Module 06 Written Assignment - Communication PlanCompetency.docx
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Module 06 Written Assignment - Communication Plan Competency Create assessment partnerships with families and professional colleagues to build effective learning environments. Scenario You are a lead teacher preparing to meet with a new family joining your early learning program. The purpose of this meeting is to form an assessment partnership with the family. During the meeting you will discuss with the family the benefits of sharing information and how you will use the created communication plan to support your partnership. Instructions Create a communication plan with a meeting agenda/script and communication details that: Part One : Meeting Agenda/Script Describes the characteristics of collaborative partnerships, including the roles of early childhood educators and family members towards creating and maintaining a partnership. Defines an assessment measure the family can use to collect their own information (data) on their child’s development, along with: How the information/data can be shared with the program. How the information/data will be used to enhance the learning environment. Part Two : Communication Details Describes how often you will communicate with families and what assessment information will be shared. Provides at least one example of how you will provide assessment information in meaningful and useful ways to the family. Summarizes how the shared information will contribute to a developmentally appropriate learning environment. Submission Requirements Meets the following general requirements: Provides at least one credible source as an APA formatted reference. Uses professional language with correct spelling, grammar, and punctuation. Compile the meeting agenda/script and the communication details into one document for the communication plan and submit as a Word Document. Look very important to read everything. the name of this course is observation and assessment for effective curriculum. do this homework based on it. .
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ECE 312AssessmentThree important characteristics of
ECE 312
Assessment
Three important characteristics of effective program assessment practices include: defining quality as a continuum rather than a finish line, creating a program assessment process that looks at the entire program (including administrative functions), and including the input of all stakeholders in the program assessment process.
In this discussion forum, you will focus on defining quality as a continuum rather than a finish line. This means, as the director, you should constantly be improving your program and facility. Based on your completed philosophy and vision statements from Week 1, Discussion 1, describe what this assessment characteristic will mean to you and your center. Be sure to specify the age group you will focus on (infants, toddlers, or preschoolers).
Include the following:
a. State the philosophy and vision of your center (including a short description).
b. Name the assessment characteristic and give a short description of what it means to you as the director.
c. Explain how this characteristic will be applied to your chosen program (including the steps you will take to ensure that continuous quality is comprehensively included in your assessment plan).
d. Describe your next steps. Explain the direction you would like your center to take to ensure continuous improvement.
Below is week 1 Discussion 1:
Mission
A non-profit organization whose aim is to ensure that young children are physically, emotionally and spiritually equipped so that they can grow to be strong and resourceful people in the society. We strive to ensure children get the best childhood experiences by making learning fun and interesting.
Philosophy
The organization was opened in May 2018 to provide an environment where young children would be instilled values at a tender age in preparation for their future. We are also working towards identifying children talents and growing them. This will be achieved through holding talent shows and games open days where both parents and their young ones will participate. Our teachers have also gone through severe training on how to handle children and ensure they bring out the best in them.
Vision
To raise a talented, hardworking and respectful generation by knowing, understanding and empowering every child.
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Competency Checklist and Professional Development Resources .docx
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competency checklist
Part 2:
Professional Development Resources Document
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a. State the philosophy and vision of your center (including a short description).
b. Name the assessment characteristic and give a short description of what it means to you as the director.
c. Explain how this characteristic will be applied to your chosen program (including the steps you will take to ensure that continuous quality is comprehensively included in your assessment plan).
d. Describe your next steps. Explain the direction you would like your center to take to ensure continuous improvement.
Below is week 1 Discussion 1:
Mission
A non-profit organization whose aim is to ensure that young children are physically, emotionally and spiritually equipped so that they can grow to be strong and resourceful people in the society. We strive to ensure children get the best childhood experiences by making learning fun and interesting.
Philosophy
The organization was opened in May 2018 to provide an environment where young children would be instilled values at a tender age in preparation for their future. We are also working towards identifying children talents and growing them. This will be achieved through holding talent shows and games open days where both parents and their young ones will participate. Our teachers have also gone through severe training on how to handle children and ensure they bring out the best in them.
Vision
To raise a talented, hardworking and respectful generation by knowing, understanding and empowering every child.
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Competency Checklist and Professional Development Resources .docx
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An important and yet often overlooked function of leadership in an early childhood program is the ability to positively influence the people in the program. For this group assignment, consider the characteristics of a leader who can support and lead teachers in reflective teaching. This type of self-reflection is the first step to understanding how a supervisor supports teachers to accomplish their goals through mentoring. For this assignment, your group will need to address the following two components:
Part 1
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Part 2:
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NAEYC Standards for Early Childhood Professional Preparation Programs (Links to an external site.)
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STANDARD 1.
PROMOTING CHILD DEVELOPMENT AND LEARNING
STANDARD 2.
BUILDING FAMILY AND COMMUNITY RELATIONSHIPS
STANDARD 3.
OBSERVING, DOCUMENTING, AND ASSESSING TO SUPPORT YOUNG CHILDREN AND FAMILIES
STANDARD 4.
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For this assessment you will create an 8-12 slide PowerPoint pre.docx
For this assessment you will create an 8-12 slide PowerPoint presentation for one or more stakeholder or leadership groups to generate interest and buy-in for the plan proposal you developed for the third assessment.
As a current or future nurse leader, you may be called upon to present to stakeholders and leadership about projects that you have been involved in or wish to implement. The ability to communicate a plan—and potential implications of not pursuing such a plan—to stakeholders effectively can be critically important in creating awareness and buy-in, as well as building your personal and professional brand in your organization. It is equally important that you know how to create compelling presentations for others' delivery and ensure that they convey the same content you would deliver if you were the presenter.
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Competency Checklist and Professional Development Resources .docx
Competency Checklist and Professional Development Resources
An important and yet often overlooked function of leadership in an early childhood program is the ability to positively influence the people in the program. For this group assignment, consider the characteristics of a leader who can support and lead teachers in reflective teaching. This type of self-reflection is the first step to understanding how a supervisor supports teachers to accomplish their goals through mentoring. For this assignment, your group will need to address the following two components:
Part 1
: Consider the following question as your group completes the competency checklist below: What might be evidence that a teacher leader possesses the competence to also be a mentor? You are encouraged to evenly divide the competencies among your group, so that each member contributes to providing brief examples of interactions while highlighting the characteristic(s) that demonstrates each competency. While this portion can be completed independently, you should then collaborate to ensure that each group member provides feedback before submitting the full collaborative document.
Competency Checklist
Competency
Describe an example of a teacher-leader with children (when acting as a teacher)
Describe an example of a teacher-leader with adults (when acting as a supervisor)
Listens well, does not interrupt, and respects the pace of the other person
Is able to wait for others to discover solutions, form own ideas, and reflect
Asks questions that encourage details
Is aware of and comfortable with his or her feelings and the emotions of others
Is responsive to others
Guides, nurtures, supports, and empathizes
Integrates emotion and intellect
Fosters reflection or wondering by others
Is aware of how others’ reactions affect a process of dialogue and reflection, including sensitivity to bias and cultural context
Is willing to have consistent and predictable meeting times and places
Is flexible and available
Is able to form trusting relationships
Part 2:
Professional Development Resources Document
–Early childhood programs have numerous curriculum options which may contribute to a need to support teachers and staff in a curriculum context they are not familiar with. Therefore, as we prepare to support protégés, we can refer to the National Association of the Education of Young Children core standards for professional development, to promote the use of best practices. These six core standards, briefly describe what early childhood professionals should know and be able to do. After reading each of the
NAEYC Standards for Early Childhood Professional Preparation Programs (Links to an external site.)
, focus on the first four standards:
STANDARD 1.
PROMOTING CHILD DEVELOPMENT AND LEARNING
STANDARD 2.
