Course-Embedded+Internship+Summary+and+Validation+Report

|| • The Internship requires a minimum of 150 course-embedded hours. || (Required) || Time Spent on Activity || Description of Activity || Reflection (25 words or less describing what you learned from this activity) (Required) ||
 * 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.
 * State Competency Standard /** ISTE Technology Facilitation Standard ** || Skills and Experience Area/ ISTE Performance Indicator (Required) || Course Number || Date Completed
 * ** II.6 **

Simply recognizing the importance technology now plays and will play in the future education of Texas students is very helpful. It is an eye-opener all teachers need to have to help their students become successful citizens in a technologically competitive global environment. It will take purposeful learning to try to stay one step ahead of the technological savvy students. ||
 * TF-I, TF-II, TF-V, TF-VI, TF- **** VII ****, **
 * TF-VIII ** ||  || EDLD 5306 Concepts of Educational Technology ||   || 15 hrs || Students will complete all parts of each Technology/Leadership self-assessments and thoroughly document the results as required. Students will thoroughly summarize key ideas of each section of their State’s Technology Plan and describe their State Technology Curriculum Standards. || My three top intelligences are musical, intrapersonal and mathematics. Music is my strongest intelligence. Although the intrapersonal and mathematics came in second and third, I scored the other 7 intelligences all within a few points. I agree with the musical assessment. I love music and it does come easy. As far as the other assessments, I think it is true that they are all pretty well distributed.
 * ** II.6 **

Research ||  || 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. || As I look back on this course, I believe the biggest surprise to me was action research. It is such a common sense idea that the people closest to the students and the happenings in the class are the best ones to make evaluations ||
 * TF- **** III ****, TF-IV ** ||  || EDLD 5301
 * ||  || EDLD 5301 ||   || 5 hrs || Students review comments from colleagues and site supervisors and engage in revising their draft action research plan. By the end of Week 5, students should confer with their site supervisor(s) and agree on an action research topic and plan. || I have learned so much just from the discussions, and I think it is a powerful tool in this class. It is also helpful to read the comments of the classmates who are working through their own action research plans and gain new insight from their postings. . ||
 * ** I.1 **

Leadership for Accountability ||  || 5 hrs || Students create a personal vision of leadership. ||  ||
 * TF-I, TF-IV, TF-V, TF-VI, TF-VIII ** ||  || EDLD 5333
 * ** I.1 **

Leadership for Accountability ||  || 5 hrs || Students attend a Site-Based Decision-Making (SBDM) meeting, record reflections, and interview the principal and one other staff member regarding collaboration, consensus building strategies, ethical relationships, typical agenda items, etc. ||   ||
 * TF-I, TF-IV, TF-V, TF-VI, TF-VIII ** ||  || EDLD 5333
 * ** I.1 **

Leadership for Accountability ||  || 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. ||  ||
 * TF-I, TF-IV, TF-V, TF-VI, TF-VIII ** ||  || EDLD 5333
 * ** I.1 **

Leadership for Accountability ||  || 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 plans, allocation of resources to support the plan, and any tools needed for school improvement efforts ||  ||
 * TF-I, TF-IV, TF-V, TF-VI, TF-VIII ** ||  || EDLD 5333
 * ** I.1 **


 * TF-I, TF-IV, TF-V, TF-VI, TF-VIII ** ||  || EDLD 5333- Leadership for Accountability ||   || 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. ||   ||
 * ** II.6 **

School Law ||  || 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 “Julia,” monitor how her program 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 and procedures 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. ||  ||
 * TF-VI ** ||  || EDLD 5344
 * ** I.3 **

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." ||  ||
 * TF-VI, **
 * TF- **** VII ** ||  || EDLD 5345
 * ** II.6 **

Human Resource Mgt ||  || 5 hrs || Students conduct an interview with an administrator at their school regarding strategies for recruiting and retaining high-quality teachers and administrators. ||  ||
 * TF-VI, **
 * TF- **** VII ** ||  || EDLD 5345
 * ** II.6 **

Human Resource Mgt ||  || 5 hrs || Students access the policies and procedures in place 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. ||  ||
 * TF-VI, **
 * TF- **** VII ** ||  || EDLD 5345
 * ** II.6 **

Human Resource Mgt ||  || 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 ||   ||
 * TF-VI, **
 * TF- **** VII ** ||  || EDLD 5345
 * ** I.2 **


 * TF-V ** ||  || EDLD 5326 School Community Relations ||   || 5 hrs || Students develop a plan for a family-school-community partnership(s) to increase student achievement ||   ||
 * ** I.2 **


 * TF-V ** ||  || EDLD 5326 School Community Relations ||   || 5 hrs || Students develop a presentation to be given to key stakeholders in their school that emphasizes the importance of parental-community involvement to student achievement. ||   ||
 * ** I.2 **


 * TF-I, TF-II, TF- **** III ****, TF-V ** ||  || EDLD 5363 Video Technology and Multimedia ||   || 15 hrs || Create a public service announcement for parents and community partners. Capture and integrate sound, video, and digital images; create RSSfeeds; and publish the final product on the web. Use short teacher and student interviews to focus on 21st century technology for engagement and achievement. ||   ||
 * ** III **** .8, **** III **** .9 **


 * TF-I, TF-V, TF-VI, **
 * TF- **** VII ** ||  || EDLD 5362 Information Systems Management ||   || 6 hrs || Analyze district technology after completing interviews with at least two school administrators who are involved with the planning and budgeting of technology. ||   ||
 * ** III **** .8, **** III **** .9 **


 * TF-I, TF-V, TF-VI, **
 * TF- **** VII ** ||  || EDLD 5362 Information Systems Management ||   || 5 hrs || Students will evaluate and analyze a school district’s Student Information System, including the evaluation of total cost of ownership, feature set, ease of use, customer support, and training. ||   ||
 * ** II.4, II.5 **

activity, create a wiki-based study group with 3-5 teachers leading and support teachers who analyze data related to student learning, create a lesson using Universal Design for Learning at the CASTLessonBuilding at [], create a sample electronic book to share with your learning team members. Lastly, add a team reflection to your Google site about the process of creating an electronic book. ||  ||
 * TF-II, TF- **** III ****, TF-IV, TF-V ** ||  || EDLD 5364 Teaching with Technology ||   || 12 hrs || As campus professional development
 * ** 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 ||   || 12 hrs || Students will collaborate to create a website that addresses digital ethics, design principles, diverse learners, and communication with peers, parents, and the larger community in order to nurture student learning. ||   ||