EDU 695 Entire Course NEW

ASH EDU 695 All Assignments - Week 1 to Week 6 - NEW
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EDU 695 All Assignments - Week 1 to Week 6 - NEW
EDU 695 Week 1 Assignment 21st Century Framework
Revision NEW
EDU 695 Week 2 Assignment 21st Century Skills and
Standards NEW
EDU 695 Week 3 Assignment Learning and Innovation
Skills and Student Assessment NEW
EDU 695 Week 4 Assignment Research and Educational
Change NEW - Only Cover Letter - NO Personal CV

EDU 695 Week 5 Assignment Leadership in the 21st
Century Support Systems NEW
EDU 695 Week 6 Assignment Final Paper and ePortfolio
NEW

ASH EDU 695 All DQ's - Week 1 to Week 6 - NEW
ash/edu-695-all-dqs-week-1-to-week-6
EDU 695 All DQ's - Week 1 to Week 6 - NEW
EDU 695 Week 1 DQ 1 Diversity Through 21st Century
Teaching and Learning NEW
EDU 695 Week 2 DQ 1 Common Core State Standards
NEW
EDU 695 Week 2 DQ 2 Common Core Presentation NEW
EDU 695 Week 3 DQ 1 Critical Thinking and Problem
Solving NEW
EDU 695 Week 3 DQ 2 Creativity and Innovation NEW

EDU 695 Week 4 DQ 1 Share Your Action Research Study
NEW
EDU 695 Week 5 DQ 1 Working Together to Achieve a
Common Goal NEW
EDU 695 Week 5 DQ 2 Professional Learning
Communities NEW
EDU 695 Week 5 DQ 3 Link Your ePortfolio NEW
EDU 695 Week 6 DQ 1 Reflecting on Your Coursework
NEW

ASH EDU 695 Entire Course NEW
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EDU 695 Entire Course NEW
Revision NEW
Standards NEW
NEW

Solving NEW
Change NEW - Only Cover Letter - NO Personal CV
NEW
Common Goal NEW
Communities NEW
NEW
NEW

ASH EDU 695 Week 1 Assignment 21st Century
Framework Revision NEW
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Revision NEW
This assignment re-introduces you to the framework of
21st Century Skills that you will consider each week as
you work to redesign prior coursework for your
ePortfolio. Note that a similar format is followed for
each of the assignments in this course. You will upload
this assignment to the course for evaluation and to your
ePortfolio (Pathbrite).
Specifically, after reviewing the Framework for 21st
century learning, you will redesign or modify a prior
assignment from one of your courses in the MAED

program that represents your mastery of the MAED
program learning outcomes 1, 2, and 3. An assignment
you may want to redesign could be in the form of a
lesson plan or teaching unit you previously created for a
course. Your redesign of the assignment must show a
representation of 21st-century learning through
incorporation of student outcomes and support systems,
which are defined as follows:
• Student Outcomes: Learning and Innovations Skills
(critical thinking, communication, collaboration, and
creativity), Core Subjects 3Rs and 21st Century Themes,
Information, Media, and Technology Skills, Life and
Career Skills.
• Support Systems: Standards and assessments,
curriculum and instruction, professional development,
learning environments.
When selecting an assignment to redesign, think about
how the assignment should consider the diverse
strengths, differences, cultures, and communities of
students while offering a safe, collaborative, engaging,
and inclusive learning environment.
If you do not have previous work to use for this
assignment, please contact your instructor for
guidelines on how to proceed. As needed, refer to the
MAED program learning outcomes (PLOs) list. Create
your assignment to meet the content and written
communication expectations noted below.

Content Expectations
The Redesign expectations explain what you are
required to do with the prior coursework you choose to
redesign. The Summary expectations are for the
separate written portion of this assignment.
• Redesign – Outcomes (2 Points): Redesign of the
lesson plan or teaching unit includes at least one
component of the following 21st Century Student
Outcomes: Core Subjects and 21st Century Themes,
Learning and Innovation Skills, Information, Media, and
Technology Skills, and Life and Career Skills.
• Redesign – Support Systems (1 Point): Redesign of
the lesson plan or teaching unit includes at least one
component of the following 21st Century Support
Systems: 21st Century Standards, Assessment for 21st
Century Skills, 21st Century Curriculum and Instruction,
and 21st Century Learning Environments.
• Summary – Introduction/Conclusion (1 Point): A one
paragraph introduction to the summary that concisely
presents the scope and organization of the summary
writing, as well as a one paragraph conclusion that
recaps your summary’s key points.
• Summary – Modification (1 Point): For each revision,
summarize in a paragraph how you revised the activity
to address the components of 21st Century Student
Outcomes and 21st Century Support systems. Explicitly

