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 12 th course. The Internship requires a minimum of 150 course-embedded hours.

Name: _____Safirah Ibenana_____________________________ Total Number of Hours: ________150____________

State Competency Standard/ISTE Technology Facilitation Standard II.6 TF-I, TF-II, TF-V, TF-VI, TF-VII, TF-VIII Course Number Date Completed (Required) Time Spent on Activity Description of Activity Reflection (150 words or less describing what you learned from this activity) (Required)

EDLD 5301 Research

9/11

7 hrs

Students will collaborate with the school supervisor and develop the 18 month internship plan. Plans will be based on selfassessment findings, professional goals, and the unique needs of the intern and school.

My site mentor Mr. J came up with the idea of Professional Development Thursdays, which allows for the faculty to meet more frequently in smaller groups for training. When I asked him about the training schedule, he reassured me that I will help him lead two technology trainings. To interview, train, and observe the faculty will truly enable me to practice my leadership skills (in all facilitator standards). Preparation and reflection throughout the development trainings were just as important as leading the trainings itself. What I learned most from this activity was that flexibility and a team player attitude garners greater gains on a project. Although I was proud of my professional experience, this activity forced me to focus on a few areas. First, I needed to establish professional affiliations in the field of educational technology and educational leadership. I soon motivated myself to

II.6 TF-I, TF-II, TF-V, TF-VI, TF-VII, TF-VIII

EDLD 5306 Concepts of Educatonal Technology

9/11

8 hrs

Students develop an educational vita noting all professional experience, education, relevant training, professional organizations, and references. The vita will become part of the professional portfolio and used to note strengths and areas for further

development in devising the internship plan.

research journals where I could submit articles and foundations where I could solicit grants. I was relieved that I could record the presentations that I gave throughout my internship plan.

II.6 TF-III, TF-IV

EDLD 5301 Research

9/11

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.

EDLD 5301

9/11

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.1

EDLD 5333 Leadership for

12/12

5 hrs

Students create a personal vision of leadership.

My site mentor Mr. J was very supportive of my action research plan for technology integration. He asked me to make a visual chart after each benchmark of all the classes scores in each subject. The hope is that this visual element will be a constant motivating factor in the improvement of students academic performance. I am very curious to see if my target groups will perform higher than their counterparts on their benchmarks. After a colleagues input, I revised my action plan with regards to my initial timelines. I allotted more time for the preparation of project, development of deeper understanding, and self-reflection since my lesson planning approach changed. In addition to the shifted timelines of my action plan, I replaced step 10 with the activity to chart benchmark scores due to the conference that I had with my site mentor. What I learned from this experience is that when you initiate an implementation of some sort, the time spent to lay the foundation of the project is just as valuable as the project itself and its findings. A personal vision of leadership is very

TF-I, TF-IV, TF-V, TF-VI, TF-VIII

Accountability

important for principals because it sets a daily reminder of what that leader needs to see on campus. If a campus leader does not see enhanced student learning, professional development for staff, or collaboration with campus community, then it forces the leader to reevaluate what he/she is doing to prevent that vision. 12/12 5 hrs Students attend a SiteBased 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 committee member believes that valuable input is being shared. However, it is up the principal to implement or act upon decisions because he has veto power. The bottom line is that the committee makes recommendations. An example would be to examine the process in which benchmark assessments are administered. Should they be administered in blocks of time or over a two day period? The decision may ultimately rest with the principal. Most decisions made during SBDM are based upon consensus building techniques. The committee has made recommendations for student incentives for interventions such as Saturday Tutorials. This will help the school increase student participation at Saturday School thus increasing student achievement.

I.1 TF-I, TF-IV, TF-V, TF-VI, TF-VIII

EDLD 5333 Leadership for Accountability

I.1 TF-I, TF-IV, TF-V, TF-VI, TF-VIII

EDLD 5333 Leadership for Accountability

12/12

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.

According to Joyce and Showers (2003), the four key components of professional development training are: focus on the theory behind the new skills that are introduced, model the new skills that are introduced, allow practice of the introduced skill (8-10 weeks), and promote the collaborative work of teachers in planning and developing the lessons to implement that skill effectively. These sources imply that professional development is not a one-day course. It requires evaluation to determine that teachers know how to integrate introduced skills to their instruction. Learning communities are an ideal setting for follow up on professional development trainings. I would observe PLC meetings once a month. In every meeting, I would check to see if they are using the strategy of mining (pre) benchmark data, re-evaluating their individual action plans, and achieving their PLC goals to align instruction to state standards; develop and implement uniform/consistent expectations for reading standards; and develop and implement a uniform/consistent grading system.

