7/29/2019 Course-Embedded Internship Summary
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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.
The Internship requires a minimum of 150 course-embedded hours.
Name: _____Safirah Ibenana_____________________________
Total Number of Hours: ________150____________
State
Competency
Standard/ISTE
Technology
FacilitationStandard
Course
Number
Date
Completed
(Required)
Time
Spent
on
Activity
Description of Activity Reflection (150 words or
less describing what you
learned from this activity)
(Required)
II.6
TF-I, TF-II,
TF-V, TF-VI,
TF-VII,
TF-VIII
EDLD 5301
Research
9/11 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.
My site mentor Mr. J
came up with the idea of
Professional
Development Thursdays,
which allows for the
faculty to meet more
frequently in smaller
groups for training. When
I asked him about the
training schedule, he
reassured me that I will
help him lead two
technology trainings. To
interview, train, and
observe the faculty will
truly enable me to
practice my leadership
skills (in all facilitator
standards). Preparation
and reflection throughout
the development trainings
were just as important as
leading the trainings
itself. What I learned
most from this activity
was that flexibility and ateam player attitude
garners greater gains on a
project.
II.6
TF-I, TF-II,
TF-V, TF-VI,
TF-VII,
TF-VIII
EDLD 5306
Concepts of
Educatonal
Technology
9/11 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 andused to note strengths and
areas for further
Although I was proud of
my professional
experience, this activity
forced me to focus on a
few areas. First, I needed
to establish professional
affiliations in the field of
educational technology
and educationalleadership. I soon
motivated myself to
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development in devising
the internship plan.
research journals where I
could submit articles and
foundations where I could
solicit grants. I was
relieved that I could
record the presentations
that I gave throughout my
internship plan.
II.6
TF-III, TF-IV
EDLD 5301
Research
9/11 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.
My site mentor Mr. J was
very supportive of my
action research plan for
technology integration.
He asked me to make a
visual chart after each
benchmark of all the
classes scores in each
subject. The hope is that
this visual element will be
a constant motivatingfactor in the improvement
of students academic
performance. I am very
curious to see if my target
groups will perform
higher than their
counterparts on their
benchmarks.
EDLD 5301 9/11 5 hrs Students review comments
from colleagues and site
supervisors and engage in
revising their draft action
research plan. By the endof Week 5, students
should confer with their
site supervisor(s) and
agree on an action
research topic and plan.
After a colleagues input,
I revised my action plan
with regards to my initial
timelines. I allotted more
time for the preparation ofproject, development of
deeper understanding, and
self-reflection since my
lesson planning approach
changed. In addition to
the shifted timelines of
my action plan, I replaced
step 10 with the activity
to chart benchmark scores
due to the conference that
I had with my site mentor.
What I learned from this
experience is that whenyou initiate an
implementation of some
sort, the time spent to lay
the foundation of the
project is just as valuable
as the project itself and its
findings.
I.1 EDLD 5333
Leadership for
12/12 5 hrs Students create a personal
vision of leadership.
A personal vision of
leadership is very
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TF-I, TF-IV,
TF-V, TF-VI,
TF-VIII
Accountability important for principals
because it sets a daily
reminder of what that
leader needs to see on
campus. If a campus
leader does not see
enhanced student
learning, professional
development for staff, or
collaboration with
campus community, then
it forces the leader to re-
evaluate what he/she is
doing to prevent that
vision.
I.1
TF-I, TF-IV,
TF-V, TF-VI,
TF-VIII
EDLD 5333
Leadership for
Accountability
12/12 5 hrs Students attend a Site-
Based Decision-Making
(SBDM) meeting, record
reflections, and interview
the principal and one otherstaff member regarding
collaboration, consensus
building strategies, ethical
relationships, typical
agenda items, etc.
The committee member
believes that valuable
input is being shared.
However, it is up the
principal to implement oract upon decisions
because he has veto
power. The bottom line is
that the committee makes
recommendations. An
example would be to
examine the process in
which benchmark
assessments are
administered. Should
they be administered in
blocks of time or over a
two day period? Thedecision may ultimately
rest with the principal.
