Capstone B - Leader and Mentor - Leadership Portfolio

Running head: CAPSTONE B 1

Capstone B - Lead teacher and Mentor – Leadership Portfolio

Angela Carney Alcerro

May 24, 2014

EDUC 526 B, Section 27753

Dr. Melanie Calvert

Rossier School of Education

University of Southern California

2Running head: CAPSTONE B – Teacher Leadership Portfolio

Table of Contents

1. Teacher Leadership Plan

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---------3

I. Appendices

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--------------7

2. Personal Profile and Teacher Leadership Project

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I. Teacher Leadership

Paper------------------------------------------------------------

-11


II. PowerPoint Presentation – Teacher Leadership

Project -------------------------16

II.

Appendices-------------------------------------------------------

----------------------18


Capstone B - Lead teacher and Mentor – Leadership Plan


May 5, 2014


Dr. Melanie Calvert




Lead Teacher and Mentor

Since Otis is one of the few places offering a BFA in Toy

Design, it attracts students from all over the world. The

majority are non-native English Speakers. The problem of practice

addressed in the Capstone was a documented and observed lack of

participation and discourse on the part of some international

students (Ballard, 2001). My intervention was the execution of

small group brainstorms for product naming. This methodology was

backed up by research on student centered learning (Head and

Zhang, 2010), bonded groups (Senior, 1997) and finally, the idea

that brainstorming in small groups could foster creativity while

developing fluency (Houston, 2002). Presently, I am the head

teacher of a new course while preparing for program review. As

lead teacher and mentor, I will identify the role I will take,

outline leadership skills needed and the anticipated outcome from

the assumption of the leadership role.


I plan to use strategic planning skills (Kurtz, 2009) by

consulting with Jean-Marie Venturini, the Learning Technology

Designer at Otis to uncover what digital and online tools are

available to help efficiency. The upcoming program review affects

how I show evidence of learning for all classes. Since I am the

head teacher in a large classroom this term, I plan to use the

iPad for administrative tasks and for mobile, real time

“critiques” as the teacher leader (Barth, 2001). The course is

new, so I will design the course content, syllabus, materials and

arrange for guest speakers as the course curriculum developer

(Kurtz, 2009). Mentoring beyond the classroom is an important

area for leadership that I plan to pursue (Danielson, 2007). I

plan to stay in regular contact with the original brainstorm

group, coaching them on visual and verbal presentations.

In order to affect this situation, leadership skills such

being an active learner while teaching (Barth, 2001) and sharing

and mobilizing other teachers on the use of e-portfolios (see

Appendix A) with the aim of improving learning (Danielson, 2007).


Recognizing situations, anticipating changes and planning courses

of action (Kurtz, 2009) describes what I will face as the lead

teacher. Student-centered learning demonstrates that more

important than voicing beliefs is to look for ways to deepen

understanding of difficult issues (Ackerman, 2006). Regardless of

changes in technology or classroom environment, optimism,

enthusiasm, confidence and decisiveness (Danielson, 2007) are

qualities of an effective and insightful teacher as leader.

I anticipate the online sharing of knowledge and methods

through course e-portfolios to be practical. As lead teacher,

this will also become a collaborative space for the teaching

team. With the upcoming program review requirements, there is

urgency for instructors to understand assessment and collect

evidence of learning that should motivate interest. Regarding my

small group brainstorm method, I plan to share my findings and

research on my teaching e-portfolio I will develop in the blended

learning course I am just starting at Otis. I anticipate the fact

that the method is backed up by a broad swath of research will


give it credibility. The evaluation criteria will be the quality

of student evidence of learning, level of student discourse and

level of faculty and student compliance to use e-portfolios. The

small group brainstorms are techniques still in development, so I

would elicit ongoing feedback and discussion in order to

evaluate.

The framing of the method of dissemination is important. The

problem of practice that I addressed with small group

brainstorming is in response to observed and documented issues

that should concern instructors across the curriculum at Otis. I

do feel that program review that is also across the curriculum

will show the importance of intervening with methods such as mine

to encourage participation and discourse among international

students. Continuing to build community that extends beyond the

classroom and helps all, not just the students. I do see the

consequence of students’ improved adaptability to discourse and

participate in class and beyond as helpful to their careers and

aspirations (See appendices B and C).


