Intership+Activities+Log+and+Reflections+October+2009

 ** TF-II.B  ** - Apply current research on teaching and learning with technology when planning learning environments and experiences. ** TF-II.C ** Identify and locate technology resources and evaluate them for accuracy and suitability. ||^  ||  **  TF-II.A.3  ** Assist teachers as they use technology resources and strategies to support the diverse needs of learners including adaptive and assistive technology. ||^  ||     ||   2   ||     ||^   ||   1. Teachers and staff are grouped in beginner, intermediate, and advanced groups. 2. Possible campus mentors are discussed. 3. Technology hours required is determined. 4. Individual requirements are communicated to teachers and staff. ||  1   || ** (TF-II.F)  ** Identify and apply instructional design principles associated with the development of technology resources.  ||^  ||
 * **  Date: October 2009 Total Internship hours at the start of the month:   ** ||   7   ||
 * **  Week   ** || **  Functions  ** ||   The following activities were done with the cooperation of PIISD Technology Department and the PIJH Campus Administration Staff.   ||  **  Hrs  **  ||
 * ** 1  ** || **   Week’s Activities   ** ||   Designed testing area and completed hardware and software check.    ||   2   ||
 * ^  || **   Standard / Indicator   ** ||   Planning and Designing Learning Environments and Experiences **(II)**
 * ^  || **   Communication with Supervisor   ** ||   Requested approval for use of campus equipment.   ||^   ||
 * ** 2  ** || **   Week’s Activities   ** ||   2009 Teacher and Staff Assessment administration and grading / evaluation.   ||   1   ||
 * ^  || **   Standard / Indicator   ** ||   Technology Operations and Concepts ** (I), ** Planning and Designing Learning Environments and Experiences **(II)**
 * ^  || **   Communication with Supervisor   ** ||   Met with campus principal and reviewed technology assessment calendar (testing times and completion date).   ||^   ||
 * ** 3  ** || **   Week’s Activities   ** ||   Desegregation of assessment results - Groupings of beginner, intermediate, advanced, and possible mentors are identified based on test scores.
 * ^  || **   Standard / Indicator   ** ||   Technology Operations and Concepts ** (I) **
 * ^  || **   Communication with Supervisor   ** ||   Met with co-campus technologist to review assessment results and begin coordination of professional development and tutoring needed.   ||^   ||
 * ** 4  ** || **   Week’s Activities   ** ||   Development of Professional development and tutoring plan:
 * ^  || **   Standard / Indicator   ** || Technology Operations and Concepts ** (I)// . // **   Productivity and Professional Practice **(V)** **  TF-V.C  ** Apply technology to increase productivity.
 * ^  || **   Communication with Supervisor   ** ||   Information on groups is discussed and approval for a morning staff meeting is given.    ||^   ||
 * ** 5  ** || **   Week’s Activities   ** ||     ||     ||
 * ^  || **   Standard / Indicator   ** ||     ||^   ||
 * ^  || **   Communication with Supervisor   ** ||     ||^   ||
 * **  Hours worked this month:   **  ||   6   ||
 * ** Total internship hours to date including this month:  **    ||   13   ||

The month of October also focused on TF/TL Standard One, Technology Operations and Concepts. The standard is designed to ensure that schools have skilled personnel. “Although educator proficiency has improved over the past decade, technology facilitators and leaders must continue to increase educators knowledge of technology operations and concepts” (Williamson & Reddish 2009). Having an updated and approved assessment, two activities were focused on for the month. The activities included the administration and evaluation of the 2009 Teacher Assessment and the subsequent development of a professional development and tutoring plan.

To begin the assessment process the staff was notified of important information by email, in grade level meetings, and postings on the campus newsletter calendar. In the second week of the month most teachers did complete the assessment. The before and after school scheduled assessment facilitation responsibilities were carried out by myself and the other co-campus technologist. Participant interaction was positive and by the end of the week, all but four teachers had come to the computer lab and been assessed for their technology proficiency. It is worth noting that, although this was an individual effort by each participant, several instances occurred when I had to remind teachers of this fact.

Next, the assessment data needed grading and evaluation. A grading Rubric had been design during the update collaboration and was quite helpful in the process. The data retrieved (scores), allowed us to group teachers in three groups: beginner, intermediate, and advanced. These grouping would further allow us to target specific proficiencies and standards that needed immediate attention. Based on this information professional development and tutoring plans were developed and communicated to staff.

Williamson, J. & Redish, T. (2009). Technology and leadership standards: what every K-12 leader should know and be able to do. Eugene, OR.