P ro f e s s i o n a l
L e a rning
C o m m u n i t i e s
Professional Development Strategies
That Improve Instruction
The Annenberg Institute for School Reform (a i s r) at Brown Uni-
versity engages in intensive work with urban school systems across the country that
are pursuing systemwide efforts to improve educational experiences and opportuni-
ties, particularly for English Language Learners and students from low-income
backgrounds. In our work, we support and encourage the use of professional learn-
ing communities (p l c s ) as a central element for effective professional develop-
ment as part of a comprehensive reform initiative.
In our experience, p l c s have the potential to enhance the professional culture
within a school district in four key areas; they can:
• build the productive relationships that are required to collaborate, partner,
reflect, and act to carry out a school-improvement program;
• engage educators at all levels in collective, consistent, and context-specific
learning;
• address inequities in teaching and learning opportunities by supporting teachers
who work with students requiring the most assistance; and
• promote efforts to improve results in terms of school and system culture, teacher
practice, and student learning.
P L Cs: A Research-Based Approach to Professional
Development
Research findings have repeatedly confirmed that a significant factor in raising aca-
demic achievement is the improvement of instructional capacity in the classroom.
Recent research shows that the kinds of professional development that improve
instructional capacity display four critical characteristics (Senge 1990; Knapp
2003); they are:
• ongoing
• embedded within context-specific needs of a particular setting
• aligned with reform initiatives
• grounded in a collaborative, inquiry-based approach to learning
Effective professional development to improve classroom teaching also concentrates
on high learning standards and on evidence of students’ learning. It mirrors the
kinds of teaching and learning expected in classrooms. It is driven fundamentally
by the needs and interests of participants themselves, enabling adult learners to
expand on content knowledge and practice that is directly connected with the work
of their students in the classroom (Corcoran 1995; Darling-Hammond and
McLaughlin 1995; Little 1988; Elmore 2002). Again, professional learning commu-
nities meet these criteria.
2 Professional Learning Communities
Research demonstrates that the development of a strong professional community
among educators is a key ingredient in improving schools (Fullan 1999; Langer
2000; Little and McLaughlin 1993; Louis, Kruse, and Marks 1996; Newmann and
Associates 1996). Louis et al. (1995, p. 17) identify effective professional learning
communities as being firmly embedded in the school and using schoolwide reform
goals as the basis for teachers’ commitment and interaction. These professional
learning commun.
What Impact Does School Environment Have on Student Achievement?noblex1
A professional learning community is more than simply a collection of teachers working in the same building. A learning community comes together around people from every part of the school working collaboratively at all levels. That collaborative work is founded in what we call reflective dialogue, meaning staff conversations about issues and problems related to students, learning, and teaching.
Professional learning communities are characterized by:
- a principal who shares leadership, power, and authority and participates collegially by encouraging staff involvement in decision making;
- a shared vision developed from staff's unswerving commitment to students' learning and consistently articulated and referenced for the staff's work;
- opportunities for teacher-to-teacher visitation and observation accompanied by feedback and assistance as needed;
- sharing of personal practice;
- sharing of success stories and celebration of achievements.
What Are the Benefits of a Professional Learning Community for Teachers?
Teachers who view their schools as professional learning communities report fewer feelings of isolation, are more likely to see themselves as "professionally renewed," and view their work as more satisfying. In addition:
- teachers are more committed to the goals and mission of the school, and they work with more vigor to strengthen the mission.
- sharing good teaching practices helps create greater knowledge and beliefs about teaching and learners.
From the perspective of staff morale, teachers report feeling energized when they have increased opportunities for professional conversations with other teachers. The existence of a professional learning community encourages risk taking and innovation by teachers, one reason improvement efforts seem to be more productive in schools of this type.
What Are the Benefits for Students?
The characteristics of a professional learning community translate into concrete benefits for students, including academic gains in mathematics, science, history, and reading. These gains tend to be greater in schools structured as professional learning communities than they are in traditional schools, and the schools tend to demonstrate smaller achievement gaps between students from different backgrounds. These schools also are reported to have lower dropout rates, fewer missed classes, and lower rates of absenteeism.
