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To become a self-differentiated leader, I must first work on developing emotional intelligence, self-awareness, and the ability to manage my reactions in high-stress or high-emotion situations. As a self-differentiated leader, it’s essential that I learn how to manage my own emotions, especially in challenging or high-pressure situations. This means staying calm and composed, even when faced with anxiety, frustration, or uncertainty. By doing so, I can provide a sense of stability for others, which is essential for leading effectively in a complex or dynamic environment like a school or organization. I need to ensure that I establish and maintain healthy emotional boundaries. This involves not allowing the emotions of others to dictate my behavior and not allowing my own emotional state to influence or disrupt the decision-making process. I need to recognize when I’m being drawn into an emotional “triangle” or situation that distracts from the larger goals. As a self-differentiated leader, I must stay focused on the overall vision, even when emotions are running high. This means regularly assessing my emotional responses and asking whether they align with the goals of the organization and my leadership vision. Becoming a self-differentiated leader also involves being able to adapt to challenges and setbacks. This requires developing resilience—being able to bounce back from difficulties without letting them affect my ability to lead others effectively. Implementing the Crucial Conversations methodology is a vital aspect of becoming a self-differentiated leader. The methodology helps me manage difficult, high-stakes conversations without being overtaken by emotions. A self-differentiated leader needs to manage their own anxiety and stay focused during emotionally charged conversations. By following the Crucial Conversations methodology, I can ensure that I remain calm, focused on the goals, and responsive to the emotions of others without letting those emotions overpower the conversation. One of the core elements of Crucial Conversations is making it safe for others to engage in dialogue. By fostering an environment where people feel safe to express their concerns and opinions, I can encourage open communication and reduce anxiety among my team members. This contributes to creating trust, which is essential for effective leadership. Crucial Conversations helps me master the art of dialogue—especially in tense or difficult situations. By learning how to share my perspective (STATE my path), listen to others (Explore other paths), and work toward actionable solutions (Move to action), I can ensure that conversations stay productive and lead to positive outcomes. This directly ties into being a self-differentiated leader who facilitates collaboration and problem-solving. Part of being self-differentiated is recognizing when emotions are escalating and managing them before they disrupt the process. Crucial Conversations teaches how to recognize when emotions rise (Learn to look) and address them in a constructive way. This allows me to stay in control of my reactions and helps me guide others through difficult conversations without letting negative emotions drive decisions. In the context of organizational change, I will need to facilitate conversations around change, resistance, and concerns. Change often triggers strong emotions and resistance within myself. By using the Crucial Conversations approach, I can identify the underlying concerns, address them directly, and guide people through their emotional responses to ensure the change process moves forward constructively. As part of my organizational change strategy, I will work to establish a culture where Crucial Conversations are the norm. This means training team members and leaders to handle tough conversations with emotional intelligence, leading to better collaboration and more effective decision-making. As a self-differentiated leader, I will lead by example, demonstrating how to have crucial conversations in a way that prioritizes clarity, respect, and results. By modeling this behavior, I can encourage others to use these tools in their own interactions, helping to create a cohesive and supportive organizational culture. Becoming a self-differentiated leader involves managing my own emotional responses, staying focused on the bigger picture, and fostering an environment of trust and stability. The Crucial Conversations methodology is a key tool in helping me achieve this. By mastering this approach, I can not only improve my leadership effectiveness but also create a culture of open communication and constructive dialogue within my organization. This will be essential for successfully implementing change and fostering an atmosphere where all voices are heard and respected. References Camp, J. (n.d.). Friedman's theory of differentiated leadership made simple [Video]. YouTube. Retrieved from https://youtu.be/ixEI4_2Xivw Callibrain. (2015, August 20). Video review for crucial conversations by Kerry Patterson [Video]. YouTube. https://www.youtube.com/watch?v=EFaXx3pgaxM Patterson, K., Grenny, J., McMillan, R., & Switzler, A. (2011). Crucial conversations: Tools for talking when stakes are high  (2nd ed.). McGraw-Hill.