Appendix

Appendix A - Course e-portfolio


https://ospace.otis.edu/Toy_portfolio_development/Welcome1/

published

Appendix B - Ruby Rios - discourse on her work at Senior show

https://www.youtube.com/watch?v=47GwW88-cn4&feature=youtu.be

Appendix C – Facebook Networking Groups



For graduates – job search and networking

https://www.facebook.com/groups/762556383779172/

For students – Internship, freelancing and skills support





References

Ackerman, R. & Mackenzie, S. V. (2006). Uncovering teacher

leadership. Educational Leadership, 53 (8), 66-38.

Barth, Roland S. (2001). Teacher Leader. Phi Delta Kappan , Vol. 82,

No. 6

Danielson, C. (2007). The many faces of leadership. Educational

Leadership, 65 (1), 14-19.

Houston, H. (n.d.). Enhancing English learning through

brainstorming. Taiwan Academic

Institutional Repository : Item 987654321/867. doi: 203.68.184.6:8080

Kurtz, S. (2009). Teacher leadership. Leadership, 39 (1), 12.

Senior, R. (1997). Transforming language classes into bonded

groups. ELT Journal, 51(1), 3-11.

doi: 10.1093/elt/51.1.3

Zhang, X., & Head, K. (2010). Dealing with learner reticence in

the speaking class. ELT Journal,


64(1), 1-9. doi: 10.1093/elt/ccp018

Capstone B - Lead teacher and Mentor

Personal Profile and Teacher Leadership Project



May 5, 2014


Dr. Melanie Calvert



Personal Profile

The characteristics of a successful teacher leader are to

mentor beyond the classroom (Danielson, 2007), think like a

curriculum developer (Kurtz, 2009) and to be a good strategic

planner (Kurtz, 2009). Conversely, and unsuccessful teacher

leader, says things like, “I’m just a teacher”, is unsupportive,

or is too cautious (Barth, 2001). The skills needed to effect

change as a teacher leader are to be an active learner while


teaching (Barth, 2001), have the ability to mobilize other

teachers with the aim of improving learning (Danielson, 2007),

recognize situations, anticipate changes and plan courses of

action (Kurtz, 2009) and to look for ways to deepen understanding

of difficult issues (Ackerman, 2006) instead of simply voicing

beliefs. In the end, it is optimism, enthusiasm, confidence and

decisiveness (Danielson, 2007) that make both a successful

teacher and leader.

My strengths as a facilitator of leadership are my desire to

constantly learn, improve and get student feedback. My weaknesses

are that I need to adapt to changes such as a team teaching

situation and delegate more, as I would naturally do in a

corporate environment. Since I now have formal education in the

education field, I am referred to for innovative lesson planning,

teaching methods and alternative assessment methods. Several

years ago I started utilizing the flipped classroom method. The

results improved dramatically. As the lead teacher this term, the

other teacher remarked about how he would like to try my methods


in his classes once he saw the results. My leadership skills and

knowledge combined with my passion for the content and delivery

will be what is necessary to see the changes that I feel are

essential to a more fulfilling international student experience.

Lead Teacher and Mentor Building Community

The problem of practice addressed in the Capstone was a

documented and observed lack of participation and discourse on

the part of some international students (Ballard, 2001). The lack

of ability or desire to discourse on the part of international

students is a concern because is signals that the students are

not receiving the full benefit of the art school environment.

Along with the high number of international students is also

“Generation 1.5” sharing both first and second-generation

characteristics. While they are familiar with American culture,

their writing and expression sometimes demonstrates elements of

second language learners (Ballard, 2001). My intervention was the

execution of small group brainstorms for product naming. This

methodology was backed up by research on student centered


learning (Head and Zhang, 2010), bonded groups (Senior, 1997) and

finally, the idea that brainstorming in small groups could foster

creativity while developing fluency (Houston, 2002).

One new development since the capstone project applies

directly to teacher leadership. I am the head teacher of a new

course while preparing for program review. Aside from the desire

to build community while my students are enrolled at Otis,

through the years I have observed benefits gleaned from

maintaining strong community connections and job search/skills

training support after graduation. I see this as a way to

casually follow up on my problem of practice: participation and

discourse of international students.

