EDLD 5398 Internship Web Conference

On July 18^th, I attended my first web conference for EDLD 5398 with Dr. Cortez-Rucker.  We discussed the assignments for Week 1 and Week 2.  The only assignment due in Week 1 is the discussion board.  We were encouraged to work on Week 2 assignments.  Dr. Rucker answered questions about the action research template, graduation, observations from field supervisor; course embedded summary logs and LCE.  The conference last for twenty-seven minutes.  The participants were concerned about the three supervised field observations and the domains in the internship. One participant wanted to know the difference between LCE and ILD.  Dr. Rucker explained the difference between the LCE and ILD. Next we discussed the requirements for completing the internship and major contact information for people to contact related to LCE, ILD, certification, graduation, TK20, and field supervisor.  The conference had useful information I needed to complete this course.On July 18^th, I attended my first web conference for EDLD 5398 with Dr. Cortez-Rucker.  We discussed the assignments for Week 1 and Week 2.  The only assignment due in Week 1 is the discussion board.  We were encouraged to work on Week 2 assignments.  Dr. Rucker answered questions about the action research template, graduation, observations from field supervisor; course embedded summary logs and LCE.  The conference last for twenty-seven minutes.  The participants were concerned about the three supervised field observations and the domains in the internship. One participant wanted to know the difference between LCE and ILD.  Dr. Rucker explained the difference between the LCE and ILD. Next we discussed the requirements for completing the internship and major contact information for people to contact related to LCE, ILD, certification, graduation, TK20, and field supervisor.  The conference had useful information I needed to complete this course.

Week 2

On July 26, I attended my second web conference for EDLD 5398 with Dr. Daryl Borel.  We discussed basically the same as Week 1.  She discussed the weekly assignments and discussion board due date, Lamar Competence Exam (LCE) and certification information.  We discussed the required internship forms due before the end of the course.  I was delighted to see Dr. Borel because it had been several courses, since I have had the opportunity to listen to her in a web conference.  She answered questions about graduation, week 2 assignments, field supervisors, and TK20 requirements.  I was glad that she had a PowerPoint presentation for me to download later with useful information.

EDLD 5398 Internship for Principals and Technology Leadership Reflection

  

  As I reflect on my journey through my Educational Technology internship, I watched the program change from a certificate only to a combined program with Educational Leadership.  This change did not hinder me from learning skills for the 21^st Century.  I was excited about learning how important it is for the leader to research, model, evaluate and use technology resources on a daily basis.  As a leader, I am responsible for steering the course of our 21st century schools by making a personal commitment to get training and mastering the knowledge and skills required from an educational leader. I explored the eight Technology Facilitation Standards by demonstrating knowledge, skills, and understanding of concepts related to technology by providing assistance to teachers in staff development such as Smart Notebook 10 and PD360.  It is important school personnel to building knowledge of technology operations and concepts through ongoing professional development.  In course EDLD 5306 Concepts of Educational Technology, I learned how to summarize key ideas of each section of the Texas Technology Plan and how to describe each strand of the Texas Technology Curriculum. I gained insight in my personal leadership strengths and weaknesses and technology literacy and skills by completing seven assessments. I modeled Web 2.0 tools to assist teachers in developing appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of all learners.  Another reward tool I learned was how to set up e-communication accounts to use throughout the Educational Technology Leadership Master’s program.
    After completing EDLD 5366 Digital Graphic Desktop Publishing, I had gained knowledge about how to utilize software applications to create an animation project and how to plan and create a logo while incorporating color and layout consistently to create a digital newsletter.  This course was rewarding because I had fun developing my animation project using Scratch.  In EDLD 5362 Information Systems Management, we focused on understanding the numerous ways to integrate information systems into student learning, classroom practice and educational administration. I was able to identify and discuss information systems tools and applications used in educational environments and how information systems impact a school or district technology plan. I gain some insight into my school district SIS by interviewing our campus ITS about the total cost for the program. The next course that helped me expand my technology skills was EDLD 5364 Teaching with Technology. I discovered how to collaborate with others to solve a scenario-based group project using Web 2.0 tools and other technology applications. We developed lesson plans using Universal Designed Lessons (UDL), wrote a digital book, and shared it through a Google Site. The last course that empowered me in developing my technology skills was EDLD 5363 Multimedia Video Technology.  During EDLD 5363, I created a podcast tutorial of Microsoft Window Movie Maker a video editing software program and an Audacity for audio editing software program. My team created a PSA on texting and driving with each member choosing a role such as director, script writer, videographer, video editor, audio editor, producer, and/or publisher.  Producing a public service announcement as a team was gratifying because it provided me with some knowledge and understanding about how students can produce a product from this global world.
      After completing educational technology courses analysis, I understand how important it is for me promote technology in my classroom.  These courses helped to advocate for all educators and learners to have the technology infrastructure to help them connect to the global world, their community, businesses and other schools.   I look forward to continuing my learning about Web 2.0 through ongoing professional development and sharing these skills with my students and peers.    Having the opportunity to take three courses in School Counseling and Special Population made me aware how important it is for a school leader to understand the appropriate roles of the Professional School Counselor (PSC) using the ASCA guidelines.   Also, these courses made me understand the school counselor’s role as a student advocate, leader, and researcher to identify and address institutional and social barriers that impede access, equity, and success for all students.  I was able to analyze and illustrate how to design, implement, manage, and evaluate a comprehensive school counseling program.  I analyzed and applied ethical and legal considerations specifically related to the practice of school counseling.  Finally, I learned how to describe the organizational cultural competence of the learning environment to develop a plan for improvement.