How Can Principals Create Professional Learning Communities?
Leadership is essential for professional learning communities to be effective. Principals need to provide opportunities for teachers to meet and share effective practices, develop interdependent teaching roles, and grow personally and professionally.
Source: https://ebookschoice.com/what-impact-does-school-environment-have-on-student-achievement/
What Impact Does School Environment Have on Student Achievement?noblex1
A professional learning community is more than simply a collection of teachers working in the same building. A learning community comes together around people from every part of the school working collaboratively at all levels. That collaborative work is founded in what we call reflective dialogue, meaning staff conversations about issues and problems related to students, learning, and teaching.
Professional learning communities are characterized by:
- a principal who shares leadership, power, and authority and participates collegially by encouraging staff involvement in decision making;
- a shared vision developed from staff's unswerving commitment to students' learning and consistently articulated and referenced for the staff's work;
- opportunities for teacher-to-teacher visitation and observation accompanied by feedback and assistance as needed;
- sharing of personal practice;
- sharing of success stories and celebration of achievements.
What Are the Benefits of a Professional Learning Community for Teachers?
Teachers who view their schools as professional learning communities report fewer feelings of isolation, are more likely to see themselves as "professionally renewed," and view their work as more satisfying. In addition:
- teachers are more committed to the goals and mission of the school, and they work with more vigor to strengthen the mission.
- sharing good teaching practices helps create greater knowledge and beliefs about teaching and learners.
From the perspective of staff morale, teachers report feeling energized when they have increased opportunities for professional conversations with other teachers. The existence of a professional learning community encourages risk taking and innovation by teachers, one reason improvement efforts seem to be more productive in schools of this type.
What Are the Benefits for Students?
The characteristics of a professional learning community translate into concrete benefits for students, including academic gains in mathematics, science, history, and reading. These gains tend to be greater in schools structured as professional learning communities than they are in traditional schools, and the schools tend to demonstrate smaller achievement gaps between students from different backgrounds. These schools also are reported to have lower dropout rates, fewer missed classes, and lower rates of absenteeism.
How Can Principals Create Professional Learning Communities?
Leadership is essential for professional learning communities to be effective. Principals need to provide opportunities for teachers to meet and share effective practices, develop interdependent teaching roles, and grow personally and professionally.
Source: https://ebookschoice.com/what-impact-does-school-environment-have-on-student-achievement/
NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL, Volume ...William Kritsonis
NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL, Volume 30, Number 2, 2013 - Dr. William Allan Kritsonis, Editor-in-Chief - Website: www.nationalforum.com
Presentation by Dr Lawrence Ingvarson, ACER and Ed Roper, Brisbane Grammar School at the 2015 ACER Excellence in Professional Practice Conference.
The ACER Professional Community Framework describes the five domains that characterise schools with strong professional culture, as defined by the Australian Performance and Development Framework, together with key elements, indicators and rubrics. The Professional Community Questionnaire provides a confidential online survey of all teaching staff in a school, based on the framework. Initial trials indicate that the questionnaire has high levels of internal reliability.
School leaders can use the framework and questionnaire to identify key areas for action and measure changes over time. Participating schools receive a comprehensive report
based on the survey results. This session will report on the results of administering the Professional Community Questionnaire in one school.
Building Performance and Global Excellence in Independent and International S...Fiona McVitie
Operating within an increasingly competitive international education landscape, institutions and schools are striving to deliver greater value and better quality education as a priority. Private and international schools need to develop a culture of deliberate, targeted and intentional school improvement to ensure continuous and sustainable progress is made. Dr Phil Cummins will share effective techniques and tips on managing and lifting performance for your school. This practical and interactive session will cover:
• Defining performance: Context, concepts, frameworks, processes
• Understanding individual performance: Appraisal, evaluation, feedback, goal-setting
• Building individual and team performance: Coaching for success
• Building whole school performance: Managing organisational change and learning
Dr. Fred C. Lunenburg - the principal as instructional leader nfeasj v27 n4 ...William Kritsonis
Dr. Fred C. Lunenburg, www.nationalforum.com, Dr. William Allan Kritsonis, Editor-in-Chief, National FORUM Journals, Houston, Texas
www.nationalforum.com - NATIONAL FORUM JOURNALS Website
· Describe strategies to build rapport with inmates and offenders .docxgerardkortney
· Describe strategies to build rapport with inmates and offenders in a correctional treatment or supervision program.