state how your redesign assignment provides evidence
of mastery of PLO’s 1, 2, and 3.
• Summary – Reflection (1 Point): In one page, reflect
on your experience with the redesign in terms of
challenges you encountered and how you overcame
those challenges, including any difficulties experienced
in revising to address the components of 21st Century
Student Outcomes and 21st Century Support systems.
Written Communication Expectations
• Page Requirement (.5 points): Two to four pages, not
including title and references pages.
• APA Formatting (.5 points): Use APA formatting
consistently throughout the assignment.
• Syntax and Mechanics (.5 points): Display meticulous
comprehension and organization of syntax and
mechanics such as spelling and grammar.
• Source Requirement (.5 points): Reference three
scholarly sources in addition to the course textbook. All
sources on the references page need to be used and
cited correctly within the body of the assignment.
For information related to APA style, including samples
and tutorials, please visit the Ashford Writing Center.

ASH EDU 695 Week 1 DQ 1 Diversity Through 21st
Century Teaching and Learning NEW
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Diversity Through 21st-Century Teaching and Learning
There is a broad range of experiences brought to the
school every day by cultural, linguistic, and ethnically
diverse students. These unique diversities compel the
development and use of different teaching strategies to
target each student as an individual. In this discussion,
you will explore the concept of supporting diversity
through 21st-century teaching and learning. This
discussion is also intended to support your performance
on the Week One Assignment.

Initial Post - Select three of the five prompts below, and
then discuss how the Framework for 21st century
learning can be applied to each prompt using specific
examples of the actions you would take to apply the
framework. Your response to each of the three prompts
should be one paragraph.
a. Analyze how you can maintain high standards and
demonstrate high expectations for all ethnically,
culturally, and linguistically diverse students in the
classroom.
b. Reflect on ways in which you will choose culturally
relevant curriculum and instructional materials that
recognize, incorporate, and reflect students’ heritage
and the contributions of various ethnic groups.
c. Discuss how you would differentiate instruction for
the inclusion of various learning styles.
d. Reflect on ways in which you would modify
instruction for special education students.
e. Discuss how you would modify instruction to meet
the needs of students who are designated second
language learners.
Guided Response: Respond to at least two peers. Ask
questions of your peers about their responses to
encourage further conversation. In your responses,
consider including a question about the inclusion of
21st-century skills in a diverse classroom. Though two

replies is the basic expectation, for deeper engagement
and learning, you are encouraged to provide responses
to any comments or questions others have given to you,
including the instructor. Responding to the replies given
to you will further the conversation and provide
additional opportunities for you to demonstrate your
content expertise, critical thinking, and real-world
experiences with this topic.

ASH EDU 695 Week 2 Assignment 21st Century Skills
and Standards NEW
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skills-and-standards
Standards NEW
21st-Century Skills and Standards
In this assignment, you need to think about 21st century
support systems, the Common Core State Standards
(CCSS), and International Society for Technology in
Education Student (ISTE-S) standards and their
relationship with quality instructional planning,
delivery, and learner achievement. Using the
Framework for 21st century learning as a resource, you
will redesign or modify a prior activity, such as a lesson
plan or curriculum project, that you created in a prior

course. The redesigned coursework need to be a
representation of your mastery of the MAED program
learning outcomes 5 and 7. This assignment will be
uploaded to the course for evaluation and to your
ePortfolio (Pathbrite). If you do not have previous
projects to use in this assignment, please contact your
instructor for guidelines on how to proceed. As needed,
refer to the MAED program learning outcomes (PLOs)
list.
Create your assignment to meet the content and written
communication expectations below.
• Redesign – ISTE-S Standard (1 Point): Redesign a
lesson plan or curriculum project that reflects a
minimum of one ISTE-S standard labeled with number,
title, and objective(s). For example:
Creativity and Innovation
o Apply existing knowledge to generate new ideas,
products and processes.
• Redesign – Grade Level / CCSS Alignment (1 Point):
Redesign a lesson plan or curriculum project that clearly
labels a grade level and content specific CCSS (Math or
English Language Arts) which is aligned with a minimum

of one Core Subject and 21st Century Themes and a
minimum of one Learning and Innovation Skill, one
Information, Media, & Technology Skill, and evidence of
at least one Life and Career Skill.
• Summary – Introduction/Conclusion (1 Point): In one
paragraph, provide an introductory summary that
concisely presents the scope and organization of the
summary writing and a one-paragraph conclusion that
summarizes the key points of your summary.
• Summary – Modification (1 Point): In one paragraph,
summarize the changes you made to address ISTE-S,
CCSS, and 21st Century Skills and how your activity
addresses each. Explicitly state how your redesign
assignment provides evidence of master of PLO’s 5 and
7.
• Summary – Evaluation (1 Point): In one paragraph,
evaluate the appropriate 21st century support system
components that align with your redesigned activity
and, using examples, evaluate how each influences
learner-centered instruction and the creation of a
technology-enriched learning environment promoting
learner achievement and innovations. 21st century
support systems include: 21st century standards,
assessment for 21st century skills, 21st century
curriculum and instruction, and 21st century learning
environments.
• Summary – Reflection (1 Point): In one paragraph,
summarize your experience with the redesign in terms

of challenges you encountered and how you overcame
those challenges.

