Course-Embedded Internship Summary

Embed Size (px)

Citation preview

  • 7/29/2019 Course-Embedded Internship Summary

    1/12

    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.

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

    Name: _____Safirah Ibenana_____________________________

    Total Number of Hours: ________150____________

    State

    Competency

    Standard/ISTE

    Technology

    FacilitationStandard

    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)

    II.6

    TF-I, TF-II,

    TF-V, TF-VI,

    TF-VII,

    TF-VIII

    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 self-

    assessment 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 ateam player attitude

    garners greater gains on a

    project.

    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 andused to note strengths and

    areas for further

    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 educationalleadership. I soon

    motivated myself to

  • 7/29/2019 Course-Embedded Internship Summary

    2/12

    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.

    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 motivatingfactor 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.

    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 endof Week 5, students

    should confer with their

    site supervisor(s) and

    agree on an action

    research topic and plan.

    After a colleagues input,

    I revised my action plan

    with regards to my initial

    timelines. I allotted more

    time for the preparation ofproject, 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 whenyou 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.

    I.1 EDLD 5333

    Leadership for

    12/12 5 hrs Students create a personal

    vision of leadership.

    A personal vision of

    leadership is very

  • 7/29/2019 Course-Embedded Internship Summary

    3/12

    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 re-

    evaluate what he/she is

    doing to prevent that

    vision.

    I.1

    TF-I, TF-IV,

    TF-V, TF-VI,

    TF-VIII

    EDLD 5333

    Leadership for

    Accountability

    12/12 5 hrs Students attend a Site-

    Based Decision-Making

    (SBDM) meeting, record

    reflections, and interview

    the principal and one otherstaff 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 oract 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? Thedecision 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 studentparticipation at Saturday

    School thus increasing

    student achievement.

  • 7/29/2019 Course-Embedded Internship Summary

    4/12

    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 teachersknow 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 ofmining (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 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

    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-

  • 7/29/2019 Course-Embedded Internship Summary

    5/12

    plans, allocation of

    resources to support the

    plan, and any tools needed

    for school improvement

    efforts.

    risk for failure.

    3. Hire one reading

    interventionist tutor to

    provide individualized

    attention to students at-

    risk 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 wouldgo to the salary of the

    reading interventionist.

    I.1

    TF-I, TF-IV,

    TF-V, TF-VI,

    TF-VIII

    EDLD 5333-

    Leadership for

    Accountability

    12/12 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.

    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 showsthat we are in the fourth

    quartile for this indicator

    that signifies it as an area

    of improvement.

    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

    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 theimplementation 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

  • 7/29/2019 Course-Embedded Internship Summary

    6/12

    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 andprocedures 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 shoesof 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 educationstudents will help students

    as well because they will

    not feel as misunderstood

    and/or alienated in their

    learning environments.

    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."

    I observed an ethical

    conflict with Standard

    1.3: the educator shall not

    submit fraudulent

    requests for

    reimbursement, expenses,

    or pay. An investigationon 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

  • 7/29/2019 Course-Embedded Internship Summary

    7/12

    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 strategiesfor 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.

    II.6

    TF-VI,

    TF-VII

    EDLD 5345

    HumanResource Mgt

    8/12 5 hrs Students access the

    policies and procedures inplace 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.

    Concerning policies that

    pertain to teachermentoring 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

  • 7/29/2019 Course-Embedded Internship Summary

    8/12

    should know. Also, there

    should be a pre- and post-

    evaluation of mentees

    performance in the

    classroom just to see if

    the mentorship program

    was effective.

    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

    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 thecampus that this rising

    student body is an asset to

    the campus in order to be

    a more culturally

    proficient leader.

    I.2

    TF-V

    EDLD 5326

    School

    Community

    Relations

    9/12 5 hrs Students develop a plan

    for a family-school-

    community partnership(s)

    to increase student

    achievement

    I learned a great deal from

    this assignment. When I

    first developed a school-

    community partnership

    between the middle

    school and a neighboring

    college, I was verypassionate 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 alreadyunites the community

    through seasonal harvests

    and inspired my grant-

    writing proposals for

    additional gardening

    tools, a tool shed, and a

    greenhouse. I learned that

    enhancing projects that

    already exist in a

  • 7/29/2019 Course-Embedded Internship Summary

    9/12

    community is just as

    important as creating a

    whole new endeavor with

    lack of capital and

    support.

    I.2

    TF-V

    EDLD 5326

    SchoolCommunity

    Relations

    9/12 5 hrs Students develop a

    presentation to be given tokey stakeholders in their

    school that emphasizes the

    importance of parental-

    community involvement to

    student achievement.

    I shared with campus

    administration my resultsfrom 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 toparents 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.2

    TF-I, TF-II,

    TF-III, TF-V

    EDLD 5363

    VideoTechnology

    and

    Multimedia

    12/11 15 hrs Create a public service

    announcement for parentsand community partners.Capture and integrate sound,

    video, and digital images;create RSSfeeds; and publishthe final product on the web.

    Use short teacher and studentinterviews to focus on 21stcentury technology forengagement and

    achievement.

    I learned a great deal from

    this experience because itshowed 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

  • 7/29/2019 Course-Embedded Internship Summary

    10/12

    way of involving all

    campus stakeholders in

    the student growth

    progress.

    III.8, III.9

    TF-I, TF-V,TF-VI,

    TF-VII

    EDLD 5362

    Information

    SystemsManagement

    5/12 6 hrs Analyze district technologyafter completing interviewswith at least two school

    administrators who areinvolved with the planningand budgeting of technology.

    Unfortunately, there was

    a contrast between the

    vision that the districtsadministration 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 spenta 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.

    III.8, III.9

    TF-I, TF-V,

    TF-VI,

    TF-VII

    EDLD 5362

    InformationSystems

    Management

    5/12 5 hrs Students will evaluate and

    analyze a school districtsStudent Information System,including the evaluation of

    total cost of ownership,feature set, ease of use,customer support, and

    training.

    The functional areas

    housed in SIS range fromEnrollment/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 yearround 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

  • 7/29/2019 Course-Embedded Internship Summary

    11/12

    interview opened my eyes

    to the disconnect between

    campus faculty and the

    districts SIS.

    II.4, II.5

    TF-II, TF-III,TF-IV, TF-V

    EDLD 5364

    Teaching with

    Technology

    3/12 12 hrs As campus professionaldevelopment

    activity, create a wiki-based

    studygroup with 3-5 teachers

    leading andsupport teachers who analyze

    data

    related to student learning ,create a

    lesson using UniversalDesign for

    Learning at the CAST LessonBuilding

    athttp://lessonbuilder.cast.o

    rg/,create

    a sample electronic book toshare with

    your learning team members.Lastly,

    add a team reflection to your

    Googlesite about the process of

    creating anelectronic book.

    Instead of educational

    leaders pressuring

    teachers and students tosatisfy 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 learningneeds, 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 studentassessment that does not

    properly measure

    students progress runs

    the risk of making off-

    base instructional

    decisions. (Rose and

    Meyer 2002).

    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 withpeers, parents, and the

    larger community in order

    to nurture student learning.

    I would encourage my

    colleagues to initially

    implement the use of

    websites like

    Blogger.com and

    Wikispaces into theclassroom 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

    http://lessonbuilder.cast.org/http://lessonbuilder.cast.org/http://lessonbuilder.cast.org/http://lessonbuilder.cast.org/http://lessonbuilder.cast.org/
  • 7/29/2019 Course-Embedded Internship Summary

    12/12

    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 asengaging visual aids.