Field-based+activities+summary+report+and+validation



• The Internship requires a minimum of 150 course-embedded hours. (Required) || Time Spent on Activity || Description of Activity || Reflection (150 words or less describing what you learned from this activity) (Required) ||
 * 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.
 * Name: Natasha Polk **
 * Total Number of Hours: 150 ** ||
 * State Competency Standard /** ISTE Technology Facilitation Standard ** || Course Number || Date Completed
 * ** II.6 **

Fundamentals of Leadership || 11/2011 || 7 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. || Spoke with my mentor. I shared with my assessments, goals and plans for my internship. She shared some very helpful information and resources that will be of aid during my studies. || Fundamentals of Leadership || 10/2011 || 8 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. || At the beginning of my studies, I was required to create a vita. During this moment, it seemed as though my credentials were limited, and at that moment, I realized how much work I had before me. Toward the end of my courses, I was required to update my vita. While preparing my document, I realized that I had accomplish so much in what seemed to be so little time. ||
 * TF-I, TF-II, TF-V, TF-VI, TF-VII, **
 * TF-VIII ** || EDLD 5311
 * ** II.6 **
 * TF-I, TF-II, TF-V, TF-VI, TF-VII, **
 * TF-VIII ** || EDLD 5311
 * ** II.6 **

Research || 10/2011 & 1/2012 || 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. || During my course work, I complete several data research assignments. It was fascinating to experience how useful research information could be for a school district or any institution. It was difficult at times, but well worth the work. ||
 * TF-III, TF-IV ** || EDLD 5301
 * || EDLD 5301 || 2/2012 || 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. || It was difficult finding volunteers to contribute resources and information for my action research plan. The bulk of the problem was conflicting schedules. After a while, I did find a few that agreed to help me with any information needed. At the beginning, it was difficult to choose just one subject to research, but after several days of brainstorming, I decided to conduct research on something that was most needed on our campus. ||
 * ** I.1 **

Leadership for Accountability || 10/2011 || 5 hrs || Students create a personal vision of leadership. || I spoke with my Principal on several occasions regarding our school vision. She gave me some great insight on how to go be creating a school and personal vision. She states that they should be parallel to one another. ||
 * TF-I, TF-IV, TF-V, TF-VI, TF-VIII ** || EDLD 5333
 * ** I.1 **

Leadership for Accountability || 2/2012 || 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 was able to attend some collaboration meeting with my principal. These meeting were targeting team building and learning strategies. ||
 * TF-I, TF-IV, TF-V, TF-VI, TF-VIII ** || EDLD 5333
 * ** I.1 **

Leadership for Accountability || 2/2012 || 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. || This week, I had to provide training for the teachers on our campus regarding ways to find and attend online staff development training, different teaching strategies, and how to join and create online learning communities. During my preparation, I personal learned so much about leadership and finding the best resources for your teachers. ||
 * TF-I, TF-IV, TF-V, TF-VI, TF-VIII ** || EDLD 5333
 * ** I.1 **

Leadership for Accountability || 11/2012 || 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 || During this course, I conducted a data-based needs assessment for my campus. I spoke with my principal and different teacher from grades 3-5 about current and past assessment and TAKS/STAAR test results for our campus. I gathered data from the past two to three years. I compared all components of the test score over the past few years. After viewing the results, I came to realize that though our students appeared to be making some progress over the years, their progress wasn’t consistent and there was only a 1% to 2% increase per school year. After looking more closely, our third grade Hispanic students struggled in all areas of the test. ||
 * TF-I, TF-IV, TF-V, TF-VI, TF-VIII ** || EDLD 5333
 * ** I.1 **


 * TF-I, TF-IV, TF-V, TF-VI, TF-VIII ** || EDLD 5333- Leadership for Accountability || 11/2012 || 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. || During this course, I conducted a data-based needs assessment for my campus. I spoke with my principal and different teacher from grades 3-5 about current and past assessment and TAKS/STAAR test results for our campus. I gathered data from the past two to three years. I compared all components of the test score over the past few years. After viewing the results, I came to realize that though our students appeared to be making some progress over the years, their progress wasn’t consistent and there was only a 1% to 2% increase per school year. After looking more closely, our third grade Hispanic students struggled in all areas of the test. ||
 * ** II.6 **