As a Pre-K teacher currently exploring the concepts of Fixed and Growth Mindsets, I am reflecting on how these ideas can shape my own teaching practices and how they can be fostered in the children I work with. Setting up my ePortfolio has been an enlightening process featuring my Innovation Plan and Blogs by exploring what my personal Why is. Carol Dweck (2006), a Stanford psychologist, defined a growth mindset as the belief that intelligence, abilities, and talents can be improved through effort and persistence. Dr. Dweck’s work has been enlightening, especially in understanding how my own mindset can influence both my professional growth and my ability to inspire the same growth in others, including my students and colleagues. ​ After reflecting on my Growth Mindset , right now, I believe I am in a transition phase between a Fixed and Growth Mindset. On one hand, I still find myself occasionally wanting to avoid challenges—especially when I am faced with situations where I feel out of my depth. For instance, when introducing new strategies or dealing with challenging behaviors, I sometimes feel the urge to stick to what I know works, fearing failure or judgment. However, I am also trying to embrace challenges more actively by reminding myself that growth occurs in these moments of discomfort. ​ In terms of a desire to look smart versus a desire to learn, I recognize that I lean more toward a desire to learn, especially as I begin to realize the value in making mistakes and learning from them. This has been especially important in my development as an educator, where continuous learning is critical, not only to help my students but also to improve my teaching practices. However, I am still working on fully letting go of the need for external validation and focusing on personal growth instead. I’ve noticed that I sometimes give up easily when things don’t go as planned, especially in difficult or overwhelming moments. Yet, when I consciously remind myself to persist, especially after setbacks, I feel more empowered. I see effort as the path to mastery, and this is something I hope to continue to internalize as I become more confident in my abilities. On feedback, I used to view negative criticism as a personal attack, but I’m gradually seeing it as an opportunity to learn and grow. This shift in perspective is vital, as I work to refine my teaching strategies and ensure I’m meeting the needs of my students. ​ When I reflect on striving for grades versus embracing learning, I realize I’ve shifted away from focusing on outcomes like evaluations. I want to encourage learning in its truest form, where the process is as valued as the product. This mindset aligns with what I want to instill in my Pre-K students, where the journey of discovery is more important than the outcome. ​ Finally, the success of others used to feel threatening, but as I continue to adopt a Growth Mindset, I find myself learning from the achievements of others. I recognize that their success can serve as both an inspiration and a valuable source of insights to further my own growth. ​ In the coming weeks, I hope to continue refining my mindset by seeking out challenges, embracing learning opportunities, and applying this philosophy to my work with children. I want to create an environment where my students can feel safe to make mistakes, learn from them, and persevere. Additionally, I’ll continue to reflect on my mindset to ensure I am modeling a growth-oriented attitude for my students and colleagues. ​ Looking forward, my goal is to move from a place of self-doubt and occasional avoidance to one of persistence, resilience, and continuous learning. As I develop my ePortfolio , I will include specific strategies that will help me support the growth of others in my educational community. References Dweck, C. S. (2006).  Mindset: The new psychology of success.  Random House.

Networking groups specifically for Pre-K professionals can be a game-changer, fostering community, support, and growth in what can often be a demanding field. My experience with these types of networks has been overwhelmingly positive, offering opportunities for collaboration, learning, and advocacy. One of the most valuable aspects of Pre-K networking groups is the sense of camaraderie and shared mission among educators. Early childhood professionals can sometimes feel isolated, especially in smaller schools or programs. Joining a group of like-minded individuals who share a passion for nurturing young minds is not only reassuring, it’s also inspiring. These groups are a place where Pre-K teachers, administrators, and support staff can discuss challenges, exchange ideas, and celebrate victories—big or small. The Prek Spot - Facebook Through workshops, webinars, and guest speakers, I've had access to the latest research on early childhood education, as well as best practices for fostering social-emotional development, literacy, and inclusivity. The opportunity to learn from experts and peers alike has enriched my practice and deepened my understanding of child development. These groups often organize conferences and workshops that help keep everyone up-to-date on the latest educational tools, curricula, and techniques, which is crucial in a field that is constantly evolving. Play Based Learning Ideas, Tips and Resources - Facebook  we shared successful strategies for managing classroom behavior, something that can be a struggle in early childhood settings. A colleague from another district introduced me to a technique involving positive reinforcement through individualized reward systems. This simple yet effective method made a significant difference in the dynamics of my classroom. What’s remarkable about these groups is the willingness to share real-world solutions and practical tips that work, rather than just theoretical approaches. DFW Teacher’s Lounge Facebook Networking groups also provide a platform for professional development. Through workshops, webinars, and guest speakers, I've had access to the latest research on early childhood education, as well as best practices for fostering social-emotional development, literacy, and inclusivity. The opportunity to learn from experts and peers alike has enriched my practice and deepened my understanding of child development. These groups often organize conferences and workshops that help keep everyone up-to-date on the latest educational tools, curricula, and techniques, which is crucial in a field that is constantly evolving. Networking with other Pre-K professionals has enriched my career in numerous ways, from offering practical solutions to challenges, to providing a supportive community, to facilitating ongoing professional growth. The connections and knowledge I've gained through these groups have not only helped me become a better educator but also reaffirmed my commitment to providing the best possible early childhood education to the children I serve.

