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
State Competency Standard/ISTE Technology Facilitation Standard	Skills and Experience Area/ ISTE Performance Indicator	Date Completed	Time Spent on Activity	Description of Activity	Reflection (150 words or less detailing what you have learned from this activity)
III. 08 TF-II.E	1	10/30/2012	3 hours	Time management (technology lab)	I have been noticing for some time now that our technology lab schedule wastes so much instructional time. The way the schedule works is that each teacher has a forty-five minute block. In each block you have to manage your time so that you have a thirty minute instructional lesson and fifteen minutes of siting in the lab, not doing anything at all, just sitting there. Usually the last fifteen when the students are not allowed to be on the computer but are still in the lab, just sitting in their seats: usually getting into trouble. During the ending time of computer lab time is not being managed and teachers are frustrated. I met with administration and a group of teachers and asked why do we manage our time in the lab, the way we do? They all responded it’s the way we have always done it. I said but it doesn’t work for anyone. After much brainstorming we decided to have two options in, the lab each teacher would select the one that worked best for them. Option one was for teachers to plan forty-five minute lessons so that students were utilizing time effectively and there was no down time. The second option is for teachers to continue to plan thirty minute lessons and the last fifteen minutes would be filled with various activities. I had various websites and computer activities posted in the lab for students would utilize their time efficiently.
II.04 TF-V.A TF-IV.A	1 1	11/01/2012	6 hours	Star reading and math testing  & analyzing  data	Our campus has two great math and reading software programs. At the beginning of every year, I assess my students on line in math and reading, these assessments generate an initial grade level. This grade level is where students will begin their on line math levels and their reading levels. Every three weeks I run reports, that will let me know if students are working at their individual levels or if changes in their levels need to be made. Reports are run throughout the year to ensure student’s individual needs are being met.
TF-VII.A	3, 6, 7, & 8	11/05/2012	3 hours	Technology Networking Support	I continue to have administration and teachers come to my room repeatedly asking for help with their computers, software problems, and troubleshooting various problems. I don’t have a lot of experience with the issues that are being brought to my attention. I set up afterschool training for the staff at our school. The technology service center has accepted the invitation and presented various strategies for their computer problems. Josh conducted the training, in the computer lab, for the staff and started out by taking and answering questions from the group. He answered direct questions and then gave a few strategies for when problems arose. First, Josh told administration and the teachers not to continue to install the same software program over and delete program before reinstalling. He also gave them his personal number so that if any time they have a question they should call him directly.
II.04 TF-IV.A TF-VIII.C	2 1	11/07/2012	5 hours	Barbara Massey, school’s technology advisor provided training to the staff on I-Stations	I asked Barbara Massey, our schools technology advisor to present to the staff a new reading software program: I Stations. I assisted her in setting up the technology lab by loading the software to each computer. I also typed and printed handouts for each of the participants. At the end of the training, the teachers were no longer confused about integrating I Stations into their reading curriculum. Teachers will begin to integrate this reading software twice a week beginning next week. I printed printing a teacher log on profile, on a weekly basis to ensure teachers are utilizing the program. I did conference with teachers who were not utilizing the program and those who were still in need of assistance.
II.05 TF-II.D TF-VII.C	1	12/11/2012	4 hours	Presented at professional development	I facilitated the integration of technology in the classroom by conducting a professional development for the teachers at my campus. I researched many technology strategies and narrowed it down to what I thought were a few effective ones. I modeled for the teachers at my campus Jing, eBooks, Prezi, and Stykz. I provided handouts with step by step instructions for each of the strategies I introduced. I also placed the step by step instructions and various examples on our schools website. My training went very slow for there are many novice computer users at my campus. Though it was a slow process each person in attendance was able to successfully generate a product.
