PROFESSIONAL GROWTH PLAN
Entering the final stage of this journey, I continue to identify myself as a learner and a professional. Reaching out for opportunities for scholarship and service through practical experiences during the 2016-2017 school term has brought me closer to becoming an authentic leader. My mother’s loss to Leukemia and subsequently, my close relationship with my maternal grandmother, taught me how to be self-reliant and clearly helped to set my value system that is fundamental to the person I am today. Valuing others, while maintaining respect for myself along with the belief that working together we can make a positive difference in a child’s life defines the person I am today.
“Authentic leaders use their natural abilities, but they also recognize their shortcomings and work hard to over come them. They lead with purpose, meaning, and values. They build enduring relationships with people. Others follow them because they know where they stand... Authentic leaders are dedicated to developing themselves because they know that becoming a leader takes a lifetime of personal growth ” (George,2003, Location No. 230).
During the second stage of my journey to becoming an Educational Technology Instructional Consultant, I’ve accomplished the following objectives in preparation of meeting my goal:
Year Two (2016-2017)
· Participated in the HSI Grant research project for NJCU (2017).
· Co-published two online articles for Daily Genius(2016) and The Learning Counsel(2016).
· Participated as co-presenter at Tech & Learning Live(2016), NJECC, & NJEdge (2017).
· Co-presented on webinars for Seesaw(2016) and ATAC (2017).
· Co-presented at EdCampNY(2016)& EdCampAccessNJ(2017).
Year One (2015-2016)
· Co-presented at ISTE (2016) with Cohort 2 and 3 members.
· Participated as co-presenter at EdCampNJ, SpedCamp North, EdCampAccess
· Co-coordinated with Patricia Holzman a local community Maker Day Event
· Provided PD for building faculty on Online Portfolio Assessment for students
· Co-presented at TeachMeetNJ (2015) & NJEdge (2016)
· SITE 2016 Reviewer
· Collaborated with Cohort 2 and 3 members on A. Harry Moore iBeacon project
Professionally, I continue to prescribe to Terry’s model of an authentic organization as described in Northouse (2013) supporting the growth of an organization from within with a leader that is true to herself. To prepare to become a successful leader I’ve set and partially met the following objectives during year two and will remain focused on them through the remainder of my journey:
Year 3 (2017-2018)
· Complete dissertation study (2017-2018)
· Participated in research opportunities (HSI Grant, 2016-2018)
· Designed professional development presentations to showcase unique and innovative
approaches to learning for Seesaw (2016) and ATAC (2017) webinars
· Partnered with a startup as a brand ambassador(Seesaw Ambassador, 2016-2017)
· Take part in a grant writing opportunity
· Publish to a peer reviewed or respected online publication(Daily Genuis and The Learning
Counsel, 2016)
· Present at local, state and national conferences ( ISTE, Tech &Learning Live, NJEdge, & NJECC)
· Build supportive partnerships (Seesaw, Jersey City Public Schools, & Toms River Public
School)
To date, my career has involved the K-12 special needs population with a focus on students with intellectual disabilities. Throughout my work experience, which began with Autistic adolescents, technology as a transformative tool has held a major role. Along this educational journey my focus has transferred from Blended Learning within a K-12 special education population full circle to adults on the Autism Spectrum. How technology is utilized within a work environment to support individuals with autism spectrum disorders (ASD) grew over time to capture a larger part of my interest and subsequently my research. The Centers for Disease Control and Prevention (2016), identify autism spectrum disorder as "a developmental disability that causes significant social, communication, and behavioral challenges." Providing effective solutions for ASD adults is as important as providing effective solutions for K-12 students on the autism spectrum. As I reach for my goal of becoming a consultant during my third year in the doctoral program, I’ve set the following objectives:
· Obtaining a part-time position with a professional ASD employment company as a consultant
· Develop a proposal for an employment support program for A.Harry Moore school
· Complete my doctoral studies
Working with an ever increasing community of practitioners as described by Wenger and Lave (1991) my time at A.Harry Moore, which is known for its innovative approach to the delivery of services to a specialized population, remains a valuable resource to engage in practical and theoretical applications of best practices. Researching the development of learning communities, autism employment access, and technology supports remains exciting professionally. Developing content to train ASD stakeholders requires building a professional development model for employers, staff, and ASD employees. Promoting ASD employment is one long range goal that obtaining my doctoral degree will help me to accomplish. This will ultimately provide me with the opportunity to segue into professional consultation. Leadership was not a duty that I initially saw in my professional life, yet it appears that in order to continue to be true to myself, becoming an authentic leader is where my destiny is headed.
References
Centers for Disease Control and Prevention. Autism spectrum disorder: Facts about asd. (2016);
https://www.cdc.gov/ncbddd/autism/facts.html. Accessed March 8,2017
George, W. (2003). Authentic leadership: Rediscovering the secrets to creating lasting value. [Kindle version]
Retrieved from Amazon.com
Horn, M. H. (2015). Blended: using disruptive innovation to improve schools. San Francisco: Jossey-
Bass.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York:
Cambridge University Press
Northouse, P. (2013). Leadership: Theory and practice. Thousand Oaks: SAGE Publication.
