STRUCTURED

Field Experience Log & Reflection

Instructional Technology Department

Candidate: Mentor/Title: School/District:

Jared Fowler Pam Pettyjohn Coahulla Creek High School / Whitfield
Inst. Tech. Coordinator
Field Experience/Assignment: Course: Professor/Semester:
Data Overview ITEC 7305 Dr. Jim Wright
Data Analysis & School Improvement

Part I: Log
Date(s) Activity/Time STATE Standards NATIONAL Standards
PSC ISTE NETS-C
6/15-6/16 Research on Data Coaches, cultural proficiency, 6.1, 6.3 6a, 6b
and Using Data Process; Excel training
(2.5 hours)
6/18 Creation of Data Team Summary (1.5 hours) 5.1, 6.2, 6.3 4a, 6a, 6b, 6c

6/22 Research on the types of data (criterion- 6.1, 6.3 6a, 6b

referenced and norm-referenced); Excel training
(2 hours)
6/28-6/29 Research using data (aggregated and 6.1, 6.3 6a, 6b
disaggregated) to identify student-learning
problems; Excel training (3 hours)
6/30 Google Meet with school administration to 3.7, 5.1, 6.1, 6.3 3g, 4a, 6a, 6b
discuss the data collected at the school; complete
Data Inventory template (2 hours)
7/3-7/4 Research on identifying student learning 6.1, 6.3 6a, 6b
problems from strand/domain data; examining
current instructional practices; developing an
Action Plan (3 hours)
7/5 Collection and analysis of school enrollment data; 4.2, 4.3, 5.1, 6.3 4a, 5b, 5c, 6a, 6b
Algebra 1 EOC data (3 hours)
7/6 Creation Data Overview PowerPoint and 4.2, 4.3, 5.2, 6.2, 6.3 4b, 5b, 5c, 6a, 6b, 6c
recording of Data Overview video (2.5 hours)
Total Hours: 19.5 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
Black
Hispanic
Native American/Alaskan Native
White X
Multiracial
Subgroups:
Students with Disabilities
Limited English Proficiency
Eligible Free/Reduced Meals
Part II: Reflection

CANDIDATE REFLECTIONS:
1. Briefly describe the field experience. What did you learn about technology facilitation and leadership from
completing this field experience?

In this field experience, the goal was to research a variety of data and break it down to specific subgroups
and/or levels to identify student-learning problems. Knowledge of the different types and levels of data was
gained through the required readings in each module. The experience of using database technology to sort
and filter large amounts of data is beneficial for anyone in a technology leadership role. The ability to create
visually engaging graphs using database programs like Excel is an amazing tool when presenting data to
groups. This is a valuable skill for any technology facilitator or leader because it makes data more engaging
and is a skill that can be used in the classroom as well. The experience of locating data, disaggregating the
data, recognizing trends, and identifying student-learning problems provided the first-hand experience for a
future technology facilitator/leader.

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.)

Knowledge - This field experience demonstrated my knowledge of the importance of identifying needs
within the school to determine school-wide, faculty, grade-level, and subject area strengths and weaknesses to
drive future professional development (PSC 5.1). This learning experience illustrates my knowledge of the
impact of modeling digital tools to support diverse student needs and enhance cultural understanding can
have on the culture of a school (PSC 4.3).

Skills - This field experience demonstrated my ability to utilize digital communication and collaboration tools
to communicate with administration during the collection of data for research (PSC 3.7). The experience
provided the opportunity to develop a technology-based professional learning experience to provide faculty
with various sources of data to promote best practices in teaching, learning, and assessment (PSC 5.2). This
field experience demonstrated my ability to utilize software and online tools to access data and create and
understand graphic displays of student assessment results (PSC 5.1 & 5.2).

Dispositions - This field experience demonstrated my belief that technology facilitators/leaders engage in
continual growth in knowledge and skills through appropriate field experiences (PSC 6.1 & 6.3). This
experience illustrates my belief in achieving equitable access to digital tools and resources for all students by
identifying weaknesses in current school policies regarding available technologies for students (PSC 4.1).

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 impacted school improvement, faculty development, and student learning in several
different ways. Student learning is impacted by identifying trends and student-learning problems through in-
depth analysis of school-wide data. This impact can be assessed through improved student achievement and
teaching practices used during classroom observations. Faculty development is impacted by gaining the
knowledge and skills of utilizing a data-driven school culture to meet the diverse learning needs of all
students. The impact on faculty development can be assessed by asking teachers to provide evidence of
collecting and analyzing various sources of data to identify student needs and weaknesses. School
improvement is impacted by developing a culturally proficient data-driven culture within the school. This
impact can be assessed by observing functioning data teams within the school as well as the adoption of
culturally proficient changes in school policies and practices.