Course-based+Embedded+Hours+Log

Lamar University - M.Ed in Educational Technology Leadership Course-based Embedded Assignment in Internship Log

• The Internship requires a minimum of 150 course-embedded hours. || (Required) || Time Spent on Activity || Description of Activity || Reflection (150 words or less describing what you learned from this activity) (Required) ||
 * ** Course-Embedded Internship Summary and Validation Report ** ||
 * Directions: This report should summarize all Course-Embedded Internship Activities that have been recorded in the log forms. You will submit this completed form in your 12th course.
 * State Competency Standard /** ISTE Technology Facilitation Standard ** || Course Number || Date Completed
 * ** II.6 **


 * TF-I, TF-II, TF-V, TF-VI, TF-VII, **
 * TF-VIII ** || EDLD 5306 Concepts of Educational Technology || July 2010 || 15 hrs || Students will complete all parts of each Technology/Leadership self-assessments and thoroughly document the results as required. Students will thoroughly summarize key ideas of each section of their State’s Technology Plan and describe their State Technology Curriculum Standards. || As an introduction, these activities made me look closely at myself, and also too look closely at the standards that I plan to learn so much more about. This introduction kind of made it hit home that I really do not know much at all about this area. I have a lot to learn and I am coming from an area of very little experience. It will be interesting to see where I am headed. ||
 * ** II.6 **

Research || September 2010 || 10 hrs || Students engage in identifying an action research topic(s) or research question(s) and designing a draft action plan completing a recommended template or format of a blueprint of the action research plan. || Drafting an action research plan was an interesting project. I explored areas that I had not really thought too much about. It reminded me a lot of creating a scientific experiment, including the hypothesis. The plan strategy is well thought out and demands attention to certain questions and details. It is important to do your research and collect your data. I enjoyed the process, even as it was difficult to come up with an acceptable, interesting topic. ||
 * TF-III, TF-IV ** || EDLD 5301
 * || EDLD 5301 || September 2010 || 5 hrs || Students review comments from colleagues and site supervisors and engage in revising their draft action research plan. By the end of Week 5, students should confer with their site supervisor(s) and agree on an action research topic and plan. || I looked at the quality indicators when revising my action research pan. These indicators include context of study, wonderings and purpose, data collection and data analysis, principal research learning, and implications for practice. These quality indicators help to focus and direct how and where I want my action research plan to go. Reflecting and questioning help to focus what you are trying to learn. ||
 * ** I.1 **

Leadership for Accountability || June 2011 || 5 hrs || Students create a personal vision of leadership. || Creating a personal vision of leadership was a lesson in reflection. It was not something that is just thrown out there. It is important to decide what you want the vision to do, and how you want it to represent you. There was a whole process and several questions to answer when developing this vision of leadership. It is an important part of developing the way you act in leadership rather than react in leadership. ||
 * TF-I, TF-IV, TF-V, TF-VI, TF-VIII ** || EDLD 5333
 * ** I.1 **

Leadership for Accountability || June 2011 || 5 hrs || Students attend a Site-Based Decision-Making (SBDM) meeting, record reflections, and interview the principal and one other staff member regarding collaboration, consensus building strategies, ethical relationships, typical agenda items, etc. || The Site-Based Decision Making (SBDM) Committee at Fairmeadows Elementary School is very active in addressing school needs and concerns. According to the members that I interviewed the business and community members are actively involved and add input on what is reasonable to expect from the community. The principal stated that she drew up the agenda based on what was addressed at the last meeting, on district mandated requirements, as well as school needs. The committee works together to provide a consensus on decisions. The information provided by the interviewees aligned with my knowledge of the functioning of a SBDM committee. I was surprised by the amount of involvement by our parents and community members. I was glad to see that they were not just sitting in the meetings agreeing with the principal, but were providing useful and interactive involvement. ||
 * TF-I, TF-IV, TF-V, TF-VI, TF-VIII ** || EDLD 5333
 * ** I.1 **

Leadership for Accountability || June 2011 || 5hrs || Students demonstrate leadership for accountability by researching best practices, including specific professional development to address a target area and list the strategies and rationale for using each strategy. || This gave me an idea of the differences in professional development and how these different types of professional development can be applied. Some are more effective in certain situations, and some are less effective than others. Different types of professional development address different needs. ||
 * TF-I, TF-IV, TF-V, TF-VI, TF-VIII ** || EDLD 5333
 * ** I.1 **

Leadership for Accountability || June 2011 || 5 hrs || Students conduct a data-based needs assessment. Based on the areas of need identified, students create a campus action plan to address the needs identified including professional development plans, allocation of resources to support the plan, and any tools needed for school improvement efforts || Creating an action plan takes into account the results of the needs assessment completed from the school data, as well as other information collected to support the plan of action including needed resources, budgetary and personnel concerns, and professional development. The action plan addresses the need supported by the data, not the perceived need that is unsupported. ||
 * TF-I, TF-IV, TF-V, TF-VI, TF-VIII ** || EDLD 5333
 * ** I.1 **


