This document provides guidance for the Week 5 assignment in an educational technology leadership course. Students are asked to reflect on what they have learned throughout the course and consider how it will influence their role as an educational technology leader. They must assume a school leadership role and respond to reflection questions in 150 words each, equivalent to a 750 word paper. Questions address course outcomes, relevance to their work, unachieved outcomes, success completing assignments, lessons learned, and the educational value and concerns of blogging.
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Select a grade level. You are preparing a workshop for parents that focuses on literacy and the Common Core standards for your selected grade level.
Create a PowerPoint presentation of no less than 10-15 slides that explains what literacy will look like in your classroom, keeping in mind the instructional shifts.
Within the presentation, describe how parents can support your literacy efforts for their child at home. These
EED 475 Effective Communication - tutorialrank.comBartholomew31
For more course tutorials visit
www.tutorialrank.com
Select a grade level. You are preparing a workshop for parents that focuses on literacy and the Common Core standards for your selected grade level.
Create a PowerPoint presentation of no less than 10-15 slides that explains what literacy will look like in your classroom, keeping in mind the instructional shifts.
For more classes visit
www.snaptutorial.com
EED 470 Topic 1 Discussion Question 1
Which event in the history of teaching reading has had the most significant impact on reading in the United States? Explain your answe
For more classes visit
www.snaptutorial.com
Details:
Select a grade level. You are preparing a workshop for parents that focuses on literacy and the Common Core standards for your selected grade level.
Create a PowerPoint presentation of no less than 10-15 slides that explains what literacy will look like in your classroom, keeping in mind the instructional shifts.
Within the presentation, describe how parents can support your literacy efforts for their child at home. These
For more course tutorials visit
www.tutorialrank.com
Select a grade level. You are preparing a workshop for parents that focuses on literacy and the Common Core standards for your selected grade level.
Create a PowerPoint presentation of no less than 10-15 slides that explains what literacy will look like in your classroom, keeping in mind the instructional shifts.
Within the presentation, describe how parents can support your literacy efforts for their child at home. These
EED 475 Effective Communication - tutorialrank.comBartholomew31
For more course tutorials visit
www.tutorialrank.com
Select a grade level. You are preparing a workshop for parents that focuses on literacy and the Common Core standards for your selected grade level.
Create a PowerPoint presentation of no less than 10-15 slides that explains what literacy will look like in your classroom, keeping in mind the instructional shifts.
For more classes visit
www.snaptutorial.com
EED 470 Topic 1 Discussion Question 1
Which event in the history of teaching reading has had the most significant impact on reading in the United States? Explain your answe
For more classes visit
www.snaptutorial.com
Details:
Select a grade level. You are preparing a workshop for parents that focuses on literacy and the Common Core standards for your selected grade level.
Create a PowerPoint presentation of no less than 10-15 slides that explains what literacy will look like in your classroom, keeping in mind the instructional shifts.
Within the presentation, describe how parents can support your literacy efforts for their child at home. These
For more classes visit
www.snaptutorial.com
Details:
Select a grade level. You are preparing a workshop for parents that focuses on literacy and the Common Core standards for your selected grade level.
Create a PowerPoint presentation of no less than 10-15 slides that explains what literacy will look like in your classroom, keeping in mind the instructional shifts.
Within the presentation, describe how parents can support your literacy efforts for their child at home. These activities can be
For more classes visit
www.snaptutorial.com
Details:
Select a grade level. You are preparing a workshop for parents that focuses on literacy and the Common Core standards for your selected grade level.
Create a PowerPoint presentation of no less than 10-15 slides that explains what literacy will look like in your classroom, keeping in mind the instructional shifts.
For more classes visit
www.snaptutorial.com
Details:
Select a grade level. You are preparing a workshop for parents that focuses on literacy and the Common Core standards for your selected grade level.
For more classes visit
www.snaptutorial.com
Details:
Select a grade level. You are preparing a workshop for parents that focuses on literacy and the Common Core standards for your selected grade level.
Create a PowerPoint presentation of no less than 10-15 slides that explains what literacy will look like in your classroom, keeping in mind the instructional shifts.
Check this A+ tutorial guideline at
https://www.uopassignments.com/eed-475-grand-canyon-university
For more classes visit
http://www.uopassignments.com/
Eed 475 Effective Communication / snaptutorial.comHarrisGeorg16
Details:
Select a grade level. You are preparing a workshop for parents that focuses on literacy and the Common Core standards for your selected grade level.
Create a PowerPoint presentation of no less than 10-15 slides that explains what literacy will look like in your classroom, keeping in mind the instructional
Roxbury Township School District and Chester Township School District partnered together for a special parent engagement night for the Moms Club of Roxbury NJ on September 8, 2014.
For more classes visit
www.snaptutorial.com
Details:
Select a grade level. You are preparing a workshop for parents that focuses on literacy and the Common Core standards for your selected grade level.