Most decisions made
during SBDM are based
upon consensus building
techniques. The
committee has made
recommendations for
student incentives for
interventions such as
Saturday Tutorials. This
will help the school
increase studentparticipation at Saturday
School thus increasing
student achievement.
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I.1
TF-I, TF-IV,
TF-V, TF-VI,
TF-VIII
EDLD 5333
Leadership for
Accountability
12/12 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.
According to Joyce and
Showers (2003), the four
key components of
professional development
training are: focus on the
theory behind the new
skills that are introduced,
model the new skills that
are introduced, allow
practice of the introduced
skill (8-10 weeks), and
promote the collaborative
work of teachers in
planning and developing
the lessons to implement
that skill effectively.
These sources imply that
professional development
is not a one-day course. It
requires evaluation to
determine that teachersknow how to integrate
introduced skills to their
instruction. Learning
communities are an ideal
setting for follow up on
professional development
trainings.
I would observe PLC
meetings once a month. In
every meeting, I would
check to see if they are
using the strategy ofmining (pre) benchmark
data, re-evaluating their
individual action plans,
and achieving their PLC
goals to align instruction
to state standards; develop
and implement
uniform/consistent
expectations for reading
standards; and develop
and implement a
uniform/consistent
grading system.
I.1
TF-I, TF-IV,
TF-V, TF-VI,
TF-VIII
EDLD 5333
Leadership for
Accountability
12/12 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
My campus action plan
would be to:
1. Provide teacher
training in the use of the
7th grade Model for
Reading instruction
2. Provide after-school
tutorials for students at-
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plans, allocation of
resources to support the
plan, and any tools needed
for school improvement
efforts.
risk for failure.
3. Hire one reading
interventionist tutor to
provide individualized
attention to students at-
risk for failure in
Reading.
My professional
development plans would
be to implement effective
and consistent
professional learning
communities among
department members.
These communities would
be a great extension of
brief trainings from
visitors or workshops that
not all faculty members
could attend. Most of the
financial resources wouldgo to the salary of the
reading interventionist.
I.1
TF-I, TF-IV,
TF-V, TF-VI,
TF-VIII
EDLD 5333-
Leadership for
Accountability
12/12 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.
I would target the sixth
and seventh graders
performance in Reading.
Our AEIS comparison
chart shows 67% of sixth
graders passed Reading;
that is unacceptable for
this indicator. Sixth grade
was the only grade level
that did not pass Reading.
Also, our CI report showsthat we are in the fourth
quartile for this indicator
that signifies it as an area
of improvement.
II.6
TF-VI
EDLD 5344
School Law
11/12 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
The implementation and
evaluation of students
IEPs is the most relevant
issue to me pertaining to
student management
issues. Before this course,
I did not fully understand
the legal ramifications of
neglecting theimplementation and
evaluation of IEPs. I
would explain to faculty
that the funding that we
receive from the
Individual with
Disabilities Education Act
requires that all students
learn in the least
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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 andprocedures 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.
restrictive environment
and that we must provide
related services to all
students IEPs. This
knowledge drives me to
connect with teachers on
a level that discourages
them from seeing students
with learning disabilities
as a hindrance.
Consequently, the
motivation to effectively
train teachers on how to
differentiate learning to
accommodate learning
disabled students will
help me become an
effective leader.
Professional development
activities that encourage
teachers to fill the shoesof their students with
learning disabilities helps
both them and their
students. When teachers
gain a new perspective on
why their students behave
in a disruptive manner, it
will help them to change
their outlook to a more
positive/optimistic one.
The eradication of the
burdensome mentality
for special educationstudents will help students
as well because they will
not feel as misunderstood
and/or alienated in their
learning environments.
I.3
TF-VI,
TF-VII
EDLD 5345
Human
Resource Mgt
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."
