STRUCTURED

Field Experience Log & Reflection

Instructional Technology Department

Candidate: Mentor/Title: School/District:

Trent Stapleton Kris McBride/Instructional Elkins Pointe Middle School/Fulton
Technology Coach County School
Field Experience/Assignment: Course: Professor/Semester:
Data Overview ITEC 7305 Data Analysis and J. Wright, Summer 2018
School Improvement

Part I: Log
Date(s) Activity/Time STATE Standards NATIONAL Standards
PSC ISTE NETS-C
7/9/2018 Data collection (assessment data) PSC 2.8, 6.3 ISTE 2h
PSC 6.3
8 hours
7/10/2018 Data collection and presentation development PSC 2.8, 6.3 ISTE 2h
PSC 6.3
3 hours
7/20/2018 Presentation of data overview to administration PSC 2.8, 6.3 ISTE 2h
and discussion of goals/strategies for moving PSC 6.3
forward

3 hours

Total Hours: [14 hours]

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

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?

This field experience required extensive data collection, an understanding of Excel data
functions and analysis, and the ability to analyze and present findings from the collected data. The
field experience concluded by sharing the data and my analysis of findings to the administrative
group at Elkins Pointe middle school.

This experience was a great opportunity for me to see how effective data collection and analysis
can impact school improvement. Having completed this experience will allow me to take this
knowledge and use a similar process for school growth and improvement in other learning
communities.

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 3—knowledge, skills, and
dispositions.)
Knowledge – It is important for technology leaders to be aware of the data available for their
school. Technology leaders should be leveraging this data as ways to incorporate technology most
effectively to create positive growth and change in their building.

Skills – It is important for instructional coaches and technology leaders to have the skills to
accurately collect, analyse, and present their understandings of various data points. Being skillful
in reading data and using data programs, like Excel, is a must for instructional leaders.

Dispositions – Technology leaders have to remove themselves from the emotions in a classroom.
While working through this field experience, I reminded myself often that what I wanted to see in
the data was not always going to be what I found. And what I wanted to see and the changes that I
wanted to help initiate had to take backseats to the changes that the data called for. Technology
leaders must be willing to follow the data instead of following their emotions.

3. Describe how this field experience impacted school improvement, faculty development or
student learning at your school. How can the impact be assessed?

While this field experience did not have a direct impact on student learning and faculty
development, it set the foundation for how we would look at data analysis throughout the year.
After working with the administration team, we identified subgroups within the student body that
would participate in various support groups or extension groups. These groups remained fluid
throughout the school year thanks to the process that we developed while gathering and analyzing
this data.