CNDV 5330 Developmental Guidance Reflection

1. How did your own knowledge of professional school counseling change through the course of this class?

 As I reflect on my knowledge of the professional school counseling, I learned that the school counselor must wear many hats from being an advocate for all students to being a leader throughout the school.  The counselor must be a change agent using data to help develop a comprehensive developmental guidance counseling program.   I learned that the school counselor must design, implement, and manage the school counseling program in conjunction with the vision and mission of the school.   I became familiar with the ASCA National Model.  The foundation includes beliefs, values, and philosophy that contribute to the lives of the students (Dollarhide & Saginak, 2012, p. 77).   Next, the delivery system is template that defines what the counselors actually do that includes the school guidance curriculum, individual student planning, responsive services, and system support.    “The management system includes information school counselors need in order to effectively manage a comprehensive school counseling program.”(Dollarhide & Saginak, 2012, p. 81).  It includes management agreements, advisory council, use of data, action plans, use of time and calendars.   The accountability system use the data collected in the management system to evaluate the program through several processes such as results reports,  school counselor performance standards, and the program audit.  Next, School-Wide Cultural Competency demonstrated the strengths and weakness of my school in educating a diverse population of students.

     After completing this course, my knowledge and appreciation has increased from our school counselor and her role.  I understand more about her moral, ethical and legal responsibilities toward the students, teachers, and the community resources available to help all stakeholders improve.  This course help me realize the importance of evaluating the  strategies of leadership for enhancing the learning environment for the entire school community. It informed me why it is vital to serve on district, school and community advisory committees.  Finally, my attitude was changed with the knowledge I gained from this course by understanding that the school counselor is a change agent and is part of the accountability system that teacher are held responsible for in the 21^st century.

2. What are the challenges that you might face to implementing your CDGP?

I feel the challenges that I might face in implementing my CDGP is funding and time to implement the program throughout the school.  With some teacher departmentalize, teachers will deny me time in their classrooms for implementing the program during reading, social studies or science because they feel that I am interfering with them preparing their student for STAAR.   Another challenge will be getting people to serve on the advisory team because we volunteer to provide additional tutorials in the morning and after school.

CNDV 5311 Individual Counseling Theories Course Reflection and Theory Integration

Course Reflection and Theory Integration

May 13, 2012

Reflect on the content of this course overall. What part of the course was most meaningful to you and why?

     As I reflect upon content of this course overall, I appreciated having a choice of the articles and videos each week to ponder my learning.  The uses of you-tube videos and Theories in Action DVD were very effective because I could see each theory being demonstrated with a therapist and client after reading the content about the theory.  Exploring the different theories helped me realize how they can be intertwined.  Furthermore, I liked how Dr. Frels would compare the theories in a chart during her lectures. This helped me understand and visualize the differences and similarities of the theories.