The MAT program at USC allowed me to look beyond the current

situation integrating current pedagogy, assessment (rubric design

and e-portfolios) and technology and to hone my process to

facilitate change (See Appendix A). I plan to use strategic

planning skills (Kurtz, 2009) by consulting with Jean-Marie

Venturini, the Learning Technology Designer at Otis. My class is


double the size I am accustomed to and it is the first time I

have been a lead teacher. I want to learn about digital and

online tools to help with efficiency, especially with regards to

program review and proof of evidence. I am also part of the

first cohort of the faculty iProject at Otis, utilizing and

reporting on iPad pedagogy use in the classroom. Since I am the

head teacher in a large classroom this term, I plan to use the

iPad for administrative tasks and for mobile, real time

“critiques” as the teacher leader (Barth, 2001). The course is

new, so I will design the course content, syllabus, create all

materials, videos, create demonstrations and arrange for guest

speakers as the course curriculum developer (Kurtz, 2009) (See

Appendix B).

I am able to strengthen my practice as an agent of change

through mentoring. Community building beyond the classroom is an

important area for leadership that I plan to pursue (Danielson,

2007) and appropriate for the industry the students will enter,

which is small and specialized. I plan to stay in regular


contact with the original brainstorm group as they prepare for

senior exhibitions to industry professionals, coaching them on

visual and verbal presentations (See Appendix D). I want to start

two closed networking groups on Facebook, one for job search and

networking for recent graduates, and one for internships and

skills support for current students. Also included in these

groups would be industry professionals chosen to mentor.

The characteristics of the school setting for this

particular problem of practice in the area of teacher leadership

is that all instructors are part time. The problem of practice is

first time lead teacher of a large class along with program

review compliance (mandatory use of rubrics and e-portfolios)

while still addressing the primary problem of practice of the

lack of participation and discourse with international students.

I anticipate the online sharing of knowledge and methods through

course e-portfolios to be practical. With the upcoming program

review requirements, there is urgency for instructors to


understand assessment and collect evidence of learning that

should motivate interest.

To counteract the problem of practice, the framing of the

method of dissemination is important. The proof will be in the

results. For example, I have a course e-portfolio with one

section viewable to the public that has every student and

includes links to portfolios, downloadable resumes and online

portfolios. This has never been done before and is an asset for

potential employers. The department chair has something concrete

to point to when talking to recruiters from various toy companies

all over the world. Since faculty can see the result, the method

is relevant. The consultation with the instructional designer is

proving to be highly useful, with iPad apps used to take roll and

keep track of assignments, e-portfolio to disseminate information

and access content 24/7. My delivery on program review is being

used as an example of best practices. Regarding my small group

brainstorm method, I plan to share my findings and research on my

teaching e-portfolio I will develop in the blended learning


course I am just starting at Otis (See Appendix C). I anticipate

the fact that the method is backed up by a broad swath of

research will give the method credibility. In terms of results,

my class doubled in size within one week because of word of mouth

relating to how much students enjoyed the brainstorm session.

Continuing to build community that extends beyond the

classroom and helps all, not just the students. This is my

passion and is shared by many within this small, specialized

industry. Collaborating with instructors while mentoring students

and recent graduates creates a learning environment that aligns

with sociocultural theory in that it is facilitated through

interaction between novice and more expert students, relating to

Vygotsky’s ZPD in that learners develop within a community of

practice. I do see potential for the most desired consequence:

students’ improved ability to discourse being helpful to their

careers and aspirations.


PowerPoint Presentation – Teacher Leadership Project




Appendix

Appendix A – Course E-Portfolio – Links to all student

promotional materials, rubrics and samples, final assignment to

show evidence for program review.

https://ospace.otis.edu/Toy_portfolio_development/Welcome1/

published





Appendix B – Course Syllabus for Portfolio Development – head

teacher/course designer

Semester: Spring 2014

Course Name:Portfolio Development

Course Number: TOYD 455

Room: 411

Day/Time: Monday 7:00 pm – 10:00 pm

Course Credit: 2.0

Instructor: Angela Alcerro

E-mail: [email protected] or [email protected]

Text: 562 745 5887

mailto:[email protected]

mailto:[email protected]


COURSE DESCRIPTION

This course concentrates on the organization and presentation of the

student’s portfolio. Additional attention is given to interviewing

skills and techniques. Students will also develop a promo sheet and

resume. All work will be presented in both analog and digital formats.