I observed an ethical
conflict with Standard
1.3: the educator shall not
submit fraudulent
requests for
reimbursement, expenses,
or pay. An investigationon how coaches requested
pay for miscellaneous
fees during competitions
led to the revision of the
policy dealing with this
standard. I daily
encountered ethical
conflicts with Standard
2.1: the educator shall not
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reveal confidential
information concerning
colleagues unless
disclosure is required by
law and Standard 2.2: the
educator shall not harm
others by knowingly
making false statements
about a colleague or the
school system. Most of
the causes of a negative
campus culture come
from the rumors spread
by faculty about each
other, the administration,
and the school system. I
frequently observed
conflicts with Standard
3.3: the educator shall not
knowingly misrepresent
facts regarding a student.Its very likely that star
athletes with the bare
minimum grades to
compete may have had a
teacher (or two) forge
their grades to comply
with the grading policies
for student athletes.
II.6
TF-VI,
TF-VII
EDLD 5345
Human
Resource Mgt
8/12 5 hrs Students conduct an
interview with an
administrator at their
school regarding strategiesfor recruiting and retaining
high-quality teachers and
administrators.
Strategies to recruit high
quality teachers and
administrators are the
districts website,employment
advertisements, and
college fairs. I think there
should be more strategies
in place to retain these
professionals because
there was not much of a
mentorship program for
me to observe and there is
limited funds for thorough
professional development.
II.6
TF-VI,
TF-VII
EDLD 5345
HumanResource Mgt
8/12 5 hrs Students access the
policies and procedures inplace 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.
Concerning policies that
pertain to teachermentoring programs, I
would say they need to be
strictly enforced on
campuses. In addition,
teacher mentors need
ongoing professional
development to stay
abreast educational
advances that the mentee
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should know. Also, there
should be a pre- and post-
evaluation of mentees
performance in the
classroom just to see if
the mentorship program
was effective.
II.6
TF-VI,
TF-VII
EDLD 5345
Human
Resource Mgt
8/12 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
To help the campus
become more culturally
proficient, I need to
address the areas of
Valuing Diversity and
Managing the Dynamics
of Difference. I
understand the cultural
component of xxISD
since it is a black school
district. However, the
rising Hispanic student
body cannot be ignored
and I have to show thecampus that this rising
student body is an asset to
the campus in order to be
a more culturally
proficient leader.
I.2
TF-V
EDLD 5326
School
Community
Relations
9/12 5 hrs Students develop a plan
for a family-school-
community partnership(s)
to increase student
achievement
I learned a great deal from
this assignment. When I
first developed a school-
community partnership
between the middle
school and a neighboring
college, I was verypassionate and ambitious
about the mentorship
project. Unfortunately,
mentors were not
responding in a timely
fashion so I transformed
my focus to another
school-community project
that was already
established and yielded
increased student
achievement in biology.
The 4-H project alreadyunites the community
through seasonal harvests
and inspired my grant-
writing proposals for
additional gardening
tools, a tool shed, and a
greenhouse. I learned that
enhancing projects that
already exist in a
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community is just as
important as creating a
whole new endeavor with
lack of capital and
support.
I.2
TF-V
EDLD 5326
SchoolCommunity
Relations
9/12 5 hrs Students develop a
presentation to be given tokey stakeholders in their
school that emphasizes the
importance of parental-
community involvement to
student achievement.
I shared with campus
administration my resultsfrom the technology
integration poll I gave to
parents at the first PTO
meeting. I highlighted
parents concerns about
using technology to
communicate with
campus faculty and
administration. There is a
desire for some parents to
get involved but lack of
time is a factor. My site
mentor decided to give
access to the Internet toparents in their own room
on campus. The hope is if
parents improve their
technological literacy
(even through
communication), then
they will encourage their
children more to complete
their assignments or ask
for help to complete their
work.
I.2
TF-I, TF-II,
TF-III, TF-V
EDLD 5363
VideoTechnology
and
Multimedia
12/11 15 hrs Create a public service
announcement for parentsand community partners.Capture and integrate sound,
video, and digital images;create RSSfeeds; and publishthe final product on the web.
Use short teacher and studentinterviews to focus on 21stcentury technology forengagement and
achievement.
I learned a great deal from
this experience because itshowed me how social
media can be safe for a
learning community.
Several campus leaders
fear social media because
teachers are unable to
focus the students
attention on assignment
tasks when they are
browsing the Internet.