School Law || 10/2012 – 12/2012 || 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. || As with any plan, it is very important to be consistent when servicing any student. In order to ensure that the accommodations outlined in Joseph’s IEP are followed, I would begin by sharing information with the teachers about current laws and state regulations that pertain to servicing students in special education. TEA guidelines require that an ARD committee make assessment accommodation decisions using TEKS curriculum as documented in the student’s IEP. It is important that all teachers who are servicing Joseph have a copy of the student’s IEP, including current accommodations and modifications. It is also important to discuss with the teachers what is expected from them and the student during this process. All teachers must have a clear understanding of the student’s accommodations, modifications and goals. I would have an open discussion about how the plan for this student might be carried out. It is also important to gather any questions and or concerns from the teacher. It is also very important to include the student’s parents in all meetings. If the teachers say that the IEP accommodations are not working, I would first ask for any documentation that proves that the IEP accommodations are not working. As a group, we would then review all data to determine what changes need to be made, if any. Instead of recommending that the IEP be changed, I would probably recommend that accommodations be added to the student’s IEP. If the problem proceeds, I would probably recommend meeting with the ARD committee to make any necessary changes to the student’s plan. ||
 * TF-VI ** || EDLD 5344
 * ** I.3 **

Human Resource Mgt || 8/2012 || 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." || My principal has worked in the education field for over twenty years. She has been principal of many campuses in several states. These are stories about some of the conflicts that she experienced during her time as a principal.
 * TF-VI, **
 * TF-VII ** || EDLD 5345
 * (1)Professional Ethical Conduct, Practices and Performance. **
 * (B) Standard 1.2. The educator shall not knowingly misappropriate, divert, or use monies, personnel, property, or equipment committed to his or her charge for personal gain or advantage. **
 * (Conflict) ** A teacher had her own tutoring services. One of the co-teachers reported to the principal, that the tutoring teacher was using the schools material (paper, printer, copy machine, etc.) and ordering items through the school to furnish her tutoring service. The teacher was confronted, and she eventually resigned. **(2) Ethical Conduct Toward Professional Colleagues.**
 * (B) Standard 2.2. The educator shall not harm others by knowingly making false statements about a colleague or the school system. **
 * (Conflict) ** Two teachers had a disagreement, and one of the teachers posted false statements about the other teacher on a social website. The teacher was reported to the principle, and the issue was resolve without further incident. **(3) Ethical Conduct Toward Students.**
 * (B) Standard 3.2. The educator shall not intentionally, knowingly, or recklessly treat a student or minor in a manner that adversely affects or endangers the learning, physical health, mental health, or safety of the student or minor **.
 * (Conflict) ** Two students had a fight in the classroom, and both students were sent to the office. After being questioned about the altercation, the principal learned that one of the students was closely related to one of the teachers who worked in campus. The child told the principal that she spoke with the teacher/aunt about a student who was harassing her and the teacher/ aunt told her to hit the other child when the student starts picking on her. The student followed through, causing a huge fight to occur during class. The principal questioned the teacher/aunt. She verified the child’s story. The teacher was disciplined for her actions. ||
 * ** II.6 **

Human Resource Mgt || 7/2012 || 5 hrs || Students conduct an interview with an administrator at their school regarding strategies for recruiting and retaining high-quality teachers and administrators. || After speaking with my principal regarding recruitment and retention of quality staff, I’ve learned that a leader must lead by example. She stated that it is always important to be firm, fair, and consistent with your works. She also stated, that it is very important to make your staff feel a part of a team, and that their voice count. She mentioned the statement, “A house divided, will not stand”, and with that being said, we must all work together and attempt to keep the piece on our campus. She said that she consider her staff as co-workers, because there is no one person above another. During the interview, I came to realize how much respect our principal have for the staff on our campus, and how passionate she is about the success of our students and the mission she committed to accomplish on our campus. I found out the budgeting could impact a principal’s recruitment activities.She stated that it has been a problem keeping quality teachers on their team, because of funding. These teachers are going to other districts and campuses for more money and experience. ||
 * TF-VI, **
 * TF-VII ** || EDLD 5345
 * ** II.6 **

Human Resource Mgt || 8/2012 || 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. || After reviewing my districts policies and procedures, I’ve learned that you must know where to locate and have knowledge of the policies and procedures manual. This information is very valuable to have whether it is needed at the present time or not. One thing is for sure, you will eventually need to gather some type of information from that manual during your employment life. According to my districts policy, a new teacher must remain under the supervision of a mentor for three years. Personally, I feel that the mentor program is not necessary. ||
 * TF-VI, **
 * TF-VII ** || EDLD 5345
 * ** II.6 **

