STRUCTURED

Field Experience Log & Reflection

Instructional Technology Department
Candidate:
Kali Alford

Mentor/Title:
Thomas Garrett Asst. Principal
Kris Hale Soc. Studies Dept. Chair
Stephanie Flores Graduation Coach

School/District:
Riverwood High School
Fulton County School

Field Experience/Assignment:

Course:

Professor/Semester:

Data Overview

Data Analysis & School

Improvement

Dr. Judith Jones Fall 2014

Part I: Log
Date(s)

11/3/14

11/4/14

Activity/Time

Solicit help finding suitable data sources from

Graduation Coach
1 hour

Discuss current uses of Data With Assistant

Principal
1 hour

STATE Standards
PSC
1.2 Strategic Planning
Candidates facilitate the design,
development, implementation,
communication, and evaluation of
technology-infused strategic plans. (PSC
1.2/ISTE 1b)

Shared Vision
Candidates facilitate the development
and implementation of a shared vision for
the use of technology in teaching,
learning, and leadership.
(PSC 1.1/ISTE 1a)

NATIONAL Standards
ISTE NETS-C
6. Content knowledge and
professional growth Technology
coaches demonstrate professional
knowledge, skills, and dispositions in
content, pedagogical, and
technological areas as well as adult
learning and leadership and are
continuously deepening their
knowledge and expertise.
a. Engage in continual learning to
deepen content
and pedagogical knowledge in
technology
integration and current and emerging
technologies necessary to effectively
implement
the StandardsS and StandardsT
b. Engage in continuous learning to
deepen
professional knowledge, skills, and
dispositions
in organizational change and
leadership, project
management, and adult learning to
improve
professional practice
c. Regularly evaluate and reflect on
their
professional practice and dispositions
to
improve and strengthen their ability to
effectively model and facilitate
technology enhanced learning
experiences
6. Content knowledge and
professional growth Technology
coaches demonstrate professional
knowledge, skills, and dispositions in
content, pedagogical, and
technological areas as well as adult
learning and leadership and are
continuously deepening their
knowledge and expertise.
a. Engage in continual learning to
deepen content
and pedagogical knowledge in
technology
integration and current and emerging
technologies necessary to effectively
implement
the StandardsS and StandardsT
b. Engage in continuous learning to
deepen
professional knowledge, skills, and
dispositions
in organizational change and
leadership, project
management, and adult learning to
improve
professional practice
c. Regularly evaluate and reflect on
their
professional practice and dispositions
to
improve and strengthen their ability to
effectively model and facilitate
technology enhanced learning
experiences

11/5/14

Examine Data Sources

3 hours

1.2 Strategic Planning

Candidates facilitate the design,
development, implementation,
communication, and evaluation of
technology-infused strategic plans. (PSC
1.2/ISTE 1b)

Shared Vision
Candidates facilitate the development
and implementation of a shared vision for
the use of technology in teaching,
learning, and leadership.
(PSC 1.1/ISTE 1a)

11/9/14

Discuss current uses of Data With Leadership

team
2 hours

11/10-23/14

Disaggregate and Analyze Spring 2014 EOCT

Results
15 Hours

1.2 Strategic Planning

Organize Data and Evidence of Student Learning

Problem
2 hours

1.2 Strategic Planning

11/27-12/11

Candidates facilitate the design,

development, implementation,
communication, and evaluation of
technology-infused strategic plans. (PSC
1.2/ISTE 1b)

Candidates facilitate the design,

development, implementation,
communication, and evaluation of
technology-infused strategic plans. (PSC
1.2/ISTE 1b)

