EDLD+5398+Campus+Supervised+Summary+Report

Planning and Designing Learning Environments and Experiences || TF-II.A.2 || March 2013 || 5 hours || Technology leader will check with technology specialists and administrators on campus to see where curriculum allows for technology integration and how we can better meet needs. Leader will also check with team leads to identify grade level and individual teacher needs. || Meeting with the administrator was beneficial and positive when discussing the upcoming projects and discussing the updates, however, meeting with the technology specialist was interesting as she was able to share with me what our capabilities were and what were realistic expectations. For example, we had planned to save all lessons for teachers on a shared district site, the H drive, however, we discovered there is not enough space to accomplish this mission. We then discussed using a cloud based site, but the district will not approve this idea yet. We discussed using Google docs, but the Mimio lessons do not save correctly. So, working with the teachers, we set up individual files to save and used the same titles. We email the lessons to each other until approval comes through for cloud based saving options. || Planning and Designing Learning Environments and Experiences || TF-II.B || January 2013 || 25 hours || Work together with teacher(s) as they find new ways to integrate technology into their lessons. || Working with teachers by introducing the Mimio lessons, led them to begin searching for lessons on their own, and adjusting the ready-made lessons for use in their classrooms. They began to share more lessons and help each other. Teachers began to allow students to make their own e-books, web pages, and design projects in a variety of ways from slide shows to animation. Teachers viewing my students projects and reading technology blogs/articles have become more open to the use of technology than before this project began. Teachers who have participated in the online virtual article/book studies have found them to be more beneficial and continue to sign up for more of the same. I ask teachers who are hesitant to technology learning as a trial and give me their opinion afterwards. They are always glad they tried and are working on their own to include the same technology in their classrooms. || Planning and Designing Learning Environments and Experiences || TF-II.C || January 2013 || 5 || Teacher will strategize with the Technology leader of various ways resources can be managed. || Again, we worked with saving our lessons in various sites, and found saving on individual teachers sites and on desktops was the only way we could accommodate massive amounts of information at present. A hard book of all documentation and lessons used are being saved by the TIS until we can upload into a central place. We also used a wiki site for teachers to access weekly which included interactive links and articles for sharing. Teachers may discuss with each other on the site and share questions and information. The site was tested before given to the teachers. || Planning and Designing Learning Environments and Experiences || TF-II.D || February 2013 || 5 || Teacher will strategize with the Technology leader of various ways resources can be managed. (Web based, cumulative files, etc.) || In this activity I learned there are many tools to access for free, and new tools are being offered all the time, which makes it difficult when training, as we have to adjust constantly with the new accessible or newly purchased technology. I utilized a wiki site and taught teachers how to access this for discussion based input. The technology specialist also helped me organize, institute, and test an online blackboard workshop for my school staff, and for the district teachers. This was the first of its kind for our district and the testing procedure was extremely necessary to make sure the program was easy to follow and there were no glitches. I understand how important communication, planning, and testing are when implementing a new program. I also helped teachers with lesson testing by storing and emailing the links and lesson to each and sharing the saved file for this projects’ purpose only. I do see the need for more storage space within the district site, and/or a cloud based program to store all our lessons and activities. This would be another project I would work on in the future. || Planning and Designing Learning Environments and Experiences || TF-II.E || February 2013 || 25 || Technology leader will use available resources and work together with classroom teacher on which are most effective with students. || Mimio connect has a large amount of teacher generated lessons listed by grade levels and by subject/content area. I shared these with our teachers as our primary source of lessons to pilot in the classrooms. Teachers were to change the lessons in order to fit our district curriculum needs and the needs of our students in the classroom. They were trained on how to adjust the lessons, save them, and send to other staff members to try. I also sent out literature pertaining to the Mimio and Whiteboard lesson ideas. As the piloted lessons were reported