Drexel+University

TIMELINE for Drexel class with Amy


June 2009
23: Goals, competencies, and activities set - DONE! 24: The Day in the Life (2014) - DONE! 
 * = **Su ** ||= **Mo ** ||= **Tu ** ||= **We ** ||= **Th ** ||= **Fr ** ||= **Sa ** ||
 * =  ||= 1 ||= 2 ||= 3 ||= 4 ||= <span style="font-family: 'Calibri','sans-serif';">5 ||= <span style="font-family: 'Calibri','sans-serif';">6 ||
 * = <span style="font-family: 'Calibri','sans-serif';">7 ||= <span style="font-family: 'Calibri','sans-serif';">8 ||= <span style="font-family: 'Calibri','sans-serif';">9 ||= <span style="font-family: 'Calibri','sans-serif';">10 ||= <span style="font-family: 'Calibri','sans-serif';">11 ||= <span style="font-family: 'Calibri','sans-serif';">12 ||= <span style="font-family: 'Calibri','sans-serif';">13 ||
 * = <span style="font-family: 'Calibri','sans-serif';">14 ||= <span style="font-family: 'Calibri','sans-serif';">15 ||= <span style="font-family: 'Calibri','sans-serif';">16 ||= <span style="font-family: 'Calibri','sans-serif';">17 ||= <span style="font-family: 'Calibri','sans-serif';">18 ||= <span style="font-family: 'Calibri','sans-serif';">19 ||= <span style="font-family: 'Calibri','sans-serif';">20 ||
 * = <span style="font-family: 'Calibri','sans-serif';">21 ||= <span style="font-family: 'Calibri','sans-serif';">22 ||= <span style="font-family: 'Calibri','sans-serif';">23 ||= <span style="font-family: 'Calibri','sans-serif';">24 ||= <span style="font-family: 'Calibri','sans-serif';">25 ||= <span style="font-family: 'Calibri','sans-serif';">26 ||= <span style="font-family: 'Calibri','sans-serif';">27 ||
 * = <span style="font-family: 'Calibri','sans-serif';">28 ||= <span style="font-family: 'Calibri','sans-serif';">29 ||= <span style="font-family: 'Calibri','sans-serif';">30 ||= <span style="font-family: 'Calibri','sans-serif';"> ||= <span style="font-family: 'Calibri','sans-serif';"> ||= <span style="font-family: 'Calibri','sans-serif';"> ||= <span style="font-family: 'Calibri','sans-serif';"> ||
 * <span style="background-color: rgb(255,255,255);">[[file:Branch_Underlying Assumptions 1_A Day in the Life.docx]] **


 * If I were your professor, I would give you a good grade.** I chuckled when I saw reference to the document camera several times. I can tell you like that tool! I am going to read it aloud to my mother; that may bring forth additional comments. Don't you wish we could have a classroom like you described? I loved the mention of the connection to the local junior college; it's sad that we don't avail ourselves of that kind of connection with AUB.

By the way, that brings up something else... if we can't get support from within ACS for the NESA Virtual Science Fair, what about us contacting Tamer Amin, the AUB professor in charge of science student teachers (or something like that). He might be delighted to set up a viable collaborative arrangement. His sister is the head of IT at CAC in Cairo; I'm sure she'd support the idea, too.


 * <span style="background-color: rgb(255,255,0);">B (July 7 8:40 EST) **

<span style="background-color: rgb(255,255,0);">at 10:20 EST I read your paper to my mom. I think she'll jealous of any students who might be in your class or school in the future!

