Teaching Philosophy: Amber Lavinder

Introduction

It is no secret that in everything you do you reflect upon it based off your worldview. Your worldview will play an active role in everything that you do in your career, family, and daily actions. Worldview can be molded and created through life experiences. Life experiences the mold a worldview will also affect the way a person leads (Blackaby, 2011). Whatever beliefs you reign to be true, it will unknowingly come out in the way you lead and in your daily life. Your worldview will also determine the social aspect of your life. Your beliefs will allow people that relate to you to be around.

Biblical Worldview

A biblical worldview, or Christian worldview, is based on the bible and the Word of God. God is our creator and He created everything we know. He provided us with everything that we need to be successful on Earth. He created us and made each of us unique and with different abilities. Everyone has a worldview that helps guide them to goals and directs where life will take them. However, someone that has a biblical worldview looks and directs life through the way God created them to do. A person with a biblical worldview looks at the world through God’s eyes. “For by him were all things created, that are in heaven, and that are in earth, visible and invisible, whether they be thrones, or dominions, or principalities, or powers: all things were created by him, and for him:” (Colossians 1:16, King James Version). As Christians, it is important to live our lives the way God intended and created us to do. I truly believe that if you know what you believe and why you believe that, then you have laid out the foundation to the start of your life. I believe that this is when your life truly begins. In order to know what is true to you and what you believe, I think that you should learn about other religions in order make sure that you create a well-rounded worldview.

Christian Philosophy of Education

In order to be able to understand life and the purpose that we possess here, then we need to understand the basics of the natural world that was created by God (Braley et al, 2003). Christian philosophy is correlated with education because it supports students to be who they want to become (Dawson, 2019). Everyone is destined to be someone or something. Educators should embrace that everyone is different and assist them to become the best version that they were created to be. No matter what type of environment you teach in, or lead in. As a Christian it is important to make sure that you stay true to your beliefs, morals, and self. There is no one that is going to share the same beliefs as another. There are always going to be others that try to push, or sway, you to believe what they believe. It is important to stay true to what you believe and true to yourself. A person should know why and how they came to believe their views.

Implications for Educational Practice

            Educators sometimes do not always understand how much impact they have on the minds that they are creating. Each and every educator and leader have their very own worldview, or biblical worldview, and it comes out in the way that they teach and how they mold the minds of the future. They should be aware of their beliefs and how it impacts their daily lives. This is going to have an impact on how their students retain the information that is being taught to them. Even in a public-school setting, where you are unable to directly teach any religion, your philosophy and worldview will be seen directly though the way you teach and lead others.

Conclusion
      In conclusion, whether one is aware or not, they have a worldview, and it reflects directly onto their daily lives. It is important to make sure that we keep an open mind to know that not everyone is going to have the same beliefs that we do and that could cause conflict, but as long as you stay true to yourself and know that God has created you and your surroundings to be exactly where you are today. You were meant for the path that you have been chosen for and lead a life that grows through God. You are and educator and a leader in education so that you can help mold the minds to go in the right direction.

References

Blackaby, H. and Blackaby, R., (2011). Spiritual leadership. Moving people on to God’s agenda. B&H Publishing Group.

Braley, J., Layman, J., and White, R. (2003) Foundations of Christian school education.

Association of Christian Schools International/Purposeful Design Publications.

Dawson. (2019). Character Reborn: A Philosophy of Christian Education, written by James

Pietsch. Mission Studies: Journal of the International Association for Mission Studies /, 2019(2), 337–338. https://doi.org/10.1163/15733831-12341658

King James Version. (2023). Colossians 1:16. King James Bible.

