Taking Gods Hand

Meredith Clark-Lewis
EDUC 526 Capstone Experience in Digital Teaching and Learning
Professor: Dr. Joanne Gilbreath
APU Murrieta Regional Center
My LiveBinder URL
December 18, 2014

Meredith Clark-Lewis
EDUC 526 Growth Assessment
APU Murrieta Regional Center
Fall 2

Page 1
Dec/2014

Section One
Introduction
When I first walked into the Azusa Pacific University Murrieta Regional Center, I knew I
wanted to be a teacher, but beyond that I was not sure where I wanted to go. God had led me on a
path that I never saw coming. There was a point in my life when I was determined to become a
nurse. I took all of the pre-requisite nursing classes, worked hard to get into nursing school, and
in my second semester I had an overwhelming feeling that told me it was not for me. I knew that
I needed to go back into working with children. I listened for and followed the signs and doors
that opened for me, one of which was to attend Azusa Pacific University. I knew that attending
APU was the place in which I belonged, especially after I began to meet other students on a
similar journey. I was initially enrolled in a combined credential and masters program that
would lead to my mild/moderate disabilities credential and a Masters Degree in Special
Education. It was during one of my credential courses that a guest speaker attended and spoke
about flipping the classroom. I was unbelievably intrigued and excited to learn more about the
technology the speaker was utilizing in her own classroom and wanted to learn how I could
implement it into my own future classroom. At that moment, I decided to switch my Masters
program from Special Education to Digital Teaching and Learning.
I completed my credential program in January of 2014 and immediately began taking my
Masters level coursework. I decided to spread out my classes, as I did not know how difficult
they would be, and at the time of beginning the program, I was working as a substitute teacher
for Temecula Valley Unified School District. In addition to this, I am also a mother to five
children and a wife, so I was concerned about the level of responsibility that would come with
this new journey. The one thing that I knew for sure was that I wanted to learn as much as I could
about educational technology and all the different tools I could utilize in my future classroom. I
knew that classrooms were evolving and technology was being incorporated more frequently,
and I was motivated to learn how to accommodate the changing needs of todays students.

Meredith Clark-Lewis
EDUC 526 Growth Assessment
APU Murrieta Regional Center
Fall 2

Page 2
Dec/2014

Personal Growth
Throughout my journey at APU I have learned that I prefer to work individually. I enjoy
collaborating with my colleagues, but I am more efficient when I work on my own schedule. I
have also learned that I am a visual learner. I prefer to watch, then do the task. In light of my own
preferences, I have also learned to develop an appreciation for the ways other people learn best,
and to utilize other peoples strengths in order to benefit the task at hand. In addition, I found that
I am a procrastinator. In my mind, I envision staying organized, planning out my assignments,
and completing those assignments well in advance of the deadline. However, I end up putting
assignments off until they cannot be put off any longer. This does not necessarily work best for
me and time management is definitely an area that I need to improve on.
I have made several personal connections while attending Azusa Pacific University. Most
of these connections have been a result of my teaching credential program. One of these
connections I continually turn to for advice and guidance about work-related issues. I also
became relatively close with my advisor, who also was my mentor teacher. She was there for me
when I was experiencing some personal problems and also helped me through a period when I
was contemplating quitting my credential program. Sometimes, I feel that if it was not for her, I
may not be in the place I am now.
Spiritually, my walk with God began when I was completing my undergrad program at
another university. I decided to attend a Christian university during my undergrad program, not
because of beliefs, but because they had a good academic program for the major I was
considering. I did not realize how spiritually confused and lost I was at that time. It was during
that journey that I first came to know the Lord and realized that I truly had a purpose in life. That
knowing of my purpose has stuck with me as I have continued and was reiterated in grad school
at Azusa Pacific University. Most of the professors would begin class with prayer, and we
usually had to do some type of spiritual written reflection or discussion. I also realized the power
of prayer when I was going through difficult times, and some of my class friends had sat down
with me, helped to guide me, and prayed over me. The mentality of believing that I could
overcome any obstacles because I was serving God and living a purpose, is what truly got me to
this point.

