EDLD 5363 - Final Course Reflection

This course has been a test of my abilities to learn and apply new knowledge and skills quickly and effectively. Although the Audio/Video class has been next door to me this year, I had never really tried to understand exactly what they do. I truly have a respect for their patience and creativity in producing quality videos. As one of our readings stated, “Multimedia certainly has the potential to extend the amount and type of information available to learners.” (Shank, n.d.) I realize how important it is to be able to tell your story, capturing and retaining your audience’s attention throughout.

Utilizing Windows Movie Maker was a surprisingly easy program, which made editing simple and trouble-free. What I discovered is that it is important to have plenty of material to use during editing and to make sure you edit down to the essential message of your story. Especially as I made the Personal Digital story video, I found it difficult to narrow down and edit through the information and pictures I had to create a clear, concise and interesting video story. As our group worked through the PSA project, it was first important to identify each piece of the project that needed to be completed and assign those pieces to the group, utilizing each group member’s strengths and interests. As we moved into the production and post-production phase, communication throughout the process ensured that the project was of the quality we desired as well as completing it within the deadlines that were given. A key aspect was collaborating throughout the process, discussing the individual elements of the PSA, including shot selection, voiceover options and final editing and web delivery formatting choices.

Because we worked together throughout the entire project, it made decisions much easier to finalize regarding our finished PSA. In addition, every effort was made to copyright not only the pictures, music and information we used, but also our original works. We were very cognizant to review and document as we developed the PSA, and give appropriate credit at the end of our production. It was a pleasure to work with such dedicated colleagues – thank you to Kim, Blaine and Dana for being such wonderful group members. I look forward to future collaborations as we finish the final courses of our graduate studies.

Reference:

Shank, P. (n.d.). The value of multimedia in learning. Think Tank. Retrieved November 9, 2011, from http://www.adobe.com/designcenter/thinktank/valuemedia/.

EDLD 5363 - Week 5 Web Conference Reflection

Once again it was necessary to read the web conference script after the fact. The webcasts and scripts have been a life-saver during this class – so much is going on at school this week! I know I will get everything done, but having to submit all assignments by Friday at midnight is stressful – I can see the stress in my classmates posts too! My weekends are my time to focus and work on MY school and not having that time makes things difficult this week.

This final web conference focuses on the various pieces of documentation, collaboration and final PSA video. It continues to amaze me how we can all be in such different locations and situations and still be able to work together to complete a major collaborative project. Utilizing Google docs, Dropbox and a designated project wiki has helped this shared effort on track. Technology is an incredible and wonderful tool! 

EDLD 5363 – Week 4 Web Conference Reflection

Yesterday, I watched the web conference conducted on Monday night. There seems to be some anxiety (I feel it too) about the PSA project. The whole video technology concept and application is very new to some of us, and as a CTE teacher, I don’t like feeling uncomfortable using a technology application. But I also have to remember that I am the “student” now, not the teacher.

One of the things Dr. Abernathy continues to say is “feel good about what you are doing and learning.” This is an educational process and although there may be some concern over getting the PSA done correctly, the main objective is to grow and learn. It is also nice to have classmates share websites, tips and techniques they have discovered along the way – I have learned so much just watching and listening! Thanks to all!

EDLD 5363 – Week 3 Web Conference Reflection

This week I was unable to participate in a web conference due to previous commitments, but being able to view the web conference is a great way to gain valuable information. This week it is especially important because we are creating the production plan for our PSA assignment. I am fortunate to have a great group in Kim McKay, Dana Chelette and Blaine Locheed and we have jumped in to the assignment, collaborating and planning our video presentation.

The web conference clarified the Week 2 grading problems, which was a great relief after I saw the zero in Epic. In addition, explaining the terminology for the PSA planning document, ways to share our collaboration and understanding the copyright and credits portion of the PSA. I also picked up on the suggestion that Dropbox may be a good way to store the video portions of our PSA. Good suggestions and ideas from my classmates is one of the most valuable tools I gain from the web conferences each week.

