EDLD 5398 -Week 1

Course-Embedded Internship Summary and Validation Report
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:  Shanaya Kuykendahl Total Hours:  150
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	11/6/2011	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.	In EDLD 5311 I met with my school supervisor and made out an 18 month internship plan.  It included many  administrative duties that consist of master scheduling, after school tutoring, budgeting and more.  Initally we spoke about all of the possible duties of an administrative and what things are a part of my professional goals.  From there we outlined a internship plan that was best for me and the campus.
II.6	EDLD 5311 Fundamentals of Leadership	11/6/2011	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.	In this course, we had to develop an educational vita.  I did not know there was a difference between a resume and a vitae.  As I worked on my vita I realized I had more work to do.  My vita was very short versus my peers.  I learned that my vita would grow as I complete the master’s program and other endeavors along the way.
II.6	EDLD 5301 Research	12/18/2011	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.	In EDLD 5301 I learned how action research is a powerful tool to find solutions and improve every day practice of a principal and the campus as a whole. I also learned that everyday issues can become a topic for action research. I thought about several issues that I have witnessed over the years and came up with several questions to decide on what I would want to do for my action research project.
	EDLD 5301	12/18/2011	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 decided to work on parental involvement as my action research project. Finally, with the help of my campus supervisor and colleagues,  I decided to do an action research plan on  parental involvement on my campus.  Researching this information initially provided a plethora of information that could be used for the information so I had to narrow the information down to increasing parental involvement and parental support on intermediate campuses. Often people confuse parental involvement and parental support.  Both types of parental participation is beneficial but it is important to know the difference and when to need or request each of them.  Overall I am excited about implementing the action research project plan.  Ultimately I wish that Reed Academy will be able to benefit from my finding in my research action project.
I.1	EDLD 5333 Leadership for Accountability	6/17/2012	5 hrs	Students create a personal vision of leadership.	A vision is an image of what a school can and should become. It is deeply embedded in values, hopes and dreams. It should include input and discussion from all of the major stakeholders in the school community (Peterson, 1995). My personal vision of leadership states that to become a leader that motivates and empowers the staff and students to accomplish their goals and focus on student achievement.  Schools should teach all students critical thinking and problem solving.  A good school is one that where the principal, staff, and students work collectively to promote achievement, focus on learning and communicates with the community.  The principal has the responsibility in the development and communication of the shared vision (Jones & Crochet, 2007).  A good principal is one who is an effective leader by promoting a positive learning environment for students and staff, and is sensitive towards the need of faculty, students and community.  My campus is clear on what is the vision.  Overall the stakeholders all work together to stay focused on the vision regardless of personal feelings.  Obtaining the vision is an ongoing process that our campus has to continually strive to meet.
I.3	EDLD 5333 Leadership for Accountability	6/17/2012	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.	During week 5 assignment, I recorded my experience at the Site Based Decision Making meeting where I interviewed a SBDM member and the principal.  Our Site Based Decision Making committee is made up of teachers from every department, administrators, parents and other stakeholders.  The level of the SBDM committee authority and power is often limited by the amount of control that the building principal is willing to grant to the committee.  At our campus, SBDM committee recommendations are often passively-aggressively circumvented.  The campus principal often feels that all of the members of the Site Based Decision Making committee fail to understand or lack the appropriate training in education to appreciate all the needs of the school.   She feels even though there is a SBDM committee she will ultimately be held accountable for the overall decisions so that is the reason for her need to have some control.
II.7	EDLD 5333 Leadership for Accountability	6/17/2012	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.	As a campus principal, it is important to lead your staff to successfully improving data by researching current methods that have been proven to work and start to implement them.  Professional developments are always essential to getting your teachers prepared and ready for any changes to assist with campus improvement.   My campus has identified the Hispanic subgroup being the area of weakness.   With my campus action plan I suggested the school provide after-school tutorials for students at risk of failure on Wednesdays and Thursdays 4:30pm -5:30pm at Saturday school 8:00am -12:00pm.  The formal evaluation to test this strategy is to improve students at risk or in danger of failing overall achievement through tests, benchmarks, STAAR or other assessments. Another strategy I suggested for my camps action plan is to include campus wide professional development in differentiated instructional strategies and skills specialists to use campus-based best practices to guide differentiated instruction, planning, training and implementation.  This is to aide teachers in instructional decision making, interpreting and responding to students’ successes or failures, adjusting any areas of weakness to promote student achievement.
