Administrative Internship Experiences Log Using Google Sheets and Forms

I built this system for students in the Educational Leadership program at Long Island University. Students are required to complete an administrative internship where 450 hours must be applied to 50 administrative competencies. This process demands a fair amount of logging hours and record keeping. Fortunately, it’s the perfect use case for Google Sheets and Forms. You may have found yourself to this post because you are an LIU student, or you may be looking for help creating your own logging system, either way, welcome. Be sure to leave a comment if you have any questions.

The system documented here allows students to use a Google form, from a computer or a mobile phone, to log competencies completed, time, and record detail. Once submitted, the sheet groups experiences automatically by competency, the dates are recorded and the hours tabulated. Experiences aligned the LIU “Internship Rubric” are automatically added under the appropriate strand. The number of competencies and the hours earned  are tallied. The log and rubric can be printed and added to the portfolio once the target 450 hours and 50 competencies are complete.

How do I set it up?

1. Make a copy of the Administrative Field Experiences Form by clicking here.
2. Rename the file by clicking on the name "Copy of LIU Hudson School of Education: Administrative Field Experiences Form 2" on the top left.
3. Open your Form.
   Look at the Google Spreadsheets menu. Click the item "Form" and then select "Go to live form."
4. Copy the web address of your Form.
5. In the form that opens, select and copy the entire web address from the browser address bar.
6. Navigate to the Log page.
   On the bottom of the spreadsheet are 4 pages, Directions, Log, Rubric, and Form Responses 1. Click on "Log."
7. Paste the form web address into cell A3. It is the orange cell near the top left of the sheet.
8. Type the name information at the top of the "Rubric" page. Click the "Rubric" page on the bottom of the sheet and fill out the appropriate information at the top. You do not need to edit the hours completed. This is automatic.

How do I use this?

Using the Field Experiences form is easy! You must add every experience you have using the form alone. This adds all of the information that you need in the way that the system understands. You can open the form directly from link that appears in cell A4 once you complete Step 6 above. You can bookmark the form link on your browser or open it directly on your phone. As you submit experiences via the form, the hours total updates automatically in cell C1 and the competencies total updates in E1 at the top of the "Logs" page.

Can I edit an experience after I submit the form?

Yes. But ONLY on the "Form Responses 1" page below. If you manually edit the form responses, please remember that the Competencies listed in column C must use the same words and punctuation as those listed on the "Log" page. I recommend that you copy and paste.

Can I change anything on the "Log" page?

Nope. This page updates automatically when you submit a form. It is designed to be printed so that you and your mentor can sign a paper copy. Use the Form Responses page if you want to edit a date or an event.

How about the Rubric page? Can I edit that?

Yes. The only thing that can't be edited are the experiences (in the grey boxes) that are listed under each strand. These come directly from the "Log" page. Everything else is designed to be directly edited or completed after the rubric is printed.

Google Sheets Powered PO Generator

Writing purchase orders is one of the least favorite parts of my job. It’s often a repetitive and monotonous task that requires a deep dive into a file cabinet, a massive catalog, or both. I created this spreadsheet tool to make POs a little less onerous. This system keeps track of your orders, allows you to take notes, monitors your budget in different budget codes, and will actually generate the printed PO sheet! Make a copy if you would like to use the sheet. I hope you find this as useful as I do.

Setting up the sheet is easy. Just add your vendor information to the Vendor Tab. As a general rule, anything in the sheet with a yellow background can be edited. Anything with a grey or black should not be edited. These are controlled with functions. Adding vendor addresses is a one-time outlay of work. The address will auto-fill on the POs. I include my own information here, too, because there are certainly times when I purchase something from a vendor not on the bid list (Amazon, anyone?) and need to submit a PO with me as the vendor. You can add vendors as you need them, secure in the knowledge that the address will be ready the next time a PO is generated for that seller.

Also on the Vendor sheet is a budget code table. I have two budget codes as a technology teacher, one for supplies and another for equipment. In order to keep track of your codes, add the total amount you have to spend and the codes themselves in the appropriate columns (yellow only.) You’ll notice that the sheet automatically keeps track of the amount left in each budget code and the supplies code has a function that helps me keep track of per student expenditure.

The “Master Sheet” is where I fill out my orders (yellow cells only.) It's fairly self explanatory. One this thing I need to point out: the first two columns seem redundant but are not! The first column allows me to specify an order on a specific day, the second column is only the vendor name, linked to your vendor sheet. This second column controls the address information and is independent of the date. Both are necessary!

