Scholarship of Teaching
How can I foster student learning and engage students more effectively?
The following is an overview of my Teaching & Learning Reflection, Philosophy of Education, and Curricular Contributions Reflection. Links to scholarly teaching evidence will appear when hovering over linked items.
Teaching & Learning: Reflection
Years ago, I wrote my Philosophy of Teaching. An interest in science and pedagogy shaped this philosophy. Within the study of science, one learns that diversity ensures the prosperity of a habitat. This idea, when applied to the classroom, promotes learner success. One of the strategies I utilized to diversify learning experiences is to develop authentic, real-world application performance assessments. One of the most practical tools I developed to ensure the design of authentic learning experiences was the CRAFT framework. The acronym stands for conflict, role, audience, format, and topic.
The CRAFT framework has assisted me in developing problem-based learning activities throughout the various courses I have designed for MNU. The ISTE Standards Analysis Performance Assessment is a most recent example of a performance assessment. Technology for Teaching and Learning, a recently created online accelerated course, included this activity. In addition, our teacher preparation program requires candidates to know and use ISTE standards in developing lesson plans. Therefore, the ISTE Standards Analysis Performance Assessment was used to familiarize students with the seven standards and components. This performance assessment started with the following ‘Conflict’:
This week, your task is to analyze two videos of the Winner and finalist (runner-up) for an Innovative Use of Technology in the Classroom Award. The Runner-up believes she was robbed and demands a justification. View each video, and after viewing the video, review the ISTE Standards for Students and infer which indicators are evident in each educator’s classroom (ex: 1.a, 2.c…). After your analysis, answer the following questions: Were the judges justified in selecting the Winner? Why or why not?
Deciding to transition the Elementary Education Unified program to an online format left several faculty and prior program completers concerned that such a decision would hinder relational learning. Additionally, initial program survey responses indicated a desire to connect regularly with faculty and other students. After this feedback, I implemented weekly collaborative working sessions. While this remained an asynchronous course, students have the option to attend a weekly zoom event. Each zoom session provided students with a collaborative performance opportunity to reinforce course learning goals. While these sessions were optional, the courses maintained almost 100% weekly attendance. Course evaluations expressed gratitude for these sessions and prompted continued use of the optional synchronous course format.
The CRAFT framework has assisted me in developing problem-based learning activities throughout the various courses I have designed for MNU. The ISTE Standards Analysis Performance Assessment is a most recent example of a performance assessment. Technology for Teaching and Learning, a recently created online accelerated course, included this activity. In addition, our teacher preparation program requires candidates to know and use ISTE standards in developing lesson plans. Therefore, the ISTE Standards Analysis Performance Assessment was used to familiarize students with the seven standards and components. This performance assessment started with the following ‘Conflict’:
This week, your task is to analyze two videos of the Winner and finalist (runner-up) for an Innovative Use of Technology in the Classroom Award. The Runner-up believes she was robbed and demands a justification. View each video, and after viewing the video, review the ISTE Standards for Students and infer which indicators are evident in each educator’s classroom (ex: 1.a, 2.c…). After your analysis, answer the following questions: Were the judges justified in selecting the Winner? Why or why not?
Deciding to transition the Elementary Education Unified program to an online format left several faculty and prior program completers concerned that such a decision would hinder relational learning. Additionally, initial program survey responses indicated a desire to connect regularly with faculty and other students. After this feedback, I implemented weekly collaborative working sessions. While this remained an asynchronous course, students have the option to attend a weekly zoom event. Each zoom session provided students with a collaborative performance opportunity to reinforce course learning goals. While these sessions were optional, the courses maintained almost 100% weekly attendance. Course evaluations expressed gratitude for these sessions and prompted continued use of the optional synchronous course format.
- Jill was very profession and supportive. I enjoyed her class and the zoom sessions, which I really felt that I got a lot out from. I really feel that I gained a wealth of knowledge thanks to Jill's course!
- Having had a few other courses now to compare, I really like how Jill organized her classes and wish other professors did it similar to her zoom meetings and teaching. She is very kind, knowledgeable, helpful, and prepared to teach others what she clearly stated was her passion a number of times. I feel that I learned a lot from her.
- I enjoyed this instructor. Dr. Gonzalez did an excellent job at creating a community between myself and my classmates."
- Dr. Gonzalez-Bravo is a fantastic professor who is extremely helpful and kind. I loved taking her class and would definitely recommend it.
- I thought she was a wonderful professor and would like to have her for more courses. She was clear on expectations and was willing to help if help was needed. I enjoyed taking this class from her. Thank You!
- loved the zoom lectures and being able to do the assignments as a group.
