Field Experience Logs Both Structured and Unstructured

Part I: Log

Date(s)	Activity/Time	PSC Standard, Element & BOR Strand, Element & NETS-A Standard, Element
9-7-11	Interviewed Principal about school’s professional learning plan. (1 hour)	PSC 5.1, 5.2, 5.3
9-10-11	Received and reviewed end of year teacher survey on professional needs for the upcoming 2011-2012 school year. (2 hours)	PSC 1.1, 1.2, 1.3, 5.1
9-16-11 9-17-11 9-20-11	Reviewed School Strategic Plan and worked on GAPSS analysis (17 hours)	PSC 2.8,5.1, 5.2, 5.3
9-18-11	Created and sent out a survey in Google Docs to teachers within my school about current technology use. Consolidated data for use with GAPSS analysis. (2hours)	PSC 3.3, 3.7, 5.1
10-18-11	Designed a Professional Learning Plan for school based on GAPSS analysis (5 hours)	PSC 2.3, 2.5, 2.6
10-20-11	Designed an Evaluation plan to assess the Professional Learning Plan (2 hours)	PSC 2.7, 5.3
10 -26-11	Provided a training session for teachers based on PLP on how to create test keys and parse a test from Word into iRespond (2.5)	PSC 3.2, 3.4, 3.6, 4.3, 5.2
	Total Hours: [30.5 hours ]

DIVERSITY (Place an X in the box representing the race/ethnicity and subgroups involved in this field experience.)
Ethnicity	P-12 Faculty/Staff				P-12 Students
	P-2	3-5	6-8	9-12	P-2	3-5	6-8	9-12
Race/Ethnicity:
Asian	X	X
Black	X	X			X	X
Hispanic	X	X			X	X
Native American/Alaskan Native
White	X	X			X	X
Multiracial		X			X	X
Subgroups:
Students with Disabilities					X	X
Limited English Proficiency					X	X
Eligible for Free/Reduced Meals					X	X

Part II: Reflection

 

CANDIDATE REFLECTIONS: (Minimum of 3-4 sentences per question)

1.          Briefly describe the field experience. What did you learn about technology facilitation and leadership from completing this field experience? In gathering and preparing the GAPSS analysis, I realized that there are many components and people that need to be considered when reviewing and developing professional development that will ultimately improve student learning. As technology continues to grow, so do the needs of both students and teachers. Having technology facilitators would help schools not only learn what new technologies are available, but would provide the knowledge and training needed to help teachers use this technology with students.

2. How did this learning relate to the knowledge (what must you know), skills (what must you be able to do) and dispositions (attitudes, beliefs, enthusiasm) required of a technology facilitator or technology leader? (Refer to the standards you selected in Part I. Use the language of the PSC standards in your answer and reflect on all 3—knowledge, skills, and dispositions.) A technology facilitator or leader would need to know the needs of both the students and teachers within a school to design and implement technology training for teachers. He/ She would need to not only manage the digital tools, but also plan to differentiate based on the needs of the teachers. By assessing the needs, he/ she may discover attitudes and beliefs within the teachers that will help in planning effective professional development. Finally, an evaluation of the training should be given to help identify if the training met the intended outcome. It would also show strengths within the training, areas needing revision, and give ideas for future training needs.

3. Describe how this field experience impacted school improvement, faculty development or student learning at your school. How can the impact be assessed? This field experience has positively impacted faculty development at my school. Teachers are becoming more comfortable with the use of iRespond student response systems. Many are using them for tests other than the benchmark and checkpoint tests required by the county. The instant feedback that comes from use of the student response systems allows teachers to see strengths and weaknesses of students much quicker so they can modify instruction to better meet the needs of our students. To assess the impact, a teacher survey should be given to determine how much the student response systems are being used and to what extent.

Part I: Log

Date(s)	Activity/Time	PSC Standard, Element & BOR Strand, Element & NETS-A Standard, Element
August and September 2011	Assisted new teachers and several returning teachers with the setting up of their classroom iRespond systems. (3 hours)	PSC 1.4, 3.1, 3.2, 4.1
9-24-11 9-31-11	Provided Promethean training to teachers new to Green Acres this year. (2 hours)	PSC 1.4, 3.1, 3.2, 4.1
September through December 2011	Updated school website – created new faculty page and updated hyperlinks for the computer lab page. Also added information for the new parent portal for Pinnacle. (10 hours)	PSC 3.3, 3.5, 3.7, 4.3, 6.1
	Total Hours: [15 hours ]

DIVERSITY (Place an X in the box representing the race/ethnicity and subgroups involved in this field experience.)
Ethnicity	P-12 Faculty/Staff				P-12 Students
	P-2	3-5	6-8	9-12	P-2	3-5	6-8	9-12
Race/Ethnicity:
Asian	X	X
Black	X	X
Hispanic	X	X
Native American/Alaskan Native
White	X	X
Multiracial		X
Subgroups:
Students with Disabilities
Limited English Proficiency
Eligible for Free/Reduced Meals

Part II: Reflection

CANDIDATE REFLECTIONS: (Minimum of 3-4 sentences per question)

1.          Briefly describe the field experience. What did you learn about technology facilitation and leadership from completing this field experience? I worked with mostly new teachers and showed them how the iRespond student response systems connect to their computer as well as basic use. I also showed them the basics of the Promethean board and how to find resources on Promethean planet and the school T:drive. With teacher turnover at schools, including transfers and new hires, it helps to have a technology facilitator to assist in the training of those teachers with school technology that they may not be familiar with. If a school does not have a facilitator, it would help to have a list of teachers who feel like they are proficient with certain tools or programs and would be willing to help with the training of new personnel. Managing the website is a tedious task but provides a site that hopefully is beneficial to staff, students and their families, and the community at large. This is one area where I am still learning every time I go to work on it.

2. How did this learning relate to the knowledge (what must you know), skills (what must you be able to do) and dispositions (attitudes, beliefs, enthusiasm) required of a technology facilitator or technology leader? (Refer to the standards you selected in Part I. Use the language of the PSC standards in your answer and reflect on all 3—knowledge, skills, and dispositions.) A technology facilitator or leader would need to know the programs and tools used most often by teachers at a school to provide training and ongoing support to new teachers or teachers new to the technology. The facilitator would need to plan a convenient time to provide the training and provide materials (or a place where they can be found) to assist the teachers when the facilitator is not accessible. Providing additional support and follow up after training will help promote positive attitudes towards the required use of certain technology programs and/ or tools. Website maintenance is time consuming but provides a central place for a great deal of information related to the school. I am still learning the nuances of the program used for website creation and maintenance provided by the county.

3. Describe how this field experience impacted school improvement, faculty development or student learning at your school. How can the impact be assessed? This field experience has helped new teachers learn how to use the Promethean board which directly affects student learning. The impact can be assessed by seeing the use of the Promethean board in daily instruction. Integrating the use of iRespond for assessments will allow teachers quicker access to test results so they can then modify instruction if needed. Teacher lesson plans that show modifications as a result of testing is one way to assess the impact of the use of the SRS. The website provides information for faculty, students, parents and community members. The faculty page provides e-mail access to all faculty members and the computer page provides links that students can use both at school and at home. Monitor how many “hits” the website is receiving in addition to parental feedback from surveys.