Once your order is recorded on the “Master Sheet” you can generate your PO. Now you have one place for all your PO records and you don’t have to worry about handwriting a PO form. Better yet, next year I have a clear record and can reorder easily. Open the PO Generator tab. You will notice four yellow cells, three with drop down boxes. Select your Vendor, which will populate all of the address fields. Then, select the date the PO was written, which is fed from the first column of the “Master Sheet.” Finally, select the budget code, write in the potential shipping cost, and add your name in the “Requested by:” field.

Your PO Is ready to print! This has made PO writing so much easier for me. I keep notes on my Master Sheet, such as when an order arrives, or if I was unhappy with the product. My record keeping is better and the process is a lot faster. This was designed using the Scarsdale PO form, so you may need to redesign the PO Generator layout. Let me know if you use this and if you’ve made it better!

Infographic University

Our students publish their first infographics in second grade, and then cycle back in fifth with an Infographic designed for a state research project. These graphics expect more. Students are taught more about graphic design and how to visualize data in an engaging way. The trick is teaching students how to use the design tool, in this case Google Drawings, at the same time. Inspired by the design tutorials provided by Canva, Infographic University was born.

It must be noted that this is a culminating activity to a research unit. Students study one of the states and use this graphic organizer to record and organize their research. Students decide on the best information to share on their graphics. This is a critical step to the success of the project. Garbage in, garbage out, right?

Infographic University is a self-paced introduction to infographic design, but it starts with explicit instruction. On day one students are shown examples of infographics and then complete this graphic organizer in small groups to identify the use of color, fonts, visuals, and organization. These noticings are discussed as a class.

On day two, the university files are introduced. Infographic University has four self-paced files, numbered in the order that students will complete them. A copy of the files must be made for each student so that they can edit them. I would introduce how the files work, modeling how you use the zoom tool in Drawings to get very close and read the directions. Then, show how you can move around the file using two finger swipes or by zooming out and zooming back in. These are good strategies to be familiar with when they start designing their own graphic.

Each University file is broken down into lessons. Lessons introduce an idea, such as using negative space, then ask students to practice the idea. Each lesson includes step by step directions in the margins of the Drawing file - but the design choices are up to the student. The teacher can review the files to see if the concept was understood successfully. Students have created infographics on making infographics when they’ve finished Infographic University.

The infographic template is copied for the student when the four university files are completed. I’ve found that students need another lesson of direct instruction on how to use the template, but then they are off to the races. Using the resources in the margins, a color pallet is selected (one of the skills practiced in the University) and students select the layouts for each section. Some graphics that are helpful for representing data are also available in the margin.

When the graphic is complete, students link their research graphic organizer as the source file at the bottom. The margin also includes a checklist, requiring students to reflect on the design principles practiced in the University files.  I think this approach worked really well. Students were give a good blend of autonomy and structure in order to be successful and still think critically. Let me know if you use any of these files, I’d love to hear about your experience. More importantly, let me know if you’ve improved them!

Well Played, Vermont

“Messy, Hectic, and Exciting…”

I couldn’t imagine a better way to describe the essential experience of learning. It was more than enough to catch my eye as I scanned EdWeek this weekend. In a piece titled “Messy, Hectic, and Exciting: A Very Ambitious Statewide Personalized Learning Experiment,” author Kevin Bushweller describes how schools are implementing and interpreting Vermont’s new law, Act 77, also known as Flexible Pathways. The article optimistically provides an alternative narrative to the test driven culture that has infected K-12 education.

Act 77 requires all students to create a “Personal Learning Plan” (PLP) that communicates student strengths, weaknesses, and goals, while providing children with an opportunity to reflect on their learning and their future. It’s a heady charge but it sounds like the type of worthwhile examination that should be engaged by every secondary student. I'm trying to wrap my head around this plan and have many questions: What standards are being used? What does a PLP look like? How much change happens from year to year? How much time goes into a student’s pursuit of their Personal Learning Plan?

Vermont’s Agency of Education has created a checklist to outline the minimum requirements for a PLP. The list is extensive and includes a good dose of introspection. Questions like “What do you stand for?” and the inclusion of a learning styles inventory demonstrates a meta-analysis that I have not seen since the Ted Sizer Essential School’s Movement. Also noted were concrete action steps that require goals, timelines, and the verification of achievement. This template provides a basic format for a PLP, although it seems that each school is approaching PLPs in a different way.