EDLD 5363 – Week 2 Video Editing Experience Reflection

This week started out being a time of anxiety and concern for me. Frankly, I did not have a clue as to how I was going to complete the assignment. I have never used video editing software and the task at hand seemed overwhelming. After listening to Wednesday’s web conference I felt a little more comfortable, but it wasn’t until I decided to evaluate and began experimenting with Windows Movie Maker that I felt more at ease. As a teacher who has taught and used many of the Microsoft Suite programs, Movie Maker was simple and uncomplicated to learn, and the applications were not difficult to figure out. I watched a couple of tutorial videos on You Tube and soon I felt secure in making my podcast. I had never used Audacity, so that also was a new experience for me. Putting the two together was easy, although I had difficulty downloading the LAME mp3 encoder software. I ended up just saving my audio file as a WAV file and it worked perfectly in Movie Maker.

After this experience, I am sure I will continue to use Movie Maker and Audacity to support and enhance my future assignments and especially in my classroom. This week’s assignment has definitely been an educational event, and I am excited at the prospect of teaching my students the new applications I have learned. 

EDLD 5363 - Week 2 Video Editing Software Evaluation

As many of my colleagues have expressed in their discussion posts this week, video editing is a completely unfamiliar process that I previously knew nothing about. In reviewing the readings and evaluating my options, I chose Windows Movie Maker, partly because I am familiar with Windows applications and partly because I already have it on my laptop. I first decided to explore on my own and pulled in a clip to edit that I had accidentally (because I didn’t know what I was doing) saved from playing with my web camera when we were working on the project for EDLD 5364, Teaching with Technology. I must say that because of my familiarity with Microsoft products, the use of Windows Movie Maker and the tutorials included with it, were easy to navigate. I was able to take three separate clips (I still don’t know how I did that) and put them together for a seamless video. I wish I could have done that when we were working on our project! I then watched a video from YouTube (Bass, 2011) which was very informative and covered the various introductory applications of the program.

“Media are built things.” (Garrison, 1999, Winter) This statement is simplistic but true. The ease of the 1, 2, 3 format makes Movie Maker easy to use and “build” the project, especially for a novice like myself. I was able to follow the video descriptions and then take a video clip and drag the clip to the storyboard, then edit the clip. You can also merge and split clips before you add to the storyboard. One point I should state is that you should watch and time the videos you want to edit to ensure that you only merge and/or split the portions of the video you desire. However, thank goodness for the undo feature! This allows you to undo any commands you find you do not want. When adding music, audio or sound, it is very similar to other Microsoft programs, as importing this feature is straight-forward. The timeline makes it easy to adjust your music, audio and/or sounds to your video clip as you edit.

When adding transitions, you can place them on the storyboard between the video clips, just as you would with a program such as PowerPoint. Again, familiarity with Microsoft programs makes the instructions effortless to follow. Adding titles and credits, with animations, font styles and types, will augment those slides and enhance your video. The video effects you can add can help to achieve some drama to your videos; however, as I teach my students, make sure your effects are appropriate for the document (video) you are creating. Sometimes you can get carried away with effects and it takes away from the message of your production.

Once you have completed your video, saving is simple – just navigate to the area you want to save and name the video. Microsoft will default to the My Videos folder, but you can also browse and save in other folders you choose. One factor that is important to understand is that videos are normally large files and Movie Maker assists you in compressing those files during the saving process. When finished, Windows Media Player will allow you to view your video.

Finally, Movie Maker allows you to easily e-mail, save to CD, or post your video to the Web. The video hosting feature appeared simple; however, I prefer to use my own options and it didn’t provide for this through this feature. However, posting to YouTube is still available, as long as the video is saved in a format compatible with YouTube. The clip I edited saved as a wmv file, so it should be good to post to You Tube or other similar sites.

As I have discovered with most multimedia and presentation programs I have worked with, it is key to watch your creations as you develop them and also when you finish. This review process will ensure that your production is a quality product that you are proud to present to your audience. As I have stated in my discussion post/responses this week, I plan to learn more about video editing software from my colleague that teaches Audio/Video Production next door to me, and also from the students who are so talented and creative in this arena. As I become more comfortable with the video editing/production process, I am sure I can utilize this information in some form in my classroom in the future. Teaching a Career and Technical Education (CTE) elective allows me the freedom to introduce new and engaging ideas into my curriculum.

