UNSTRUCTURED Field Experience Log & Reflection

Instructional Technology Department

Candidate:
John W. Phillips, III

Mentor/Title:
Dr. Tammy Reed /
ESOL Director

Course:

School/District:
New Holland Knowledge
Academy
Professor/Semester:

EDRS 8900

Dr. Joanna Gilmore

Part I: Log
(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 rows. Thank you!)

Date(s)
Feb. 9, 2015
3:00 - 4:15

1st Field Experience Activity/Time

Professional Development session with New Holland Knowledge
Academy faculty and staff. Teachers were invited to come to the
professional development session designed to encourage the use of
and understanding of Google Docs and Google Classroom.

PSC/ISTE Standard(s)
3.5 Basic
Troubleshooting
Candidates
troubleshoot basic
software and hardware
problems common in
digital learning
environments. (PSC
3.5/ISTE 3e)
5.1 Needs Assessment
Candidates conduct
needs assessments to
determine school-wide,
faculty, grade-level,
and subject area
strengths and
weaknesses to inform
the content and
delivery of technologybased professional
learning programs.

Reflection
(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?
A survey was conducted to find the
most need for trouble shooting
throughout the district. After the
survey was completed, it was
determined that the new
implementation of Google Docs and
Google Classroom was the largest
need. Many teachers had tried to
implement the new initiative into
their classes, however were unable
to make it work properly. I
volunteered to hold troubleshooting
and introduction professional
development sessions at each school
after hours.
During my professional
development at New Holland, I was

(PSC 5.1/ISTE 4a)

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)

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

able to see the vast differences in the

preparedness of different teachers.
Some teachers were able to pick up
on the new initiatives quickly, while
others could not.
Working with each teacher, allowed
me to learn more about the programs
and find more efficient ways to
troubleshoot problems.
I was able to enlist the help of leader
teachers to help facilitate the
instruction and modeling.
Students were asked to attend if
possible in order to see the modeling
and be leaders in the classroom for
other students.
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.)
This field experience relates to my
effectiveness as an Instructional
Technology Specialist because, I
must be able to know how to
determine the most valuable need for
my faculty. I must also have the
skills to model, facilitate, and teach
educators how to solve their own
troubleshooting problems. My goal
is not to always put out fires, but
make teachers more effective
facilitators of technology in their
own classrooms.

As an ITS, I must also be have an

optimistic attitude towards the
implementation of new technologies
and a patient disposition when
working with other teachers and
students. I believe that integrating
technology into the curriculum is in
the best interest of the students, and
I will work with teachers to make
them feel as comfortable with new
technology as I can. I must also be
enthusiastic because my attitude will
be one of the determining factors of
a new technologys success or
failure in the school.
3. Describe how this field
experience impacted school
improvement, faculty development
or student learning at your school.
How can the impact be assessed?
This field experience impacted
school improvement by
troubleshooting with teachers their
new instruments for testing, Web 2.0
discussions, and creating products
that demonstrate both content and
technology standard mastery.
Teachers will be able to make their
classrooms more technology
friendly, which will in turn increase
student enthusiasm, motivation, and
academic success overall. After the
professional development, surveys
were published on Google Docs (see
what I did there? Instant
assessment). The faculty will also be
observed by administration, who
will then report back to me to
reassess where we should go from
here.
Date(s)

2nd Field Experience Activity/Time

PSC/ISTE Standard(s)

Reflection
(Minimum of 3-4 sentences per

Feb. 10, 2015

3:00 - 4:15

Professional Development session with Enota Elementary faculty

and staff. Teachers were invited to come to the professional
development session designed to encourage the use of and
understanding of Google Docs and Google Classroom.

3.5 Basic
Troubleshooting
Candidates
troubleshoot basic
software and hardware
problems common in
digital learning
environments. (PSC
3.5/ISTE 3e)
5.1 Needs Assessment
Candidates conduct
needs assessments to
determine school-wide,
faculty, grade-level,
and subject area
strengths and
weaknesses to inform
the content and
delivery of technologybased professional
learning programs.
(PSC 5.1/ISTE 4a)