Create a PowerPoint presentation of no less than 10-15 slides that explains what literacy will look like in your classroom, keeping in mind the instructional shifts.
Within the presentation, describe how parents can support your literacy efforts for their child at home. These activities can be
For more classes visit
www.snaptutorial.com
Details:
Select a grade level. You are preparing a workshop for parents that focuses on literacy and the Common Core standards for your selected grade level.
Create a PowerPoint presentation of no less than 10-15 slides that explains what literacy will look like in your classroom, keeping in mind the instructional shifts.
For more classes visit
www.snaptutorial.com
Details:
Select a grade level. You are preparing a workshop for parents that focuses on literacy and the Common Core standards for your selected grade level.
For more classes visit
www.snaptutorial.com
Details:
Select a grade level. You are preparing a workshop for parents that focuses on literacy and the Common Core standards for your selected grade level.
Create a PowerPoint presentation of no less than 10-15 slides that explains what literacy will look like in your classroom, keeping in mind the instructional shifts.
Check this A+ tutorial guideline at
https://www.uopassignments.com/eed-475-grand-canyon-university
For more classes visit
http://www.uopassignments.com/
Eed 475 Effective Communication / snaptutorial.comHarrisGeorg16
Details:
Select a grade level. You are preparing a workshop for parents that focuses on literacy and the Common Core standards for your selected grade level.
Create a PowerPoint presentation of no less than 10-15 slides that explains what literacy will look like in your classroom, keeping in mind the instructional
Roxbury Township School District and Chester Township School District partnered together for a special parent engagement night for the Moms Club of Roxbury NJ on September 8, 2014.
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Time Management Plan Guidelines
PURPOSE
The purpose of this assignment is to allow the learner to use effective strategies to manage time as a professional nurse and online student.
COURSE OUTCOMES
This assignment enables the student to meet the following course outcomes.
CO #3. Demonstrate effective verbal, written, and technological communication using legal and ethical standards for transferring knowledge. (PO #3)
CO #4. Integrate critical thinking and judgment in professional decision-making in collaboration with faculty and peers. (PO #4)
CO #5. Integrate application of professional values, service, and accountability when planning for personal, intellectual, and professional development. (PO #5)
CO #9. Demonstrates responsibility for personal and professional development by assessing computer competence, implementing plans for upgrading computer skills, and using effective strategies for online student success. (PO #5)
DUE DATE
Submit the assignment to the Week 1 Dropbox by Sunday, 11:59 p.m. MT.
POINTS
This assignment is worth a total of 50 points.
PREPARING THE TIME MANAGEMENT PLAN
1. Read this document (Time Management Plan Guidelines), including the Rubric.
2. From Doc Sharing, download the Time Management Plan Template. Rename that document as Your Last Name Time Management Plan.docx. Save it to your own computer or flash drive in a location where you will be able to retrieve it later. Type your assignment directly on the saved document. Remember that only Microsoft Word 2010 or a later version is acceptable. The document must be saved as a .docx. Save your work frequently as you type to prevent loss of your work.
3. As you prepare your Time Management Plan, consider your own life. When do you work, sleep, and spend time with family and friends? How will the addition of online coursework impact your time management?
4. Complete the Time Management Plan with your schedule for an upcoming course week. Be sure to consider all the activities you will do during that week. Work on this assignment during Week 1. Don’t wait until the due date to begin your work!
5. An example of a plan may be found at the end of this document.
6. When your assignment is complete, save and close the document. Enter the course and submit the document as an attachment to the Week 1 Dropbox. See the Week 1 Assignments page for step-by-step instructions on how to use the Dropbox.
DIRECTIONS AND GRADING CRITERIA
Category
Points
%
Description: See Rubric for details.
Categories Used
10 points
20%
Use at least five categories for the week that clearly describe the activities in which you participate. You may add additional categories and labels.
Logical Sequence
10 points
20%
Plan for each day of the week follows a very logical sequence.
Schedule
10 points
20%
Schedule completed for 24 hours each day during 7 days of the week.
...
242019 Assignment due Week 5 - Mainstream media and HIVAIDS.docxvickeryr87
2/4/2019 Assignment due Week 5 - Mainstream media and HIV/AIDS
https://oregonstate.instructure.com/courses/1708319/assignments/7429085?module_item_id=18423339 1/3
Assignment due Week 5 - Mainstream media and HIV/AIDS
Due Thursday by 11:59pm Points 30 Submitting a text entry box or a file upload
Assignment Rubric
Submit Assignment
Purpose
Critical analysis is a vital part of learning. The goal of this assignment is to help you practice
your skills in reading mainstream media articles and being able to critically evaluate it as a
source of information.
Instruc ons
Your analysis of the article should exhibit careful thought, logical reasoning and provide evidence for your
answers. Each post should be at least two well-developed paragraph (approximately 4-6 sentences each
minimum). Use correct spelling, punctuation, and grammar.
