolescent brain topics. Erik did all of the organization of the teams, but I provided ideas for topics, ideas for structure and process, as well as suggestions for holding teams accountable, and ensuring that the learning of individual teams was shared with the rest of the staff towards the end of the year. I also created a Wikispace that the Nashua-Plainfiled teams used to upload documents and links- and that kept everyone's work 'transparent'. The artifacts above provide brief snapshots of our collaborative planning. A link to the N-P Wiki is included below, under #5.
 * (2) Demonstrates the ability to individually & collaboratively plan & prepare professional services that address the range of district, teacher, parent, & student needs. **
 * Worked collaboratively with PD team at Nashua-Plainfield to plan and deliver a series of workshops on understanding the adolescent brain
 * Click on these links to see a sampling of e-mail communications and documents used in planning for the 2010-2011 N-P district PD
 * [[file:CDP Artifact- Letter to Erik Smith re N-P Ad Brain PD.msg]]
 * [[file:CDP Artifact- Letter to Erik Smith re Collab Team Topics.msg]]
 * [[file:CDP Artifact- Focus Topics for Collaborative Teams- N-P.doc]]


 * (3) Uses district and student data to develop goals and interventions. **


 * (4) Demonstrates the flexibility to plan for professional services based on changing conditions of the work context and environment. **


 * (5) Uses available resources, including technology, to plan and develop professional services. **
 * Assisted in the design and delivery of Iowa Core Leadership **Webinar** Series (2009-2010) (2010-2011)
 * [|November 2010 Iowa Core Leadership Webinar] (advance time to :30 seconds to begin)
 * Created and utilzed a **Wikispace** in conjunction with Nashua-Plainfield professional development series on The Adolescent Brain
 * Nashua-Plainfield Wiki- Understanding the Adolescent Brain- 2010-2011
 * Created and utilzed a **Wikispace** in conjunction with the Archdiocese of Dubuque professional development series- Brain-Based Learning.
 * Arch BBL Wiki- 2010-2011
 * Created an introductory **screencast** to share information about the upcoming Arch Brain-Based Learning class.
 * [|Welcome to Brain-Based Learning 2010-2011]
 * Created an informational **screencast** regarding the Spring Iowa Core Peer Review.
 * [|Spring 2011 Iowa Core Peer Review screencast]
 * Utilized **Skype** as a way to collaborate with team members in preparation for the Archdiocese Iowa Core Focus Days.

REFLECTION: The links above show examples of how I have used technology to enhance the PD I was providing for districts. I am becoming more and more comfortable with creating and broadcasting webinars. This has been the primary mode of service delivery for our Iowa Core PD during the past year. I have also created and used Wikispaces within several contexts. (Arch Brain-Based Learning, N-P Adolescent Brain, Grinnell MS Science of Learning, SPIN, and my own professional portfolio.) The Wikis used in conjunction with district PD have allowed me to "stay connected" with participants between workshops. They have also provided a way- through the use of the discusion forums or blogs I have embedded- to connect participants with one another between sessions, and to keep the concepts of the learning opportunity visible and apparent, even when I was not there for a workshop. I have also created several screencasts- one as an introduction to my Arch Brain-Based Learning Class, and one meant to provide district Iowa Core Leadership Teams with information about upcoming peer review sessions. All of these technologies have enhanced the PD I was providing- contributing to both of our agency goals on efficiency and effectiveness in delivering services to our LEAs.