The first third of the course begins in identifying individual

strengths and areas of interest to prepare online and traditional

portfolios for the Internship Fair. Layout, typography, pacing and

branding elements will be covered. Next we will bring all visuals to

professional level presentation and portfolio standards, photographing

toy models, retouching photos and rendering. For the remainder of the

term we incorporate new work into the portfolio, brainstorm and design

product logos/toy names and continue to refine the online and print

portfolios, resume, and promo sheet. There will be regular brainstorm

and rapid visualization warm up sessions to frame our topics within a

real world context. Areas of personal sketching style and technique


will also be encouraged throughout the course.

TOY DESIGN DEPARTMENT

EDUCATIONAL GOALS

Innovation - Encourage individual expression and anentrepreneurial attitude, which allows for unique, creative,innovative concepts and designs.

Industry knowledge – Provide students with a thoroughunderstanding of the key areas of design and the different toycategories recognized within the industry.

Technical Skills – Equip students with the necessary designskills used in the toy industry including concepting, drawing,model-making and computer skills.

Professionalism – Educate students to develop a professionalattitude emphasizing strong work ethics as well as effectivecommunication and presentation skills.

Professional relationships – Maintain corporate sponsorships,industry critiques and internship programs to provide studentswith professional guidance and allow them to establishimportant mentoring relationships.

Intention – Define the role of the toy designer within thefield including his or her relationship to various industryfunctions such as marketing, engineering, and manufacturing.


COURSE EDUCATIONAL GOALS

The primary focus of this course is to help students identify areas ofstrength and interest. This will lead to comprehensive portfolio development and promotional materials demonstrating a clear understanding of Toy Industry expectations. 21st century skills in digital collaboration and workflow will promote the fluency and critical thinking needed to succeed in a changing workplace and industry. Ample support will be provided in areas for development identified by students and instructor.

EXPECTED STUDENT LEARNING OUTCOMES

• Students will be able to identify what makes a good portfolio, resume and promo sheet and what employers want.

• Students will be able to create a professional online presence and be conscious of their digital footprint.

• Students will be able to learn presentation strategies for portfolios and other options for self- promotion.

• Students will be able to learn branding strategies/project management skills/interviewing and job search skills as they plan for the Internship fair.


• Students will be able to enhance knowledge of product graphics, 2-D Color graphics, surface design/patterns, fonts, borders, call-outs, etc. for a more cohesive, holistic design.

• Students will be able to enhance skills in photo art direction, photo manipulation/retouching/compositing and digital color.

• Students will be able to explore character design/logo design and product naming as they develop an understanding of its relevance for toy designers.

• Students will be able to enhance rapid visualization skills through consistent quicksketch practice.

ATTENDANCE POLICY

Attendance is critical to learning and academic success; students are therefore expected to attend all class meetings. During Fall and Spring semesters, students who incur more than two absences in a course that meets once per week, or more than four absences in a course that meets twice per week, will fail the course, barring exceptional circumstances as determined by the Chair. (During the 10-week Summer semester, the threshold for failure is more than one absence in a course that meets once per week, or more than two absences in a course that meets twice per week.) Exceptional circumstances include, but are not limited to: death in the family, serious medical conditions, hospitalization, observance of religious holidays, and some approved disability accommodations. Students wishing to claim exceptional circumstances must provide the Chair withappropriate documentation. At the Chair’s discretion, numerous


absences due to exceptional circumstances may warrant course withdrawal or failure. Three tardies (including arriving late or leaving early) equal one absence.

STUDENT BEHAVIORAL EXPECTATIONS

As members of the Otis College community, students are expected to behave responsibly at all times. The College expects and trusts its students to be honest in their studio, classroom, and community endeavors. Students are expected to assist in maintaining an environment that supports effective teaching and learning, and a culture of civility and respect for others. Any behavior that disruptsor interferes with the functioning of a classroom, studio, or College-sponsored off-campus venue may therefore result in students being asked to leave the class. In addition, students may be subject to disciplinary action as per the Student Code of Conduct and/or have their grade lowered in the course.