Starting an ePortfolio has released many emotions, ranging from excited, nervous, scared, and finally overwhelmed.  The good news is that I'm finally starting to relax and breathe through the process instead of letting my anxiety rule me.  The bad news is that I'm still unsure what I'm doing.  At this time, I'm winging it the best I can! When learning about the various sites that can be used to create the ePortfolio, my first thought was Google Sites.  Google is my go-to for everything, and I use it heavily in my personal life and my professional career.  However, I was shocked to hear that it was not a preferred site.  Sure, there are limitations, but building a basic ePortfolio through Google shouldn't present much of an issue.  The negativity towards Google made me start looking at other hosting sites. Ultimately, I  decided to try something different and show I'm willing to try new things. After reviewing the articles and discussions, I found that an AI site was obviously preferred.  I have experience with AI using Canva, Discord, MidJourney, and ChatGPT, to name a few.  So the next question was which to choose.  There were a lot of articles and videos on WordPress. When I explained this to my husband, who is heavy in IT, he laughed and told me not to use it unless I  wanted to learn coding.  After reading reviews on WordPress, he was right!  As mentioned in Forbes Advisor: "While other CMS platforms come with simple drag-and-drop themes accessible to the most basic user, WordPress is more complicated. To customize website design, users must be familiar with code."  Since I'm already on a tight schedule, learning coding would cause added stress to an already intense project. Having read positive reviews regarding Wix, I decided to give it a try.  Creating a user profile was easy, but learning which direction to go was trial and error.  I wouldn’t say I liked the AI-generated template for the ePortfolio; it appeared too busy, and the pictures didn’t match my objective.  I tried again but encountered the same result, so I opted for a general template instead and couldn’t be happier with the outcome.  It’s clean, sharp, modern, and straightforward.  It might look basic, but I don’t want them to focus on the extra features when presenting to potential employers.  I need to be able to showcase myself and my work quickly.   Learning how to use the pages was much more complicated than I anticipated. I’m used to using Sites, so when I needed text wrap, I went through each editing category three times before finally Googling if there was text wrap in Wix. FYI, there is no text wrap in Wix. This led me to try different layouts until one seemed reasonable for the look I was trying to achieve.   The different functions of Wix remind me a lot of Canva.  They share similar attributes and designs, but Canva offers more for AI, in my opinion.  When I want an AI-generated image in Canva, it is easy to write what I’m looking for, and the image is correct.  On the other hand, Wix gave me pictures that differed from what I was typing into the search box.  I chalked it up as a time-first user and promised myself I would revisit that feature at a later time. Based on my experience, I recommend Wix to first-time users.  You can create the ePortfolio at no cost unless you want the premium package.  However, it's not necessary for the sole purpose of sharing your creation with colleagues and potential employers.  As always, research and read the pros and cons users have posted along with comparison articles.  Choose the platform that works best for your needs and try it out.  If you're unhappy with the creation, you are free to switch.  I prefer watching YouTube videos to familiarize myself with new information. For Wix, I recommend watching How to Create an EPortfolio using Wix.com , (Lupercio, C. 2020) . But be careful; you don't want to spend much time creating your ePortfolio, so decide to start over when you're close to the end.  I recommend making a page and comparing it for yourself. I’m excited to continue this journey into creating the ePortfolio. To keep me from feeling overwhelmed, I plan to set daily goals aside from what is already recommended on the outline sheet. Spending thirty minutes to an hour a day learning Wix and creating pages will help me reach my ultimate goal of having a well-thought-out ePortfolio to be proud of and share with colleagues and potential employers. References Lupercio, Carolina. (2020). HOW TO CREATE AN E-PORTFOLIO USING WIX.COM . YouTube. https://www.youtube.com/watch?v=jlsfWFslDmw Simonson, Jennifer. (2024). WordPress review 2024: features, pros & cons.   https://www.forbes.com/advisor/business/software/wordpress-review/

Owning your ePortfolio sounds easy enough and straightforward.  You created it, it's all about your learning, so it's yours, right?  Well, it's almost yours; it depends on whose platform you created the ePortfolio on.  If you don't use the correct platform, you won't own the domain in which your ePortfolio is created.  Once you leave the institution or employment, the ePortfolio will no longer be available to you; they will own it, not you.  However, there is a solution: be mindful in the creation stage; don't use your work or school email, but your personal email.  By doing so, you are one step closer to owning your ePortfolio.  Next, watch out for innovative sites that don't allow you to host your domain.  During the first discussion about ePortfolios, I was surprised that Google Sites is not a preferred web host because you do not own the domain.  I thought this was an error because Google allows you to do everything within their interface, but after further review, I was proved wrong.  