STRUCTURED

Field Experience Log & Reflection

Instructional Technology Department
Candidate:

Mentor/Title:

School/District:

John Phillips

Dr. Reed/ESOL Director

New Holland Knowledge Academy

Gainesville City School System

Field Experience/Assignment: Course:

Professor/Semester:

Data Overview

Dr. Jones/Summer 2015

ITEC 7305 Data Analysis and

School Improvement

Part I: Log
Date(s)

Activity/Time

STATE Standards
PSC

NATIONAL Standards
ISTE NETS-C

7/6/15

Researched and Gathered School/District/State

CRCT Data. [3 hours]

PSC 2.8

ISTE 1a, 1b, 1c, 1d

7/7/15

Interviewed and Discussed Data with

Administration [3 hours]

PSC 2.8, 3.6, 3.7

ISTE 1a, 1b, 1c, 1d

7/8/15

Constructed Graphs and PowerPoint Presentation.

[3hours]

PSC 2.8, 3.7

ISTE 1a, 1b, 1c, 1d

7/9/15

Revised and Revisited Graphs and PowerPoint

Presentation. [3 hours]

PSC 2.8, 3.7

ISTE 1a, 1b, 1c, 1d

7/10/15

Wrote Speech and Presentation for the Data

Overview [3 hours]

PSC 2.8, 3.1, 3.7

ISTE 1a, 1b, 1c, 1d

Total Hours: [15.0 hours]

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

Ethnicity
Race/Ethnicity:
Asian
Black
Hispanic
Native American/Alaskan Native

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

P-12 Faculty/Staff
P-2

3-5

x
x
x
x
x
x
x
x
x

6-8

P-12 Students
9-12

P-2

3-5

x
x
x
x
x
x

x
x
x
x
x
x

x
x
x
x
x
x

x
x
x

x
x
x

x
x
x

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?
In this field experience, I was able to research, gather data, analyze and interpret data as well as
present my findings to an audience. This field experience challenged me to look at data as
individual units and longitudinally. Creating the graphs in this presentation allowed me to practice
and master Excel and PowerPoint skills that I will need as a data leader in my school. I learned
that as a data leader in my school, I have to be able to organize and facilitate learning
opportunities for faculty to examine and draw conclusions from data.
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.)
As a data leader, I must know how to gather data, synthesize data, and present data in a logical
manner. As a data leader in my school, I must be able to take the data gathered and correctly input
the data into excel or PowerPoint so that the data can be shared with others. I must then be able to
present my findings. As a data leader, I must understand and believe in the change that data
centered instruction can make. By interpreting data and making changes according to the
information provided from the data, I can lead faculty to make the best changes in instructional
practices for our students. I must also be able to facilitate an atmosphere of inquiry when
coordinating data meetings. When data meetings are in effect, all teachers must remember that
they are all on the same team and that no one is pointing fingers or blaming another.
3. Describe how this field experience impacted school improvement, faculty development or
student learning at your school. How can the impact be assessed?
By completing this field experience, I was able to create an applicable and practical presentation
that my faculty can use to analyze past CRCRT data. By analyzing this data, my faculty can make
more informed instructional decisions and changes. By coming together and discussing this data,
we can act in an informal professional development capacity. This field experience has allowed
me to practice a skill that I will continue to use throughout the school year to help teachers make
data in formed decisions. To assess this impact, formative assessments and observations can be
made in regards to instruction and the state summative data can be compared to evaluate and
positive of negative effect.