Human Resource Mgt || 8/2012 || 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 || ** Cultural destructiveness: ** Dress policies that single out specific ethnic groups; and tracking programs that systematically allocate specific ethnic groups to low-achieving courses.
 * TF-VI, **
 * TF-VII ** || EDLD 5345
 * Cultural incapacity: ** Believing that all ESL students bring the STARR test results down, and that they learn at a slower rate that other students.
 * Cultural blindness: ** When a teacher accommodate a student or a group of students according to their economic status.
 * Cultural precompetence: ** Teaching about specific culture during a certain time of year. Ex. Teaching about the Hispanic culture during Cinco de Mayo.
 * Cultural competence: ** Understanding the importance of diversity on your campus and in your classroom.
 * Cultural proficiency: ** When a teacher understands the cultural differences of her students. From my experience, I’ve realized that some Hispanic children do not make eye contact with adults. If a person does not understand their culture, the child’s actions could be misunderstood. ||
 * ** I.2 **

On our campus, I have seen our principal share data with the staff regarding successful events that helped with funding and parent/ community involvement. Based on that data, the teachers came up with a plan to encourage families to get more involve in campus events, campus mission and student achievement. I have not been told of any formal of approval or implementation process for partnership. Possible source of funding: Grants, private funding, donations. Resources that are required for the partnership includes: Training, school supplies, funding, public resources. I can market the school-community partnership ideas by using the districts website, newsletters, brochures, and events. I will evaluate our partnership outcomes by:
 * TF-V ** || EDLD 5326 School Community Relations || 9/2012 || 5 hrs || Students develop a plan for a family-school-community partnership(s) to increase student achievement || The steps to approval and implementation of the partnership:
 * Setting up systematic monitoring frameworks and developing an evaluation plan.
 * Meeting regularly with key partners and stakeholders to assess progress towards achieving the results.
 * Identifying any lessons or good practices. ||
 * ** I.2 **


 * TF-V ** || EDLD 5326 School Community Relations || 9/2012 || 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. || Presenting a proposal that markets your ideas to stakeholders is one of the best ways to gain their interest. This may be done by presenting facts. Facts from data collected from your campus or district. It is the presenter’s duty to persuade stakeholders by showing the value of good innovation. The strategies I would use in my presentation are to first identify their influence in the project. I would also show the positive impact that my proposal will bring. I would show how our students will be affected if the proposed project is not implemented. I would also show statistics/ data collected from benchmarks and other assessment data. ||
 * ** I.2 **


 * TF-I, TF-II, TF-III, TF-V ** || EDLD 5363 Video Technology and Multimedia || 6/2012 – 7/2012 || 15 hrs || Create a public service announcement for parents and community partners. Capture and integrate sound, video, and digital images; create RSSfeeds; and publish the final product on the web. Use short teacher and student interviews to focus on 21st century technology for engagement and achievement. || During this course, I was a part of a group that consisted of four other peers. We created a farm video. This was by far the most difficult group assignment that I have experienced. It was so difficult, because we did all of our work and meeting online. We did everything from our script to creating and editing the video via the internet as a group. ||
 * ** III.8, III.9 **


 * TF-I, TF-V, TF-VI, **
 * TF-VII ** || EDLD 5362 Information Systems Management || 4/2012 – 5/2012 || 6 hrs || Analyze district technology after completing interviews with at least two school administrators who are involved with the planning and budgeting of technology. || I spoke with our district’s Director of Technology regarding our district’s improvement plan. I was not able sit in on a committee meeting, but I was able to discussing with him the planning process. He shared information about the committee makeup, funding, and shared data. ||
 * ** III.8, III.9 **


 * TF-I, TF-V, TF-VI, **
 * TF-VII ** || EDLD 5362 Information Systems Management || 5/2012 || 5 hrs || 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. || I’ve spoken with and spent time with our district’s Director of Technology and our campus attendance secretary to discuss facts regarding our information system management. Our district uses PEIMS. This system allows our district to maintain and collect information on our district’s organization, finances, staff, and students. ||
 * ** II.4, II.5 **

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 [], 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 am the technology teacher on my campus. I teach using technology daily. During this course. I created an electronic book that I shared with my co-workers and my students. My students and I have explored different websites that we used to create electronics books. This was a very interesting and engaging lesson, and all of the students enjoyed exploring their creativity. ||
 * TF-II, TF-III, TF-IV, TF-V ** || EDLD 5364 Teaching with Technology || 5/2012 || 12 hrs || As campus professional development
 * ** 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 || 2/2012 || 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. || I am the web master for my campus. I maintain our campus website and our (digital) display board. I help our staff and administrators setup and create their webpage. I am also the technology teacher on our campus. ||