As stated in the Google Sites FAQ, "Does Google sell domains?  No. You can't buy a domain directly from Google anymore. Google Domains changed hands to Squarespace."  There was an option to connect a GoDaddy domain to Google Sites, but I felt more work was on the hosting side.  Even though we pay GoDaddy for other websites used within the family, I didn't want to tack on another.  We pay yearly for those hosting sites, and I was looking for something more affordable for this project.   After reviewing many articles and videos, the consensus is that you own your ePortfolio (Tech Express, 2023).  Your ePortfolio is your creation, thoughts, work, and learning. As stated by COVA, your digital domain is your choice, ownership, voice, and authentic learning.  The article " Who Owns the ePortfolio " encourages students to take responsibility for their learning and showcase that learning with others, making learning visible to any audience (Lazenby, 2022)."  The blogs you write are your expressive thoughts regarding your learning process.  There's no right or wrong in the creativity used to express your learning.  The ePortfolio is a hub for all your learning experiences, not someone else's.  It's authentic to each individual's learning style.   When I first started creating my ePortfolio, I asked myself many questions.  How will this interest potential employers? What can I add besides an All About Me page and resume? Why am I doing all this tedious work when a simple paper resume has always been sufficient?  My way of thinking is outdated; employers look more at your innovative skills than your experiences.  In the article, Skills Based Hiring is Gaining Ground, "You have to be innovative in identifying skills.  Skills-based hiring has become increasingly popular amid the tight labor market, pushing companies to try unorthodox approaches to finding employees."  The ePortfolio is a way to show your creative thinking to potential employers to secure a position in a competitive job market.   Having the rights to your ePortfolio allows you to continuously add and modify your content and gives you the freedom to know that it will always be available. In a world of constantly changing technology, the ePortfolio will highlight your professional growth over the years. References Google Sites. (2024). FAQ. https://sites.google.com/site/horstwebdesign/domain Lazenby, B. (2022, June 14). EPortfolios: The what, why, and how!. Missouri Online.  https://teaching.missouri.edu/blog/eportfolios-what-why-and-how Tech Express. (2023). How to Use Wix to Make a Portfolio Website (2024) Step by Step Tutorial . YouTube. https://youtu.be/fT4VN1CjQA8

For some strange reason, I've always felt like I was cheating when I went to Google to find information that I should have learned in the classroom.  We are not talking about refreshers; I'm talking about having sat through the lecture and come out with a low understanding.  I always thought this was somehow wrong if I went to Google and tried finding the information instead of going through the textbooks.  Wait, that's because I was told this by a college professor in the 2000's.  I took his rant very seriously; his lecture made me afraid to use Google as a resource to supplement my work because we wouldn't get credit for it.  The main question that went through my mind was, "But how would he know?" The answer was "The reference page."  I had a very by-the-books personality, so I didn't even tempt fate.  The class left such a horrible impression that it took years before I was comfortable using Google for research.   Fast forward many years later, and I use Google for everything, and I'm not ashamed of it.  With information and technology constantly changing, there's no way for the average person to keep up with all the new information.  So, I utilize everything at my fingertips for assistance.  The curriculum I was given for Pre-K was insufficient for the entire day.  Sure, there are non-negotiables that are required, but how do I obtain supplemental materials to keep the students engaged?  I started researching the internet to find the missing pieces.  By doing this, I'm taking ownership of implementing the curriculum to its fullest extent.  After a few years, I became comfortable with the research process and took control of my learning as a teacher.   This leads us to COVA, a learner-centered active learning approach that gives the learner choice (C), ownership (O), and voice (V) through authentic (A) learning opportunities (Harapnuik. 2018).  My way of thinking has been going through this process unknowingly over the past few years.  When I reflect on my learning process, one of the things I like most is to be given choices on how I complete something.  With today's technology, there is no one-size-fits-all; that's why there are variations and multiple programs that can do the same thing.  I prefer to use Microsoft Word over Google Docs, but I use Google Docs for its convenience.   Allowing students to have choices in their learning platforms fosters an ownership of their learning.  Being allowed to choose which program to use to create the ePortfolio allowed me to play with a few options before making the best decision for myself.  It's allowed me to take more pride in my work and showcase what I can do.   The COVA approach made me do a double take in class especially after watching the video ( Harapnuik, 2018) .  I know it's been a popular method in higher education, but I never saw myself using this approach in the classroom as a student.  I have used it in the past for my learning outside of the classroom for self teaching.  I wanted to learn Instructional Design using Storyline 360, so I took an online course through Udemy.  