27: Barbara leaves for Indiana 30: Amy leaves for Seattle<span style="background-color: rgb(235,255,0);"> <span style="font-family: 'Calibri','sans-serif';">

**<span style="font-size: 12pt; background-color: rgb(0,255,0);">July 2009 **
Goals due 1st week - DONE! 4: Response 1 Sustainability and Change due - DONE! 5: Log 1 due - DONE! 7: Live classroom 6:30 PM EST - moved to July 14th which I will miss - Argh. 12: Wikispace complete (tentatively) - Is a work in progress at this point. 12: Log 2 due DONE! 18: Star Chart due DONE!<span style="background-color: rgb(255,255,0);">
 * **<span style="font-family: 'Calibri','sans-serif';">Su ** || **<span style="font-family: 'Calibri','sans-serif';">Mo ** || **<span style="font-family: 'Calibri','sans-serif';">Tu ** || **<span style="font-family: 'Calibri','sans-serif';">We ** || **<span style="font-family: 'Calibri','sans-serif';">Th ** || **<span style="font-family: 'Calibri','sans-serif';">Fr ** || **<span style="font-family: 'Calibri','sans-serif';">Sa ** ||
 * <span style="font-family: 'Calibri','sans-serif';"> || <span style="font-family: 'Calibri','sans-serif';"> || <span style="font-family: 'Calibri','sans-serif';"> || <span style="font-family: 'Calibri','sans-serif';">1 || <span style="font-family: 'Calibri','sans-serif';">2 || <span style="font-family: 'Calibri','sans-serif';">3 || <span style="font-family: 'Calibri','sans-serif';">4 ||
 * <span style="font-family: 'Calibri','sans-serif';">5 || <span style="font-family: 'Calibri','sans-serif';">6 || <span style="font-family: 'Calibri','sans-serif';">7 || <span style="font-family: 'Calibri','sans-serif';">8 || <span style="font-family: 'Calibri','sans-serif';">9 || <span style="font-family: 'Calibri','sans-serif';">10 || <span style="font-family: 'Calibri','sans-serif';">11 ||
 * <span style="font-family: 'Calibri','sans-serif';">12 || <span style="font-family: 'Calibri','sans-serif';">13 || <span style="font-family: 'Calibri','sans-serif';">14 || <span style="font-family: 'Calibri','sans-serif';">15 || <span style="font-family: 'Calibri','sans-serif';">16 || <span style="font-family: 'Calibri','sans-serif';">17 || <span style="font-family: 'Calibri','sans-serif';">18 ||
 * <span style="font-family: 'Calibri','sans-serif';">19 || <span style="font-family: 'Calibri','sans-serif';">20 || <span style="font-family: 'Calibri','sans-serif';">21 || <span style="font-family: 'Calibri','sans-serif';">22 || <span style="font-family: 'Calibri','sans-serif';">23 || <span style="font-family: 'Calibri','sans-serif';">24 || <span style="font-family: 'Calibri','sans-serif';">25 ||
 * <span style="font-family: 'Calibri','sans-serif';">26 || <span style="font-family: 'Calibri','sans-serif';">27 || <span style="font-family: 'Calibri','sans-serif';">28 || <span style="font-family: 'Calibri','sans-serif';">29 || <span style="font-family: 'Calibri','sans-serif';">30 || <span style="font-family: 'Calibri','sans-serif';">31 || <span style="font-family: 'Calibri','sans-serif';"> ||

<span style="background: lime; color: rgb(102,102,102); font-family: Georgia; -moz-background-clip: -moz-initial; -moz-background-origin: -moz-initial; -moz-background-inline-policy: -moz-initial;"> July 8 5:45 EST I am compiled our answers and have added some comments for our differences. **
 * <span style="background-color: rgb(255,255,0);">



My question is about if we should focus on elementary only? It seems easier in that I am more familiar with that and it is your expertise... I went back to the ISTE website to open up their samples of STaR charts but can't seem to get in. Yikes. I think I need some help with how to organize this all and get it going..

19: Log 3 due DONE!

25: Response 2 Explore the //101 Best Web Sites for Principals// by Brooks-Young organized by the NETS-A. Examine the Correlation Matrices to NETS-A and resources in Appendix A.

In Response 2, choose the area(s) that you need/would like to learn more about in order to achieve your own technology goals in school settings. Why did you chose these areas to learn more about? What aspects of the sites will you use? How will you use them? How will you collaborate with others to develop expertise?



