STRUCTURED

Field Experience Log & Reflection

Instructional Technology Department
Candidate: Kali W. Alford

Mentor/Title:
Opie Blackwell/ Asst.
Principal

Field Experience/Assignment: Course: Technology

Tech Action Plan
Leadership and Vision

School/District:
Riverwood High School
Professor/Semester:

Dr. K. Williams

Part I: Log
Date(s)

2/4/15

Activity/Time

Administration Interview

Time

1 hour

STATE Standards
PSC
1.2 Strategic
Planning
Candidates facilitate the
design, development,
implementation,
communication, and
evaluation of technologyinfused strategic plans. (PSC
1.2/ISTE 1b)

2/21-24/15

Staff Survey and Review

3 hour

1.2 Strategic
Planning
Candidates facilitate the
design, development,
implementation,
communication, and
evaluation of technologyinfused strategic plans. (PSC
1.2/ISTE 1b)

2/24/15

Discussion on School Initiatives with

Principal

1 hour

1.2 Strategic
Planning

NATIONAL Standards
ISTE NETS-C
6. Content knowledge and
professional growth Technology
coaches demonstrate
professional knowledge, skills,
and dispositions in content,
pedagogical, and technological
areas as well as adult learning
and leadership and are
continuously deepening their
knowledge and expertise.
a. Engage in continual learning
to deepen content
and pedagogical knowledge in
technology
integration and current and
emerging
technologies necessary to
effectively implement
the StandardsS and
StandardsT
b. Engage in continuous
learning to deepen
professional knowledge, skills,
and dispositions
in organizational change and
leadership, project
management, and adult
learning to improve
professional practice
c. Regularly evaluate and
reflect on their
professional practice and
dispositions to
improve and strengthen their
ability to
effectively model and facilitate
technology enhanced learning
experiences
4. Professional development
and
program evaluation Technology
coaches conduct needs
assessments ,develop
technology-related professional
learning programs, and
evaluate the impact on
instructional practice and
student learning.
a. Conduct needs assessments
to inform the
content and delivery of
technology-related
professional learning programs
that result in a
positive impact on student
learning
b. Design, develop, and
implement echnologyrich
professional learning programs
that model
principles of adult learning and
promote digital
age best practices in teaching,
learning, and
4. Professional development
and
program evaluation Technology
coaches conduct needs

Candidates facilitate the

design, development,
implementation,
communication, and
evaluation of technologyinfused strategic plans. (PSC
1.2/ISTE 1b)

3/2-5/15

Review of state of technology

3 hour

1.2 Strategic
Planning
Candidates facilitate the
design, development,
implementation,
communication, and
evaluation of technologyinfused strategic plans. (PSC
1.2/ISTE 1b)

3/23/15

Identifying areas of emphasis

3/23/15

Drafting Plan

1 hour

Shared Vision
Candidates facilitate the
development and
implementation of a shared
vision for the use of technology
in teaching, learning, and
leadership.
(PSC 1.1/ISTE 1a)

2.5 hours

Shared Vision
Candidates facilitate the
development and
implementation of a shared
vision for the use of technology

assessments ,develop
technology-related professional
learning programs, and
evaluate the impact on
instructional practice and
student learning.
a. Conduct needs assessments
to inform the
content and delivery of
technology-related
professional learning programs
that result in a
positive impact on student
learning
b. Design, develop, and
implement echnologyrich
professional learning programs
that model
principles of adult learning and
promote digital
age best practices in teaching,
learning, and
6. Content knowledge and
professional growth Technology
coaches demonstrate
professional knowledge, skills,
and dispositions in content,
pedagogical, and technological
areas as well as adult learning
and leadership and are
continuously deepening their
knowledge and expertise.
a. Engage in continual learning
to deepen content
and pedagogical knowledge in
technology
integration and current and
emerging
technologies necessary to
effectively implement
the StandardsS and
StandardsT
b. Engage in continuous
learning to deepen
professional knowledge, skills,
and dispositions
in organizational change and
leadership, project
management, and adult
learning to improve
professional practice
c. Regularly evaluate and
reflect on their
professional practice and
dispositions to
improve and strengthen their
ability to
effectively model and facilitate
technology enhanced learning
experiences
6. Content knowledge and
professional growth Technology
coaches demonstrate
professional knowledge, skills,
and dispositions in content,
pedagogical, and technological
areas as well as adult learning
and leadership and are
continuously deepening their
knowledge and expertise.
a. Engage in continual learning
to deepen content
and pedagogical knowledge in
technology
integration and current and
emerging
technologies necessary to
effectively implement
the StandardsS and
StandardsT
b. Engage in continuous
learning to deepen
professional knowledge, skills,
and dispositions
in organizational change and
leadership, project
management, and adult
learning to improve
professional practice
c. Regularly evaluate and
reflect on their
professional practice and
dispositions to
improve and strengthen their
ability to
effectively model and facilitate
technology enhanced learning
experiences
4. Professional development
and
program evaluation Technology
coaches conduct needs
assessments ,develop

