Cover Letter

Dear Directors:

First I would like to thank you for giving me the opportunity to be a member in this great writing community. Honestly, I did not think that the endeavored would be doable. I appreciate that you took your time to show us the “How’s” and “Why’s” of the process. Summer Institute is a great avenue for new learning and growing experiences.

I came to Summer Institute as a writing teacher with hopes to take new and exiting techniques back to my classroom. What I have learned is that I am a writing teacher that also likes to write. I am part of a writing community that “has my back” if the need ever arises. If I have questions, I can count on my new colleagues to help me find the answers. I can go back to my classroom feeling, not only refreshed but, enlightened and empowered knowing that there are methods of teaching that can enhance my students’ abilities as both learners and test takers.

The pieces I chose for my E-portfolio were carefully considered to show the process of growth in my writing adventures. Each choice is explained in the following:

I. Personal Writing – “Tell a story that only you can tell” were the words that inspired this writing. “Church Gum” was written as a sacred writing piece which I continued writing after I left class that day. Revisions were made and the final result was my (no matter how embarrassing) story that only I could write and therefore it was the most personal.

II. Professional Writing – What better way to show my professional side than to write about my “Accomplishments” as a teacher. I actually started this piece during the 2006-2007 school year and finished it for this entry. The demonstration on “Using Visuals to Stimulate Learners” has been a passion of mine for some time. It is reassuring to know that the methods I have been using in my classroom are worthy, of not only a demonstration to my peers, but also a report for later use.

III. Professional Inquiry Question Development; Action Research Plan. This entry was a bit more confusing in that I did not know where to begin. I wanted to research something that would be meaningful to my class and my self. After help from Karen, I am certain that I will satisfy the research requirements for, “How can I use technology to facilitate the achievement of eighth grade writing standards in Ohio?”

IV. Revision, Sharing, Responding, Play Practice – Looking back now, this was the most difficult feat for me to perform. In the same light, it was also the one that taught me the most. “Just the Sub” unbeknown to me, has been buried inside me for a long time. When I wrote it, I had no idea where it would go. The end result was a powerful message that I felt I had to deliver. At the same time, revision was seen as a rewrite to correct the errors, and now I view it as a way to dig deeper into the meaning behind the writing. Revision is also another reason to get technology into the classroom. The students need to see that they are not being punished but instead being rewarded with time to make their writings even better.

V. Reflective Practice – Teaching is a reflective practice, if done correctly.

A. Educators can learn from reflecting on what worked and did not work. I chose “Technohappy” for two reasons with the first being that I really liked the title. The title told the story and the writing gave explanation. The second reason was to tell my story of how technology should not be scary. It is a force that can be reckoned with and we have the power to do so. Second, I chose to include a piece that gave me assurance that technology was a fascinating way to help students grow. So I used “Technology and Research” to remind us that technology makes our educational banks deposit friendly. Next, I played with the idea of adding my technology pros and cons voices, but in the end decided that “My Experience(s) with the Blog” was more worthy in that I learned and am still learning from the entire encounter. I wait with breathless anticipation for this to be included in our school days.

B. The demonstration reflective was presented in a “Letter to My Fellows,” which I posted to my blog. The letter came with ulterior motives. I wanted to make sure that my fellows knew how much I appreciated their time and efforts in, not only my demonstration, but their letters as well. Their letters helped me see where I could improve and my letter showed that I was putting forth the rethinking to improve. I probably read the assignment wrong, but responded the way in which I needed. The reflective letter definitely should be something to consider for next year.

C. The Ethnography was a given assignment and though some dreaded the day they had to be the ethnographer, I would jump at the chance to do it again. It was a great day to keep track of historical events that unfolded and then write about them.

D. The last reflective writing was a prompt for sacred writing. I went back through my journal and the decision was not difficult. It had to be “What it means to be a Teacher.” Not only a professional piece, but a personal one as well. If we are serious educators, then there is no way to separate the two. Good teachers do, as Bonnie said, have teaching in their souls. It means the world to be included in this prestigious collection and I am honored to have the opportunity to write about it.

This journey would not have been the same without the 07 fellows that participated. I am thankful to have shared traveling space with this crew, but hope that we are only on a layover as of July 6, 2007 with many more interesting destinations to explore together.

Thank you.

Marsha Dean-Ellis