Identify an article released by the mainstream media to the general public that discusses HIV/AIDS.
Example of an article is Botswana HIV Aids Deaths Decline
(https://allafrica.com/stories/201810030288.html) .
1. Identify which levels of the SEM are being addressed
2. Identify which levels of the SEM not addressed
3. In what ways might this article lead to stigma and discrimination that places a person or group at risk of
contracting HIV/AIDS?
4. Provide a written opinion on the how this article positively, negatively, or even excludes information
that contributes to the stemming of the HIV/AIDS epidemic.
Submission Details
Due: Thursday by 11:59 pm
Grading Criteria
Opinion based in logical reasoning and evidence: 4 points
Identified SEM levels (both addressed and not addressed): 2 points
Length of post approximately 4-6 sentences or more: 2 points
Spelling and grammar: 2 points
2/4/2019 Assignment due Week 5 - Mainstream media and HIV/AIDS
https://oregonstate.instructure.com/courses/1708319/assignments/7429085?module_item_id=18423339 2/3
Criteria Ratings Pts
8.0 pts
8.0 pts
4.0 pts
3.0 pts
Organization
8.0 pts
Full Marks
Writing shows high
degree of attention
to logic and
reasoning of points.
Unity clearly leads
the reader to the
conclusion and stirs
thought regarding
the topic.
6.0 pts
Above Average
Writing is coherent
and logically
organized with
transitions used
between ideas and
paragraphs to
create coherence.
Overall unity of
ideas is present.
4.0 pts
Adequate
Writing is coherent
and logically
organized. Some
points remain
misplaced and
stray from the topic.
Transitions evident
but not used
throughout essay.
2.0 pts
Inadequate
Writing lacks
logical
organization.
It shows
some
coherence
but ideas
lack unity.
Serious
errors.
0.0 pts
No
Marks
Level of
Content
8.0 pts
Full Marks
Content indicates
synthesis of ideas,
in-depth analysis
and evidences
original thought and
support for the topic.
6.0 pts
Above Average
Content
indicates
original thinking
and develops
ideas with
sufficient and
firm evidence.
4.0 pts
Adequate
Content
indicates
thinking and
reasoning
app.
75645 Topic documenting the project life cycleNumber of Pages.docxsleeperharwell
75645 Topic: documenting the project life cycle
Number of Pages: 4 (Double Spaced)
Number of sources: 1
Writing Style: APA
Type of document: Coursework
Academic Level:Undergraduate
Category: Computer Science
Language Style: English (U.S.)
Order Instructions: Attached
Well-written project documentation clarifies intent, documents decisions and results, and allows project managers to assess project progress (and report it, as necessary, to project stakeholders) at every step of the project lifecycle.
For this assignment, you will create two examples of project documentation that align with the Project Plan Draft assignment you completed in Week 1. The documentation you will create for this assignment aligns with the initiation and planning phases of a project.
If you chose the waterfall methodology for your Week 1 Project Plan Draft assignment, create the following:
A business requirements document, or BRD: Use the Business Requirements Template as the basis for your BRD.
A work breakdown schedule, or WBS: Use the Work Breakdown Structure (WBS) Example document as the basis for your WBS.
Alternatively, if you chose the Agile methodology for your Week 1 Project Plan Draft assignment, create the following:
A product requirements document, or PRD: Read "Product Requirements Documents, Downsized" for assistance in creating this document.
User stories/scenarios and acceptance criteria: Review "Agile Requirements Snail: Feature to User Story to Scenario" for help in creating this document. Then use the Scenarios and COS tabs located in User Scenarios And Acceptance Criteria Example as the basis for your user stories/scenarios and acceptance criteria.
Submit your completed BRD and WBS, or your completed PRD and user stories/scenarios with acceptance criteria.
CSCI 561 DB Standardized Rubric
50 Points
Criteria
Levels of Achievement
Content
Advanced
Proficient
Developing
Not present
Thread (19 pts.)
Student effectively answers the questions with supporting material from the week’s reading with thoughtful analysis. Christian worldview integration found, supported by scripture.
19 to 17 points*
Student’s post effectively answers both questions in the discussion board by thoroughly analyzing material presented by the course readings (internal sources) as well as other academically approved sources (external). Post shows a thorough interaction with material in a thought-provoking manner to encourage class interaction.
16 points*
Student’s post effectively answers the key points of both questions in the discussion board. Post reveals interaction with course readings (internal) sources or other academically approved (external) sources. Post shows proficient interaction with material in logical manner so as to encourage class interaction.
15 to 1 points*
Student’s post answers all or most of the key points of both questions in the discussion board. Post reveals interaction with some course (internal) sources or other (external) s.
