<![CDATA[Ms. Alvarado's Digital Portfolio - Leadership Platform]]>Thu, 21 Jan 2016 08:50:46 -0800Weebly<![CDATA[Leadership Platform in Education]]>Thu, 12 Mar 2015 04:51:50 GMThttp://rvlearns.weebly.com/leadership-platform/leadership-platform-in-educationMy leadership platform focuses on the values of equity in education, my experiences, educational beliefs, and my journey of becoming a leader in my community of Lakeside.
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<![CDATA[Leadership  Subsections]]>Thu, 12 Mar 2015 04:43:16 GMThttp://rvlearns.weebly.com/leadership-platform/parent-and-community-involvementI believe that curriculum and instruction should be different she needed again should have the ability for rigorous instruction. I believe this idea because the educational background of special education credential and bilingual education credential, in which I can advocate for students with different disabilities and abilities. As result, by differentiating instruction and being able to implement rigor, students can be challenge through their zone of proximal development. Lots of aspects of curriculum and instruction have evolved with the change of common core expectations. For example, through a curriculum we've discovered I ready which focuses on language arts in mathematical skills. In addition, engage New York is a conceptual form of the new mathematical concepts based on common core and SWUM math is an online program that is provides direct instruction for students with the opportunity to excel in the program based on their needs through quality word problems. I'd like to talk about how curriculum and instruction needs to have the form of gradual release of responsibility for students to be able to academically succeed in the classroom as a result we need to provide direct instruction and differentiation for students with the needs of rigor to challenge students academically within the classroom setting or least restrictive environment.



I believe that parent and community involvement should involve participants like stakeholders. For instance, community members educators and other individuals in the school or district community. I believe this through my personal experience in education where mine a few had to develop a 504 plan and his parent was only asked to participate but his father was not able to attend the community leaders for activism of students with autism should've been invited to participate at this meeting and the reason that it is important to have parents and community involvement is because the mission is to ensure students academic success in the educational setting. Lots of issues could arise if parents or community members were not involved in the decision-making of students educational experience for example the local control accountability plan (LCAP) and local control funding formula (LCFF) of ask stakeholders to participate in decision-making. This is a crucial and pivotal involvement since it is an important aspect for all individuals in education but only do we need teachers, principals, parents but we also need superintendents, leaders in the community and other individuals who have students best interest in mind. I'd like to talk about the importance of parent and community involvement when it comes to IEP meetings section 504 meeting, LCAP, and LCFF plans or any additional meeting committees that involved children's educational needs for support.  in addition to the support of stakeholders meeting should be open for individuals to participate or listen in two committees board meetings or anything or any kind of meeting involving decision-making for children.



I believe that discipline and school culture should involve students being accountable for their own actions I believe this because through the seven habits students have the choice being proactive or reactive in addition students have the ability to seek first to understand then to be understood and practiced the skills of effective listening also called empathetic listening. Through my experience at Riverview, students have demonstrated the actions of seven habits.  By achieving their private victory, students can lead to working with others which is center drive and being able to listen to others lots of issues have arise in terms of behavior management. Many students have improved their ability to synergize in the classroom based on the seven habits. For example, when it comes to a problem on school grounds students are able to communicate how they feel and be able to listen to the and the other individuals concern. through this experience, students are able to critically analyze and come up with their own solutions. I like to talk more on effects of implementations of the seven habits since it has greatly developed a positive school culture at Riverview. Furthermore, the 7 Habits has also increased positive interactions of adults-students,  students-students, and adults-adults. 
Students need to take ownership of their improvement efforts. Students should play an active role in setting academic goals. For instance, each child owns a leadership notebook. The leadership notebook allows them to keep track of their academic growth and development. Students track their AR reading score, spelling test, and math tests. 


I like to focus on integration of technology I believe that the use of technology is an essential tool to guide students learning to challenge their thinking and to develop innovative and creativity lots of different aspects have come up based on technology and the use of technology in the classroom. For example educators can use the app like Popplet to help students create graphic organizers to be able to grasp their ideas before continuing on with the writing process. In addition, Apps like Dragon dictation can help students with special needs to record their voice and have it typed out automatically.  This type of technology is not only an educational tool but it is a modification or accommodation for a child with special needs. I'd like to continue my focus on integration of technology school-wide for student equity. Technology is an expectation for the 21st century learning, which is no longer an option but it is a tool that should be integrated into the classroom to better enhance student learning and educational needs.


Resource
Fisher, Douglas; Frey, Nancy; Authors, Ian Pumpian (2012-04-27). How to Create a Culture of Achievement in Your School and Classroom (Professional Development) (Kindle Locations 1766-1767). Association for Supervision & Curriculum Development. Kindle Edition. 
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<![CDATA[Leadership Style]]>Fri, 20 Feb 2015 05:03:41 GMThttp://rvlearns.weebly.com/leadership-platform/leadership-stylePicture
Based on Green's Contemporary Leadership Studies and Theories, I believe my leadership styles aligns to Synergistic Leadership Theory (SLT). As school leader, I believe in the importance of cultivating and inspiring diversity and equality. 