Meredith Clark-Lewis
EDUC 526 Growth Assessment
APU Murrieta Regional Center
Fall 2

Page 3
Dec/2014

Overall, the completion of this degree has given me a sense of fulfillment. I feel
accomplished and successful. It has shown me that despite hardships, we can overcome and
move forward. It has taught me not to give up and given me the belief that we are all capable.
The completion of this degree has also shown my own children how to endure, how to juggle
responsibilities, and how to work towards fulfilling their own goals. I realize that attaining a
masters degree does not make me a master of my field, and that the field of education is always
changing. However, it does give me a sense of gratification and purpose as I continue to better
myself holistically.
Professional Growth
When I first began the program at Azusa Pacific University, I was worried and felt unsure
as to whether or not I was making the right decision. I knew that I loved kids, but I did not feel
confident that I was making the right choice about the area in which I was entering. Since
completing the program, I have grown tremendously. I now feel more confident in my abilities
and sure of my own decisions. I remain ethical in my decisions, try to maintain a strong sense of
professionalism in my discussions with colleagues, parents, and administrators, and I have
developed a sense of leadership that was not apparent before.
Looking back at when I began this program and developed an educational vision, I still
believe in my statement that, The definition of an effective educator is definitely an
individually-based idea that can vary from individual to individual. Effective educators can vary
depending upon their individual circumstances and environments. Characteristics that can
generally be seen across the board are patience, knowledge, and flexibility. If there was an
addition to this statement, it would definitely be the need to differentiate instruction. I often see
this lacking in general education classrooms, or teachers who teach through direct instruction
only, and are relatively old-fashioned in their teaching. I do not believe this meets the needs of
todays students. Many teachers do not understand how to differentiate instruction and some are
afraid to implement technology into the classroom because they either do not understand it or do
not understand the benefits of it.
These changes in my views are mostly the result of events that have taken place since
beginning my masters program. Initially, I was working as a substitute when I first began. Since
then, I have gone on multiple interviews, seen firsthand what schools are looking for in teachers,
Meredith Clark-Lewis
EDUC 526 Growth Assessment
APU Murrieta Regional Center
Fall 2

Page 4
Dec/2014

and have become employed in a full-time teaching position. I was hired at Temecula Valley
Charter School in the summer, and took on the role of Education Specialist. I am the only special
education teacher at the school, and had the luxury of making the program whatever I wanted it
to be. In addition, I was also given the task of training two instructional aides, scheduling, and
presenting a staff in-service training on special education.
Since beginning my program, the biggest instructional strategy that I have implemented
is the use of technology. Even as far back as my student teaching, I would show up to my
classroom and inform my master teacher of new and exciting programs that I wanted to share
with her and felt would be fun to implement. I was even the reason she ended up purchasing a
Smart Pen to utilize in her classroom. There are many things that I would like to implement as I
continue on, but have not yet done. It has been difficult because when I first began my job, I did
not have any technology in my classroom. The only technology present was the desktop
computer on my desk and calculators. I started a fundraising project through an organization
called, Donors Choose. As a result of this project, I attained four ChromeBooks for the
classroom. Since acquiring these, the students have been able to utilize them for research
projects, writing papers, and intervention based programs, such as SkoolBo, Easy CBM, and
Moby Max (SPED 540).
During my capstone course, I was required to develop an Action Research Project. I had
to identify an area of my life, professional or personal, that needed improvement. The area that I
identified was a result of a, Student Perception Survey, that I administered to my students. I
had found that there was a group of students that I work with that stated that a students behavior
was distracting them from learning. This particular student has a medical diagnosis of ADHD
and has a tendency to be talkative and off-task. I was already utilizing a behavior management
system in the classroom, but it did not appear to be enough for this particular student. I decided
to research how to effectively manage ADHD behaviors in the classroom. The research was
conducted over a period of three weeks, and included one week of baseline data, and two weeks
of observations based on the new behavior management strategy being implemented.
Technical Growth
When I first began this program, I thought I was knowledgeable about technology, but in
hindsight, I did not know very much. Coming in, I knew Microsoft Office, how to get around on
Meredith Clark-Lewis
EDUC 526 Growth Assessment
APU Murrieta Regional Center
Fall 2