This working document will be continuously update to reflect my progress through out this journey.
“Authentic leaders use their natural abilities, but they also recognize their shortcomings and work hard to over come them. They lead with purpose, meaning, and values. They build enduring relationships with people. Others follow them because they know where they stand... Authentic leaders are dedicated to developing themselves because they know that becoming a leader takes a lifetime of personal growth ” (George,2003, Location No. 230).
During the second stage of my journey to becoming an Educational Technology Instructional Consultant, I’ve accomplished the following objectives in preparation of meeting my goal:
Year Two (2016-2017)
· Participated in the HSI Grant research project for NJCU (2017).
· Co-published two online articles for Daily Genius(2016) and The Learning Counsel(2016).
· Participated as co-presenter at Tech & Learning Live(2016), NJECC, & NJEdge (2017).
· Co-presented on webinars for Seesaw(2016) and ATAC (2017).
· Co-presented at EdCampNY(2016)& EdCampAccessNJ(2017).
Year One (2015-2016)
· Co-presented at ISTE (2016) with Cohort 2 and 3 members.
· Participated as co-presenter at EdCampNJ, SpedCamp North, EdCampAccess
· Co-coordinated with Patricia Holzman a local community Maker Day Event
· Provided PD for building faculty on Online Portfolio Assessment for students
· Co-presented at TeachMeetNJ (2015) & NJEdge (2016)
· SITE 2016 Reviewer
· Collaborated with Cohort 2 and 3 members on A. Harry Moore iBeacon project
Professionally, I continue to prescribe to Terry’s model of an authentic organization as described in Northouse (2013) supporting the growth of an organization from within with a leader that is true to herself. To prepare to become a successful leader I’ve set and partially met the following objectives during year two and will remain focused on them through the remainder of my journey:
Year 3 (2017-2018)
· Complete dissertation study (2017-2018)
· Participated in research opportunities (HSI Grant, 2016-2018)
· Designed professional development presentations to showcase unique and innovative
approaches to learning for Seesaw (2016) and ATAC (2017) webinars
· Partnered with a startup as a brand ambassador(Seesaw Ambassador, 2016-2017)
· Take part in a grant writing opportunity
· Publish to a peer reviewed or respected online publication(Daily Genuis and The Learning
Counsel, 2016)
· Present at local, state and national conferences ( ISTE, Tech &Learning Live, NJEdge, & NJECC)
· Build supportive partnerships (Seesaw, Jersey City Public Schools, & Toms River Public
School)
To date, my career has involved the K-12 special needs population with a focus on students with intellectual disabilities. Throughout my work experience, which began with Autistic adolescents, technology as a transformative tool has held a major role. Along this educational journey my focus has transferred from Blended Learning within a K-12 special education population full circle to adults on the Autism Spectrum. How technology is utilized within a work environment to support individuals with autism spectrum disorders (ASD) grew over time to capture a larger part of my interest and subsequently my research. The Centers for Disease Control and Prevention (2016), identify autism spectrum disorder as "a developmental disability that causes significant social, communication, and behavioral challenges." Providing effective solutions for ASD adults is as important as providing effective solutions for K-12 students on the autism spectrum. As I reach for my goal of becoming a consultant during my third year in the doctoral program, I’ve set the following objectives:
· Obtaining a part-time position with a professional ASD employment company as a consultant
· Develop a proposal for an employment support program for A.Harry Moore school
· Complete my doctoral studies
Working with an ever increasing community of practitioners as described by Wenger and Lave (1991) my time at A.Harry Moore, which is known for its innovative approach to the delivery of services to a specialized population, remains a valuable resource to engage in practical and theoretical applications of best practices. Researching the development of learning communities, autism employment access, and technology supports remains exciting professionally. Developing content to train ASD stakeholders requires building a professional development model for employers, staff, and ASD employees. Promoting ASD employment is one long range goal that obtaining my doctoral degree will help me to accomplish. This will ultimately provide me with the opportunity to segue into professional consultation. Leadership was not a duty that I initially saw in my professional life, yet it appears that in order to continue to be true to myself, becoming an authentic leader is where my destiny is headed.
References
Centers for Disease Control and Prevention. Autism spectrum disorder: Facts about asd. (2016);
https://www.cdc.gov/ncbddd/autism/facts.html. Accessed March 8,2017
George, W. (2003). Authentic leadership: Rediscovering the secrets to creating lasting value. [Kindle version]
Retrieved from Amazon.com
Horn, M. H. (2015). Blended: using disruptive innovation to improve schools. San Francisco: Jossey-
Bass.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York:
Cambridge University Press
Northouse, P. (2013). Leadership: Theory and practice. Thousand Oaks: SAGE Publication.
This working document will be continuously update to reflect my progress through out this journey.