EDLD 5398 Course-Embedded Internship Summary

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. • The Internship requires a minimum of 150 course-embedded hours. Name: ___Tonya L. Avery______________ Total Number of Hours: ____150_______
State Competency Standard/ISTE Technology Facilitation Standard	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 5311 Fundamentals of Leadership	July 2012	15 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.	I met with my supervisor to review my internship plan. She made recommendations about my goals and those things that needed changing.  I will be gaining leadership skills by following and observing administrative staff. I will be creating a campus improvement plan and review it with my supervisor. I hope to complete at least one skill a week.
II.6 TF-I, TF-II, TF-V, TF-VI, TF-VII, TF-VIII	EDLD 5311 Fundamentals of Leadership	July 2012	10 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.	As I edit my educational vita I noticed that there are many areas missing. I have no administrative and leadership experience.  I would like to improve these areas throughout my internship.  Many teachers serve as lead teachers before becoming a principals, I do not have this experience.  I hope to make presentations during staff developments in hopes to gain leadership experiences.
II.6 TF-III, TF-IV	EDLD 5301 Research	August 2012	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.	I learned how to use data to demonstrate an awareness of methods and strategies for integrating resources that support the needs of diverse learners.  I also learned that action research is a powerful tool to find answers and increase every day duties of a principal and the campus.  My plan used research based techniques for improving achievement of ASD students.  I learned that school leadership shows that the usage of data and research to help meet the state accountability systems.
	EDLD 5301	August 2012	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 learned the importance of interacting with colleagues and site supervisors when working on an action research plan.  I learned to identify and use qualitative and quantitative data in the planning the action research.
I.1 TF-I, TF-IV, TF-V, TF-VI, TF-VIII	EDLD 5333 Leadership for Accountability	July 2013	5 hrs	Students create a personal vision of leadership.	My personal vision of leadership would be a principal who shows what a quality instructional program looks like. A person who motivates and empowers his staff with the tools and support they need to teach students critical thinking and problem solving skills.  Also a leader who, with the help of all stockholders, creates a vision for improvement for everyone on campus to gain knowledge while being respected and showing respect.
I.1 TF-I, TF-IV, TF-V, TF-VI, TF-VIII	EDLD 5333 Leadership for Accountability	June 2013	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.	I learned the procedures for conducting meetings and what the SBDM team model should look like.  I also had the chance to observe a district SBDM, which give me an opportunity to compare the district to the course model which I have studied. Our Campus Site Based Decision Making committee is made up of teachers from every department, administrators, parents and other stakeholders. During my interview with the principal she explained   that even though there is a SBDM committee she is ultimately held responsible for the overall decisions for the campus.
I.1 TF-I, TF-IV, TF-V, TF-VI, TF-VIII	EDLD 5333 Leadership for Accountability	June 2013	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.	I reviewed the AEIS for my district high school and saw that special education math scores were low, so I set a goal and objective for school improvement based on special education math scores.  I looked at my region workshops to see what was offered.  I found training for the EOCs in all three math classes for free.  I also looked on line to see what resources teachers can use to help them teach students.  I found websites with activity for students and notes teachers can use to make a lesson easier to understand.
I.1 TF-I, TF-IV, TF-V, TF-VI, TF-VIII	EDLD 5333 Leadership for Accountability	June 2013	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	After analyzing AYP scores and comparing them to the AYP target for each subgroup.  I also reviewed the AEIS scores and compared them to the indicators for Acceptable, Recognized, and Exemplary. I compared each year’s scores.  I identified the areas of weakness and strengths than for my campus action plan I suggested that my campus use after school tutoring, Saturday school and extra professional development to enhance differential instruction I created a campus action plan with a budget of $6,000 using some of the activities from week 3.  I made an agenda for professional development to help teachers deliver better lessons by analyzing scores and curriculum.
I.1 TF-I, TF-IV, TF-V, TF-VI, TF-VIII	EDLD 5333- Leadership for Accountability	June 2013	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.	AYP and AEIS data play a big role in helping schools determine areas of weakness. While using the latest AYP and AEIS data as a guide to compare multi-year history. Principals can analyze trends, relationships, and barriers.  Once the data has been reviewed, campus improvement goals can be created for campus success. , I learned that the campus administrator must communicate a learning atmosphere where professional growth is expected and leads to constant student, teacher, and school advancement.
II.6 TF-VI	EDLD 5344 School Law	May 2013	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.	I have learned the district and state laws about who is required to attend the ARD meeting.    The ARD committee is responsible for determining eligibility for special education and evaluate student IEP’s based on information from the previous school district, assessments, observations, and teacher input.  The committee has the option to reevaluate the student, accept the previous school district’s IEP or develop a new IEP if the school is within Texas.    The team determines or recommends changes to the IEP, if his parents agrees with the updated progress and changes to his BIP goals then they can be implemented.   If the parent disagrees with the placement or manifestation determination, the parent can file for a due process hearing.