· Describe the effect of group dynamics on facilitating programs.
· Describe techniques for establishing a therapeutic environment.
Generalist Case Management
Woodside and McClam
https://phoenix.vitalsource.com/books/9781483342047/pageid/44
https://phoenix.vitalsource.com/#/books/9781323128800
https://phoenix.vitalsource.com/#/books/9781483342047
https://phoenix.vitalsource.com/#/books/9781133795247
https://phoenix.vitalsource.com/#/books/1259760413
Use book and two outside sources.
At least 100 words per question
THANKS
1 The Role of the Correctional Counselor CHAPTER OBJECTIVES After reading this chapter, you will be able to: 1. Identify the functions and parameters of the counseling process. 2. Discuss the competing interests between security and counseling in the correctional counseling process. 3. Know common terms and concerns associated with custodial corrections. 4. Understand the role of the counselor as facilitator. 5. Identify the various personal characteristics associated with effective counselors. 6. Be aware of the impact that burnout can have on a counselor’s professional performance. 7. Identify the various means of training and supervision associated with counseling. PART ONE: A BRIEF INTRODUCTION TO COUNSELING AND CORRECTIONS There are many myths concerning the concept of counseling. Although the image of the counseling field has changed dramatically over the past two or three decades, much of society still views counseling and therapy as a mystic process reserved for those who lack the ability to handle life issues effectively. While the concept of counseling is often misunderstood, the problem is exacerbated when attempting to introduce the idea of correctional counseling. Therefore, the primary goal of this chapter is to provide a working definition of correctional counseling that includes descriptions of how and when it is carried out. In order to understand the concept of correctional counseling, however, the two words that derive the concept must first be defined: “corrections” and “counseling.” In addition, a concerted effort is made to identify the myriad of legal and ethical issues that pertain to counselors working with offenders. It is very difficult to identify a single starting point for the counseling profession. In essence, there were various movements occurring simultaneously that later evolved into what we now describe as counseling. One of the earliest connections to the origins of counseling took place in Europe during the Middle Ages (Brown & Srebalus, 2003). The primary objective was assisting individuals with career choices. This type of counseling service is usually described by the concept of “guidance.” In the late 1800s Wilhelm Wundt and G. Stanley Hall created two of the first known psychological laboratories aimed at studying and treating individuals with psychological and e.
· Debates continue regarding what constitutes an appropriate rol.docxgerardkortney
· Debates continue regarding what constitutes an appropriate role for the judiciary. Some argue that federal judges have become too powerful and that judges “legislate from the bench.”
1. What does it mean for a judge to be an activist?
2. What does it mean for a judge to be a restrainist?
· Although conservatives had long complained about the activism of liberal justices and judges, in recent years conservative judges and justices have been likely to overturn precedents and question the power of elected institutions of government.
3. When is judicial activism appropriate? Explain.
· To defenders of the right to privacy, it is implicitly embodied in the Constitution in the First, Fourth, Fifth, Ninth, and Fourteenth Amendments. To opponents, it is judge-made law because there is no explicit reference to it under the Constitution. The right to privacy dates back to at least 1890, when Boston attorneys Samuel Warren and Louis Brandeis equated it with the right to be left alone from journalists who engaged in yellow journalism.
4. In short, do you believe a right to privacy exists in the federal Constitution. Why or why not?
.
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NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL, Volume ...William Kritsonis
NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL, Volume 30, Number 2, 2013 - Dr. William Allan Kritsonis, Editor-in-Chief - Website: www.nationalforum.com
Presentation by Dr Lawrence Ingvarson, ACER and Ed Roper, Brisbane Grammar School at the 2015 ACER Excellence in Professional Practice Conference.