Educational Philosophy of Teaching (Click here)
Curricular Contributions: Reflection
Serving as the chair of traditional initial licensure programs and unit head over all initial and advanced licensure programs has required a thorough understanding of the state and national standards that govern all 13 programs. Working collaboratively with faculty and advisory board members, we developed innovative programming and systems for continuous improvement. In addition, I developed a variety of artifacts to guide faculty and program directors/coordinators in meeting the extensive expectations of our national accrediting body. While the "SOE Instructional Support Artifacts" linked below emphasize my dedication to supporting faculty and enacting national and state standards with fidelity, I am equally committed to innovating programs and practices. The following are links to some more recent department bi-annual advisory reports:
Spring 2020 Advisory Board Report
Fall 2020 Advisory Board Report
Spring 2021 Advisory Board Report
Fall 2021 Advisory Board Report
Spring 2022 Advisory Board Report
Fall 2022 Advisory Board Report
The above reports highlight innovative efforts in recruiting and retaining candidates through our RISE program, community building efforts, strategies to meet mandates such as those required by the Dyslexia Task Force, micro-credentials and digital badging opportunities, and summaries of our program redesign processes and conceptual framework development.
As the unit head, my goal was to meet national accreditation expectations and ensure program practices were meaningful to faculty and beneficial to students. Working collaboratively with MNU faculty and advisory board members, we streamlined processes and aligned our department's courses, assessments, and continuous improvement system. The newly adopted protocol, the Pioneering Continuous Improvement Plan Handbook, supported our department in every aspect of the continuous improvement process. The resultant iterative quality strategic evaluation model ensures the integrity of all initial and advanced programs and allows us to stay focused on our unit's six program commitments.
MNU SOE is committed to preparing pioneering educational leaders. MNU faculty and staff do this by:
The system provides valuable insights into candidate success, department processes, and faculty practice. Perspectives gained resulted in a myriad of responsive works that were grounded in data-informed decision-making. Therefore, the remainder of the portfolio focuses on our responsiveness.
Spring 2020 Advisory Board Report
Fall 2020 Advisory Board Report
Spring 2021 Advisory Board Report
Fall 2021 Advisory Board Report
Spring 2022 Advisory Board Report
Fall 2022 Advisory Board Report
The above reports highlight innovative efforts in recruiting and retaining candidates through our RISE program, community building efforts, strategies to meet mandates such as those required by the Dyslexia Task Force, micro-credentials and digital badging opportunities, and summaries of our program redesign processes and conceptual framework development.
As the unit head, my goal was to meet national accreditation expectations and ensure program practices were meaningful to faculty and beneficial to students. Working collaboratively with MNU faculty and advisory board members, we streamlined processes and aligned our department's courses, assessments, and continuous improvement system. The newly adopted protocol, the Pioneering Continuous Improvement Plan Handbook, supported our department in every aspect of the continuous improvement process. The resultant iterative quality strategic evaluation model ensures the integrity of all initial and advanced programs and allows us to stay focused on our unit's six program commitments.
MNU SOE is committed to preparing pioneering educational leaders. MNU faculty and staff do this by:
- Monitoring and providing continual feedback on candidate professional dispositions
- Creating a candidate-centered academic culture that attracts high-quality candidates
- Providing rigorous preparation to ensure candidate success in the classroom and meeting licensure requirements.
- Recruiting and retaining high-quality candidates from a broad range of backgrounds and diverse populations.
- Ensuring an effective professional practice for faculty and staff
The system provides valuable insights into candidate success, department processes, and faculty practice. Perspectives gained resulted in a myriad of responsive works that were grounded in data-informed decision-making. Therefore, the remainder of the portfolio focuses on our responsiveness.
SOE Instructional Support Artifacts
- MNU Advanced KSDE Accreditation Program Report & Virtual Site Visit, Spring 2021
- MNU SOE Pioneering Continuous Improvement Plan Handbook, Fall, 2020
- MNU SOE Multiple Measures for Measuring Completer Effectiveness Manual, Spring, 2020
- MNU SOE INTASC Aligned Course Design to Ensure Acquisition of Knowledge, Skills & Dispositions, Spring, 2020
- MNU SOE Pioneer Teachers Who Inspire, contest to elevate the profession, Fall, 2019
- MNU SOE Redesign, Commitments, & Strategic Planning, Fall, 2019
- MNU SOE Recruitment and Retention Plan, Fall, 2019
- MNU SOE Accreditation Case Study Process, Protocol, and Enactment, Fall, 2019
- MNU SOE Assessment Development Processes and Protocol, Spring, 2019