DISABILITY AND ACCOMODATIONS

Students with a documented disability should contact Students with Disabilities Services (SDS) before accommodations are needed (telephone 310-846-2554; e-mail [email protected]). SDS will verify documentation (or advise students as to the proper documentation needed) and send a “notification letter” to the relevant faculty. No faculty member can give accommodations without an official written request from SDS. Retroactive accommodations are not provided. All discussions will remain confidential. For additional information, please visit:


http://www.otis.edu/life_otis/student_life/student_affairs/student_disabilities_services.html.

PLAGIARISM

Plagiarism occurs when a person deliberately uses another person’s concepts, language, images, music, or other original (not common knowledge) material without acknowledging the source and/or making substantial modifications. While referencing or appropriating may be part of a studio or Liberal Arts and Sciences assignment, it is the student’s ethical responsibility to acknowledge and/or modify the original material. Specific examples of plagiarism include:

Submitting someone else’s work in whole or part (including copying directly from a source without documentation and/or alteration, or turning in studio work that is not your own).

Having someone else produce, revise, or substantially alter all or part of a written paper or studio assignment.

Cutting and pasting any textual or image-based work from the internet without proper documentation or clarification of sources.

Failing to cite sources. Proper citations in MLA style and a Works Cited page must accompany all papers. Guidelines to proper citation are available in The College Writer’s Reference and through the Otis Library website.

Using the writing, editing, or creative services of another person who quantitatively and/or qualitatively revises the paper and/or studio work significantly.

http://www.otis.edu/life_otis/student_life/student_affairs/student_disabilities_services.html

http://www.otis.edu/life_otis/student_life/student_affairs/student_disabilities_services.html


Allowing an editor to change so much of a paper that it is no longer the student writer’s work.

Instances of alleged plagiarism are reported to the Academic IntegrityCommittee for review. For a complete description of the Academic Integrity Committee process, please link to http://www.otis.edu/life_otis/student_life/student_affairs/conduct.html.

MATERIALS

OTIS supplied computer with CS6.

No text is required.

COURSE REQUIREMENTS

Students are expected to come to class on time and be prepared to work. Students will be required to complete each project once approvedbefore going on to the next. Any late or missed homework assignments will adversely affect the student’s grade.

I will be checking on your work in progress weekly. If you are absent you are still expected to have your work submitted on the due date if you have not made prior arrangements with me.

http://www.otis.edu/life_otis/student_life/student_affairs/conduct.html

http://www.otis.edu/life_otis/student_life/student_affairs/conduct.html


GRADING CRITERIA

All work will be graded throughout the term based on levels of

competence shown by the student on each week's assignment.

Assignments constitute 80% of each student's grade.

Attitude and level of effort constitute 20% of each student's

grade.

COURSE OUTLINE

Week 1 – 1/3 – Internship Fair Prep

• Introductions, overview of syllabus and class objectives.

• Show past student resumes, promo sheets and online portfolios

• Breakout activity to identify individual strengths, weaknesses,


interests and perceptions

• Identify at least 10 images to be put into a portfolio at this point

in time

• Set up Pinterest accounts and share with classmates. Continue

throughout course to populate boards with areas of interest.

Homework:

Online portfolio, Behance, Coroflot, Carbonmade, Cargocollective, Squarespace, Wix or comparable due live for week 2. Also, set up a LinkedIn profile if not already done.

http://99u.com/articles/7127/6-steps-to-creating-a-knockout-online-portfolio

Week 2-3 – 1/27-2/3 – Internship Fair Prep

Layout and typography:




Rapid visualization warm up (10-15 minutes)

• Lecture on layout and typography

• Demo of makeover for a print portfolio page and resume.

• Breakout activity to develop resume: brief objective statement,education, work experience, skills, awards, languages spoken.

• Work on content for resume and redesign, both graphic and a ms word version

Homework:

Establish graphic look and feel to be consistent across all areas: portfolio, resume, promo sheet. Complete content for resume. Create both a graphic version and a Microsoft word version. Due end of week 3.

Weeks 4-5 – 2/10-2/24 – Internship Fair Prep

Composition and Layout of portfolio and promo sheet illustrations and photos



• Lecture and demo on composition and quick color correction of illustrations and photos

• Breakout activity - interviewing skills. Students will role-play both interviewer and interviewee.