26: Log 4 due - DONE!

<span style="background-color: rgb(0,255,0);">**<span style="font-family: 'Calibri','sans-serif';">August 2009 ** <span style="font-family: 'Calibri','sans-serif';">1: Action Plan Part 1 due - DONE!
 * **<span style="font-family: 'Calibri','sans-serif';">Su ** || **<span style="font-family: 'Calibri','sans-serif';">Mo ** || **<span style="font-family: 'Calibri','sans-serif';">Tu ** || **<span style="font-family: 'Calibri','sans-serif';">We ** || **<span style="font-family: 'Calibri','sans-serif';">Th ** || **<span style="font-family: 'Calibri','sans-serif';">Fr ** || **<span style="font-family: 'Calibri','sans-serif';">Sa ** ||
 * <span style="font-family: 'Calibri','sans-serif';"> || <span style="font-family: 'Calibri','sans-serif';"> || <span style="font-family: 'Calibri','sans-serif';"> || <span style="font-family: 'Calibri','sans-serif';"> || <span style="font-family: 'Calibri','sans-serif';"> || <span style="font-family: 'Calibri','sans-serif';"> || <span style="font-family: 'Calibri','sans-serif';">1 ||
 * <span style="font-family: 'Calibri','sans-serif';">2 || <span style="font-family: 'Calibri','sans-serif';">3 || <span style="font-family: 'Calibri','sans-serif';">4 || <span style="font-family: 'Calibri','sans-serif';">5 || <span style="font-family: 'Calibri','sans-serif';">6 || <span style="font-family: 'Calibri','sans-serif';">7 || <span style="font-family: 'Calibri','sans-serif';">8 ||
 * <span style="font-family: 'Calibri','sans-serif';">9 || <span style="font-family: 'Calibri','sans-serif';">10 || <span style="font-family: 'Calibri','sans-serif';">11 || <span style="font-family: 'Calibri','sans-serif';">12 || <span style="font-family: 'Calibri','sans-serif';">13 || <span style="font-family: 'Calibri','sans-serif';">14 || <span style="font-family: 'Calibri','sans-serif';">15 ||
 * <span style="font-family: 'Calibri','sans-serif';">16 || <span style="font-family: 'Calibri','sans-serif';">17 || <span style="font-family: 'Calibri','sans-serif';">18 || <span style="font-family: 'Calibri','sans-serif';">19 || <span style="font-family: 'Calibri','sans-serif';">20 || <span style="font-family: 'Calibri','sans-serif';">21 || <span style="font-family: 'Calibri','sans-serif';">22 ||
 * <span style="font-family: 'Calibri','sans-serif';">23 || <span style="font-family: 'Calibri','sans-serif';">24 || <span style="font-family: 'Calibri','sans-serif';">25 || <span style="font-family: 'Calibri','sans-serif';">26 || <span style="font-family: 'Calibri','sans-serif';">27 || <span style="font-family: 'Calibri','sans-serif';">28 || <span style="font-family: 'Calibri','sans-serif';">29 ||
 * <span style="font-family: 'Calibri','sans-serif';">30 || <span style="font-family: 'Calibri','sans-serif';">31 || <span style="font-family: 'Calibri','sans-serif';"> || <span style="font-family: 'Calibri','sans-serif';"> || <span style="font-family: 'Calibri','sans-serif';"> || <span style="font-family: 'Calibri','sans-serif';"> || <span style="font-family: 'Calibri','sans-serif';"> ||

2: Portfolio Outline - DONE! 2: Log 5 due - DONE! 6: LIve Classroom 6:30 EST (I am traveling this day) 7: Amy arrives back in Beirut

For Action Plan 2 "Staff Development and Curriculum Integration" (3-4 pages) describe how you will provide ongoing staff development for curriculum integration linked to your school vision, standards, and student learning outcomes. The key here is to go beyond workshops to continuous support, resources, and lots of teacher conversation, planning, and sharing. Be specific. To change the culture, you must actively lead the change not just mandate it.