References:

Bass, J. J. (2011). Movie maker video editing tutorial. YouTube. Retrieved November 26, 2011, from http://www.youtube.com/watch?v=JZXK68NS7gU

Garrison, A. (1999, Winter). Video basics and production projects for the classroom. Center for Media Literacy. Retrieved April 6, 2009, from http://www.medialit.org/reading_room/article3.html

The YellowMnM. (2011). How to use windows movie maker. YouTube. Retrieved November 26, 2011, from http://www.youtube.com/watch?v=_9rRh7z5TCs&feature=related

EDLD 5363 - Week 2 Web Conference Reflection

On Wednesday night, I was able to participate in one of the weekly web conferences. After I read the assignment for this week, I was more confused than ever about the requirements. Many of us have laughed throughout this graduate school journey about being “digital immigrants” – I feel more like this than ever this week! Having never used any editing software or creating a podcast, the thought of actually editing and podcasting about something I know nothing about is a bit overwhelming. However, I know I have many classmates I can turn to if I have questions, and Dr. Abernathy seems to always make me feel less intimidated.

This will definitely be a week of exploring and discovering new tools that I can use in future assignments as well as my classroom. It is somewhat coincidental that I am beginning a lesson during this six weeks on Marketing in my Principles of Business class, and this tool should fit in nicely with that curriculum. Hopefully, I can become knowledgeable enough to teach my students. Wish me luck!

EDLD 5363 – Week 1 Reflection – Creating My Personal Digital Story

This week has provided me with the opportunity to not only utilize a new tool in Photo Story 3, but also to reflect and express a part of my life that I have needed to for awhile now. My mother is an amazing woman who has had an immense influence on my life, even more so than I realized. When I read through the “Digital Storytelling Cookbook” (Lambert, 2007) guidelines and reflected on the many stories I could tell, I kept coming back to my relationship with my mother.

Utilizing the information provided in the readings, as well as experimenting with Photo Story 3 (boy, have I missed these technology classes!), and again working with Kimberly McKay, has provided me with a busy, but fulfilling  experience that I have truly enjoyed this week. I look forward to learning even more multimedia tools that I can use in my classroom to engage my students. Bring it on!


Reference: 
Lambert, J. (2007, February). Digital storytelling cookbook, 1-30. Story center. Retrieved April 4, 2009, from http://www.storycenter.org/cookbook.pdf

EDLD 5363 - Week 1 Web Conference Reflection

I was unable to participate in any of the web conferences this week due to long days at school. Thank goodness we have the ability to read/watch the conferences online. As I review the web conferences for this week, I can’t help but think about the first web conferences I participated in. They were small groups, usually just my Section and maybe one or two others (shout out to 8028!) which I really enjoyed because of the ability to discuss and ask questions in an atmosphere that was comfortable. In the past several classes, the web conferences have been huge, with many sections involved, and many different programs, and the ability to discuss and ask questions were almost none existent due to the sheer numbers. It is nice to be back in the Ed. Tech. Leadership group again!

As I was reading this week’s scripts, I begin to see the excitement of getting back to learning and using technology programs, and how we can relate those to our own lives as well as educator and student instructional needs. I have had a chance to learn Photo Story 3 this week, and as I began to think about my personal digital story, I realized many ways I can utilize this in my classroom. In addition, the questions being asked in the web conference are not only being answered by Dr. Abernathy and/or the Instructional Assistants, but also by students helping each other. That is what we aspire to in our classrooms, so why not here? I am thrilled to be partnered with Kimberly McKay, as we have worked together in other classes and we know that we can learn and depend on each other, even though many miles separate us. Isn’t technology great? It is nice to be back home in an Ed. Tech. Leadership class…..

EDLD 5397 - Web Conference Reflection - September 20, 2011

As our last web conference of the class, Dr. Mason thanked us all for our hard work and dedication to our action research plans and completing the weekly assignments. She clarified which documents should be at the end of the assignment, not just in TK 20, and these assignments are an updated Vitae, our professional development plan and our updated internship plan. Also discussed was the PISE/ETLISE and the details of the submission and reflection of this document. TK20 is always a source of discussion, as the requirements and procedures for submission are a little confusing. Dr. Mason did her best to clarify the instructions for us. The web conferences have been very helpful during this class to understanding the weekly requirements as well as the overall requirements of the upcoming final internship class. 