BUILDING FAMILY AND COMMUNITY RELATIONSHIPS
STANDARD 3.
OBSERVING, DOCUMENTING, AND ASSESSING TO SUPPORT YOUNG CHILDREN AND FAMILIES
STANDARD 4.
US.
Competency Checklist and Professional Development Resources .docx
Competency Checklist and Professional Development Resources
An important and yet often overlooked function of leadership in an early childhood program is the ability to positively influence the people in the program. For this group assignment, consider the characteristics of a leader who can support and lead teachers in reflective teaching. This type of self-reflection is the first step to understanding how a supervisor supports teachers to accomplish their goals through mentoring. For this assignment, your group will need to address the following two components:
Part 1
: Consider the following question as your group completes the competency checklist below: What might be evidence that a teacher leader possesses the competence to also be a mentor? You are encouraged to evenly divide the competencies among your group, so that each member contributes to providing brief examples of interactions while highlighting the characteristic(s) that demonstrates each competency. While this portion can be completed independently, you should then collaborate to ensure that each group member provides feedback before submitting the full collaborative document.
Competency Checklist
Competency
Describe an example of a teacher-leader with children (when acting as a teacher)
Describe an example of a teacher-leader with adults (when acting as a supervisor)
Listens well, does not interrupt, and respects the pace of the other person
Is able to wait for others to discover solutions, form own ideas, and reflect
Asks questions that encourage details
Is aware of and comfortable with his or her feelings and the emotions of others
Is responsive to others
Guides, nurtures, supports, and empathizes
Integrates emotion and intellect
Fosters reflection or wondering by others
Is aware of how others’ reactions affect a process of dialogue and reflection, including sensitivity to bias and cultural context
Is willing to have consistent and predictable meeting times and places
Is flexible and available
Is able to form trusting relationships
Part 2:
Professional Development Resources Document
–Early childhood programs have numerous curriculum options which may contribute to a need to support teachers and staff in a curriculum context they are not familiar with. Therefore, as we prepare to support protégés, we can refer to the National Association of the Education of Young Children core standards for professional development, to promote the use of best practices. These six core standards, briefly describe what early childhood professionals should know and be able to do. After reading each of the
NAEYC Standards for Early Childhood Professional Preparation Programs (Links to an external site.)
, focus on the first four standards:
STANDARD 1.
PROMOTING CHILD DEVELOPMENT AND LEARNING
STANDARD 2.
BUILDING FAMILY AND COMMUNITY RELATIONSHIPS
STANDARD 3.
OBSERVING, DOCUMENTING, AND ASSESSING TO SUPPORT YOUNG CHILDREN AND FAMILIES
STANDARD 4.
US.
EP002 resources and sources for assistance with Assignment.docx
EP002 resources and sources for assistance with Assignment
ARTICLE: NAEYC AND THE COMMON CORE STANDARDS
http://www.naeyc.org/files/naeyc/11_CommonCore1_2A_rv2.pdf
BOOK EXCERPT: INDICATORS OF EFFECTIVE PRACTICE
https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=6728&type=lti&rcode=walden-588&srcou=6728
ARTICLE: WHERE WE STAND ON EARLY LEARNING STANDARDS
http://www.naeyc.org/files/naeyc/file/positions/earlyLearningStandards.pdf
ARTICLE: EARLY LEARNING STANDARDS: CREATING THE CONDITIONS FOR SUCCESS
http://www.naeyc.org/files/naeyc/file/positions/position_statement.pdf
BOOK EXCERPT: LITERACY-RICH ENVIRONMENTS
https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=6728&type=lti&rcode=walden-589&srcou=6728
BOOK EXCERPT: FOSTERING CREATIVITY
https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=6728&type=lti&rcode=walden-6707&srcou=6728
BOOK EXCERPT: TEACHING CHILDREN TO INVESTIGATE AND PROBLEM SOLVE
https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=6728&type=lti&rcode=walden-591&srcou=6728
REPORTS: COMMON CORE STANDARDS
http://www.corestandards.org/wp-content/uploads/ELA_Standards.pdf
http://www.corestandards.org/wp-content/uploads/Math_Standards.pdf
ARTICLE: BRIDGES TO LITERACY
http://www.zerotothree.org/child-development/early-language-literacy/vol_22-4f.pdf
ARTICLE: AGE-APPROPRIATE ART ACTIVITIES
https://www.artsnetwork.ca/sites/default/files/Children's%20Developmental%20Benchmarks%20and%20Stages_0.pdf
WEBSITES: RESOURCES FOR EARLY CHILDHOOD LEARNING EXPERIENCES
http://www.earlychildhoodohio.org/index.stm
http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=431
http://ngl.cengage.com/assets/downloads/ngsci_pro0000000028/am_trundle_teach_sci_early_child_scl22-0429a.pdf
https://pdfs.semanticscholar.org/8bb9/59efd956b9dfe653c1ad27c873d2901120dd.pdf
http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=229
BOOK EXCERPT: SOCIAL EMOTIONAL DEVELOPMENT
https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=6728&type=lti&rcode=walden-592&srcou=6728
BOOK EXCERPT: PHYSICAL DEVELOPMENT
https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=6728&type=lti&rcode=walden-593&srcou=6728
ARTICLE: PROMOTING SOCIAL/EMOTIONAL DEVELOPMENT
http://nieer.org/policy-issue/policy-report-promoting-childrens-social-and-emotional-development-through-preschool-education
ARTICLE: SOCIAL-EMOTIONAL DEVELOPMENT AND STATE STANDARDS
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Week 3 Instructor GuidanceAs you were reminded in Week 2, rememb.docx
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WEEKLY LEARNING OUTCOMES
Before moving any further, please take a moment to review and reflect on our learning expectations for the week; these are also listed with their alignment to each assessment for the week on the Week 3 Unit page:
· Discuss key ideas, values, and beliefs when creating a vision statement at the school.
· Devise a plan to include all stakeholders in the planning, creation and implementation process.
· Develop activities, for all stakeholders, in the vision creation process.
· Discuss the need to include district goals in regards to creating vision statements.
· Analyze the resources that each set of stakeholders brings to the successful implementation of the school vision.
· Discuss different strategies for stakeholder ownership in creating the vision statement
WEEK 3 – OVERVIEW
In Week Two, you provided justification on creating a new vision to your school board and school stakeholders. Additionally, you compared different visions to identify key components that comprise an effective vision. This week we have two discussions and an assignment. Review the guidance below and be sure to review the full instructions for each assessment on the Week 3 Unit page.
Discussion 1: In the Who to Include discussion, you reflect on which stakeholders are most effective to include in the modification or creation of a new vision for the school.
Discussion 2: The Planning Activities discussion is where you go more deeply into the vision process and determine what types of activities you need to plan to ensure the stakeholders have enough information to successfully create a vision.
Assignment: The assignment Join the Visionary Team is another opportunity to be creative and put your technology skills to use while showing what you know about recruitment to participate in a vision modification or creation. You will create a flyer that you could place in the school to attract stakeholders into joining a committee to create the school vision.
INTELLECTUAL ELABORATION
Another Committee!
As teachers, we are planning, creating, and teaching students and attending to all the intellectual and physical labor that teaching entails. We are busy professionals often with busy personal lives to manage as well. Often teachers stay long hours at their school site to ensure our practices are providing enough learning for the students to succeed. When we are faced with being put on a committee, it typically reduces our direct focus on our classroom activities. However, being on a committee is a significant duty as it is one of the best ways to have your voice heard around the school and to learn with your peers about a range of topics influencing your classroom practice.
As lea.