on, teachers shared which lessons were more engaging for students, and which lessons helped differentiate the curriculum best. I discovered the importance of taking the time to research materials and share them with the staff as there are so many wonderful tools out on the web for free. It just takes time to locate and test them. || Planning and Designing Learning Environments || TF-II.F || February 2013 || 10 || Teacher will be readily available to assist teacher with developing and applying resources for the classroom. || Our school had just received Mimios and Whiteboards for each classroom teacher. In helping teachers make use of this equipment, I began with very basic hardware trainings, including our technology specialist, and staff members who were well-versed in the applications and hardware. It became apparent how necessary it is to have constant and consistent training in the use of equipment hardware and the need to update the software for proper use, before the software and applications may be taught. I made sure I consistently emailed teachers, handed out new directions, and checked on them individually to see how the lessons were advancing. The one-on-one visits were especially helpful, as I could problem-shoot on the spot and take notes for our next meetings. || Teaching Learning, and the Curriculum/Principal Domain II: Competency 4 || TF-III.A || February 2013 || 15 || Technology leader will seek creative and innovative web-based activities along with other media to help better addresses content standards. || Attending every grade level planning period, for one hour, along with the librarian, and the technology specialist, I was able to search for specific and needed lesson material on the web. I would bring the already tested sites to our meetings and model for the group. I would then email the sites to the teachers for their use in the classroom. If any handouts and additional resources were needed, I would have those ready, and coordinate with the librarian to have literature books connected to the lesson ready as well. Mimio lessons were used primarily for math and science and to meet the needs of the tactile and visual learner. || Teaching Learning, and the Curriculum || TF-III.B || September 2013 || 5 || Technology leader will work with classroom teacher to help pin point the strengths and weaknesses of their student learning and adapt technology accordingly || Working mainly with the Advanced Academic students’ teachers, I was able to help with coordinating choices of products for project based learning. Students who were shy used e books to share their presentations. Those who were creative chose to share their work through an animation or video. Those who were ELL or non-verbal chose to share their projects through PowerPoints, Prezi, or Slide Share. All students benefitted learning vocabulary through using Woordle. Teachers enjoyed the ideas and choices and saw renewed engagement as well. || Teaching Learning, and the Curriculum || TF-III.C || February 2013 || 10 || Technology leader creates various lessons to a self-paced program in which students can work at their own pace to accomplish tasks. || Working with a group of other GT specialists we developed an online research project focused on TPSP using e4 and sharing and communicating between students at three schools. Students loved the self-paced activities, but we kept the pacing with in a time frame of a week each. The students had some difficulty getting on line and using the passwords. I can see how this type of learning will be extremely beneficial in the future, but the equipment kinks must be worked out first. || Teaching Learning, and the Curriculum || TF-III.D || March 2013 || 5 || Technology leader will have various technological items available for check out so that teachers can use for small groups. || Working with my teachers, I was able to share sites, lessons, and books for more ideas to include technology in the classroom. I do have digital cameras, flip cameras, mass storage devices, thumb drives, and document cameras for teachers to use any time they wish to check out for use in their classrooms to increase independent study and interactive engagement for students. || Teaching Learning, and the Curriculum || TF-III.E || November 2013 || 5 || Technology leader will collaborate with other Technology Teachers about trends in technology and how we can use these trends for educational purposes. || Discussing with peers the need for more online training, I began to train leader teachers how to set this up and use with their staff. Also discussing the increased need for technology use in the classroom, I shared and modeled lessons in the classroom, and checked on teachers when they needed help and had questions on using the interactive sites. ||
 * **Campus Supervised Summary and Validation Report ** ||
 * Directions: This report should summarize all Campus Supervised Internship Activities that have been completed. You will document your activities on this form and submit the completed form in your 12th course.
 * The Internship requires a minimum of 150 campus supervised internship activities. These activities should match the candidates’ Internship Plan activities.