This approach worked at first, but I lacked an essential element: motivation.  I wasn't required to learn the program; it was shown to me by a fellow co-worker who made it seem super interesting.  However, the learning process was tedious, watching an instructor go through the motions with little enthusiasm was not engaging, so I never followed through with the creating projects through Storyline 360.  This was a drastic difference from my previous experience with learning Discord for Midjourney.  I was excited and could see the results right away from my learning.  There were also several YouTube videos to choose from for specific needs which made the process easier.  I wanted to publish a children's book, so I had the right motivation to finish the project. However, the paper format is still a work in progress.  Now that I understand the importance of using COVA, showcasing one's work takes on a new meaning. Having the choice of which program to use makes a huge difference in the project's outcome. Taking ownership of your work, using your voice, and showcasing your authentic learning makes a huge difference and shows the different learning styles of each individual.  Reference  Harapnuik, Dwayne. 2018.  It's About Learning .  Creating Significant Learning Environments. https://www.harapnuik.org/?page_id=6991 Harapnuik, D. (2018). COVA Approach . YouT ube. https://www.youtube.com/watch?v=-Ft__0LE3qQ

My journey with creating AI-generated images started in 2023 after having a challenging school year.  I had a Pre-K student in class who tested every rule and boundary.  She liked reading stories, and I searched every platform for stories about the main character exhibiting similar behaviors.  The problem was that most of these characters were animals; she was unable to relate to these characters because, in her words, “I’m not a dog.”  I understood her point of view and wanted to find something for her that she could relate to.  Surprisingly, the options were limited; she needed something very specific to her situation. This got me thinking: I would write stories but never publish them because I didn’t have the time for illustrations.  They were just verbal stories or rough drafts that I wrote on paper with grainy images that I drew.  With AI platforms coming out for public use, I decided to try one.  After researching the pros and cons of various sites, I decided to try Midjourney.  As stated in What is Midjourney (2024), “Midjourney is a bot that generates images from text prompts in seconds, allowing you to create stunning visuals without any specialized hardware or software.” I’d never used such a program, so I needed to learn the basics.   Naturally, I turned to Midjourney YouTube videos for beginners (Grapichs, 2023) .  Once I had a working knowledge of the setup, I installed Discord onto my laptop and got started.  Learning the platform was faster than anticipated, so I jumped in and got going.  It didn’t take me long to find a direction I wanted to pursue, and I needed a subscription plan due to the volume of images I would be creating.  I needed a private server in Discord to find my pictures easily.  The public ones were fun to browse, and seeing the creativity of others was terrific, but your generated images got lost quickly with everything coming in.   Once I had my private server, I started playing around with the images I wanted for my children’s book.  I watched more YouTube videos for tips and tricks on the language needed to write the prompts and to have consistent images.  While creating the main character all details, including age, dress, expression, posture, and background, had to be included in the search for consistent results.  Once I am happy with an image, I can generate additional variations based on the main image.  I honestly got image-making happy, creating so many in a day and weeding through them to see which ones would make the cut.   The images were not always perfect, there could be blurs or missing features that needed to be corrected or disregarded entirely.  I couldn’t use Midjourney for the whole process.  Yes, you can get individual pictures, but there still wasn’t consistency in generating images with lots of details.  For example, a student in the Pre-K classroom sits with other students on the carpet while listening to a teacher reading a book.  These details would need to be inputted separately into Midjourney because it was too much information for multiple pages.  Midjourney would alter details along the way; for example, the background in the classroom would change with each image.   So, how did I bring them all together?  Adobe Photoshop played a significant role in bringing the characters together on the page.  I’m not proficient in Photoshop; honestly, I never really needed a reason to use it.  But I needed to learn Photoshop, so naturally, I turned to YouTube.  I was familiar with the layout but not all the details of using the platform to its fullest extent.  I spent lots of time watching tips and trick videos during this process.  Overall, I successfully used Photoshop to make simple character adjustments.  I could change an arm that wasn't going in the correct direction.  I could fix the character when turned in the wrong direction.  It became a fun and tedious process but well worth it.   I could see the book coming to life as I completed the pages.  The last step was publishing; I wasn’t even sure if I wanted to take that additional step.  I’m an introvert and I don’t like my work being shared or seen due to non-constructive criticism.  However, I had great support during this process and decided the best thing to do was use a pseudonym.  The name I used, Daisy Jones, is actually my great-grandmother's name.  Amazon has a self-publishing platform called KDP.  With a super user-friendly platform, I could self-publish my children’s book.  The next step is to make it available for print and self-publish on Barnes and Noble.  You can check out this fantastic work, The Worst Day Ever  (Silkin, C. 2023) available on Amazon. References Grapichs, S. (2023). Midjourney Beginners Tutorial – Getting Started & Creating Your First AI A rt . YouTube. https://youtu.be/90tXPbyRGS8 Silkin, C. 2024. The worst day ever. https://www.amazon.com/Worst-Day-Ever-Daisy Jones-ebook Tome. (2024). Midjourney: pricing, reviews, & top 2 alternatives. Retrieved on September 15, 2024.  https://tome.app/productivity-tips/midjourney-pricing-reviews-and-alternatives