8: Action Plan Part 2 due - DONE! 9: Mixbook completed (tentatively) Most of TERMS 1 and 2 complete 9: Log 6 DONE! 10: Tech rubric DONE! 12: Proposal DONE!

13: Amy leaves for Dakar 15: Action Plan Part 3 due - DONE!

For Action Plan 3, " Program Assessment" (3-4 pages)describe how you plan to assess teachers' use of integration of technology for curriculum goals and connect it to student outcomes. Give specific strategies and why you chose them. How will you share the results?

16: Portfolio due (Evaluation included) - DONE! 16: Log 7 due - DONE! 20: Barbara returns to Beirut 21: Amy returns from Dakar 22: Media Presentation of Action Plans due - DONE!! Describe your school setting. Give a brief summary of your SWOT results. Develop a brief overview of your Action Plans. If you develop a Power Point please do not exceed 8 slides. Use one slide for each of your Action Plans. Finish with a synthesis of your work. A Power Point should not exceed 2 Megs. If you do a Podcast or Video podcast try not to exceed 5 mins. Wiki is wide open in your design. ||
 * [[image:http://drexel.blackboard.com/images/ci/sets/set05/assignment_on.gif caption="Item"]] || [|Media Presentation - Action Plan PowerPoint/Wiki/Podcast]

29: Response 3 due, Self-assessment due and Underlying Asumptions Part 2 due

[|"Day-In-The-Life" Part 2] Go back to your first “Day-In-The-Life.”

You described what one would see happening between: • student-student • teacher-teacher • teacher-student • school-community • what a classroom looks like in the year 2014.

How would you re-describe this day based on your experiences with the information you interacted with during this class? What <span style="font-weight: bold; color: rgb(0,0,255);">“shifts in thinking” have taken place in you, particularly related to sustainability, capacity, and the concept of leadership.

What I will be seeking from this assignment, are your underlying assumptions about how technology is integrated into the teaching learning environment and how you see it changing the structure of what we call school.

Length: 4 to 6 pages.

Aug. 15 Assumption Aug. 16 Retreat Aug. 17 Administrators start Aug. 20 Orientation for new faculty & staff begins Aug. 22 Ramadan starts. Aug. 25 All faculty start

<span style="background-color: rgb(0,255,0);">**<span style="font-family: 'Calibri','sans-serif';">September 2009 **

