STRUCTURED

Field Experience Log & Reflection

Candidate: Mentor/Title: School/District:

Part I: Log
Date(s) Activity/Time STATE Standards NATIONAL Standards
PSC ISTE NETS-C
Initial meeting with teacher to discuss 1.2 Strategic Planning Candidates facilitate the 1. Visionary Leadership - b. Contribute to the planning,
2.23.17 coaching needs during planning time (1 design, development, implementation, development, communication, implementation, and
hour) communication, and evaluation of technology- evaluation of technology-infused strategic plans at the
infused strategic plans. (PSC 1.2/ISTE 1b) district and school levels
Coaching session with teacher to discuss
2.28.17 classroom management and online class 2.1 Content Standards & Student Technology 2. Teaching, learning, and assessments - a. Coach
organization- after school (1 hour) Standards Candidates model and facilitate the teachers in and model design and implementation of
Coaching session with teacher to begin design and implementation of technology- technology-enhanced learning experiences addressing
3.7.17 organizing and building content in online enhanced learning experiences aligned with content standards and student technology standards
class after school (1 hour) student content standards and student technology c. Coach teachers in and model engagement of students in
Writing coaching reflections (2 hours) standards. (PSC 2.1/ISTE 2a) local and global interdisciplinary units in which
3.12.17 technology helps students assume professional roles,
Working through the ADDIE strategy to 2.3 Authentic Learning Candidates model and research real-world problems, collaborate with others,
3.14.17 develop the one-hour technology workshop facilitate the use of digital tools and resources to and produce products that are meaningful and useful to a
engage students in authentic learning wide audience
(2 hours)
experiences. (PSC 2.3/ISTE 2c) d. Coach teachers in and model design and
Working through the ADDIE strategy to implementation of technology-enhanced learning
3.15.17 develop the one-hour technology workshop 2.4 Higher Order Thinking Skills Candidates experiences emphasizing creativity, higher-order thinking
(1 hour) model and facilitate the effective use of digital skills and processes, and mental habits of mind (e.g.,
Developing Entrance and Exit Surveys for tools and resources to support and enhance critical thinking, metacognition, and self-regulation)
Technology Workshop, setting up initial higher order thinking skills (e.g., analyze, e. Coach teachers in and model design and
3.16.17 evaluate, and create); processes (e.g., problem- implementation of technology-enhanced learning
components of Website hosting the course (2
hours) solving, decision-making); and mental habits of experiences using differentiation, including adjusting
mind (e.g., critical thinking, creative thinking, content, process, product, and learning environment based
Developing promotional flyers, promotional
metacognition, self-regulation, and reflection). upon student readiness levels, learning styles, interests,
3.20.17 email, flow chart, and template. Gathering (PSC 2.4/ISTE 2d) and personal goals
examples to use in delivery. (1 hour) f. Coach teachers in and model incorporation of research-
Creating Digital Worksheets, finalizing 2.6 Instructional Design Candidates model and based best practices in instructional design when planning
3.21.17 everything on the instructional website (2.5 facilitate the effective use of research-based best technology-enhanced learning experiences
hours) practices in instructional design when designing g. Coach teachers in and model effective use of
Delivered Technology Workshop (1 hour) and developing digital tools, resources, and technology tools and resources to continuously assess
3.24.17 student learning and technology literacy by applying a
4.15.17 Analyzing survey data, writing reflection technology-enhanced learning experiences. (PSC rich variety of formative and summative assessments
piece, creating video of session (3 hours) 2.6/ISTE 2f) aligned with content and student technology standards

3.1 Classroom Management & Collaborative 3. Digital age learning environments - a. Model
Learning Candidates model and facilitate effective classroom management and collaborative
effective classroom management and learning strategies to maximize teacher and student use of
collaborative learning strategies to maximize digital tools and resources and access to technology-rich
teacher and student use of digital tools and learning environments
4.19.17 Creating summary video of work completed resources. (PSC 3.1/ISTE 3a) b. Maintain and manage a variety of digital tools and
(.5 hour) resources for teacher and student use in technology-rich
3.3 Online & Blended Learning Candidates learning environments
develop, model, and facilitate the use of online c. Coach teachers in and model use of online and blended
and blended learning, digital content, and learning, digital content, and collaborative learning
learning networks to support and extend student networks to support and extend student learning as well
learning and expand opportunities and choices as expand opportunities and choices for online
for professional learning for teachers and professional development for teachers and administrators
administrators. (PSC 3.3/ISTE 3c) e. Troubleshoot basic software, hardware, and
connectivity problems common in digital learning
4.1 Digital Equity Candidates model and environments
promote strategies for achieving equitable access g. Use digital communication and collaboration tools to
to digital tools and resources and technology- communicate locally and globally with students, parents,
related best practices for all students and peers, and the larger community
teachers. (PSC 4.1/ISTE 5a)
Total Hours: [18 hours ] 5. Digital Citizenship - a. Model and promote strategies
4.2 Safe, Healthy, Legal & Ethical Use for achieving equitable access to digital tools and
Candidates model and facilitate the safe, healthy, resources and technology-related best practices for all
legal, and ethical uses of digital information and students and teachers
technologies. (PSC 4.2/ISTE 5b) b. Model and facilitate safe, healthy, legal, and ethical
uses of digital information and technologies

DIVERSITY
(Place an X in the box representing the race/ethnicity and subgroups involved in this field experience.)
Ethnicity P-12 Faculty/Staff P-12 Students
P-2 3-5 6-8 9-12 P-2 3-5 6-8 9-12
Race/Ethnicity:
Asian X
Black X
Hispanic X
Native American/Alaskan Native
White X X X
Multiracial X
Subgroups:
Students with Disabilities X
Limited English Proficiency X
Eligible for Free/Reduced Meals X
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?
These experiences, especially the one-on-one coaching, were very useful and gave me more confidence in my coaching abilities. They also allowed
me to try out new coaching strategies that I haven't had the opportunity to use before. I now have a better understanding of the characteristics and
skills to be an efficient technology coach. I was able to see growth in others and myself. Overall, this field experience challenged me to grow as a
leader on the forefront of change. This work was "front lines" work, not behind the scenes work. This helped me to establish myself as a true
technology leader in my building.

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.)

Knowledge This field experience helped me gain knowledge in the area of modeling and facilitating the effective use of research-based best
practices in instructional design when designing and developing digital tools, resources, and technology-enhanced learning experiences.

Skills This field experience allowed me to focus on my skills of developing, modeling, and facilitating the use of online and blended learning,
digital content, and learning networks to support and extend student learning and expand opportunities and choices for professional learning for
teachers and administrators

Dispositions This field experience allowed me to model and facilitate the use of digital tools and resources to engage students in authentic
learning experiences.

3. Describe how this field experience impacted school improvement, faculty development or student learning at your school. How can the
impact be assessed?

Providing this professional learning and coaching to the teachers I my building allowed them the opportunity to dive into online learning with their
students. In turn, my hope is to see these teachers be on the forefront of change and eventually become teacher leaders and models in the area of
blended and online learning. The impact should begin to spread exponentially as each of these teachers begins to impact others on their teams. You
will be able to assess this by walkthroughs and observations over time.