Profile information
- First name: Robert
- Last name: Harrison
Social media accounts
Student Achievement/Growth Goals
Best Practice Professional Growth Goals
Integrate ReadingApprentice strategies into biology lessons to increase content-area literacy.
Perform statistical analyses on unit assessments to improve assessments, tailor questions to fairly assess student understanding, and eliminate bias in assessments.
Consistently use pretest and frequent formative assessment data to make instructional decisions, improve instruction, and address student proficiencies in achieving learning targets.
Use the inquiry model as a model for designing lessons so students are learning from data and observations, and as a platform for asking questions that can be answered empirically.
Design and share lessons and instructional resources with other teachers via Google Drive to improve understanding and practice in biology instruction.
Engage students in self-questioning, peer- and self-assessment to gauge understanding and increase learning.
Integrate district-provided technology to increase student engagement, increase collaboration on projects, effectively communicate with students and parents, and efficiently assess students. Includes Promethean ActivInspire, iBlog, iLearn, Gmail, and Google Docs.
Education History
Edsel Ford High School
1991
- 1995
Biological Science (Bachelor of Science) at Michigan State University
1995
- 1999
Master of Science in Science Education at University of Michigan Dearborn
2003
- 2012
Michigan School Administrator Certificate at Michigan Association of Secondary School Principals - Path to Leadership Administrative Certification Program
July 2017
- June 2018
Professional memberships
Member: National Science Teachers Association (NSTA)
2000
College Board Approved Teacher of AP Biology
2008
Edsel Ford Formative Assessment Committee
2012
Edsel Ford PBIS Committee
2012
Positive Behavior Intervention Support
Edsel Ford School Improvement Committee
2103
Member: National Association of Biology Teachers (NABT)
2014
International Society of Technology in Education (ISTE)
March 2016
Michigan Educational Technology Specialists (METS) Group
Fall 2017
Personal goals
Certified Google Educator
Reading Apprentice
Students compiled their reading autobiographies, a ReadingApprentice strategy, in an eBook. In doing this, students reflected on their history of reading. This was a metacognitive activity that fostered self-assessment and reinforced the importance of reading skill.
Statistical Analysis
Statistics from each test were analyzed, including score skewness, kurtosis, coefficient of internal consistency, facitlity index, and discrimination index. The attached file gives an example of the statistics gathered for one of the unit post-tests.
Technology Integration
Technology is fully integrated in my classroom, as I use the online tools provided by the district to create a blended learning environment. These include iLearn and iBlog, as evidenced here on the Dearborn Schools Technology Department Blog.
Student Peer- and Self-Assessment
Students were required to create and maintain an ePortfolio during the second semester in biology and AP biology. ePortfolios foster student self-reflection and assessment through journaling, and increase the quality of student work. Students also frequently used rubrics to assess their own and their peers work.
Google Documents
Pre- and Post-Test Data Analysis
For 6 different units throughout the year, average class scores on pre- and post-tests were compared. Results indicated that students improved their scores by 31.83%.
Inquiry
Lessons and units were designed using the 5E Inquiry Model, including implementing the module on cell biology and cancer created by the National Institutes of Health (NIH) and Biological Science Curriculum Survey (BSCS).