III.8	EDLD 5333 Leadership for Accountability	6/17/2012	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	During the week 4 assignment I analyzed my campus AEIS and AYP report.  I identified that our weakest area was the Hispanic subgroup and Economically Disadvantaged.  For the campus action plan I suggested that my campus use after school tutoring, Saturday school and extra professional development to enhance differential instruction.  The strategies suggested for my campus action plan had a $6000 budget.  The cost for after school calculated to $2038 for materials and $1800 total for Saturday school.  The cost for 4 days of professional development was budgeted at $2000 for the school year.   To monitor the progress of the strategies the Campus Improvement Committee will meet each month to evaluate the progress. The stakeholders involved in this committee include the principal, associate principal, parents, community members, business representative and elected members of teaching staff from the school. THE CIP will analyze the data to provide feedback of the success of after school tutoring, professional development, and spring semester Saturday school tutorials.  We will review the data and the impacts from the strategies as well as the change they have made over the year.
II.4	EDLD 5333- Leadership for Accountability	6/17/2012	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.	AYP and AEIS data play a big role in helping schools determine areas of weakness. By looking at the data, principals can analyze trends, relationships, and barriers.  Once the data has been reviewed, campus improvement goals should be created. The goals should follow S.M.A.R.T. - specific, measurable, attainable, realistic, and timely.  Principals can analyze the data and focus on areas of weakness and guide the way to campus improvement by conducting meetings that allow staff to participate in the goal creating process and lead them to a better understanding of what needs to happen to ensure improvement. In this week’s assignment, I reviewed my campus’s AEIS report.  My campus achieved an Academically Acceptable rating for 2011.  My campus is mostly Hispanics and Economically Disadvantaged and these are the two categories that we scored the lowest in as compared to the other subgroups.  As a campus we took at decrease in every category and sub category from 2010 to 2011 causing our rating to drop from Recognized to Academically Acceptable.  On a positive note, my campus received Gold Performance Acknowledgements for Attendance.
II.6	EDLD 5344 School Law	4/1/2012	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.	In EDLD 5344 we worked with Joseph, , a fictional middle school student enrolled at your school who requires an Individualized Education Program.   I developed an IEP and monitored how his program is implemented in the classroom.  He qualified for special education services based on previous assessments which should have been completed within the past three years.  Due to the fact that he is a transfer student his new placement will review the previous district’s assessment and decide to either accept the previous district’s assessment and the resulting diagnosis or conduct their own assessment.  The assessment and the previous IEP documentation generally covers needed related services. However, if a member of the ARD committee deems that additional related services is needed the ARD committee to make a recommendation for a referral for the related services to determine if it is needed. I also monitored how the program is implemented in the classroom, and used my knowledge of student rights and school management to make sound decisions when the student engaged in behavior that calls for disciplinary action.
I.3	EDLD 5345 Human Resource Mgt	5/6/2012	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."	In EDLD 5345, we learned about the Code of Ethics for teachers.  It is important that as teachers we exhibit good ethic behavior for students as we expect them to display good behavior.  In this course we answered questions with the “Code of Ethic Mind Walk”  to question our own ethics as educators.  It gave you a view Ethics are an important issues with educators and administrators to have their own personal ethics especially ones that meet all legal issues.
II.6	EDLD 5345 Human Resource Mgt	5/6/2012	5 hrs	Students conduct an interview with an administrator at their school regarding strategies for recruiting and retaining high-quality teachers and administrators.	In EDLD 5345, I conducted an interview with my assistant principal regarding strategies for recruiting and retaining high quality teachers and administrators.   The school that I’m currently working at has a yearly job fair for qualified applicants and is also one of the highest paying districts.  We look for the best of the best.