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BUSI 642Thematic Integration of Faith and Learning RubricCri.docxfelicidaddinwoodie
BUSI 642
Thematic Integration of Faith and Learning Rubric
Criteria
Content
Levels of Achievement
98 Points
Advanced
Proficient
Developing
Not Present
Points Earned
Key Components
& Major Point Support
98-92 points
· Student exhibits a defined and clear understanding of the assignment. Thesis is clearly defined and well constructed to help guide the reader throughout the assignment. Student builds upon the thesis of the assignment with well-documented and exceptional supporting facts, figures, and/or statements
· Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence.
· Student demonstrates a higher level of critical thinking necessary for doctoral-level work. Student provides a strategic approach in presenting examples of problem solving or critical thinking, while drawing logical conclusions, which are not immediately obvious. Student provides well-supported ideas and reflection with a variety of current and/or worldviews in the assignment. Student presents a genuine intellectual development of ideas throughout assignment.
91-85 points
· Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment.
· Student exhibits above average usage of subject matter in assignment. Student provides above average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge.
· Student exhibits a good command of critical thinking skills in the presentation of material and supporting statements. Assignment demonstrates the students above average use of relating concepts by using a variety of factors. Overall, student provides adequate conclusions, with two or fewer errors.
84-1 points
· Student exhibits a basic understanding of the intended assignment, but the thesis is not fully supported throughout the assignment. While thesis helps to guide the development of the assignment, the reader may have some difficulty in seeing linkages between thoughts. While student has included a few supporting facts and statements, this has limited the quality of the assignment.
· The assignment reveals that the student has a general, fundamental understanding of the course material. There are areas of some concern in the linkages provided between facts and supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area.
· Student takes a common, conventional approach in guiding the reader through various linkages and connections presented in assignment. Student presents a limited perspective on key.
SOCI 201
Sociological Observation Grading Rubric
Module/Week 5
Criteria
Levels of Achievement
Content 70%
63 points
Advanced 90-100% (A)
Proficient 70-89% (B-C)
Developing 1-69% (< D)
Not present
Content
57 to 63 points
The paper exceeds content requirements:
The assignment is an observation study of current social problem chosen from the list provided in the assignment instructions.
The paper is 6-8 pages long; all topics are clearly addressed, including all parts of the paper.
Information clearly relates to the main topic; paper includes supporting details.
All supportive facts are reported accurately or paraphrased, and appropriately cited using APA guidelines.
44 to 56 points
The paper meets content requirements:
The assignment is an observation study of current social problem chosen from the list provided in the assignment instructions.
The paper is 6-8 pages long; all topics are clearly addressed, including all parts of the paper.
Information clearly relates to the main topic; paper includes supporting details.
All supportive facts are reported accurately or paraphrased, and appropriately cited using APA guidelines.
1 to 43 points
The paper meets some of the content requirements:
The assignment is an observation study of current social problem chosen from the list provided in the assignment instructions.
The paper is 6-8 pages long; all topics are clearly addressed, including all parts of the paper.
Information clearly relates to the main topic; paper includes supporting details.
All supportive facts are reported accurately or paraphrased, and appropriately cited using APA guidelines.
0 points
Not present.
Structure 30%
27 points
Advanced 90-100% (A)
Proficient 70-89% (B-C)
Developing 1-69% (< D)
Not present
Mechanics
24 to 27 points
The paper exceeds structure requirements:
Paper is free of grammar, spelling, and/or punctuation errors.
19 to 23 points
The paper meets structure requirements:
Paper is free of grammar, spelling, and/or punctuation errors.
1 to 18 points
The paper meets most of the structure requirements:
Paper is free of grammar, spelling, and/or punctuation errors.
0 points
Not present.
Exemplary
Proficient
Progressing
Emerging
Element (1): Responsiveness: Did the student respond to the main question of the week?
9 points (28%)
Posts exceed requirements of the Discussion instructions (e.g., respond to the question being asked; go beyond what is required [i.e., incorporates additional readings outside of the assigned Learning Resources, and/or shares relevant professional experiences]; are substantive, reflective, and refers to Learning Resources demonstrating that the student has considered the information in Learning Resources and colleague postings).
9 points
Posts are responsive to and meet the requirements of the Discussion instructions. Posts respond to the question being asked in a substantive, reflective way and refer to Learning Resources demonstrating that the student has read, viewed, and consider.
Paper
Graduate Level Rubric:
APUS Assignment Graduate Level Rubric
500-600
EXEMPLARY
LEVEL
ACCOMPLISHED
LEVEL
DEVELOPING
LEVEL
BEGINNNIG
LEVEL
TOTAL POINTS
FOCUS AND THESIS
Student exhibits a defined and clear understanding of the assignment. Thesis is clearly defined and well constructed to help guide the reader throughout the assignment. Student builds upon the thesis of the assignment with well-documented and exceptional supporting facts, figures, and/or statements.
10 points
Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment.