Page 5
Dec/2014

my iPhone, and had been introduced to presentation programs such as Prezi. I purchased an iPad
when I first began the program, and knew how to maneuver it, but did not gain knowledge of its
capabilities until I took EDUC 512. I was also introduced to various apps that could be utilized in
the classroom, and tools such as Apple TV and other reflectors that could be utilized during
instruction. In EDUC 514, I was introduced to the concept of taking good pictures and videos
that could be used for instruction. I also had the opportunity to create my own YouTube channel,
make video sub plans, and learned how to use programs such as Animoto, Pinnacle Studio, and
Screencast. In EDUC 515, I learned how to create and implement a blog and Twitter into my
classroom. I was introduced to game-based learning, a program called Thinglink, and used
another presentation program called PowToons. In EDUC 522, I learned how to create a unit
plan and in doing so, how to incorporate different technologies that could be used to meet
multiple intelligences. I now regularly use certain apps that I learned about in EDUC 512. Some
of these apps are Khan Academy, Brain Pop, Quizlet, Math Ninja, Sushi Monster, and Remind
101.
Life Long Learning Plan
I have learned that even after acquiring a thorough and exemplary education, learning is a
continuing process. There is no ending to the idea of learning and in the field of education, there
are always new technologies and best practices being introduced. I have subscribed to certain
blogs and newsletters in order to continue to gain knowledge of current and new trends and
ideas. During my course of study, I have learned that I have a need for continued professional
developments and trainings. I plan to attend trainings and/or courses as of interest as I find their
availability. I would also like to continue to develop my comfort with the use of technology in
the classroom and gain an understanding of the most useful ways to utilize specific technologies.
In five years, I would like to be teaching part-time at a community college, and hopefully
working towards or already acquired a doctorate degree. I also hope to have advanced the
technology in my own classroom to maximize my teaching and be most beneficial to my
students. In ten years, I hope to have earned a doctorate degree and possibly be working at the
university level. I really want to feel experienced and develop an expertise in an area, and share
this knowledge with others in an educational setting.

Meredith Clark-Lewis
EDUC 526 Growth Assessment
APU Murrieta Regional Center
Fall 2

Page 6
Dec/2014

Section Two
History of Coursework and Course Evaluation
Name: Meredith Clark-Lewis

LiveBinder

Term: Fall II 2014

Course
Course Title &

URL: My LiveBinder
Key Skills
Comments/Suggestion

EDUC 511

Term

Instructor Name
Foundation in

Completed Acquired
Spring I
LiveBinder

s
This course was

Digital Teaching

2014

creation,

extremely useful in

and Learning

Wordle,

terms of creating the

Instructor:

PowerPoint

LiveBinder. It keeps

Joanne Gilbreath

presentation

all of the work

organized. It would be
beneficial to make sure
students understand
they need to keep
updating this as they
continue on with their
courses, so that they
do not wait until the
end and have to go
back and find their
work or remember

EDUC 512

Instructional

Spring I

iPad, iPad

their course projects.