Bushweller describes a student from Champlain Valley Union High School who conducted a 30 minute presentation of her PLP to a panel of teachers and other adults. Initially dismissive, the teen found the process, and the feedback she received, empowering and valuable. This seems to be a more purposeful format than filling out an online form. However worthwhile, I can’t help but wonder about the scheduling realities of accommodating this level of 7-12 presentation!

This is an exciting initiative to watch grow.  In many ways, Flexible Pathways reminds me of the 5th grade capstone project that we do in Scarsdale. Unlike our capstone, the student PLPs will grow and evolve from year to year. The focus on learner strengths, growth, and goals is powerful and connecting these elements to personal passions is a distinguishing feature of the program. I am impressed and plan on delving into the Flexible Pathways Google Site, which hosts a myriad of resources and webinars, to learn more.

My hat is off to you, Vermont. I can't wait to see where you go with this and hope New York and follow your lead!

2nd Grade Infographics with Google Drawings

This is a overdue follow-up on my “Infographics Two Ways” post. Late last year I decided to eschew Canva in lieu of Google Drawings based on the success my students found in their Immigration Poster project. My first test was with the second grade and they did a bang up job creating non-fiction infographic posters in Drawings.

I worked closely with my school Librarian, Kate Byrnes, to help acquaint our second grade students to the infographic genre. She immersed them in National Geographic Kids magazines and books, primarily using animal focused examples. Kate also found the Discovery Kids “Find Out” site. This is a gem, and one that I hope stays free. I like how it takes advantage of the digital medium by incorporating video, sound, and other interactive features into the infographics. This could be an interesting way to push future projects.

Like the 5th grade Interview project, students started with a drawing template. They chose a format from the side bar and scaled it to fit their canvas. After selecting a format, I recommend that students delete the other formats. I found that the alignment guides get annoying if you keep the extra shapes on the side. All the “false positives” can get in the way of the important function of the guides.

Different classes approached the project in different ways. Mrs. Iasiello wanted to compare amphibians and reptiles so we created a wide format poster. This allowed students to pick two formats, for the left and right of the poster. Mrs. Chueng’s class featured mammals, so the students picked a single format using the vertical format. An element that I loved on Mrs. Chueng’s infographics were the hand drawn pictures of the mammals. Students used callouts in Google Drawing to label them. It was authentic and beautiful.

This project is a keeper and I can’t wait to see how it evolves this year. It provides a context to discuss audience, clarity, and creating a design that augments your information. Students had to be careful about image placement, scale, font choice, and color. Each student was successful and created something they made them proud. Maybe this year we can build in some of those interactive features found in DK Find Out. Let me know if you have any questions or if you use these templates!

Student Placement with a Google Sheet

It’s that time of year when teachers thoughtfully build classes for next September. A while back I built a Google Sheet to help visualize the process with charts and graphs in real time. Each year I try to improve it based on the experiences from the previous year. I’ve tried to make the system easy for other schools to use, too, making most of the variables editable from a sheet. This post will introduce the 2016 articulator. Please note that all of the data used in this example is fake and was created using mockeroo.

How it Works

This system uses teacher feedback and optional data from the STAR RTI screener to create a series of visual dashboards. Each dashboard (numbers, roster, charts, and focus) works in real time to balance student placement when creating next year’s classes. There is some setup required, but I’ve worked hard to make it easier. You can follow the written directions for administrators here.

Teacher Input

Once a grade level is prepared, teachers add scores for student behavior and academics. Then teachers fill in any special services that are being delivered and add any other pertinent notes. As per last year’s feedback, behavior has been split into a social and an “attention to task” component. Manual categories for ELA and Math have also made a return, being left out in lieu of STAR data last year. Teachers felt that the STAR scores were not adequate alone. Fortunately, this makes the system more adaptable to schools who don’t use STAR. I’ve included directions for classroom teachers here.