ASH EDU 695 Week 2 DQ 1 Common Core State
Standards NEW
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standards-recent
NEW
Common Core State Standards
Common Core State Standards (CCSS) establish clear
expectations for student learning and are the standards
for a set of learning for all students in the United States
regardless of geographic location. This discussion is
focused on CCSS and the role these standards take in the
school setting.

There are two parts to this discussion as explained
below.
• Part One: First, in one paragraph, summarize your
understanding of the foundation of the CCSS for Math
and English Arts. Next, adopting the perspective of a
teacher leader, in at least two paragraphs, evaluate how
CCSS (Math and English Language Arts) can be used to
influence the use of technology-enhanced differentiated
instructional strategies to support the needs of all
learners. Finally, in one paragraph, justify why it is
important to have purposeful planning of differentiated
instructional strategies to promote student learning and
provide at least one specific example to support your
justification.
• Part Two: Include a link to your ePortfolio
(Pathbrite) in your initial post along with a one-
paragraph reflection about your experience with the
redesign for the Week One Assignment in terms of
those challenges. Be sure to include any difficulties you
experienced in revising to meet the components of 21st
century student outcomes and 21st century support
systems.
Guided Response: Respond to at least two peers. In your
responses, include a question about your peer’s
technology-enhanced instructional strategies and offer
an additional resource that supports an alternative
viewpoint. Additionally, discuss your peer’s point of

view and whether it is in direct correlation or contrast
to yours about the CCSS. Finally, address your peer’s
discussion of the challenges he or she faced in the
redesign for the Week One Assignment offering
supportive ideas for how your peer could overcome
these challenges for future redesigns in this course.
Though two replies is the basic expectation, for deeper
engagement and learning, you are encouraged to
provide responses to any comments or questions others
have given to you, including the instructor. Responding
to the replies given to you will further the conversation
and provide additional opportunities for you to
demonstrate your content expertise, critical thinking,
and real-world experiences with this topic.

ASH EDU 695 Week 2 DQ 2 Common Core Presentation
NEW
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Common Core Presentation
In the Common Core State Standards discussion for
Week Two, you describe the foundation of CCSS and
discuss how CCSS can be used to influence the use of
technology-enhanced instructional strategies to support
the needs of all learners. Here, you continue the
discussion on CCSS, but from the perspective of linking
report cards to the CCSS. It is common to think about
how creating report cards that are linked to CCSS will
define expectations for student learning, communicate
student progress to parents, provides a consistent

approach to assessment evaluations, and focuses on
academic achievement. As needed, review the Hunt
Institute video below (click this link to view the video
transcript), which covers the history and development
of the CCSS.
For this discussion, you will adopt the role of a school
leader and create a digital presentation using the
software of your choice (e.g., PowerPoint, Present.me,
YouTube, Prezi, Jing, SlideRocket, or another program).
Your audience for this presentation can be either a
school board or a stakeholder directly in the school
setting, such as teachers, other staff, or students. If you
use software other than PowerPoint, submit notes for
each slide as part of your post. If you use PowerPoint, be
sure to include notes for each talking point on slides in
the notes section for each slide. The presentation needs
to be six to eight slides, excluding the title and
references slides, and cite at least one scholarly source
in addition to the required resources for this week.
Ensure that your presentation:
• Explains the purpose of CCSS.
• Explains how the CCSS are used within a school for
teaching and learning.
• Justifies why creating report cards based on the CCSS
is important in the school or district (depending on the

role you chose to take as noted in the initial post
directions above).
• Summarizes your understanding of how embedding
evidence-based assessment in the curriculum can help
guide teachers and learners in decision making.
Guided Response: Respond to at least two peers. Ask
questions of your peers about their responses to
encourage further conversation about their
presentation in relation to yours. Critically discuss the
variations in your presentation content and what may
account for those differences aside from intended
audience. Though two replies is the basic expectation,
for deeper engagement and learning, you are
encouraged to provide responses to any comments or
questions others have given to you, including the
instructor. Responding to the replies given to you will
further the conversation and provide additional
opportunities for you to demonstrate your content
expertise, critical thinking, and real-world experiences
with this topic.

