Student Name:
Course-Embedded Internship Tracking Roadmap
Course Brief Description of Activity Date Completed
Domain I: School Community Leadership Competency 001 "EDLD 5339
Log-1
4 hrs" Interview two school leaders regarding campus organization and management and Site-Based Decision-Making (SBDM) policies and procedures, which include issues of campus vision and mission.
"EDLD 5333
Log-2
2 hrs
" Create a personal vision of leadership.
"EDLD 5388
Log-3
6 hrs" Study your school's history, traditions, shared beliefs and values; method of inducting new teachers; identity of stakeholders; acculturation factors; and affiliation factors and then construct a School Culture Factors Summary with suggestions to strengthen each area of the culture.
"EDLD 5352
Log-4
6 hrs" Look at the strengths and weaknesses of your campus as you examine and apply data from the Texas Campus STaR Chart, a technology data-gathering tool provided by the state. Complete a three year comparison of the Texas Campus STaR Chart data from your campus with statewide summary data.
Competency 002 "EDLD 5326
Log-1
6 hrs" Develop a plan for a family-school-community partnership(s) to increase student achievement.
"EDLD 5326
Log-2
6 hrs" Develop a presentation to be given to key stakeholders in your school that emphasizes the importance of parental-community involvement to student achievement.
Competency 003 "EDLD 5333
Log-1
7 hrs" 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.
"EDLD 5345
Log-2
5 hrs" 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 Mindwalk."
Domain II: Instructional Leadership Competency 004 "EDLD 5333
Log-1
10 hrs" 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.
"EDLD 5335
Log-2
3 hrs" Describe Curriculum Management Audit standards, compare the audit standards to the campus curriculum program, and make suggestions for improvement of academic performance through use of the audit standards.
Competency 005 "EDLD 5335
Log-1
4 hrs" Use set criteria to evaluate a teacher's edition of a textbook or a curriculum guide for a content area or a campus objective selected for a learner-centered staff development experience.
"EDLD 5388
Log-2
4 hrs" Complete and submit the Survey of School Context and then meet with at least one, or preferable more, faculty members from your campus (or district) to compare results. In this meeting, discuss whether any items should be added to or deleted from the Survey to make it a better fit for your campus (or district). Write a report on the results of the meeting and summarize your learning about the culture and climate of your school based on the School Context Survey.
Competency 006 "EDLD 5388
Log-1
6 hrs" Conduct a teacher quality survey which looks at factors such as the years of teaching experience of campus teachers, degrees held (bachelor or master), teacher ethnicity, compared with ethnicity of students and community demographics and prepare a report of your findings.
"EDLD 5345
Log-2
2 hrs" Conduct an interview with an administrator at your school regarding strategies for recruiting and retaining high-quality teachers and administrators.
"EDLD 5345
Log-3
2 hrs" Assess the policies and procedures in place in your district related to teacher mentoring programs by assessing the district's webpage or contacting the district Human Resources Office and reflect on the policies in place for mentoring/induction.
"EDLD 5345
Log-4
4 hrs" Complete the Cultural Proficiency Receptivity Scale, use the Cultural Proficiency Professional Development Rubric to assess the level of professional development at your campus or workplace, and identify and describe where and how your campus has responded to each of the elements of Cultural Proficiency.
"EDLD 5311
Log-5
4 hrs" Create a professional vita that highlights your leadership accomplishments and servs as a motivational tool to seek new opportunities for improvement and professional growth.
"EDLD 5311
Log-6
5 hrs" 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.
"EDLD 5344
Log-7
15 hrs" Design 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 in your school. You will develop and Individualized Education Program for "Julia," 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 lectures and readings, and from communication with leaders at your school, including your principal, special edcuation 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 plicy that you used to formulate your answers.
"EDLD
5301
Log-8
8 Hours" Students engage in identifying an action research topic(s) or research questions and designing a draft action research plan completing a recommended template or format of a blueprint of the action research plan. 2-Aug-10 "EDLD
5301
Log-9
5 Hours" 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. 13-Aug-10
Competency 007 "EDLD 5388
Log-1
5 hrs" Discuss state and federal legal requirements for Response-to-Intervnetion (RTI) plicy and make application of RTI through a case study process.
"EDLD 5333
Log-2
4 hrs" 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.
