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Lamar University Internship Portfolio

Appendix G: Campus Supervised Summary and Validation Report

State Competency Standard/ISTE Technology Facilitation Standard III.008

Date Completed

Time Spent on Activity

Description of Activity

Reflection (150 words or less detailing what you have learned from this activity)

9/12

5hrs

Gather information on technology use for a chosen curriculum.

I.001 II.004

9/12

2hrs

Compile a list of all services and information available to the principal from NAESP or NASSP websites.

TF-I.A TF-I.B TF-II.B TF-V.C I.001 III.008 TF-II.A TF-II.D TF-II.F TF-II.C

10/12

5hrs

5/12

2hrs

Develop quick tip guides on technology usage for faculty and send them links to resources, professional development, and advances pertaining to educational technology. Review board policy on educational goals and data collection and analysis. Provide resources and feedback to teachers as they create lesson plans with technology usage. Do an inventory on the number of functioning technological resources on campus. Provide and support teachers with strategies used to manage student

11/12

5hrs

8/12

2hrs

TF-II.E

10/12

25hrs

Gathering information about technology usage for others made me realize how I am becoming an expert in the field of educational technology leadership. Terms that I can easily define like web 2.0 tools, digital storytelling, social feeds, etc. needed further explanation for the teachers that I was training. Advances in educational technology are ongoing so it was good to see a few teachers who were not intimidated by the field but encouraged by the satisfaction their students will have for the implementation of something new. Researching the NASSP website for my site mentor also made me realize that the campuss compliance to special education requirements is a top priority of his. One of the boards educational goals is to produce highly valued contributors of the 21st century. Such ambition is necessary, however my site campus needed many more technological resources than it had according to my inventory. The urgency may not have been there for interactive boards and LCD projectors for teachers who do not support technology integration, however one computer lab with 30 computers is not enough for a campus of almost 1,000 students. The classroom set of iPads were barely used. Fortunately, there was time available in the lab for the teachers I trained when we planned lessons and they instructed projects. I showed both teachers how

Lamar University Internship Portfolio

Appendix G: Campus Supervised Summary and Validation Report

learning that utilize technology. I.002 9/12 2hrs Review requirements for the current IDEIA and meet with the special education director to discuss responsibilities in meeting those guidelines. Meet with members of ELA/reading departments to discuss diversity of its literature.

II.004 II.005

5/12

2hrs

II.005 II.007 TF-III.A TF-III.B TF-III.C TF-III.D TF-III.E TF-V.C II.004 II.005 TF-V.B

10/12

25hrs

11/12

5hrs

Conduct professional development training sessions that use strategies that support: integration of technology, needs of diverse learners, problem solving principles, teaching technology skills in various group settings, and are aligned with state technology standards. Conduct classroom observation, evaluate effectiveness of technology usage, and review the distribution of grades for a course. Conduct professional development training sessions that guide teachers to use technology to improve instruction, maximize learning, and assess/evaluate data to improve learning and instruction.

to use RSS feeders to manage future online projects they should give to their students. Although I was very passionate about my action research, it was very beneficial to meet with the department chairs of the Special Education and English Language Arts departments. Mr. Nash, department chair of Special Education, stressed the need of efficient teacher training to deal with students who satisfy an IDEIA requirement. Differentiated instruction has always stayed in the forefront of my mind while I train teachers on the needs of diverse learners. The student population is slowly diversifying so I made it a point to ELA department not to neglect the cultural needs of Hispanic students on campus as they expand the literature of its curriculum.

TF-IV.A TF-IV.B

10/12

25hrs

I truly enjoyed this experience because I felt like an educational technology leader. I was seen as an expert, and teachers relied on and trusted me to positively impact their students. I wanted the training to be as enjoyable as possible so I used topics that they would use when training them on how to lesson plan and instruct with technology. Therefore, they performed well on their evaluations because they knew my expectations and were very confident with the integration of technology to the topic of their choice.

Lamar University Internship Portfolio

Appendix G: Campus Supervised Summary and Validation Report

I.003 II.005 III.008

5/12

2hrs

Review job descriptions and evaluation forms for office personnel at school, correlate my evaluation of that position to its job description, and discuss their perspectives of ethical/unethical behaviors of the certified personnel. Review policies for school operations and meet with different heads of the operational staff to review job responsibilities and schedules of staff. Research and contact foundations and projects that help to increase technological resources in economically disadvantaged communities. Lead a project to increase students literacy skills and assist in the planning and supervising of a cocurricular activity at school. Develop and distribute questionnaire for a group of parents and compare perspectives between an administrator and a leading individual/group in community on improved community relations. Try to resolve a current issue at the school by meeting with a leader involved in implementing a school