 * The intern must use the 38 leadership activities, located in their textbook (pages 22-65) as the starting point for these activities. There needs to be a minimum of 38 Campus- Supervised entries that encompasses the 38 leadership activities and nine competencies. ***Educational Technology Leadership candidates must include the 33 ISTE ****Technology Performance Indicators associated with the eight Technology Facilitation Standards in addition to the 38 principal leadership activities.* **
 * **All columns are required for completion of form. **
 * **Name Lisa Breaux **
 * **Total Number of hours **** 245 ** ||
 * State Competency Standard/ISTE Technology Facilitation Standard || Skills and Experience Area/ ISTE Performance Indicator || Date Completed || Time Spent on Activity || Description of Activity || Reflection (150 words or less detailing what you have learned from this activity) ||
 * Standard 1: Technology Operations and Concepts/Principal Domain II: Competency 6 || TF-1.A || October 2012 || 7 hours || Technology leader will be readily available as needed for educators. As new resources (Mimio and Whiteboard) become available, technology leader will share e-mail, blogs, wikis, and exercises and training. Techology leader will also spend time meeting with educators, as needed. || Working with my principal, we began planning a long-term project to encourage and train teachers to use the newest technology purchase of Mimios for each classroom. Teachers would be given training from the technology specialist and myself while working with new lessons. The goal was to increase teachers’ confidence in their ability to use technology and to increase students’ interest and engagement in the classroom. I did feel like I had the support initially but not the resources including time to train the teachers. Assisting teachers in the training and updates on new Mimio interactive lessons included using the district email, a wiki site I set up, hard copies of instructions, personal and group meetings, and interactive sharing and modeling of both hardware and software. Through the technology communication I found it was fast and efficient, however, I also found by meeting one-on-one teachers were able to share their honest opinions and express their needs. I gained a better understanding of what teachers need covered in training sessions. ||
 * Standard 1: Technology Operations and Concepts || TF-1.B || February 2013 || 15 hours || Technology leader will continue to seek out tools and resources that are appropriate to promote student learning and share with school staff. || Using MimioConnect and Teachology I found many useful resources to share with our team and staff, sending through emails, and loading on to a saved site in our system for easy access. I offered training with our volunteer group in afternoon sessions and individually by appointment. I shared the research, data, survey, and lesson information with the entire staff during monthly staff meetings, on Wednesdays. ||
 * Standard 2:
 * Standard 2:
 * Standard 2:
 * Standard 2:
 * Standard 2:
 * Standard 2:
 * Standard 3:
 * Standard 3:
 * Standard 3:
 * Standard 3:
 * Standard 3:
 * Standard 4: Assessment and Evaluation || TF-IV.A || September 2013 || 5 || Student will introduce a variety of tools to grade department heads to find out which might have potential success in learning. || By having the volunteer group of teachers tries lessons I sent, they were able to narrow down choices and choose the most successful and acceptable ones for their students and content taught. By using this narrowing down process, the large remainder of the staff would receive the benefits of tried and true, ready to go lessons. As we worded in a small group, each of us began to search for new tools to share with each other. ||
 * Standard 4: Assessment and Evaluation/5Principal Domain I: Competency 1

Principal Domain II: Competency 5 || TF-IV.B || March 2013 || 4 || Technology leader will learn how Instructional Coaches and Teachers examine data and see if translating it can be done in a more efficient manner. || By using surveymonkey as a survey tool, I found it useful for quick opinions and data gathering from teachers. Working with our math coach I discovered data to support the use of our online purchased math fact software, and the math coach agreed and is in full support of continuing the programs. By observing the Literacy Coach reviewing data from benchmarks and state testing we discovered the decrease in vocabulary awareness, and are working on programs to address this next year. || Competency 2
 * Standard 4: Assessment and Evaluation/Principal Domain I:

Principal Domain II: Competency 5