"EDLD 5311
Log-3
6 hrs" Interview two administrators using the assigned questions. Reflect in this log what you learned from those questions and how this activity helped you master the domains and competencies.
Domain III: Administrative Leadership Competency 008 "EDLD 5339
Log-1
10 hrs" Analyze the processes in place for campus budgeting and the alignment of the budget with the Campus Impreovement Plan (CIP).
"EDLD 5333
Log-2
10 hrs" Conduct a data-based needs assessment. Based on the areas of need identified, 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.
Competency 009 "EDLD 5339
Log-1
5 hrs" Analyze the scheduling process in place on campuse, cite course material and personnel interview to justify conclusions, and weight the effects of the schedule on campus goals and objectives, student needs, and effective and efficient use of time, personnel, and resources to ensure a safe and productive environment.
"EDLD 5339
Log-2
5 hrs" Analyze campus goals and objective and the use of resources such as time and personnel to address the issues of a safe and productive school environment.
Tuesday, August 17, 2010
EDLD5301-Reflection
Lectures-The lectures were very beneficial to me in this course and like all the other courses because that laid my foundation for the week. The lectures gave me a synopsis of how I needed to be thinking and what I needed to be thinking and gathering ideas from my reading to prepare for my assignment. The highlights of the lectures taught the importance of an action research towards professional development. Dr. Arterbury’s described how he used action research in his face to face classes and the benefits. Dr. Arterbury recommends, the Leading with passion and knowledge text for our class to understand what inquiry consisted of how it benefits the education field. The discussion emphasizes reading our text, doing some research on topic to choose 3 topics and discuss with our site supervisor. After selection the topics we are informed to focus on purpose and significance of our topic. We were introduced to the 4 elements that make an effective purpose for a research project. We were even given the opportunities to hear from 3 school leader discuss their interest in action research. Finally by week 4, I can honestly say that although I’m not a expert in action research, I have gained an in-depth and valuable knowledge and skills in conduction studies for a research plan. At this point, I will be fine tuning my project plan using feedback from my trusted colleagues. Challenges might arise and it is beneficial to foresee by sharing with others who can provide feedback on challenges I may not have considered. So it’s important to think about the project from beginning to end.
Readings- The reading helped me study two texts by Dana and Harris that allowed me to reference as resources throughout the program. I was able to incorporate the knowledge and skills needed to be an action research practitioner. The highlights from my reading that impacted me were the “eight steps that inform the school improvement process and boost student achievement”. (Harris, p. 100) First, Dana’s book taught me research and strategies that I will be able to use as a way of life. The 8 step from Harris book equipped me the framework to examine and evaluate school improvement. The readings and its examples helped be begin to identify my topic to research. The tools involved in this book also helped identify common targets of school-based action research. Some of the key goals in my readings were to demonstrate how to build an effective blueprint, how to conduct effective research and collaborate with faculty and peers.
Searches- The search on the internet helped me look at blueprint and research done by others. The searches reiterated everything I had learned in my readings, lectures, and assignments to restate how I could build effective research that would be impact my school.
Assignments/Activities- My assignments probably had the biggest impact on me because I learned by doing. Week 1 examined the variety of definitions associated with action research. We also reviewed action research in an education setting and how it would be beneficial to perform. Week 2 brought us real world experiences when we watched videos of interviews of three school leaders discussing action research projects and suggestions for conduction action research. This week we also reviewed Dana’s text, pp.29-68 to focus on nine areas of major wondering in the school environment. Week 3 assignment lead us to developing a more detailed plan introducing us framework for conducting research as well as introducing strategies that will empower us to conduct our inquiry. We used Dana’s text pp. 65-66 to identify nine common topics for research. We also used other various examples for action research questions and statements from the resource section of our class. From the Harris text pg. 85 we used the Tool 7.1 Action Planning Template and the SIP or PIP (School or Professional Improvement Project) Plan from our resource section of the course to develop our plan for action research. Week 4 assisted us in reviewing our draft for an action plan, confer with our supervisor and reach a consensus on the topic I chose. I realized this week that developing consensus just by addressing challenges can create more changes for the plan. To provide an effective blueprint and conduct effective research require collaboration from all those who will be effected. Again, some of the review strategies that guided me through my plan to review, revise and improve were Harris’s text, pp. 91-103 and pp. 94-97. These strategies introduced me to Force Field Analysis, Delphi Method and Nominal Group technique. Another tool from Harris text p. 99 was an excellent model for helping leaders provide a strong rational and framework of what works and doesn’t work while supporting future improvement. Finally week 5 we assessed the quality of inquiry in our action research. “What are some quality indicators for Practitioner Research, “pp. 179-186 showed up how to identify indicators that help assess our action plan.