EDLD 5397 - Web Conference Reflection - September 6, 2011

Tuesday night, we discussed the assignments this week that revolve around our Action Research plans. Dr. Mason covered the steps we should be taking to review, implement, reflect and adjust our plans as we work toward the final stages of our plan. In addition, she mentioned the documents we should utilize to report our findings. Setting up a meeting with our site supervisor to discuss our progress is our main step this week to review and adjust our plans as needed. Documentation regarding our progress should also be posted to our wikis/blogs for review as a portion of our assignment this week. I must admit that I have not made the progress I have needed to complete my plan, but I feel certain I can adjust and complete a quality research project that will reflect the needs of my campus and address the goals of this venture. Utilizing a literature review that supports my plan is also an area I must address immediately to support the goals and objectives of my undertaking. One area that was mentioned that I will definitely try to incorporate is my action research project as a part of my overall internship plan. There are several components of the action research plan that I can relate to my internship in the Educational Technology Leadership program. 

Action Research Project Progress Report

Impact of Career Pathways on
Student Course Selections
Janet Lumpkins

                With the implementation of new career pathways in Career and Technology (CTE) course offerings, the focus of counseling and assisting students in finding classes that meet their career goals is important. Education and information in these areas is vital to guiding our students in these efforts. Due to the newness of the courses, it is uncertain that the students truly understand the purpose of choosing classes that reflect their interests both now and in the future. Therefore, I chose to survey the students, as well as the faculty, in their level of knowledge on the career pathways and course offerings at Angleton High School. In the survey, I will gather basic data on each student as well as ask them specific questions concerning their knowledge and class choices so far. In addition, I will gather information from surrounding schools as to any additional classes we do not offer that might be of interest to our student population. In the student survey, I will also ask about any career direction they might be interested in that is not offered at Angleton High School.
                My vision is that we will find areas where the communication of the career pathway information is either strong and we can continue to build on this or that in weak areas we can adjust our practices so that the students benefit and can make informed decisions on the classes they choose based on their career ideals. My plan is to design the survey in such a way as to measure the understanding of the students and faculty to address strengths and weaknesses to develop a plan to improve student consultation in the future.
                There are several websites that CTE teachers can access to support the use of career pathways. Achieve Texas is a website that outlines the career pathways and their relevance for students, parents and other stakeholders. The ultimate goal is to make “wise education choices.” (Alexander, 2010) The information provided on Achieve Texas as well as others seeks to educate all stakeholders in the advantages, both now and in the future, of having students choose their CTE classes based on their future career goals and objectives. Furthermore, “when schools integrate academic and technical education, students can see the “usefulness” of what they are learning.” (Alexander, 2010)
                When my Action Research project is complete, I will have data to present to administrators, counselors, and faculty that will hopefully guide our conversations with students as they are seeking CTE classes that are relevant and support their career goals. In addition, all faculty can be updated and enlightened on CTE and the advantages our classes can offer all students. CTE classes have many factors that support all academic areas, so working together we can assist our students to succeed in all areas of instruction, helping them to be a well rounded individual.
                In constructing the survey, it is my intention to utilize as many students as possible. This will help justify and support the data I will collect. I have discussed this with our Social Studies Department Chair, as I felt these classes will help include the greatest amount of students in the survey. In the survey, I will not take any names – this will be a blind survey of information. This should ensure student safety and confidentiality. The survey will be short and to the point, as to identify the information needed as well as not take up a great amount of instructional time in the Social Studies classes.
                Identifying the need to gather information on the awareness of career pathways will guide the development and delivery of the survey instrument. I do not predict any conflict in collecting the data of the research. I will not force any student to participate – only encourage them, through the survey, to answer the questions completely and honestly to assist our campus in the goals identified. I believe if the message is clear, the students will be cooperative. Planning ahead and having the support of the faculty involved in helping me facilitate the survey will aid in avoiding any conflicts.
                The CTE career pathways are designed to meet the future goals of all of our students; therefore, all students, including those with diverse backgrounds are included. “It allows students to achieve excellence by preparing them for secondary and postsecondary opportunities, career preparation and advancement, meaningful work, and active citizenship.” (Alexander, 2010) The data collected in the action research will address the needs of our students and assist faculty in meeting those needs by giving us the knowledge to have meaningful conversations with our students regarding their future aspirations.

References

Alexander, K. L. (2010). Achieve texas. Retrieved from http://www.achievetexas.org/index.html

Action Research Plan - revised September 2011

After meeting with my Site Supervisor and reviewing my previous Action Research Plan, we decided a new Action Research Plan would better reflect the needs of my campus. The new plan is posted below.