Part IThis Assessment is a Work Product that is divided in to tw.docx
Part I
This Assessment is a Work Product that is divided in to two parts. In Part I, you will describe the “NAEYC Early Childhood Program Standards and Accreditation Criteria” (Document #3) and “NAEYC Engaging Diverse Families Project Program Self-Assessment Checklist” (Document #4), and explain how these tools can be used in assessment, and in the case of the Accreditation Criteria, to support program quality.
In order to complete Part II, in which you evaluate an early childhood program, you will need to arrange a visit to a NAEYC-accredited program and interview the director. The Walden University Letter (Document #1) is a letter you can provide to the director explaining the purpose of your visit. You can find a list of accredited programs in your community here. Early in the competency schedule a date and time to visit and observe an accredited program and interview the director. Students will use this information to complete Part II of the assessment.
Explain that you are learning about program standards and practices supporting families and how to evaluate early childhood programs. Share the “NAEYC Early Childhood Program Standards and Accreditation Criteria Overview” (Document #2), the “NAEYC Engaging Diverse Families Project Program Self-Assessment Checklist,” (Document #4), and explain that you will be looking for evidence of Standard 7 and two additional standards you choose. Ask the director to meet with you to review the documents and to explain why s/he believes the accreditation process helps to ensure quality in early childhood settings. Obtain permission to spend a day at the school, visiting in classrooms and observing children and teachers in action. Explain that you will not identify the program or any personnel or children by name, nor will you take any pictures. As you conduct your observations, take notes about what you observe and mark your findings on the “NAEYC Early Childhood Program Standards and Accreditation Criteria” (Document #3) and the “NAEYC’s Engaging Diverse Families Self-Assessment Checklist” (Document #4). During the interview take notes and use the checklist to complete the evaluation of the visit.
Remember, early childhood programs are not evaluated based on a single visit. You will not be able to observe evidence of all criteria during your observation. The goal of this assessment is to provide you with practice in identifying evidence related to program quality. Please keep this in mind as you conduct your observation and complete this Assessment.
Review the “NAEYC's Early Childhood Program Standards and Accreditation Criteria” (Document #3) and the “NAEYC Engaging Diverse Families Project Program Self-Assessment Checklist” (Document #4) provided as part of this Work Product. In a 1- to 2-page paper:
1. Explain the purpose of the “NAEYC Early Childhood Program Standards and Accreditation Criteria” and the importance of using them to for assessing program quality. Explain the importance of the NAE ...
Part IThis Assessment is a Work Product that is divided in to tw.docx
Here is a revised summary in proper English sentence structure:
The NAEYC promotes positive relationships among children and adults to support each child's sense of belonging and ability to contribute responsibly to the community. Additionally, it enhances child development socially, emotionally, physically, and cognitively. Early childhood programs implement effective teaching approaches tailored to each child's education and development as outlined in the program's curriculum goals. Programs assess children's progress formally and informally, considering family and cultural contexts. Assessment results inform decisions about children, teaching, and program improvement. Programs also promote children's nutrition, health, and safety while protecting children and staff from illness and injury. They employ qualified teachers committed to supporting children's learning, development, and diverse
Collective Learning and Application
The document discusses the genesis phase of developing professional learning communities (PLCs) in a school. It outlines the principal's role in facilitating collaboration, developing collegial relationships among teachers, and focusing professional development on improving teaching and learning. The principal works to build teacher leadership and establish collaboration as the primary means of instructional improvement, staff development, and decision-making. Teachers develop trusting relationships, participate in professional development, and commit collectively to evaluating instructional practices and school programs. The goal is for collaboration and data-driven decision-making to become institutionalized in the school's culture.
Assignment 1 is the first part of a five-part project to plan the .docx
Assignment 1 is the first part of a five-part project to plan the various elements of a program evaluation for education. Select a program target from your school district, workplace, (e.g., business training program) or your university (where you are a student). For you to gain the most from the assignment, you should select a program that you are interested in, would like to see evaluated, and are able to obtain information about. (Possible programs include: student assessment, teacher assessment, pay for student achievement, new teacher or employee training, online classrooms, anti-bullying, gender equity for girls in math and science, school to work, retention of at-risk students, and schools of choice (charter schools), etc.). As you develop the entire plan, gather information, and receive feedback from your professor (or others), you should revise and refine each part of the project. Think of your professor as your project evaluator and supervisor who will help guide you so that you produce an outstanding, well-developed evaluation plan for the stakeholders.
Write a three to four (3-4) page paper in which you:
Describe three (3) elements of a worthy object for program evaluation - its type, the department administrating it, and target population.
Describe the program's history, primary purpose(s), and / or expected outcomes.
Explain three (3) reasons for selecting the program (e.g., program's value or lack of it, issues surrounding it, age, relevance, cost, impact on students, etc.).
Discuss three (3) advantages of evaluating the program at this time.
Discuss two (2) major constraints in conducting an evaluation on this program and a method of addressing them.
Use at least three (3) peer-reviewed academic resources in this assignment. Note: Wikipedia and many Websites do not qualify as academic resources. Peer-reviewed academic resources refer to articles and scholarly journals that are reviewed by a panel of experts or peers in the field. Review the video titled Research Starter: Finding Peer-Reviewed References for more information on obtaining peer-reviewed academic resources through your Blackboard course shell.
Format your assignment according to the following formatting requirements:
Typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides.
Include a cover page containing the title of the assignment, the student's name, the professor's name, the course title, and the date. The cover page is not included in the required page length.
Include a reference page. Citations and references must follow APA format. The reference page is not included in the required page length.
The specific course learning outcomes associated with this assignment are:
Explore the need for evaluating school programs.
Develop a program evaluation plan for education.
Write clearly and concisely about education program evaluation using proper writing mechanics.
Use technology and information resources to research issues .
OverviewThis Assessment is a Work Product in which you will .docx
Overview
This Assessment is a Work Product in which you will design a set of learning experiences that could be implemented as part of an effective curriculum for preschool children (ages 3–4). Ideally, curriculum planning is a collaborative process. For this Work Product, you will interview a teacher to learn more about his or her curricular goals and find out how you can collaborate with one another to achieve those goals. You will also observe in the teacher’s classroom in order to learn more about the children in the setting. If you are currently working as an early childhood teacher, collaborate with a colleague in your setting to complete this Assessment.
You will collaborate with a colleague or early childhood teacher to design three learning experiences that are appropriate for the children in the preschool classroom that you observed. (Implementation is not required, but it is important that you have a real setting in mind as you plan.)
Your response to this Assessment should:
1. Reflect the criteria provided in the Rubric, which provides information on how the Assessment will be evaluated.
2. Adhere to the required assignment length.
3. Use the APA course paper template available
here
. All submissions must follow the conventions of scholarly writing. Properly formatted APA citations and references must be provided where appropriate.
Professional Skills: Collaboration
and
Written Communication
is assessed in this Competency. You are strongly encouraged to use the
Writing Checklist
and to review the Rubric prior to submitting.
This Assessment requires submission of one (1) document, with the learning experiences included as an Appendix. Save this file as
EP002_firstinitial_lastname
(for example, EP002_J_Smith). When you are ready to upload your completed Assessment, select
Submit Attempt
.
Instructions
Before submitting your Assessment, carefully review the rubric. This is the same rubric the assessor will use to evaluate your submission and it provides detailed criteria describing how to achieve or master the Competency. Many students find that understanding the requirements of the Assessment and the rubric criteria help them direct their focus and use their time most productively.
Rubric
Access the following to complete this Assessment:
Interview Guide
Learning Experience Plan Template
Curriculum Planning
Identify a preschool setting that provides educational programs for 3- and 4-year-olds. Arrange to visit and interview a teacher and to observe in his or her classroom for at least two hours. Use the “Interview Guide” document to inform your questions during your scheduled interview.