This course was an

Applications

2014

applications,

excellent introduction

Productivity

Apple products,

to the iPad, Apple

Software

Excel,

products and

Instructor:

Webquest

accessories, and a

Jim Sullivan

baseline knowledge of
computer hardware
and software. Jim

Meredith Clark-Lewis
EDUC 526 Growth Assessment
APU Murrieta Regional Center
Fall 2

Page 7
Dec/2014

Sullivan was very

helpful and
knowledgeable about
EDUC 514

Digital Video in

Spring II

Video

computers.
This course was

the Classroom

2014

aesthetics,

extremely useful in

Instructor:

Animoto,

terms of being

Tim Holder

Pinnacle Studio, introduced to various

Screencast,

photo and video

YouTube,

terminology and usage

Camera shot

within the classroom.

types

Tim Holder was

probably one of the
greatest instructors I
have had throughout
this program. I
learned a tremendous
amount from this

EDUC 515

Evolving

Fall II

Blogging,

course.
This course was a lot

Educational

2014

Twitter,

of fun in terms of

Technologies

Powtoon,

creating the blog and

Instructor:

Game-based

incorporating social

Lance Martin

learning, iPad

media into teaching. I

applications,

also enjoyed the

Thinglink

hands-on experience
for game-based
learning and learned
about additional iPad
applications. Lance
Martin does a good
job of providing

Meredith Clark-Lewis
EDUC 526 Growth Assessment
APU Murrieta Regional Center
Fall 2

Page 8
Dec/2014

examples and
EDUC 522

Learning in the

Fall I

Multiple

blogging.
This class was an

21st Century

2014

intelligences

extreme amount of

Instructor:

and technology

work. The

Lisa Rodriguez

uses, developing

understanding of the

a unit plan,

reasoning behind this

digital graphic

workload does not

organizers,

come until you take

VOKI, Google

EDUC 526. I found the

Hangouts

Google Hangout
method of class
meeting to be difficult
to sustain for 2-3
hours. Lisa Rodriguez
was a good instructor,
but as mentioned, I did
not like the Google
Hangout method of

EDUC 526

Capstone

Fall II

Curriculum

meeting.
This course is a good

Experience/Digital

2014

unit, Action

reflection and ending

Teaching and

Research Plan,

point for this course. It

Learning

Adobe Connect,

allows for self-

Instructor:

Growth

reflection and a look at

Joanne Gilbreath

Assessment,

knowledge growth

websites

during the program.

Joanne Gilbreath has
been very helpful in
terms of keeping me
on track throughout
my program.

Meredith Clark-Lewis
EDUC 526 Growth Assessment
APU Murrieta Regional Center
Fall 2

Page 9
Dec/2014

Evaluation of the Impact of the Digital Teaching and Learning Program

A tool or strategy that I plan to implement as a result of this program is, Flipping the
Classroom. I have not had the opportunity to utilize this yet, but when I do have the opportunity,
I cannot wait to try this. I love the idea of homework assignments being to watch a lecture or
lesson online, and then to utilize classroom time for hands-on, engaged learning or practicing. I
especially love this idea for math lessons. I would provide links to videos on my website and
give assignments for students to watch these at home, possibly with a fill-in-the-blank type of
note taking task. I think that this type of teaching allows for more practice time during class and
makes the best use of instructional time. There are also ample amounts of tools to use for this
type of teaching. Everything from designing a website or blog to post links to lectures and
videos, to the tools being utilized to record these, such as a Smart Pen, Screencast, or another
video application. Overall, this type of teaching allows for multiple technology resources to be
implemented.
Program Evaluation
My experience at Azusa Pacific University has been a positive and inspiring one. I have
met many individuals along the way, such as the advisor previously mentioned who helped and
supported me through many hardships, instructors who were willing to stay late to provide extra
guidance on assignments or answer questions, likeminded classmates who were going to school
for the same expertise and had similar beliefs and goals, and of course the smiling faces of the
staff when you enter the regional center.
I feel that I learned a lot through the credential program. It truly prepared me for my job
as much as possible in the length of time that is allotted. The only part of the program that I was
not thrilled with was the documenting every single hour utilized via the objective log hours,
combined with the weekly reflections, summary of hours toward objectives, evidence of diverse
settings, and self-reflection. It was a tremendous amount of work, primarily the objective log
sheet. It was difficult to find time to do this, combined with a non-paid full-time teaching job for
18 weeks, and attend two full-time classes. Aside from this, I was pleased with the outcome of
knowledge that I gained and preparation for my career. Overall, I really enjoyed my time at
Meredith Clark-Lewis
EDUC 526 Growth Assessment
APU Murrieta Regional Center
Fall 2