Principal Domain II: Competency 5 || TF-IV.C || March 2013 || 10 || Examine and apply the results of a research project that includes evaluating the use of a specific technology. || Researching the Mimio literature, Whiteboard literature, and research on using interactive technology to increase student engagement, we found engagement most likely increases student performance. Through using th e Mimio at an increased rate, teachers were observed allowing students to become more involved and take more control of their own learning. I observed more student engagement during my class visits. We are not sure yet of the increase in student learning, as test results have not come back, but we do know using the online, independent math software we purchased has increased excitement, engagement, and scores. Parents are excited to have programs the students can participate in at home for increased practice. || Social, Ethical, Legal, and Human Issues || TF-VI.C || October 2013 || 3 || Technology Leader will meet with teachers that use technology devices and see if there are other language options to best suit a student’s learning ability. || After working with the CAST site, I shared with my teachers who had ELL students and hearing impaired students, as well as extremely shy students, to use as an alternative to student products. Students were able to translate the language to Spanish, or have the book/material read to them, and explained in greater detail. I also shared the Mimio software and the ability to utilize the equipment with no language necessary and only visual and tactile learning. Google translator was another program that I shared to translate any language. || Social, Ethical, Legal, and Human Issues/Principal Domain II: Competency 4 || TF-VI.D || January 2013 || 5 || Technology Leader will provide any teacher with web sites and lessons connected to curriculum goals so that teacher will be able to promote safe and healthy use of technology. || In meeting with grade levels during Professional Development meetings and planning periods, I shared with teachers sites for their students to gain more knowledge on the content desired and in an interactive style of learning. Other than passing on websites, software, etc. for teachers to pursue through, I investigated each site, made sure they were working, and checked for appropriate content. Then, and only then were they modeled for the teachers who could then be sure of a safe and secure lesson to share with the students. Along with the online student research projects, were several exercised for students to complete discussing cyber safety and cyber bullying. Students found these activities extremely beneficial. || Social, Ethical, Legal, and Human Issues/Principal Domain II: Competency 7 || TF-VI.E || November 2013 || 5 || Technology Leader will interview our Technology specialists and to see how licensing and Code of Conduct is followed on our campus and throughout the district. || In training teachers online, it was important to check with copying articles, book pages, and using videos procedures before being placed as part of a workshop. While working with students, and teachers, on projects, an issue came up with students using Google for search tools, and Google web pages. Our district does not yet condone the use of outside sources for any communication, or classwork. While there are many wonderful tools out on the web, it is important we not only adhere to Codes of Conduct but also to our district policies and procedures. We are slowly making gains towards more freedom of use of online tools, but student safety comes first. ||
 * Standard 5: Productivity and Professional Practice || TF-V.A || January 2013 || 4 || Technology Leader will coordinate with District Technology Leader about various professional development opportunities throughout the year. || Meeting with the TIS I volunteered for individual training with her, as no district workshops were being provided. During the year, I have attended social studies workshops that tied in with technology using Photoshop, scavenger hunts, and online programs. I have discussed with the TIS the need for more training on campus, and we are working together to make this happen next year. ||
 * Standard 5: Productivity and Professional Practice || TF-V.B || March 2013 || 5 || Technology will meet with other Instructional Technology Specialists (and administrators) to see how various IT decisions are able to improve our district. || Meeting with our TIS and other district TIS I was able to see what programs are acceptable, at present, what the district is working on, and where ewe are headed in the future. It is a much slower process than I thought, and we must work within the guidelines and budgetary constraints of the district. ||
 * Standard 5: Productivity and Professional Practice || TF-V.C || September 2013 || 5 || Technology leader will meet with teachers to see what tools could make their lessons flow more smoothly. || Upon deciding the need for more interactive tools, teachers felt too much time was spent trying to manipulate the icons and symbols on the Whiteboard causing frustration and abandoning of the lesson. They also made clear they needed working hardware to begin working with the software. I worked with the TIS and our administrators to get our hardware in up-to-date condition and then worked with our TIS and teachers to get them trained in the basics of working with the menu system of the Mimio. Once they felt more comfortable with the menu they were able to manipulate simple lessons. Revisiting and adding to their knowledge of simple tasks was important and should continue as long as we use the Mimio. ||