7 points
Student exhibits a basic understanding of the intended assignment, but the thesis is not fully supported throughout the assignment. While thesis helps to guide the development of the assignment, the reader may have some difficulty in seeing linkages between thoughts. While student has included a few supporting facts and statements, this has limited the quality of the assignment.
5 points
Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Introduction of thesis is not clearly evident, and reader must look deeper to discover the focus of the writer. Student’s writing is weak in the inclusion of supporting facts or statements.
1 point
/10
CONTENT AND SUBJECT KNOWLEDGE
Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence.
25 points
Student exhibits above average usage of subject matter in assignment. Student provides above average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge.
20 points
The assignment reveals that the student has a general, fundamental understanding of the course material. Whereas, there are areas of some concerning in the linkages provided between facts and supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area.
15 points
Student tries to explain some concepts, but overlooks critical details. Assignment appears vague or incomplete in various segments. Student presents concepts in isolation, and does not perceive to have a logical sequencing of ideas.
10 points
/25
CRITICAL THINKING SKILLS
Student demonstrates a higher-level of critical thinking necessary for 500-600 level work. Learner provides a strategic approach in presenting examples of problem solving or critical thinking, while drawing logical conclusions which are not immediately obvious. Student provides well-supported ideas.
Executive Program Practical Connection Assignment .docxelbanglis
Executive Program Practical Connection Assignment
Component Proficient (15 to 20 points) Competent (8 to 14 points) Novice (1 to 7 points) Score
Assignment
Requirements
Student completed all required
portions of the assignment
Completed portions of the
assignment
Did not complete the required
assignment.
Writing Skills,
Grammar, and APA
Formatting
Assignment strongly demonstrates
graduate-level proficiency in
organization, grammar, and style.
Assignment is well written, and ideas
are well developed and explained.
Demonstrates strong writing skills.
Student paid close attention to spelling
and punctuation. Sentences and
paragraphs are grammatically correct.
Proper use of APA formatting. Properly
and explicitly cited outside resources.
Reference list matches citations.
Assignment demonstrates graduate-
level proficiency in organization,
grammar, and style.
Assignment is effectively
communicated, but some sections
lacking clarity. Student paid some
attention to spelling and
punctuation, but there are errors
within the writing. Needs attention
to proper writing skills.
Use of APA formatting and citations
of outside resources, but has a few
instances in which proper citations
are missing.
Assignment does not demonstrate
graduate-level proficiency in
organization, grammar, and style.
Assignment is poorly written and
confusing. Ideas are not
communicated effectively. Student
paid no attention to spelling and
punctuation. Demonstrates poor
writing skills.
The assignment lacks the use of APA
formatting and does not provide
proper citations or includes no
citations.
Maintains
purpose/focus
Submission is well organized and has a
tight and cohesive focus that is
integrated throughout the document
Submissions has an organizational
structure and the focus is clear
throughout.
Submission lacks focus or contains
major drifts in focus
Understanding of
Course Content
Student demonstrates understand of
course content and knowledge.
Student demonstrates some
understanding of course content
and knowledge.
Student does not demonstrate
understanding of course content and
knowledge.
Work Environment
Application
Student strongly demonstrates the
practical application, or ability to apply,
of course objectives within a work
environment.
Student demonstrates some
practical application, or ability to
apply, of course objectives within a
work environment.
Student does not demonstrate the
practical application, or ability to
apply, of course objectives within a
work environment.
Executive Program Practical Connection Assignment
At UC, it is a priority that students are provided with strong educational programs and courses that
allow them to be servant-leaders in their disciplines and communities, linking research with practice and
kn ...
Executive Program Practical Connection Assignment .docxcravennichole326
Executive Program Practical Connection Assignment
Component Proficient (15 to 20 points) Competent (8 to 14 points) Novice (1 to 7 points) Score
Assignment
Requirements
Student completed all required
portions of the assignment
Completed portions of the
assignment
Did not complete the required
assignment.
Writing Skills,
Grammar, and APA
Formatting
Assignment strongly demonstrates
graduate-level proficiency in
organization, grammar, and style.
Assignment is well written, and ideas
are well developed and explained.
Demonstrates strong writing skills.
Student paid close attention to spelling
and punctuation. Sentences and
paragraphs are grammatically correct.
Proper use of APA formatting. Properly
and explicitly cited outside resources.
Reference list matches citations.
Assignment demonstrates graduate-
level proficiency in organization,
grammar, and style.
Assignment is effectively
communicated, but some sections
lacking clarity. Student paid some
attention to spelling and
punctuation, but there are errors
within the writing. Needs attention
to proper writing skills.
Use of APA formatting and citations
of outside resources, but has a few
instances in which proper citations
are missing.
Assignment does not demonstrate
graduate-level proficiency in
organization, grammar, and style.
Assignment is poorly written and
confusing. Ideas are not
communicated effectively. Student
paid no attention to spelling and
punctuation. Demonstrates poor
writing skills.
