2024-2025 Portfolio

Goals

Strategic Goal

As a passionate advocate for global citizenship, I am committed to nurturing a classroom environment that celebrates diversity and encourages students to engage with the world around them. This year, I set a strategic goal to "Continue to promote Global Citizenship through varied use of the NB Global Competencies in and out of the classroom." A pivotal part of this goal was the successful initiation, planning, and execution of our "Holiday Around the World" concert, which became a vibrant expression of cultural appreciation and community engagement.

As I reflect on this achievement, I am filled with gratitude for the support of my colleagues, the enthusiasm of my students, and the engagement of our community. The "Holiday Around the World" concert was more than just a performance; it was a celebration of our commitment to global citizenship and a testament to the transformative power of education. Moving forward, I am excited to build on this momentum, continuing to explore innovative ways to integrate global competencies into our learning experiences, both inside and outside the classroom.

The concert was designed to showcase music from various cultures, allowing students to explore the rich tapestry of global traditions during the holiday season.

The concert itself was a resounding success, drawing an enthusiastic audience of families, friends, and community members. Feedback from attendees was overwhelmingly positive, with many expressing appreciation for the educational aspect of the concert.

Through this initiative, I witnessed firsthand the powerful impact of incorporating global competencies into our curriculum. Students not only enhanced their musical talents but also embraced the values of inclusion and respect for diversity. It was a profound reminder of the role educators play in shaping young minds to become responsible global citizens.

Self-Directed Goal

As an educator dedicated to fostering a collaborative learning environment, I set a self-directed goal to "Provide additional opportunities for collaborative engagement outside the classroom." This goal was a vital part of my professional development and portfolio completion, focusing on enhancing my leadership skills while creating meaningful experiences for my students and fellow educators.

To achieve this, I engaged as an active member of the Executive Committee of iMADSZ which helped organize a series of events. This initiative brought together music and art educators from various schools, creating a platform for collaboration and shared creativity. The planning process involved extensive outreach, where I connected with fellow educators to discuss our visions for the event and how we could incorporate interdisciplinary approaches to enhance student engagement.

The iMADSZ event was designed not only as a showcase of student talent but also as a collaborative space for educators to exchange ideas and best practices. Educators could share techniques in integrating music and art, emphasizing the value of a holistic approach to education. This collaborative effort enriched the learning experience for both students and teachers, demonstrating the power of teamwork in fostering creativity.

On the day of the event, students participated in performances and art displays that celebrated their hard work and talent. The atmosphere was electric, filled with excitement as students showcased their skills in music and visual arts, while educators engaged in discussions about future collaborations and projects. The event attracted a diverse audience, including parents, community members, and local arts organizations, further amplifying our commitment to fostering a vibrant cultural community.

The feedback from participants was overwhelmingly positive. Many educators expressed gratitude for the opportunity to collaborate and learn from one another, while students felt empowered by the chance to perform and present their work to a wider audience. This experience not only met my self-directed goal but also reinforced the importance of building a supportive network within the educational community.

Through leading iMADSZ, I honed my skills as a facilitator and leader, learning to navigate the complexities of coordinating multiple stakeholders while maintaining a clear vision for the event. This experience deepened my understanding of collaborative engagement and its impact on student learning and teacher development.

As I reflect on this achievement, I am inspired by the connections forged and the creative energy unleashed during the event. Moving forward, I am committed to continuing these collaborative efforts, exploring new avenues for engagement outside the classroom. The success of iMADSZ has motivated me to seek additional opportunities for collaboration, ensuring that our educational community remains vibrant, inclusive, and focused on holistic student development.

IB Educator Capabilities

Organization

In my role as a leader in our school's Performing Arts department, I consistently demonstrate the capability of Organization, which inspires confidence among students, staff, and parents. Throughout the year, I meticulously manage and prioritize a range of activities, ensuring that all events run smoothly and effectively.

Preparedness: I begin the school year by developing a comprehensive calendar that outlines all Performing Arts activities, including rehearsals, performances, and workshops. This calendar is shared with all stakeholders, allowing for clear communication and collaboration.

Scheduling: I coordinate schedules for various performances and events, taking into account the availability of facilities, equipment, and personnel. This involves liaising with other departments to avoid conflicts and ensure that all logistical needs are met.