II.6	EDLD 5345 Human Resource Mgt	5/6/2012	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.	The school district has a set mentoring program where every new teacher with has a mentor and then that teacher is also part of a district wide in-service for three years at their school with all other new teachers.  The district also has a program for teachers new to the district, but not new to teaching called the buddy system.  When a teacher is new to the district they have a buddy teacher and are part of a district wide training program for 2 years.  Both programs meet about 4 times a year to discuss any issues that the teachers are currently having. On my campus the teachers meet every week to discuss concerns and accomplishments.
II.6	EDLD 5345 Human Resource Mgt	5/6/2012	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	In this course, the Cultural Proficiency Receptive Scale displayed the effectiveness of dealing with diversity on the campus.  Every year our campus starts the school year off with a diversity professional development.  This development helps teachers learn how to deal with the diverse students that attend my campus.  Teachers also commit to providing a diversified campus to relate to the student population.
I.2	EDLD 5326 School Community Relations	2/12/2012	5 hrs	Students develop a plan for a family-school-community partnership(s) to increase student achievement	Developing a plan for a family-school-community partnership adheres to the same guidelines used to develop a Campus Improvement Plan.  The goal was to increase student achievement.  The first step to developing successful partnerships with the community is providing training for school personnel who address working collaborately with parents and community members.  My plan consists of having a parental involvement committee that connected parents, teachers, and the community to work together to get more involved in students’ activities, education, and achievement.  After assessing the needs of my school, I felt that this would enhance student achievement.  As a school leader, establishing a school climate that welcomes all education stakeholders regardless of their cultural or economic differences will result increased parent and community involvement.  Most importantly, all stakeholders should be treated as valuable members of the partnership.  Overall, I feel the project that I developed would be very beneficial to my school in assisting with student achievement.
I.2	EDLD 5326 School Community Relations	2/12/2012	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.	In EDLD 5326, I learned that identifying key stakeholders is crucial in the success of implementing new initiatives on a campus. The stakeholders in my family-school-community partnership are the campus principal, community members, parents, staff members, and students. As a leader, I would invite my identified stakeholders to attend a presentation on effective implementation on an effective parental involvement committee. My goal would be to increase student achievement through parent involvement.  Therefore, I would make sure all stakeholders were aware of the benefits of having a parental involvement committee.  Working together collaboratively with parents, teachers, and the community will increase student achievement overall.
I.1	EDLD 5339 Organization and Mgt Issues	10/3/2012	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.	In EDLD 5339, I interviewed two assistant principals at two different campuses on organization and management and Site-Based Decision-Making (SBDM) policies and procedures.  One administrator, Dr. Stewart was from the intermediate level while Ms. Brown was from the middle school level.  As many things were the same there were also some differences that were visible on the two campuses.
III.9	EDLD 5339 Organization and Mgt Issues	10/3/2012	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.	Dr. C.B. Stewart was interviewed at the intermediate level while Mrs. Brown is at the middle school level.  In the area of master schedule management, Dr. Stewart differs with his goals when preparing the master’s schedule by stating that they incorporate behaviors, lunch schedules and bus routes in creating the master schedule.  Another difference identified was that the intermediate level uses a spreadsheet to complete the master schedule by hand while the middle school uses a computer software, SMS, to create the master schedule. .  Both assistant principals noted that the main purpose of the master schedule is to make effective use of time, staff, students, and instructional time.  In addition, at both school levels the master schedules are created at the end of the previous school year and completed a month before school starts.
III.9	EDLD 5339 Organization and Mgt Issues	10/3/2012	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.	In the management of facilities area, Dr. Stewart and Mrs. Brown had very little differences.  Mrs. Brown states that the following district level departments provide support for facility management: Building and Properties, Career and Technical Education, Central Receiving, Child Nutrition, Facilities Planning and Construction, Health Services, Maintenance, Police, Purchasing, Risk Management, Safe and Secure Schools, and Technology Services.  .  Each department has policies and procedures in place that are followed at the campus level by various campus leaders.  Dr. Stewart states that his intermediate campus uses a crisis team, safe and secure, fire drills, lock downs, and shelter in place as facility management supports.  The intermediate and the middle school campus described by Dr. Stewart and Mrs. Brown both monitor and evaluate the management and operations systems with building walks and communication with administrators, leadership team, custodians, and office staff.
