UNSTRUCTURED​ ​Field​ ​Experience​ ​Log​ ​&​ ​Reflection

Instructional​ ​Technology​ ​Department​ ​–​ ​Updated​ ​Summer​ ​2015

Candidate: Mentor/Title: School/District:

Brittnay​ ​Schuster Matt​ ​Raettig/Administrator Mountain​ ​View​ ​High
School/Gwinnett​ ​County
Public​ ​School
Course:​ ​7400 Professor/Semester:
Dr.​ ​Kathi​ ​Vanderbilt

(This​ ​log​ ​contains​ ​space​ ​for​ ​up​ ​to​ ​5​ ​different​ ​field​ ​experiences​ ​for​ ​your​ ​5​ ​hours.​ ​It​ ​might​ ​be​ ​that​ ​you​ ​complete​ ​one​​ ​field
experience​ ​totaling​ ​5​ ​hours!​ ​If​ ​you​ ​have​ ​fewer​ ​field​ ​experiences,​ ​just​ ​delete​ ​the​ ​extra​ ​pages.​ ​Thank​ ​you!)

Date(s) 1​st​​ ​Field​ ​Experience​ ​Activity/Time PSC​ ​Standard(s) ISTE​ ​Standard(s)

10/5,​ ​10/25 Develop,​ ​deliver,​ ​and​ ​review​ ​a​ ​school-wide​ ​plan​ ​for 1.1​ ​Shared​ ​Vision
implementing​ ​Digital​ ​Learning​ ​Days​ ​for​ ​teachers.​ ​(more Candidates​ ​facilitate
than​ ​15​ ​hours​ ​from​ ​start​ ​to​ ​finish) the​ ​development​ ​and
implementation​ ​of​ ​a
shared​ ​vision​ ​for​ ​the
use​ ​of​ ​technology​ ​in
teaching,​ ​learning,
and​ ​leadership.
(PSC​ ​1.1/ISTE​ ​1a)
1.2​ ​Strategic​ ​Planning
Candidates​ ​facilitate
the​ ​design,
development,
implementation,
communication,​ ​and
evaluation​ ​of
technology-infused
strategic​ ​plans.​ ​(PSC
1.2/ISTE​ ​1b)
1.a.​ ​ ​Set​ ​professional​ ​learning
goals​ ​to​ ​explore​ ​and​ ​apply
pedagogical​ ​approaches​ ​made
possible​ ​by​ ​technology​ ​and
reflect​ ​on​ ​their​ ​effectiveness.
2.c.​ ​Model​ ​for​ ​colleagues​ ​the
identification,​ ​exploration,
evaluation,​ ​curation​ ​and
adoption​ ​of​ ​new​ ​digital
resources​ ​and​ ​tools​ ​for
learning.
3.b.​ ​Establish​ ​a​ ​learning
culture​ ​that​ ​promotes​ ​curiosity
and​ ​critical​ ​examination​ ​of
online​ ​resources​ ​and​ ​fosters
digital​ ​literacy​ ​and​ ​media
fluency.
5.c.Explore​ ​and​ ​apply
instructional​ ​design​ ​principles
2.1​ ​Content​ ​Standards to​ ​create​ ​innovative​ ​digital
&​ ​Student learning​ ​environments​ ​that
Technology engage​ ​and​ ​support​ ​learning.
Standards
Candidates​ ​model​ ​and Explore​ ​and​ ​apply
facilitate​ ​the​ ​design instructional​ ​design​ ​principles
and to​ ​create​ ​innovative​ ​digital
implementation​ ​of learning​ ​environments​ ​that
technology-enhanced engage​ ​and​ ​support​ ​learning.
learning
experiences​ ​aligned
with​ ​student​ ​content
standards​ ​and
student​ ​technology
standards.​ ​(PSC
2.1/ISTE​ ​2a

3.2​ ​Managing​ ​Digital

Tools​ ​and​ ​Resources
Candidates​ ​effectively
manage​ ​digital​ ​tools
and​ ​resources
within​ ​the​ ​context​ ​of
student​ ​learning
experiences.
(PSC​ ​3.2/ISTE​ ​3b)

3.3​ ​Online​ ​&​ ​Blended

Learning
Candidates​ ​develop,
model,​ ​and​ ​facilitate
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.
(PSC​ ​3.3/ISTE​ ​3c)

