Tom Banaszewski
Technology Integration Specialist

Shanghai American Middle School
Puxi Campus


2009-2010
2009-2010



Performance Area A: Effective Planning and Preparation

Standard A1 - SAS teachers will demonstrate knowledge of content and pedagogy (2008-2009)

Evidence:

For Grade 6-8 research projects (all of 7 and 8 Red, 6 Gold), I taught Internet Research lessons that integrated the Big 6 strategies. These strategies are used in the LMC and by most librarians around the world. In addition, I incorporated analysis of web resources for accuracy and validity.


Standard A2 - SAS teachers will demonstrate knowledge of students (2009-2010)

Evidence:
While not an official goal for this year, I have tried to interact with students in many capacities so that they see me not as just "the tech guy." Through my Video Games are Smart for You after-school activity, iLife, Movie-Making, and Wiffle Ball Exploratories, the Newbery Book Challenge and China Alive trip to Tonglu, I have gained a broad understanding of the diverse personalities that compose our classes. This understanding of students was instrumental as I supported the Grade 6 Tonglu trip.

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Standard A3 - SAS teachers will demonstrate effective planning and organization (2008-2009)

Evidence:
Developed Project Planning sheet to be used when I meet with teachers to discuss integration ideas. This sheet identified for all teachers involved in the project the following criteria:

End Product: Animation showing changes in desertification
Learning Goals: Utilize animation tools effectively
Technology Skill(s) to be introduced: Basic animation using Photoshop layers
Technology Skill(s) to be assessed: Creation of animation at least ten frames in length

What the Tech Integration Specialist will do to support this project/interest:
-Create sample animation
-Teach demonstration lesson showing two different tools
-Support students during the process


Timeline of the project: May 9-16



Performance Area B: Instruction and Assessment

Standard B1: Communicates accurately and effectively with students (2008-2009)

Evidence:
*Email from Nancy Bell, Grade 6 Social Studies

Tom,

Your lessons about power point presentations, geography using google earth, and travel advertisements were terrific yesterday and today. You support my program with your tech ideas but expand it into the whole subject area as well. You are a GREAT story teller and I think it's so important for students to hear other accents, character voices and pace. You created the suspense with your pauses. The kids groaned when Ra told his secret name. I like the way you adjusted the lesson that we planned together by having the students improve the ppt slide right then and there with the laptops. They had a chance for immediate practice and we had the opportunity to answer questions. I can tell that you listen to what I say and look around the room and try to work in the concepts and vocabulary that I'm teaching.

I need more details to do it myself, but setting up the del.icio.us site will be useful in all subjects, especially in literacy when we have 4 different teachers sharing resources. We'll have to set up a time.

Of course I was happy to see that you left your resources on my laptop. They are valuable for my files.

It's a pleasure working with you and so comfortable to have you in the room. You are so appropriate with sixth graders (not a given for specialists coming into the class), AND you laugh at my jokes.

Nancy

Standard B3: Uses appropriate assessment techniques to guide instruction (2009-2010)

Evidence:

This blog post details a lesson that highlights the need to scaffold activities for students. Creating a short film requires students to know how to write a coherent basic story. This is harder for most students than we think. This lesson provided not only a clear story line, but also a set of shot angles for students to practice filming. While it's okay for students to struggle while making a short film, you still want them to progress in their movie-making skills. This would not have been possible for all students had I not provided the story line and then accompanying scene and list of shot angles.
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Standard B4: Uses appropriate assessment techniques to measure and report student learning, where applicable (2009-2010)

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I created the SAS TECH SHOWCASE to celebrate the technology-enriched work of students and staff here at SAS. Although this site has not received much traffic from the school community, it serves as a report of the wide variety of skills students and teachers have developed in a short time.


Standard B5: Motivates and engages all students in meaningful learning and growth (2009-2010)

During a short story unit in Grade 7, I co-planned and co-taught several lessons that used a variety of tools to support student writing throughout the story writing process. Adobe Acrobat was helpful in allowing students to comment on drafts of stories during class. Students exchanged these commented drafts via iChat. This reduced the turn-around time for students receiving feed-back significantly.

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Standard B7: Integrates the use of technology (2008-2009)

I believe I have worked hard this year to help teachers and students use technology to effectively communicate in a variety of ways what they have learned. I initiated and developed the MS Technology Benchmarks. I feel these will be a tremendous help next year as I use them as to encourage increased technology integration across grade levels.

Below is a sampling of the end-products that demonstrate standards based technology use.

Grade 8 Debate wikis
Grade 7 Green screen Renaissance interviews
Grade 6 Proudest Moment Digital Stories
Grade 7 Essay-to-Digital Story




Performance Area C: Professional Responsibilities
Standard C1: Adheres to professional ethical standards (2009-2010)

Evidence
Information and decisions regarding technology initiatives at SAS are influenced by several people. This information is not always communicated clearly. I have made it a primary goal to advocate on behalf of teachers during technology meetings and professional development plans.

Standard C3: Fosters positive relationships within the learning community. (2008-2009)


Evidence
Throughout the year , I have worked hard for staff, students and parents to see me as more than just a "tech guy." During parent coffees, I have demonstrated our effective integration of technology as well as discussed the importance of being aware of a child's online behavior. I led China Alive trips to Nepal and Yangshou where my many years as classroom teacher were still evident to students and staff. In addition, I provided an ASA on Creating Your Own Video Games.

Standard C4: Demonstrates service to the learning community (2009-2010)

Evidence
Implemented a Newbery Award book reading challenge that encouraged reading of this classic set of books for your adults. Arranged school meeting between Puxi MS students and Shanghai University students to discuss the book Holes.



Standard C5: Commits to on-going professional learning (2009-2010)


Evidence
I maintain a variety of technology-based tools to help me reflect on my work and share those lessons with others. Through the Puxi MS Tech Tips blog I share the technical tips and lessons I learn from trying to help students and teacher communicate effectively with technology.

  • Awarded Apple Distinguished Educator Award October 2009
  • November Learning Conference July 2009
  • Games-Based Learning Conference March 2010
  • Completed iLife and iWork 09 Apple Certification courses



Performance Area D: Learning Environment


Standard D1: Mutual respect is evident through interactions between students and teacher (2009-2010)

Evidence
For the Tonglu China Alive trip, I was able to successfully coordinate pre-trip planning requirements among several staff members. Throughout the trip, clear communication between myself and my two other team leaders was a key part of the success of the trip. This trip was a lot of fun! Leading a small group of 12 students for the trip enabled a much richer China Alive trip.





Standard D2: Teacher and students demonstrate a positive disposition toward learning (2008-2009)

Evidence
The use of a wiki was instrumental in many of my lessons and professional development sessions. It was effective in encouraging collaboration among students on two key projects: Grade 8 Debates and Grade 7 Essay to Digital Story.

Standard D4: Teacher establishes an effective management (2008-2009)

Evidence
With the addition of 100+ laptops at the beginning of the year, I had to develop a logical, safe, and practical solution to how these laptops would be shared among teachers on each floor. In addition, I had to identify the best place for networked printers to support these laptops. All feedback has been positive as to how these laptops have been shared among multi-grade levels.