Action Planning Template
Goal: To determine the impact of Career and Technology (CTE) career pathways on high school student course selections.
Action  Steps(s):	Person(s) Responsible:	Timeline: Start/End	Needed Resources	Evaluation
Discuss Action Research topics with site supervisor	Site supervisor (Katie Laza, Angleton ISD CTE Director) and myself	September 2011	Discussion Notes Intern Plan	Prepare Action Research topic and supporting inquiries
Research online articles and other resources regarding selected Action Research topic	Site supervisor, myself, Angleton High School (AHS) principal, AHS librarian, various Angleton ISD (AISD) administrators as needed	September 2011 – February 2012	Internet, library, input from AISD administrators	Evaluate data, review relevant information to begin formulating action research inquiry activities
Survey surrounding school districts as to CTE career pathways offerings	CTE Director/Site supervisor, myself, CTE Directors from surrounding school districts	December 2011	Survey/Questionnaire	Compile data and examine correlation to Angleton ISD – are we offering relevant career pathways? Are there additional pathways/classes other school districts are offering that would/could be beneficial to our students?
Survey current students through Social Studies classes as to their knowledge, interest and use of CTE career pathway courses. How do they plan to use these classes in their future plans after graduation?	AISD teachers, myself, students in Social Studies classes	November 2011	Survey/Questionnaire, Interviews	Compile data and examine results – are students knowledgeable and utilizing the career pathways we offer?
Survey Angleton ISD CTE teachers as to value and relevance of career pathways in their subject areas. Survey AHS teachers on their knowledge of CTE courses and how they think these career pathways assist our students	Myself, Angleton ISD CTE teachers, AHS teachers	December 2011	Survey/Questionnaire, Interviews	Compile data and examine results – is AISD offering relevant career pathways for college, technical school or work placement? Are students taking advantage of these career pathway courses?
Compilation of data in report form	Site supervisor, myself	February 2012	Tables, charts, spreadsheets, reports, PowerPoint – time, computer	Review, critique, revise as needed to complete inquiry in report format
Review wonderings/ inquiries for further evaluation	Site supervisor, myself	February 2012	Data, discussion	Add additional information to report as needed
Share/ implement findings	Site supervisor, myself, AHS principal, counselors, CTE teachers and faculty, AISD administrators	February 2012	Final summative report, discussion	Evaluate results for continuation of relevant CTE course offerings, elimination of courses not utilized and addition of other constructive career pathways/courses as needed. In addition, review the need to in-service faculty on CTE career pathways and course offerings.

EDLD 5345 - Week 4 Web Conference Reflection - July 31, 2011

The web conference began by discussion of the implications and responsibilities, especially as teachers and administrators, of social networking sites, particularly Facebook. Also discussed was the ability to have religious items in your classroom or on your desk. Sometimes it comes down to whether or not someone complains about it. Addressed were the PDAS issues concerning evaluation of former teaching colleagues and veteran teachers who have become ineffective. Pros and cons of PDAS were also debated. The different styles of walkthroughs and how each school conducts these were also discussed. The different exams and classes associated with the principal certifications, such as ILD, LCE and PDAS and questions concerning these classes and tests were discussed.

EDLD 5333 - Web Conference Reflections for June 1, 16 and 22, 2011

These web conferences were very helpful in outlining the steps in completing not only the graduate program I am currently enrolled in, but also the principal certification. TK20 has been a source of discussion in many of our web conferences and this assists in clarifying the requirements of utilizing this archiving tool for our work. I was not aware that we needed to complete the ILD training before we can take the principal certification, so this was an important piece of information received. Clarification of internship and PDAS certification was also addressed in these web conferences. We were also introduced to a new program being offered at Lamar University, the online doctorate program.

Blog Reflection - EDLD 5301 - Week 5 - Insights/Future Implementation

There are so many areas of interest in this course on action research. As I have stated before in my discussion postings, just the connotation of “research” brought on some negative feelings and past experiences of digging through books in a library and spending hours on the computer looking up various information sources. However, after learning about the process of action research, this reference was quickly erased and replaced by the eagerness to inquire and study a topic that not only interests me, but even more importantly, could lead to possible change and improvement in my school.