The assignment lacks the use of APA
formatting and does not provide
proper citations or includes no
citations.
Maintains
purpose/focus
Submission is well organized and has a
tight and cohesive focus that is
integrated throughout the document
Submissions has an organizational
structure and the focus is clear
throughout.
Submission lacks focus or contains
major drifts in focus
Understanding of
Course Content
Student demonstrates understand of
course content and knowledge.
Student demonstrates some
understanding of course content
and knowledge.
Student does not demonstrate
understanding of course content and
knowledge.
Work Environment
Application
Student strongly demonstrates the
practical application, or ability to apply,
of course objectives within a work
environment.
Student demonstrates some
practical application, or ability to
apply, of course objectives within a
work environment.
Student does not demonstrate the
practical application, or ability to
apply, of course objectives within a
work environment.
Executive Program Practical Connection Assignment
At UC, it is a priority that students are provided with strong educational programs and courses that
allow them to be servant-leaders in their disciplines and communities, linking research with practice and
kn.
Supervising and Coaching Special Education Teachers - Rubric.docxlillie234567
Supervising and Coaching Special Education Teachers - Rubric
Lessons and Student Needs 9 points
Criteria Description
Lessons and Student Needs
5. Target 9 points
Questions and expected responses thoroughly address the lesson components and
information regarding the students’ IEPs, accommodations, and specific disabilities.
4. Acceptable 7.83 points
Questions and expected responses appropriately address the lesson components
and information regarding the students’ IEPs, accommodations, and specific
disabilities.
3. Approaching 6.66 points
Questions and expected responses minimally address the lesson components and
information regarding the students’ IEPs, accommodations, and specific disabilities.
2. Insufficient 6.21 points
Questions and expected responses inadequately address the lesson components
and information regarding the students’ IEPs, accommodations, and specific
disabilities.
1. No Submission 0 points
Di�erentiated Instruction 9 points
Criteria Description
Differentiated Instruction
5. Target 9 points
Questions and expected responses insightfully address the teacher’s plan to
differentiate instruction.
4. Acceptable 7.83 points
Questions and expected responses significantly address the teacher’s plan to
differentiate instruction.
Collapse All
3. Approaching 6.66 points
Questions and expected responses superficially address the teacher’s plan to
differentiate instruction.
2. Insufficient 6.21 points
Questions and expected responses fail to identify the teacher’s plan to differentiate
instruction.
Struggling Students 9 points
Criteria Description
Struggling Students
5. Target 9 points
Questions and expected responses professionally identify areas the teacher
believes students struggle and how the teacher plans to address these areas.
4. Acceptable 7.83 points
Questions and expected responses effectively identify areas the teacher believes
students struggle and how the teacher plans to address these areas.
3. Approaching 6.66 points
Questions and expected responses inexplicitly identify areas the teacher believes
students struggle and how the teacher plans to address these areas.
2. Insufficient 6.21 points
Questions and expected responses ineffectively identify areas the teacher believes
students struggle and how the teacher plans to address these areas.
1. No Submission 0 points
Not addressed.
Prior Knowledge 9 points
Criteria Description
Prior Knowledge
5. Target 9 points
Questions and expected responses thoughtfully determine the teacher’s
understanding of student’s prior knowledge and how it guides instructional
planning.
4. Acceptable 7.83 points
Questions and expected responses successfully determine the teacher’s
understanding of student’s prior knowledge and how it guides instructional
planning.
3. Approaching 6.66 points
Questions and expected responses minimally determine the teacher’s
understanding of student’s prior knowledge and how it guides instruction.
Week 5 Assignment Instructional PlanningIn this assignment you .docxhelzerpatrina
Week 5 Assignment Instructional Planning
In this assignment you will demonstrate your understanding of the learning objectives: Evaluate various assessment data the drives classroom instruction for the individual student and Describe the factors to consider when planning appropriate research-based instructional approaches for student with mild to moderate disabilities. Additionally, completion of this assignment represents an introduction to Course Learning Outcome 3 and MASE Program Learning Outcomes 1, and 4.
In order to create dynamic lesson plans that engage all students at their present levels of performance, instructional planning must be driven by formal and informal assessment results. Formal assessments include data collected through standard scores that are collected by trained professionals such as the school psychologist. This can include educational assessments such as Henry’s assessment in Week 3.
Informal assessments, on the other hand, are typically content-based and are administered by the teacher to measure a student’s achievement on classroom instruction. For example, can include a ‘thumbs up or thumbs down’, a morning warm-up of information from the day before, or a brief quiz at the end of a lesson. Teachers also assess students through informal observations by walking around the classroom during group activities and independent practice or during whole group instruction.
Mr. Franklin and you spend quite a bit of time together planning instruction to meet the needs of all your students. Because he is considered the content expert while you are the content delivery expert (access specialist), he looks to you for guidance on creative and engaging lesson plans that are determined by assessment data results and the student’s IEP written plan. The lesson you are creating must meet the needs of your 28 students, with seven who have been identified as having specialized academic and/or behavioral needs.