III.008 III.009

5/12

2hrs

TF-V.D

9/12

10hrs

The staff interviews with school operations and office personnel were just as valuable as the faculty interviews. Campus leaders need their staff just as much as their faculty to ensure proficient and beneficial campus operations. Although teachers are generally seen to be more valuable than staff, office personnel are the eyes and hears of the campus. Office personnel have their own influence on campus. I respect heads of operational staff more because recent school tragedies discourage me from taking students safety for granted. I found a few educational foundations for grant proposal writing, however I introduced teachers to Teachersnetwork.org and Donorschoose.org as inspiration for grant writing because the process for these grants is not as formal.

I.002 II.007

11/12

10hrs

I.002 II.007

10/12

2hrs

II.006 II.007

9/12

5hrs

I helped the librarian find an English teacher to volunteer her class to read an electronic book, The Wonderful Wizard of Oz by L. Frank Baum. The students read at their own pace when given time to go to the library. The incentive to read and discuss this book is to go see the movie, Oz: The Great and Powerful, in spring. Since my survey results of faculty from pre-service training, it was evident the presence of non believers in technology integration and its benefits. When I interviewed the president of the campuss Parent Teacher Organization, she allowed me to introduce myself to the parents in attendance. I polled 12 parents on their thoughts on technology integration and their support of these strategies outside of the

Lamar University Internship Portfolio

Appendix G: Campus Supervised Summary and Validation Report

change; Meet with opposing sides of a current issue at the school.

TF-VI.A TF-VI.C TF-VI.D

9/12

2hrs

Provide professional development that addresses social, ethical, and legal issues of technology; address cultural differences; and promote safe and healthy technology usage Identify/recommend adaptive software for students with special needs and assist in its implementation and recommend policies for equitable access to technology resources for all teachers and students.

TF-VI.B TF-VI.E

9/12

2hrs

TF-VII.A TF-VII.C TF-VIII.E

10/12

10 hrs

Work with technology support personnel to maximize technology usage within school to improve student learning and support technology professional development at the school level utilizing adult learning theory.

classroom. My results from this poll showed that the parents present cared more about technology usage for communication between faculty and administration than for teaching and learning. I relayed these results to my site mentor who has implemented school changes since his arrival last summer. One resolution we created was to include 2 computers in the parents room, a room my site mentor created for parents while they are waiting to meet with faculty or administration. My school law course really focused my attention on the dangers of a dismissive attitude towards students with special needs. Mr. Nash supported the adaptive software that I recommended like VoiceThread (free), a technological substitute for written papers. Sounding Board is an iPad/iPod Touch app that allows students with writing disabilities and communication disorders to use the symbols to create their own messages. This application can maximize the use of the iPads. Most of the delay I experienced before starting my action research was a debate of social, ethical, and legal issues pertaining to the web content that students would be exposed to as a result of the web 2.0 tools. For now, students will have to import their images and videos from flash drives instead of the Internet. I truly did not anticipate the number of hours it would take me to meet with the districts webmaster to maximize the connectivity of my site campus to support web 2.0 tools. I had to settle for a cloud-based presentational software because I was wasting valuable time for teacher training. Even though I was initially seen as a nuisance, I believe the

Lamar University Internship Portfolio

Appendix G: Campus Supervised Summary and Validation Report

TF-VII.B

10/12

5hrs

Identify instructional software to enhance school curriculum and recommend for purchase.

administrative technology team came to appreciate the drive I had to successfully implement a teacher training module. At this time, I believe the present instructional software for students at risk to fail district and state exams suffices. I would rather recommend the campuss limited budget for teacher training instead of instructional software to enhance school curriculum.

II.005

8/12

1hr

Observe an interview for a professional position. Present findings of my action research to district personnel and examine and apply results by discussing history of technology use in schools, current research in educational technology, and reasons for forming a school partnership to support technology integration.

TF-IV.C TF-VIII.A TF-VIII.B TF-VIII.C TF-VIII.D

1/13

1hr

A campus leader should always have in the forefront of his/her mind during an interview is: Can this person contribute to our campuss vision? Therefore, the interview process should genuinely be used to get to know the candidate and what he/she can bring to the campus. You can be warm but not leading in an interview, no matter how impressed you may be by the candidate. I was so relieved to finally present my action research because it was like revealing a completed 1000 piece puzzle. My audience only saw pieces of my research until I was finally able to show them the reason why I fought so hard to implement a web tool in the network for instruction. I am glad that district personnel were present at the meeting so when my site mentor or his administration places a work order for a web tool installation maybe the district will respond faster.