5366 Graphic Design and Desktop Publishing Reflection

This course, Digital Graphics, presented many challenges for me since I am not to computer savvy. Every week presented yet one more creation, which I had never been exposed to. I have truly improved my knowledge and capabilities in my technology skills, digital graphics and web design. I know feel very empowered and have the knowledge to be able to implement digital graphics not only for my learning but as well for forever implement throughout all content areas for my students’ learning. When I developed my web site I knew, I had a tool that I could forever implement throughout all content areas. In this week’s reading I learned that integration of multimedia into instruction can help to reduce curriculum barriers and improve learning for all students.

I have been thinking about were my technology level was before this class to where I am now: there is no comparison I have learned so much about digital graphics. I am now able to bring an interactive world to my students in which I am able to incorporate personal logos, custom animations, and the 4 basic design principals or CRAP. The 4 basic design principals or Contrast, Repetition, Alignment and Proximity were aspects of technology

5363 Video Technology and Multimedia Reflection

This course taught me about veteran teachers and the use of technology. I had the pleasure of interviewing a colleague, Mrs. Garza.  She recalls only being able to bring the outside world into her class through books and her personal experiences. She remembers finding video clips and games at home and downloading to a memory card or downloading to her personal computer and sharing them with her students. She says the first time she showed a movie clip at school to her students seems like just yesterday, her students were super excited. They even were able to play games that reviewed previously taught concepts, WOW. She stated that, even though computers are available at school, there can be significant practical difficulties in using them and gaining Internet access (Lenhart, Simon & Graziano, 2001.)

5326 School Community Relations Reflection

This course had taught me about having the parents and community members involved in school. Let me briefly explain what I am doing in order to bring more parents and business stake holders into the schools. The program is called V.I.P’s or Very Important Partners. This program is composed of the community, the principal, teachers, parents/guardians and students. Our school has forty percent of homes that are either one parent homes, grandparents raising grandchildren or children being raised by other family members. This is an alarming number and our students are fighting a battle (academic success) that can’t be won without parental support and involvement. Our school has a tremendous number of office referrals and negative attitudes toward homework that something has to be implemented in order for our students to obtain n success. According to “No Child Left Behind” parents need to be aware of what is being taught in the classroom, and don’t teach strategies and shortcuts that conflict with the approach the teacher is using. The strategies I recommend are grade specific and organized by the teacher, parent and community. We will hands on, weekly meeting, the teacher will teach the parent or guarding specific strategies that will be taught to their child in the upcoming week. The parent will be taught the skill a week before the student, thus providing the parent with the training he or she needs to successfully work with his or her child. We will be implementing real word approaches in our parent tutorial sessions (cooking, shopping, sports, music, creating and constructing). The community (The Greenwood Senior Center) has been willing to donate their time for childcare during our tutorial sessions.

References:

No Child Left Behind

WWW.ed.gov

www.suite101.com--search homework tips

www.southwesteducationaldevelopmentlaboratry.com

www.newwaveofevidence.com

5362 Informational Systems Management Reflection

This course taught me about veteran teachers and the use of technology. I had the pleasure of interviewing a colleague, Mrs. Garza.  She recalls only being able to bring the outside world into her class through books and her personal experiences. She remembers finding video clips and games at home and downloading to a memory card or downloading to her personal computer and sharing them with her students. She says the first time she showed a movie clip at school to her students seems like just yesterday, her students were super excited. They even were able to play games that reviewed previously taught concepts, WOW. She stated that, even though computers are available at school, there can be significant practical difficulties in using them and gaining Internet access (Lenhart, Simon & Graziano, 2001.)

5345 Human Resource Management Reflection

In this course I learned so much about probationary teaching, chronology of events by supervisors, and consensus building. You must document the removal of a probationary teacher. It is vital for an administrator to have documentation when removing any teacher due to the appeals process. “While the Texas Commissioner of Education declines to hear appeals from probationary contract employees whose contracts are terminated at the end of the year, the employee can  always file a grievance with the district or contract the EEOC or the TCHR to contest the action as illegally motivated” (Kemerer & Crain p.13). If the probationary teacher contests their removal the district will fall back on the documentation of the principal. The documentation will be very important even though the burden of proof will fall on the employee.

