Professional Learning Networks (PLN)

• Texas Computer Education Association (TCEA): I have been affiliated with this organization for several years, initially joining while pursuing my first master's degree in 2016. Membership was complimentary, and they offer valuable advice on technology integration for educators. Although I receive communications from TCEA, I have not yet contributed to their initiatives. However, I am eager to learn from their resources and may consider participating in the future. As I advance in my career, attending their conventions or joining a panel would be an enriching experience. Our local Education Service Center (ESC2) hosts a similar technology conference, which I am contemplating attending to gather new ideas. Engaging in discussions about innovative educational strategies is important, especially given the rapid evolution of technology. 

• Texas Classroom Teachers Association (TCTA): I became a member of TCTA during my first year of teaching as a precautionary measure. It is reassuring to have support from an organization. TCTA provides crucial updates on Texas state laws impacting educators. Although there is a membership fee, I find it worthwhile to remain informed. While I do not actively contribute to the association, TCTA offers complimentary professional development for members, allowing them to earn hours. If I encounter noteworthy content in their emails, I share it with my fourth-grade team to keep them informed about state developments. 

• Texas 4th Grade ELAR Teachers (Facebook Group): I thoroughly enjoy participating in this learning community, which I discovered while searching for groups dedicated to Texas English Language Arts Reading (ELAR) teachers. The group exemplifies a Professional Learning Community (PLC), with educators across the state providing mutual support. Frequently, ELAR teachers inquire about effective strategies for short and extended constructed responses. I make it a point to share my experiences and advice, having once faced similar challenges. Many inquiries come from new teachers or those seeking to improve previous scores, and I am glad to offer insights that contribute to their professional development. 

• Are you preparing your receiver for feedback or feedforward?

  • I believe I prepare my audience for feedforward, incorporating a growth mindset into the process. For instance, when discussing writing or unit test scores with my students, I ask, “What can you improve? How can we enhance this next time?” While it involves feedback, I aim to prepare them for future assessments. I emphasize the importance of viewing these moments as opportunities for growth rather than negative experiences. 

• A crucial step in fostering an effective learning environment for feedforward is to create a non-threatening atmosphere and build positive relationships and rapport. Following this program, many of us will lead projects and teams, encountering both fixed and growth mindset moments. To lead change effectively, we must embrace a growth mindset and establish rapport. When providing feedforward, we should focus on collaboratively developing solutions to enhance the individual or organization.