ASH EDU 695 Week 3 Assignment Learning and
Innovation Skills and Student Assessment NEW
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Learning and Innovation Skills and Student Assessment
This assignment requires you to make connections
between high-quality assessment and learning and
innovation skills. Additionally, using the Framework for
21st century learning as a resource, you will redesign or
modify a prior activity from one of your courses in the
MAED program representing program learning outcome
3, 4, 5, and 7. There are several approaches you could
take with this assignment. For example, you may
redesign an instructional plan with assessment plans

embedded throughout or a full assessment plan
including a summative assessment you may have
constructed. These are just two ideas out of numerous
possibilities. If you do not have previous assignments to
use in this assignment, please contact your instructor
for guidelines on how to proceed. Refer to the MAED
program learning outcomes (PLOs) list as needed.
Upload your assignment to the course for evaluation and
to your ePortfolio (Pathbrite).
• Redesign - Alignment and Mastery (1 Point):
Redesign an instructional plan with assessment plans
embedded throughout, or a full assessment plan as
noted above including a summative assessment that
could be selected to include alignment between specific
skills, CCSS, and objectives and includes criteria for
mastery.
• Redesign - Learning and Innovation Skills (1 Point):
Redesign an instructional plan with assessment plans
embedded throughout, or a full assessment plan as
noted above including a summative assessment that

could be selected to include specific learning and
innovation skills from either/each of; creativity and
innovation, critical thinking and problem solving,
and/or communication and collaboration.
paragraph introduction to a summary that concisely
• Summary – Modification (1 Point): In one paragraph
summarize the changes you made to your activity to
meet the redesign expectations for this assignment.
Explicitly state how your redesign assignment provides
evidence of mastery of PLO’s 3, 5, and 7.
• Summary – Evaluation (1 Point): In one paragraph,
evaluate how your assessment promotes Learning &
Innovation Skills, assess how it could be used as a tool
for ongoing evaluation of student progress, and evaluate
how it could be used as a guide for teacher and student
decision making.
• Summary – Reflection (1 Point): Summarize, in one
paragraph, your experience with the redesign in terms
those challenges.

• Source Requirement (.5 points): References three

ASH EDU 695 Week 3 DQ 1 Critical Thinking and
Problem Solving NEW
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Solving NEW
Critical Thinking and Problem Solving
In Week Two, you created a presentation on why linking
assessments with report cards that reflect CCSS is
imperative. In this discussion, you expand on your
knowledge about CCSS and debate the idea of whether
creating high-quality assessments is necessary. Note
that some educators argue that it is not enough to just
create a link between assessments and report cards, but
that assessments need to be high level and should
require students to synthesize their learning instead of

only demonstrating mastery by rote memory.
Alternatively, some educators argue that high-quality
assessments cost more than lower quality assessments
(Eisner, 2001; Matthews, 2006; Pulfrey, Buch, & Butera,
2011). One possible reason for this viewpoint is that
higher-level assessments often include performance
tasks and/or essays that require teacher scoring, and
thus a great deal of time is spent on evaluating students’
work. Conversely, lower-level assessments measuring
basic knowledge through multiple-choice and true/false
responses; they can be measured using technology and
take considerably less time and resources to measure.
First, choose a side from the two opposing viewpoints
described above and discuss one of these two points:
a. Can the American education system afford
assessments for deeper learning?
b. Can the American education system afford not to
have such high-quality assessments?
Next, discuss if it is necessary to share assessment items,
rubrics and 21st-century practices with fellow
colleagues.
Guided Response: Respond to at least two peers. Find
one peer who has the same argument you chose and one
peer who chose the viewpoint you did not. Debate how
your viewpoint is different. If your viewpoint is similar
to that of your peers discuss the similarities. Evaluate
your peers’ responses to the use of multimedia
resources with regard to critical thinking and problem

solving. Though two replies is the basic expectation, for
deeper engagement and learning, you are encouraged to

ASH EDU 695 Week 3 DQ 2 Creativity and Innovation
NEW
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Creativity and Innovation
Educators strive to create a classroom that instills
creativity and innovation. In this discussion, you will
think about the creative and innovative instructional
approach known as the the flipped classroom while
making direct connections to the Common Core State
Standards and teacher decision making based on
student assessments. Reflecting on your previous
discussion on CCSS in Week Two as well as your
previous discussions from EDU671: Fundamentals of
Educational Research about the flipped classroom, you

will complete the three parts of this discussion’s initial
post.
There are three parts to this discussion, which are
described below.
Part 1
• Discuss how the flipped classroom idea can be used
in conjunction with CCSS (Math or English Language
Arts)
• Describe ways you could incorporate technology used
in the flipped classroom idea to support the Framework
for 21st century learning in the classroom as it relates to
decision making based on student assessments.
Part 2
Now, think about assessments you have created or used
in the past to address the following:
• Discuss if a school or teacher should use a
multimedia resource that is absolutely amazing in
delivering both content and assessment, but is not
accessible.
• Evaluate whether the resource must be excluded
from a course if there are no reasonably equivalent
accessible alternatives.
Part 3
• Attach a link to your electronic portfolio.
• In one paragraph, reflect on your experience with the
redesign in terms of challenges you encountered during