5344 School Law Reflection

For the past nine years, I thought searching students was against policy and an invasion of their Fourth Amendment rights. I have students that continue to go against school policy, knowing we will not search them or their property; we are powerless. This past year, we had a big problem with students bringing their cell phones to school. Our district has a very detailed policy against students having their cell phones on or visible during the instructional day. In other words, students can carry their cell phones in their purses, backpacks, or in their desks but they are not allowed to turn them on or have them out. If a student did not follow the policy, their cell phone would be confiscated, taken the board building to be picked up by a

5326 School Community Relations Reflection

The program is called V.I.P’s or Very Important Partners. This program is composed of the community, the principal, teachers, parents/guardians and students. Our school has forty percent of homes that are either one parent homes, grandparents raising grandchildren or children being raised by other family members. This is an alarming number and our students are fighting a battle (academic success) that can’t be won without parental support and involvement. Our school has a tremendous number of office referrals and negative attitudes toward homework that something has to be implemented in order for our students to obtain n success. According to “No Child Left Behind” parents need to be aware of what is being taught in the classroom, and don’t teach strategies and shortcuts that conflict with the approach the teacher is using. The strategies I recommend are grade specific and organized by the teacher,

5333 Leadership for Accountability Reflection

This course was broken up into three main parts: Professional Development, Activities and Strategies, and Activities and Professional Development

Professional Development:

According to Ermeling and Gallimore, “Making schools learning places for teachers as well as students is a timeless and appealing vision (p.1). We will begin to implement learning communities on a monthly basis. We will meet in order to have collegial conversations that focus on science and student achievement. Coming to the meetings prepared is vital, in order to maximize learning opportunities. We will discuss past, present and future science objectives. Sharing ideas, strategies and best teaching practices, will be the purpose for meeting on a monthly basis.

Activities and Strategies

This website can be utilized to access various science activities. There are interactive games for students to utilize that provide review for various objectives taught. There are also online quizzes that students can take in small groups or as a class, to provide repeated review. Videos are also an option, which will provide differentiated instruction for visual learners.

5311 Fundamentals of Leadership Reflection

This course taught me a lot when I was able to interview both of my principals. I explained the assignment to both of them and provided them each with a copy of the questions ahead of time so that they would have time to really reflect the answers to the questions being asked. They are both great leaders and I have learned and continue to learn great leadership skills from them both. Both, the principal and the assistant have such similar beliefs that I have pretty much combined both their interviews. They both believe that being a good listener, communicator and leading by example are key elements in having a successful school, teachers and students. I know that whenever I have a problem, question or just need advice, their doors are never closed: they have an open door policy. From both my principals, I have learned to always leave my classroom door open so that if it’s early in the morning or late in the afternoon my students, parents, or coworkers know I am there to help them. They are more likely to come in my classroom, than if my door was shut. Another common leadership trait both principals shared was honesty and fairness. Sometimes saying the truth is not always the popular thing to do but as long as your are fair, most people are willing to hear what is being said by all participants. I have always been an honest person but find it hard to always be fair. I think every situation is different dependent on if the child has a learning disability or other circumstance.

5301 Research Reflection

After reading the comments on my blog, it pointed out a few things I had already thought of but a few I had not considered for my action research plan. In my research plan, we will be implementing an on line computer program Think through Math. My plan states that I will be allowing my student’s time to access the online program twice a week for forty-five minutes, at school, and they will access it once a week at home for forty-five minutes. I have found that “Developing a collaborative culture has been one of the challenges faced” (Dana, p. 51, 2009) at my school. The post on my blog made a comment about not all students having access to computers at home and how would this affect them? Since I read that comment, which by the way was a very good one, we offer extra computer usage before and after school. Students need to access Think through Math as much as possible (Think through Math). So, students that do not have a computer or internet access can come in and use the computers at school: either in my classroom or the reading teacher’s class. I did not think that students utilizing the program at home would be at an advantage compared to those students without computer access. I believe this was a great thing to consider and I am happy to make this change in my plan.