• If time permits, information on cover letters and thank you letters

• Work on composition of illustrations and photos, color correct if

necessary.

Homework:

Composition and layout of print portfolio, resume and promo sheet. This is preliminary and to prepare well for the internship fair. Due end of week 5.

Weeks 6-8 – 3/3-3/24 – Bring all work up to portfolio standards


Digital photography, retouching and rendering techniques


• Lecture and demo of digital photography and photo retouching, students will also be able to photograph their models

• Show how knowledge of digital color can drastically improve photos

of models and 3d renders

• Students will photograph and retouch remaining images for their

portfolio

Homework:

Choose all 3d renders and photos of your toy models that you want to include in your portfolio. Retouch, color correct, enhance and add special effects.

Weeks 9-11 – 3/31-4/14 – Bring all work up to portfolio standards

Toy Renders



• Lecture and demo on rendering for toys – this will be very basic as it is covered in detail senior year.

• Students will render or re render their remaining images for the portfolio

Homework:

TBD based on the needs of each student.

Weeks 12-15 – 4/21-5/6 – New work and product naming/characters

New Toy Design work


• Lectures on logo design and product naming.

• Brainstorm activity – simultaneous product naming and logo prelim design


• Class will reflect on what was revealed in week one: strengths, interests, skills and how this has come together in their portfolio and resume.

• Students will identify which new items should be included in their resume

Homework:

TBD based on the needs of each student.

Suggested Reading

I do not require a book for the class. I will always give you

pdfs, but if you want to purchase books for yourself, here is a list

that I find helpful.

UCID portfolio handbook


Definitely download this. It was put together by students at

University of Cincinatti ID department to help product design students

put together their portfolios – very well done.

http://www.portfoliohandbook.com/PortfolioHandbook_UCID12.pdf

Further inspiration

Digital Painting - Bold Visions – The Digital Painting Bible – Gary Tonge

ImagineFX – Fantasy Workshop

Figure Drawing – Design and Invention – Michael Hampton

Glenn Vilppu’s drawing manuals – human and animal

Sketching: Drawing techniques for product designers – Koos Eissen and Roselien Steur

http://www.portfoliohandbook.com/PortfolioHandbook_UCID12.pdf


Drawing for Product Designers (Portfolio Skills: Product Design) Paperback

by Kevin Henry

Rapid Viz – Kurt Hanks

www.youtube.com/user/ rapidviz uals

Exhibition Design – Portfolio – Laurence King

The Brand Gap: How to bridge the distance between business strategy and design – Marty Neumeier

http://www.youtube.com/user/rapidvizuals


Appendix C – Bricks + Clicks and faculty iProject – awarded grant

to study


Appendix D – Mentor original Brainstorm group – Ruby Rios

discourse




Appendix E – Build community beyond the classroom – networking

groups

For graduates – job search and networking




For students – Internship, freelancing and skills support





References

Ackerman, R. & Mackenzie, S. V. (2006). Uncovering teacher

leadership. Educational Leadership, 53 (8), 66-38.

Ballard, D. (n.d.). Best practices for teaching ESL, EFL, ESOL

students. Otis College of Art and

Design. Retrieved February 04, 2014,

from http://www.otis.edu/best-practices-teaching-esl-efl-esol-

students

Barth, Roland S. (2001). Teacher Leader. Phi Delta Kappan , Vol. 82,

No. 6

Danielson, C. (2007). The many faces of leadership. Educational

Leadership, 65 (1), 14-19.

Houston, H. (n.d.). Enhancing English learning through

brainstorming. Taiwan Academic

Institutional Repository : Item 987654321/867. doi: 203.68.184.6:8080

Kurtz, S. (2009). Teacher leadership. Leadership, 39 (1), 12.

http://www.otis.edu/best-practices-teaching-esl-efl-esol-students

http://www.otis.edu/best-practices-teaching-esl-efl-esol-students


Senior, R. (1997). Transforming language classes into bonded

groups. ELT Journal, 51(1), 3-11.

doi: 10.1093/elt/51.1.3

Zhang, X., & Head, K. (2010). Dealing with learner reticence in

the speaking class. ELT Journal,

64(1), 1-9. doi: 10.1093/elt/ccp018

Documents

Capstone B - Leader and Mentor - Leadership Portfolio