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)

question)
1. Briefly describe the field
experience. What did you learn
about technology facilitation and
leadership from completing this
field experience?
A survey was conducted to find the
most need for trouble shooting
throughout the district. After the
survey was completed, it was
determined that the new
implementation of Google Docs and
Google Classroom was the largest
need. Many teachers had tried to
implement the new initiative into
their classes, however were unable
to make it work properly. I
volunteered to hold troubleshooting
and introduction professional
development sessions at each school
after hours.
Similar to my earlier professional
developments, at Enota Elementary,
I was able to see the vast differences
in the preparedness of different
teachers. Some teachers were able to
pick up on the new initiatives
quickly, while others could not.
Working with each teacher, allowed
me to learn more about the programs
and find more efficient ways to
troubleshoot problems.
I was able to enlist the help of leader
teachers to help facilitate the
instruction and modeling.
Students were asked to attend if

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
X
X
X
Black
X
X
Hispanic
X
X
Native American/Alaskan
X
X
X
X
Native
White
X
X
X
X
Multiracial
X
X
Subgroups:
Students with Disabilities
X
X
Limited English Proficiency
X
X
Eligible for Free/Reduced
X
X
Meals

possible in order to see the modeling

and be leaders in the classroom for
other students.
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.)
This field experience relates to my
effectiveness as an Instructional
Technology Specialist because, I
must be able to know how to
determine the most valuable need for
my faculty. I must also have the
skills to model, facilitate, and teach
educators how to solve their own
troubleshooting problems. My goal
is not to always put out fires, but
make teachers more effective
facilitators of technology in their
own classrooms.
As an ITS, I must also be have an
optimistic attitude towards the
implementation of new technologies
and a patient disposition when
working with other teachers and
students. I believe that integrating
technology into the curriculum is in
the best interest of the students, and
I will work with teachers to make
them feel as comfortable with new
technology as I can. I must also be
enthusiastic because my attitude will
be one of the determining factors of
a new technologys success or
failure in the school.

3. Describe how this field

experience impacted school
improvement, faculty development
or student learning at your school.
How can the impact be assessed?
This field experience impacted
school improvement by
troubleshooting with teachers their
new instruments for testing, Web 2.0
discussions, and creating products
that demonstrate both content and
technology standard mastery.
Teachers will be able to make their
classrooms more technology
friendly, which will in turn increase
student enthusiasm, motivation, and
academic success overall. After the
professional development, surveys
were published on Google Docs (see
what I did there? Instant
assessment). The faculty will also be
observed by administration, who
will then report back to me to
reassess where we should go from
here.
Date(s)
Feb. 11, 2015
4:15 - 5:30

3rd Field Experience Activity/Time

Professional Development session with Gainesville Middle School
faculty and staff. Teachers were invited to come to the professional
development session designed to encourage the use of and
understanding of Google Docs and Google Classroom.

PSC/ISTE Standard(s)
3.5 Basic
Troubleshooting
Candidates
troubleshoot basic
software and hardware
problems common in
digital learning
environments. (PSC
3.5/ISTE 3e)
5.1 Needs Assessment
Candidates conduct
needs assessments to

Reflection
(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?
A survey was conducted to find the
most need for trouble shooting
throughout the district. After the
survey was completed, it was
determined that the new
implementation of Google Docs and
Google Classroom was the largest
need. Many teachers had tried to
implement the new initiative into

determine school-wide,
faculty, grade-level,
and subject area
strengths and
weaknesses to inform
the content and
delivery of technologybased professional
learning programs.
(PSC 5.1/ISTE 4a)

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)

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
X
Black
X
Hispanic
X
Native American/Alaskan
X
X
Native
White
X
X
Multiracial
X
X
Subgroups:

their classes, however were unable

to make it work properly. I
volunteered to hold troubleshooting
and introduction professional
development sessions at each school
after hours.
Similar to my earlier professional
developments, at Gainesville Middle
School, I was able to see the vast
differences in the preparedness of
different teachers. Some teachers
were able to pick up on the new
initiatives quickly, while others
could not.
Working with each teacher, allowed
me to learn more about the programs
and find more efficient ways to
troubleshoot problems.
I was able to enlist the help of leader
teachers to help facilitate the
instruction and modeling.
Students were asked to attend if
possible in order to see the modeling
and be leaders in the classroom for
other students.
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.)
This field experience relates to my
effectiveness as an Instructional
Technology Specialist because, I