     During the first week I learned that helpers must first explore self, understand family origin and life transitions. I discovered the important ingredients of a successful therapeutic relationship with children are:

1. Establishing a working relationship through open and honest communication for the child to conduct self-exploration;
2. Allowing children the need to feel free to reveal their story and identify what they want to change or attain from the problem;
3. Creating a climate for change by being transparent, genuine, empathic, respectful, and   acceptance of the child in his/her current state of being;
4. Helping to identify the problem through formal and informal assessments; and
5. Helping the children create goals both external and internal for the desired change through problem solving techniques.

 Next, I appreciated how this course allowed us to examine the use of nonverbal changes and Carl Roger’s theory in Week One to help develop skills for building relationships with clients. Each week this course provided us with research, articles, and videos about the theory we were studying and allowed us the opportunity to relate our new learning with our daily lives.

    During Week Two, I valued the research of STEP and learning about the history of Adlerian theory.   Adlerian theory focused on family constellation, personality priorities, early recollections, dream analysis, identifying basic mistakes, and assessment of life tasks. “Lifestyle is the most fundamental of Adler’s entire concept. It is the most fundamental as “The sum total of all the individual’s attitudes and aspirations, a striving which leads him in the direction toward his goal of believing he has significance in the eyes of others.” (Frels, 2012) Adler believes that the style of life was developed in early childhood allowing children to strive for perfection or superiority” (Sharf, 2012).  The tasks that could be incorporated into a school setting are encouragement, creating images and the “act as if” technique.

    We explored the Reality theory in week three.  The Reality Theory is based on five basic needs:

·         Power (which includes achievement and feeling worthwhile as well as winning).

·         Love & Belonging (this includes groups as well as families or loved ones).

·         Freedom (includes independence, autonomy, your own 'space').

·         Fun (includes pleasure and enjoyment).

·         Survival (includes nourishment, shelter, sex).

By using the “Cycle of Managing, Supervising, Counseling, and Coaching” l was able to explore Reality Theory from a different prospective.  This activity helped me to understand how each basic need could be used from a teacher and parent view to discover change in behavior and how RT is a cycle. 

   The final week of exploring theories was Week Four.   We studied the Solution-Focused theory. Using quotes from movie clips and you-tube was useful for understanding how to relate it to my work. Writing about an experience that required me to use strength based theory help to discover some probing questions about myself.  Finally in week five, we had to develop our own personal theory of counseling, this activity provided an in-depth analyzes of one.  The final project was the beginning realization of how to develop a counseling session for a student.  This course has been an eye opener for looking within self, understanding counseling theories and which technique the counseling is being used during individual and group sessions

Using the article by Watts (2003) for Selecting a Guiding Theory, compose a reflective essay that describes a selected guiding theory and the integration of any other theoretical techniques relevant for working in the school setting. Include a reflection of your personal approach with students.

This essay should be one to two pages in length.

   After analyzing several theories, the theory that most related to my personal beliefs and a value is solution–focused theory.  Solution-focused therapy focuses on people's strength, competence, and possibilities instead of their deficits, weaknesses and limitations as other theories. The benefits of solution-focused brief therapy include the finding of solutions to problems that the client has been facing. Another benefit of solution-focused brief therapy is that clear goals are identified early on. It is can be done in conjunction with other forms of therapy.  In a school setting, the counselor has only brief periods to conduct counseling session. According to Erford (2011), individual counseling involves a confidential relationship between a student and the professional school counselor that can last from a single session to several sessions which could involve a variety of techniques, and strategies that help students explore academics, career, personal and social issues.

     In solution-focused therapy, the therapist is not concern with what went wrong in the past, but solutions to setting clear and concrete goals to solve their problem.  Solution-focused therapy is sensible and flexible because it identifies whether a problem need changing. A variety of techniques are used to help the client/student with change. “Change is the focus of therapy, and examining pretherapy change is one of the first things solution-focused therapists do” (Sharif, 2012). The coping questions and miracle question can start this change.  The most important technique is the miracle question to help develop specific goals.  Another technique to use is the scaling questions to help set goals, measure progress, assess the motivation, and establish priorities for taking action. Finally, solution-focused theory allows the therapist to incorporate creative play therapy for children to visualize the change through drawings, role playing, and art.  The solution message, a written summary of the session, is the final step in solution-focused therapy that can provide the student with a visual representation of their effort to finding a solution (Nims, 2007).