Student Placement

My teachers often complete an initial placement before our first official meeting by changing the class number in the first column of the Data Beta sheet. Column B can be used If it is believed that a class might split or contract. The number of classes available in each set can be adjusted from the variable sheet. Each of the Dashboard sheets can switch from class set A or B by using a drop down menu in the top left. This configurability allows you to see how the proposed classes look in each configuration. You adjust the classes using the A and B columns on the Data Beta sheet during your placement meeting and the dashboards update in real time. Because the sheet is shared with everyone involved in placement, many eyes can watch for issues. Typically we appoint one person to be the official "updater" to keep confusion down.

Student Photos

This year I added student photos to the “In Focus” sheet. This optional feature requires the photos to be named using your student ID numbers and uploaded to a web directory (For the example I use the attachments feature of a Google Site.) Then paste the URL of the web directory into cell J15 of the Variables sheet. Since different systems export student photos using different formats, make sure you select the appropriate file type in cell J14.

Hope it Works for You, too!

This system has been extremely helpful during our student placement meetings. I hope it can be useful to others, as well. I’ve tried to make the system customizable and extensible and I’ll happily answer any setup questions in the comments. Please contact me directly on Plus or Twitter if you need help making any significant modifications.

Infographics in Two Ways

This year I wanted to use infographics with my 5th grade students to explore visual design. This format provides a rich vehicle to teach color, typography, and even statistics. Earlier in the year my 5th grade students explored Canva.com and they recently used a Google Drawing template. This post will look at the product from each and compare the two experiences.

Canva

Canva came very well recommended by my PLN and I jumped in with two feet. I created a free account for my teachers to be in compliance with COPPA and had students share a log in. The tool managed multiple sign-ins well, although it would occasionally freeze under the strain. When this happened, students learned to save their graphic and refresh the browser. It wasn’t a big deal and I have no doubt that our experience would have been smooth if we were able to create individual accounts using our student Google sign-ins.

I LOVED the Canva design school. Canva provides resources and slide decks for teaching, but I particularly appreciated the Canva lessons found behind the sign in wall. The lessons use Canva’s interface to teach the basics of graphic design in discrete tutorials, including one on making infographics. Students proceed through these lessons at their own pace and I stop them periodically to discuss what they’ve learned.

My students used Canva to create infographics to share what they learned after studying a U.S. State. Although they found the Canva interface intuitive, we discovered that it doesn’t easily support long form content, preferring designs with quick facts. Students needed to set very small type sizes in order to accommodate paragraph-style writing and much of their research was left in their notes.  In fairness, I’ve found Canva works quite well for succinct posters and web graphics, but you might want to try a different tool if you want your class project to feature deeper content.

Google Drawing

We decided to use Google Drawing to create posters for a fifth grade heritage project. Students had interviewed teachers about their family histories and they needed a way to design posters to showcase what they’d learned.  I turned to Google Drawing after realizing that Canva wasn’t well suited for long form content. In the past we used Apple’s Pages for this project, but found the number of templates in the new Pages thin and the collaborative capabilities were limiting. Collaboration was important as our students were working groups.

A lack of templates is a mixed blessing. In the past, the Pages templates would be too guiding, robbing students of important design decisions. On the other hand, we didn’t really have time to start completely from scratch and created a nice middle ground by starting with a Google Drawing template.

The template was inspired by the “Grid” designs in Canva. Students pick a grid from the left margin and scale it to fit the poster.  Once scaled, the grid can be ungrouped, colorized, reorganized, or completely redesigned. The image crop, text boxes, or simply double clicking the cells provided by the grids create a flexible and easy to use solution. On the right of the page are items from Google’s Infographic Toolkit and icons from a SlidesCarnival presentation. Students can use these elements as necessary. Best of all, both members of each team are able to edit at the same time using their Chromebooks. The built in commenting feature was welcome and comfortable from a teacher’s perspective. Compared with Canva, it should be no surprise that I found it much easier to provide feedback to students with Google Drawing.

Conclusion

Both Canva and Google Drawings are capable tools for Infographics. I think the Google Drawing project was more successful, but I honestly wonder if that’s not in part because of the Canva experience they had earlier in the year. The Canva Design School is really well done and students benefited from what they learned during the project. I still have students who are choosing Canva for various projects which is a testament to the tool. That said, Google Drawing is an amazing and flexible powerhouse. The grid system, co-opted from Canva, was a big advance in how this project developed. I will still use Canva earlier in the year, but students will link from the various infographic sections to a Google Doc for more information. The Canva component will work like a magazine insert, rather than a stand alone product. We’ll also stick with the Google Drawing poster - it’s a winner.