https://www.kingjamesbibleonline.org/Bible-Verses-About-Gods-Creation/     

Resume & CV: Amber Lavinder

•  Amber Lavinder
   alavinder86@yahoo.com 540-397-2301
   SUMMARY
   Experienced teacher with 5 years of expertise in communication, scheduling, organization, record-keeping, and behavior 
  management. Proven ability to support school leadership in creating a positive and productive learning environment. Applying for the Assistant Principal position at Roanoke City Public School to contribute to the academic and personal growth of students, collaborate with 
  faculty and staff and enhance the overall school culture.
   EXPERIENCE
   Teacher- Botetourt County Public School
   July 2023 - Present Botetourt, VA
    •Tailored instructional strategies to meet diverse student needs and interests, delivering engaging lectures, leading discussions, and providing interactive demonstrations.
   • Develop measurable learning objectives for all lessons, units, and projects, improving student comprehension and engagement.
   •Developed and enforced a structured reward system that improved student behavior and academic performance.
   • Demonstrated proficiency in communication and interpersonal skills to build strong relationships with parents and facilitate productive. 
  discussions regarding student development.
    •Collaborated with teaching team to develop and coordinate lesson plans following approved curricula, resulting in increased student engagement and performance.
   Teacher- Roanoke County Public School
   January 2023 - July 2023 Roanoke, VA
   , • Implemented tailored lesson plans to cater to diverse learning styles and abilities, resulting in an increase in student engagement and understanding.
   • Utilized expertise in special education regulations to ensure compliance with IEP guidelines.
    •Implemented new teaching strategies and behavior management techniques mid-year, resulting in an improvement in student performance metrics.
   Teacher- Roanoke Catholic School

October 2018 - December 2022 Roanoke, VA
 • Instructed students both individually and in groups to enhance comprehension and engagement.
 •Implemented interactive learning techniques, such as project-based learning and group discussions.
 •Utilize strong communication skills to clarify and reinforce behavior expectations, leading to student compliance.
 • Conducted regular meetings with parents and guardians to review students' academic progress and assess resource requirements, resulting 
in improvement in overall student performance.
•Collaborated with teaching team to plan and schedule lessons following approved curricula, resulting in increased student engagement and academic performance.
 EDUCATION
 Master's in Leadership and Administration
 Liberty University •Lynchburg, VA •2024 •3.4
 •Completed Internship with well over 320 hours
 • Managed new tutoring program for Elementary School
 • Served on PTA and assisted with Administration duties
 Post Baccalaureate in Education
 Mary Baldwin University •Staunton, VA •2021
 Bachelor's in Elementary Education in Interdisciplinary Studies
 Liberty University •Lynchburg, VA •2018 •3.17
 •Made Dean's List several times
 CERTIFICATIONS
 Teaching License
 Virginia Department of Education
 Certified Teacher for PK-6 with endorsement of Leadership and Administration being added this month. 
 SKILLS
 Classroom management, differentiated instruction, attention to detail, ability to easily multitask, strong organizational skills, able to 
motivate others in a positive manner, strong communication skills. Amber Lavinder Resume (.pdf) 0.05mb

Skills: Amber Lavinder
Artifact Description: The artifact submission for NELP Standard 1 consists of a data collection I conducted for the school's Benchmark testing. These scores assess each student's progress, indicating whether their performance has improved or deteriorated. (While the numbers are accurate, student and school details have been omitted as per the school board's request.) Ultimately, this artifact was utilized to decide whether students required additional tutoring or interventions.
Evidence of the Standard: NELP Standard 1 is centered on the mission, vision, and enhancement of a school. The vision of my host school acknowledges every child as an individual, recognizing their creativity and need for success. They are committed to delivering the highest quality education within a stimulating learning environment. The data I have gathered aids in tailoring guidance for each child to expand their knowledge base. This data, which includes individual students' ongoing test scores in reading, math, and science, is shared with teachers and administrators. It informs us on how to assist each student in developing their skills. For the lower grades, we collect data from various tests such as PALS, the upcoming VALS, and DIBELS, as these grades do not conduct benchmark testing. This data also indicates which students are receiving additional services, such as Title 1, speech therapy, PALS, special education, or ELL (English Language Learner) support. Competency in Standard 1-Data Collection (.xlsx) 0.76mb