  In solution-focused therapy, it is easy to incorporate other theoretical techniques.  I would use encouragement from Adlerian theory to help build relationship to bring about a change with students because it is similar to complimenting.  “The encouragement process is an important one, continuing throughout the entire process of therapy, and can be helpful in applying a solution-focused approach” (Sharif, 2012) (Watts, 2000, 2003).  Another Adlerian technique I could use with children is the “act as if” technique by using play, toys or art to encourage child to explore what change would look like in their solution. From reality therapy I would begin the counseling session by making a sincere effort to build a relationship with the student that will sustain throughout the sessions by using the friendly involvement technique. Also, I would incorporate humor with the student to create a greater sense of friendly involvement and to help the student meet the need for belongingness. Finally, I would use Adlerian technique of termination and summarizing the session to set clear time limits and to summarize the session to provide a clear picture of the goals and changes from the session.

   Before the session, I would visit the student in the classroom to start building a relationship before I pulled the student into my office. The personal approach I utilize with solution-focused is the questions designed to help students explore their strengths and resources rather than concentrate on their problems and deficits.  The questions can help students identify what their goals or preferred future will look like when they have overcome their problems or challenges.   I know a little about your problem but before we discuss it I would like to find out a bit you as a person.  What are your interests, tell me about your family, tell me about your friends, or tell me about school?  For nonverbal students, I could use the sandtray or drawings for the students to make visual image of their world. Another technique I would use is scaling. The use of scales is a flexible technique that can be used to help students identify movement in their problem or challenge.  It is especially helpful when the student is struggling to identify goals or exceptions to their problem. The scaling chart I use is range of happy/sad faces to determine how the students’ feelings about the problem or solution for change. Since there are exceptions to problems, I would have the student draw pictures to identifying exceptions to the problem and how they are already coping through questions.  Finally, I would provide the student with a solution message to affirm the successes, connect the goals and tasks, and notice the actions and observation for changing on the scale by terminating the session on time.

References:

Corey, M. S. & Corey, G. (2011). Becoming a helper. (5th ed.). Pacific Grove, CA: Thomson Brooks/Cole

Erford, Bradley T. (2011). Transforming the school counseling profession (3rd ed.) Upper Saddle River, New Jersey: Pearson Education, Inc.

Frels, R. K., Leggett, E. S., & Larocca, P. S. (2009). Creativity and Solution-Focused Counseling for a Child with Chronic Illness. Journal of Creativity in Mental Health, , 4:308-319.

Nims, D. R. (2007). Integrating Play Therapy Techiques into Solution-Focused Brief Therapy. International Journal of Play Therapy , 54-68.

Sharif, R. S. (2012). Theories of psychotherapy. Pacific Grove, CA: : Thomson Brooks/Cole.

CNDV 5311 Individual Counseling Theories

Week 1: Discussion

The best counselor I know has several of the characteristics Dr. Frels discussed in Qualities of a Counselor: Theories and Techniques video.She demonstrates a positive attitude by showing confidence in self-awareness, values relationship between clients and displays compassion.According to Dr. Frels (2012), “effective counselors are personally integrated and self-awareness; value the client as a unique person; and understand how and what the client is experiencing.”A good counselor knows techniques and skills to get clients to feel safe and willing to share confident information with them.She was able to building relationships with clients by showing the ability to listen attentively by paraphrasing the concerns without judgment or biases. Corey and Corey (2011) states “Effective helpers hold positive beliefs about people; have a healthy self-concept; ground their interventions in values; and possess empathy, congruence, warmth, compassion, genuineness, and unconditional positive regard.”A good counselor asks questions with a sincere tone to bring about self-reflection and change in the client.During my teaching experience, I have worked with several counselors that have had great counseling techniques.

References:

Corey, M.S. & Corey, G. (2011). Becoming a Helper. (6th Ed.) Belmont, CA: Brooks/Cole.

Frels, R. (Performer)(2012, April 9-15). "Qualities of a Counselor: Theories and Techniques". Lamar University Counseling Program. [Video]. Retrieved from https://lamar.epiclms.net/Learn/Player.aspx?enrollmentid=2635766.

