2. The candidate understands how content and skill development can be supported by media and technology and knows how to evaluate these resources for quality, accuracy, and effectiveness.
3.The candidate dedicates time to collaborating with both colleagues and students to improve practice, discover and share resources and ideas, and solve problems. 
4. The candidate continually improves his or her practice by learning from and with others and exploring proven and promising practices that leverage technology to improve student learning. 
5. The candidate seeks out opportunities for leadership to support student empowerment and success and to improve teaching and learning.

1. (Standard) The candidate has deep knowledge of current and emerging state initiatives and programs including, but not limited to, the Alabama Reading Initiative (ARI); the Alabama Math, Science, and Technology Initiative (AMSTI); Alabama Learning Exchange (ALEX); Alabama Connecting Classrooms, Educators and Students Statewide (ACCESS); and RTI (Response to Instruction) and their relationship to student achievement. 

Engaging with educational communities on the social media platform X.com gave me valuable insights into current state initiatives such as the Alabama Reading Initiative (ARI) and Alabama Math, Science, and Technology Initiative (AMSTI), as well as instructional programs such as the Alabama Learning Exchange (ALEX). I participated in online discussions where educators shared best practices for implementing ARI strategies to improve literacy outcomes, which I then applied to my classroom. I also followed experts who provided updates on the latest research and state-funded programs, helping me stay informed on the evolving policies and their impact on student achievement. Through Facebook, I was able to engage in a virtual session on navigating the ALEX website, gaining helpful insight into how to understand standards better and find beneficial learning opportunities for students. The ALEX sessions helped me to know how to assist parents in navigating the website, making it easier for parents to become engaged in their child’s learning objectives. The AMSTI Facebook page provided valuable insight into learning programs that engaged students. Suggested materials, such as the NCTM Easter Math problems, gave rigorous and fun problems that challenged students and helped reteach math concepts. Additionally, by joining groups focused on Alabama's educational initiatives, I was able to access resources related to ALEX and ACCESS, which allowed me to enhance my teaching methods with state-approved tools and initiatives designed to support diverse learners. Moreover, I connected with fellow educators who shared their experiences with RTI (Response to Instruction) programs and how they tailored interventions for struggling students. Through shared posts and video content on YouTube, I learned about various successful RTI implementation approaches such as tiered learning approaches, formative assessments and data-driven instruction.

2. (Standard) The candidate understands how content and skill development can be supported by media and technology and knows how to evaluate these resources for quality, accuracy, and effectiveness.

By engaging with professional learning communities on platforms like Pinterest, Twinkl, and YouTube, I explored a variety of digital tools and instructional media that support content mastery and skill development across subjects. Collaborating with highly qualified teachers from various social media platforms, I learned to evaluate the effectiveness of sites such as ixl.com, interactive-maths.com, Twinkl.com, and teacherpayteacher.com, which gave a wealth of research-based resources that supported students at different tier levels.  Educators shared lesson plans and strategies, tech-integrated activities, and instructional strategies incorporating media that I adapted to meet the specific needs of students.  Educators provided sites that helped with integrating technological strategies that helped struggling students gain proficiency in subjects.  For example, on Facebook, educators provided me with another social media site, Twinkl.com, that provided state-supported instruction materials and tools to assist teachers with differentiated learning. On Twitter, I followed instructional coaches who recommended high-quality edtech tools, helping me critically evaluate resources for alignment with learning objectives, accuracy, and student engagement. These insights guided my integration of interactive simulations, digital storytelling tools, and assessment platforms into my instruction, enhancing students’ understanding and standards mastery.

  3.  (Standard) The candidate dedicates time to collaborating with both colleagues and students to improve practice, discover and share resources and ideas, and  solve problems. 

Through regular participation in educator groups on Facebook and Twitter, I collaborated with colleagues across districts to exchange ideas and problem-solve around instructional challenges. I engaged in professional dialogues focused on student engagement strategies, effective classroom management, and innovative technology uses, which led to actionable changes in my teaching practice. Colleagues and I shared lesson resources, project-based learning templates, and formative assessment tools, many of which I adapted for my students and later shared back with the community, fostering a cycle of shared growth. On Pinterest and YouTube, I discovered creative instructional approaches and classroom organization tips, which I then discussed with peers during PLCs. These platforms became essential for fostering collaboration that directly enhanced student learning and my instructional effectiveness. By actively contributing to and learning from these professional spaces, I strengthened my ability to work collaboratively toward continuous improvement.

4. (Standard) The candidate continually improves his or her practice by learning from and with others and exploring proven and promising practices that leverage technology to improve student learning. 

I regularly collaborated with colleagues on Facebook across districts to exchange ideas and problem-solve instructional challenges. I engaged in professional dialogues focused on student engagement strategies, effective classroom management, and innovative technology uses, which led to actionable changes in my teaching practice. Colleagues and I shared lesson resources, online STEM tools, augmented reality-based lesson plans, and formative assessment tools, many of which I adapted for students and later shared with the community, fostering a cycle of shared growth. On coding.com, I found many learning opportunities to engage students in augmented reality math and science lessons to increase student engagement and improve my classroom management skills.  On Pinterest and YouTube, I discovered creative instructional approaches and classroom organization tips, which I then discussed with peers during PLCs. These platforms became essential for fostering collaboration that directly enhanced student learning and instructional effectiveness. By actively contributing to and learning from these professional spaces, I strengthened my ability to work collaboratively toward continuous improvement.

5. (Standard) The candidate seeks out opportunities for leadership to support student empowerment and success and to improve teaching and learning.

 Through discussions on Facebook groups dedicated to educational technology, I discovered and implemented new assessment tools that offered more personalized feedback to students, ultimately fostering their success. Online collaboration with colleagues gave me valuable insight into areas where I could improve classroom management skills using various technologies such as online token economies, enhanced virtual reality lessons, virtual social emotional learning strategies, and standard-based gamification strategies that improves student engagement. YouTube channels featuring master teachers allowed me to observe diverse classroom management techniques and adapt them to create a more empowering learning environment. Furthermore, participation in Pinterest boards curated by curriculum specialists exposed me to valuable resources and materials that directly informed and improved my lesson planning.