Professional Growth Plan
My professional growth plan is framed by the three key skills identified by Katz (1955) as an approach for identifying and understanding the requirements for leadership: Technical, Human, and Conceptual Skills.
Rationale: My career goals target teaching and training in the field of educational technology. I believe that a leader's credibility depends, to a certain degree, upon skill and experience. Because I already have a strong background in web-based tools, I have made hands-on applications the focus of my current explorations. Of specific interest are makerspace-related tools. I attend Meet-ups at the Bergen Makerspace and have created my own workshop at home.
Examples of technical skills that I have begun to build:
Mastery of beginner level coding with the aim of deepening understanding of "hacking" and Makerspace work
Target Activities: Application of coding in 3D modeling and printing -Taught workshop on Scratch
Increase knowledge of Arduino and Wearable Technologies
Target Activity: Application in the creation of a wearable technology prototype -
Created an LED nametag
Increase knowledge of robotics
Target Activities: Experimented with Brushbots
Build a Lego Mindstorm Robot - Summer 2016
Increase knowledge of VR
Target Activity: Experiment with Google Cardboard - Summer 2016
Increase knowledge of drones
Target Activity: Investigate and experiment with drones - Summer/Fall 2016
Rationale: The transition from a circumscribed field (Jewish Education) where I am well-known, to a much broader one, where I am a relative new-comer, is a multi-step process. In addition to acquiring knowledge and skills, I have begun to develop a network of colleagues working in this field through outreach, participation in conferences, and attendance at Maker Education events. One of my first steps in establishing myself in this field has been to demonstrate my leadership among my fellow students.
Examples of human skills that I have begun to develop:
Develop connections and actively participate in networks with other Educational Technology Leaders
Target Activities: Participation in educational technology networks that relate to research topics;
Networking with Educational Technology leaders: locally, state-wide, and nation-wide
Follow and observe Thought Leaders in the field of Educational Technology, related fields, and business
Target Activities: Identify and follow Educational Technology Thought Leaders on Twitter, LinkedIn, and
in Blogs; Journal entries regarding ideas
Cultivate leadership role among NJCU Educational Technology Students in the area of Maker Education
Target Activities: Created a Google+ Community for Ed Tech students and faculty: Provided
consultations for NJCU colleagues presenting on Maker Education topics or planning to open a
school-base Makerspace; Organized a field-trip for NJCU colleagues to a Maker Xpo; Served as a
judge at an Aerial Drone Competition for JCPS30
Rationale: The most important tools that will benefit from the doctoral program are intellectual ones. My ability to clearly and confidently articulate up-to-date theory and ideas regarding Educational Technology will be the foundation of my future. My success will depend upon my ability to innovate and effectively communicate my vision for this field. On-going research, writing, teaching, and presentations will be the vehicles for honing these skills.
Examples of conceptual skills that I am cultivating:
Read and write articles, and eventually, write a book about the field; Current topics of interest: Maker Education, Remix
Target Activities: Commit time each week for research and writing, with the goal of publishing at least
two articles each year; Co-write a book on Educational Technology
Establish a reputation as a desireable speaker on topics related to Educational Technology:
Target Activities: Present at a minimum of two academic conferences per semester; Develop a
reservoir of presentation-appropriate content
Teach new courses in the field of Educational Technology
Target Activities: Spring 2016 co-taught Integrated Software Across the
Curriculum on the Masters level at New Jersey City University as the first step in becoming an
adjunct at NJCU;
Katz, R. L. (1955). Skills of an effective administrator. Harvard Business Review, 33(1), 33–42.
Northouse, P.G. (2013). Leadership: theory and practice (6th ed.). Thousand Oaks, CA: Sage Publications, Inc.
Credit: Nagler, 2016
Credit: Nagler, 2016