What is a growth mindset?  Dweck, (2026) describes the growth mindset as: individuals who believe their talents can be developed (through hard work, good strategies, and input from others) have a  growth mindset . The y tend to achieve more than those with a more fixed mindset (those who believe their talents are innate gifts). This is because they worry less about looking smart and put more energy into learning.  After reviewing several peer ePortfolios, I realized I have a growth mindset.  I’m mindful of the feedback I provide by asking myself, “Would this be helpful to me?”  If the answer is no, I don’t discuss that information, but if the answer is “yes,” I want to elaborate on the feedback.  I want the reader to fully understand how they can improve in a particular area to master the skill, and I’m also providing the best constructive feedback. In the past, I’ve been provided negative feedback that didn’t do much for my learning process.   When the feedback is negative and has no explanation, I try to find the reason behind it.  In several cases, the person providing the feedback gave information that was utterly irrelevant to what was happening in the situation.  I once had an assistant principal who stated that not all students were engaged in the lesson, so she counted points from my observation.   The student in question was sitting beside her, and her pencil lead was broken.  Instead of distracting the class by sharpening her pencil, she got a pencil out of her backpack.  I noticed the student but didn’t stop the lesson since she was not distracting the class.  She quietly got another pencil and proceeded to engage with the class lesson.  However, points were removed from the observation.  I tried discussing this with my appraiser, but the result was permanent.  Needless to say, this was one of many negative feedbacks that I received from this school.  I ultimately moved districts the following year because one doesn’t want to receive negative feedback constantly.   Now I’m at a district that understands the value of their employees.  I’m appraised not only by my administration but also by the Early Learning Department.  I love getting feedback from the Early Learning Department.  They come in, don’t care how loud the class is (which always seems louder with visitors), and engage with the students.  They monitor their movements within the room, push into centers with them, and check for understanding.  Ultimately, I received a note from the Pre-K Specialist, with one praise and one constructive criticism.  Sometimes they're based on what's happening in the classroom and how long they stay.  I love hearing how I can improve the centers for the theme’s and love it more when they take pictures of the centers and post them on the newsletter.  I take constructive criticism and see how to rework the item to reflect their vision.  There was only one time when I disagreed with the results, “not enough vocabulary posted around the classroom.”  This immediately got my feathers going, and I wondered if she had overlooked for it.  So I took pictures of all the vocabulary in the centers, emailed it to her, and asked what I could do differently.  Her response was simple, “keep up the good work.”  The vocabulary was everywhere, and I met all the requirements.   Feedback like this has helped me understand how I would want to receive feedback and how to provide it.  Since I’m the team lead, I constantly go into the other Pre-K classrooms and provide constructive feedback.  After doing this for many years, I feel qualified to help other Pre-K teachers.  I have very different thoughts when giving feedback for the ePortfolio.  I barely know what I’m doing, so telling someone else how they can improve feels wrong.  I’m underqualified for this task; there’s no question about that.   The first thing I always start with is praise. I’ll commit to a page that stood out to me or something I didn’t know was needed. Then, I look for items in my notes that need to be in the portfolio and give suggestions. Whether it’s common mistakes that were overlooked or items missing completely,  I would like to know these things on my ePortfolio, so I will provide the details in the peer review. I want to give positive feedback that is helpful for the reader to succeed.   The feedback that I received so far from my ePortfolio has all been positive.  However, there’s no constructive criticism.  Of course, I love hearing that others like my work but I also thrive on feedback so I can improve in areas.  I tend to overthink while doing projects, so I’m constantly concerned that I’m not doing enough or missing important information.  During projects, I’ll check in with team members to verify that everything is coming together and no details are missing.  I would like to have this done when my ePortfolio is being reviewed by peers.   Reference Dweck, Carol. “What Having a ‘Growth Mindset’ Actually Means.” Harvard Business Review, 6 Apr.2023, hbr.org/2016/01/what-having-a-growth-mindset-actually-means .