 * Standard 5: Productivity and Professional Practice/Principal Domain I: Competencies 1, 2 and 3 || TF-V.D || September 2013 || 5 || Technology Leader will meet with teachers to a) see what types of technology is being used in class. b) How it can be better tailored to the student’s learning. || Before beginning the Mimio project, I was able to visit with all campus teachers and note at least three computers were in each class but none were being used for instruction, but only for recess games. I also viewed a Whiteboard in each room and a Mimio, neither being used in 95% of the classrooms. After discussing the needs with the teachers, they felt they needed more training with the equipment, lessons already tailored to their instructional needs, and a central storage place for all the lessons to be housed. Students, they agreed, needed more interaction and teachers should be facilitating. It was discovered, through my visits and meetings, teachers were working on the Whiteboards, with their backs to the students. After reading literature and discussing this situation,, we agreed to reconfigure the classrooms and computers so the teacher would be facing the students while instructing. ||
 * Standard 6:
 * Standard 6:
 * Standard 6:
 * Standard 7: Procedures, Policies, Planning, and Budgeting for Technology Environments || TF-VII.A || September 2013 || 10 || Technology Leader will work with campus technician to make sure hardware and software is performing the way it should be. || I worked with our TIS to make sure all of our teachers’ laptops were updated with the current programs including Adobe and Mimio software. Much of this had not been done, before I began my Action Plan and began signing up teachers with Mimo connect. It was apparent, then, even though we owned Mimeos, none of them were being used, as none of the computers had been updated, and teachers did not know what to ask for. I placed a request with the administrators and the TIS for consistent updating, and now all is completed on a regular schedule. We are also required to use Googledocs for our school web pages, and teachers were not aware they needed to sign up for Google first. I helped get the information to our teachers and explain the Google doc sites and web pages. I have worked with our Technology hardware specialist to reconfigure our computers to allow sound and compatibility with Windows Movie Maker. ||
 * Standard 7: Procedures, Policies, Planning, and Budgeting for Technology Environments/Principal Domain I: Competency 1

Principal Domain II: Competency 5 || TF-VII.B || April 2013 || 15 || Technology Leader will work together with Campus Representative Counsel to consider technology when it comes to budgeting and purchases. || Organizing the purchase of First in Math and IXL for our 3rd through 5th graders, I was able to see the progress and the budgetary needs from the ground up. At first, I organized a PTA demonstration, along with data, and student notes to receive the monies needed. Next I organized two fundraisers, working with Student Council, the Math Coach, Administrators, and parents to raise money for the programs to be bought on a yearly basis. Working with the representatives for the companies was a large part of keeping the costs low and meeting the needs of our students. We raised enough money to continue the programs and enough to begin looking at programs for grades K-2. || Principal Domain I: Competency 3 || TF-VIII.A || March 2013 || 5 || Technology Leader will meet with Network Supervisor to discuss the where they see us heading in the future. || Each month, the Technology Specialist attends a District-wide technology meeting to review and discuss changes occurring and training needed in the district. Our TIS shared with me some recent changes to be expected. I also met with our administrator to discuss changes desired within our school. On the district level, laptops will no longer be replaced, and tablets will be introduced through a summer workshop, and trainings throughout the year. Teachers must be trained first, before students will receive the same equipment. In order to receive tablets for students earlier, teachers must write grants. The TIS will be extremely busy for the next year training with the equipment. I have worked side by side with our TIS on several projects and have learned changes in keeping up with technology are happening at an extremely fast pace, but are still dependent on funds. I have worked on a project to support the district’s goal of on demand online learning to replace face-to-face workshops. I have also worked on a project for students to complete a research project online using e4. Basically, there is a trend for much of the learning to occur virtually. ||