The ACER Professional Community Framework describes the five domains that characterise schools with strong professional culture, as defined by the Australian Performance and Development Framework, together with key elements, indicators and rubrics. The Professional Community Questionnaire provides a confidential online survey of all teaching staff in a school, based on the framework. Initial trials indicate that the questionnaire has high levels of internal reliability.
School leaders can use the framework and questionnaire to identify key areas for action and measure changes over time. Participating schools receive a comprehensive report
based on the survey results. This session will report on the results of administering the Professional Community Questionnaire in one school.
Building Performance and Global Excellence in Independent and International S...Fiona McVitie
Operating within an increasingly competitive international education landscape, institutions and schools are striving to deliver greater value and better quality education as a priority. Private and international schools need to develop a culture of deliberate, targeted and intentional school improvement to ensure continuous and sustainable progress is made. Dr Phil Cummins will share effective techniques and tips on managing and lifting performance for your school. This practical and interactive session will cover:
• Defining performance: Context, concepts, frameworks, processes
• Understanding individual performance: Appraisal, evaluation, feedback, goal-setting
• Building individual and team performance: Coaching for success
• Building whole school performance: Managing organisational change and learning
Dr. Fred C. Lunenburg - the principal as instructional leader nfeasj v27 n4 ...William Kritsonis
Dr. Fred C. Lunenburg, www.nationalforum.com, Dr. William Allan Kritsonis, Editor-in-Chief, National FORUM Journals, Houston, Texas
www.nationalforum.com - NATIONAL FORUM JOURNALS Website
· Describe strategies to build rapport with inmates and offenders .docxgerardkortney
· Describe strategies to build rapport with inmates and offenders in a correctional treatment or supervision program.
· Describe the effect of group dynamics on facilitating programs.
· Describe techniques for establishing a therapeutic environment.
Generalist Case Management
Woodside and McClam
https://phoenix.vitalsource.com/books/9781483342047/pageid/44
https://phoenix.vitalsource.com/#/books/9781323128800
https://phoenix.vitalsource.com/#/books/9781483342047
https://phoenix.vitalsource.com/#/books/9781133795247
https://phoenix.vitalsource.com/#/books/1259760413
Use book and two outside sources.
At least 100 words per question
THANKS
1 The Role of the Correctional Counselor CHAPTER OBJECTIVES After reading this chapter, you will be able to: 1. Identify the functions and parameters of the counseling process. 2. Discuss the competing interests between security and counseling in the correctional counseling process. 3. Know common terms and concerns associated with custodial corrections. 4. Understand the role of the counselor as facilitator. 5. Identify the various personal characteristics associated with effective counselors. 6. Be aware of the impact that burnout can have on a counselor’s professional performance. 7. Identify the various means of training and supervision associated with counseling. PART ONE: A BRIEF INTRODUCTION TO COUNSELING AND CORRECTIONS There are many myths concerning the concept of counseling. Although the image of the counseling field has changed dramatically over the past two or three decades, much of society still views counseling and therapy as a mystic process reserved for those who lack the ability to handle life issues effectively. While the concept of counseling is often misunderstood, the problem is exacerbated when attempting to introduce the idea of correctional counseling. Therefore, the primary goal of this chapter is to provide a working definition of correctional counseling that includes descriptions of how and when it is carried out. In order to understand the concept of correctional counseling, however, the two words that derive the concept must first be defined: “corrections” and “counseling.” In addition, a concerted effort is made to identify the myriad of legal and ethical issues that pertain to counselors working with offenders. It is very difficult to identify a single starting point for the counseling profession. In essence, there were various movements occurring simultaneously that later evolved into what we now describe as counseling. One of the earliest connections to the origins of counseling took place in Europe during the Middle Ages (Brown & Srebalus, 2003). The primary objective was assisting individuals with career choices. This type of counseling service is usually described by the concept of “guidance.” In the late 1800s Wilhelm Wundt and G. Stanley Hall created two of the first known psychological laboratories aimed at studying and treating individuals with psychological and e.
· Debates continue regarding what constitutes an appropriate rol.docxgerardkortney
· Debates continue regarding what constitutes an appropriate role for the judiciary. Some argue that federal judges have become too powerful and that judges “legislate from the bench.”