<span style="font-family: 'Calibri','sans-serif';">Sept. 7 School starts Sept. 19 - 22 Eid El Fitr *
 * **<span style="font-family: 'Calibri','sans-serif';">Su ** || **<span style="font-family: 'Calibri','sans-serif';">Mo ** || **<span style="font-family: 'Calibri','sans-serif';">Tu ** || **<span style="font-family: 'Calibri','sans-serif';">We ** || **<span style="font-family: 'Calibri','sans-serif';">Th ** || **<span style="font-family: 'Calibri','sans-serif';">Fr ** || **<span style="font-family: 'Calibri','sans-serif';">Sa ** ||
 * <span style="font-family: 'Calibri','sans-serif';"> || <span style="font-family: 'Calibri','sans-serif';"> || <span style="font-family: 'Calibri','sans-serif';">1 || <span style="font-family: 'Calibri','sans-serif';">2 || <span style="font-family: 'Calibri','sans-serif';">3 || <span style="font-family: 'Calibri','sans-serif';">4 || <span style="font-family: 'Calibri','sans-serif';">5 ||
 * <span style="font-family: 'Calibri','sans-serif';">6 || <span style="font-family: 'Calibri','sans-serif';">7 || <span style="font-family: 'Calibri','sans-serif';">8 || <span style="font-family: 'Calibri','sans-serif';">9 || <span style="font-family: 'Calibri','sans-serif';">10 || <span style="font-family: 'Calibri','sans-serif';">11 || <span style="font-family: 'Calibri','sans-serif';">12 ||
 * <span style="font-family: 'Calibri','sans-serif';">13 || <span style="font-family: 'Calibri','sans-serif';">14 || <span style="font-family: 'Calibri','sans-serif';">15 || <span style="font-family: 'Calibri','sans-serif';">16 || <span style="font-family: 'Calibri','sans-serif';">17 || <span style="font-family: 'Calibri','sans-serif';">18 || <span style="font-family: 'Calibri','sans-serif';">19 ||
 * <span style="font-family: 'Calibri','sans-serif';">20 || <span style="font-family: 'Calibri','sans-serif';">21 || <span style="font-family: 'Calibri','sans-serif';">22 || <span style="font-family: 'Calibri','sans-serif';">23 || <span style="font-family: 'Calibri','sans-serif';">24 || <span style="font-family: 'Calibri','sans-serif';">25 || <span style="font-family: 'Calibri','sans-serif';">26 ||
 * <span style="font-family: 'Calibri','sans-serif';">27 || <span style="font-family: 'Calibri','sans-serif';">28 || <span style="font-family: 'Calibri','sans-serif';">29 || <span style="font-family: 'Calibri','sans-serif';">30 || <span style="font-family: 'Calibri','sans-serif';"> || <span style="font-family: 'Calibri','sans-serif';"> || <span style="font-family: 'Calibri','sans-serif';"> ||

<span style="background-color: rgb(0,0,255);">For this week's Discussion Board: This week you are downloading the STaR chart and working through the online questionnaire to profile your school.

Share with the class what this kind of multi-level information gathering does for your sense of what is actually happening in your school.

How is this related to building capacity or sustainabily? Where are your school's strong and weak areas? How would you use this information to engage your teachers and staff?

<span style="background-color: rgb(0,0,255);">For next week's assignment: The assignment for week four is to begin to use data from your completed **STaR Chart** and create a **SWOT** analysis for your school based on the outline in Creighton on page 31 and using the matrix on page 32 (formatting table is on page 103) to guide your presentation. Once you have codified your data please write a narrative summary of the analysis elaborating on your findings. I have placed in the Unit Two Folder two previous students' SWOT Analysis to serve as a //guide//. These students' analysis included responses to Creighton's three framework questions for technolgy planning: Where are we headed? Why do we want to go there? How will we know once we are there?







<span style="background-color: rgb(255,255,0);">I did do the STarChart assessment. I copied and pasted from the online version to a World document. We'll have to share our answers; I have to admit that I guessed on a few.

Check this out! It is an online self-assessment of our school's technology readiness and our profile. I have to assess our school. I think you should too. I have to write a narrative for now and then later will need to use the data for my media presentation. []

[]

