Course Embedded Hours

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. • The Internship requires a minimum of 150 course-embedded hours.    Name  ______Erin Griffith________________________________________________________ Total Number of Hours ____150 Hours___________________
State Competency Standard	Course Number	Date Completed (Required)	Time Spent on Activity	Description of Activity	Reflection  (150 words or less describing what you learned from this activity) (Required)
II.6	EDLD 5311 Fundamentals of Leadership		7 hrs	Students will collaborate with the school supervisor and develop the 18 month internship plan.  Plans will be based on self-assessment findings, professional goals, and the unique needs of the intern and school.	As an administrator it is important that you are able to look at data and other available resources to make decisions for personal and professional growth. In this activity I was able to meet with my campus principal and campus assistant principal to develop an intern plan that they felt would give me the best experience. This activity applies to competency 006.
II.6	EDLD 5311 Fundamentals of Leadership		8 hrs	Students develop an educational vita noting all professional experience, education, relevant training, professional organizations, and references.  The vita will become part of the professional portfolio and used to note strengths and areas for further development in devising the internship plan.	This activity allowed me to make a running list of my professional experiences to this point. When I made the list I was able to sit down with my Principals and develop a plan for experiences that would help me stand out in the future. After meeting with my principal he told me that he would like to have me participate in a pilot PBL program for the campus. We also discussed other possible options that I could add to my VITA. As an administrator it is important to gain experience in a wide range of educational settings. This activity applied to competency 006.
II.6	EDLD 5301 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.	My sample district is looking at moving one to one with IPads at the middle school level. Teachers, administrators, and school board need proof that with an increase in available technology, there will be an increase in instructional rigor. This is an issue I have discussed with many stakeholders (including students).  I plan to use available testing data, future student benchmark scores, STAR rating, and teacher professional development data to analyze the impact technology has currently made. On the sample campus there is currently a 2-1 ratio with laptops. They were integrated into the classroom in 2009. There is not a current report that compares student progress since the technology has been added. Through this project I hope to raise teacher awareness of what a high level lessons look like in a 21st century classroom. I also hope to increase student engagement through offering authentic connections to their world through modern technology in the classroom.
	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.	This activity allowed me to reflect on the changing needs of the district and create a plan to bring improvement. This activity was very interesting for me because I changed schools and when I did, their vision was very different than my previous district. My initial plan in Decatur was focused on Technology and setting 21st century skills at each level of instruction. My new district had different needs, so therefor I had to rethink and remodel my action research plan. The new project was focused on creating a Teacher Leadership committee that would enhance teachers as leaders and decision makers in the district. This opportunity has helped me to gain a better understanding of the change process and implement procedures for gathering, analyzing and resolving problems using appropriate problem-solving techniques.
I.1	EDLD 5333 Leadership for Accountability		5 hrs	Students create a personal vision of leadership.	This activity allowed me to research and reflect upon the different leadership styles. I was able to identify the style that I plan to lead with and reflect on my experience with this style and how it affected the campus. As a school leader it is important to understand how to use a variety of strategies to involve all stakeholders in the planning process to enable collaborative development of a shared campus vision. This activity gave me experience in competency 001.
I.3	EDLD 5333 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.	This activity was eye opening into the struggle that districts go through when they are making big changes. The fact that the district was ,regularly meeting with stakeholders to hear feedback and respond to issue is positive. I was happy to hear the Superintendent have such a strong stance in his push to shift our district into a place that does not support teacher-centered instruction. There was a vibe of change that I thought was intriguing. This experience allowed me to understand that administrators need to know how to implement effective strategies for systematically communicating and gathering input from all stakeholders. This relates to competency 002.
II.7	EDLD 5333 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.	During this assignment I was able to work with administers on developing staff development recommendations based on goals set by the school. Teachers have been asked to increase the rigor levels in their classrooms, but have struggled with what this looks like. The recommended staff development will specifically address these needs and give teachers the tools to increase the level instruction in their classrooms. Each goal was addressed and a follow up plan was written to assure staff was getting the support they needed. This skill addressed Competency 006, Teacher Evaluation and Development. I was able to evaluate campus goals and identify professional development that would target the identified areas. My follow up will include regular walk through and ask that teacher lesson plans reflect Higher Order Thinking, Engagement, Authentic Connections, and Technology Use. Teachers would be asked to meet in their PLC’s to discuss their experiences with implementing the model. Frequent feedback and student evaluation would be included in the follow up process. This PD would take place at the beginning of the school year. This would allow the staff to prepare and regularly reflect and make changes based on the feedback and data that is being collected on student performance through out the school year.
III.8	EDLD 5333 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	In this activity I learned that as the campus instructional leader it is important to make decisions that are based on multiple sources of information  such as test scores, teacher feedback, and student outcomes to identify the unique needs of the students on the campus. I also need to understand that for the students to improve the teachers need to be properly trained and supported. Through this activity I was able to gain experience in identifying weakness and addressing them with researched based approaches to improve instruction. The ability to implement effective strategies for gathering, analyzing and using data from a variety of sources for informed campus decision making. This applies to competency 007.
