Internship+Log+EDLD+5333


 * Appendix H: Course-based Embedded Hours Internship Log Dorothy Patel **




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

Course-based Embedded Hours Internship Log
**// Directions: //** In submitting your Course-based Embedded Assignment Log for each Assignment in Appendix H 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 300 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)  ||
 * ** EDLD 5333 ** || ** Leadership for Accountability ** || ** 10 ** ||


 * Description of the Assignment/Performance Tasks  (see Appendix I)  || ** A. **.
 * 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. ||
 * * The knowledge you gained from the assignment. (2 points)
 * The relation of new information to Technology Facilitator Standards and Performance Indicators (2 points).
 * The relation of information gained to personal experience. (2 points)
 * Discussion at a critical level, not just recitation of facts. Discussion at a critical level means discussing things such as your opinion of the reading or experience, why you hold that onion, what you see wrong with the reading or experience, how you see the reading or experience is consistent or inconsistent with what you have learned so far, implications for the future, (4 )
 * insights into the patterns of interactions of colleagues.(2 points)
 * group processes including: who had power, authority, or influence; who was participating and who was not, who was not included, how did you or another leader draw the silent participants out; was there confrontation, conflict, consensus, agreement, hurt feelings? (2 points)
 * notations addressing the affective or feeling tone evident, concerns you noticed. (2 points)
 * questions you have that you should research or about which you can seek expert advice from your campus-based supervisor or your professor. (2 points)
 * Issues that puzzle you. (2 points)

(Minimum of 250 Words) || This assignment focused on using AEIS data to formulate a plan for improvement. Like almost all the courses I have taken, it gave me greater insight into one of the many roles of the campus administrator, as well as valuable information about my school.

As a leader, I am expected to use the use technology to retrieve a variety of student information for the purpose of decision-making. (Williamson & Redish, 2009). This assignment provided an opportunity for doing just that.

My plan was met with acceptance by the faculty; They are accustomed to hearing plans for student improvement; but my experience is that plans are often put aside once the rate of improvement slows or even reverses. According to Elmore and City, (2005) this pattern of improvement, followed by periods of stagnation is to be expected. This is important knowledge for the planning of follow up staff development.

One of the readings, “Consensus Leadership,” (Richardson, 2005) provided valuable information regarding the role of building consensus in facilitating positive change. I notice in my school that my principal is almost always open to questions and suggestions. So much so, that it often leads to whining and lack of progress. Learning to build consensus is a way of getting everybody on the same page without anybody feeling like they had no say in the process. The result is a shared vision and focus that leads to real change. This is a skill I hope to develop as I take on more leadership roles.

References

Emore, R. F. & City, E. A. (2007). The road to school improvement: It’s hard, it’s bumpy and it takes as long as it takes. //Harvard Education Letter, 23//(3), 1-3.

Richardson, M. (2005). Consensus leadership. //Principal Leadership,// 6(4), 32-35.

Williamson, J. & Redish, T. (2009). //ISTE's technology facilitation and leadership standards: What every K-12 leader should know and be able to do //. Eugene, Or: International Society for Technology in Education. ||