Beyond Band: Music Technology Inspires Students by Ashley Ball Ryann Hoffman knew what she wanted, and she knew how to get it. "I wanted something that would give me the feeling I got when I was running," says Ryann, a track star in her junior year at Bay Shore High School in Long Island. "I started with a flowing melody, which gave the impression of running on a trail. Then I added bass chords to give it more depth. Once I got that in, it flowed and it was nice, but there was something missing. So I added percussion. . . . It gave the impression of a heartbeat. The final product was exactly what I felt when I was running." Ryann's ability to express herself through music is not unusual for a Bay Shore student. The multicultural, moderate−income school district has been rated as having one of the top 100 music programs in the country for three consecutive years by the American Music Conference. In 2002, Bay Shore High School was judged a GRAMMY® Foundation Signature School for its dedication to music education (public schools considered for this honor must submit audio samples to a panel of music industry professionals). Students take pride in their music, and parents speak of the maturity and focus that music study imparts. Bay Shore makes music accessible through technology, a core curriculum that includes music, and an effort to share with the community through student−made CDs and DVDs, school Web sites, and frequent performances. <span style="color: rgb(0,51,205); font-family: Times New Roman;"> Technology a Powerful, Flexible Tool Ryann's composing experience bears little resemblance to traditional composing, which involved writing scores and copying parts by hand, then assembling a group of musicians to play the piece. Bay Shore Music Director Terry Nigrelli calls Bay Shore High School's technology lab, used for multimedia and music theory classes, a "powerful, flexible tool for the creative process." Students can compose a piece using software and hear it played immediately. Students in the high school and the junior high work with MIDI (Musical Instrument Digital Interface) connections, which are in essence keyboards hooked up to computers. The keyboard can play the sounds of any instrument, and the computer allows students to arrange the notes in different phrases or change the timing. Music technology expert David Mash of the Berklee School of Music in Boston, calls it a "musical word processor." Mash adds that the cost of a MIDI lab is reasonable: "An acoustic piano is the standard for music class −− every public school starts with that. You could get the computer, keyboard, and all the software you needed for a MIDI setup for about $2500. The piano would cost you $3000." <span style="color: rgb(0,51,205); font-family: Times New Roman;"> Students Start Early Bay Shore's high school music program builds on elementary school groundwork. Music teacher Carol Bertolino teaches her first−grade students to sing and to "play" notes in proper time using rhythm sticks. Rhythm builds coordination, she says, and singing from printed lyrics reinforces reading skills. The instrumental program begins at the end of third grade, when all students are asked to rank their first, second, and third choices of instruments to study. District music teachers evaluate the choices, taking into account each child's individual talents

and the district's instrumental makeup (a balance of woodwinds, brass, percussion, and strings is essential). Then students are each assigned one of their choices and asked to begin five weeks of free summer lessons. More than half the class participates. Those who do not are issued another invitation to join music classes during school hours at the beginning of fourth grade. By the end of fourth grade, most students are able to play their instruments and begin working as an ensemble. In junior high school, MIDI technology allows students to learn music theory by playing the types of music and the instrumental sounds that they hear on MTV. <span style="color: rgb(0,51,205); font-family: Times New Roman;"> Technology Connects Disciplines In the high school multimedia class, students combine music and video in projects, which are often done for credit in another class, or to promote an extracurricular activity. This year, English students made a "Hamlet in the Hallways" video of modern Shakespeare interpretations. Students also make informational DVDs for the community, saving the district the cost of hiring an outside service. Dan Levenson, a graduate now studying film and photography, says the wider exposure was a motivating factor: "I got hooked. I'd be in the multimedia room late at night, working on my project and trying to make it better." <span style="color: rgb(0,51,205); font-family: Times New Roman;"> Self−Expression and Communication Music and multimedia classes focus on self−expression. Multimedia technology allows students to tell a story, not just master a set of computer skills. Music becomes a language rather than a series of pieces to memorize. Ted Scalzo, who teaches multimedia and directs several musical groups at Bay Shore High School, says, "There are things music does that nothing else does. If you can make them laugh, cry, cheer . . . that's what matters, more than if you nail F sharp. Performing is communication." <span style="color: rgb(0,51,205); font-family: Times New Roman;"> Maturity, Discipline, Social Skills Parents of Bay Shore students note the music program's positive effect on their kids. Marilyn Clemens, a parent of three, says that students involved in music "learn to focus academically. [My son] is better in math. His self−esteem is up, and because he's taught to perform, he's better at speaking in front of an audience than I am." Terry Nigrelli extols the discipline of performance. "Getting up in front of an audience and executing in real time is a unique skill." He also emphasizes teamwork and self−esteem. "Band and orchestra promote social skills. You're working as a team. You need everyone to play the right note at the right time. . . . Bay Shore is a diverse community, but talent doesn't discriminate. No matter where you're from, or the color of your skin, you can be good at this." <span style="color: rgb(0,51,205); font-family: Times New Roman;"> Community Outreach, Community Support In Bay Shore, the whole community supports the arts. Countless local fundraising organizations enrich the music and arts programs, from small groups that make $100 selling ice cream at concerts to wealthy benefactors who fund entire class trips to Broadway. The community has several modes of access to the music program. The high school maintains Web sites for each musical group, allowing students and parents to listen to (and practice with) pieces currently being studied. Frequent concerts at all grade levels also help build community support. Parents see what their children are capable of when they perform, and community members benefit from performances at the downtown band shell. The yearly Arts Festival, in which various school music groups perform, draws 25,000 people. Superintendent Evelyn Holman, a proponent of the arts in education, has been reaching out to the community throughout her 10−year career, and she is pleased with the results. Even during the past year's New York budget crisis, she says, the community never thought to cut the music program. "In Bay Shore, cutting arts would be like cutting reading." Parent and School Board Vice President Mary Louise Cohen agrees. "We agonized over what to do this year, but our curriculum −− and part of that curriculum is music −− had to stay. We need the arts." The following Web sites appeared in this article: American Music Conference: www.amc−music.com/musicmaking/schools/survey.htm GRAMMY® Foundation Signature School: www.grammy.com/foundation/signature_schools.aspx Web sites: bshs.bayshore.k12.ny.us/cultarts.html Published: 5/5/2004