II.4	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.	In this activity I learned that as the campus instructional leader it is important to make decisions that are based on multiple sources of information  such as test scores, teacher feedback, and student outcomes to identify the unique needs of the students on the campus. I also need to understand that for the students to improve the teachers need to be properly trained and supported. Through this activity I was able to gain experience in identifying weakness and addressing them with researched based approaches to improve instruction. The ability to implement effective strategies for gathering, analyzing and using data from a variety of sources for informed campus decision making. This applies to competency 007.
II.6	EDLD 5344 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, Joseph, 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.	This activity gave me the opportunity to review and observe the way that federal and state law is followed to meet the needs of students serviced in special education. I learned who is required to be at an ARD and what purpose they serve. An ARD committee collaboratively decides if students are eligible for Special Ed based on information that is gathered and presented at the meeting. As an administrator it is important to understand your role as the person responsible for determining what services can be offered by the school. The committee also makes recommendation for IEP's and testing Accommodations. At the end of every meeting, those involved in the decision making must agree on what was decided in the meeting. If a parent disagrees with placement they can disagree and file for a due process hearing. This applies to competency 003 because a principal knows how to apply legal guidelines to protect the rights of students and staff to improve learning opportunities.
I.3	EDLD 5345 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."	This activity exposed me to Chapter 247 and allowed me to reflect on possible outcomes of engaging in deceptive behavior regarding official policies of the educational institution, misappropriation of money, personnel, property, or equipment for personal gain or advantage, submit fraudulent request for reimbursement, use institutional or professional privileges for personal or partisan gain, accept nor offer gratuities, gifts, or favors that impair professional judgment or to obtain special advantage. As an administrator it is crucial that you are familiar with the Educators Code of Ethics and that you uphold and model the highest standard of conduct, ethical principles, and integrity in decision making, actions and behaviors. This applies to competency 003.
II.6	EDLD 5345 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.	This activity allowed me to take a closer look at the policies and procedures for hiring and recruiting highly qualified teachers. Positions are posted on the district website and on the Region 11 career site. The position must be applied for on-line. The district follows federal guidelines and does not base employment on race, color, religion, gender, national origin, disability, military status, or any other basis prohibited by law. The district continues to offer competitive pay to recruit and maintain highly qualified and quality educators. As a principal understanding the policies and procedures that are associated with hiring quality teachers is very critical.
II.6	EDLD 5345 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.	Our district has a one year mentorship program that begins at new teacher orientation. The teachers are encouraged to engage in PLC activities with the other new teachers in their class and the mentor teachers and administrators that they are paired up with. The program then has the teachers acquire 20 hours of classroom observation on various campuses with teachers that display a variety of strengths. The teachers also meet for seminars and group collaboration times once a month to discuss their struggles and successes. As an administrator it is important to guide new teachers in the district so they are familiar with district policy and procedure. This applies to competency 006 in that the principal understands how to provide support to all staff for appropriate professional development.
II.6	EDLD 5345 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	This activity allowed me to determine that my campus falls into the cultural competency category. Why several of our teachers and administrators are working to integrate multi cultural learning on our campus. The issue is that there are many teachers that need extensive training on cultural diversity in the classroom and how they need to facilitate growth and inspiration among these student groups. On our campus there is an awareness that many of our Hispanic students are not as successful as they can be. I attribute much of this to the lack of training and programs available for all students. As an administrator it is crucial to gather data on campus proficiency and make professional development goals that reflect findings. This applies to competency 006.
I.2	EDLD 5326 School Community Relations		5 hrs	Students develop a plan for a family-school-community partnership(s) to increase student achievement	In this activity I was able to gain a better understanding of NCLB and how it stresses meaningful communication with parents and lists specific information that must be communicated. I was also able to gain a deeper understanding of the role of PTO and parents on the campus. It gave me insight to see an administrator can facilitate proper integration of partnerships with parents and community if the expectations are set. These collaborative opportunities can provide resources for parents and teachers at home and at school to encourage appropriate behavior and increase student success.
I.2	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.	We plan to make this event open to all parents and family. We want the community to know that we are going to address this issue collaboratively to do what is best for our kids. It is our goal to not only raise student awareness, but parent as well. Parents can help us reduce the problem by creating a safe environment to talk about it.
I.1	EDLD 5339 Organization and Mgt Issues		5 hrs	Students interview two school leaders regarding campus organization and management and Site-Based Decision-Making (SBDM) policies and procedures, which include issues of campus vision and mission.	I felt that the interviews were very insightful. They gave me a great deal of clarity on why things happen the way they do on our campus. I am excited to start my internship with such enthusiastic and supportive leaders. One of the more interesting things that I observed during the interviews were the difference in style, belief, philosophy, and attitude toward the responsibilities of leadership. Of the two administrators that I interviewed one of them, in my opinion, has been a game changer on my campus. I really look up to her and hope to inspire the kind of positive change that she has on my campus. Because of this, I decided to ask her to be my campus supervisor for the duration of my internship experience.