As an educational leader, I am responsible to advocate for students who do not have a voice. Students who have disabilities, students who are second language learners and students with low socio-economic conditions. 

As a leader, I respect all members of the community and allow their voices to be heard when it comes to decision making, in order to seek and build a framework of effectiveness. 

Leaders "can effectively make challenging decisions decisions using collaborative approach while keeping in mind the human needs of the individual who are serving the organizations" (Irby et al., 2009). SLT provides leaders who get their greatest satisfaction helping others get through the day and helping others see the bigger picture. They empathize. As a result, I am open to change, value diversity and integrity, and value professional growth to foster academic success. 

Through my experiences in education and my beliefs and values in education, I am an advocate for students and ensure that decisions of stakeholders are heard when a decision is made because a respectful solution should include everyone voice. Equality and inclusion are words in education that are crucial in order to address the concerns, needs, and abilities of students for the 21st century. 


Green, L. (2013). Practicing the Art of Leadership: A Problem-Based Approach to Implementing the ISLLC Standards. 4th Edition. Pearson Education (Allyn & Bacon).

Irby, B., Brown, G., & Yang, L. (2009), The Synergistic Leadership Theory: A 21st Century Leadership Theory, Huntsville, TX. 


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<![CDATA[Non-Negotiables ]]>Wed, 18 Feb 2015 06:26:10 GMThttp://rvlearns.weebly.com/leadership-platform/non-negotiablesThree Non-Negotiables based on my educational experiences to foster student academic learning and success. 

1) Collaboration at all grade levels 
 Best practices are utilized and shared with staff in oder to support teachers on learning systems. In addition, when educators are provided to share their knowledge, they become leaders and mentor novice teachers school-wide. 

2) Professional development focuses on curriculum, instruction, and assessment 

Professional learning communities (PLC) provide a research based strategies or interventions in order to ensure the needs of all students are met in the classroom. Each weekly PLC, teachers are provided with 2 hour professional development on strategies, curriculum, and assessments  they can implement in their class to build a community of equity and fairness. 

3) Data assessment system to provide informative instruction for student learning, based on a clear, District Curriculum aligned to College and Career Readiness Standards

Teachers should be accountable for student educational development, hence, utilize the tools of formative and summative assessment to drive instructions and lead students to academic excellence based on the CCSS and NGSS standards. 


Reference
The 20 Non-Negotiable Characteristics of Higher Performing School Systems. (2011, April 11). Aligned District Practices to Support High- Quality Instruction.
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<![CDATA[Professional Experience]]>Wed, 11 Feb 2015 06:28:59 GMThttp://rvlearns.weebly.com/leadership-platform/professional-experienceI have been in education for five years. I am a novice teacher, but have various skills and confidence in my teaching style.  From 2010, I graduated from San Diego State University with two teaching credentials ALAS ProgramProudly, I have a Bilingual CLAD credential on Multiple Subjects and a Specialist Education credential in Mild to Moderate disabilities. That school year, 2010-2011, I was a collaboration teacher at Calvin Lauderbach Elementary School in Chula Vista. I was the only teacher that could be placed in SDC class for two hours, then placed in Kinder or first grade spanish class, then full English immersion for grades 2-6. I learned quickly how to modify and sharpen my behavior and academic expectations based on students strengths/needs and grade levels. In January of 2011, I applied in the South Bay School District to gain further expertise in fostering language acquisition as an Impact Teacher for Newcomer students from Mexico. I mastered SDAIE and GLAD strategies to enhance student content and language development.  In addition, after school, I was responsible for the intervention group of students in grade 3-5 on the online program of Imagine Learning and I had the key to the school-wide laptop cart in the computer room. From that point in time, I felt technology was a tool, I could use to scaffold students learning.                                                                                                                                                                                                                                                                                                                                                    

The following school year, 2011-2012, I was hired as a long term sub in a sixth grade class for three months. The principal was impressed with my open-mindedness in learning more about technology integration. As a result, Olga West trusted me with 25 iPads and asked me to stay at Veterans Elementary in Chula Vista as the Gifted and Talented Education Specialist (GATE) for the entire school for grades 2-6. In addition, I was able to utilize project based learning and depth and complexity icons to facilitate critical thinkers for the 21st century. I hosted a Science Fair in which students showcased their learning in our GATE class. Also, I was combo teacher for a block of language arts. My students created various iMovies based on CA content standards. From that experience, I knew that technology should be implemented in class because students have further engagement and creativity when the tool is in place. The following school year, 2012-2013, was the year of discovering my learning style with one group of students because it was my first year as a full time fourth grade teacher. That year was the most challenging because I had to balance SSTs, IEPs, CA State 4th Grade Writing and CSTs. The most positive aspect about about that year, was the support from my BTSA support provider. She encouraged me to use Common Core language and make students accountable and have high expectations. The administration had clear and concise expectations for students and teachers. As a first year full-time teacher, this experience solidified the type of teacher that I needed to become: fair, structured, resourceful, inspiring and respectful.