Keeping in mind all you have learned about the context of the preschool program and the standards that inform its curriculum, plan three learning experiences around a central theme chosen in collaboration with the teacher you interview. Use the template provided in the “Learning Experience Plan Template” document.
Taken .
Collaboration and Communication Action Plan Template Maria.docx
Collaboration and Communication Action Plan Template
Maria Thompson
Spd. 310
Professor Swaney
10/13/19
Based on thescenario you read, create an action plan to assist Mrs. Stone and Marco. Use the template below to define one over-arching measurable long-term goal and four measurable short-term goals as well as steps for achieving those goals and reporting progress.
Complete rationales explaining your choices beneath the action plan template.
Long-Term Goal:
Provide long-term goal due date.
Action Plan Short-Term Goals and Steps to Achieve the Long-Term Goal
Short-Term Goal 1:
(This goal should support the long-term goal of, and address communication and collaboration between Marco’s gifted teacher and special education teacher, specifying positives in working with the student in their classrooms, as well as challenges that may arise.
Content
Justification
As applicable, justify content.
Activities/Strategies
What activities/strategies will help implement the goal?
Resources
What resources are needed to implement the goal?
Timeline
What is an appropriate timeline to achieve the goal?
Persons Responsible
What stakeholders will be responsible in helping to achieve the goal and how will they collaborate?
Evidence of Success
How will the goal be measured?
Short-Term Goal 2:
(The goal should support the long-term goal, and address collaborative coaching for the gifted teacher to include research-based instructional strategies and recommendations that relate to Marcos’ disabilities, inclusive learning practices, and cultural diversity).
Content
Justification
As applicable, justify content.
Activities/Strategies
What activities/strategies will help implement the goal?
Resources
What resources are needed to implement the goal?
Timeline
What is an appropriate timeline to achieve the goal?
Persons Responsible
What stakeholders will be responsible in helping to achieve the goal
Evidence of Success
How will the goal be measured?
Short-Term Goal 3:
(This goal should support the long-term goal, and provide collaborative coaching and guidance for the paraeducator to support the gifted teacher and student.)
Content
Justification
As applicable, justify content.
Activities/Strategies
What activities/strategies will help implement the goal?
Resources
What resources are needed to implement the goal?
Timeline
What is an appropriate timeline to achieve the goal?
Persons Responsible
What stakeholders will be responsible in helping to achieve the goal and how will they collaborate?
Evidence of Success
How will the goal be measured?
Short-Term Goal 4:
(This goal should support the long-term goal, and identify communication strategies to use with the student’s parents that demonstrate elements of effective collaboration.)
Content
Justification
As applicable, justify content.
Activities/Strategies
What activities/strategies will help implement the goal?
Resources
What resources are needed to implement the goal?
Timelin ...
2009 S Link Workshop 1
1. The document summarizes a workshop for school trainers on creating quality digital content through collaboration.
2. The workshop aims to equip teachers to work collaboratively to create engaging lesson packages using existing online resources.
3. Key topics covered in the workshop include elements of quality lesson planning, evaluating existing lesson plans, models for engagement like the PETALS framework, and strategies for cooperative learning.
Most women experience their closest friendships with those of th.docx
Most women experience their closest friendships with those of the same sex. Men have suffered more of a stigma in terms of sharing deep bonds with other men. Open affection and connection is not actively encouraged among men. Recent changes in society might impact this, especially with the advent of the meterosexual male. “The meterosexual male is less interested in blood lines, traditions, family, class, gender, than in choosing who they want to be and who they want to be with” (Vernon, 2010, p. 204).
In this week’s reading material, the following philosophers discuss their views on this topic: Simone de Beauvoir, Thomas Aquinas, MacIntyre, Friedman, Hunt, and Foucault. Make sure to incorporate their views as you answer each discussion question. Think about how their views may be similar or different from your own. In at least 250 words total, please answer each of the following, drawing upon your reading materials and your personal insight:
To what extent do you think women still have a better opportunity to forge deeper friendships than men? What needs to change to level the friendship playing field for men, if anything?
How is the role of the meterosexual man helping to forge a new pathway for male friendships?
.
Morgan and Dunn JD have hired you to assist with a case involvin.docx
Morgan and Dunn JD have hired you to assist with a case involving domestic abuse. The evidence is contained on a password-protected laptop that the plaintiff (the wife) indicates will show a pattern of abuse. You have to decide what equipment and software to purchase to assist with the case and safely extract the data from the laptop.
.
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For this assessment you will create an 8-12 slide PowerPoint pre.docx
For this assessment you will create an 8-12 slide PowerPoint presentation for one or more stakeholder or leadership groups to generate interest and buy-in for the plan proposal you developed for the third assessment.
As a current or future nurse leader, you may be called upon to present to stakeholders and leadership about projects that you have been involved in or wish to implement. The ability to communicate a plan—and potential implications of not pursuing such a plan—to stakeholders effectively can be critically important in creating awareness and buy-in, as well as building your personal and professional brand in your organization. It is equally important that you know how to create compelling presentations for others' delivery and ensure that they convey the same content you would deliver if you were the presenter.
You are encouraged to complete the Evidence-Based Practice: Basics and Guidelines activity before you develop the presentation. This activity consists of six questions that will create the opportunity to check your understanding of the fundamentals of evidence-based practice as well as ways to identify EBP in practice. The information gained from completing this formative will help promote success in the Stakeholder Presentation and demonstrate courseroom engagement—it requires just a few minutes of your time and is not graded.
Demonstration of Proficiency
Competency 1: Explain strategies for managing human and financial resources to promote organizational health.
Explain how the interdisciplinary plan could be implemented and how the human and financial resources would be managed.
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Explain an organizational or patient issue for which a collaborative interdisciplinary team approach would help achieve a specific improvement goal.
Competency 3: Describe ways to incorporate evidence-based practice within an interdisciplinary team.
Summarize an evidence-based interdisciplinary plan to address an organizational or patient issue.
Propose evidence-based criteria that could be used to evaluate the degree to which the project was successful in achieving the improvement goal.
Competency 5: Apply professional, scholarly, evidence-based communication strategies to impact patient, interdisciplinary team, and systems outcomes.
Communicate the PowerPoint presentation of the interdisciplinary improvement plan to stakeholders in a professional, respectful manner, with writing that is clear, logically organized, with correct grammar and spelling, using current APA style.
Professional Context
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Ash edu 644 week 4 assignment school
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Competency Checklist and Professional Development Resources .docx
Competency Checklist and Professional Development Resources
An important and yet often overlooked function of leadership in an early childhood program is the ability to positively influence the people in the program. For this group assignment, consider the characteristics of a leader who can support and lead teachers in reflective teaching. This type of self-reflection is the first step to understanding how a supervisor supports teachers to accomplish their goals through mentoring. For this assignment, your group will need to address the following two components:
Part 1
: Consider the following question as your group completes the competency checklist below: What might be evidence that a teacher leader possesses the competence to also be a mentor? You are encouraged to evenly divide the competencies among your group, so that each member contributes to providing brief examples of interactions while highlighting the characteristic(s) that demonstrates each competency. While this portion can be completed independently, you should then collaborate to ensure that each group member provides feedback before submitting the full collaborative document.
