My self assessment score would be 92/100. 

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What Is Working and What I Can Do Better

     I created a Call to Action to address the reality that many CTE teachers work in isolation and need structured, supported opportunities to plan and problem-solve together. By building a professional learning course that models collaboration through PLC protocols, project co-design, and reflection cycles, I aim to help CTE teachers align their content with academic standards and industry skills while learning from each other. This course empowers teachers to move from mandatory meetings to meaningful collaboration, ensuring they can build integrated, real-world learning experiences for students while growing as confident, connected professionals.

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     Through this course, I have made consistent, meaningful contributions to both my own learning and the learning community. Specifically, I designed and created a Strengthening CTE Collaboration PD plan, based on my call to action. I incorporated blended learning through Canvas, aligned with research-backed principles (Darling-Hammond et al., 2017; Gulamhussein, A., 2013). I applied backward design and the COVA model (Harapnuik, 2017) to structure my PD, ensuring choice, ownership, voice, and authentic learning for participants. This alternative professional learning plan also integrated synchronous and asynchronous components (60/40 split), enabling active participation while respecting teachers' time constraints. 

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     I created visuals, outlines, timelines, and reflection prompts to build a clear, engaging structure for learners in my Strengthening CTE Collaboration PD. I engaged deeply with readings and videos, such as Innovation That Sticks, McCammon’s Flipped PD, and Young & Rasinski’s research on engagement, connecting these insights directly to practical applications within CTE PLCs. Throughout this process, I supported peers in discussions by sharing strategies for structuring PD, fostering collaboration, and incorporating reflection cycles to strengthen implementation. I also modeled lifelong learning and a growth mindset by revising my plans based on feedback from peers and instructors, ensuring continuous improvement and alignment with best practices.

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     While I have been consistent in planning and designing aligned PD materials, I can improve my work by continuing to refine my Strengthening CTE Collaboration PD. I am focusing on expanding equity and differentiation to ensure all CTE teachers, including those newer to collaborative work, feel supported during sessions. Additionally, I am working on building clearer assessment rubrics that align with TEKS and industry standards to better evaluate teacher collaboration and project outcomes. Finally, I am strengthening my data collection plan to ensure I have meaningful feedback loops that guide ongoing PD improvement, ensuring the learning experience remains practical and responsive to teacher needs.

 

My Contributions To My Learning And The Learning Of The Community 

     Throughout this course, I have intentionally pushed myself to design the Strengthening CTE Collaboration PD plan that aligns theory with practice, ensuring that what I am creating is not just conceptual but also implementable within my district. Using blended learning allowed me to design asynchronous and synchronous opportunities for teachers to engage in structured collaboration, modeling the type of authentic, applied learning we want our CTE students to experience. This process required me to deeply analyze how PLC protocols, project co-design, and reflection cycles could be scaffolded for teachers in a way that respects their time while empowering them to transform their instructional practices.

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     For the learning community, I made it a priority to actively engage in discussions, sharing both the successes and challenges of developing my PD plan. I consistently collaborated with Katharina Claxton, Destiny Schindler, NKima Browning, Tytiauna Goode, and Karimi Garcia, and within this group, we exchanged feedback on structuring modules and aligning activities with outcomes and assessments. We also reviewed each other’s plans, provided feedback, and co-reflected on readings and implementation challenges. This process not only supported their growth but also provided valuable insights that helped me further refine and strengthen my own work. I also was in the GroupMe chat with the class, and was able to gain feedback on my assignments from there as well. I shared practical tools—including a clearly articulated BHAG and Fink’s 3-column table for instructional design, and strategies for using collaborative protocols like tuning and project pitch sessions—which helped peers see how theoretical frameworks could be practically applied in PD planning. Additionally, I met all course activity deadlines, which allowed me to stay on track while developing a PD plan ready for implementation in my district. This was one of the most challenging aspects of the class, as I was balancing work, children, and the responsibilities of being a wife, all while navigating the profound grief of losing my father to Cancer in May.

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Supporting Contributions

     In addition to my core contributions, I took on leadership responsibilities within my base group by modeling the COVA (Choice, Ownership, Voice, and Authenticity) framework throughout the Strengthening CTE Collaboration PD project. I ensured my participation and shared resources encouraged others to exercise choice in how they approached assignments, take ownership of their professional learning, and develop an authentic voice within discussions, aligning with our goal of creating professional learning that mirrors the environments we want for our students.