II.6	EDLD 5388 Diverse Learners	11/14/2012	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.	In EDLD 5388, I conducted a teacher quality survey at my school where I administered a 6 question survey to the teachers.  The teachers were surveyed about their gender, race, years of teaching experience, certifications, level of education, and teaching assignments.  The data was collected and analyzed along with teacher turnover rate on the school’s AEIS report.  During this analysis, I also indentified if the teachers were highly qualified to teach in their current teaching assignment and whether there is equity among programs with respect to highly qualified teachers.
II.7	EDLD 5388 Diverse Learners	11/14/2012	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 course focused on diverse learners using diversified instruction to accommodate the students’ academic needs.  The RTI process is something that we started on my campus a couple of years ago so I was familiar with the subject but it was interesting to learn about the state and federal legal requirements instead of the routine procedures.  In the course we use a case study to apply the RTI process.  The activity was very similar to how we operate the RTI program on my campus.
I.1	EDLD 5352 Instructional Leadership	2/18/2013	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.	In EDLD 5352, we analyzed data from the  Texas Campus STaR Chart.  It is a technology data gathering tool provided by the state. It is an online resource tool for self-assessment of your campus’ and district’s efforts to effectively integrate technology across the curriculum. I found that my campus is moderate with their use of technology across the curriculum but it is definitely room for improvement.  It is important to stay current in the forever changing world of technology.
II.4	EDLD 5335 Curriculum Mgt	12/23/12	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.	When a school goes thru a curriculum management audit it will have the opportunity to evaluate every aspect of the school.  Effective audits can serve as a valuable tool of the process and system in place within a district.  It is an opportunity to get outside feedback.  CMA can provide a district with the data necessary to support the development of centralized processes to support and improve district curriculum management practices and procedures.  It can also help point a district in the right direction by directing the alignment of written expectations and instructional practices, thereby increasing student achievement and learning, the ultimate goal of schools.  I would recommend that every campus conduct a Curriculum Management Audit.  The objectivity required of such an audit allows districts and campus’ the opportunity to see things in a new a different perspective. The audit process brings the campus together for a common goal to help the students.  There is always room for improvement.
II.5	EDLD 5335 Curriculum Mgt	12/23/12	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.	In this course, we completed the preliminary organization of the learner-centered staff development session.  The session purpose was to understand the importance of and how to use data driven decision making to create learner-centered objectives and lesson plans so as to create differentiated lesson plans for targeted groups of students.  My learning objective to address was to create a preliminary plan by each teacher using data driven decision making to address targeted student needs.
II.4	EDLD 5335 Curriculum Mgt	12/23/12	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.	When a school goes thru a curriculum management audit it will have the opportunity to evaluate every aspect of the school.  Effective audits can serve as a valuable tool of the process and system in place within a district.  It is an opportunity to get outside feedback.  CMA can provide a district with the data necessary to support the development of centralized processes to support and improve district curriculum management practices and procedures.  It can also help point a district in the right direction by directing the alignment of written expectations and instructional practices, thereby increasing student achievement and learning, the ultimate goal of schools.   I would recommended that every campus conduct a Curriculum Management Audit.  The objectivity required of such an audit allows districts and campus’ the opportunity to see things in a new a different perspective. The audit process brings the campus together for a common goal to help the students.  There is always room for improvement.
II.5	EDLD 5335 Curriculum Mgt	12/23/12	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.	In this course, we completed the preliminary organization of the learner-centered staff development session.  The session purpose was to understand the importance of and how to use data driven decision making to create learner-centered objectives and lesson plans so as to create differentiated lesson plans for targeted groups of students.  My learning objective to address was to create a preliminary plan by each teacher using data driven decision making to address targeted student needs.