 * TF-I, TF-IV, TF-V, TF-VI, TF-VIII ** || EDLD 5333- Leadership for Accountability || June 2011 || 5 hrs || Students conduct a data-driven, comprehensive needs assessment using the latest AYP and AEIS data, a multi-year history of this data, and a comparable improvement report. || This activity helped to provide a basis for analyzing state generated data. This information helps to provide a view of the needs for the campus based on data generated over a length of time. Overall, Fairmeadows does a good job of meeting the needs of its students, but there were some areas were discrepancies suggested areas of need. ||
 * ** II.6 **

School Law || October 2011 || 15 hrs || Application of learning by designing a remediation to a situation you would like to improve in your school. In your School-Based Analysis, you familiarized yourself with special education policies in your state and school district. For your Application, you will use this knowledge as you follow a fictional student, Julia, who has just enrolled at your school. You will develop an Individualized Education Program for “Joseph,” monitor how her program is implemented in the classroom, and use your knowledge of student rights and school management to make sound decisions when she engages in behavior that calls for disciplinary action. This assignment will require you to use knowledge gained from your lectures and readings, and from communication with leaders at your school, including your principal, special education coordinator, and classroom teachers. Your final step will be to make suggestions about how management policies and procedures for special education students at your school can be improved. In all instances, you are expected to cite relevant law and/or policy that you used to formulate your answers. || This is a scenario that I work with daily. I have worked in special education for 15 years, as a teacher, and as a special education liaison. It is important to address student rights when developing an IEP. I know how to follow these steps, but I am also aware that improvement is always necessary. It is difficult sometimes to make school policy and student rights work together to create an IEP that is best for the student. ||
 * TF-VI ** || EDLD 5344
 * ** I.3 **

Human Resource Mgt || July 2011 || 5 hrs || Students review Chapter 247 of the Texas Administrative Code, "Educators' Code of Ethics," conduct observations and/or interviews in your school, and use the results of those observations interviews to complete the "Code of Ethics Mind walk." || As a special education teacher, ethics is always part of my day. This assignment gave me a chance to look at ethics from a different viewpoint than through the eyes of special education. It gave me a chance to broaden my horizon s in this topic area. ||
 * TF-VI, **
 * TF-VII ** || EDLD 5345
 * ** II.6 **

Human Resource Mgt || July 2011 || 5 hrs || Students conduct an interview with an administrator at their school regarding strategies for recruiting and retaining high-quality teachers and administrators. || One of the strategies that our principal uses when recruiting and interviewing teachers is to have the rest of the grade level team there to talk with the teacher being recruited. By changing the dynamics of a formal interview, our principal found a way to make it a recruiting tool by showing the culture and collaboration on our campus. This is more effective than anything that she says because they can see it in action. This is a tool that I feel is worthwhile to add to my own recruitment activities in the future. ||
 * TF-VI, **
 * TF-VII ** || EDLD 5345
 * ** II.6 **

Human Resource Mgt || July 2011 || 5 hrs || Students access the policies and procedures in place in their district related to teacher mentoring programs by accessing the district's webpage or contacting district Human Resources Office and reflect on the policies in place for mentoring induction. || District policy states that the District may assign a mentor teacher to each classroom teacher who has less than two years of teaching experience in the subject or grade level to which the teacher is assigned. Our building principal actually assigned a mentor to all teachers new to the building to help address needs that may come up by being new to the building. I thought this was a great idea to make the transition to a new building easier. ||
 * TF-VI, **
 * TF-VII ** || EDLD 5345
 * ** II.6 **

Human Resource Mgt || July 2011 || 5 hrs || Students complete the Cultural Proficiency Receptivity Scale, use the Cultural Proficiency Professional Development Rubric to assess the level of professional development at their campus or workplace, and identify and describe where and how their campus has responded to each of the elements of Cultural Proficiency || This scale ran from cultural destructiveness to cultural proficiency. The six points along the scale show how people address cultural differences. As I addressed my own beliefs on the scale, I found that I have a strong belief in cultural diversity, and my campus fell into the range of cultural competence in most areas. ||
 * TF-VI, **
 * TF-VII ** || EDLD 5345
 * ** I.2 **


 * TF-V ** || EDLD 5326 School Community Relations ||  || 5 hrs || Students develop a plan for a family-school-community partnership(s) to increase student achievement || This class was not included in my course work. ||
 * ^  || EDLD 5335 Curriculum Management || January 2011 || 5 hrs || In this week’s assignment, you will summarize required curriculum components and high school graduation requirements, describe the components of the TEA learning system and make suggestions for improvement, and collect data to begin decision-making on a learner-centered staff development session. This week, you should:
 * identify and summarize the components of a state-required curriculum.
 * analyze the components of the TEA learning system and make suggestions for improvements.
 * analyze state-generated data and a Campus Improvement Plan for the purpose of decision-making. || This activity helped me to learn to analyze actual data and documents to assess needs, and to begin to develop a plan to address those needs through professional development, school improvement plans, and other decision making processes to address student needs for greater student success .It helped me to learn to use data to communicate to the teachers which needs to address and to put resources into. ||
 * ** I.2 **