Skills: Amber Lavinder
Artifact Description: This artifact demonstrates compliance with Standard 2. It is a link to the monthly school newsletter I produce, which highlights the school's activities and includes a message from the principal. The provided artifact is the Spanish version. Both English and Spanish editions are shared on the school's social media accounts, which I manage. The newsletter contains photos of students' classroom activities, updates from encore teachers, and the monthly lunch menu for parents' reference.
Evidence of Standard: This artifact demonstrates compliance with standard 2 as it contributes to the diversity of the school and our community. With an increasing number of families for whom English is a second language, it's crucial to keep them informed about their children's education. There is a growing need to raise awareness in this area. Prior to this year, a multilingual newsletter did not exist. It's my belief that students from all cultural backgrounds should have the ability to connect effortlessly with the school and be aware of classroom activities. 240430043851_Actualizaci_n_de_abril_Smore_Newsletters.html (.html) 0.14mb

Skills: Amber Lavinder
CPR Certification (.pdf) 0.02mb

Skills: Amber Lavinder
Child Abuse and Neglect Recognition and Intervention Training (.png) 0.11mb

Skills: Amber Lavinder
Artifact Description: The submission for NELP Standard 3 is a classroom newsletter I designed. It is distributed to families in both English and Spanish. While this is a sample from the first-grade newsletter, it is utilized across all grade levels at the school. The newsletter includes important dates for the school or grade, homework assignments, learning objectives, and other significant announcements.
Evidence of the Standard: This artifact demonstrates compliance with NELP Standard 3 as it provides information about classroom events to both English and Spanish-speaking families. It reflects the inclusivity of all cultures within the classroom. Our primary objective is to engage families and meet them at their level of understanding to enhance their involvement in their child's education. To achieve this, we must ensure they comprehend the information regardless of the language they read, write, or speak. Classroom Newsletter (.docx) 1.76mb

Skills: Amber Lavinder
Artifact Description: The artifact submitted for NELP Standard 4 is a survey I assisted in developing and administering within the district where I interned. This survey was distributed following the delivery of sample materials to each school, concerning the acquisition of a new reading program for the district. The intent was to gather feedback from the educators who would be utilizing the program. The survey inquired about the educators' school affiliation and their opinions on the HMH program provided to them. The responses were intended to help us determine whether this program would be an excellent match for our school district.
Evidence of the Standard: Standard 4 of NELP focuses on learning and instruction. Demonstrating proficiency in this area requires evidence of evaluating, developing, and implementing curriculum, instruction, data systems, supports, and assessments. The submitted artifact provides such evidence, as it details my involvement in selecting a new reading curriculum for our district. I assisted in conducting a survey and gathering feedback on the HMH program we were considering. The initial submission includes the survey, while the follow-up submission presents the survey results. Based on the gathered data, we decided to proceed with the purchase. This process showcases my active role in the selection of a new textbook and reading curriculum, benefiting not just the mentor site but the entire district. Survey for new reading curriculum (.jpeg) 0.22mb

Skills: Amber Lavinder
Artifact Description: The artifact submitted for NELP Standard 4 consists of the survey responses from the previously submitted survey artifact. These responses, provided by various classroom teachers who participated in the survey, differed based on the teacher and school. This diversity of feedback was instrumental in the decision to purchase a new program for the district.
Evidence of the Standard: Standard 4 of NELP focuses on learning and instruction. Demonstrating proficiency in this area requires evidence of evaluating, developing, and implementing curriculum, instruction, data systems, supports, and assessments. The submitted artifact provides such evidence, as it details my involvement in selecting a new reading curriculum for our district. I assisted in conducting a survey and gathering feedback on the HMH program we were considering. The initial submission includes the survey, while the follow-up submission presents the survey results. Based on the gathered data, we decided to proceed with the purchase. This process showcases my active role in the selection of a new textbook and reading curriculum, benefiting not just the mentor site but the entire district. Survey for new reading curriculum (.xlsx) 0.01mb