the Week Two Assignment and how you overcame those
challenges including any difficulties experienced in
revising to meet the components of one ISTE-S standard
and the CCSS (Math or English Language Arts) which are
aligned with a minimum of one Core Subject and 21st
Century Themes and a minimum of one Learning and
Innovation Skill, one Information, Media, & Technology
Skill, and evidence of at least one Life and Career Skill.
Guided Response: Respond to at least two peers. Your
replies should include a question about the
incorporation of CCSS and the Framework for 21st
Century learning in your peers’ posts and should offer
an additional resource for consideration that supports
an alternative viewpoint. Though two replies is the basic
expectation, for deeper engagement and learning, you
are encouraged to provide responses to any comments
or questions others have given to you, including the
expertise, critical thinking, and real world experiences
with this topic.

ASH EDU 695 Week 4 Assignment Research and
Educational Change NEW
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Change NEW
Ashford 5: - Week 4 - Assignment
Research and Educational Change
One aspect of professional development that educators
can participate in is that of educational conferences.
While you may at some point have participated in an
educational conference as an attendee, you have the
opportunity in this assignment to think as a presenter!

This assignment will also provide you the opportunity to
create a Curriculum Vitae (CV) and cover letter.
In this assignment, you will take your discussion
presentation you prepared for the staff meeting and
convert it into a poster that you could use at an
academic conference. As well, often when submitting a
poster proposal you include a CV and cover letter that
highlight your experience and research interests.
Historically, a conference poster session involves use of
a large poster-board style document as a reference
when speaking with conference attendees about your
research or practical experiences with a topic.
Increasingly, the poster session involves handouts in
digital format transferred through QR codes or another
medium and may involve a television or other screen
display to communicate your research at an academic
conference. Always, your poster presentation contains a
title, introduction to your question, overview of your
approach, results from your study or experience, and
your planned next steps in applying or expanding the
study or experience. Additionally, the poster provides
information about literature related to the poster topic,
usually a selected listing of previously published articles
that are important to your research, and a brief
acknowledgement to those who helped you with the
study.
Your poster, in whatever format it is presented at the
conference, is effective if it can be scanned and

comprehended at a high level in around five minutes.
Usually you will be present with your poster to explain
points and answer questions in an authentic conference
experience.
Using the Poster Presentation Template, create your
assignment to meet the content and written
communication expectations below. Upload your
assignment to the course for evaluation and to your
ePortfolio (Pathbrite).
Note: Including your CV or Cover Letter in your
ePortfolio is optional.
Content Expectations - Two Parts
Part One:
• Introduction (1 point): In 100-200 words, use this
section to interest your audience in the issue or
question of your study while using minimal background
information and definitions.
• Materials and Methods (1 point): In 50-100 words,
describe the procedure you used to collect data.
• Study Results (1 point): In 50-100 words, state your
research questions, describe how they were supported
by your research, and then include visuals (e.g.,
graphic/charts/diagrams) to illustrate the parts or
results of your study.

• Conclusion (1 point): In no more than 200 words,
provide the concluding remarks about your study while
explaining your major result in such a way as to
convince your audience why the outcome is interesting.
Describe the relevance of your findings to the field of
education and/or beyond, describe other directions this
study could lead to, and summarize the changes you
would make to the study in retrospect.
• Relevant Literature Cited (.5 points): Use full
citations in APA for all primary works you consulted
from the literature to inform and support the purpose of
your study.
• Acknowledgement (.5 points): In 30-50 words,
provide an acknowledgement to individuals or groups
who supported or contributed to your study.
Part Two:
• Create – Curriculum Vitae (.5 points): In three to four
pages your CV should include your name, an overview of
your education, your academic and related employment
(especially teaching, editorial, or administrative
experience), your research projects and/or research
interests (including conference papers and
publications), and your departmental and community
service.
• Create – Cover Letter (1.5 points): In no more than
one page your cover letter should include; heading,
introduction, argument and closing.