I.3 TF-VI, TF-VII	EDLD 5345 Human Resource Mgt	August 2013	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."	Chapter 247 is the educators’ code of ethics that sets ethical standards for educators in Texas. The educators’ code of ethics is enforced by the SBEC that can take disciplinary proceedings against a teacher’s certification. It discussions three areas Professional Ethical Conduct Practices and Performance, Ethical Conduct Toward Professional Colleagues and Ethical Conduct Toward Students. Each area is broken down and states what the educator should not do.   It gave me a better understanding of Ethics and how educators and administrators must be conscious of their own personal ethics especially ones that meet all legal issues.
II.6 TF-VI, TF-VII	EDLD 5345 Human Resource Mgt	August 2013	5 hrs	Students conduct an interview with an administrator at their school regarding strategies for recruiting and retaining high-quality teachers and administrators.	I interviewed my school’s principal to see what strategies the school district uses to retain high quality teachers. In the past the district would offer incentive bonuses and yearly salary raises. But due to budget cuts the district has put a hold on all pay increase this 2013-2014 school year. So the district must create new strategies to recruit and retain high-quality teachers and administrators.
II.6 TF-VI, TF-VII	EDLD 5345 Human Resource Mgt	August 2013	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.	The school district has a set mentoring program where every new teacher or new to the district teacher has a mentor. Participants meet several times a year to discuss any issues that the teachers are currently having. On my campus the teachers meet every week to discuss concerns or actions
II.6 TF-VI, TF-VII	EDLD 5345 Human Resource Mgt	August 2013	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	Our district provides all communication in English and Spanish to meet the needs of parents in the community.   It provides training for the staff by using research-based practices for teaching students with limited English proficiencies. Professional development helps close the gaps in achievement and bridge gaps in cultural, linguistic, learning and communication styles.
I.2 TF-V	EDLD 5326 School Community Relations	September    2013	5 hrs	Students develop a plan for a family-school-community partnership(s) to increase student achievement	The new family-school-community partnership will help our students be more prepared in the fields of technology. The main point of this partnership will be to teach our students to perform necessary basic computer skills. Students will gain valuable tools for school and careers. Learning strategies will be taught with the help of faculty, parents and members of the community.
I.2 TF-V	EDLD 5326 School Community Relations	September    2013	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.	My first approach will be to sell stakeholders on my partnership proposal by providing data and research that supports the new proposed partnership.  The strategy that I plan to use in the course of my presentation is to show stakeholders how this partnership can benefit the community in the future. Specific considerations will be emphasize to community members when considering hiring local employees with basic technology skills.
I.2 TF-I, TF-II, TF-III, TF-V	EDLD 5363 Video Technology and Multimedia	December 2012	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.	Create a core content student-centered video project production. During this class I have learned what a shot list is and how it is basically a blueprint to your video. The shot list maps out the direction of your story. Many teachers are novice like myself, I would love to share my newly found knowledge with other teachers to include video creation in lesson plans. I would like to post links for lessons and allow students to complete assignments using my video directions. Maybe also allowing students to create a presentation using video. Google docs has been a great tool for our team collaboration, due to our different time constraints. The user friendly software and instant communication with team members has been a very valuable tool. Our team utilized Google docs to brainstorm ideas, edit and rework our video project.
III.8, III.9 TF-I, TF-V, TF-VI, TF-VII	EDLD 5362 Information Systems Management	November 2012	6hrs	Analyze district technology after completing interviews with at least two school administrators who are involved with the planning and budgeting of technology.	After several interviews, I discovered that the district used Prologic TEAMS School Management System to handle the student information system.  I learned the total cost for the startup and the recurring cost of the total Information system including finance Furthermore, I now understand that it is important to conduct and evaluate the school technology environment with a team based on the school needs.   According to the campus technology specialist, Prologic TEAMS is very user-friendly.
III.8, III.9 TF-I, TF-V, TF-VI, TF-VII	EDLD 5362 Information Systems Management	November 2012	5hrs	S 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.	Prologic TEAMS is the student information system currently being used in the district.  Prologic Teams software is built around PEIMS it was chosen for the district because it is a web-based software system and was the best fit for our district based on the committee members’ recommendation. A proposal was accepted by the school board at a cost of $511,657 for the initial purchase which included the set-up, implementation and customization of the system. The renewal fee each year is between $95,000 and $100,000.  Support and training is available on different levels through many different sources.
II.4, II.5 TF-II, TF-III, TF-IV, TF-V	EDLD 5364 Teaching with Technology	September 2012	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.org/, 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 learned how to collaborate using Google Docs to work on a group project. I was unaware of the resources available until I enrolled in the Educational Technology program.  We created a Universal Design for Learning (UDL) lesson using the CAST Lesson Builder.  Our third grade lesson incorporated technology, including Voki, PowerPoint, Photo Story, and media in our lesson
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  2013	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.	During this course, I learned about contrast, repetition, alignment, and proximity (C.R.A.P.) in graphic designs.  I examined the different historical manuals and other graphics regarding for the basic principles of design. In the following week, I learned about personal branding which I was unfamiliar with. I learned how to use Animoto software to create my animation, and it has been a great benefit for my students.