Skills: Amber Lavinder
Artifact Description: The artifact submitted for NELP Standard 5 consists of minutes from a monthly Superintendents' meeting that I attend on behalf of the school. In these meetings, representatives from various schools' present questions, comments, concerns, and commendations for discussion with the district's Superintendent. It serves as an open forum for advocates from elementary to high school levels to engage in dialogue with the Superintendent, fostering communication between the schools and the school board. The overarching aim is to ensure open communication across all channels.
Evidence of the Standard: The meeting minutes reflect NELP Standard 5 due to the school's representation within a community context. This information is made public and distributed to the community, as well as discussed in the principal's meetings that occur the subsequent day. These meetings serve as an open forum, facilitating the exchange of information between individual schools and the community at large. Superintendent Meeting Minutes (.7) 0.27mb

Skills: Amber Lavinder
Artifact Description: The artifact presented for NELP Standard 6 is a survey distributed to parents regarding the school. This survey posed questions about the school's performance and areas for improvement. It solicited feedback from both students and parents, gauging their sentiments. The survey includes questions about which school activities families value most and those they deem unnecessary. Additionally, it addresses school communication and offers parents the chance to suggest enhancements.
Evidence of the Standard: This artifact demonstrates proficiency in NELP Standard 6 as it includes a survey I developed and distributed not only to the school but also via the school's social media and newsletter. This broad dissemination was aimed at gathering extensive feedback to enhance school operations and management. It's crucial that the community, parents, faculty, and staff perceive the operations as efficient. To ascertain their views, we must actively seek comprehensive feedback to understand which processes are effective and which may require modifications.
School Operation Survey (.jpeg) 0.49mb

Skills: Amber Lavinder
Artifact Description: The artifact submitted for NELP Standard 7 is a reference check form. This form was utilized to evaluate a prospective preschool teacher candidate for the 2024-2025 academic year. Several questions were posed to assess the candidate's performance quality in a prior position.
Evidence of the Standard: The reference check demonstrates proficiency in NELP Standard 7, as I participated in the interview process and assisted with conducting reference checks for potential candidates. This experience enhanced my understanding of the hiring process and the role of administration within it. Additionally, I was involved in the touring process for each candidate, following through to the final hiring stage.

I did change the names of the individuals that were originally on the reference check to protect the identity and school. This was a request from administration and the school board.  Reference check-hiring process (.docx) 0.01mb

Reflective Journal: Amber Lavinder

Before starting my program at Liberty University, I wouldn't have known where to begin. I feel I've grown immensely in every conceivable way. Initially, I must admit, I was unaware of what NELP standards were until I delved into education. The hands-on experience at school has taught me much, and I've relished learning from my mistakes.

I believe I've made the most progress in understanding NELP standard 2, which deals extensively with the legal and ethical aspects of schooling. I was unfamiliar with many of the cases discussed and the numerous legal regulations that must be adhered to. I still have much to learn in this domain, as well as in the financial management of school leadership. I am confident that I will continue to develop in these areas as I broaden my administrative expertise.

The NELP standards have significantly aided in shaping my understanding and approach to leadership. As I progress, I am committed to seeking further professional development opportunities to enhance my knowledge and continue learning about the essence of being not just a leader, but an exemplary one.