I.001 II.004 II.005 II.006 TF-III.D TF-V.C	1 2	01/24/2013	4 hours	Modeled and taught all of my students how to conduct research on student selected science topics. I provide my students with various science topics: food chain, food webs, animal adaptations, weather, climate, and life cycles, just to name a few. Students needed to review various skills that had been previously taught, in their science class. We utilized the technology lab to search through Boolean searches (I had previously searched key words to ensure finding key sites). Students also learned how to copy, paste, save (on flash drives and to individual folders on computers internal memory) images and text.	I was able to utilize many of the components for Teach with Technology class from the Lamar Graduate Program. When I met with the Technology Action Team, I asked the team if I could have funding to purchase each of my students their individual flash drive for saving information. The team allowed me to purchase each student a flash drive, at the end of the year I would collect drives, erase information and re use sticks from year to year. I next, modeled then allowed my students to practice how to first search then copy, paste, and save images and informational text. Students researched self-selected science topics, students stated that they happy to be able to select their topics because usually they are assigned and not given a choice. Teaching my students how to effectively search, copy, paste, and save images and text information took much longer than I realized. I had to first find the key words that would allow me to set parameters for my students a head of time, to ensure we would locate informative sites. Students had, for the most part, searched for information using key words and or symbols (-, +, =, and, or, and including).
TF-III.A TF-VII.A	1, 3 & 5 1, 2, 4	02/05/2013	5 hours	Students research self-selected topic and generated  products	Students were allowed to self-select a topic in science or social studies that had previously been taught in class. They were to utilize Google search or any other search tool practiced in class or information from their folders, which are saved on the schools drive to research their topic. On the smart board there was a list of questions that had to be answered, along with any other information they wanted to share. Each student generated a power point and a book mark to display their information. Once all projects were created, students shared them with their classmates, as a review for the class. Each project was saved on their individual drives and on the school’s drive.
TF-VI.D	1	03/26/2013	4 hours	Assist teachers with suggestions for a safe technology environment I introduced the site Stopbullying.gov/cyberbullying during each grade levels planning time. I showed them how to effectively utilize this site when utilizing technology and in the classroom.	When meeting with individual grade levels, we discussed the big issue of bullying in and out of school. Teachers need to promote appropriate technology practices to encourage a safe learning environment. Cyberbullying is ever growing among our youth and this cyberbullying site is a great way to promote technology and a safe learning environment.
I.001 I.002		04/15/2013	8 hours	Yearbook Coordinator	This was the first year; I volunteered to be the go person for our student yearbook. I had to email parents and post on the schools web page and marque about needed student photos. I also continued to phone parents that actively involved at school for photos taken throughout the school year. I also edited all photos and was the person for ordering individual pages and ordering not the books in general. The yearbooks are always a hit with students and parents and are a big fundraiser at our school.
II.06 TF-II.C TF-III.A	2 4	04/25/2013	5 hours	Pearson success evaluation	Student will take a pretest (beginning of the year) and posttests (end of the year) math tests. The assessments are through Pearson success math curriculum. This curriculum is the adoption of our school district. This is a formative assessment and is a problem solving decision making tools. We use the results of the pretest to enhance our curriculum throughout the year. Once the data is analyzed, it can be utilized for lesson planning, small grouping, tutoring and other various ways.
I.-001 I.-002 TF-III.A TF-III. B TF-IV.C TF-VI.B TF-VI.E	6, 7 1 1, 2 2 1	05/06/2013	6 hours	I worked collaboratively with the librarian: we modeled and assisted my students to collaboratively incorporate 21st century learning. Students have previously researched self-selected science topics, so will now utilize this information to generate e-books. Students will generate individual books, publish, and present to their classmates, administration, and parents. Assistive technology was implemented for several special needs students: speakers, green overlays, and pointers (for keyboards). As per board and state policy all students must be provided with equitable learning opportunities. I shared my assistive technology with my grade level so that they may implement when generating technology lessons.	I learned how to work collaboratively with the librarian in implementing 21st century technology in lessons. We modeled and assisted our students on generating e-books. Students utilized previously researched science information, most students had their flash drives, and several had lost them. I was glad; I had generated folders for each student to save images and textual information for those students to retrieve their information, for those without flash drives. Students were very excited in generating their first e-books and presenting to their peers, administration, and their parents. Students invited their parents and administration to view their e-books, we decided to invite them at the last minute—it was a hit. Students were very proud to present their products. Providing assistive technology for special needs students provide them with equitable learning opportunities. My grade level was surprised to know that by implementing a few assistive technology devices for students in need it leveled the learning ground, for all students.
II.004 II.007 TF-IV.B		05/10/2013	7 hours	Analyze Common Formative Assessments C.F.A., three times during the school year.	This assignment taught me that the whole reason we give C.F.A.’s or benchmarks is to see where are students are preforming academically. As educators we utilize this information to drive our instruction to ensure student success. If the same skills are being tested, I can then compare and contrast test reports. I utilize the reports as a guide for forming my small group instruction and for providing hands on lessons for those areas in need or areas of weakness. I didn’t spend much time on areas of strength since it showed that it was developed.