1. What does it mean for a judge to be an activist?
2. What does it mean for a judge to be a restrainist?
· Although conservatives had long complained about the activism of liberal justices and judges, in recent years conservative judges and justices have been likely to overturn precedents and question the power of elected institutions of government.
3. When is judicial activism appropriate? Explain.
· To defenders of the right to privacy, it is implicitly embodied in the Constitution in the First, Fourth, Fifth, Ninth, and Fourteenth Amendments. To opponents, it is judge-made law because there is no explicit reference to it under the Constitution. The right to privacy dates back to at least 1890, when Boston attorneys Samuel Warren and Louis Brandeis equated it with the right to be left alone from journalists who engaged in yellow journalism.
4. In short, do you believe a right to privacy exists in the federal Constitution. Why or why not?
.
· Critical thinking paper · · · 1. A case study..docxgerardkortney
· Critical thinking paper
·
·
· 1.
A case study.
Deborah Shore, aged 45, works for a small corporation in the Research and Development department.
When she first became a member of the department 15 years ago, Deborah was an unusually creative and productive researcher; her efforts quickly resulted in raises and promotions within the department and earned her the respect of her colleagues. Now, Deborah finds herself less interested in doing research; she is no longer making creative contributions to her department, although she is making contributions to its administration.
She is still respected by the coworkers who have known her since she joined the firm, but not by her younger coworkers.
Analyze the case study from the psychoanalytic, learning, and contextual perspectives: how would a theorist from each perspective explain Deborah's development? Which perspective do you believe provides the most adequate explanation, and why?
2. Interview your mother (and grandmothers, if possible), asking about experiences with childbirth. Include your own experiences if you have had children. Write a paper summarizing these childbirth experiences and comparing them with the contemporary experiences described in the text.
3. Identify a "type" of parent (e.g., single parent, teenage parent, low-income parent, dual-career couple) who is most likely to be distressed because an infant has a "difficult" temperament. Explain why you believe that this type of parent would have particular problems with a difficult infant. Write an informational brochure for the selected type of parent. The brochure should include an explanation of temperament in general and of the difficult temperament in particular, and give suggestions for parents of difficult infants.
4. Plan an educational unit covering nutrition, health, and safety for use with preschoolers and kindergartners. Take into account young children's cognitive and linguistic characteristics. The project should include (1) an outline of the content of the unit; and (2) a description of how the content would be presented, given the intellectual abilities of preschoolers. For example, how long would each lesson be? What kinds of pictures or other audiovisual materials would be used? How would this content be integrated with the children's other activities in preschool or kindergarten?
5. Visit two day care centers and evaluate each center using the information from the text as a guide. Request a fee schedule from each center. Write a paper summarizing your evaluation of each center.
Note:
Unless you are an actual potential client of the center, contact the director beforehand to explain the actual purpose of the visit, obtain permission to visit, and schedule your visit so as to minimize disruption to the center's schedule.
6. Watch some children's television programs and advertising, examine some children's toys and their packaging, read some children's books, and listen to some children's recor.
· Coronel & Morris Chapter 7, Problems 1, 2 and 3
· Coronel & Morris Chapter 8, Problems 1 and 2
A People’s History of Modern Europe
“A fascinating journey across centuries towards the world as we experience it today. ... It is
the voice of the ordinary people, and women in particular, their ideas and actions, protests
and sufferings that have gone into the making of this alternative narrative.”
——Sobhanlal Datta Gupta, former Surendra Nath Banerjee
Professor of Political Science, University of Calcutta
“A history of Europe that doesn’t remove the Europeans. Here there are not only kings,
presidents and institutions but the pulse of the people and social organizations that shaped
Europe. A must-read.”
——Raquel Varela, Universidade Nova de Lisboa
“Lively and engaging. William A Pelz takes the reader through a thousand years of
European history from below. This is the not the story of lords, kings and rulers. It is the
story of the ordinary people of Europe and their struggles against those lords, kings and
rulers, from the Middle Ages to the present day. A fine introduction.”
