EdD and EdS Program Discussion Expectations and Protocol One of the learning principles of the EdD and EdS programs is the development of a learning community composed of both students and Faculty Members. Therefore, we expect you to engage in dialogue with your colleagues on Walden EdD and EdS Discussion boards. However, an advanced graduate-level Discussion is much more than just an assignment in which you fulfill your obligations by posting once and responding twice. Rather, the Discussion board is the heart of the learning community, a dialogical space in which you explore one another’s thinking and expand your own ideas. Ways to respond meaningfully to posts include: · Suggesting a different perspective · Asking a probing or clarifying question · Sharing an insight you gained from having read the post · Expanding on the post (e.g., validating an idea with your own experience) · Making a relevant suggestion (e.g., recommending a website) At this point, it is your turn to reflect on the responses colleagues made to your original post, noting what you have learned and/or any insights you have gained as a result of their comments. Although there is no requirement to do so, we urge you to continue with any dialogues that have potential for further development of the learning community and for your own learning. Digital Communication and Scholarly Discourse Digital communication poses a new challenge for EdD and EdS candidates, as it may be the only way that you present yourself to colleagues and faculty. In the following weeks, you will be studying scholarly writing and discovering that communication with a scholarly audience carries different expectations than other types of communication. For the purpose of your program, it is important to establish guidelines for acceptable and appropriate communication via threaded messages and e-mail with your colleagues and faculty. Please keep the following guidelines in mind: · Slang, emoticons ( :-) ), and acronyms are frequently used in chat rooms and provide helpful shorthand between friends, but they are not acceptable in scholarly responses. · Discussion postings and responses to colleagues are to be written in complete sentences with attention to correct punctuation and spelling. · E-mails to Faculty must always contain the course title and section number in the subject line and your complete name at the end. Attention to detail is one of the habits that will pay off as you begin developing your written assignments and advanced graduate-level projects.Thought Process Grid Level of Thought Process Explanation of Thought Process Guiding Questions Self-system thinking (Marzano; no corollary to Bloom) “Knowledge is expressed in an interrelated system of attitudes, beliefs, and emotions” (pp. 50–54). How strongly do you believe in ____? What questions come to mind? Metacognition (Marzano; no corollary to Bloom) “Knowledge is monitored, evaluated, and regulated by establishing clear goals a ...

1. EdD and EdS Program
Discussion Expectations and Protocol
One of the learning principles of the EdD and EdS programs is
the development of a learning community composed of both
students and Faculty Members. Therefore, we expect you to
engage in dialogue with your colleagues on Walden EdD and
EdS Discussion boards. However, an advanced graduate-level
Discussion is much more than just an assignment in which you
fulfill your obligations by posting once and responding twice.
Rather, the Discussion board is the heart of the learning
community, a dialogical space in which you explore one
another’s thinking and expand your own ideas. Ways to respond
meaningfully to posts include:
· Suggesting a different perspective
· Asking a probing or clarifying question
· Sharing an insight you gained from having read the post
· Expanding on the post (e.g., validating an idea with your own
experience)
· Making a relevant suggestion (e.g., recommending a website)
At this point, it is your turn to reflect on the responses
colleagues made to your original post, noting what you have
learned and/or any insights you have gained as a result of their
comments. Although there is no requirement to do so, we urge
you to continue with any dialogues that have potential for
further development of the learning community and for your
own learning.
Digital Communication and Scholarly Discourse
Digital communication poses a new challenge for EdD and EdS
candidates, as it may be the only way that you present yourself
to colleagues and faculty. In the following weeks, you will be
studying scholarly writing and discovering that communication

2. with a scholarly audience carries different expectations than
other types of communication. For the purpose of your program,
it is important to establish guidelines for acceptable and
appropriate communication via threaded messages and e-mail
with your colleagues and faculty.
Please keep the following guidelines in mind:
· Slang, emoticons ( :-) ), and acronyms are frequently used in
chat rooms and provide helpful shorthand between friends, but
they are not acceptable in scholarly responses.
· Discussion postings and responses to colleagues are to be
written in complete sentences with attention to correct
punctuation and spelling.
· E-mails to Faculty must always contain the course title and
section number in the subject line and your complete name at
the end.
Attention to detail is one of the habits that will pay off as you
begin developing your written assignments and advanced
graduate-level projects.Thought Process Grid
Level of Thought Process
Explanation of Thought Process
Guiding Questions
Self-system thinking (Marzano; no corollary to Bloom)
“Knowledge is expressed in an interrelated system of attitudes,
beliefs, and emotions” (pp. 50–54).
How strongly do you believe in ____? What questions come to
mind?
Metacognition (Marzano; no corollary to Bloom)
“Knowledge is monitored, evaluated, and regulated by
establishing clear goals and monitoring the process, clarity, and
accuracy of information” (pp. 48–50).
What thought process led you to your conclusion about ____?
Knowledge utilization (Marzano)
Synthesis (Bloom)
“Knowledge is demonstrated by a new idea or awareness and