I.1 TF-I, TF-IV, TF-V, TF-VI, TF-VIII

EDLD 5333 Leadership for Accountability

12/12

5 hrs

Students conduct a databased needs assessment. Based on the areas of need identified, students create a campus action plan to address the needs identified including professional development

My campus action plan would be to: 1. Provide teacher training in the use of the 7th grade Model for Reading instruction 2. Provide after-school tutorials for students at-

plans, allocation of resources to support the plan, and any tools needed for school improvement efforts.

I.1 TF-I, TF-IV, TF-V, TF-VI, TF-VIII

EDLD 5333Leadership for Accountability

12/12

5 hrs

Students conduct a datadriven, comprehensive needs assessment using the latest AYP and AEIS data, a multi-year history of this data, and a comparable improvement report.

II.6 TF-VI

EDLD 5344 School Law

11/12

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

risk for failure. 3. Hire one reading interventionist tutor to provide individualized attention to students atrisk for failure in Reading. My professional development plans would be to implement effective and consistent professional learning communities among department members. These communities would be a great extension of brief trainings from visitors or workshops that not all faculty members could attend. Most of the financial resources would go to the salary of the reading interventionist. I would target the sixth and seventh graders performance in Reading. Our AEIS comparison chart shows 67% of sixth graders passed Reading; that is unacceptable for this indicator. Sixth grade was the only grade level that did not pass Reading. Also, our CI report shows that we are in the fourth quartile for this indicator that signifies it as an area of improvement. The implementation and evaluation of students IEPs is the most relevant issue to me pertaining to student management issues. Before this course, I did not fully understand the legal ramifications of neglecting the implementation and evaluation of IEPs. I would explain to faculty that the funding that we receive from the Individual with Disabilities Education Act requires that all students learn in the least

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.

restrictive environment and that we must provide related services to all students IEPs. This knowledge drives me to connect with teachers on a level that discourages them from seeing students with learning disabilities as a hindrance. Consequently, the motivation to effectively train teachers on how to differentiate learning to accommodate learning disabled students will help me become an effective leader. Professional development activities that encourage teachers to fill the shoes of their students with learning disabilities helps both them and their students. When teachers gain a new perspective on why their students behave in a disruptive manner, it will help them to change their outlook to a more positive/optimistic one. The eradication of the burdensome mentality for special education students will help students as well because they will not feel as misunderstood and/or alienated in their learning environments. I observed an ethical conflict with Standard 1.3: the educator shall not submit fraudulent requests for reimbursement, expenses, or pay. An investigation on how coaches requested pay for miscellaneous fees during competitions led to the revision of the policy dealing with this standard. I daily encountered ethical conflicts with Standard 2.1: the educator shall not

I.3 TF-VI, TF-VII

EDLD 5345 Human Resource Mgt

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."

reveal confidential information concerning colleagues unless disclosure is required by law and Standard 2.2: the educator shall not harm others by knowingly making false statements about a colleague or the school system. Most of the causes of a negative campus culture come from the rumors spread by faculty about each other, the administration, and the school system. I frequently observed conflicts with Standard 3.3: the educator shall not knowingly misrepresent facts regarding a student. Its very likely that star athletes with the bare minimum grades to compete may have had a teacher (or two) forge their grades to comply with the grading policies for student athletes. II.6 TF-VI, TF-VII EDLD 5345 Human Resource Mgt 8/12 5 hrs Students conduct an interview with an administrator at their school regarding strategies for recruiting and retaining high-quality teachers and administrators. Strategies to recruit high quality teachers and administrators are the districts website, employment advertisements, and college fairs. I think there should be more strategies in place to retain these professionals because there was not much of a mentorship program for me to observe and there is limited funds for thorough professional development. Concerning policies that pertain to teacher mentoring programs, I would say they need to be strictly enforced on campuses. In addition, teacher mentors need ongoing professional development to stay abreast educational advances that the mentee

II.6 TF-VI, TF-VII

EDLD 5345 Human Resource Mgt

8/12

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.

II.6 TF-VI, TF-VII

EDLD 5345 Human Resource Mgt

8/12

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

should know. Also, there should be a pre- and postevaluation of mentees performance in the classroom just to see if the mentorship program was effective. To help the campus become more culturally proficient, I need to address the areas of Valuing Diversity and Managing the Dynamics of Difference. I understand the cultural component of xxISD since it is a black school district. However, the rising Hispanic student body cannot be ignored and I have to show the campus that this rising student body is an asset to the campus in order to be a more culturally proficient leader. I learned a great deal from this assignment. When I first developed a schoolcommunity partnership between the middle school and a neighboring college, I was very passionate and ambitious about the mentorship project. Unfortunately, mentors were not responding in a timely fashion so I transformed my focus to another school-community project that was already established and yielded increased student achievement in biology. The 4-H project already unites the community through seasonal harvests and inspired my grantwriting proposals for additional gardening tools, a tool shed, and a greenhouse. I learned that enhancing projects that already exist in a

I.2 TF-V

EDLD 5326 School Community Relations

9/12

5 hrs

Students develop a plan for a family-schoolcommunity partnership(s) to increase student achievement

I.2 TF-V

EDLD 5326 School Community Relations

9/12

5 hrs

Students develop a presentation to be given to key stakeholders in their school that emphasizes the importance of parentalcommunity involvement to student achievement.