Instructions
Choose three assessments from Informal Assessment Strategies (Links to an external site.) to rationalize how each one meets the needs of the students in your class.
Content Expectations
· Using support from your assignment reading, the Instructor Guidance, and the discussions, your written paper will:
· Identify three informal assessments.
· Explain how the informal assessment you’ve chosen will accurately evaluate the needs of all the students in your class.
· Examine how the assessment results will inform instructional planning.
· Summarize at least one additional resource that provides more information on one of the three assessments you’ve chosen.
Written Expectations
· Syntax and Mechanics: Exhibit meticulous use of grammar, spelling, organization, and usage throughout your submission.
· Source Requirement: Reference at least two scholarly sources in addition to the course textbook in order to provide compelling evidence to support your ideas.
· Page Requirement: Your submission must be two to three page ...
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
1. Tanya Spurlock
EDLD 5352
12-18-09
Week 5 Assignment: Due by the end of Week 5.
Overview
Throughout this course, we have examined the role and responsibilities of an educational
technology leader in the 21st century information landscape. In Week 1, we looked at
educational technology in terms of the Texas Long-Range Plan for Technology, the Technology
Applications TEKS, and the Technology Applications Inventory. Our focus in Week 2 was on
using data to make informed decisions and gathering data on educational technology through
the Texas STaR Charts. Week 3’s focus was on the needs of the “digital natives” we serve,
online learning communities, and expectations for educators. In Weeks 4 and 5, we discussed
online safety and the social, legal, and ethical issues confronting today’s digital-age educators,
students, and parents.
For your Week 5 assignment, you will consider the outcomes of this course and the extent to
which the outcomes will influence your role as an educational technology leader in your school.
Follow these steps to complete your Week 5 assignment:
• Reflect on what you have learned in this course.
• Assume a school leadership role as an educational technology campus facilitator or as
the district educational technology director. From that vantage point, compose a 150-
word response to each of the guiding questions provided, the equitant to a 750-page
paper.
• Write reflectively instead of in question-and-answer style and post in your blog.
• Submit your blog address to your coach after you check the validity of the address.
• Submit your reflections by the end of Week 5.
Submit your assignment by 11:59 PM on the seventh day of Week 5.
Page 1 of 5
2. Tanya Spurlock
EDLD 5352
12-18-09
Rubric
Use the following Rubric to guide your work on the Week 5 Assignment.
Does Not Meet
Tasks Accomplished Proficient Needs
Expectations
Course Reflection Student composes Student composes Student Student does not
reflection on each reflections on six or composes five or submit the
question of eight seven of the less of the assignment. (0
provided; reflections questions provided; reflection points)
demonstrate extensive reflections questions,
knowledge of course demonstrate and/or
content. This adequate knowledge reflections
document is posted to of course content. exhibit a lack of
the student blog and This document is understanding of
represents an posted to the student course content.
800-1,000-word paper. blog and represents a This document is
(Maximum 8 points) 600 to 800-word posted to the
paper. student blog and
(7 points) represents a 600
or less-word
paper.
(6 point)
Assignment Responses are Responses are Responses do Student does not
Mechanics relevant to course relevant to course not reflect submit the
content; no errors in content; three or knowledge of assignment. (0
grammar, spelling, or fewer errors in course content, points)
punctuation. grammar, spelling, or lack clarity and
(Maximum 7 points) punctuation. (6 depth, and/or
points) include four or
more errors in
grammar,
spelling, and
punctuation,
including APA
errors. (5 point)
Page 2 of 5
3. Tanya Spurlock
EDLD 5352
12-18-09
Week 5 Assignment: Course Reflections
For your Week 5 assignment, you will consider the outcomes of this course and the extent to
which the outcomes will influence your role as an educational technology leader in your school.
Follow these steps to complete your Week 5 assignment:
• Reflect on what you have learned in this course.
• Assume a school leadership role as an educational technology campus facilitator or as
the district educational technology director. From that vantage point, compose a 150-
word response to each of the guiding questions provided, the equivalent to a 750-page
paper.
• Write reflectively instead of in question-and-answer style and post in your blog.
• Submit your blog address to your coach after you check the validity of the address.
• Submit your reflections by the end of Week 5.
Post your course reflections to your blog site. Please respond to the following
reflection questions:
• What outcomes had you envisioned for this course? Did you achieve those outcomes?
Did the actual course outcomes align with those that you envisioned?
• To the extent that you achieved the outcomes, are they still relevant to the work that you
do in your school? Why or why not?
• What outcomes did you not achieve? What prevented you from achieving them?
• Were you successful in carrying out the course assignments? If not, what prevented or
discouraged you?
• What did you learn from this course…about yourself, your technology and leadership
skills, and your attitudes?
