Tara Savino

I learned that focusing on character strengths helps build student confidence, engagement, and a positive classroom environment. Recognizing strengths like perseverance, teamwork, and curiosity shifts attention from weaknesses to growth. I plan to apply this by intentionally naming and reinforcing these strengths during class and lab activities, helping students see how their strengths support learning and behavior.

I learned that PERMA—Positive emotions, Engagement, Relationships, Meaning, and Accomplishment—supports well-being. I plan to apply it by fostering engagement, strong relationships, and meaningful goals in my classroom.

I learned that positive psychology—focusing on strengths, gratitude, and a growth mindset—can boost student engagement and teacher effectiveness. I plan to apply these strategies to create a more supportive and motivating classroom.

I learned that remote CTE teaching works best when using interactive tools, videos, and immersive experiences to engage students and build skills. I plan to apply this by integrating digital projects and flipped lessons into my courses, helping students demonstrate learning creatively while staying connected.

In this module, I gained valuable insights into flipped teaching, video integration, flow models (synchronous and asynchronous), immersive experience delivery, and online journaling. These are fantastic resources for CTE educators, and I’m excited to incorporate them into student learning to enhance engagement and outcomes.

A professional community for Career and Technical Education (CTE) teachers focused on strengthening instructional competencies, sharing best practices, and improving student outcomes in high-skill, in-demand careers.  I will collaborate by sharing best practices, innovative ideas, reflections, and resources to serve our students better and strengthen CTE programs.

I learned that the “Situation to Impact” process helps identify specific challenges and focus on measurable outcomes. I plan to apply it by targeting areas when remote CTE labs are needed which will hopefully improve instruction more effective.

I learned that sustaining growth in a PLC requires ongoing collaboration, reflection, and using student data to guide decisions. I plan to apply this by sharing strategies, reflecting on my lessons, and using feedback from my team to improve instruction.

I learned that teacher-driven growth is most effective when it focuses on reflection and collaboration in the present moment. I plan to apply this by using PLC conversations and real-time feedback to make small, intentional changes to improve my instruction and student learning.
 
 
 
 

“Ready, Set, Pause” reminds teams to slow down, reflect, and align their efforts. I’ll apply this by scheduling regular check-ins to review progress and adjust plans.