                                   

An Action Research Project

ABSTRACT

Increasing Math Achievement through the Utilization of Think through Math

by

Mary Lou Stout

The fifth grade students at Ella Barnes Elementary, in Corpus Christi Texas, were participants in a study to see if implementing Think through Math would increase their STAAR Math results. There are a total of four math classes being taught by two teachers: only the two classes being taught by Mary Lou Stout would be utilizing the computer program. The past two years, STAAR scores have been average, about 80% of students passing, but the goal is to have 100% of students passing. The two classes participating in the study would utilize Think through Math three times a week: two times a week at school and once at home. This program is an individualized tutorial session, which sets lessons prescribed to individual needs of each student based on their pre-test. Throughout the year, students’ six weeks grades, Common Formative Assessments (C.F.A. or benchmarks) will be tracked to see if their scores are higher than those students not participating in Think through Math. Both teachers will be teaching the same lessons, taking same assessments doing everything the same for both their classes except for Think through Math. So, one teacher (two math classes or 52 students) will be utilizing Think through Math and the other teacher (two math classes or 48 students) will not be utilizing Think through Math. At the end of the year, STAAR scores will be compared between the two groups to see if there is a greater gain from one set to another, due to the implementation of Think through Math.

Field Based Activities

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 hours. These hours 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: Mary Lou Stout Total Hours: 218 hours

Site Mentor

Submit the completed application with your electronic signature.  Basic Information Complete all required fields The Lamar internship spans the entire Masters program which is an 18-month program. You are expected to begin intern activities immediately following completion of EDLD 5311 and stay active as an intern throughout your degree program. * Degree or Professional Cer tifications M.Ed. In Educational Administration M.Ed in Educational Technology Preparation Program for Principal Certification * Cohort Group # or Program Starting Date (MM/YY) 10/2012 Name: Mary Lou Stout * Lamar Student ID # L20181261 * SS# * Address 6905 Windy Cove Circle * City Corpus Christi * State Texas * Zip 78414 * Primary Contact Number (s) 361-510-7384 * Work Number 361-994-5051 * Email jimmarylou@yahoo.com  Site Mentor Information In most cases, interns choose their building principal to be the Site Mentor. In some unique cases, interns choose an assistant principal or a principal at another school for a variety of reasons, including the principal not having the time to supervise or other reason. If you change schools or your Site Mentor changes schools, retires, etc., you will need to choose another Site Mentor and let your professor know. * Name of Site Mentor Barbara Massey * Title Technology Section Leader * Site Mentor's Email: bimassey@ccisd.us Alternative email: * Preferred Contact Phone # 361-232-9397 Region (1-20) * District Corpus Christi * School Name Ella Barnes Elementary * Address Oso Parkway * City Corpus Christi * State Texas * Zip 78414  Texes Teaching Certificate / Service Record Please note that verification that a student has the appropriate number of creditable years of teaching experience and/or valid Texas teaching certificate is required for Texas Principal certification. The valid Texas teaching certificate is required for Texas Principal Certification. Please attach a copy of your valid Texas Teaching Certificate here: No file attached Attach a copy of your Service Record from an approved agency here: No file attached  Intern Signature By submitting your electronic signature, you agree to the role and terms of an intern from the Internship handbook. Understand that your application will be reviewed for final approval. x By submitting your electronic signature, you agree to the role and terms of an intern from the Internship handbook. Understand that your application will be reviewed for final approval. Date 11/11/2012

Internship Plan

Mary Lou Stout

Week 5 Assignment, Part 3: Internship Plan Revision

Following the meeting with your site supervisor, amend your Internship Plan based on his/her feedback. Open your “(Your Name) -- Draft Internship Plan” Word file and save it as “(Your Name) -- Revised Internship Plan,” then work on the “Revised Internship Plan” document for this portion of the assignment.

When you have finished your revisions, paste a copy of your revised plan here.