The feeling of starting an ePortfolio is daunting and cold, with a side of sheer panic.  The uncertainty of how to start, where to look, how to research, and what to include in an ePortfolio is overwhelming.  Once all those negative emotions are finally settled, going through each section piece by piece makes it easier to focus.  Once focused on a particular area, your creativity and authentic learning really shine.  The flexibility to make the ePortfolio your own brings out the best of you. The issues I incurred were timing; balancing family, work, and classes has been a new experience.  I purposefully stayed at my current grade level because I already have the resources, lesson plans, and a working knowledge of what I’m doing during the day.  I initially pursued changing grade levels to switch things up at work but ultimately decided that keeping my day job the same would be the most straightforward course of action for less stress with the additional classes I would be taking.  I was correct in doing so; I don’t have time in the evening to complete work-related activities because I’m busy with the courses for ePortfolio and Disruptive Innovation.  Still, I struggle to spend the necessary time on the classes.   I constantly overthink everything.  I’m the type of person who thinks of things from every aspect.  Having this quality usually helps when presenting materials and ideas; for this situation, it has caused me a lot of discomfort and undo stress.  After attending online classes, sending multiple emails, and having face-to-face conversations, my anxiety finally calmed to a working level.  Having a peace of mind helps in these situations. Students can't work well until their emotional needs are met, this is the same for adults. I can't start working until I'm in the right frame of mind. If I do, the lack of quality of work shows through with errors and lack of Voice.  The overall feeling of completing an ePortfolio is euphoric. Finishing personal work is self-rewarding, but having the motivation to finish can be hard. Having deadlines and working towards an end goal is great for getting through the process. It personally helped me succeed in the classroom.  Now that I have an ePortfolio, I'm excited to share it with friends, family, coworkers, and potential employers. It's a great way to show my thinking process with authentic work, share my ideas, and collaborate with others who share the same point of view or debate with those whose views differ from mine. I will maintain my portfolio with updates and keep my audience engaged with compelling material.

I never gave much thought about ePortfolios.  I've been using a paper resume that's updated for the job I want since graduating from college 16 years ago.  If I'm interested in banking, the content and focus will be Finance.  If I apply for an educational position, the interest will reflect the specific grade level teacher in the classroom.  Recently, my resume changed dramatically when I learned about the "modern" one-pagers.  It provides a snapshot of my experiences and skills instead of highlighting abilities from each of my previous positions.  I thought this would revolutionize the way I appear to employers. However, I was mistaken; there's another way. It wasn't until earlier this year that I encountered a co-worker who was rigorously working on their ePortfolio to highlight their creations for an instructional design position that prompted my curiosity.  Since I'm a good student, I asked many questions, "Why is it digital? How do potential employers view the link? How do you send the link? Do you still have a paper resume? What do you include in all the links? Isn't this way too much information for an employer to look at?"  Thankfully, she was patient with all my questions and stated that she learned about ePortfolios from a previous colleague at another school.  When she saw the benefits of her colleagues' hard work, she decided to give it a go.  Once completed, she graciously sent me a link to her ePortfoilo so I could browse her pages and better understand the intentionality behind the ePortfolio. I was intrigued, so naturally, more questions were prompted, not only about the ePortfolio but also regarding Instructional Design.  I'd heard about this corporate position but didn't know how teachers were changing career paths to achieve this.  An employer quickly picked her up within weeks, and I immediately realized that I needed to pursue this.  After the school year ended, I could finally pull up the programs she shared with me.  After sitting down and focusing on the content, I realized I had no clue how to start.  Eventually, after several internet searches, YouTube videos, and one mediocre attempt, I decided this was not for me.  I went down a path of pessimistic thoughts; I didn't have anything interesting to put in it; it's too much work for an educational position; how would you send this to employers when applying for a position? And finally, I don't have the time to make it. Several days went by, and my thoughts went back to its creation.  My thinking started going in new directions, revolving around my professional career.  I knew I was ready for a change; after eleven years of being in the classroom, my career felt stagnant.  This year will be the last in the school by changing roles to a curriculum and instruction role, working from home as an online educator, or finally changing careers and pursuing Instructional Design.  But how could I be motivated to do all this within a year's time frame for when the school year is over?  I started looking at online Master's programs and discovered that what I wanted was right there!  The classes were what I needed for the extra push into this new digital territory.   Now that I've started courses, I've gained more knowledge in just a few short weeks than over the summer.  I'm seeing the benefits of creating an ePortfolio as a professional hub for all my work, and yes, I have more work to highlight than I initially thought.  As mentioned in, Why Use a Career ePortfolio, " A career e-Portfolio does not replace a resume or cover letter, rather it enhances them by serving as a way to supplement, support, and extend your resume. "  Consequently, it increases your chances of succeeding in a competitive job market.  Potential employers can easily access current projects that you are working on. For example, your ePortfolio will have direct links imbedded within to showcase your work https://csilkin.wixsite.com/eportfolio/projects or it can take them directly back to your home page https://csilkin.wixsite.com/eportfolio. I'm excited to see the finished ePortfolio at the end of my courses and share it with colleagues.  Many teachers want to transition from the classroom to a different role within the district.  However, this is a very competitive process, and with so many qualified candidates, the ePortfolio is a sure way to stand out among so many.   I would never have pursued this course if a fellow teacher hadn't introduced me to a digital portfolio. Sharing with my colleagues builds solid relationships and keeps our professional careers growing.  If I had not been introduced to ePortfolios earlier this year, I would have felt stagnant in my career.  However, knowing that I’m working to create an authentic representation of who I am to send to future potential employers is exciting!  I’m forever thankful to Miranda for inadvertently sending me on this fantastic journey.  My first action plan after creating my ePortfolio will be to apply for the Digital Learning Coach position within Curriculum and Instruction.  I’ve tried several times to become part of the team; the ePortfolio will allow me to stand out among other qualified applicants. References School of Information. (2024).  Why use a career e-portfolio.   https://ischool.sjsu.edu/why-use-career-e-portfolio#:~:text.

