6.3 Field Experiences
Candidates engage in appropriate field experiences to synthesize and apply the content and professional knowledge, skills, and dispositions identified in these standards. (PSC 6.3)
Artifact:
Field Experience Example
Reflection:
The field experience presented above was one example of many activities that helped synthesize and apply the content and professional knowledge and skills obtained in this program in real-life practice. Each of the field experiences addressed different Georgia Professional Standards Commission (PSC) and National Educational Technology Standards for Technology Coaches (NETS-C). Please visit the Field Experiences tab in this portfolio to view reports on a variety of professional practices in the past year.
For an instructional technology specialist in the school, field experiences were the main responsibility of the job. Learning and continuously developing new skills were necessary to become an effective instructional technology coach in the school and provide support to teachers, administrators, and students in the building. Working with students of all ages, developing and implementing professional learning opportunities for teachers, coaching in one-on-one sessions, and educating the parent community about technology tools and online safety were the field experiences that allowed me to test new knowledge and skills and master the craft of coaching. Since practice makes perfect in any profession, field experiences were a must for professional practice and improvement.
Filed experiences were the actions that impacted learning and teaching in the school. They helped me develop stronger relationships with teachers, connect with students, and build an environment in which everyone felt safe to try new technology tools and strategies. Personal practices were assessed through walk-throughs that helped understand what worked and what needed to be changed. Field experiences were a mechanism to introduce and maintain the change in the school and served as an assessment tool for measuring own professional productiveness.
The only way to improve field experiences would be to have more of them. It is extremely important to be constantly involved in planning, designing, developing, and implementing a variety of technology-enhanced learning opportunities for students in the school. Having teachers provide specific feedback for improving professional practices of the instructional technology coach would be an additional strategy to improve field experiences and their impact on teaching and learning.
The field experience presented above was one example of many activities that helped synthesize and apply the content and professional knowledge and skills obtained in this program in real-life practice. Each of the field experiences addressed different Georgia Professional Standards Commission (PSC) and National Educational Technology Standards for Technology Coaches (NETS-C). Please visit the Field Experiences tab in this portfolio to view reports on a variety of professional practices in the past year.
For an instructional technology specialist in the school, field experiences were the main responsibility of the job. Learning and continuously developing new skills were necessary to become an effective instructional technology coach in the school and provide support to teachers, administrators, and students in the building. Working with students of all ages, developing and implementing professional learning opportunities for teachers, coaching in one-on-one sessions, and educating the parent community about technology tools and online safety were the field experiences that allowed me to test new knowledge and skills and master the craft of coaching. Since practice makes perfect in any profession, field experiences were a must for professional practice and improvement.
Filed experiences were the actions that impacted learning and teaching in the school. They helped me develop stronger relationships with teachers, connect with students, and build an environment in which everyone felt safe to try new technology tools and strategies. Personal practices were assessed through walk-throughs that helped understand what worked and what needed to be changed. Field experiences were a mechanism to introduce and maintain the change in the school and served as an assessment tool for measuring own professional productiveness.
The only way to improve field experiences would be to have more of them. It is extremely important to be constantly involved in planning, designing, developing, and implementing a variety of technology-enhanced learning opportunities for students in the school. Having teachers provide specific feedback for improving professional practices of the instructional technology coach would be an additional strategy to improve field experiences and their impact on teaching and learning.