Activity	SBEC Competency Leadership Skill # ETL Only- ISTE TF Performance Indicator (TF1.A)	Activity Summary	Resource Person	Expected Date of Completion (18mos)
Serve on campus professional development team	TF-I.A SBEC Domain 1 & Competency 02 Leadership Skill Effective Communication	Throughout the 2012-2013 school year, have after school trainings once a month for any teachers who need help with class web pages, Eduphoria, learning.com, Eschool plus, or any computer based programs	Technology Campus Leader, principal and myself	June 2013
Serve on School and district PDM committee	SBEC Domain 1 & Competency 01 Leadership Skill Vision/Mission, Strategic Planning, Collaborative Decision Making, Negotiating/Consensus Building Competency 02 Community/Public Relations Parent Involvement & Community/Business Involvement and Partnerships	Serve on campus and district PDM teams---I will serve as an advocate for my school administration, colleagues, students and parents. I will communicate the information on our schools web site and report findings at school PDM meetings. I will meet with parents, community members, teachers and administrators.	Technology campus leader and principal	January 2014
Serve on campus professional development team	TF-I.B SBEC Domain 01 & Competency 1 Leadership Skill Data Collection and Analysis SBEC Domain 02 Competency 04 Curriculum Analysis	Show teachers how to add and delete students to their learning.com classrooms, add technology lessons that are age appropriate, print out grades from learning.com and run end of year reports for analyzing what technology TEKS students have mastered or need continued review.	Technology Campus Leader and principal	June 2013
Serve on Campus Professional development team	TF-II.A	During PD days, get together with grade level section leaders and resource teacher to discuss/brainstorm what teachers are currently doing in their classrooms to incorporate the technology TEKS.	Technology Campus Leader & section leader from each grade level, resource teacher and myself	October 2013
Presenter at professional development	TF-II.B SBEC Domain 02 & Competency 04 Leadership Skill Supervision of Instruction/ Instructional Strategy & Supervision of Co-curricular Education Competency 07 Student Services	During these PD days, introduce lessons teachers can use in their classrooms, share websites and resources available for integrating technology into their curriculum.  Show them blogs, wiki pages, word clouds, etc.	Technology campus leader, section leader, section leader from each grade level, resource teacher and myself	September 2013
Present to staff	TF-II.C	During a staff meeting, introduce the book “Differentiating Instruction with Technology in K-5 Classrooms” by Grace E. Smith and Stephanie Throne.  Give them a brief overview of how beneficial this resource book can be to help them with technology lessons.	Principal, staff, and myself	June 2013
Integrating Technology	TF-II.D SBEC Domain 01 & Competency 2 Leadership Skill Climate for Cultural Diversity	During one our school staff developments, have a list of appropriate online activities, photo shop, Jing and Microsoft word, for students and have the computer lab open for teachers who would like to come and learn more about the activities before sharing with their students.	Technology school leader, school staff & principal	December 2013
Integrating Technology	TF-II.E SBEC Domain & Competency/ Leadership Skill #	Email school staff with a list of all technology staff developments available for the year.  Continue to have monthly trainings after school for teachers who need help with creating technology lessons for their classrooms.	Technology school leader, school staff & principal	December 2013
Schedule technology	TF-II.F	Schedule Barbara Massey to present to a staff meeting and introduce instructional design principals associated with the development of technology resources available by the district.	Technology school leader, school staff	May 2013
Technology lessons	TF-III.A	Students will create a power-point or a bookmark on the TEKS being covered in Science or Social Studies.  They will present it to the classroom and save it to the student drive for future use.  Some of the student’s power points will be chosen for the district’s Multi-Media showcase at the end of the year.	Technology school leader	October 2013
Meeting the needs of all students	TF-III.B SBEC Domain 01 & Competency 3 Leadership Skill School Board Policy & Procedures State and Federal Law	Have all technology resources, online activities, and lessons for all students including for the Spanish speaking students.  Have online activities that are on level for our special education students.	Special education department	November 2013
Analyze technology in classroom	TF-III.C	Students will be introduced to technology vocabulary.  I will teach them about cyber ethics and the proper way to cite their resources when they work from digital technology.	Technology school leader	December 2013