III.9	EDLD 5339 Organization and Mgt Issues		5 hrs	Students analyze the scheduling process in place on the campus and weigh the effects of the schedule on campus goals, objectives, and student needs.	Overall I learned a lot from both principals. They had unique styles but both made decisions that were based on the needs of their students and campus. After I talked with them I have scheduled several other interviews with other principals from other districts to gain insight in the various strategies and planning tools that are used.
III.9	EDLD 5339 Organization and Mgt Issues		5 hrs	Students analyze campus goals and objectives and the use of resources such as time and personnel to address the issues of a safe and productive school environment.	This activity allowed me to reflect on the campus goals and objectives and how they relate to the school providing a safe learning environment. As the campus principal you are responsible for making sure that you are providing a safe and clean environment where effective and productive learning can take place.
II.6	EDLD 5388 Diverse Learners		6 hrs	Students conduct a teacher quality survey which looks at factors such as the years of teaching experience of campus teachers, degrees held (bachelor or master), teacher ethnicity, compared with ethnicity of students and community demographics and prepare a report of their findings.	This allowed me to take a closer look at the experience and background of the teachers on my campus and in my district. I found it interesting the variety of certifications that are actually out there. I found that in my district 100% of the teachers were highly qualified in their teaching area. As a campus leader it is important that you hire teachers that are certified and highly qualified to teach the subject areas they are responsible for.
II.7	EDLD 5388 Diverse Learners		5 hrs	Students discuss state and federal legal requirements for Response-to-Intervention (RTI) policy and make application of RTI through a case study process	This is a very important area for any administrator to understand. At my previous campus we were a model for RTI in the district. Assisting in the data management for this program allowed me to understand the importance of documenting interventions and making sure that teachers are doing everything they can to differentiate to meet the needs of the students.
I.1	EDLD 5352 Instructional Leadership		6 hrs	In this School-Based Application, the student will look at the strengths and weaknesses of your campus as you examine and apply data from the Texas Campus STaR Chart, a technology data-gathering tool provided by the state. You will complete a three-year comparison of Texas Campus STaR Chart data from your campus with statewide summary data. Like the resources you utilized in your Analysis assignment, the STaR chart will prove useful as you become an instructional leader.	Through understanding the implications from the results of the STaR chart a campus leader can provide specific professional development to target the areas that are weak on the campus. To ensure that you are modeling 21st century learning for your staff it is important that the campus administrator is current in instructional technology and is able to provide support at the campus level.
II.4	EDLD 5335 Curriculum Mgt		5 hrs	Students describe Curriculum Management Audit standards, compare the audit standards to the campus curriculum program, and make suggestions for improvement of academic performance through use of the audit the standards.	This activity allowed me to gain experience with data collection and analysis. I was able to collect information from my staff and analyze the trends in their background and levels of education. This is a good snapshot of our 3-5th grade teachers, though it does not include the entire group. The teachers that returned their survey have taught right at or less than 10 years. This may unfairly represent the teachers on our staff that have been in the classroom for quite a bit longer. It was by chance that these teachers were the only ones to return the survey. I was not able to collect data from any teachers that taught grades K-2.
II.5	EDLD 5335 Curriculum Mgt		5 hrs	Students use set criteria to evaluate a teacher's edition of a textbook or a curriculum guide for a content area or a campus objective selected for a learner-centered staff development experience.	It is key that a campus leader understand how curriculum and instruction affect student learning. Having the experience and skill to analyze the scope and sequence of  a curriculum and compare it to how it applies to the expected standards for that grade level and subject is necessary for strong instructional leadership. Providing professional development that supports the curriculum that is provided teachers is also a must for an effective school leader.
II.4	EDLD 5335 Curriculum Mgt		4 hrs	Students describe Curriculum Management Audit standards, compare the audit standards to the campus curriculum program, and make suggestions for improvement of academic performance through use of the audit the standards.	A Curriculum Management Audit is a structured approach to organizational analysis, policy direction, curriculum quality and equity, and systemic use of feedback to determine a school or school district’s effectiveness in promoting student achievement. As an administrator understanding the effectiveness of the current programs in place should be a major component of your job. This will allow you to help teachers make adjustments and make sure their curriculum is aligned and effective. An important part of such an audit is the evaluation of the teacher’s editions of textbooks and curriculum guides
II.5	EDLD 5335 Curriculum Mgt		4 hrs	Students use set criteria to evaluate a teacher's edition of a textbook or a curriculum guide for a content area or a campus objective selected for a learner-centered staff development experience.	It is key that a campus leader understand how curriculum and instruction affect student learning. Having the experience and skill to analyze the scope and sequence of  a curriculum and compare it to how it applies to the expected standards for that grade level and subject is necessary for strong instructional leadership. Providing professional development that supports the curriculum that is provided teachers is also a must for an effective school leader.