Competency Checklist
Competency
Describe an example of a teacher-leader with children (when acting as a teacher)
Describe an example of a teacher-leader with adults (when acting as a supervisor)
Listens well, does not interrupt, and respects the pace of the other person
Is able to wait for others to discover solutions, form own ideas, and reflect
Asks questions that encourage details
Is aware of and comfortable with his or her feelings and the emotions of others
Is responsive to others
Guides, nurtures, supports, and empathizes
Integrates emotion and intellect
Fosters reflection or wondering by others
Is aware of how others’ reactions affect a process of dialogue and reflection, including sensitivity to bias and cultural context
Is willing to have consistent and predictable meeting times and places
Is flexible and available
Is able to form trusting relationships
Part 2:
Professional Development Resources Document
–Early childhood programs have numerous curriculum options which may contribute to a need to support teachers and staff in a curriculum context they are not familiar with. Therefore, as we prepare to support protégés, we can refer to the National Association of the Education of Young Children core standards for professional development, to promote the use of best practices. These six core standards, briefly describe what early childhood professionals should know and be able to do. After reading each of the
NAEYC Standards for Early Childhood Professional Preparation Programs (Links to an external site.)
, focus on the first four standards:
STANDARD 1.
PROMOTING CHILD DEVELOPMENT AND LEARNING
STANDARD 2.
BUILDING FAMILY AND COMMUNITY RELATIONSHIPS
STANDARD 3.
OBSERVING, DOCUMENTING, AND ASSESSING TO SUPPORT YOUNG CHILDREN AND FAMILIES
STANDARD 4.
US.
Competency Checklist and Professional Development Resources .docx
Competency Checklist and Professional Development Resources
An important and yet often overlooked function of leadership in an early childhood program is the ability to positively influence the people in the program. For this group assignment, consider the characteristics of a leader who can support and lead teachers in reflective teaching. This type of self-reflection is the first step to understanding how a supervisor supports teachers to accomplish their goals through mentoring. For this assignment, your group will need to address the following two components:
Part 1
: Consider the following question as your group completes the competency checklist below: What might be evidence that a teacher leader possesses the competence to also be a mentor? You are encouraged to evenly divide the competencies among your group, so that each member contributes to providing brief examples of interactions while highlighting the characteristic(s) that demonstrates each competency. While this portion can be completed independently, you should then collaborate to ensure that each group member provides feedback before submitting the full collaborative document.
Competency Checklist
Competency
Describe an example of a teacher-leader with children (when acting as a teacher)
Describe an example of a teacher-leader with adults (when acting as a supervisor)
Listens well, does not interrupt, and respects the pace of the other person
Is able to wait for others to discover solutions, form own ideas, and reflect
Asks questions that encourage details
Is aware of and comfortable with his or her feelings and the emotions of others
Is responsive to others
Guides, nurtures, supports, and empathizes
Integrates emotion and intellect
Fosters reflection or wondering by others
Is aware of how others’ reactions affect a process of dialogue and reflection, including sensitivity to bias and cultural context
Is willing to have consistent and predictable meeting times and places
Is flexible and available
Is able to form trusting relationships
Part 2:
Professional Development Resources Document
–Early childhood programs have numerous curriculum options which may contribute to a need to support teachers and staff in a curriculum context they are not familiar with. Therefore, as we prepare to support protégés, we can refer to the National Association of the Education of Young Children core standards for professional development, to promote the use of best practices. These six core standards, briefly describe what early childhood professionals should know and be able to do. After reading each of the
NAEYC Standards for Early Childhood Professional Preparation Programs (Links to an external site.)
, focus on the first four standards:
STANDARD 1.
PROMOTING CHILD DEVELOPMENT AND LEARNING
STANDARD 2.
BUILDING FAMILY AND COMMUNITY RELATIONSHIPS
STANDARD 3.
OBSERVING, DOCUMENTING, AND ASSESSING TO SUPPORT YOUNG CHILDREN AND FAMILIES
STANDARD 4.
US.
EP002 resources and sources for assistance with Assignment.docx
EP002 resources and sources for assistance with Assignment
ARTICLE: NAEYC AND THE COMMON CORE STANDARDS
http://www.naeyc.org/files/naeyc/11_CommonCore1_2A_rv2.pdf
BOOK EXCERPT: INDICATORS OF EFFECTIVE PRACTICE
https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=6728&type=lti&rcode=walden-588&srcou=6728
ARTICLE: WHERE WE STAND ON EARLY LEARNING STANDARDS
http://www.naeyc.org/files/naeyc/file/positions/earlyLearningStandards.pdf
ARTICLE: EARLY LEARNING STANDARDS: CREATING THE CONDITIONS FOR SUCCESS
http://www.naeyc.org/files/naeyc/file/positions/position_statement.pdf
BOOK EXCERPT: LITERACY-RICH ENVIRONMENTS
https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=6728&type=lti&rcode=walden-589&srcou=6728
BOOK EXCERPT: FOSTERING CREATIVITY
https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=6728&type=lti&rcode=walden-6707&srcou=6728
BOOK EXCERPT: TEACHING CHILDREN TO INVESTIGATE AND PROBLEM SOLVE
https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=6728&type=lti&rcode=walden-591&srcou=6728
REPORTS: COMMON CORE STANDARDS
http://www.corestandards.org/wp-content/uploads/ELA_Standards.pdf
http://www.corestandards.org/wp-content/uploads/Math_Standards.pdf
ARTICLE: BRIDGES TO LITERACY
http://www.zerotothree.org/child-development/early-language-literacy/vol_22-4f.pdf
ARTICLE: AGE-APPROPRIATE ART ACTIVITIES
https://www.artsnetwork.ca/sites/default/files/Children's%20Developmental%20Benchmarks%20and%20Stages_0.pdf
WEBSITES: RESOURCES FOR EARLY CHILDHOOD LEARNING EXPERIENCES
http://www.earlychildhoodohio.org/index.stm
http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=431
http://ngl.cengage.com/assets/downloads/ngsci_pro0000000028/am_trundle_teach_sci_early_child_scl22-0429a.pdf
https://pdfs.semanticscholar.org/8bb9/59efd956b9dfe653c1ad27c873d2901120dd.pdf
http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=229
BOOK EXCERPT: SOCIAL EMOTIONAL DEVELOPMENT
https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=6728&type=lti&rcode=walden-592&srcou=6728
BOOK EXCERPT: PHYSICAL DEVELOPMENT
https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=6728&type=lti&rcode=walden-593&srcou=6728
ARTICLE: PROMOTING SOCIAL/EMOTIONAL DEVELOPMENT
http://nieer.org/policy-issue/policy-report-promoting-childrens-social-and-emotional-development-through-preschool-education
ARTICLE: SOCIAL-EMOTIONAL DEVELOPMENT AND STATE STANDARDS
Curriculum Planning (EP002 Work Product)
Identify a preschool setting that provides educational programs for 3- and 4-year-olds. Arrange to visit and interview a teacher and to observe in his or her classroom for at least two hours. Use the “Interview Guide” document to inform your questions during your scheduled interview.
Keeping in mind all you have learned about the context of ...
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Slides for effective communication for leadership within organizations. The content explores best practices for digital communication, oral communication, establishing a strength based culture, and the role of Emotional Intelligence.
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Anglo 2010 bp
The document outlines objectives and strategies for improving an English language school. It aims to 1) improve teaching staff skills through training workshops, 2) strengthen relationships with companies and schools through marketing campaigns and coordination, and 3) consolidate Cambridge YLE exams locally by preparing students and informing parents. Strategies include designing training plans, visiting companies, setting coordination meetings with schools, and explaining the exams to parents. Most initiatives have deadlines within one year and responsibilities are assigned to staff groups to implement tactics within set costs.
Week 3 Instructor GuidanceAs you were reminded in Week 2, rememb.docx
Week 3 Instructor Guidance
As you were reminded in Week 2, remember it is a good idea to look ahead to Week 4 to prepare for the group activity – ask questions now in our Ask Your Instructor if you are unclear about any of the requirements for the group activity.