 * Standard 7: Procedures, Policies, Planning, and Budgeting for Technology Environments/Principal Domain III: Competency 8 and 9 || TF-VII.C || April 2013 || 5 || Technology Leader will notify staff of any upcoming opportunities for professional development in technology. || During the last week, our TIS told us there would be opportunities for all staff to receive our tablets early if we attended the summer tablet training, otherwise we will have to wait until the training is offered in the fall. During my Action Plan project, I attempted to excite teachers about receiving more technology training and organizing this training. I also spoke with our TIS about this need. While she agrees, the meeting times have not been set aside, and my goal in the next school year, is to institute a once a month technology training. With the Mimio interactive training, more teachers are using the equipment than at the beginning of the year, and three times this past year I was able to motivate non-technology savvy teachers into participating. They are now on board and desire for more training to continue virtually and include technology tips. ||
 * Standard 8: Leadership and Vision/Principal Domain I: Competency 2
 * Standard 8: Leadership and Vision/Principal Domain III: Competency 8 || TF-VIII.B || September 2013 || 4 || Discuss the history of technology use in education. || Along with the information on Mimio use, articles and research on using technology in the classroom was sent to teachers for their review and comments on our Wiki site. They were to discuss changes in technology and how it should be used in the educational setting today. Many educational technology websites were shared for teachers to review newer capabilities and compare older software and hardware. Videos, from Youtube and Teachertube, sharing a changing style of teaching and keeping up with technology, were sent to teachers for their review and comments, as well. The video made the most impression and received the most feedback. ||
 * Standard 8: Leadership and Vision || TF-VIII.C || February 2013 || 10 || <span style="font-family: "Times New Roman","serif"; font-size: 13.33px;">Technology Leader will serve as mentor to new Instructional Technology teachers that are hired by the district. || While not an official mentor for technology, just yet, I am called on unofficially to help with setting up online courses for workshops, using e4, to set up workshops on-campus using technology tools, such as Eduphoria, and to train the staff with new technology equipment and Web 2.0 tools. Google docs has been used for web page communication and shared working documents, and been taught to key personnel who in turn teach their teachers on staff. Students have been taught the Web 2.0 tools and present to classes and teachers. In turn, the students are excited and the teachers ask for help with learning the new tools. Having students ask for instruction first is a wonderful tactic to get teachers motivated with new technology. ||
 * Standard 8: Leadership and Vision/Principal Domain I: Competency 1 || TF-VIII.D || January 2013 || 3 || <span style="font-family: "Times New Roman","serif"; font-size: 13.33px;">Technology Leader will conduct and examine the results of yearly STaR chart data. || Each year every teacher is required to complete the STaR survey. I also participated in this survey, I believe it is important for teachers to understand why they are completing the survey and what the district and school’s technology goals are. At present, we are changing our equipment to Dell tablets and teachers are wanting to know more about the changes. From the STaR survey results we, as a school, will receive our E-Rate funding information, and most teachers do not know what this is, or how it works. I have discovered it is important to communicate the STaR survey information to our teachers and it will benefit us all. ||
 * Standard 8: Leadership and Vision/Principal Domain II: Competency 5 || TF-VIII.E || March 2013 || 5 || <span style="font-family: "Times New Roman","serif"; font-size: 13.33px;">Technology Leader will work with Network Technician to see how various infrastructure is used and how a district adapts to changing technologies. || As I progressed through both the Action Plan and the online workshops, I learned much of our software and plans may change. Our campus TIS explained we may be changing to tablets and the reasons why we veered away from the Dell Ipads. Working with the Newtwork Technician, I began to see how our district works with changes and updates and the need for the current technology on hand to keep up with the changes. The need for increased memory is always necessary and an issue. Even with the upcoming changes, it is not known if all of the current equipment will be compatible. Often decisions are made due to costs first. ||