 * Time Line needs to be worked out.**





= School of Education Principal Certification Program = EDUC 715, 716, 717, 718 Internships

= = = Goals for Professional Development = · Goal-setting is a significant part of self-directed learning. · An effective leader sets goals for professional and personal growth on a regular basis. ·  __ ·  There are also **<span style="color: rgb(153,51,0);">9 Drexel Competencies ** that address key leadership skills that are listed on the Evaluation form used by your mentoring principal. By selecting one of these to improve on during the term, you can be open to opportunities for growth that present themselves during your internship. **<span style="color: rgb(153,51,0);">First, consult the ** __Principal Intern Self Inventory__. <span style="color: rgb(153,51,0);">(This is in the Course Materials Section of your online course site.) **In consultation with your Mentoring Principal, complete the following:** // 1<span style="color: rgb(153,51,0);">. // __State a <span style="color: rgb(153,51,0);">GOAL __in this internship’s focus area.__ Finance __, __Technology__,__ Leadership__,__ School/Community__ // 2. Determine 2 internship <span style="color: rgb(153,51,0);">ACTIVITIES that will help you reach your goal. // ** a. **** Create a rubric for teacher integration of technology in their instruction (English, French, and Arabic) ** __
 * Intern’s Name: **
 * Internship:** Check **(** ** Ö ) ** the internship you are in this term. **1__2__3X4**
 * <span style="color: rgb(153,51,0); font-family: Times New Roman;">Why do I need to establish a goal and a competency for each internship? **
 * Familiarize myself with the ISTE standards of teachers and incorporate Web 2.0 tools in a variety of ways to help both teachers and students become viable technological participants of the 21st century. **
 * b. **** Create a Blackboard classroom to enhance student/teacher collaboration and engagement beyond the classroom. **

== <span style="color: rgb(0,128,0);">// 3 //. //<span style="color: rgb(153,51,0);">Identify //<span style="color: rgb(153,51,0);"> //a COMPETENCY// __//<span style="font-weight: normal; color: rgb(0,128,0);"> you wish to improve on. //__ == // 4. Determine 2 internship <span style="color: rgb(153,51,0);">ACTIVITIES that will help you improve in this competency. // <span style="font-size: 14pt; color: rgb(153,51,0); font-family: Times New Roman;">
 * In my own professional development I want to learn how to effectively utilize Web 2.0 tools. **
 * a. Create a “Mixbook”—my portfolio. (www.mixbook.com) **
 * b. Develop a proposal to be presented at the Leadership Team in August 2009 for NESA Virtual School Science Fair (Grade 5). **

** End of term __**** – ** as a part of your Portfolio submission:
 * Reflect on and provide results ** **of your goal and competency learning experiences.**