III.008 TF-VII.B TF-VIII.D	2, 5, 6, 7	05/17/2003	10 hours	Technology Action Team, we meet once every other month to discuss our schools technology wants and needs. We discuss our technology plan for the current school year, how to best divide up current funds and how to best purchase software, which will be utilized. Many times software is purchased for the school but never utilized by teachers and or students. So, I conducted a school wide survey on surveymonekey.com to get a better view of what technology teacher s would like to have maximized instruction in their classrooms. Most teachers would like to see more interactive software purchased for more authentic learning. They also wanted to be trained in software being purchased for the classroom. The team discussed that a percentage of our budget, which was supported by our annual fundraiser, would be divided into new tablets, software, preventive maintenance, new purchases, and teacher approved requests.	I learned that many teachers liked being surveyed through surveymoney.com because no one would know their individual responses. They wanted to utilize more technology in their instruction but felt lost and not up with current times. They wanted to be trained and then have continued support in given software not just a onetime training. I reassured teachers that I was always a go to person when it came to technology and I would help in all I could. Teachers were aware of my open door policy, when it comes to technology.
III.08 TF-VIII.E		05/29/2013	8 hours	Conferenced with administration on a bi-monthly basis to discuss various educational topics.	I met with my administrator sixteen times to discuss various technology and administrative issues. We discussed the technology budget at our school and district levels. We discussed how to best increase our school budget and allocate it in the most effective manners, to meet the needs of our teachers and students.  We also discussed the software being utilized at our campus and to ensure all teachers are integrating them in their lessons. We also discussed my leadership roles on campus and how I could become a more effective leader on campus. She provided with so much valuable insight that I continue to implement.
II.07 TF-V.D	1 & 2	06/03/2013	8 hours	School Blog	I created a school blog, in which each member of our school has rights to post and make changes. I researched effective technology components which can include lesson plans, sites, activities, and any other resources that incorporate technology. I post on a weekly basis and so do many teacher and staff members. Our school is trying to make a change to have more effective communication with each other. We all post instructional strategies in order to achieve our school goal of increasing test scores.
III.08 TF-II.A	1 & 2	06/06/2013	5 hours	Teacher  intervention	After interviewing about ten teachers at my campus, I was able to assist them with the technology they were implementing in their classrooms. They had each attended a previous staff development I had given on power points, in the classroom. They had an array of questions from how many slides should each power point be to how they should grade their class projects. They also shared that they were taking weeks and weeks to complete one power point, how long should it taking? I advised them that students should be completing their research first before anything else. If their information for each slide is organized their will have better time management, when completing their projects. They were also having saving so many projects, I showed them show to make a class folder and save all student projects there.
III.008 III.009		08/05/2013	7 hours	Interview Committee	I was able to sit in and be part of interviewing three new teachers: 2nd grade, 4th grade, and a 5th grade teacher. My administrator called me and allowed me to call prospects for the new teaching positions and set up their interview date and times. I called ten candidates for three positions and I also ran off copies of the questioner for all members of the interview committee. I was able to ask questions on the questioner and about technology. We wanted to see if the candidates knew enough about learning strategies and technology to best meet the needs of our students.
I.02 II.04 TF-VIII.D	1	08/09/2013	6 hours	Annual Superintendent’s Leadership Lecture	I attended the annual Superintendent’s Leadership Meeting, which is held at the beginning of every school year. I was asked by my administrator to attend. All stakeholders are represented at this meeting: administration, teachers, paraprofessionals, custodians, bus drivers, cafeteria workers, maintenance, and every department in the district. Every year has a focus or topic this year was soaring with technology. He discussed the school, district, and state level budgets for technology in the classroom. He discussed technology being interactive and higher order thinking. When we came back to campus we met to further discuss our schools technology budget.
II. 004 II. 005 II. 007 TF-II.F TF-V.A	1 1	08/22/2013	12 hours	Eduphoria                     Professional Development	I attended a two day staff development which focused on all of the aspects of Eduphoria. I learned so much about the Forethought lesson planner and how to align lessons with the state TEKS. I learned how to set up individual and grade level planners. I also learned how to upload documents and activities to daily lessons. I was able to present what I had learned to the staff on our first day back during our professional development days. Many teachers were impressed and surprised how easy the program was to use, if someone had just showed them how to use.
