Newsletter Design

Description: This field experience consisted of designing and creating a weekly team newsletter that is sent home to all fourth grade parents.  The newsletter were created using technology and following design principles.  The newsletters also included tips and websites that parents would help parents incorporate technology at home.

Standards: TF-V.C (Productivity and Professional Practice)

Semester: Spring 2011

Hours:  5+ Hours (Ranging from January 2011 to Present)

Population: Created for Fourth Grade Teachers (General and Special Ed.), Parents of Fourth Graders, and Fourth Grade Students

Reflection: As I started taking my web design class, I asked my team how they would feel about a weekly newsletter.  I decided to apply some of the design principles that I had been learning in creation of the newsletter.  Also, to include another key technology element, I decided to put links and tools on the newsletter that could help parents better implement technology at home.  This field experience allowed me to hone in on designing and it allowed me to use advanced word processing skills.  As the newsletter became more detailed and included more multimedia, I was also able to apply the guidelines for fair copyright use within the newsletter.

Weekly Smartboard Lesson Development and Implementation (For Team Use)

Weekly SmartBoard Lesson Development and Implementation (for Team Use)

Description: This field experience consisted of creating and implementing writing and math lessons and supplementary activities using SmartBoard Notebook software that could be used to guide and support the team’s instruction in their own classroom.  SmartBoard files were created and accessible to all teachers on the fourth grade team.  Lessons included interactive activities, links to video clips and games, and charts for students to reference.  All materials were standards-based. 

Standards: TF-II.A – F (Planning and Designing Learning Environments and Experience); TF-III.A – E (Teaching, Learning, and the Curriculum)

Semester: Spring 2011

Hours: 10+ Hours (Ranging from January 2011 to Present)

Population: 4^th Grade Team Teachers (General Ed. and Special Ed./4^th Grade Students (Diverse – Including Students with Disabilities and English Language Learners)

Reflection: This field experience allowed me to gain deeper knowledge in creating content-based Smartboard files.  It also encouraged and supported technology use through out the fourth grade classrooms.  This helped me gain leadership experience, because I was modeling and guiding implementation of the lessons.  Standards for writing and math were determined in a curriculum mapping team meeting; therefore, I based the Smartboard files on our previous discussions.  Ultimately, technology resources were available for the use of the teachers in the 3rd and 4th quarters of the school year.  Reflecting back on the standards, this experience not only allowed me to design and plan technology-enhanced lessons, but I also got to implement the plans and strategies in my own classroom with my students.  The impact of the students was great as they were motivated to participate in mini-lessons and activities and they were involved in technology use.

Data Analysis Team Lead

Data Analysis Team Lead

Description: This field experience consisted of the following roles: preparation of data analysis sheets and assessments using available technology, collection, analysis , and interpretation of team wide data, facilitation of team discussions and meetings about data and strategies, collaboration with administration in regards to team data, and reflection through meeting minutes.

Standards: TF-IV.A, TF-IV.B (Assessment and Evaluation)

Semester: Spring 2011

Hours: 10+ Hours (Ranging from January 2011 to Present)

Population: 4^th Grade Team Teachers (General Ed. and Special Ed.)

Reflection: This field experience gave me the opportunity to take a leadership role on my fourth grade team.  At our school, each grade level collaborates on Data Teams.  During Data Teams, the teachers determine what area the students did not master in previously taught standards.  We choose one area to focus on and improve in a three to six week range.  As the Data Analysis Team Lead, I facilitated the Data Team meetings as well as created collected, analyzed, and interpreted data results.  This was done using technology resources available at the school.  This opportunity directly aligns with the Assessment and Evaluation Technology Facilitation Standards.  By completing this field experience, I was able to develop the necessary skills to guide a team of teachers through data and assessment analysis.  I learned that, as the lead for the team, it is important to maintain an enthusiastic attitude while also being very supportive.  For some teachers, item analysis, grade wide averages, and excel sheets can be overwhelming.  Some teachers need flexibility as well as patience as they might not be as comfortable with technology use and data analysis as others.  The student impact is evident.  Our team chose to focus on dividing 3-digit by 2-digit numbers and fractions.  As the students were very level from the results of the initial pre-test, there has been monumental growth through the strategies that we developed and discussed during Data Team meetings.