Discussion Board-The discussion board has always been part of our assignments and a good element to ask question, comments and just enlighten us with colleague’s experiences. Week 1 discussion purpose was to share a problem or curiosity of interest to us that would be beneficial for an action plan research. Week 2 took the discussion a step further by asking us to discuss the purpose and significance of our propose action plan. Week 3 asked us to share the context of our study, the target population, how we selected our sample and a brief rationale of sample size. In posting my discussion I had several reservation of my plan. In meeting with my site supervisor, I was engrossed in an idea for a plan that was already in motion. The plan was a great plan but would take several initiatives in my part that I didn’t feel equipped with the knowledge to carry out. I posted my dilemma and the responses from my classmate were mutual with my feelings. They recommended making my project on research of a smaller scale but link to the big picture to assist in a smaller part of that big research. This really helped with my stress level, actually finding a way around something I was overwhelmed with. In the Week 4 we shared specific challenges that we foresaw in implementing our action research study and how we plan to address them. These discussions were very helpful in taking notice what other ideas we could change to resolve any conflicting issue. In Week 5 I felt the biggest impact or insight this action research class gave me several things like just understanding the nature and purpose of action research, but also the great benefits. Most importantly I think that this class has taught me that there are so many areas identified by school leaders needing research. Although many small areas of research can be complete many of the big issue take a group effort and consensus amongst key stakeholders is needed. With all the goings-on in a district it’s very hard to find time to research even the little things but time must be allotted.
Blogs- Blogging with our colleagues began with week 1, with focused on sharing information and ideas of the action research project. The idea of a reflective practice like blogging engaged us in sharing what we learned throughout our course. Having others evaluate and weigh in their ideas about our plans actually helped look at difference perspective that hadn’t been looked at. Week 2 asked us to discuss the purpose of our study in the blog. We discussed at least three topics of interest and how we went about introducing our assignment to our site supervisor. Week 3 asked us to submit an action plan draft of the PIP/SIP template and share with our colleagues. This was for receiving feedback on insights from others. Week 4 and 5 consisted of an agreed upon topic for action research and any progress and implementation of the plan.
Dana, N. F. (2009), Leading with passion and knowledge: The principal as action researcher. Thousand Oaks, CA: Corwin Press.
Harris, S., Edmonson, S., & Combs, J. (2009). Examining what do to improve our schools: 9 steps from analysis to action. Larchmont, N.Y.: Eye on Education.
Readings- The reading helped me study two texts by Dana and Harris that allowed me to reference as resources throughout the program. I was able to incorporate the knowledge and skills needed to be an action research practitioner. The highlights from my reading that impacted me were the “eight steps that inform the school improvement process and boost student achievement”. (Harris, p. 100) First, Dana’s book taught me research and strategies that I will be able to use as a way of life. The 8 step from Harris book equipped me the framework to examine and evaluate school improvement. The readings and its examples helped be begin to identify my topic to research. The tools involved in this book also helped identify common targets of school-based action research. Some of the key goals in my readings were to demonstrate how to build an effective blueprint, how to conduct effective research and collaborate with faculty and peers.
Searches- The search on the internet helped me look at blueprint and research done by others. The searches reiterated everything I had learned in my readings, lectures, and assignments to restate how I could build effective research that would be impact my school.