I.2 TF-I, TF-II, TF-III, TF-V

EDLD 5363 Video Technology and Multimedia

12/11

15 hrs

Create a public service announcement for parents and community partners. Capture and integrate sound, video, and digital images; create RSS feeds; and publish the final product on the web. Use short teacher and student interviews to focus on 21st century technology for engagement and achievement.

community is just as important as creating a whole new endeavor with lack of capital and support. I shared with campus administration my results from the technology integration poll I gave to parents at the first PTO meeting. I highlighted parents concerns about using technology to communicate with campus faculty and administration. There is a desire for some parents to get involved but lack of time is a factor. My site mentor decided to give access to the Internet to parents in their own room on campus. The hope is if parents improve their technological literacy (even through communication), then they will encourage their children more to complete their assignments or ask for help to complete their work. I learned a great deal from this experience because it showed me how social media can be safe for a learning community. Several campus leaders fear social media because teachers are unable to focus the students attention on assignment tasks when they are browsing the Internet. RSS feeds are a great way of teachers monitoring students online work. The task of creating a web video is a wonderful opportunity to learn how to train others on how to create an excited project for learning on the Internet. To extend such sites beyond the classroom is an excellent

III.8, III.9 TF-I, TF-V, TF-VI, TF-VII

EDLD 5362 Information Systems Management

5/12

6 hrs

Analyze district technology after completing interviews with at least two school administrators who are involved with the planning and budgeting of technology.

III.8, III.9 TF-I, TF-V, TF-VI, TF-VII

EDLD 5362 Information Systems Management

5/12

5 hrs

Students will evaluate and analyze a school districts Student Information System, including the evaluation of total cost of ownership, feature set, ease of use, customer support, and training.

way of involving all campus stakeholders in the student growth progress. Unfortunately, there was a contrast between the vision that the districts administration of technology has for student learning to what I actually observed in classrooms. Like most school districts, those involved with planning technology use in the district want to prepare students for the 21st century. They want to see increased technological literacy of faculty and staff. My action research, that spent a great deal of focus on technology integration in the district, showed the lack of technological literacy of campus faculty. Campus connectivity disallowed usage of web 2.0 tools, which I feel are very vital in preparing students for the 21st century. The functional areas housed in SIS range from Enrollment/Registration, Daily Attendance, Grade Reporting, Master Scheduling, Truancy PEIMS, Test Records, Discipline, etc. SIS acknowledges complaints about the system not being very user friendly. However, eSchoolPLUS is reworking the UI to help improve navigation. SIS offer trainings year round for all of the functional areas. They also offer one-on-one assistance in any area. SIS admits there are road blocks such as principals not releasing people for training or teachers not showing for training. This

II.4, II.5 TF-II, TF-III, TF-IV, TF-V

EDLD 5364 Teaching with Technology

3/12

12 hrs

As campus professional development 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 http://lessonbuilder.cast.o rg/, 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.1.I.2, I.3 TF-I, TF-II, TF-III, TF-V, TF-VI, TF-VII

EDLD 5366 Graphics Design and Web Publishing

2/12

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.

interview opened my eyes to the disconnect between campus faculty and the districts SIS. Instead of educational leaders pressuring teachers and students to satisfy one traditional measurement, the pressure should be placed on curriculum designers who can incorporate numerous mediums of assessment to measure the progress of ALL students. My course mate also added that educational leaders should also be pressured to revamp state assessments to accommodate all learning needs, which I agree. We can gain a richer understanding of what students know by assessing content with media. We can also note students progress from the students themselves (eportfolios and blogs). No assessment should be used that will intentionally hurt some students. Any student assessment that does not properly measure students progress runs the risk of making offbase instructional decisions. (Rose and Meyer 2002). I would encourage my colleagues to initially implement the use of websites like Blogger.com and Wikispaces into the classroom first as introductory technological applications to integrate into their curriculum. Depending on technological access, students can blog daily or once a week. With RSS feeders, teachers can

utilize their students thoughts as warm up questions or discussion points to exploit the tool beyond online journaling. As students master more technological applications, they can always upload these products on to their blog. I would stress the importance of peer feedback in the comment section of the blogs. Students can use Wikispaces to creatively breakdown concepts that may normally bore them in a textbook. Teachers can archive these sites for future students as engaging visual aids.