 

 

Responses to Peers:

Shannon, I agree students must feel they are valuable before they will confide openly with the counselor. According to Corey and Corey (2011), the first stage of helping is to work toward building the therapeutic relationship through open, honest communication. The counselor must be transparent for the students to build trust and feel comfortable sharing their personal thoughts through questioning techniques.

Corey, M.S. & Corey, G. (2011). Becoming a Helper. (6th Ed.) Belmont, CA: Brooks/Cole.

 

Your counselor sounds like my behavior counselor. She is positive, non-threaten, and helpful to all the teachers. She has given me some techniques for how to handle situations, such as oppositional defiant and emotional disturbed students. I think your counselor friend sound genuine about being a helper.

 

CNDV 5380 Foundations of School Counseling

Student participates in one web conference within the 5 week course. Students are to follow syllabus for dates and times. Student will sign in as guest with name and section number (SC) after their name and give the date you attended. Student will write a synopsis, about two paragraphs, relating this technology experience and its benefits. Student will also discuss or restate what was the most important question (s) asked of students.

                                                                                                                                    

     In CNDV 5380, I attended three web conferences because as an educational technology major I have been programmed to attend weekly web conferences.  The first web conference I participated in was on March 7, 2012 at 8:00 pm with Dr. Harris.  Dr. Harris had the agenda on the left-hand side under discussion section.  Each participant shared where they teach or live, their section number in the course, and whether this was their first web conference.  The group main concerns were about APA writing style, how to upload to TK20, and feedback in Epic. As a veteran web conference participant, I realized how concerned the first time participants were about how the web conference operates. One thing I learned how to do during the web conference was how to edit my information and how to add the section number in the participant section.   I enjoy having the ability to seeing and hearing the professor and fellow class members without leaving my home.  One question asked during the conference was “How did we do on the school culture survey?”  Another question asked by a participant was “when should we start setting up our mentorship?  Will our mentor need to be our current school counselor?”   The most important question asked of the students was to share and help each other.

    The other two web conferences I participated in were on March 14^th and March 28^th.  Dr. Harris asked how many participants use Drop box in their districts.  One advantage I like about weekly web conferences is that it provides participants the opportunity to use 21^st Century technology with hands-on experiences.  The conferences help to clarify the weekly assignments and provide cohort members the opportunity to share information with each other.  I enjoy having the opportunity to hear the professor discuss future information about the course and program.  When I received my educational administration master from Lamar online, I wish they had provided the participants the opportunity to have web conferences like they do today.  Technology has improved the ways people communicate with each other and changed the ways education is delivered.   Finally, I hope Lamar continue using the web conferences in each course to help clarify assignments, to dialogue with cohort members, and provide the instructor the opportunity to see participants in the course.

Week 5 Discussion:

As I reflect upon transformation from this course, I realized how important a school counselor is to the success of all students.I thought that a school counselor main role in the school was to conduct RTI meetings, serve as the campus testing coordinator, provide help with behavior problems, and help identify community services for parents.After the weekly readings, videos, discussions, and assignments, I realized that the school counselor must advocate for social justice, help to develop partnerships with families and communities, use data to bring a systemic change in the school, and advocate for the success of all students.As a new counselor, I plan to continue advocating for social justice to help eliminate the achievement gap for all students.According to Portman (2009), ”school counselors will be required to develop  skills in cultural mediation specifically to advocate and serve  (a)  linguistic  diverse  students  and  families,  (b)  culturally  competent family partners,  and (c)  community consultants  and social advocates.” The second priority will be to work collaborate with all stakeholders to understand the culture needs of the growing Hispanic population because the campus has increased from 5% to 23% Hispanicsin two years which is the results of the predictions about the demographic change in the Texas population.The next priority will be to use MEASURE to help analyze, identify, connect, and educate stakeholders about school improvement data through the school counseling program.As a new counselor in the 21st century, I must understand the factors that affect student development and achievement by applying the data to help promote the success of all students to all stakeholders.

Reference:

Portman, T. A. A. (2009). Faces of the future: School counselors as cultural mediators. Journal of Counseling and Development , 21-26.