Assignments: Amber Lavinder
Benchmark Description: The project, conducted in EDAS 640, assesses the school comprehensively. It starts by examining and then redefining the school's vision. The project includes data gathering, analysis, and establishing objectives for the school's test scores. The data collection also involves scrutinizing the school's budget to evaluate resource allocation and identify areas for more efficient fund utilization. Finally, it outlines SMART goals along with strategies for their achievement, measurement, and monitoring.
Evidence of the Standard: This demonstrates compliance with NELP Standard 5, which requires an understanding of how to support school improvement. The plan delineates objectives for enhancing the school both generally and progressively. It is a thorough and strategic guide that aids in navigating the school's established improvement process. The creation of this improvement plan was based on the data that was gathered and provided to me.  School Improvement Plan (.pdf) 0.71mb

Assignments: Amber Lavinder
Benchmark Description: I conducted this benchmark assignment on a fellow teacher to observe their classroom and identify areas for improvement. We established a goal linked to a learning standard, proposed a strategy, and carried out three observations. Notes were taken during each observation, followed by post-observation interviews. In conclusion, I summarized the progress made and provided insights on how she could further enhance her classroom practices.
Evidence of the Standard: This benchmark project demonstrates adherence to NELP Standard 7, which focuses on professional capacity and advancing every student's success. Through classroom observations, I assisted the teacher in enhancing instructional differentiation, including the integration of technology—a previous area of deficiency. Consequently, the teacher effectively incorporated technology into her lessons, benefiting future evaluations and fostering student success. Supervision of Instruction Course Benchmark Project (EDAS 641) (.pdf) 0.20mb

Assignments: Amber Lavinder
Benchmark Description: This essay assignment necessitated the application of content knowledge acquired during the course in written form. The initial segment of my essay delves into the creation of a vision and its significance, emphasizing the value of inclusivity in formulating a vision statement. The subsequent brief essay examines the school's ambiance and my strategies for fostering a positive environment for faculty and staff, centering on school culture and the learning atmosphere. The third essay explores methods for collaborating with stakeholders and enhancing communication, incorporating case studies on crisis management and evolving communities.
Evidence of the Standard: This essay incorporates NELP Standard 1, Standard 3, and Standard 7, centering on the school's vision, culture, and collaboration. It discusses extensively the creation of a vision and the collaboration with faculty and staff to establish a positive vision for the school. Additionally, the essay outlines strategies for collaborating with stakeholders to enhance the school's welfare. Theory to Practice Exam (.docx) 0.04mb

Assignments: Amber Lavinder
Benchmark Description: The benchmark for EDAS 646 involved an analysis of Cloverdale's demographics and explored collaborative efforts to improve the school. An interview was conducted with a parks and recreation representative to discuss updating the school's external resources to facilitate outdoor learning. Additionally, the project included research on five agencies within the Botetourt community, detailing their contact information and the support they offer to the school, its students, and their families.
Evidence of the Standard: NELP Standard 5 is exemplified in this benchmark, advocating for students' access to community resources. Parks and Recreation assisted in upgrading our school's outdoor facilities, fostering outdoor learning, and providing a secure and pleasant environment for students to advance academically, socially, and emotionally. The resources supplied enabled some students to obtain health benefits previously inaccessible to them. Additionally, a mobile dentist visited to offer preventive care to students and referrals for more complex dental treatments when necessary. Community Resources Alignment Project (.docx) 0.03mb

Assignments: Amber Lavinder
Benchmark Description: The benchmark encompassed several phases, with each submission contributing to the project as a whole. The first part entailed an analysis of moral and legal issues/values in school policy, focusing on student dress code and technology, highlighting the need for an updated handbook regarding virtual learning dress code. The second part analyzed the existing policy. The third, fourth, and fifth parts examined past cases related to the current policy, including case analyses. The sixth part consisted of a PowerPoint presentation that synthesized the entire project.
Evidence of the Standard: This project demonstrates an understanding of NELP Standard 2, which centers on the legal and ethical implications within a school environment. It relates to this standard by addressing the need for equitable dress code policies, asserting that students learning virtually should adhere to the same dress code as those attending in person. This approach ensures fairness across both virtual and in-person educational settings. Legal Entanglement Project part 1 (.pdf) 0.11mb