3. uses: decision making, problem solving, experimental inquiry,
and investigation” (pp. 45–48).
What are other ways to use or think about ____?
Analysis (Marzano)
Analysis, synthesis, evaluation (Bloom)
“Knowledge is reasonable and extended from the basic
understanding by one or more of the analysis processes:
matching, classification, error analysis, generalization,
specification” (pp. 38–45).
How did you arrive at your understanding?
Comprehension (Marzano, Bloom)
“Knowledge is presented in a basic, symbolic, and clearly
understood manner” (pp. 33–38).
How do you know?
Retrieval (Marzano)
Knowledge (Bloom)
“Knowledge is retrieved/recalled from permanent memory and
executed/applied to the process” (pp. 30–33).
What do you know about ____?
Note: The data in columns 1 and 2 are from Designing a New
Taxonomy of Educational Objectives (pp. 30–54) by R.
J.Marzano, 2001, Thousand Oaks, CA: Corwin Press. Copyright
2001 by Corwin Press. Reprinted with permission.
Response Analysis Grid
Attributes

4. Quality of Response
Guiding Questions
Originality
Draws upon current knowledge and past experiences to create or
to discover ideas that are new
What in your experience leads you to your understandings?
Complexity
Shows that I/we are aware that there are many ways of looking
at the content/issue being discussed and that I/we must consider
the options before a valid judgment can be reached
What are some other ways that you can think about this issue?
Support
Gives reasons, facts, or examples to support statements, or
explains the criteria or assumptions upon which responses are
based
On what do you base your thinking? What is there about _____
that leads you to believe _____?
Specificity
Identifies critical or core issues of the discourse
Pick a particular comment and ask:
What specifically should I know about this _____?
Appropriateness
Answers the question that was asked
What is there about ___ that makes you say/think _____?
Accuracy
Contains no factual errors and is based on accurate information
and procedures
How do you know?
Clarity
Uses understandable English without jargon or confusing
thoughts
What do you mean by _____?
Note: The data in columns 1 and 2 are from What Effects Do

5. Teachers’ Questions Have on Students? (pp. 3–4)by M. D. Gall,
February 1973, paper presented at the annual meeting of the
American Educational Research Association, New Orleans, LA,
as cited in Learning to Question, Questioning to Learn: A Guide
to Developing Effective Teacher Questioning Practices (p. 42)
by M. Dantonio and P. C. Beisenherz, 2001, Boston, MA: Allyn
and Bacon. Copyright 2001 by Allyn and Bacon. Reprinted with
permission.
© 2015 Laureate Education, Inc.
Page 1 of 1
Dispositions Self-Assessment
Name:
Date:
Course/Section:
Overview of Disposition Assignment:
Dispositions relate to one’s personality, temperament, and/or
outlook regarding professional actions or behaviors that are
exhibited or manifested in daily practices. Dispositions evolve
and mature through learning, practice, and effort. Charlotte
Danielson (2007) encouraged teachers to reflect and self-assess
practices in a way that is “systematic and analytic” and
considered this reflection to be significant because it “leads
inevitably to a focus on professional learning and growth” (p.
170).
This assignment offers an opportunity to 1) self-assess your
current level of performance of each disposition by giving an
example and 2) project the level you hope to achieve. Only

6. complete Columns A and B for the Module 1 assignment.
During the semester you will continue to refer to this document
as you construct an individual professional plan specific to
dispositions (Column C).
Code for analyzing level of performance (Danielson, 2007, p.
47):
U = Unsatisfactory
B = Basic
P = Proficient
D = Distinguished
Danielson, C. (2007). Enhancing professional practice: A
framework for teaching (2nd ed.). Alexandria, VA: Association
for Supervision & Curriculum Development.
Disposition
Column A:
Actual level of performance code(U, B, P, or D) and example of
how disposition is exhibited
Column B:
Preferred level of performance code(U, B, P, or D)
Column C:
Proactive plan: As you proceed through the semester, design a
personalized, research-based plan to enhance the disposition.
1. The educator understands the central concepts, tools of
inquiry, and structures of the discipline(s) and can create
learning experiences based on best practices that make these
aspects of subject matter meaningful for students.
1.a. The educator appreciates multiple perspectives and conveys

