Standard 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)
Artifact: Capstone Field Experience
Reflection:
While attending KSU, I had the opportunity to conduct and participate in several field experiences. However, one field experience allowed me to fully synthesize and apply the content and professional knowledge, skills, and dispositions of a technology coach in a complete and most-effective manner. This field experience was my Capstone Experience. For this experience, I was able to synthesize the techniques I learned to be an effective technology coach in the classes I took at KSU. I was able to model the knowledge and skills that I had developed from my technology classes.
I used these tools to meet and collaborate with administration to identify the need for effective technology use at DCHS. I synthesized a plan for technology-based professional learning and then modeled the technology tools that I taught. I applied feedback and knowledge of buy-in to maintain an effective disposition of a technology coach. I applied survey data and feedback from surveys I created to identify teacher’s opinion and dispositions related to this topic. I applied this feedback to create my PL plan and then to modify this plan to create an effective learning process.
During this experience, I learned to have patience. Sometimes it is more difficult to teach your peers than it is to teach teenagers. I also learned to apply effective coaching strategies and how to adapt as the needs of the teachers change. I would change the frequency of the meetings with administration and department heads. At first, I met with them many times to discuss what teachers needed and I think that I may have pushed this a little far. I should have been more considerate of their schedules and paced the meetings out a little more. Although the administration team and my colleagues were receptive and tried to meet with me when they could, some meetings did not happen due to a lack of availability.
This experience greatly impacted student learning, faculty development and school achievement. By identifying, modeling and creating a plan for faculty to development useful Web 2.0 Tools, I was able to have an impact on all three of these areas at DCHS. This impact can be assessed through the pre and post survey data I created and conducted during this experience.
While attending KSU, I had the opportunity to conduct and participate in several field experiences. However, one field experience allowed me to fully synthesize and apply the content and professional knowledge, skills, and dispositions of a technology coach in a complete and most-effective manner. This field experience was my Capstone Experience. For this experience, I was able to synthesize the techniques I learned to be an effective technology coach in the classes I took at KSU. I was able to model the knowledge and skills that I had developed from my technology classes.
I used these tools to meet and collaborate with administration to identify the need for effective technology use at DCHS. I synthesized a plan for technology-based professional learning and then modeled the technology tools that I taught. I applied feedback and knowledge of buy-in to maintain an effective disposition of a technology coach. I applied survey data and feedback from surveys I created to identify teacher’s opinion and dispositions related to this topic. I applied this feedback to create my PL plan and then to modify this plan to create an effective learning process.
During this experience, I learned to have patience. Sometimes it is more difficult to teach your peers than it is to teach teenagers. I also learned to apply effective coaching strategies and how to adapt as the needs of the teachers change. I would change the frequency of the meetings with administration and department heads. At first, I met with them many times to discuss what teachers needed and I think that I may have pushed this a little far. I should have been more considerate of their schedules and paced the meetings out a little more. Although the administration team and my colleagues were receptive and tried to meet with me when they could, some meetings did not happen due to a lack of availability.
This experience greatly impacted student learning, faculty development and school achievement. By identifying, modeling and creating a plan for faculty to development useful Web 2.0 Tools, I was able to have an impact on all three of these areas at DCHS. This impact can be assessed through the pre and post survey data I created and conducted during this experience.