Staying busy with action research activities have really made these past five weeks go by very quickly. It is true that reflection is a huge part of this process. Have I developed a relevant action plan? Will I be able to review appropriate literature related to my topic? Will I be able to collect pertinent and significant data? Will the data support my plan? So many wonderings already and I have yet to truly begin my research! One area I have concluded is that I cannot go through this alone. I need to include others, including my site supervisor, campus administrators, my fellow teachers and students to assist me in a successful study of my action research topic.

Further sources of enlightenment on the subject of action research are the many discussion posts by me and my classmates. By having conversations via the discussion board, I have gained additional perspectives and knowledge about the other action research plans my classmates are working on, especially during Week 3. This really opens up a world of knowledge about various relevant topics affecting our schools in today’s technological age. Wonderings and inquiries about test scores, Internet safety, the affect of integrating various technology tools such as new web-based and software programs, laptops, Smartboards, iOS devices and Netbooks on the development of student learning. The possibility of action research in these areas is exciting and I look forward to following these projects as they progress to fruition.

Blog Reflection – EDLD 5301 – Week 4

As I reflect on this week, it seems like this class just began and it is almost over! I am pleasantly surprised that my action research plan seemed to fall into place fairly easily, thanks to the help of my site supervisor, Katie. Although I know that I have much work ahead of me in working through my project, I know that I have developed a good, workable plan and will hopefully lead to a process of continuing follow-up and information we can use at our campus. I am also grateful that I have classmates who provide their input so that I can grow as a student and action researcher.

Cohort 17 – you rock!

Action Research Plan

Action Planning Template
Goal: To determine the impact of Career and Technology (CTE) certifications on long-term career decisions by high school students.
Action Steps(s):	Person(s) Responsible:	Timeline: Start/End	Needed Resources	Evaluation
Discuss Action Research topics with site supervisor	Site supervisor (Katie Laza, Angleton ISD CTE Director) and myself	January 2011	Discussion Notes Intern Plan	Prepare Action Research topic and supporting inquiries
Research online articles and other resources regarding selected Action Research topic.	Site supervisor, myself, Angleton High School (AHS) principal, AHS librarian, various Angleton ISD (AISD) administrators as needed.	February – March 2011	Internet, library, input from AISD administrators	Evaluate data, review relevant information to begin formulating action research inquiry activities
Survey surrounding school districts as to CTE certification offerings	CTE Director/Site supervisor, myself, CTE Directors from surrounding school districts	March 2011	Survey/Questionnaire	Compile data and examine correlation to Angleton ISD – are we offering relevant certifications? Are there additional certifications other school districts are offering that would/could be beneficial to our students?
Survey Angleton ISD CTE teachers as to value and relevance of certifications in their subject areas	Myself, Angleton ISD CTE teachers	March 2011	Survey/Questionnaire, Interviews	Compile data and examine results – is AISD offering relevant certifications for college, technical school or work placement? Are students taking advantage of these certifications pre- and post-graduation?
Assemble statistics of certifications received by CTE students during past 2 years	CTE Director/Site supervisor, myself, AISD teachers, AISD information database, CATEMA database	April 2011	CTE data from Angleton ISD	Compile data and examine results – what is the total number of certifications in each CTE area? Which certifications are the most prevalent?
Survey current students pre-graduation as to plans after graduation	AISD teachers, myself, students who have received certification during current school year	April – May 2011	Survey/Questionnaire, Interviews	Compile data and examine results – are students planning to use certifications after graduation?
Contact students who have graduated as to their use of certifications post-graduation	CTE Director/Site supervisor, myself, AISD teachers, AISD CTE information database, CATEMA database	May 2011-Summer 2011	Survey/Questionnaire, phone and/or email contact	Compile data and examine results – are students utilizing certifications post-graduation? If so, how are they using certifications? If not, why?
Compilation of data in report form	Site supervisor, myself	Summer 2011	Tables, charts, spreadsheets, reports, PowerPoint – time, computer	Review, critique, revise as needed to complete inquiry in report format
Review wonderings/ inquiries for further evaluation	Site supervisor, myself	Summer 2011	Data, discussion	Add additional information to report as needed
Share/ implement findings	Site supervisor, myself, AHS principal, AISD administrators	September 2011	Final summative report, discussion	Evaluate results for continuation of relevant certifications, elimination of certifications not utilized and addition of other constructive certifications as needed

Format based on Tool 7.1 from Examining What We Do to Improve Our Schools

(Harris, Edmonson, and Combs, 2010)