WEEKLY LEARNING OUTCOMES
Before moving any further, please take a moment to review and reflect on our learning expectations for the week; these are also listed with their alignment to each assessment for the week on the Week 3 Unit page:
· Discuss key ideas, values, and beliefs when creating a vision statement at the school.
· Devise a plan to include all stakeholders in the planning, creation and implementation process.
· Develop activities, for all stakeholders, in the vision creation process.
· Discuss the need to include district goals in regards to creating vision statements.
· Analyze the resources that each set of stakeholders brings to the successful implementation of the school vision.
· Discuss different strategies for stakeholder ownership in creating the vision statement
WEEK 3 – OVERVIEW
In Week Two, you provided justification on creating a new vision to your school board and school stakeholders. Additionally, you compared different visions to identify key components that comprise an effective vision. This week we have two discussions and an assignment. Review the guidance below and be sure to review the full instructions for each assessment on the Week 3 Unit page.
Discussion 1: In the Who to Include discussion, you reflect on which stakeholders are most effective to include in the modification or creation of a new vision for the school.
Discussion 2: The Planning Activities discussion is where you go more deeply into the vision process and determine what types of activities you need to plan to ensure the stakeholders have enough information to successfully create a vision.
Assignment: The assignment Join the Visionary Team is another opportunity to be creative and put your technology skills to use while showing what you know about recruitment to participate in a vision modification or creation. You will create a flyer that you could place in the school to attract stakeholders into joining a committee to create the school vision.
INTELLECTUAL ELABORATION
Another Committee!
As teachers, we are planning, creating, and teaching students and attending to all the intellectual and physical labor that teaching entails. We are busy professionals often with busy personal lives to manage as well. Often teachers stay long hours at their school site to ensure our practices are providing enough learning for the students to succeed. When we are faced with being put on a committee, it typically reduces our direct focus on our classroom activities. However, being on a committee is a significant duty as it is one of the best ways to have your voice heard around the school and to learn with your peers about a range of topics influencing your classroom practice.
As lea.
Part IThis Assessment is a Work Product that is divided in to tw.docx
Part I
This Assessment is a Work Product that is divided in to two parts. In Part I, you will describe the “NAEYC Early Childhood Program Standards and Accreditation Criteria” (Document #3) and “NAEYC Engaging Diverse Families Project Program Self-Assessment Checklist” (Document #4), and explain how these tools can be used in assessment, and in the case of the Accreditation Criteria, to support program quality.
In order to complete Part II, in which you evaluate an early childhood program, you will need to arrange a visit to a NAEYC-accredited program and interview the director. The Walden University Letter (Document #1) is a letter you can provide to the director explaining the purpose of your visit. You can find a list of accredited programs in your community here. Early in the competency schedule a date and time to visit and observe an accredited program and interview the director. Students will use this information to complete Part II of the assessment.
Explain that you are learning about program standards and practices supporting families and how to evaluate early childhood programs. Share the “NAEYC Early Childhood Program Standards and Accreditation Criteria Overview” (Document #2), the “NAEYC Engaging Diverse Families Project Program Self-Assessment Checklist,” (Document #4), and explain that you will be looking for evidence of Standard 7 and two additional standards you choose. Ask the director to meet with you to review the documents and to explain why s/he believes the accreditation process helps to ensure quality in early childhood settings. Obtain permission to spend a day at the school, visiting in classrooms and observing children and teachers in action. Explain that you will not identify the program or any personnel or children by name, nor will you take any pictures. As you conduct your observations, take notes about what you observe and mark your findings on the “NAEYC Early Childhood Program Standards and Accreditation Criteria” (Document #3) and the “NAEYC’s Engaging Diverse Families Self-Assessment Checklist” (Document #4). During the interview take notes and use the checklist to complete the evaluation of the visit.
Remember, early childhood programs are not evaluated based on a single visit. You will not be able to observe evidence of all criteria during your observation. The goal of this assessment is to provide you with practice in identifying evidence related to program quality. Please keep this in mind as you conduct your observation and complete this Assessment.
Review the “NAEYC's Early Childhood Program Standards and Accreditation Criteria” (Document #3) and the “NAEYC Engaging Diverse Families Project Program Self-Assessment Checklist” (Document #4) provided as part of this Work Product. In a 1- to 2-page paper:
1. Explain the purpose of the “NAEYC Early Childhood Program Standards and Accreditation Criteria” and the importance of using them to for assessing program quality. Explain the importance of the NAE ...
Part IThis Assessment is a Work Product that is divided in to tw.docx
Here is a revised summary in proper English sentence structure:
The NAEYC promotes positive relationships among children and adults to support each child's sense of belonging and ability to contribute responsibly to the community. Additionally, it enhances child development socially, emotionally, physically, and cognitively. Early childhood programs implement effective teaching approaches tailored to each child's education and development as outlined in the program's curriculum goals. Programs assess children's progress formally and informally, considering family and cultural contexts. Assessment results inform decisions about children, teaching, and program improvement. Programs also promote children's nutrition, health, and safety while protecting children and staff from illness and injury. They employ qualified teachers committed to supporting children's learning, development, and diverse
Collective Learning and Application
The document discusses the genesis phase of developing professional learning communities (PLCs) in a school. It outlines the principal's role in facilitating collaboration, developing collegial relationships among teachers, and focusing professional development on improving teaching and learning. The principal works to build teacher leadership and establish collaboration as the primary means of instructional improvement, staff development, and decision-making. Teachers develop trusting relationships, participate in professional development, and commit collectively to evaluating instructional practices and school programs. The goal is for collaboration and data-driven decision-making to become institutionalized in the school's culture.
Assignment 1 is the first part of a five-part project to plan the .docx
Assignment 1 is the first part of a five-part project to plan the various elements of a program evaluation for education. Select a program target from your school district, workplace, (e.g., business training program) or your university (where you are a student). For you to gain the most from the assignment, you should select a program that you are interested in, would like to see evaluated, and are able to obtain information about. (Possible programs include: student assessment, teacher assessment, pay for student achievement, new teacher or employee training, online classrooms, anti-bullying, gender equity for girls in math and science, school to work, retention of at-risk students, and schools of choice (charter schools), etc.). As you develop the entire plan, gather information, and receive feedback from your professor (or others), you should revise and refine each part of the project. Think of your professor as your project evaluator and supervisor who will help guide you so that you produce an outstanding, well-developed evaluation plan for the stakeholders.
Write a three to four (3-4) page paper in which you:
Describe three (3) elements of a worthy object for program evaluation - its type, the department administrating it, and target population.
Describe the program's history, primary purpose(s), and / or expected outcomes.
Explain three (3) reasons for selecting the program (e.g., program's value or lack of it, issues surrounding it, age, relevance, cost, impact on students, etc.).
Discuss three (3) advantages of evaluating the program at this time.
Discuss two (2) major constraints in conducting an evaluation on this program and a method of addressing them.
Use at least three (3) peer-reviewed academic resources in this assignment. Note: Wikipedia and many Websites do not qualify as academic resources. Peer-reviewed academic resources refer to articles and scholarly journals that are reviewed by a panel of experts or peers in the field. Review the video titled Research Starter: Finding Peer-Reviewed References for more information on obtaining peer-reviewed academic resources through your Blackboard course shell.
Format your assignment according to the following formatting requirements:
Typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides.
Include a cover page containing the title of the assignment, the student's name, the professor's name, the course title, and the date. The cover page is not included in the required page length.
Include a reference page. Citations and references must follow APA format. The reference page is not included in the required page length.
The specific course learning outcomes associated with this assignment are:
Explore the need for evaluating school programs.
Develop a program evaluation plan for education.
Write clearly and concisely about education program evaluation using proper writing mechanics.
Use technology and information resources to research issues .