Students with Disabilities

Limited English Proficiency
Eligible for Free/Reduced
Meals

X
X
X

must be able to know how to

determine the most valuable need for
my faculty. I must also have the
skills to model, facilitate, and teach
educators how to solve their own
troubleshooting problems. My goal
is not to always put out fires, but
make teachers more effective
facilitators of technology in their
own classrooms.
As an ITS, I must also be have an
optimistic attitude towards the
implementation of new technologies
and a patient disposition when
working with other teachers and
students. I believe that integrating
technology into the curriculum is in
the best interest of the students, and
I will work with teachers to make
them feel as comfortable with new
technology as I can. I must also be
enthusiastic because my attitude will
be one of the determining factors of
a new technologys success or
failure in the school.
3. Describe how this field
experience impacted school
improvement, faculty development
or student learning at your school.
How can the impact be assessed?
This field experience impacted
school improvement by
troubleshooting with teachers their
new instruments for testing, Web 2.0
discussions, and creating products
that demonstrate both content and
technology standard mastery.
Teachers will be able to make their
classrooms more technology
friendly, which will in turn increase
student enthusiasm, motivation, and
academic success overall. After the
professional development, surveys

were published on Google Docs (see

what I did there? Instant
assessment). The faculty will also be
observed by administration, who
will then report back to me to
reassess where we should go from
here.

Date(s)
Feb. 12, 2015
4:30 - 5:45

4th Field Experience Activity/Time

Professional Development session with Gainesville High School
faculty and staff. Teachers were invited to come to the professional
development session designed to encourage the use of and
understanding of Google Docs and Google Classroom.

PSC/ISTE Standard(s)
3.5 Basic
Troubleshooting
Candidates
troubleshoot basic
software and hardware
problems common in
digital learning
environments. (PSC
3.5/ISTE 3e)
5.1 Needs Assessment
Candidates conduct
needs assessments to
determine school-wide,
faculty, grade-level,
and subject area
strengths and
weaknesses to inform
the content and
delivery of technologybased professional
learning programs.
(PSC 5.1/ISTE 4a)

6.3 Field Experiences

Reflection
(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?
A survey was conducted to find the
most need for trouble shooting
throughout the district. After the
survey was completed, it was
determined that the new
implementation of Google Docs and
Google Classroom was the largest
need. Many teachers had tried to
implement the new initiative into
their classes, however were unable
to make it work properly. I
volunteered to hold troubleshooting
and introduction professional
development sessions at each school
after hours.
Similar to my earlier professional
developments, at Gainesville High
School, I was able to see the vast
differences in the preparedness of
different teachers. Some teachers
were able to pick up on the new

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)

initiatives quickly, while others

could not.
Working with each teacher, allowed
me to learn more about the programs
and find more efficient ways to
troubleshoot problems.
I was able to enlist the help of leader
teachers to help facilitate the
instruction and modeling.
Students were asked to attend if
possible in order to see the modeling
and be leaders in the classroom for
other students.

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
X
Black
X
X
Hispanic
X
X
Native American/Alaskan
X
X
Native
White
X
X
Multiracial
X
Subgroups:
Students with Disabilities
X
Limited English Proficiency
X
Eligible for Free/Reduced
X
Meals

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.)
This field experience relates to my
effectiveness as an Instructional
Technology Specialist because, I
must be able to know how to
determine the most valuable need for
my faculty. I must also have the
skills to model, facilitate, and teach
educators how to solve their own
troubleshooting problems. My goal
is not to always put out fires, but
make teachers more effective
facilitators of technology in their
own classrooms.
As an ITS, I must also be have an
optimistic attitude towards the

implementation of new technologies

and a patient disposition when
working with other teachers and
students. I believe that integrating
technology into the curriculum is in
the best interest of the students, and
I will work with teachers to make
them feel as comfortable with new
technology as I can. I must also be
enthusiastic because my attitude will
be one of the determining factors of
a new technologys success or
failure in the school.
3. Describe how this field
experience impacted school
improvement, faculty development
or student learning at your school.
How can the impact be assessed?
This field experience impacted
school improvement by
troubleshooting with teachers their
new instruments for testing, Web 2.0
discussions, and creating products
that demonstrate both content and
technology standard mastery.
Teachers will be able to make their
classrooms more technology
friendly, which will in turn increase
student enthusiasm, motivation, and
academic success overall. After the
professional development, surveys
were published on Google Docs (see
what I did there? Instant
assessment). The faculty will also be
observed by administration, who
will then report back to me to
reassess where we should go from
here.