ETEC Self-Assessment
Candidates Name: Felisa Isakson
Directions: Assess degree to which you the candidate demonstrate the following competencies using the
following ranking:
A. Satisfactorily performs competency independently
B. Performs competency with assistance or supervision
C. Has studied and understands competency but needs to practice it
D. Needs to learn and practice competency.
1. Apply knowledge and skills from coursework to work settings:
One of the assignments from ETEC551 was a supplemental activity that I create for my Ap Us History class.
The goal of this assignment was to supplement the AP U.S. History text chapters 37 40 which look at the
events in U.S. History between the years of 1950 to present. Although the AP exam is designed to test students
knowledge of U.S. History from the early colonies up to 9/11, often there is not enough time to review the end
units as thoroughly. I designed a more creative review activity by using a lyrics video of the song We Didnt
Start the Fire. Students researched additional websites to explain each events of the song and then create a
group powerpoint timeline that focused on 1949 1980s. This lesson works well in that it incorporates music
for memory and a sense of discovery when the students find out what each lyric is about. It is a lesson I have
used in class and will continue to use for the AP Us History course
2. Demonstrate knowledge of various and complex processes involved in the successful development,
implementation and practice of educational technologies:
Information and digital literacies class ETEC523 - creating a webquest and
Model information literacy: how to access, evaluate, process, use, integrate, generate, and communicate
information.
8. Practice trans-literacy.
9. Articulate how formats and communication channels impact information and how information and ideas are
processed and transformed using digital tools.
3. Explain the role of educational technology and media information within a specific organization:
Throughout my classes and during my fieldwork in the Narbonne Library I have noticed that my school has very
limited technology and it is not used for innovative learning experiences but rather more for testing and
assessments. At the school library there are 10 desktop computers and 36 laptops from a cart but often there are
issues with the wifi and the desktop computers are often plagued with viruses. Ms. Balal, the TL at my school is
very tech savvy and has excellent presentations to show students how to login to their LAUSD emails, check
their grades online and how and why it's better to use the digital library for research. I would say there are
people who have the skill, but our school is limited with the hardware needed for all students to have access
throughout the school day. One of my leadership goals for NArbonne is to increase technology use in all classes
so that students are able to learn the necessary 21st century technology skills.
4. Analyze the knowledge, skills, and dispositions needed to effectively administer and implement an
educational technology or library program within an organization:
Creating a staff development plan was an assignment given in the Leadership in Edtech class. My proposal for a
student Tech Squad has been presented to our principal on numerous occasions, however it is one of those
plans that is currently limited in that the technology at our school is very limited. Grant writing is something I
want to pursue in the future for my school so that more students will be able to have tech access. Until then,
learning about effective leadership from other superintendents and teacher librarians who have created school-
wide programs was inspiring. I hope to make a significant impact like that at my school or library someday.
5. Collaborate with personnel within an organization:
Rev. 2/1/2016
The instance where I gained significant collaboration skills with personnel would have to be when when my
group of EDP 590 classmates and I worked with the Boys and Girls club to teach a four week course on
robotics. I was more worried on being competent enough to teach the subject, while my partners were more
concerned with the behavior management. Being the only classroom teacher I helped more with the class
management while my partners had more skill in teaching the Robotics curriculum. It was a great experience
having a team that complemented each other so well.
6. Apply ethnographic research techniques to investigate an issue related to the use of educational
technology and information:
The Culture and Society course was a summer trip to Costa Rica and an amazing educational experience!
Seeing how the national government is putting such a concerted effort into integrating technology within all if
the schools was exciting. From the schools we visited it appears technology access is a priority for the
educational system of the entire country of Costa Rica. Of course this may be easier to achieve than here in the
U.S. since it is such a small country and the entire country is more uniform in that there are no separate states,
counties, or school districts. Comparing Costa Rica to Southern California school districts is not equitable in
that so many different factors make our issues not comparable. We have a more diverse population and we have
many diverse school districts. However, it truly was a unique experience to witness elementary, high school and
college courses implementing technology in another country. Its exciting to think about the connections and
collaborations we can achieve in the future.
Additional outcomes for Teacher Librarians:
7. Promote reading for learning, personal growth and enjoyment.
Reading for Learning and Leisure was one of my favorite classes. Most of our assignments were to read as
many books as possible. And while it was a fun class to learn in, there were so many other aspects of how to
encourage reading that I learned for myself and for my future career as a teacher librarian. Graphic novels and
science fiction were never my favorite genres but having to look at all types of books helped me to be a better
judge of what may get a young adult to read. There are so many creative and engaging activities that I learned.
Creating my own book display and presentations, making a graphic novel about an author, even creating video
booktalks. I learned so much about how to be a librarian that can get students to learn and love to read.
Currently in my class, we have quiet reading time and I have quarterly audio book talk assignments. They
struggle but understand how an audio presentation needs just as much if not more preparation than a book
report. Also seeing both how Ms. Balala work with the high school students and how Ms Woolvett works with
the elementary students gave me insight on what strategies work best with different age levels. As Ms. Balala
once said, I look forward to having, The Best Job on Campus
8. Organize collections according to standard library cataloging and classification principles.
Although the classification is similar for a high school and elementary school library, there are some unique
differences. Ms. Woolvett uses a color coding system for students to easily identify their reading level and most
fiction books are categorized by picture book, beginning readers and chapter books. In the ghi school library
the nonfiction area is more extensive in that students are now using their literacy skills for more research and
information. The fiction in the high school library is smaller and one unique section that Ms. Balal created was
a graphic novels area that has become quite popular with students.
Rev. 2/1/2016