• Syntax and Mechanics (.25 points): Display
meticulous comprehension and organization of syntax
and mechanics, such as spelling and grammar.
• Page Requirement (.25 points): Includes a CV and
Cover Letter that are no more than 4 to 5 pages in
length.
Next Steps: Review and Submit the Assignment

ASH EDU 695 Week 4 DQ 1 Share Your Action Research
Study NEW
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NEW
Share Your Action Research Study
Action research is a form of inquiry in which a problem
is identified and a series of actions are planned as a way
of gaining deeper understanding of the range of possible
solutions. The purpose of this discussion is to promote
reciprocal sharing of your final action research report
with others in your community of practice (your peers
in this course) who would value the knowledge you have
gained through the action research process. In this
discussion, you will create a presentation using the

software of your choice (e.g., PowerPoint, Google Docs,
Present.me, YouTube, Prezi, Jing, SlideRocket, or
another program) to present your findings to your
school at an after school staff meeting. Include speaker
notes if using PowerPoint. If using a program other than
PowerPoint, submit a document with speaker notes
included for each slide.
There are two parts to this discussion.
Part 1: Share the process and results of the action
research planned in EDU671 and conducted in EDU675.
At a minimum:
• Describe the purpose of your study by writing a
statement that completes the following sentence, “The
purpose of this study is to…” (two to three sentences).
• Post your research question(s) - Include definitions
of key technical terms, if necessary. (one to three
sentences)
• Outcomes/Results The “so what?” of your study—
Answers to your research questions. (three to four
sentences)
• Assuming you would conduct another cycle of this
study, what specific modifications or adjustments would
you make, and why? (three to four sentences)
• Explain why this study is important to the school and
the students. ( two to three sentences)
• Explain why this study is important it is important for
teachers and other educational practitioners to become

researchers of their own practice. (two to three
sentences)
Part 2:
• Attach a link to your ePortfolio (Pathbrite).
• In one paragraph, reflect on your experience with the
redesign of the Week Three Assignment in terms of
those challenges. Also include how your assessment
promotes learning and innovation skills and how it
could be used as a tool for ongoing evaluation of student
progress.
Use the PowerPoint Template as a guide to help create a
high quality presentation.
Alternate: If you do not have your own completed action
research to utilize, you will take a slightly different
approach to complete this discussion: Using the Ashford
University Library, locate and analyze a peer-reviewed
educational action research study. You will follow the
same guidelines in Part 1 of the discussion to create a
presentation to share in the discussion forum. An added
part to your presentation is reference to the article.
replies, take on the role of a teacher listening to the
presentation. Ask questions about your peer’s action
research study and offer an additional resource for
consideration that supports an alternative viewpoint.

Though two replies is the basic expectation, for deeper
engagement and learning, you are encouraged to

ASH EDU 695 Week 5 Assignment Leadership in the 21st
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Leadership in the 21st-Century Support Systems
This assignment requires you to make connections
between 21st-century support systems, specifically 21st
Century Professional Development components. As the
emphasis is on professional development, consider
prior coursework that included collaboration, self-
reflection, and other components pertaining to your
growth as a practitioner and how that may contribute to

student outcomes. There are several approaches you
could take with this assignment. However, it is
recommended the assignment you select to redesign
includes at least one of the components of 21st Century
Professional Development (as listed below):
a. Highlights ways teachers can seize opportunities for
integrating 21st century skills, tools, and teaching
strategies into their classroom practice — and help
them identify what activities they can replace/de-
emphasize.
b. Balances direct instruction with project-oriented
teaching methods.
c. Illustrates how a deeper understanding of subject
matter can actually enhance problem-solving, critical
thinking, and other 21st century skills.
d. Enables 21st century professional learning
communities for teachers that model the kinds of
classroom learning that best promotes 21st century
skills for students.
e. Cultivates teachers’ ability to identify students’
particular learning styles, intelligences, strengths, and
weaknesses.
f. Helps teachers develop their abilities to use various
strategies (such as formative assessments) to reach
diverse students and create environments that support
differentiated teaching and learning.

g. Supports the continuous evaluation of students’ 21st
century skills development.
h. Encourages knowledge sharing among communities
of practitioners, using face-to-face, virtual, and blended
communications.
i. Uses a scalable and sustainable model of professional
development.
For example, you may redesign an instructional plan
with assessment plans embedded throughout, or a full
assessment plan including a summative assessment that
demonstrates either points f or g, both focusing on
student assessment. On the other hand, you might select
a previous assignment that focused on professional
collaboration and/or PLCs and modify it to support
points d, h, or i. If you do not have previous assignments
to use in this assignment, please contact your instructor
for guidelines on how to proceed. As needed, refer to the
MAED program learning outcomes (PLOs) list as needed.
Upload your assignment to the course for evaluation and
to your ePortfolio (Pathbrite).

• Redesign – 21st Century Professional Development (3
Points): Redesign of an instructional plan with
assessment plans embedded throughout, or a full
assessment plan with a summative assessment that
includes integration of 21st Century Skills, teaching
strategies, project-oriented teaching methods, problem-
solving, and critical thinking.
paragraph introduction to the summary that concisely
• Summary – Modification (1 Point): In one paragraph,
summarize the changes you made to your activity to
meet the redesign expectations for this assignment.
Explicitly state how your redesign assignment provides
evidence of mastery of PLOs 5 and 7
• Summary – Reflection (1 Point): Summarize, in one
paragraph, your experience with the redesign in terms
those challenges.