Provide and incorporate technology assessments and lessons	TF-III.D SBEC Domain 02 & Competency 4 Leadership Skill Evaluation of Students Achievement/ Testing	Students will have a technology station during the day, which I will have lessons that pertain to the curriculum TEKS and technology TEKS.  Students will use pearsonsuccess.net, starfall.com, Think Through Math any other website available that covers the TEKS being learned or previously taught.	Assistant Principal	May 2013
Interview Director of transportation and assistant principal	TF-III.E SBEC Domain 02 & Competency 5 Leadership Skill Student Discipline Domain 03 Competency 9 Safety and Security Student Transportation	I will use the district’s web page & schools web page to post current campus information pertaining to school and transportation procedures: rules, procedures, behavior, consequences and rewards for appropriate behavior.	Assistant principal and transportation	December 2013
Analyzing data	TF-IV.A SBEC Domain 01 & Competency 1 Leadership Skill Data Collection and Analysis	Students will take a pearson success beginning of the year reading and math test on the computer.  They will take the same test at the end of the year to compare their growth.  Star test beginning and end of the year.	Principal	May 2013
Review assessment data	TF-IV.B SBEC Domain 01 & Competency 1 Leadership Skill Data Collection and Analysis	Teachers will be taught how to print the star report to analyze and compare student reading levels from the beginning of the year and the end of the year. Benchmark 6 weeks test will also be used by printing data and information to guide teachers about what students are still lacking from the curriculum	Teachers, Resource teacher, and administrators,	April 2013
Student discipline	TF-IV.C SBEC Domain 02 & Competency 7 Leadership Skill Issue and Conflict Resolution	5th grade students will create a power point about bullying and display it on the school’s morning announcements. They will video tape it and show it on all smart televisions around the school.	Assistant Principal	October 2013
Continued Professional Development	TF-V.A	Take as many professional development trainings in technology.  Continue with my Masters in technology classes and read blogs, wikis continue to learn about the new digital hardware available.  Share this information with teachers, students and parents at scheduled meetings.	Technology campus leader and principal	December 2013
Analyze technology in classroom	TF-V.B SBEC Domain 01 & Competency 3 Leadership Skill Philosophy/ History of Education	Meet with my site mentor on a monthly basis to get feedback and information about how we can continue to help our student’s progress in technology. We have to keep up with times both as educators and students.	Technology campus leader	January 2013
Introducing engaging lessons	TF-V.C SBEC Domain 02 & Competency 5 Leadership Skill Learning Technology	Have monthly trainings after school in my classroom to help teachers with any technological problem they may have.  Give those ideas, share information and resources to improve the technology productivity in our school.  Introduce information to parents during PTA night and make a pamphlet with websites to help them learn about our digital world: Animoto, word cloud, power point, excel. Etc.	Technology campus leader	October 2013
School web site	TF-V.D	Create a school blog and have all teachers post information monthly about what they have done in their classrooms to integrate technology.	District Technology leader	May 2013
Presenting Technology	TF-VI.A SBEC Domain 02 & Competency 6 Leadership Skill Personnel Procedures	During a staff meeting, introduce the social, ethical, legal and human issues surrounding the use of technology in schools. Introduce the proper use of computers in the classroom and in the lab, discuss about having rules on using the internet, the consequences for those not using it appropriately, and introduce cyber ethics.	Principal and District Technology Leader	November 2013
Revise technology lab set up and research	TF-VI.B	I will do research on computer programs, and internet activities that are suitable for special education students, bilingual students and students with disabilities.  I will make sure that our computer lab is designed to meet all of our students needs: Our campus has a deaf unit and many students in wheelchairs.	Special Ed teacher, principal, bilingual teachers & Sweep team	December 2013
Meeting the needs of all students	TF-VI.C SBEC Domain 02 & Competency 4 Leadership Skill School/Program Scheduling & Federal Programs Administration	Special Ed teacher, bilingual teachers, and principal--give feedback on programs and internet activities that will be suitable for all of our student’s diverse backgrounds, characteristics and abilities. Recommend programs and internet activities that will be of help for our students with language differences.	Special Ed teacher, principal, bilingual teachers and myself	January 2014