TF-VIII.A TF-VIII.B		09/10/2013	2 hours	Research Smart Boards and Elmo’s	I learned that Smart Boards can range from hundreds of dollars to a couple of thousands. I began to research how much Smart Boards were because we had a little money in the school budget to spend. I ended up calling the administration building and speaking to the supervisor in charge of purchasing for the district to find the best deal for our school.
I.01 II.04 II.05 II.06 TF-I.A	1, 2	10/02/2013	15 hours	Enrolled and registered all students, in our campus, in Envision Math and Reading. I generated class pages for all levels, grades 1-5, and all teachers so that teachers could utilize all aspects of Envision Math and Reading (component). I printed class rosters for each of the 23 total classrooms, made teacher class pages, assigned usernames, passwords, assigned necessary grade level information, and printed parent pages.	I learned that most teachers are willing to implement math and reading online resources, if it is made easily accessible to them. When I initially demonstrated how to generate teacher class pages and how to register each student, teachers seemed over whelmed and stated they didn’t have time for this. Once, I took the initiative and set up teacher class pages and signed up all students, teachers were eager to learn more about the options of the online program. They wanted to know how they could begin to assign assignments, generated assessments, and utilize all the aspects of the program in their daily lesson plans.
I.02 I.03 II.04 II.07 TF-II. A TL-III.B	3 1	10/17/2013	8 hours	Admission, Review & Dismissal (A.R.D.)	This school year I had all of the special education students in my classroom so I attended many A.R.D.’s, this year. My goal is for every student t to be successful. I really saw my principal being an educational leader during the meetings. She was the lead advocate for the needs of the special education students. I know feel like I am an expert in the ethical laws of every student. I had several students that needed adaptive technology tools, in order to be successful. I did much research and developed a spreadsheet that had multiple categories to better meet the individual needs of every student. It had the learning disability and the adaptive tool that would enable the student to be successful in technology. It really helped me keep my information organized. At one of the ARD’s my administrator saw the spreadsheet I had made and asked me to please share it with the other teachers. I just used it for me as a way to make sure all my have every need met even technology. I uploaded it to the school website and now am being used by most of the teachers. Several teachers have posted comment on the teacher blog about the adaptive education spreadsheet.
III.09		12/03/2013	6  hours	Campus Safety Indicative	I actually joined our school’s safety committee. We meet on a monthly basis and discuss the safety of the campus and students. We all have a binder that details all of the safety procedures at our campus. Since I am on the committee, I am one of the few people that have a master key to the building.                                                            I visited the neighboring campus and met with the principal to discuss their safety procedures. I came back to my school and reported my findings back to our safety committee.
II.004 II.005 II.006 II.007 TF-I.A TF-I.A TF-IV.B	1, 2 1,2 1	12/09/2013	10 hours	Think through Math       Professional Development	I attended training for Think through Math and I learned how to effectively utilize all the components. I learned how to set up my classrooms, set individual student beginning levels, analyze assessment reports, analyze and interpret weekly reports and set class motivation levels. I had been utilizing this program at a minimal level, basically without training, but can now have been effectively monitoring my student progress and resetting student lessons if unsuccessful. I trained the other math teachers in 3rd and 4th grades so that their students would be successful.
II.-04 II.-05 TF-II.C TF-II.D TF-II.F TF-III.C	1 1 1 1	1/17/2014	10 hours	Modeled for teachers how to incorporate Envision Math into every day lessons. I also modeled and actually generated grade level weekly assessments, for teachers who couldn’t seem to understand how to utilize the program.	After many hours of investigating the many ins and outs of Envision math, I realized that it provides many options to meet the individual needs of students. I utilized and taught other teachers how to utilized Envisions tutorial, animated glossary, mini lesson options, and how to generate assessments that met the individual needs of each grade level and classroom. Envision has many options that if utilized students will exhibit growth in their math skills.