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      Drawing on Darling-Hammond, et al. (2017), who emphasize that effective professional development must be sustained, collaborative, and connected to practice, I facilitated conversations in our group that helped translate theory into actionable steps for structuring PD modules that foster collaboration, reflection, and ongoing practice. Similarly, I applied Gulamhussein’s (2013) call for modeling, active learning, and ongoing support in professional development by sharing practical examples, such as BHAGs, 3-column tables, and constructive feedback, to demonstrate what effective implementation could look like within our CTE PLC environments. Inspired by Nancy Duarte’s (2010) talk on the structure of communication, I focused on sharing ideas in a clear, organized manner that made complex design concepts accessible to peers. I structured my discussion posts and peer feedback using Duarte’s principle of balancing empathy with clarity to meet the needs of colleagues while encouraging deeper thinking. Additionally, guided by Peter Gray’s Self-Directed Learning Fundamentals, I consistently encouraged peers to engage in self-directed exploration during module development, emphasizing curiosity and autonomy as central to professional learning 

(2015). I modeled this by exploring new strategies independently and sharing my discoveries with the group, fostering a culture of shared learning.

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     I participated in all required activities and contributed in forums beyond the minimum requirements, consistently posting often so others could respond and engage. My posts integrated comprehensive and thoughtful analysis, using research-based citations to enrich discussions and support the learning of my colleagues. These contributions helped foster a collaborative, growth-oriented environment aligned with the principles of effective PD, ensuring that our collective work in Strengthening CTE Collaboration would lead to authentic, sustained changes in practice.

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     The addition of an e-portfolio into this coursework for the Technology Leadership program provided its own set of unique challenges. It was a crash course and the portfolio is still a work in progress. I will keep revising and use it in the future because I am committed to executing the plan I developed and believe that all my work will be extremely beneficial for my department.

Overall, this process has allowed me to grow as a learner, a community member, and a leader, ensuring that the Strengthening CTE Collaboration PD is grounded, responsive, and ready to support teachers in building meaningful, integrated learning experiences for their students.

 

     Based on the consistency and depth of my contributions, my commitment to aligning research with practice, and my collaborative work with peers, I believe 92/100 is an appropriate self-assessment score. I will continue refining and piloting the Strengthening CTE Collaboration PD to ensure it transforms teacher collaboration in our district.

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Completed Assignments for 5389 – Effective Professional Leadership

• Alternate PL – Call to Action

• Planning the Alternative PL Assignment

• Connecting and Communicating Ideas
   

I consistently posted weekly discussion responses for each prompt  and provided thoughtful, constructive feedback on my peers’ posts, helping to foster a supportive learning community where we could learn from each other’s ideas and experiences. The discussions were:

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• What really works? 

• You can’t talk the talk you must walk the walk

• Promoting Alternative Professional Learning

• Professional Learning

• Modeling based Professional Learning

• Collegial Feedback

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REFERENCES

Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Professional learning in the learning
     profession: A status report on teacher development in the U.S. and abroad (Technical Report).
     National Staff Development Council.

 

Duarte, N. (2010). Nancy Duarte uncovers common structure of greatest communicators     [Video]. TEDx. https://youtu.be/1nYFpuc2Umk

 

Goodwin, B. (2015). Does teacher collaboration promote teacher growth? Educational 
     Leadership, 73(4), 82 to 83. http://www.ascd.org/publications/educationalleadership/dec15/vol73/num04/Does-Teacher-Collaboration-Promote-Teacher-Growth%C2%A2.aspx

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Gulamhussein, A. (2013). Teaching the teachers: Effective professional development in an era of       high stakes accountability. Center for Public Education.  http://www.centerforpubliceducation.org/system/files/2013-176_ProfessionalDevelopment.pdf

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Harapnuik, D., Thibodeaux, T., Cummings, C. (2018). Choice, ownership, and voice through authentic learning [eBook]. Creative Commons License. 
http://tilisathibodeaux.com/wordpress/wpcontent/uploads/2019/04/COVA_eBook_Jan_2018.pdf  

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McCammon, L. (2013). Modeling-Based (Flipped) Professional Development [Video]. Rutgers
     University. https://www.youtube.com/watch?v=YoE480mzrk0

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OCSB. (2020). Innovation that sticks case study - OCSB: Risk taking [Video]. YouTube.
      https://youtu.be/

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