ASH EDU 695 Week 5 DQ 1 Working Together to Achieve
a Common Goal NEW
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Common Goal NEW
Working Together to Achieve a Common Goal
In this discussion, your instructor will assign and post
your mock professional learning community (PLC)
group of approximately two to three peers. Once your
group has been identified, begin collaborating with the
group in this discussion and in the Professional
Learning Communities discussion for this week. In this
discussion, your first step is to get to know your
partners in your mock PLC.

Post a brief introduction of your professional and/or
educational background and current grade you teach or
would like to teach.
Guided Response. As a group, identify a leader. The
leader will then:
a. Complete and attach the Group Agreement
document.
b. Post your group name.
c. List each member of your group and which of the
bulleted points listed in discussion two each member of
the group will be working on.
d. Identify what mode of communication you will use
to work together to complete and disseminate the
discussion points. Use the Group Agreement document
as your guide for your collaboration. Individually, you
will attach and post your section in the Professional
Learning Communities discussion for this week.

ASH EDU 695 Week 5 DQ 2 Professional Learning
Communities NEW
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Communities NEW
Professional Learning Communities
One component of the 21st Century Professional
Development framework encourages sharing
knowledge with fellow faculty, using face-to-face, virtual
and blended communications. When we think of sharing
knowledge, we often think of using professional
learning communities. In several of your courses, the
concept of a professional learning community (PLC) is
presented and elaborated on. A professional learning
community consists of individuals with an interest in

eduction. The focus of a professional learning
community can be taking measures to ensure students
learn, creating a culture of collaboration in the school,
for school improvement and more (DuFour, 2004). In
this discussion, you will deliberate about the use of
professional learning communities as they relate to the
21st Century Professional Development framework with
an emphasis on technology.
Initial Post: Think about the 21st Century Professional
Development framework and technology when working
in your mock professional learning community. Next,
imagine your state legislatures have asked the non-
partisan Legislative Analyst’s Office to advise them
regarding the creation of a blended professional
learning community across the districts within the state.
As an educator who is well versed in employing critical
thinking, problem solving and 21st-century skills in the
classroom, you have been selected to participate with a
group of other teachers to inform and persuade the
Analyst’s Office of why the incorporation of technology
to work collaboratively with other teachers in the state
is important.
Work with your mock PLC group to come up with a
supported argument based on personal experiences and
scholarly literature in which you:
• Discuss how you could incorporate and implement
the use of technology to create a blended professional
learning community across districts within your state to

share knowledge with fellow faculty on how a deeper
understanding of subject matter can actually enhance
problem solving, critical thinking, and other 21st-
century skills.
• Discuss how creating a professional learning
community can increase the ways teachers seize
opportunities for integrating 21st-century skills, tools
and teaching strategies into their classroom practice —
and help them identify what activities they can replace
or de-emphasize.
responses, ask a question about the 21st Century
Professional Development framework with regard to
professional learning communities and offer an
additional resource for consideration that supports an
alternative viewpoint. Though two replies is the basic
with this topic.

ASH EDU 695 Week 5 DQ 3 Link Your ePortfolio NEW
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Link Your ePortfolio
In this discussion, you will attach a link to your
ePortfolio and reflect on your redesign activity from the
Week Four Assignment. Your instructor will not post
individual replies to all learners. Instead, the instructor
will post a synthesis of the redesign activity on Day 7
(Monday). The instructor will find common themes and
challenges associated with the assignment from Week
Four to provide feedback to the class as a whole.
Although your instructor will not provide individual

feedback, you will be graded on whether or not you
attached the link to your ePortfolio (Pathbrite), your
reflection of the assignment, and your responses to
peers.
Initial Post: Attach a link to your electronic portfolio.
Next, in one page,reflect on the major result of your
study and why the outcome is interesting, describe the
relevance of your findings to the field of education
and/or beyond, describe other directions this study
could lead to, and summarize the changes you would
make to the study in retrospect.
Guided Response: Respond to at least one peer. In your
reply, ask questions about their responses to encourage
further conversation. Though one reply is the basic
with this topic.