Assignments: Amber Lavinder
Benchmark Description: The benchmark encompassed several phases, with each submission contributing to the project as a whole. The first part entailed an analysis of moral and legal issues/values in school policy, focusing on student dress code and technology, highlighting the need for an updated handbook regarding virtual learning dress code. The second part analyzed the existing policy. The third, fourth, and fifth parts examined past cases related to the current policy, including case analyses. The sixth part consisted of a PowerPoint presentation that synthesized the entire project.
Evidence of the Standard: This project demonstrates an understanding of NELP Standard 2, which centers on the legal and ethical implications within a school environment. It relates to this standard by addressing the need for equitable dress code policies, asserting that students learning virtually should adhere to the same dress code as those attending in person. This approach ensures fairness across both virtual and in-person educational settings. Legal Entanglement Project part 2 (.pdf) 0.10mb

Assignments: Amber Lavinder
Benchmark Description: The benchmark encompassed several phases, with each submission contributing to the project as a whole. The first part entailed an analysis of moral and legal issues/values in school policy, focusing on student dress code and technology, highlighting the need for an updated handbook regarding virtual learning dress code. The second part analyzed the existing policy. The third, fourth, and fifth parts examined past cases related to the current policy, including case analyses. The sixth part consisted of a PowerPoint presentation that synthesized the entire project.
Evidence of the Standard: This project demonstrates an understanding of NELP Standard 2, which centers on the legal and ethical implications within a school environment. It relates to this standard by addressing the need for equitable dress code policies, asserting that students learning virtually should adhere to the same dress code as those attending in person. This approach ensures fairness across both virtual and in-person educational settings. Legal Entanglement Project part 3 (.pdf) 0.11mb

Assignments: Amber Lavinder
Benchmark Description: The benchmark encompassed several phases, with each submission contributing to the project as a whole. The first part entailed an analysis of moral and legal issues/values in school policy, focusing on student dress code and technology, highlighting the need for an updated handbook regarding virtual learning dress code. The second part analyzed the existing policy. The third, fourth, and fifth parts examined past cases related to the current policy, including case analyses. The sixth part consisted of a PowerPoint presentation that synthesized the entire project.
Evidence of the Standard: This project demonstrates an understanding of NELP Standard 2, which centers on the legal and ethical implications within a school environment. It relates to this standard by addressing the need for equitable dress code policies, asserting that students learning virtually should adhere to the same dress code as those attending in person. This approach ensures fairness across both virtual and in-person educational settings. Legal Entanglement Project part 4 (.pdf) 0.11mb

Assignments: Amber Lavinder
Benchmark Description: The benchmark encompassed several phases, with each submission contributing to the project as a whole. The first part entailed an analysis of moral and legal issues/values in school policy, focusing on student dress code and technology, highlighting the need for an updated handbook regarding virtual learning dress code. The second part analyzed the existing policy. The third, fourth, and fifth parts examined past cases related to the current policy, including case analyses. The sixth part consisted of a PowerPoint presentation that synthesized the entire project.
Evidence of the Standard: This project demonstrates an understanding of NELP Standard 2, which centers on the legal and ethical implications within a school environment. It relates to this standard by addressing the need for equitable dress code policies, asserting that students learning virtually should adhere to the same dress code as those attending in person. This approach ensures fairness across both virtual and in-person educational settings. Legal Entanglement Project part 5 (.pdf) 0.14mb

Assignments: Amber Lavinder
Benchmark Description: The benchmark encompassed several phases, with each submission contributing to the project as a whole. The first part entailed an analysis of moral and legal issues/values in school policy, focusing on student dress code and technology, highlighting the need for an updated handbook regarding virtual learning dress code. The second part analyzed the existing policy. The third, fourth, and fifth parts examined past cases related to the current policy, including case analyses. The sixth part consisted of a PowerPoint presentation that synthesized the entire project.
Evidence of the Standard: This project demonstrates an understanding of NELP Standard 2, which centers on the legal and ethical implications within a school environment. It relates to this standard by addressing the need for equitable dress code policies, asserting that students learning virtually should adhere to the same dress code as those attending in person. This approach ensures fairness across both virtual and in-person educational settings. Legal Entanglement Project part 6 (.pptx) 1.97mb