I.001 II.005 II.006 II.007 TF-I.B TF-III.A TF-V.A TF-V.B TF-VI.A	1 2 2 1 1, 2	01/22/2014	3 hours	I generated two different Prezi’s which broke down the understanding of copyright policies for educators. I presented these Prezi’s at two different staff meetings. I explained how as educators we are responsible for using copyrighted material in the legal ways and that we are sharing these practices with our students. After each presentation, I gave the teachers various activities: online searching, matching activity, and a Jeopardy game to review and have an overall understanding of my group.	I learned that most teachers aren’t aware of educational copyright policies and those that are aware many times don’t follow rules. Many teachers just feel that as long as it is for educational purposes it is okay to use. I learned that many teachers black out the print on teacher resources that states don’t replicate, because it is for their students not for resale. I provided a cheat sheet for teachers to better reference copyright rules, I hope they are going to be more willing to follow copyright rules, it is the law. I am always available to assist them with questions or if they are not quite sure if what they are doing is legal or not. I am not by any means an expert in copy right laws but have done much research and if not sure will always find out, for myself or any other staff member with any type of questions.
I. 001 II.005 TF-I.B TF-III.E TF-V.C TF-VI.B TF-VI.C	1 1, 2 1 1	02/04/2014	15 hours	I participated in various professional development sessions which incorporated technology. I am always learning as a student and an educator.  Computer Support: Installing and uninstalling software, computer software, and updating computers Special Education Support, Smart Board, Stem Scopes, Animoto, Popplet, and Microsoft Publisher. I utilized various instructional presentations to present new material such as an Animoto presentation for discussing how to properly install and uninstall, district approved software. I generated the same video in both English and Spanish so that teachers could see how to best meet the needs of their diverse populations. I also utilized a Popplet for displaying the highlights of Stem Scopes.	I am always learning, as a lifelong learner, and signing up for the newest technology trainings. Some of the trainings I attended provided me with new and insightful information that I not only brought back to my classroom but presented to other teachers during afterschool trainings. After presenting to teachers afterschool, I typed up reference sheets for them to take with them and they would continue to come see me if they had further questions or didn’t remember how to utilize the program. I have really become more comfortable presenting to me colleagues and know that we are all learning from each other. Utilizing various forms to display new technology to my peers was easy and they seemed to be more engaged when I was presenting. I guess teachers are just like students and will be more engaged if you make it more engaging for them. We discussed how to select resources, which best meet the individual needs of our students. Teachers continued to ask how long it took me to generate the Animoto video because they were really interested in utilizing it for their Spanish speaking populations. Teachers were also surprised with the Spanish feature found in Stem Scopes. I showed them how to access bilingual resources throughout this program.
II.005 II.007 TF-VIII.D	3, 4	02/21/2014	13 hours	On a weekly basis I print and analyze student progress though Think through Math (state initiative online program). I analyze student progress and reset lessons if students have not shown significant success in each of their math lessons. Student lessons are usually composed of one or two skills. The weekly implantation of this program helps my students be more successful in math.	I have learned that carefully analyzing all of my math classes, I teach 90 students math on a daily basis (along with one open block to help in other subjects). By analyzing student progress on a weekly basis, my student’s weekly as well as report card grades has shown an increase. When students are not successful in their lessons the computer automatically lowers their levels but I must also come in and reassign individual lessons so that the student has the opportunity to redo it not just receive a failing grade.
I. 01 I. 02 TF-V.C TF-V.D	3 & 4	02/26/2014	10 hours	Serve on campus PDM committee and attend district PDM meeting	For the 2012-2013& 2013-2014 school years, I served on my school’s PDM committee as the secretary. We discussed various issues: school budget, dress code, student discipline, lesson plans, community involvement, school morale, and many other topics. I would vote on issues and scribe the meeting. After, the meetings I would type up the minutes and post them on the school web page and placed a copy in everyone’s box. I would attend monthly PDM meetings held by the school district. I would type up the minutes, as well and post them on our schools webpage.
I.002 TF-V.D	4	03/07/2014	10 hours	Class Web page, I maintain my class web page on a weekly basis. This is one of the forms of communication I have with my parents, students, and the community.	I have learned that through effective communication with parents, students, and the community my students will be more successful. When all stakeholders are on the same page and are aware of the current events, homework assignment, projects, and assessments, students have a better chance, in class. Students need from their teachers and their parents in order to remember all they have going on in school. When I post of the current and upcoming events on the class Web page students and parents have a place where to reference too.