OverviewThis Assessment is a Work Product in which you will .docx
Overview
This Assessment is a Work Product in which you will design a set of learning experiences that could be implemented as part of an effective curriculum for preschool children (ages 3–4). Ideally, curriculum planning is a collaborative process. For this Work Product, you will interview a teacher to learn more about his or her curricular goals and find out how you can collaborate with one another to achieve those goals. You will also observe in the teacher’s classroom in order to learn more about the children in the setting. If you are currently working as an early childhood teacher, collaborate with a colleague in your setting to complete this Assessment.
You will collaborate with a colleague or early childhood teacher to design three learning experiences that are appropriate for the children in the preschool classroom that you observed. (Implementation is not required, but it is important that you have a real setting in mind as you plan.)
Your response to this Assessment should:
1. Reflect the criteria provided in the Rubric, which provides information on how the Assessment will be evaluated.
2. Adhere to the required assignment length.
3. Use the APA course paper template available
here
. All submissions must follow the conventions of scholarly writing. Properly formatted APA citations and references must be provided where appropriate.
Professional Skills: Collaboration
and
Written Communication
is assessed in this Competency. You are strongly encouraged to use the
Writing Checklist
and to review the Rubric prior to submitting.
This Assessment requires submission of one (1) document, with the learning experiences included as an Appendix. Save this file as
EP002_firstinitial_lastname
(for example, EP002_J_Smith). When you are ready to upload your completed Assessment, select
Submit Attempt
.
Instructions
Before submitting your Assessment, carefully review the rubric. This is the same rubric the assessor will use to evaluate your submission and it provides detailed criteria describing how to achieve or master the Competency. Many students find that understanding the requirements of the Assessment and the rubric criteria help them direct their focus and use their time most productively.
Rubric
Access the following to complete this Assessment:
Interview Guide
Learning Experience Plan Template
Curriculum Planning
Identify a preschool setting that provides educational programs for 3- and 4-year-olds. Arrange to visit and interview a teacher and to observe in his or her classroom for at least two hours. Use the “Interview Guide” document to inform your questions during your scheduled interview.
Keeping in mind all you have learned about the context of the preschool program and the standards that inform its curriculum, plan three learning experiences around a central theme chosen in collaboration with the teacher you interview. Use the template provided in the “Learning Experience Plan Template” document.
Taken .
Collaboration and Communication Action Plan Template Maria.docx
Collaboration and Communication Action Plan Template
Maria Thompson
Spd. 310
Professor Swaney
10/13/19
Based on thescenario you read, create an action plan to assist Mrs. Stone and Marco. Use the template below to define one over-arching measurable long-term goal and four measurable short-term goals as well as steps for achieving those goals and reporting progress.
Complete rationales explaining your choices beneath the action plan template.
Long-Term Goal:
Provide long-term goal due date.
Action Plan Short-Term Goals and Steps to Achieve the Long-Term Goal
Short-Term Goal 1:
(This goal should support the long-term goal of, and address communication and collaboration between Marco’s gifted teacher and special education teacher, specifying positives in working with the student in their classrooms, as well as challenges that may arise.
Content
Justification
As applicable, justify content.
Activities/Strategies
What activities/strategies will help implement the goal?
Resources
What resources are needed to implement the goal?
Timeline
What is an appropriate timeline to achieve the goal?
Persons Responsible
What stakeholders will be responsible in helping to achieve the goal and how will they collaborate?
Evidence of Success
How will the goal be measured?
Short-Term Goal 2:
(The goal should support the long-term goal, and address collaborative coaching for the gifted teacher to include research-based instructional strategies and recommendations that relate to Marcos’ disabilities, inclusive learning practices, and cultural diversity).
Content
Justification
As applicable, justify content.
Activities/Strategies
What activities/strategies will help implement the goal?
Resources
What resources are needed to implement the goal?
Timeline
What is an appropriate timeline to achieve the goal?
Persons Responsible
What stakeholders will be responsible in helping to achieve the goal
Evidence of Success
How will the goal be measured?
Short-Term Goal 3:
(This goal should support the long-term goal, and provide collaborative coaching and guidance for the paraeducator to support the gifted teacher and student.)
Content
Justification
As applicable, justify content.
Activities/Strategies
What activities/strategies will help implement the goal?
Resources
What resources are needed to implement the goal?
Timeline
What is an appropriate timeline to achieve the goal?
Persons Responsible
What stakeholders will be responsible in helping to achieve the goal and how will they collaborate?
Evidence of Success
How will the goal be measured?
Short-Term Goal 4:
(This goal should support the long-term goal, and identify communication strategies to use with the student’s parents that demonstrate elements of effective collaboration.)
Content
Justification
As applicable, justify content.
Activities/Strategies
What activities/strategies will help implement the goal?
Resources
What resources are needed to implement the goal?
Timelin ...
2009 S Link Workshop 1
1. The document summarizes a workshop for school trainers on creating quality digital content through collaboration.
2. The workshop aims to equip teachers to work collaboratively to create engaging lesson packages using existing online resources.
3. Key topics covered in the workshop include elements of quality lesson planning, evaluating existing lesson plans, models for engagement like the PETALS framework, and strategies for cooperative learning.
Similar to Module 06 Written Assignment - Communication PlanCompetency.docx (20)
For this assessment you will create an 8-12 slide PowerPoint pre.docx
For this assessment you will create an 8-12 slide PowerPoint pre.docx
Section-4-Effective-Professional-Learning-Strategies-FINAL
Section-4-Effective-Professional-Learning-Strategies-FINAL
Competency Checklist and Professional Development Resources .docx
Competency Checklist and Professional Development Resources .docx
Competency Checklist and Professional Development Resources .docx
Competency Checklist and Professional Development Resources .docx
EP002 resources and sources for assistance with Assignment.docx
EP002 resources and sources for assistance with Assignment.docx
Discussion 2Professional Learning Communities One co.docx
Discussion 2Professional Learning Communities One co.docx
Week 3 Instructor GuidanceAs you were reminded in Week 2, rememb.docx
Week 3 Instructor GuidanceAs you were reminded in Week 2, rememb.docx
Part IThis Assessment is a Work Product that is divided in to tw.docx
Part IThis Assessment is a Work Product that is divided in to tw.docx
Part IThis Assessment is a Work Product that is divided in to tw.docx
Part IThis Assessment is a Work Product that is divided in to tw.docx
Assignment 1 is the first part of a five-part project to plan the .docx
Assignment 1 is the first part of a five-part project to plan the .docx
OverviewThis Assessment is a Work Product in which you will .docx
OverviewThis Assessment is a Work Product in which you will .docx
Collaboration and Communication Action Plan Template Maria.docx
Collaboration and Communication Action Plan Template Maria.docx
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General Education Competency:
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Introduction: This assignment will assist in your gaining a better understanding of the theoretical perspectives in Sociology
This assignment fulfills/supports
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Module One Making Budgetary Decisions
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PAD 3204 MODULE 1 SUNDAY ASSIGNMENT
PAD 3204 MODULE 1
Criteria
Ratings
Pts
This criterion is linked to a Learning OutcomeUse of data and assumptions
100.0 pts
You successfully incorporate all assumptions and data from the assignment and include information about average salaries gleaned from the district report card; no apparent errors.
85.0 pts
You incorporate most, if not all, assumptions and data from the assignment and include information about average salaries gleaned from the district report card; one or two minor errors.
75.0 pts
You incorporate some assumptions and data from the assignment and include information about average salaries gleaned from the district report card; a few major errors and omissions.
65.0 pts
You incorporate few, if any, assumptions and data from the assignment; many errors and omissions.