Assignments/Activities- My assignments probably had the biggest impact on me because I learned by doing. Week 1 examined the variety of definitions associated with action research. We also reviewed action research in an education setting and how it would be beneficial to perform. Week 2 brought us real world experiences when we watched videos of interviews of three school leaders discussing action research projects and suggestions for conduction action research. This week we also reviewed Dana’s text, pp.29-68 to focus on nine areas of major wondering in the school environment. Week 3 assignment lead us to developing a more detailed plan introducing us framework for conducting research as well as introducing strategies that will empower us to conduct our inquiry. We used Dana’s text pp. 65-66 to identify nine common topics for research. We also used other various examples for action research questions and statements from the resource section of our class. From the Harris text pg. 85 we used the Tool 7.1 Action Planning Template and the SIP or PIP (School or Professional Improvement Project) Plan from our resource section of the course to develop our plan for action research. Week 4 assisted us in reviewing our draft for an action plan, confer with our supervisor and reach a consensus on the topic I chose. I realized this week that developing consensus just by addressing challenges can create more changes for the plan. To provide an effective blueprint and conduct effective research require collaboration from all those who will be effected. Again, some of the review strategies that guided me through my plan to review, revise and improve were Harris’s text, pp. 91-103 and pp. 94-97. These strategies introduced me to Force Field Analysis, Delphi Method and Nominal Group technique. Another tool from Harris text p. 99 was an excellent model for helping leaders provide a strong rational and framework of what works and doesn’t work while supporting future improvement. Finally week 5 we assessed the quality of inquiry in our action research. “What are some quality indicators for Practitioner Research, “pp. 179-186 showed up how to identify indicators that help assess our action plan.
Discussion Board-The discussion board has always been part of our assignments and a good element to ask question, comments and just enlighten us with colleague’s experiences. Week 1 discussion purpose was to share a problem or curiosity of interest to us that would be beneficial for an action plan research. Week 2 took the discussion a step further by asking us to discuss the purpose and significance of our propose action plan. Week 3 asked us to share the context of our study, the target population, how we selected our sample and a brief rationale of sample size. In posting my discussion I had several reservation of my plan. In meeting with my site supervisor, I was engrossed in an idea for a plan that was already in motion. The plan was a great plan but would take several initiatives in my part that I didn’t feel equipped with the knowledge to carry out. I posted my dilemma and the responses from my classmate were mutual with my feelings. They recommended making my project on research of a smaller scale but link to the big picture to assist in a smaller part of that big research. This really helped with my stress level, actually finding a way around something I was overwhelmed with. In the Week 4 we shared specific challenges that we foresaw in implementing our action research study and how we plan to address them. These discussions were very helpful in taking notice what other ideas we could change to resolve any conflicting issue. In Week 5 I felt the biggest impact or insight this action research class gave me several things like just understanding the nature and purpose of action research, but also the great benefits. Most importantly I think that this class has taught me that there are so many areas identified by school leaders needing research. Although many small areas of research can be complete many of the big issue take a group effort and consensus amongst key stakeholders is needed. With all the goings-on in a district it’s very hard to find time to research even the little things but time must be allotted.
Blogs- Blogging with our colleagues began with week 1, with focused on sharing information and ideas of the action research project. The idea of a reflective practice like blogging engaged us in sharing what we learned throughout our course. Having others evaluate and weigh in their ideas about our plans actually helped look at difference perspective that hadn’t been looked at. Week 2 asked us to discuss the purpose of our study in the blog. We discussed at least three topics of interest and how we went about introducing our assignment to our site supervisor. Week 3 asked us to submit an action plan draft of the PIP/SIP template and share with our colleagues. This was for receiving feedback on insights from others. Week 4 and 5 consisted of an agreed upon topic for action research and any progress and implementation of the plan.
Dana, N. F. (2009), Leading with passion and knowledge: The principal as action researcher. Thousand Oaks, CA: Corwin Press.
Harris, S., Edmonson, S., & Combs, J. (2009). Examining what do to improve our schools: 9 steps from analysis to action. Larchmont, N.Y.: Eye on Education.
Friday, August 6, 2010
The effects technology has on Science learning
After several discussions about my action plan research with my site supervisor we felt that one important topic was to increase science TAKs scores. One way to try to do this was through a tutoring program. To make a long story short, my research will be about using technology we currently have to engage students while they attend science tutorials. Sparking an interest in the science curriculum has already been a problem especially for student with low performing test scores. We know that students embrace technology and maybe using the right technology will raise their enthusasim while they learn science. I will now create a modification to my action plan for this research to follow.
SCHOOL VISION: Every student will be a lifelong learner, a person of integrity, and a positive contributor to society.
GOAL: What effects does technology have on Science learning?
SCHOOL VISION: Every student will be a lifelong learner, a person of integrity, and a positive contributor to society.
GOAL: What effects does technology have on Science learning?
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