EDLD5370+Reflections+of+5333


 * Appendix H: Course-based Embedded Assignment Internship Log **


 * Lamar University – M.Ed. in Educational Technology Leadership**

Course-based Embedded Assignment Internship Log
**// Directions: //** In submitting your Course-based Embedded Assignment Log for each Assignment in Appendix I of the Internship Handbook, you are required to reflect on the assignments by completing a reflection in your course wiki/e-portfolio that should contain a minimum of 250 words. These logs will be used to assist you in completing your EDLD 5388/5370 *Please note that course number changes in Fall 2010* Internship comprehensive exam final report. Students should use and cite their textbook references as well as two additional references when writing each reflection. The reflection must consist of statements regarding the knowledge you gained from the assignment and how the assignment helped you master the Technology Facilitator Standard(s) /Indicator(s).
 * == Course Number: == || == Course Name:  == || == Course-based Embedded Hours  ==

(see Appendix I)
||
 * **5333 ** || **Leadership for Accountability ** || **10 ** ||


 * == Description of the ==

(see Appendix I)
|| ** Course EDLD 5333 Leadership for Accountability: **. (Maximum 25 points) || This assignment proved to be very useful to me as it allowed me to actually make a plan for my campus that could be implemented the following school year. TAKS scores are generally reported as an overall score and since I do not teach a TAKS tested subject I rarely ever even focused on the scores. However, as a result of lower performances in certain subpopulations “schools are spending more time on reading and math, sometimes at the expense of subjects not tested” (Jennings & Renter, 2006, p 110). This recent trend has started to affect the time teachers are able to spend incorporating technology into their curriculum. Students are often even pulled out of my technology classes to attend tutoring sessions. By completing this assignment I was able to brainstorm ways in which professional development topics could focus on helping teachers prepare students for the standardized testing without sacrificing time in supporting classrooms.
 * B. ** Create an action plan for the campus. Develop an agenda for a professional development day that addresses the targeted campus needs and include a timeline for follow-up professional development. ||
 * **__Self–Assessment __**
 * Critically reflect (see note above; not just recitation of facts) upon the knowledge you gained from the assignment. (3 Points)
 * Critically reflect upon the relationship between any new information you gained from the assignment with old information you previously held to be true**.** (2 Points)
 * <span style="font-family: 'Arial','sans-serif';">How did the relationship between the old and new information you learned affect your personal experience with the assignment? (2 Points)
 * __<span style="font-family: 'Arial','sans-serif';">Learn as a Learner __**
 * <span style="font-family: 'Arial','sans-serif';">Critically reflect upon your approach and strategies used in completing the assignment. (3 Points)
 * <span style="font-family: 'Arial','sans-serif';">Critically reflect upon how you learn as a learner and how you assess your own performance in completing the assignment(s). (2 Points)
 * <span style="font-family: 'Arial','sans-serif';">How did your learning and interaction with colleagues (such as discussion forum, web conferences, wiki and blog participation, etc.) affect the results of your performance?(2 Points)
 * __<span style="font-family: 'Arial','sans-serif';">Lifelong Learning Skills __**
 * <span style="font-family: 'Arial','sans-serif';">Critically reflect upon what you gained about learning and how you learn that will impact your future learning. (3 Points)
 * <span style="font-family: 'Arial','sans-serif';">How will your past interactions and collaborations with colleagues impact your future learning experiences? (2 Points)
 * <span style="font-family: 'Arial','sans-serif';">As a lifelong learner, what questions or issues challenge you and are worthy of future research or investigation? (2 Points)
 * __<span style="font-family: 'Arial','sans-serif';">Additional Criteria __**
 * <span style="font-family: 'Arial','sans-serif';">Content posted to e-Portfolio wiki/blog/Google site (1 Point)
 * <span style="font-family: 'Arial','sans-serif';">Mechanics (1 Point)
 * <span style="font-family: 'Arial','sans-serif';">APA Format (1 Point)
 * <span style="font-family: 'Arial','sans-serif';">Minimum of 3 References (1 Point)

<span style="color: black; font-family: 'Arial','sans-serif';">By using the actual testing data from my school along with my experience teaching professional development classes, I was able to complete this assignment successfully. My mathematics background helped me reflect on how I felt every time testing scores were reported. Since I have spent the last ten years teaching a non tested subject, this memory drove me to really take ownership on helping my campus implement some changes so that all teachers would share in supporting all the TAKs TEKS. But because I am not an expert in data analysis I did not want to dive into solutions without the assistance of others. “Teams need to explore the implications of the data patterns for individual students as well as for instructional improvement” (Thomas, 2006, p. 40).Therefore <span style="font-family: 'Calibri','sans-serif';">, <span style="color: black; font-family: 'Arial','sans-serif';">I consulted with both the English and mathematics department chairs while working on this assignment since it has been so long since I had taught the core subjects. They were able to confirm that the ideas that I had for professional development courses would be welcomed and that the timeline was appropriate.

<span style="color: black; font-family: 'Arial','sans-serif';">From this point forward, I will feel the need to research data instead of simply reading it. I found out that data must be analyzed and acted upon not simply reported, “the effective use of data can help principals make informed decisions about their policies, practices, and procedures to improve student achievement “ (Parsley& Miller, 2006, p. 42). I am not sure what position that I will be taking in the future but the fact that it will more than likely be involved in education I am sure I will have more many opportunities to use data to drive important decisions and events such as professional development sessions for teachers.

<span style="color: black; font-family: 'Arial','sans-serif';">Jennings, J., & Renter, D. (2006). Ten big effects of the No Child Left Behind Act on public schools. Phi Delta Kappan, 88(2), 95

<span style="color: black; font-family: 'Arial','sans-serif';">Parsley, D. Dean, C., & Miller, K. (2006). Selecting the right data. Principal Leadership, 7(2), 38-42

<span style="color: black; font-family: 'Arial','sans-serif';">Thomas, R.S. (2006). How to survive data overload. Principal Leadership, 7(2), 39-42. ||  || ||