100.0 pts
This criterion is linked to a Learning OutcomeOverall presentation
100.0 pts
Your discussion of the budget process and individual budget lines is set forth in a clear, thoughtful manner. It is well-written and insightful (writing demonstrates a sophisticated clarity, conciseness, and correctness); includes thorough details and relevant data and information; and is extremely well-organized.
85.0 pts
Your discussion of the budget process and individual budget lines is set forth in a thoughtful manner. It is well-written (writing is accomplished in terms of clarity and conciseness and contains only a few errors); includes sufficient details and relevant data and information; and is well-organized.
65.0 pts
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100.0 pts
This criterion is linked to a Learning OutcomeTURNITIN ORIGINALITY SCORE
100.0 pts
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11% - 15%
70.0 pts
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60.0 pts
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Monitoring Global Supply Chains†
Jodi L. Short*
Professor of Law
University of California
Hastings College of the Law
San Francisco, California,
U.S.A
[email protected]
Michael W. Toffel
Professor of Business
Administration
Harvard Business School
Boston, Massachusetts, U.S.A
[email protected]
Andrea R. Hugill
Doctoral Candidate
Harvard Business School
Boston, Massachusetts, U.S.A
[email protected]
Version: July 6, 2015
Forthcoming in Strategic Management Journal
Research Summary
Firms seeking to avoid reputational spillovers that can arise from dangerous, illegal, and
unethical behavior at supply chain factories are increasingly relying on private social auditors to
provide strategic information about suppliers’ conduct. But little is known about what influences
auditors’ ability to identify and report problems. Our analysis of nearly 17,000 supplier audits
reveals that auditors report fewer violations when individual auditors have audited the factory
before, when audit teams are less experienced or less trained, when audit teams are all-male, and
when audits are paid for by the audited supplier. This first comprehensive and systematic
analysis of supply chain monitoring identifies previously overlooked transaction costs and
suggests strategies to develop governance structures to mitigate reputational risks by reducing
information asymmetries in supply chains.
Managerial Summary
Firms reliant on supply chains to manufacture their goods risk reputational harm if the working
conditions in those factories are revealed to be dangerous, illegal, or otherwise problematic.
While firms are increasingly relying on private-sector ‘social auditors’ to assess factory
conditions, little has been known about the accuracy of those assessments. We analyzed nearly
17,000 code-of-conduct audits conducted at nearly 6,000 suppliers around the world. We found
that audits yield fewer violations when the audit team has been at that particular supplier before,
when audit teams are less experienced or less trained, when audit teams are all-male, and when
the audits were paid for by the supplier instead of by the buyer. We describe implications for
firms relying on social auditors and for auditing firms.
Keywords
monitoring, transaction cost economics, auditing, supply chains, corporate social responsibility
† We gratefully acknowledge the research assistance of Melissa Ouellet as well as that of Chris Allen, John Galvin,
Erika McCaffrey, and Christine Rivera. Xiang Ao, Max Bazerman, Shane Greenstein, Jeffrey Macher, Andrew
Marder, Justin McCrary, Morris Ratner, Bill Simpson, and Veronica Villena provided helpful comments. Harvard
Business School’s Division of Research and Faculty Development provided financial support.
* Correspondence to Jodi L. Short, UC Hastings College of the Law, 200 McAllister Street, San Francisco, CA,
94102, .
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Module Assessment 4: TANM ApplicationsBUS2 190
Last name, First name (Section X)
Last name, First name (Section X)
Last name, First name (Section X)
Last name, First name (Section X)
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PROBLEM A: Casper Geriatric Center (16 pts)
1. Is this a minimization or maximization problem? Explain.
2. Is this a balanced or unbalanced problem? Explain.
3. What is the total capacity of Stations 10J and 6G?
4. What is the total demand for Sections A,C,E and F?
5. What is the value of your optimal solution?
6. In your optimal solution, to which sections and how many trays to each of these sections should location 2L deliver?
7. Where will Section D get its meals? How many from each Station?
8. Aside from the obvious deliveries from the factory to warehouses or warehouses to stores, identify and discuss 2 more scenarios on how the transportation model can be used.
Problem B: Good Stuffing Sausage Company (16 pts)
1. Is this a minimal spanning or shortest route problem? Explain.
2. Explain the differences between minimal spanning and shortest route problems. Give an example where each type of modeling can be used.
3. How many branches are there in this network?
4. How many hours will it take to drive through Nodes 2-4-8? Explain.
5. Which arc takes the longest time to travel?
6. Korina thinks the best route is 1-5-6-10. Do you agree with her? Why or why not?
7. What is the value of your optimal solution?
8. What are the nodes included in your optimal solution?
Problem C: 9-31: NASA Missions ( 13 points)
(Hint – your answers in questions 1, 2 and 3 should be a schedule on which mission specialist should be scheduled to which flight. Provide your explanations for your answers) 13 points
1. Who should be assigned to which flight to maximize ratings?
Name of Mission Specialist
Mission Date
Total Rating:
2. NASA has just been notified that Anderson is getting married in February and has been granted a highly sought publicity tour in Europe that month. (He intends to take his wife and let the trip double as a honeymoon.) How does this change the final schedule? Explain.
Name of Mission Specialist
Mission Date
Total Rating:
Explanation:
3. Certo has complained that he was rated incorrectly on his January missions. Both ratings should be 10s, he claims to the chief, who agrees and re-computes the schedule. Do any changes occur over the schedule set in Question 2? Why or why not?
Name of Mission Specialist
Mission Date
Total Rating:
Explanation:
4. What are the strengths and weaknesses of this approach to scheduling?
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What is the difference between a Mission Statement and a Vision Statement? Why would both statements be important as it relates to strategic planning? Are they important in achieving a competitive advanatgae?
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Full Text Translate
International law is in a period of transition. After World War
II, but especially since the 1980s, human rights expanded to
almost every corner of international law. In doing so, they
changed core features of international law itself, including
the definition of sovereignty and the sources of international
legal rules. But what has been called the "age of human
rights" is over, at leastfor now. Whether measured in terms of
the increasing number of authoritarian governments, the
decline in international human rights enforcement
architecture such as the Responsibility to Protect and the
Alien Tort Statute, the growing power of China and Russia
over the content of international law, or the rising of
nationalism and populism, international human rights law is
in retreat. The decline offers an opportunity to consider how
human rights changed, or purported to change, international
law and how international law as a whole can be made more
effective in a post-human rights era. This Article is the first to
argue that international human rights law as a whole-
whatever its much disputed benefits for human rights
themselves-appears to have expanded and changed
international law in ways that have made it weaker, less likely
to generate compliance, and more likely to produce
interstate friction and conflict. The debate around
international law and human rights should be reframed to
consider these costs and to evaluate whether international
law, including the work of the United Nations, should focus
on a stronger, more limited core of international legal norms
that protects international peace and security, not human
rights. Human rights could be advanced through domestic
and regional legal systems, through the the development of
non-binding international norms, and through iterative
processes of international reporting and monitoring-a model
not unlike the Paris Climate Agreement.
MoreK
0:00 /0:00
HeadnoteHeadnote
Abstract
International law is in a period of transition. After World War
II, but especially since the 1980s, human rights expanded to
almost every corner of international law. In doing so, they
changed core features of international law itself, including
the definition of sovereignty and the sources of international
legal rules. But what has been called the "age of human
rights" is over, at leastfor now. Whether measured in terms of
the increasing number of authoritarian governments, the
decline in international human rights enforcement
architecture such as the Responsibility to Protect and the
Alien Tort Statute, the growing power of China and Russia
over the content of international law, or the rising of
nationalism and populism, international human rights law is
in retreat.
The decline offers an opportunity to consider how human
rights changed, or purported to change, international law and
how international law as a whole can be mad.
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