7. to learners how knowledge is developed from the vantage point
of the knower.
Code = ____
Example:
Code = ____
Proactive Plan (supported by theory/research):
1.b. The educator has enthusiasm for the discipline(s) and sees
connections to everyday life.
Code = ____
Example:
Code = ____
Proactive Plan (supported by theory/research):
1.c. The educator is committed to continuous learning and
engages in professional discourse about subject matter
knowledge and students’ learning.
Code = ____
Example:
Code = ____
Proactive Plan (supported by theory/research):
1.d. The educator values both long-term and short-term
planning. The educator believes that plans must always be open
to adjustment and revision based on students’ needs and
changing circumstances. The educator values planning as a

8. collegial activity.
Code = ____
Example:
Code = ____
Proactive Plan (supported by theory/research):
Disposition
Column A:
Actual level of performance code(U, B, P, or D) and example of
how disposition is exhibited
Column B:
Preferred level of performance code(U, B, P, or D)
Column C:
Proactive plan: As you proceed through the semester, design a
personalized, research-based plan to enhance the disposition.
2. The educator understands how students learn and develop and
can provide a variety of learning opportunities adapted to
diverse learners that support all students’ intellectual, social,
and personal development.
2.a. The educator appreciates individual variation within each
area of development, shows respect for the diverse talents of all
learners, and is committed to helping them develop self-
confidence and competence.
Code = ____
Example:
Code = ____
Proactive Plan (supported by theory/research):

9. 2.b. The educator is disposed to use students’ strengths as a
basis for growth and their errors as an opportunity for learning.
Code = ____
Example:
Code = ____
Proactive Plan (supported by theory/research):
2.c. The educator believes that all students can learn at high
levels and persists in helping all students achieve success.
Code = ____
Example:
Code = ____
Proactive Plan (supported by theory/research):
2.d. The educator appreciates and values human diversity,
shows respect for students’ varied talents and perspectives, and
is committed to the pursuit of “individually configured
excellence.”
Code = ____
Example:
Code = ____
Proactive Plan (supported by theory/research):
2.e. The educator respects students as individuals with differing

10. personal and family backgrounds and various skills, talents, and
interests.
Code = ____
Example:
Code = ____
Proactive Plan (supported by theory/research):
2.f. The educator is sensitive to community and cultural norms.
The educator makes students feel valued for their potential as
people and helps them learn to value each other.
Code = ____
Example:
Code = ____
Proactive Plan (supported by theory/research):
Disposition
Column A:
Actual level of performance code(U, B, P, or D) and example of
how disposition is exhibited
Column B:
Preferred level of performance code(U, B, P, or D)
Column C:
Proactive plan: As you proceed through the semester, design a
personalized, research-based plan to enhance the disposition.
3. The educator understands and uses a variety of strategies to
encourage students’ development of critical-thinking, problem-
solving, and performance skills.

11. 3.a. The educator values the development of students’ critical-
thinking, independent problem-solving, and performance
capabilities.
Code = ____
Example:
Code = ____
Proactive Plan (supported by theory/research):
3.b. The educator values flexibility and reciprocity in the
learning process based on students’ responses, ideas, and needs.
Code = ____
Example:
Code = ____
Proactive Plan (supported by theory/research):
3.c. The educator values current research and best practices
related to problem solving and critical thinking.
Code = ____
Example:
Code = ____
Proactive Plan (supported by theory/research):
Disposition

12. Column A:
Actual level of performance code(U, B, P, or D) and example of
how disposition is exhibited
Column B:
Preferred level of performance code(U, B, P, or D)
Column C:
Proactive plan: As you proceed through the semester, design a
personalized, research-based plan to enhance the disposition.
4. The educator uses an understanding of individual and group
motivation and behavior to create a learning environment that
encourages positive social interaction, active engagement in
learning, and self-motivation.
4.a. The educator takes responsibility for establishing a positive
climate in the learning environment and participates in
maintaining such a climate in the school as a whole.
Code = ____
Example:
Code = ____
Proactive Plan (supported by theory/research):
4.b. The educator understands how participation supports
commitment, and is committed to the expression and use of
democratic values in the classroom.
Code = ____
Example:
Code = ____
Proactive Plan (supported by theory/research):

13. 4.c. The educator values the role of students in promoting each
other’s learning and recognizes the importance of peer
relationships in establishing a climate of learning.
Code = ____
Example:
Code = ____
Proactive Plan (supported by theory/research):
4.d. The educator recognizes the value of intrinsic motivation to
students’ life-long growth and learning.
Code = ____
Example:
Code = ____
Proactive Plan (supported by theory/research):
4.e. The educator is committed to the continuous development
of individual students’ abilities and considers how different
motivational strategies are likely to encourage this development
for each student.
Code = ____
Example:
Code = ____
Proactive Plan (supported by theory/research):
Disposition
Column A:
Actual level of performance code(U, B, P, or D) and example of
how disposition is exhibited
Column B:
Preferred level of performance code(U, B, P, or D)