Demonstrates the ability to work collaboratively online with 2 colleagues to improve a learner-centered staff development, and reflects intuitively on the process. || The first part of developing the agenda used AEIS data and the Campus Improvement Plan (CIP).The activity involved using data to create a professional development agenda that met the needs of the campus based on the data. Working collaboratively to refine and improve the staff development provided insight from others’ view points. By working together, it was possible to see the areas of weakness and further strengthen the strong points while addressing the needs of the campus. ||
 * TF-V ** || EDLD 5326 School Community Relations ||  || 5 hrs || Students develop a presentation to be given to key stakeholders in their school that emphasizes the importance of parental-community involvement to student achievement. || This class was not included in my course work. ||
 * ^  || EDLD 5335 Curriculum Management || February 2011 || 5 hours || Develop a preliminary agenda for a learner-centered staff development based on a content area identified by AEIS data and a related objective identified in the CIP.
 * I.2 **
 * I.2 **


 * TF-I, TF-II, TF-III, TF-V ** || EDLD 5363 Video Technology and Multimedia || December 2011 || 15 hrs || Create a public service announcement for parents and community partners. Capture and integrate sound, video, and digital images; create RSSfeeds; and publish the final product on the web. Use short teacher and student interviews to focus on 21st century technology for engagement and achievement. || This activity focused on a collaborative group project. We created a public service announcement (PSA) that incorporated various aspects of video technology. We each played a role in the development of our PSA. This project was a new experience for me. All elements of this project were a learning experience. I worked with my team to effectively execute the different elements and learned a lot about applying different elements. ||
 * ** III **** .8, III.9 **


 * TF-I, TF-V, TF-VI, **
 * TF-VII ** || EDLD 5362 Information Systems Management || April 2011 || 6 hrs || Analyze district technology after completing interviews with at least two school administrators who are involved with the planning and budgeting of technology. || I found it very interesting to discuss all the elements that are taken into account when planning and budgeting for technology. One of the technology issues I discussed was the use of tablets in the classroom with our Deputy Superintendent for Learning Services. It was interesting to talk about all the issues that are involved beyond the cost of the tablets. Many of which are legal and ethical issues as much as budgetary ones. ||
 * ** III **** .8, III.9 **


 * TF-I, TF-V, TF-VI, **
 * TF-VII ** || EDLD 5362 Information Systems Management || April 2011 || 5 hrs || Students will evaluate and analyze a school district’s Student Information System, including the evaluation of total cost of ownership, feature set, ease of use, customer support, and training. || I was amazed at the cost of ownership for our district’s student information system. The cost of maintaining the system is well over $130,000 a year. The actual purchase cost was a little over $500,000. After talking to several people who use the system, from teachers to clerks to administrators, I found that most thought the system was very user friendly and was appropriate and varied in its usage. The system was also very well supported with training, techs, and help desk personnel easily accessible as well as an online help that was very effective. ||
 * ** II.4, II.5 **

activity, create a wiki-based study group with 3-5 teachers leading and support teachers who analyze data related to student learning, create a lesson using Universal Design for Learning at the CAST Lesson Building at [], create a sample electronic book to share with your learning team members. Lastly, add a team reflection to your Google site about the process of creating an electronic book. || I addressed a group of diverse learners that I had very little experience with, and this was a great experience because I had no prior expectations or ideas. I had to research information and resources from the beginning. The CAST lesson building tool provided a great framework to address the elements of a good lesson, and I found that I could adapt the electronic book to address the needs of those students who are unable to read what is written, or even those who can not see the images. Auditory descriptions can be placed to address the needs of those who are visually impaired. Overall, this collaborative study group completed a great group assignment and was very well organized. For a group that had such different personalities, we learned to work well together. ||
 * TF-II, TF-III, TF-IV, TF-V ** || EDLD 5364 Teaching with Technology || April 2012 || 12 hrs || As campus professional development
 * ** I.1.I.2, I.3 **


 * TF-I, TF-II, TF-III, TF-V, TF-VI, **
 * TF-VII ** || EDLD 5366 Graphics Design and Web Publishing || February 2012 || 12 hrs || Students will collaborate to create a website that addresses digital ethics, design principles, diverse learners, and communication with peers, parents, and the larger community in order to nurture student learning. || This activity provided a lot of insight into collaborative learning as well as in the elements of designing the web site to address all of the stated issues. The collaborative group was very time consuming, but I learned a lot about organization and working with a diverse group of people, as well as communicating, scheduling, and planning with a group of people that I had never met. We found that we could be very effective as a team. ||