EDLD 5397 Internship for Supervision

Week Discussion:

Part 2A) Share at least two internship activities you experienced that led to significant learning (knowledge and/or skill)

Two internship activities I experienced that led to significant learning were completing and compiling the campus comprehensive needs assessment and serving as campus technology champion. The Campus Needs Assessment provided information about demographics, student achievement, school culture and climate, staff quality, recruitment and retention, curriculum, instruction and assessment, family and community involvement, school organization, and technology. I learned the importance of teachers working collaboratively as a team to research, compile and develop the objectives for the campus improvement plan based on the comprehensive needs assessment.

Serving as the campus technology coordinator for Classwork is the second activity that I have experience significant skills. I had the responsibility of monitoring, updating, and importing data into this program. I learned that some teachers never used the program and others used it occasionally. The district spent several thousands of dollars to implement this program to help our students with math, reading, and science in grades 1-5. I experienced teachers and students not remembering passwords and usernames. Some teachers thought the computer lab was the only place this program can be utilized and others allowed their students to use it in workstations.

Part 2B) What was one of the biggest surprises you experienced thus far in your internship (can be positive or negative; if negative, please omit any reference to school or personnel)?

One of the biggest surprises I have experienced thus far in my internship is how some teachers are reluctant to learning new technology or using it with their students. I have provided workshops on how to use Smart Notebook and interactive whiteboard activities. Some teachers complain about having to attend the training and refuse to participate in any of the activities. Their attitudes and behavior surprise me because I have always admired their classroom management. This experience provided me with some insight about how some teachers refuse to change to meet the 21st Century learners. 

Week 2 Discussion:

Part 2A)Identify your progress and gaps in mastery of the national standards (ELCC and/or ISTE Administrator/TF) and/or state competencies.

The greatest progress I have made has been in the areas of Technology Leadership Standards I, II, III, and V. In TL I, I have offered and participated in a variety of professional development opportunities that facilitated the continued growth and development of the understanding of technology operations and concepts, such as PD360, Classworks, and Educational Technology courses.I have provided training to our staff on PD360, Pearson Success, Smart Notebook 10 and various campus initiatives.Another activity I completed to help improve my leadership was modeling and providing assistance to teachers using Skyward and Atomic Learning.

In EDLD 5364, I learned how to collaborate using Google Docs to work on a group project. I was unaware of the resources available until I enrolled in the Educational Technology program at Lamar University.During this activity, I learned collaborative groups can benefit the gifted and talented students because it can provide them with the ability to explore and share ideas with other gifted and talented students across the globe without ever meeting them or leaving the classroom. Groups can help meet the diverse needs of the students. As a leader I must facilitate the development of professional learning communities to support instructional improvement, analyze instructional resources, and evaluate programs to help address the needs of all learners. This activity help me to increase my understanding in TL IV.

One area I still need to address is Technology Leadership Standard VI. I have not had the opportunity to teach my students about cyber ethic and legal issues because my school has move twice during the last year and half.At the new building, we are having problems with some programs not being compatible with the new system.

Part 2B)What has been the biggest surprise to you in your understandings? (can be positive or negative-please omit names if negative)

One big surprise from my learning and understanding has been how much free software and programs available to use with students.One such program has been Scratch.Scratch is a great program to create interactive stories, animations, games, music, and art to share on the web.Another program available on PCs is Window Movie Makers.I was amazed about how easy these programs can be incorporated into a learning environment. 

Week 3 Discussion:

APA

I learned from the tutorial that APA (American Psychological Association) was written by social and behavioral scientists to make writing consistent, simply and concise in the sciences. It has standardized how quotes, references, research papers, citations, and format are used. APA provides a guide to formatting the margins, font, page numbers, indention, and titles. Also, it shows how to write with non-bias language. I truly did not understand APA writing until I attend Lamar University in 2008. Since graduating in 2009, APA has published the sixth edition with reference to citing the electronic sources. I have encountered difficulties with APA quotes from electronic sources without page numbers, but I am improving with practice.

IRB

My district does not have an IRB policy but it does have an education research policy that states anyone researching information about students for education research must use de-identified student level data from education records by attaching a code to each record that may allow the recipient to match information received from the same source. The information used for research must follow FERPA. Lamar IRB policy follows all federal laws and guidelines for using human resources and must have written permission from the human research target. I researched the district’s website for policies on human research practice and did not find one for human research.