14. Column C:
Proactive plan: As you proceed through the semester, design a
personalized, research-based plan to enhance the disposition.
5. The educator uses knowledge of effective verbal, nonverbal,
and media communication techniques to foster active inquiry,
collaboration, and supportive interaction in the learning
environment.
5.a. The educator recognizes the power of language for
fostering self-expression, identity development, and learning.
Code = ____
Example:
Code = ____
Proactive Plan (supported by theory/research):
5.b. The educator values many ways in which people seek to
communicate and encourages many modes of communication.
Code = ____
Example:
Code = ____
Proactive Plan (supported by theory/research):
5.c. The educator is a thoughtful and responsive listener.
Code = ____
Example:
Code = ____
Proactive Plan (supported by theory/research):
5.d. The educator appreciates the cultural dimensions of

15. communication, responds appropriately, and seeks to foster
culturally sensitive communication by and among all students.
Code = ____
Example:
Code = ____
Proactive Plan (supported by theory/research):
Disposition
Column A:
Actual level of performance code(U, B, P, or D) and example of
how disposition is exhibited
Column B:
Preferred level of performance code(U, B, P, or D)
Column C:
Proactive plan: As you proceed through the semester, design a
personalized, research-based plan to enhance the disposition.
6. The educator understands and uses formal and informal
strategies to evaluate and ensure the continuous intellectual,
social, and physical development of the learner.
6.a. The educator values ongoing assessment as essential to the
learning process and recognizes that many different assessment
strategies, accurately and systematically used, are necessary for
monitoring and promoting student learning.
Code = ____
Example:
Code = ____
Proactive Plan (supported by theory/research):
6.b. The educator is committed to using assessment to identify
student strengths and promote student growth to foster positive

16. social change.
Code = ____
Example:
Code = ____
Proactive Plan (supported by theory/research):
Disposition
Column A:
Actual level of performance code(U, B, P, or D) and example of
how disposition is exhibited
Column B:
Preferred level of performance code(U, B, P, or D)
Column C:
Proactive plan: As you proceed through the semester, design a
personalized, research-based plan to enhance the disposition.
7. The educator is a reflective practitioner who continually
evaluates the effects of his or her choices and actions on others
(students, parents, and other professionals in the learning
community) and actively seeks out opportunities to promote
positive social change and grow professionally.
7.a. The educator values critical thinking and self-directed
learning as habits of mind.
Code = ____
Example:
Code = ____
Proactive Plan (supported by theory/research):
7.b. The educator is committed to reflection, assessment, and
learning as an ongoing process.

17. Code = ____
Example:
Code = ____
Proactive Plan (supported by theory/research):
7.c. The educator is willing to give and receive help.
Code = ____
Example:
Code = ____
Proactive Plan (supported by theory/research):
7.d. The educator is committed to seeking out, developing, and
continually refining practices that address the individual needs
of students.
Code = ____
Example:
Code = ____
Proactive Plan (supported by theory/research):
7.e. The educator recognizes his or her professional
responsibility for engaging in and supporting appropriate
professional practices for him- or herself and colleagues.
Code = ____
Example:
Code = ____
Proactive Plan (supported by theory/research):
Disposition

18. Column A:
Actual level of performance code(U, B, P, or D) and example of
how disposition is exhibited
Column B:
Preferred level of performance code(U, B, P, or D)
Column C:
Proactive plan: As you proceed through the semester, design a
personalized, research-based plan to enhance the disposition.
8. The educator fosters relationships with colleagues, parents,
and community agencies to support students’ learning and well-
being.
8.a. The educator values and appreciates the importance of all
aspects of a student’s experiences.
Code = ____
Example:
Code = ____
Proactive Plan (supported by theory/research):
8.b. The educator is concerned about all aspects of a student’s
well-being (cognitive, emotional, social, and physical) and is
alert to signs of difficulties.
Code = ____
Example:
Code = ____
Proactive Plan (supported by theory/research):
8.c. The educator is willing to consult with other adults
regarding the education and well-being of his or her students.

19. Code = ____
Example:
Code = ____
Proactive Plan (supported by theory/research):
8.d. The educator respects the privacy of students and
confidentiality of information.
Code = ____
Example:
Code = ____
Proactive Plan (supported by theory/research):
8.e. The educator is willing to work with other professionals to
improve the overall learning environment for students.
Code = ____
Example:
Code = ____
Proactive Plan (supported by theory/research):
References
© 2015 Laureate Education, Inc.
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