——Francis King, editor, Socialist History
“This book is an exception to the rule that the winner takes all. It highlights the importance
of the commoners which often is only shown in the dark corners of mainstream history
books. From Hussites, Levellers and sans-culottes to the women who defended the Paris
Commune and the workers who occupied the shipyards during the Carnation revolution in
Portugal. The author gives them their deserved place in history just like Howard Zinn did
for the American people.”
——Sjaak van der Velden, International Institute of Social History, Amsterdam
“The author puts his focus on the lives and historical impact of those excluded from
power and wealth: peasants and serfs of the Middle Ages, workers during the Industrial
Revolution, women in a patriarchic order that transcended different eras. This focus not
only makes history relevant for contemporary debates on social justice, it also urges the
reader to develop a critical approach.”
——Ralf Hoffrogge, Ruhr-Universität Bochum
“An exciting story of generations of people struggling for better living conditions, and for
social and political rights. ... This story has to be considered now, when the very notions of
enlightenment, progress and social change are being questioned.”
——Boris Kagarlitsky, director of Institute for globalization studies and social
movements, Moscow, and author of From Empires to Imperialism
“A splendid antidote to the many European histories dominated by kings, businessmen
and generals. It should be on the shelves of both academics and activists ... A lively and
informative intellectual tour-de-force.”
——Marcel van der Linden, International Institute of Social History, Amsterdam
A People’s History
of Modern Europe
William A. Pelz
First published 2016 by Pluto Press
345 Archway Road, London N6 5AA
www.pluto.
· Complete the following problems from your textbook· Pages 378.docxgerardkortney
· Complete the following problems from your textbook:
· Pages 378–381: 10-1, 10-2, 10-16, and 10-20.
· Pages 443–444: 12-7 and 12-9.
· Page 469: 13-5.
· 10-1 How would each of the following scenarios affect a firm’s cost of debt, rd(1 − T); its cost of equity, rs; and its WACC? Indicate with a plus (+), a minus (−), or a zero (0) whether the factor would raise, lower, or have an indeterminate effect on the item in question. Assume for each answer that other things are held constant, even though in some instances this would probably not be true. Be prepared to justify your answer but recognize that several of the parts have no single correct answer. These questions are designed to stimulate thought and discussion.
Effect on
rd(1 − T)
rs
WACC
a. The corporate tax rate is lowered.
__
__
__
b. The Federal Reserve tightens credit.
__
__
__
c. The firm uses more debt; that is, it increases its debt ratio.
__
__
__
d. The dividend payout ratio is increased.
__
__
__
e. The firm doubles the amount of capital it raises during the year.
__
__
__
f. The firm expands into a risky new area.
__
__
__
g. The firm merges with another firm whose earnings are countercyclical both to those of the first firm and to the stock market.
__
__
__
h. The stock market falls drastically, and the firm’s stock price falls along with the rest.
__
__
__
i. Investors become more risk-averse.
__
__
__
j. The firm is an electric utility with a large investment in nuclear plants. Several states are considering a ban on nuclear power generation.
__
__
__
· 10-2 Assume that the risk-free rate increases, but the market risk premium
· 10-16COST OF COMMON EQUITY The Bouchard Company’s EPS was $6.50 in 2018, up from $4.42 in 2013. The company pays out 40% of its earnings as dividends, and its common stock sells for $36.00.
· a. Calculate the past growth rate in earnings. (Hint: This is a 5-year growth period.)
· b. The last dividend was D0 = 0.4($6.50) = $2.60. Calculate the next expected dividend, D1, assuming that the past growth rate continues.
· c. What is Bouchard’s cost of retained earnings, rs?
· 10-20WACC The following table gives Foust Company’s earnings per share for the last 10 years. The common stock, 7.8 million shares outstanding, is now (1/1/19) selling for $65.00 per share. The expected dividend at the end of the current year (12/31/19) is 55% of the 2018 EPS. Because investors expect past trends to continue, g may be based on the historical earnings growth rate. (Note that 9 years of growth are reflected in the 10 years of data.)
The current interest rate on new debt is 9%; Foust’s marginal tax rate is 40%, and its target capital structure is 40% debt and 60% equity.