4.1​ ​Digital​ ​Equity

Candidates​ ​model​ ​and
promote​ ​strategies​ ​for
achieving
equitable​ ​access​ ​to
digital​ ​tools​ ​and
resources​ ​and
technology-related
best​ ​practices​ ​for​ ​all
students​ ​and
teachers.​ ​(PSC
4.1/ISTE​ ​5a)
3.6​ ​Selecting​ ​and
Evaluating​ ​Digital
Tools​ ​&​ ​Resources
Candidates
collaborate​ ​with
teachers​ ​and
administrators
to​ ​select​ ​and​ ​evaluate
digital​ ​tools​ ​and
resources​ ​for
accuracy,​ ​suitability,
and​ ​compatibility
with​ ​the​ ​school
technology
infrastructure.​ ​(PSC
3.6/ISTE​ ​3f)
5.3​ ​Program
Evaluation
Candidates​ ​design​ ​and
implement​ ​program
evaluations​ ​to
determine​ ​the​ ​overall
effectiveness​ ​of
professional
learning​ ​on​ ​deepening
teacher​ ​content
knowledge,
improving​ ​teacher
pedagogical​ ​skills
and/or​ ​increasing
student​ ​learning.
(PSC​ ​5.3/ISTE​ ​4c)

6.3​ ​Field​ ​Experiences

Candidates​ ​engage​ ​in
appropriate​ ​field
experiences​ ​to
synthesize​ ​and​ ​apply
the​ ​content​ ​and
professional
knowledge,​ ​skills,​ ​and
dispositions​ ​identified
in​ ​these​ ​standards.
(PSC​ ​6.3)
First​ ​Name/Last​ ​Name/Title​​ ​of​ ​an​ ​individual​ ​who​ ​can Signature​​ ​of​ ​the​ ​individual​ ​who​ ​can​ ​verify​ ​this​ ​experience:
verify​ ​this​ ​experience:​ ​Dr.​ ​Wendy​ ​Rhodes/​ ​Administrator

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

Reflection
(Minimum​ ​of​ ​3-4​ ​sentences​ ​per​ ​question)
1.​ ​Briefly​ ​describe​ ​the​ ​field​ ​experience.​ ​What​ ​did​ ​you​ ​learn​ ​about​ ​technology​ ​coaching​ ​and​ ​technology​ ​leadership​ ​from
completing​ ​this​ ​field​ ​experience?
I​ ​was​ ​tasked​ ​with​ ​the​ ​opportunity​ ​to​ ​design​ ​and​ ​implement​ ​our​ ​school’s​ ​plan​ ​for​ ​potential​ ​Digital​ ​Learning​ ​Days​ ​(DLD).​ ​The​ ​days
would​ ​be​ ​used​ ​in​ ​a​ ​situation​ ​where​ ​we​ ​are​ ​unable​ ​to​ ​attend​ ​school​ ​because​ ​of​ ​inclement​ ​weather.​ ​Instead​ ​of​ ​adding​ ​additional
school​ ​days,​ ​or​ ​additional​ ​time​ ​to​ ​our​ ​days,​ ​we​ ​would​ ​enact​ ​our​ ​DLD​ ​plan​ ​to​ ​ensure​ ​that​ ​students​ ​have​ ​access​ ​to​ ​their​ ​full​ ​180-day
school​ ​year.​ ​My​ ​first​ ​task​ ​for​ ​this​ ​experience​ ​was​ ​to​ ​come​ ​up​ ​with​ ​a​ ​plan.​ ​After​ ​collaborating​ ​with​ ​one​ ​of​ ​my​ ​administrators,​ ​we
figured​ ​out​ ​our​ ​goals​ ​and​ ​needs​ ​for​ ​this​ ​and​ ​then​ ​I​ ​worked​ ​by​ ​myself​ ​to​ ​design​ ​the​ ​actual​ ​plan.​ ​After​ ​designing​ ​the​ ​plan,​ ​I​ ​created
screencasts​ ​to​ ​help​ ​reluctant​ ​(or​ ​hesitant)​ ​teachers​ ​to​ ​easily​ ​navigate​ ​our​ ​learning​ ​management​ ​system​ ​and​ ​implement​ ​DLD​ ​content
on​ ​their​ ​own​ ​course​ ​pages.​ ​On​ ​our​ ​teacher​ ​work​ ​day,​ ​October​ ​9th,​ ​2017​ ​I​ ​presented​ ​this​ ​plan​ ​to​ ​our​ ​whole​ ​faculty​ ​during​ ​our
morning​ ​faculty​ ​meeting.​ ​ ​Following​ ​this​ ​delivery,​ ​I​ ​worked​ ​with​ ​course​ ​teams​ ​and​ ​individual​ ​teachers​ ​to​ ​ensure​ ​that​ ​all​ ​teachers
were​ ​able​ ​to​ ​design​ ​adequate​ ​DLD​ ​modules​ ​for​ ​their​ ​students.​ ​I​ ​think​ ​the​ ​most​ ​important​ ​thing​ ​I​ ​learned​ ​through​ ​this​ ​experience​ ​is
that​ ​teachers​ ​are​ ​extremely​ ​grateful​ ​when​ ​you​ ​are​ ​able​ ​to​ ​help​ ​them​ ​accomplish​ ​a​ ​mandatory​ ​task;​ ​but​ ​they​ ​are​ ​also​ ​very​ ​combative
if​ ​they​ ​do​ ​not​ ​share​ ​the​ ​vision​ ​and/or​ ​agree​ ​with​ ​the​ ​value​ ​of​ ​the​ ​experience.​ ​Sometimes,​ ​as​ ​a​ ​technology​ ​coach,​ ​I​ ​will​ ​have​ ​to​ ​bite
my​ ​tongue​ ​and​ ​show​ ​them​ ​the​ ​value​ ​from​ ​my​ ​perspective,​ ​even​ ​if​ ​I​ ​know​ ​they​ ​do​ ​not​ ​agree.