RSS feeds are a great way
of teachers monitoring
students online work.The task of creating a web
video is a wonderful
opportunity to learn how
to train others on how to
create an excited project
for learning on the
Internet. To extend such
sites beyond the
classroom is an excellent
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way of involving all
campus stakeholders in
the student growth
progress.
III.8, III.9
TF-I, TF-V,TF-VI,
TF-VII
EDLD 5362
Information
SystemsManagement
5/12 6 hrs Analyze district technologyafter completing interviewswith at least two school
administrators who areinvolved with the planningand budgeting of technology.
Unfortunately, there was
a contrast between the
vision that the districtsadministration of
technology has for student
learning to what I actually
observed in classrooms.
Like most school districts,
those involved with
planning technology use
in the district want to
prepare students for the
21st century. They want to
see increased
technological literacy of
faculty and staff. My
action research, that spenta great deal of focus on
technology integration in
the district, showed the
lack of technological
literacy of campus
faculty. Campus
connectivity disallowed
usage of web 2.0 tools,
which I feel are very vital
in preparing students for
the 21st century.
III.8, III.9
TF-I, TF-V,
TF-VI,
TF-VII
EDLD 5362
InformationSystems
Management
5/12 5 hrs Students will evaluate and
analyze a school districtsStudent Information System,including the evaluation of
total cost of ownership,feature set, ease of use,customer support, and
training.
The functional areas
housed in SIS range fromEnrollment/Registration,
Daily Attendance, Grade
Reporting, Master
Scheduling, Truancy
PEIMS, Test Records,
Discipline, etc. SIS
acknowledges complaints
about the system not
being very user friendly.
However, eSchoolPLUS
is reworking the UI to
help improve navigation.
SIS offer trainings yearround for all of the
functional areas. They
also offer one-on-one
assistance in any area. SIS
admits there are road
blocks such as principals
not releasing people for
training or teachers not
showing for training. This
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interview opened my eyes
to the disconnect between
campus faculty and the
districts SIS.
II.4, II.5
TF-II, TF-III,TF-IV, TF-V
EDLD 5364
Teaching with
Technology
3/12 12 hrs As campus professionaldevelopment
activity, create a wiki-based
studygroup with 3-5 teachers
leading andsupport teachers who analyze
data
related to student learning ,create a
lesson using UniversalDesign for
Learning at the CAST LessonBuilding
athttp://lessonbuilder.cast.o
rg/,create
a sample electronic book toshare with
your learning team members.Lastly,
add a team reflection to your
Googlesite about the process of
creating anelectronic book.
Instead of educational
leaders pressuring
teachers and students tosatisfy one traditional
measurement, the
pressure should be placed
on curriculum designers
who can incorporate
numerous mediums of
assessment to measure the
progress of ALL students.
My course mate also
added that educational
leaders should also be
pressured to revamp state
assessments to
accommodate all learningneeds, which I agree. We
can gain a richer
understanding of what
students know by
assessing content with
media. We can also note
students progress from
the students themselves
(eportfolios and blogs).
No assessment should be
used that will
intentionally hurt some
students. Any studentassessment that does not
properly measure
students progress runs
the risk of making off-
base instructional
decisions. (Rose and
Meyer 2002).
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
2/12 12 hrs Students will collaborate
to create a website that
addresses digital ethics,
design principles, diverse
learners, and
communication withpeers, parents, and the
larger community in order
to nurture student learning.
I would encourage my
colleagues to initially
implement the use of
websites like
Blogger.com and
Wikispaces into theclassroom first
as introductory
technological applications
to integrate into their
curriculum. Depending on
technological access,
students can blog daily
or once a week. With RSS
feeders, teachers can
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utilize their students
thoughts as warm up
questions or discussion
points to exploit the tool
beyond online journaling.
As students master more
technological
applications, they can
always upload these
products on to their blog.
I would stress the
importance of peer
feedback in the comment
section of the blogs.
Students can use
Wikispaces to creatively
breakdown concepts that
may normally bore them
in a textbook. Teachers
can archive these sites for
future students asengaging visual aids.
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