Page 10
Dec/2014

Azusa Pacific University. If I had the opportunity to take additional courses or even teach in the
future at the university, I would definitely consider it.
Dispositions Self-Assessment Questionnaire
Form: "Unit Candidate Dispositions Rubric (2.25.2013)"
Created with: Taskstream
Author: Meredith Clark-Lewis
Date submitted: 12/08/2014 8:48 am (PST)

Directions: Please complete the Candidate Dispositions Rubric, aligned to Ethical,

Responsive, and Informed educator dispositions, as evidenced in the candidate.
NCATE defines dispositions as "professional attitudes, values and beliefs demonstrated
through both verbal and non-verbal behaviors as educators interact with students, families,
colleagues and communities. These positive behaviors support student learning and
development. The two professional dispositions that NCATE expects institutions to assess
are fairness and the belief that all students can learn. (NCATE 2008)

Candidate/Date Information (optional)

Candidate Name:

APU ID No.:

Meredith Clark-Lewis

002461889

Evaluator Name (optional):

No answer specified

(REQUIRED) Assessor:

Self

Course Prefix and Number (optional):

Example: EDUC 504
EDUC 526

(REQUIRED) Ethical educators who are able to understand and articulate the integration
of a Christian worldview in their professional communities of practice display:
1

Personal Integrity

Collaborative, cooperative, and respectful behaviors

Meredith Clark-Lewis
EDUC 526 Growth Assessment
APU Murrieta Regional Center
Fall 2

Not
Applicable

Page 11
Dec/2014

Fairness in educational settings by meeting the educational

needs of all students in a caring, non-discriminatory, and
equitable manner

Sensitivity to cultural and individual differences

Personal and professional maturity

Response Legend: 1 = Not Acceptable (not displayed) 2 = Approaches Acceptable (sometimes

displayed) 3 = Acceptable (usually displayed) 4 = Target (always displayed) N/A = Not Applicable

(REQUIRED) Comments regarding candidate strengths/areas for improvement (Ethical):

...

(REQUIRED) Responsive educators who practice reflective critical thinking in their

engagements with diverse communities of learners display:
1

Responsiveness to the expectations and standards of the

professional community

Responsiveness to conditions that promote learning, health,

and personal safety in the P-12 school and community

Effective communication within the educational community

Commitment to fair academic practices that ensure all

students can learn

Responsiveness to the impact of discrimination based on

race, class, gender, disability/exceptionality, sexual
orientation, and language on students and their learning

Effective time management

Appearance and dress appropriate for one's professional

setting

Not
Applicable

Response Legend: 1 = Not Acceptable (not displayed) 2 = Approaches Acceptable (sometimes

displayed) 3 = Acceptable (usually displayed) 4 = Target (always displayed) N/A = Not Applicable

(REQUIRED) Comments regarding candidate strengths/areas for improvement

(Responsive):
Meredith Clark-Lewis
EDUC 526 Growth Assessment
APU Murrieta Regional Center
Fall 2

Page 12
Dec/2014

...

(REQUIRED) Informed and collaborative scholarly educators who are dedicated to

professional growth and lifelong learning display:
1

Commitment to adapting and applying the best researchbased ideas to improve clinical practice

An understanding of current and emerging trends in their

field of practice

Knowledge of standards and expectations of their discipline

through relevant activities and projects in the program

Ability to apply and communicate current research

effectively in course work

The ability to synthesize and apply course content, projects,

clinical practice, and professional work

Not
Applicable

Response Legend: 1 = Not Acceptable (not displayed) 2 = Approaches Acceptable (sometimes

displayed) 3 = Acceptable (usually displayed) 4 = Target (always displayed) N/A = Not Applicable

Meredith Clark-Lewis
EDUC 526 Growth Assessment
APU Murrieta Regional Center
Fall 2

Page 13
Dec/2014