Assignments: Amber Lavinder
Benchmark Description: The project entailed a financial review of the school's resources. During this project, I analyzed the school's resources, audited operational systems, established goals and strategies based on the data, and developed a resource management plan. It was necessary to conduct a financial review and devise plans for fund allocation to areas of need within the school. A significant requirement identified was the need for enhanced technology across the school, specifically the provision of Chromebooks for each grade level to foster a more technologically inclusive environment.
Evidence of the Standard: The project demonstrates alignment with NELP Standard 6 in several aspects. Firstly, it concentrates on the school's operations and potential improvements. Additionally, it addresses the integration of technology within the school and its inclusion in every classroom.  Program Financial Review (.docx) 0.05mb

Projects: Amber Lavinder
Project Description:  My accountability protocol project, or APP, was done at an elementary school. This project focused on the creating a tutoring program for students to attend to help them with reading grades. Students that did not pass, or where close to not passing, the benchmark tests, were placed into a tutoring program. This program was offered to struggling students in order to help them increase their reading scores for benchmarks, and also in hopes of passing the reading SOL. Teachers volunteered their time either before school, after school, or during planning periods, to be able to tutor students in specific reading areas. This was for grades 3-5 and was for five days a week.
Evidence of the Standard: They standard that this shows evidence in is NELP 1.2. This standard focuses on understanding and demonstrating the capacity to lead improvement processes that include data use, design, implementation, and evaluation. I believe that with the data that was collected, I was able to create, implement and manage other teachers. I was able to help with the planning and implementation of the reading curriculum that was used. I was also able to help teachers find substitutes if they were going to be absent to ensure that students still got the tutoring that was needed. Collecting data at each benchmark tests proves that the tutoring was working with the increased test scores. This proves that I am able to lead a team by the use of data, design a successful program to help with reading growth, implement the program, and also evaluate teachers through teacher evaluations to ensure a successful program to help the success of students. 240426090826_APP_Lavinder.docx (.docx) 0.05mb

Association & Society Membership: Amber Lavinder

• Name of Association: National Association for the Education of Young Children and its Affiliate: Virginia Association for Education of Young Children 
• Acronym for Association: NAEYC and VAAEYC
• Date of Initial Membership: 06/20/2023
• Description of Association:
• Association's Website: https://www.naeyc.org
• Level of Activity/Involvement in the Association: I currently get on the website and activity stay up to date on the information that is provided. My mentor and I have signed up for a professional development that will be happening in the Fall.

NAEYC membership certificate (.png) 0.06mb

Association & Society Membership: Amber Lavinder

• Name of Association: Association of Supervision and Curriculum Development
• Acronym for Association: ASCD
• Date of Initial Membership: 04/26/2024
• Description of Association: ASCD is for educators who want to learn about new instructional strategies, grow independently, and thrive as professionals. It focuses on empowering educators and leaders to be able to advance and elevate learning to meet the needs of all students as a whole.
• Association's Website: https://www.ascd.org/
• Level of Activity/Involvement in the Association: I recently joined ASCD, but I am planning on doing some professional developments through the website that are being offered. 

ASCD membership (.jpg) 0.09mb

Exam History: Amber Lavinder
Score: 146
Discussion: My score is lower than I anticipated. It is a little below average and right at the cut score. There are things that I feel that I should have been more prepared for. During my test, I had some testing issues, and my test froze and then cut off. I was able to have it resume where I left off; however, I was thrown off and my time was shortened due to this issue. I just felt rushed to finish. There certainly is no excuse and I could have done better on this exam.  SLLA Score report (.pdf) 0.36mb