3/24/15

Review Action Plan with Leadership

4/1/2015

Make changes to Action Plan and

Submit

1.5 hours

in teaching, learning, and

leadership.
(PSC 1.1/ISTE 1a)

technology-related professional
learning programs, and
evaluate the impact on
instructional practice and
student learning.
a. Conduct needs assessments
to inform the
content and delivery of
technology-related
professional learning programs
that result in a
positive impact on student
learning
b. Design, develop, and
implement echnologyrich
professional learning programs
that model
principles of adult learning and
promote digital
age best practices in teaching,
learning, and planning

Shared Vision
Candidates facilitate the
development and
implementation of a shared
vision for the use of technology
in teaching, learning, and
leadership.
(PSC 1.1/ISTE 1a)

4. Professional development
and
program evaluation Technology
coaches conduct needs
assessments ,develop
technology-related professional
learning programs, and
evaluate the impact on
instructional practice and
student learning.
a. Conduct needs assessments
to inform the
content and delivery of
technology-related
professional learning programs
that result in a
positive impact on student
learning
b. Design, develop, and
implement echnologyrich
professional learning programs
that model
principles of adult learning and
promote digital
age best practices in teaching,
learning, and planning

1.2 Strategic
Planning

2 hours

Candidates facilitate the

design, development,
implementation,
communication, and
evaluation of technologyinfused strategic plans. (PSC
1.2/ISTE 1b)

6. Content knowledge and

professional growth Technology
coaches demonstrate
professional knowledge, skills,
and dispositions in content,
pedagogical, and technological
areas as well as adult learning
and leadership and are
continuously deepening their
knowledge and expertise.
a. Engage in continual learning
to deepen content
and pedagogical knowledge in
technology
integration and current and
emerging
technologies necessary to
effectively implement
the StandardsS and
StandardsT
b. Engage in continuous
learning to deepen
professional knowledge, skills,
and dispositions
in organizational change and
leadership, project
management, and adult
learning to improve
professional practice
c. Regularly evaluate and
reflect on their
professional practice and
dispositions to
improve and strengthen their
ability to
effectively model and facilitate
technology enhanced learning
experiences

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-2

Race/Ethnicity:

3-5

6-8

P-12 Students
9-12

P-2

3-5

6-8

9-12

Asian
Black
Hispanic

Native American/Alaskan Native

White
Multiracial
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?
This field experience involved my action to improve the state of technology at my school. What I
found most interesting was realizing the areas in which leaps and bounds need to be made in
order to make improvements to the state of technology at Riverwood. With the amount of work
place on the IT Specialist they have very little time to consider the effectiveness of how technology
is actually enhancing technology. Through this experience I have learned that having a
technology coach is necessary if for no other reason than to have the link placed on a front
burner.

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 3knowledge, skills, and
dispositions.)
This learning related to many of the end goal objectives of a technology coach. If a technology
coachs job is to help integrate technology in classrooms and schools and general, this class has
taught several ways in which that technology can be used to enhance instruction. as well as
assess effective implementation of instructional initiatives.

3. Describe how this field experience impacted school improvement, faculty development or
student learning at your school. How can the impact be assessed?
I think this technology action plan has highlighted the fact that despite our recent successes
piloting the 1 to 1 program, there are still some areas where we truly need to focus our energies. I
hope that this begins a dialogue where we are able to find some viable solutions that I illustrated.