Communication: I emphasize clarity in all communications. Regular updates are provided to students and parents regarding upcoming events, deadlines, and any changes to the schedule. I utilize newsletters, emails, and meetings to ensure that everyone is informed and engaged.

Facilities Management: I oversee the allocation of spaces for rehearsals and events, ensuring that the necessary equipment is available and in working order. This includes coordinating with facility managers to maintain a safe and conducive environment for all activities.

Event Planning: For major performances, I lead the planning process, from conceptualization to execution. This includes managing budgets, organizing ticket sales, and recruiting volunteers, all while maintaining a clear vision and structure.

Through these practices, I exemplify the essence of Organization, fostering an environment of preparedness and clarity that inspires confidence in our Performing Arts program. My commitment to efficient management not only enhances the quality of our events but also supports the growth and development of our students in the arts.

Collaboration

In my role as a leader within the Performing Arts department, I prioritize the capability of Collaboration, which is essential for fostering a respectful and inclusive environment. This capability allows us to harness diverse perspectives to achieve our shared goals, particularly during events like Arts Week.

Respect for Multiple Perspectives: During the planning of Arts Week, I actively engage with colleagues, students, and community members to gather a wide range of viewpoints. By facilitating open discussions, I ensure that everyone's ideas are heard and valued, creating a foundation of mutual respect.

Listening and Responding: I make it a point to listen attentively to the suggestions and concerns raised by my peers. For instance, when negotiating the structure of Arts Week events, I encourage each team member to voice their opinions. This collaborative dialogue allows us to explore innovative ideas while addressing any potential challenges.

Negotiating Key Decisions: With the various perspectives collected, we collaboratively negotiate key decisions regarding the execution of events. By synthesizing input from different stakeholders, we develop a comprehensive plan that reflects our collective vision. This approach not only enhances the quality of our programming but also promotes a sense of ownership among all participants.

Achieving Specific Outcomes: Our collaborative efforts are focused on specific outcomes, such as creating an engaging and inclusive Arts Week that showcases the talents of our students. By working together, we are able to design a schedule that maximizes participation and highlights diverse artistic expressions.

Through these practices, I exemplify the power of collaboration in achieving our objectives while respecting the contributions of all members involved. This commitment not only strengthens our Performing Arts program but also enriches the educational experience for our students.

Professional Development

As a tribute to the KUD model, I will organize my reflection accordingly:

The KUD (Knowledge, Understanding, Do) framework is a powerful tool for effective differentiation in the classroom. It will guide my approach to differentiation, making my teaching more intentional and responsive to student needs.

Knowledge: I learned that KUD helps in clearly identifying what students need to know (facts, concepts), understand (big ideas, principles), and do (skills, tasks). This clarity enables me to tailor my lessons to meet diverse learning needs.

Understanding: The workshop emphasized and allowed me to better understand that differentiation is not just about varying activities but ensuring that all students engage with the same core content at their level. By using KUD, I can assess students' prior knowledge and adjust my instruction accordingly, fostering a more inclusive learning environment.

Do: Moving forward, I will implement the KUD framework in my lesson planning. I will create specific learning objectives based on KUD for each unit, allowing me to design varied instructional strategies and assessments that cater to different learning styles. This will help ensure that every student can access the material and demonstrate their understanding effectively.

Technology Standards

2.1.a Set Professional Goals

This year, I committed to mastering Moodle, with the goal of integrating it into my grade 9 classes. My aim was to leverage technology to create a more engaging and enriching learning experience for my students.

I began by diving deep into Moodle’s various features, exploring tools for organizing coursework, sharing resources, and assessing student understanding. This exploration allowed me to tailor the platform to align with my teaching objectives and best support my students’ needs.

I incorporated elements like discussion boards and interactive quizzes to encourage active participation and collaboration among students. The ability to provide immediate feedback proved invaluable, helping them understand their progress and areas for improvement in real time.

Using Moodle regularly has simplified many tasks, freeing me to concentrate on teaching and connecting with my students. The enhanced sense of community fostered by this platform has positively impacted their learning experience. As I continue to delve into Moodle’s capabilities, I am excited to find new ways to enrich my lessons and engage my students further.