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​ ​above.​ ​Use​ ​the​ ​language​ ​of​ ​the​ ​PSC​ ​standards​ ​in​ ​your​ ​answer​ ​and​ ​reflect​ ​on​ ​all​ ​3—knowledge,
skills,​ ​and​ ​dispositions.)

Knowledge​ ​-​ ​For​ ​this​ ​experience,​ ​I​ ​had​ ​to​ ​know​ ​the​ ​expectations​ ​and​ ​protocols​ ​at​ ​the​ ​county​ ​level​ ​to​ ​ensure​ ​proper​ ​delivery​ ​back
to​ ​the​ ​staff.​ ​I​ ​had​ ​to​ ​have​ ​knowledge​ ​of​ ​the​ ​tool,​ ​D2L,​ ​that​ ​was​ ​used​ ​to​ ​develop​ ​the​ ​digital​ ​learning​ ​day​ ​modules.​ ​I​ ​had​ ​to​ ​know
what​ ​my​ ​administrators​ ​expected​ ​of​ ​me​ ​and​ ​of​ ​the​ ​staff​ ​so​ ​that​ ​I​ ​could​ ​offer​ ​adequate​ ​learning​ ​and​ ​development​ ​opportunites​ ​to
my​ ​staff​ ​members.

Skills​ ​-​ ​I​ ​had​ ​to​ ​know​ ​a​ ​lot​ ​about​ ​how​ ​D2L​ ​works​ ​in​ ​order​ ​to​ ​be​ ​able​ ​to​ ​help​ ​my​ ​staff.​ ​Knowing​ ​how​ ​to​ ​do​ ​something​ ​is​ ​only​ ​one
part​ ​of​ ​being​ ​a​ ​technology​ ​coach--the​ ​other​ ​part​ ​of​ ​that​ ​is​ ​being​ ​able​ ​to​ ​convey​ ​that​ ​knowledge​ ​to​ ​a​ ​group​ ​of​ ​people​ ​with​ ​a​ ​wide
variety​ ​of​ ​skills​ ​and​ ​knowledge.​ ​I​ ​also​ ​had​ ​to​ ​know​ ​how​ ​to​ ​interact​ ​with​ ​my​ ​staff.​ ​What​ ​I​ ​mean​ ​by​ ​that​ ​is​ ​that​ ​I​ ​am​ ​a​ ​teacher--but​ ​I
am​ ​in​ ​a​ ​leadership​ ​position​ ​when​ ​it​ ​comes​ ​to​ ​technology.​ ​Therefore,​ ​I​ ​had​ ​to​ ​figure​ ​out​ ​how​ ​to​ ​allow​ ​my​ ​co-workers​ ​to​ ​see​ ​me​ ​as​ ​a
colleague​ ​while​ ​simultaneously​ ​taking​ ​my​ ​word​ ​seriously​ ​enough​ ​to​ ​do​ ​what​ ​I​ ​was​ ​asking​ ​them​ ​to​ ​do.​ ​I​ ​am​ ​lucky​ ​that​ ​I​ ​have​ ​an
administrative​ ​team​ ​that​ ​supports​ ​everything​ ​I​ ​do.​ ​It​ ​would​ ​be​ ​a​ ​much​ ​more​ ​difficult​ ​task​ ​to​ ​have​ ​established​ ​and​ ​implemented​ ​this
plan​ ​if​ ​it​ ​was​ ​not​ ​for​ ​their​ ​support.