4. Professional development and

program evaluation Technology
coaches conduct needs assessments
,develop technology-related
professional learning programs, and
evaluate the impact on instructional
practice and student learning.
a. Conduct needs assessments to
inform the
content and delivery of technologyrelated
professional learning programs that
result in a
positive impact on student learning
b. Design, develop, and implement
echnologyrich
professional learning programs that
model
principles of adult learning and
promote digital
age best practices in teaching,
learning, and
assessment
6. Content knowledge and
professional growth Technology
coaches demonstrate professional
knowledge, skills, and dispositions in
content, pedagogical, and
technological areas as well as adult
learning and leadership and are
continuously deepening their
knowledge and expertise.
a. Engage in continual learning to
deepen content
and pedagogical knowledge in
technology
integration and current and emerging
technologies necessary to effectively
implement
the StandardsS and StandardsT
b. Engage in continuous learning to
deepen
professional knowledge, skills, and
dispositions
in organizational change and
leadership, project
management, and adult learning to
improve
professional practice
c. Regularly evaluate and reflect on
their
professional practice and dispositions
to
improve and strengthen their ability to
effectively model and facilitate
technology enhanced learning
experiences
4. Professional development and
program evaluation Technology
coaches conduct needs assessments
,develop technology-related
professional learning programs, and
evaluate the impact on instructional
practice and student learning.
a. Conduct needs assessments to
inform the
content and delivery of technologyrelated
professional learning programs that
result in a
positive impact on student learning
b. Design, develop, and implement
echnologyrich
professional learning programs that
model
principles of adult learning and
promote digital
age best practices in teaching,
learning, and
assessment
4. Professional development and
program evaluation Technology
coaches conduct needs assessments
,develop technology-related
professional learning programs, and
evaluate the impact on instructional
practice and student learning.
a. Conduct needs assessments to
inform the
content and delivery of technologyrelated
professional learning programs that
result in a
positive impact on student learning
b. Design, develop, and implement
echnologyrich
professional learning programs that
model
principles of adult learning and
promote digital
age best practices in teaching,
learning, and
assessment

12/12/12/14/14

2.6 Instructional Design

Candidates model and facilitate the
effective use of research-based best
practices in instructional design
when designing and developing
digital tools, resources, and
technology-enhanced learning
experiences.
(PSC 2.6/ISTE 2f)

Create Data Overview

3 Hours

Total Hours:

4. Professional development and

program evaluation Technology
coaches conduct needs assessments
,develop technology-related
professional learning programs, and
evaluate the impact on instructional
practice and student learning.
a. Conduct needs assessments to
inform the
content and delivery of technologyrelated
professional learning programs that
result in a
positive impact on student learning
b. Design, develop, and implement
echnologyrich
professional learning programs that
model
principles of adult learning and
promote digital
age best practices in teaching,
learning, and
assessment

27 Hours

DIVERSITY
(Place an X in the box representing the race/ethnicity and subgroups involved in this field experience.)

Ethnicity

P-12 Faculty/Staff
P-2

Race/Ethnicity:
Asian
Black
Hispanic

3-5

6-8

P-12 Students
9-12
X
X
X

Native American/Alaskan Native

White
Multiracial
Subgroups:
Students with Disabilities
Limited English Proficiency
Eligible for Free/Reduced
Meals

P-2

3-5

6-8

9-12

Part II: Reflection

CANDIDATE REFLECTIONS:
(Minimum of 3-4 sentences per question)

1. Briefly describe the field experience. What did you learn about technology facilitation and
leadership from completing this field experience?
This field experience involved my creating a data overview from the sources of data present at my
school. What I found most interesting was the leaps and bounds I had to go to get adequate
amounts of data. The information was available but having to go through several people to learn
where I can find the data sources was exhausting. Through this experience I have learned that
having a data coach is necessary if for no other reason than to have the information located in
once central place.

2. How did this learning relate to the knowledge (what must you know), skills (what must you
be able to do) and dispositions (attitudes, beliefs, enthusiasm) required of a technology
facilitator or technology leader? (Refer to the standards you selected in Part I. Use the
language of the PSC standards in your answer and reflect on all 3knowledge, skills, and
dispositions.)
This learning related to many of the end goal objectives of a data coach. If a data coachs job is to
help integrate technology in classrooms and schools and general, this class has taught several
ways in which that technology can be used to analyze as well as assess effective implementation of
instructional initiatives. Through the tasks of the UDP process I have learned how to effectively
plan large scale initiatives as a data team leader.

3. Describe how this field experience impacted school improvement, faculty development or
student learning at your school. How can the impact be assessed?
I think this data overview has highlighted the fact that despite our recent successes, there are still
some areas where we truly need to focus our energies. I hope that begins a dialogue where we are
able to find some viable solution to the student learning problem that I illustrated.