ASH EDU 695 Week 6 Assignment Final Paper and
ePortfolio NEW
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eportfolio-recent
NEW
Final Paper and ePortfolio
You will create an ePortfolio that includes redesigned
activities from prior coursework in the Masters of Arts
in Education (MAED) Program that demonstrate your
competency with the nine Program Learning Outcomes,
which are also the Course Learning Outcomes for EDU
695. Additionally, you will write a narrative reflection of
your experience with the program and the ePortfolio
construction. The overarching goal of this Final Paper

and ePortfolio assignment is to showcase learning from
the MAED Program in a consolidated, web-based format
that can easily be shared with anyone: colleagues,
potential or current employers, friends, family
members, and others. For the ePortfolio, you use a
system called Pathbrite. Within this ePortfolio, you will
tell the story of your educational journey and value of
your personal MAED experience as it applies to the labor
market. Remember, the ePortfolio is your chance to
show what you know and are able to do in the practice of
teaching and learning with technology. You will submit a
link to your ePortfolio and attach your paper portion of
the assignment in a Week Six discussion for preliminary
feedback by peers and the instructor before the final
submission. The earlier you submit in the Week Six
discussion the more opportunity you have for input
from your peers and instructor to improve your work
before the final submission of this assignment.
Creating the Final Paper and ePortfolio
Please include a link to the ePortfolio (Pathbrite) within
the paper portion of this assignment. As needed, refer to
the MAED program learning outcomes (PLOs) list. Then,
create your final assignment to meet the content and
written communication expectations below.
• ePortfolio Components (5 Points): Include at least
one artifact demonstrating mastery for each of the nine
MAED Program Learning Outcomes (PLOs).

• ePortfolio Design (3 Points): Design the ePortfolio to
be professional in appearance. Be sure to exemplify
effective and ethical uses of technology so that the
ePortfolio logically organized in a visually appealing
way.
• Narrative – Ranking (5 Points): Rank and discuss the
importance of each Program Learning Outcome to your
individual work setting, including an explanation of
each ranking and its value to you in your learning
environment or your position. Discuss how you
currently use each PLO in your work setting and, if PLOs
are not used, discuss ways you might begin to use them
in your current or future work setting. If you are
unemployed or otherwise do not work in a teaching
role, you can either (a) use a previous work location, or
(b) imagine the perfect work location (e.g., your dream
job), and use that fictional work center to rank and
discuss each PLO. The overall goal of this section of the
narrative is to rank each PLO according to its
importance to you as an educator or potential educator,
starting by listing the most important PLO to you first.
• Narrative – Challenges/Solutions (5 Points): Discuss
the design and development challenges you experienced
while creating this ePortfolio in Pathbrite and explain
how you overcame those challenges. If you feel that you
did not face any challenges during your
design/redesign, please state that there were no
challenges and clearly support this statement with a
discussion of the details, or reflect and think deeply

about your design/redesign process and offer a detailed
narrative of how the process excelled. Examples of
challenges include: (a) getting accustomed to specific
technology to communicate and showcase your learning,
(b) difficulty ranking the PLOs, (c) finding creative ways
to display your newly learned skill sets, and (d) tying
together concepts and theories into one cohesive digital
collection. When you explain how you resolved or
worked around challenges you need to consider how
you became proficient in using various digital tools, how
you linked PLOs to your job responsibilities, how
Internet searches uncovered new ways to utilize your
talents, how peer collaboration produced ways to
effectively consolidate multiple concepts and theories in
one package, and how ePortfolio examples sparked
creative thought.
• Page Requirement (.5 points): Include one page per
discussion of each of the nine MAED Program Learning
Outcomes and a tenth page for the narrative response
for a total of ten pages (not including the title and
reference pages).
mechanics, such as spelling and grammar.

Next Steps: Review and Submit the Assignment
Review your assignment with the Grading Rubric to be
sure you have achieved the distinguished levels of
performance for each criterion. Next, submit the
assignment for evaluation no later than Day 7.

ASH EDU 695 Week 6 DQ 1 Reflecting on Your
Coursework NEW
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coursework-recent
NEW
Reflecting on Your Coursework
This discussion is your opportunity to receive feedback
on the Week Six Final Paper and ePortfolio Assignment.
Remember, submitting this information earlier in the
week is advised to allow peers and the instructor ample
time to offer feedback to you that you can use to revise
your final assignment before submission.
Initial Post – In your initial post, submit a link to your
ePortfolio (Pathbrite) from the Week Six Assignment

and attach your draft document of the final assignment
to the message. In the message of your initial post:
• In at least one paragraph, discuss your takeaways
from this course. What new learning transpired for you
in this course? What will you carry with you to your
current or future classroom?
• In at least one paragraph, discuss how action
research can influence educational change within the
classroom, district, and nationwide.
Guided Response: Respond to at least two peers.
Consider reviewing the Grading Rubric for the Week Six
Assignment and using language from the rubric in your
feedback to peers about their projects. For optimal
engagement with your learning peers, you are
encouraged to re-engage in the discussion by replying to
posts made in response to you by the instructor and
peers. Timely feedback to peers will be most helpful to
them in the finalization of their Week Six Assignment!

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