Technology Lab Safety	TF-VI.D	Remind our staff on a bi-monthly basis in morning announcements to model safety use in the classroom and technology lab.  Have teachers remind students about cyber ethics and go over technology rules for the   lab technology lab.	Principal and Technology Campus Leader	May 2013
Campus Technology Integration	TF-VI.E	Continue to have teacher training after school once a week to provide staff with any help they need with technology resources, web pages, blogs and technology lesson plans, etc.	Technology Director	December 2013
Analyze and report findings	TF-VII.A	Meet with my site mentor to get ideas of what we can to do to help improve our student’s technological abilities.  Also discuss these issues with our campus PDM members.	Technology Campus Leader and PDM members	May 2013
Technology Budget	TF-VII.B SBEC Domain 02 & Competency 4 Leadership Skill Learning Technology SBEC Domain 03 Competency 8 General Office Administration/ Technology School Operation/Policies Supervision of the Budget Professional Affiliations and Resources	During one of our campus PDM meetings, discuss the budget for improving our schools technology development.  Include discussion on implementing more professional development in technology for our staff.  Discuss hardware, resources and online learning.	Technology Campus Leader, PDM members, and principal	August 2013
Schools web page	TF-VII.C SBEC Domain 01 & Competency 3 Leadership Skill Ethics & Interpersonal Relationships Domain 02 Competency 5 Current issues Affecting Teaching and Learning Competency 6 Staff Development	Post on information wall all professional development training available for our staff related to technology.  Attend as many professional developments to improve my technological abilities.  Have my site mentor-technology to keep me updated with all professional developments available for myself and our school staff.	Technology Campus Leader	September 2013
Collaborate with District technology supervisor	TF-VIII.A & B	During staff meetings, continue to update the school staff about any updates on technology and remind them about the importance of integrating technology into our student’s everyday lives.   Give them updates on research I have done on educational technology lessons, and resources. Also, discuss the history of technology.  Post on informational wall; maybe make a pamphlet with updated history once a month.  Have a space in the school’s news letter to inform about the history of technology.	District technology supervisor	September 2013
Assist technology director and campus leader	TF-VIII.C & VIII.D SBEC Domain 02 & Competency 7 Leadership Skill Change Process	Meet with technology director and campus leader on a monthly basis and assist them with STAR chart and implementing Think through Math	Technology Director and Campus Leader	December 2013
Collaborate with other teachers	TF-VIII.E	Have current discussions with teachers and district leader about improving our staff, students and parents in technology development. Schedule monthly trainings.	Technology District Leader	May 2013
Textbook committee	SBEC Domain 01 & Competency 2 Leadership Skill Climate for Cultural Diversity, Learning/Motivating Theory Domain 03 Competency 8 Professional Library	Collaborate with textbook committee, librarian and principal to ensure that all are implementing Pearson success for on line reading and math textbooks. To ensure that teacher resources are available to all teachers in all grade levels, both on line and hard back.	Principal, textbook committee, librarian	May 2013
Crisis Management Team	SBEC Domain 3 & Competency 9 Leadership Skill Facility and Maintenance Administration	Attend Crisis management meetings and post minutes on teacher resource page (which is on school web page)	Principal	September 2013
Food Service Evaluation	SBEC Domain 03 & Competency 9 Leadership Skill Food Services	I will meet with cafeteria manager and schools supervisor to evaluate food regulations. How much food is ordered and the amount being served to each student. (Our campus specifically 5th grade always runs out of food)	Cafeteria manager and school supervisor	December 2013
Technology Committee	TF-VIII.E	Interview District and Camus Technology Leaders and analyze the needs for our campus. Begin a technology committee at my campus to improve the needs at my school: budgeting and resources.	District and Campus Technology Leaders	September 2013
Bus route	SBEC Domain I Competency 03 Leadership Skill  Student Transportation	Observe the behavior of students on the routes, while documenting inappropriate behaviors. Collaborate with transportation and principal to incorporate new procedures in order to have a safer environment.	Transportation Director	May 2013
Interview cafeteria supervisor	SBEC Domain I Competency 03 Leadership Skill Food Services	Interview cafeteria supervisor and manager to discuss current regulations and federal regulations. What the rules are for Title I campuses. Do all students have to get a tray?	Cafeteria Supervisor and manager	January 2013