• What is the educational value of blogs and blogging to the 21st century learner?
• What are the concerns of blogs and blogging in education?
• How can you use blogging to communicate with school stakeholders?
Page 3 of 5
4. Tanya Spurlock
EDLD 5352
12-18-09
As a result of this course, I hoped to learn how to be a leader in instructional technology. I
achieved that goal. As a matter of fact, this course went above and beyond what I expected.
When thinking about technology, I only really thought about computers, overhead projectors,
and CD and tape recorders. Through this course, I have learned of the breadth of technology
that is available to our students. Technology consists of hardware, software, PC’s, laptops,
networks, mp3’s, podcasts, blogs, and much more. I also learned that technology makes
education limitless. As the GPISD Technology Director, I will set in motion a culture of
collaboration with the Math, Science, Social Studies, and Language Arts departments to set
forth technology integration into all content areas. Our students need to be prepared for the
global market which is highly digital.
I achieved 95% of this course's outcomes. Each outcome is relevant to the work that I do daily.
Everyday, I use resources such as the Texas Long-Range Technology Plan, and National
Educator Technology Standards, to guide curriculum development for students in GPISD.
Routinely, we hold technology trainings in order to prepare teachers to integrate technology into
teaching. As technology director, I consistently analyze data and surveys, in order to target
student needs which promotes student success. The technology department also evaluates the
implementation of our plan in order to make better future decisions. Mastery of these outcomes
is essential to preparing our students for 21 Century.
The only outcome that I did not achieve is: Facilitate the design and implementation of curricula
and strategic plans that enhance teaching and learning; alignment of curriculum, curriculum,
and assessment; and use of various forms of assessment to measure student performance.
I will continue to gather data in order to help improve next year’s district technology plan. Data,
such as usage reports, test scores, and surveys will help us track growth and target areas of
need for students as well as teachers. This will contribute to the enhancement of teaching and
learning, alignment of technology curriculum, and enhancement of assessments. I wasn’t able
to achieve this outcome during the course, because this outcome requires ample time to
analyze data, develop a plan, and implement the plan.
I was successful in carrying out the course assignments. On the first day of a new week, I
would print out all of my course readings and assignment instructions. At first, I had trouble
printing the articles, but I soon figured it out on my own. I would set goals to have all of the
readings, and postings finished by a certain day. After completing that part, I would then focus
on completing the assignment. Most of the time, I would break the assignment into parts,
assuring that I would be finished on or before the due date. Many times, I worked on my
assignment until around 3:00 am the next day. I work full-time and am a mother of 2 young
children. The course was very demanding, but with determination, I was able to complete it
successfully.
I learned that I had the mind-set that technology isn’t really required, but is a good tool to use
with students. When this course required me to review the Texas Long-Range Plan, I realized
that technology use isn’t an option, it’s a required. The Texas Long Range Plan brought
meaning to why our Campus Technology Specialist offers so many incentives for computer-lab
use, why she does special projects with students before school, and why teachers have to
complete the Texas STaR chart. I realize that I need to use technology in my personal life
regularly, so that I can move closer to becoming a “digital native.” I am in the position to
Page 4 of 5
5. Tanya Spurlock
EDLD 5352
12-18-09
establish a culture of technology use by modeling technology use and training others to do the
same.
Blogs and blogging are very important to the 21st century learner. Blogs stop learning from only
being limited to school hours. They encourage and motivate our students to work together.
The students love using blogs to collaborate and share ideas with outers. Blogs give our
students practice with writing skills, and also gives them time to reflect on ideas and express
themselves. Blogs play a big part in increasing students’ interests and encouraging class
participation. They give students a sense of ownership and encourage them to take pride in
their work. They are also a cost benefit to our district by reducing paper-use.
Some of the concerns that we have with students using blogs is safety. We have to educate
students on how to keep certain information private. Some students have trouble deciphering
what information is too private to post, so we have trainings that teach students what is and
what is not too much information too share. There is also a concern about our students being
approached online by a user who has the wrong intentions. Our district teachers educate
students on recognizing these signs. Cyber-bullying is also a concern. Our teachers model
cyber-ethics and we expect the students to follow their lead. It is also important to be a
resource for educating parents on what to watch out for. Blogs are very beneficial, but we have
to take the right precautions to ensure our students safety.
Blogging allows me to communicate with an unlimited number of people at one time. This is an
effective way to stay in constant communication with stakeholders. Through blogging I am able
to share the most current information with all stakeholders. The blog allows me to update
information and send it out to my followers. I am able to upload images, presentations, and
video to the blog to share with others. The blogs allows people with a common interest to
communicate about different topics. The blog keeps me connected to the thoughts and feelings
of all stakeholders. It allows me to receive immediate feedback on what I post. Blogging
eliminates the need to meet in one location at a certain time. This tool makes it is convenient
for all stakeholders and allows them to go back and reread any of the previous posts.
Page 5 of 5