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Then, I arrived to Lakeside Union School District (LUSD). Last year, 2013-2014, I was privileged to be a Grade 3 and 4 combo Spanish/English Dual immersion Teacher. I worked closely with a Mandarin Teacher, so I was able to enhance my collaboration skills. I was able to complete my second year of BTSA, while balancing 50 report cards and 50 parent-teacher conferences each trimester. In addition, my students had one-on-one iPads to foster creativity and innovation. This school year 2014-2015, I have flourished as an educational leader. I have participated in various committees to develop my leadership skills. I am in Lighthouse team, IDEAS 2.0, Learning Headquarter Grade Level Representative, and Lakeside NGSS. The Lighthouse team focuses on 7 Habits implementation at RV to receive the honor of "Leader in Me" school. IDEAS 2.0 is a three year commitment of that incorporates NGSS and Science and Engineering Practices. Through summer trainings with Learning Headquarters, I have learned crucial ways to teach Common Core writing to my fellow grade level team. 

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<![CDATA[My Story]]>Wed, 11 Feb 2015 05:04:45 GMThttp://rvlearns.weebly.com/leadership-platform/my-storyPicture
I believe all students are able to become leaders by focusing on their strengths. In addition, all students can achieve academic achievement through scaffolding based on their needs. All students can learn and lead regardless of their obstacles of language acquisition, creed, socio-economic or disabilities

I believe this because I was a product of a low socio-economic and Spanish language bilingual public education. I believe this because the most crucial person in my life left a lifetime impact on my past, present and future.

The source of my beliefs solely lie on my experience through the key moments of development of ideals that people are different, but their difference does not hinder their actions. I was eight years old, when my favorite aunt passed away. To me, she was my world, my everything. She did not allow any obstacles to keep her from achieving her goals. My aunt was a role model and actively lived the 7 Habits. She was determined and passionate about education, so attended college although, she had a disability. She was bound to a wheelchair due to childhood diagnosis of polio. From her actions, I learned from an early age that educational achievement can be accessed with all individuals regardless of their disabilities.


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 As a result, my passion during in undergraduate years, I wanted to pursue a career in Special Education. Through my journey at SDSU, a Special Education professor, Gene Valles encouraged me to enroll in Acquisition of Language and Academic Skills (ALAS). I enrolled to ALAS because I believed in the foundation of students can attain English language.  Being a product of bilingualism, I felt empowered to become a role model similar to my aunt who lead me in this path. Therefore, ALAS focused on incorporating special education skills to modify and adapt instructional methods to educate English Language Learners with Mild/Moderate disabilities. He was a pillar to my career and I am forever indebted to him for believing in me. He passed away in 2010 from leukemia. That year, I graduated from SDSU with two teaching credentials: BCLAD and SPED credential. 

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<![CDATA[What I believe about children and their education?]]>Fri, 30 Jan 2015 06:19:39 GMThttp://rvlearns.weebly.com/leadership-platform/what-i-believe-about-children-and-their-education
Why I became an educator?
The first person who taught me the value in life and carved the path on being an educator was Tia Paty. Years before entering kinder, she taught me to color, cut, paste, and paint. In my eyes, she was my teacher. She tried to encouraged my mom that she could home school me, but my mom didn’t think it was best for my social skills because I was the only child.

My Tia Paty was very artistic and active in basketball. To me she was extraordinary. What made her so special? She was bound to a wheelchair because she was diagnosed with polio and lost the ability to walk around 1960’s. Growing up with her, I didn’t see anything different about her. She could drive a car, play basketball, and attend community college. The experiences shared with her, shaped my paradigm in which any individual with or without a disability can perform any task at hand, including going to college. She passed away when I was 8 years old, but her presence made a major impact on my life.

What I belief about children and their education?
I believe all learners are able to accomplish a goal with scaffolding and equitable resources. Leaners come in all colors, shapes and cultures. As a result, children have abilities and skills that can benefit others. We can learn from each others strengths and through those abilities, educators can empower leadership skills. The Leader in Me paradigm sees that every child is capable, every child is a leader. 

I believe learning is apart of life and never-ending. Human beings are innately creative and pose questions. As a result, I believe that children be allowed to express their creativity and ask questions to spark curiosity.  
I believe in multilingualism and fostering cultural awareness. Through education, we can foster empathetic and compassionate leaders. 

Is education preparatory experience? 
Perseverance and motivation are essential skills that need to be modeled in order to overcome struggles. Therefore, my belief is that education allows children to become leaders and enhance their skills for a global multicultural and multilingual  competitiveness for the 21st century. 
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