Why are blogs important to today's internet users? They are someone's personal opinion on a peculiar subject that the reader may or may not agree with. So why write blogs? “When you share your blog on social media, you open up the opportunity to reach a larger audience. If your content is valuable, the probability of your followers sharing it with their connections is high. As you improve the quality of your content, you will see an increase in the number of shares you get. With each share, your content can reach even more people, helping you build a larger audience. (Jaenike, K. 2022.).”  Blogs are a great resource for learning information on a peculiar subject. But how do I feel about writing blogs?  I've always enjoyed free writing, which is interesting because I'm undiagnosed with dyslexia and dysgraphia. When I was in grade school these factors were often overlooked by educators and their responses to my struggles would be, “you're not trying, it's not hard, why are you crying?” I learned my own strategies to overcome my disabilities. I was motivated by seeing my mom and older sister enjoying reading. My mom would buy me books that interested me but often I would just look at the pictures and make up a story in my head. I became great at doing this because I had many people fooled for years that I was understanding what I was reading.  It wasn't until Jr high that I started carrying around a Looney Tunes notebook to write short stories when I didn't understand what was happening in class.  To the teacher, I would appear busy writing notes but I was actually lost in my imagination since the curriculum was over my head.  I continued with this method for years and eventually it changed to writing during downtime at work or during professional development when the topics were not relevant to my work. It wasn't Journaling because I was afraid to write about my thoughts and feelings. If certain people, especially my sisters, were to read my ramblings they would never let me live it down.  It started becoming easy for me to write as long as the subject wasn't about myself, my thoughts, or my feelings.  I could make up an interesting story and go with it. However, reality hit in college.  I took a creative writing class in college and hated it.  The teacher assistant insisted that all stories be personal experiences.  I couldn't function with this new challenge.  I found myself shutting down and only giving the basics which didn't lead to great grades.  After several assignments I started shaking off that initial reluctance to give myself voice in writing. I finally produced a paper that earned me a B plus and praise from the instructor.  My voice was found after so many years of failed attempts. I'm finally comfortable writing about my personal thoughts. It's my thinking based on my learning experiences, no one can take that away from me.  They don't have to agree with me and that's perfectly fine because they have their own authentic way of thinking themselves.  When I first started writing blogs I struggled.  Lots of questions were going through my mind; “how do I do this, why am I doing this, who would want to read this, and nobody will be interested in my blogs.”  I had to shake these feelings in order to give the best I could.  Of course I’m familiar with blogging but it’s something that doesn’t interest me personally.  From my previous experience I knew that people liked to blog about the most random things from eating at restaurants, to shopping, to cars, and things happening around town.  For the past several years I’ve been reading blogs for events or places that we were interested in visiting. As well as blogs about programs and applications. They are a resource of great information because they are personal experiences.  If someone had a bad experience I want to know why, and if their experiences were amazing then I want to replicate that experience for myself and my family.  Will I continue to write blogs when this class is over, I honestly doubt it.  However I might be encouraged to blog when I experience something that I'm passionate about, so others who have the same interest as me can have a similar experience.  I like sharing my knowledge with others and giving more details than necessary so a future in blogging is a possibility.   Reference Jaenike, K. 2023.  11 Social media benefits of blogging you should know about. https://www.iconosquare.com/blog/11-social-media-benefits-of-blogging .