Dispositions​ ​-​I​ ​learned​ ​a​ ​lot​ ​about​ ​the​ ​dispositions​ ​of​ ​various​ ​groups​ ​of​ ​people​ ​during​ ​this​ ​experience.​ ​Teachers​ ​represent​ ​the
entire​ ​range​ ​of​ ​interest​ ​and​ ​buy​ ​in​ ​when​ ​it​ ​comes​ ​to​ ​innovation​ ​and​ ​technology.​ ​I​ ​had​ ​to​ ​work​ ​with​ ​some​ ​teachers​ ​who​ ​are
vehemently​ ​against​ ​the​ ​use​ ​of​ ​technology,​ ​and​ ​teachers​ ​who​ ​implement​ ​technology​ ​on​ ​a​ ​daily​ ​basis.​ ​One​ ​specific​ ​thing​ ​I​ ​learned
through​ ​interacting​ ​with​ ​such​ ​a​ ​range​ ​of​ ​teacher​ ​is​ ​that​ ​the​ ​term​ ​“just”​ ​can​ ​be​ ​more​ ​offensive​ ​than​ ​explanatory.​ ​If​ ​I,​ ​as​ ​a
technology​ ​coach,​ ​constant​ ​say​ ​things​ ​like​ ​“you​ ​just​ ​have​ ​to​ ​do​ ​this”​ ​or​ ​“it​ ​just​ ​take​ ​a​ ​few​ ​minutes”​ ​sometimes​ ​teachers​ ​will​ ​pull
back​ ​on​ ​their​ ​trust​ ​in​ ​me​ ​because--yes,​ ​for​ ​me​ ​I​ ​“just​ ​have​ ​to​ ​do…’​ ​and​ ​it​ ​“just​ ​takes​ ​this​ ​long”​ ​but​ ​for​ ​someone​ ​who​ ​is​ ​not​ ​as
familiar​ ​those​ ​things​ ​might​ ​take​ ​significantly​ ​long​ ​and​ ​might​ ​be​ ​significantly​ ​more​ ​in​ ​depth.​ ​To​ ​belittle​ ​the​ ​experience​ ​by​ ​saying
“just”​ ​does​ ​not​ ​contribute​ ​to​ ​building​ ​that​ ​trust​ ​that​ ​I​ ​need​ ​in​ ​order​ ​to​ ​be​ ​an​ ​effective​ ​technology​ ​coach.

3.​ ​Describe​ ​how​ ​this​ ​field​ ​experience​ ​impacted​ ​school​ ​improvement,​ ​faculty​ ​development​ ​or​ ​student​ ​learning​ ​at​ ​your
school.​ ​How​ ​can​ ​the​ ​impact​ ​be​ ​assessed?​ ​This​ ​experience​ ​had​ ​a​ ​pretty​ ​large​ ​impact​ ​on​ ​the​ ​school​ ​as​ ​a​ ​whole.​ ​The​ ​overall​ ​goal
was​ ​to​ ​demonstrate​ ​my​ ​school’s​ ​preparedness​ ​to​ ​enact​ ​a​ ​Digital​ ​Learning​ ​Day​ ​in​ ​the​ ​case​ ​of​ ​a​ ​school​ ​cancellation​ ​due​ ​to​ ​inclement
weather.​ ​For​ ​some​ ​teachers,​ ​this​ ​was​ ​the​ ​first​ ​time​ ​they​ ​used​ ​D2L​ ​and​ ​they​ ​really​ ​had​ ​to​ ​seek​ ​guidance​ ​and​ ​learn​ ​about​ ​the​ ​process
more​ ​so​ ​than​ ​they​ ​ever​ ​had​ ​before.​ ​This​ ​provided​ ​an​ ​opportunity​ ​for​ ​teachers​ ​to​ ​collaborate​ ​with​ ​their​ ​course​ ​teams​ ​and​ ​to​ ​push
their​ ​limits​ ​on​ ​what​ ​they​ ​are​ ​capable​ ​of​ ​doing​ ​when​ ​it​ ​comes​ ​to​ ​using​ ​D2L.​ ​Teachers​ ​who​ ​were​ ​more​ ​experienced​ ​were​ ​able​ ​to
implement​ ​some​ ​creative​ ​digital​ ​learning​ ​techniques​ ​and​ ​those​ ​who​ ​were​ ​less​ ​comfortable​ ​were​ ​able​ ​to​ ​learn​ ​a​ ​lot​ ​through​ ​the
experience.​ ​Students​ ​are​ ​impacted​ ​because​ ​they​ ​are​ ​given​ ​the​ ​opportunity​ ​(although​ ​they​ ​may​ ​not​ ​want​ ​it)​ ​to​ ​continue​ ​their
learning​ ​regardless​ ​of​ ​any​ ​cancellations​ ​that​ ​may​ ​occur.