Action Research Plan

The purpose of my action research is to determine if the use of repeated reading of poetry is beneficial to students who struggle with fluency in primary grades. As a second grade teacher, I plan to utilize the repeated reading strategy to determine how effectively it is in small and whole group instruction with struggling readers. The progress of plan is on schedule, since it was developed in 2009. It has some limitations because the expand of the research period. I have been using DMAC data to track the progress of my students onTPRI to determine if repeated reading is improving fluency. My site mentor and I met on January 30, 2012 to discuss my internship plan and action research plan.

Week 4 Discussion:

Part 1: Share a brief overview of your Action Research Project and why you chose to work on this topic.

The purpose of my action research is to determine if the use of repeated reading of poetry is beneficial to students who struggle with fluency in primary grades. As a second grade teacher, I plan to utilize the repeated reading strategy to determine how effectively it is in small and whole group instruction with struggling readers. This study will involve second grade students who are classified “at-risk”, reading on level and students reading above level. The data will be collected from the first ten weeks when the students will not be exposed to repeated reading of poetry and the last ten weeks students will read poetry chorally in whole and small group settings. Finally, I will compare data collected on the beginning, middle, and ending TPRI and four Rigby PM Assessment given throughout the year to determine if this repeated reading and poetry made a difference in the fluency rate.
As a second grade teacher, I begin each year with struggling readers and by the end of the year; they are required, by the TEKS, to read at 90 words per minute. Once students begin to decode individual words automatically and rapidly, they are on their way to becoming fluent readers. A second grade student who is reading at 60 words per minute or less also need help achieving automaticity through practice opportunities on a regular basis. I want to determine how I can implement poetry effectively in my classroom to ensure that my students develop into fluent readers. Using new strategies for increasing achievement is important for me as I strive to improve my instructional approaches each year. This action research will allow me to use the data in my classroom to determine if my use of poetry and repeated reading is beneficial to all of my students. I hope to find different ways of incorporating these strategies in my classroom to help all readers, and especially struggling readers, develop a love for reading and increase their reading achievement.

Part 2A and B: Describe the importance of this Comprehensive Report, and how it may contribute to improving your professional development, as well as addressing an important topic of leadership and learning. Part 3: Draft Action Research Project Report (Continued from Week 3)

The importance of the Comprehensive Report is for me to monitor progress of student’s learning, and the degree of implementation of teaching and learning strategies through multiple data sources. The use of a variety of assessment and the observation approach to collect evidence of learning is an important factor. Reflecting upon the curricular and strategic plan for teaching reading will allow me the opportunity to make adjustments based on evidence of successful learning and teaching. The Comprehensive Report is similar to the comprehensive needs assessment the District Improvement team is currently undergoing to help develop the district goals. Reflective analysis of the data gives me a chance to think about my personal knowledge and skills that I have obtained during my action research work in order to establish a baseline from which I can gauge my learning. The research can be improved when I share my learning with others to help us focus on areas of growth and adjustments that I need to make with my students to improve fluency.

Week 5 Discussion:

 Part 2A: Discussion Board -Identify professional, state organizations that have helped you in your internship. (Remember no names and/or titles).

I have had the opportunity to participate in three professional organizations. One organization has given me the experience of becoming a trainer to help provide professional development for other members and leaders.I have trained on the power of language, developing community partnerships, and organizing for change.This organization indirectly has improved my ability to be a leader of change for the 21st Century learner.Another organization I serve as a board of director member and have learned how to develop budgets, how to handle personnel issues, how to negotiate during grievances, keep current about education laws, and how to advocate for policies and funds to support the 21st Century learner.The last organization has provided me with a lot of valuable information to help on my journey to becoming a 21st Century Leader.It provides me with useful webinar for principals, blogs with tips and tricks, and online learning community. All these organization have indirectly assisted with my ability to fulfill my internship by providing me with opportunities to network in a leadership role.

Part 2B: Give a brief explanation. - In working with parent groups, what has been your greatest surprise? (Remember no names and/or titles).

Over the years, I have become less surprised by parents.Parents just want the best for their children. Overall, parents participate in PTA and attend programs.Each year I organize Public School Week for my campus and have over 400 parents to attend the breakfasts provided for mothers, fathers, and grandparents during the week.The biggest surprise I guess would be the involvement of our parents from one minority group has declined. The recent change in demographics has caused another group of students’ parent to become involved in all activities, which requires us to have a translator for all meetings.