· a. Calculate Foust’s after-tax cost of debt and common equity. Calculate the cost of equity as rs = D1/P0 + g.
· b. Find Foust’s WACC
· 12-7SCENARIO ANALYSIS Huang Industries is considering a proposed project whose estimated NPV is $12 million. This estimate assumes that economic conditions wi.
· Consider how different countries approach aging. As you consid.docxgerardkortney
· Consider how different countries approach aging. As you consider different countries, think about the following:
o Do older adults live with their children, or are they more likely to live in a nursing home?
o Are older adults seen as wise individuals to be respected and revered, or are they a burden to their family and to society?
· Next, select two different countries and compare and contrast their approaches to aging.
· Post and identify each of the countries you selected. Then, explain two similarities and two differences in how the countries approach aging. Be specific and provide examples. Use proper APA format and citation. LSW10
.
· Clarifying some things on the Revolution I am going to say som.docxgerardkortney
· Clarifying some things on the Revolution
I am going to say something, and I want you to hear me.
I am a scholar of the Revolution. That's the topic of my dissertation. Please believe me when I say that I know a lot about it.
I also happen to know--and this is well-supported by historians--that the Revolution was a civil war in which, for the first several years, Revolutionaries and Loyalists were evenly matched.
I will repeat that. Evenly matched. Loyalists were not merely too cowardly to fight, and they were not old fogies who hated the idea of freedom. Most had been in the Colonies for generations. Many of them took up arms for their King and their country. And when they lost, you confiscated their homes and they fled with the clothes on their back to Canada, England, and other places of the Empire. Both sides--both sides--committed unspeakable atrocities against civilians whom they disagreed with.
Now, a lot of you love to repeat some very fervent patriotic diatribe about how great the Revolution was. That's not history. That's propaganda. Know the difference.
History has shades of gray. History is complex and ambiguous. Washington, for instance, wore dentures made from the teeth of his slaves. Benjamin Franklin's son was the last royal governor of New Jersey. Did you know that the net tax rate for Americans--they always conveniently leave this out of the textbooks--was between 1.9 and 2.1%, depending on colony.? And that was if they had paid the extra taxes on tea and paper.
And, wait for it, people who support California independence use the same logic and arguments as they did in 1775. Did you know that the Los Angeles and Washington are only a few hundred miles closer than Boston and London? That many of the same issues, point by point, are repeating here in California? So put yourself in those shoes. How many of you would have sided with the Empire (whether American or British) based on the fact that you don't know how this will shake out? Would you call someone who supports Calexit a Patriot? Revolutionary? Nutcase? Who gets to own that word, anyway?
You can choose that you would have supported the revolutionaries--but think. Think about the other side. They matter, and their experiences got to be cleansed out of history to make you feel better about the way the revolutionaries behaved during the War. Acknowledge that they are there, and that their point of view has merit, even if you not agree with it.
· Clarifying Unit III's assignment
I have noticed a few consistent problems with the letter in the Unit III issue. Here are some pointers to make it better.
1. Read the clarifying note I wrote above. Note that the taxes aren't actually as high as you have been led to believe, but the point is that they should not be assigned at all without your consent.
2. Acknowledge that this is a debate, that a certain percentage are radicalized for independence, but there are is also a law-and-order group who find this horrific, and want .
· Chapter 9 – Review the section on Establishing a Security Cultur.docxgerardkortney
· Chapter 9 – Review the section on Establishing a Security Culture. Review the methods to reduce the chances of a cyber threat noted in the textbook. Research other peer-reviewed source and note additional methods to reduce cyber-attacks within an organization.
· Chapter 10 – Review the section on the IT leader in the digital transformation era. Note how IT professionals and especially leaders must transform their thinking to adapt to the constantly changing organizational climate. What are some methods or resources leaders can utilize to enhance their change attitude?
.
· Chapter 10 The Early Elementary Grades 1-3The primary grades.docxgerardkortney
· Chapter 10: The Early Elementary Grades: 1-3
The primary grades are grades 1-3.
Although educational reform has had an effect on all children, it is most apparent in the early elementary years. Reform and change comes from a number of sources and the chapter begins by reminding you of this. Let’s examine a few of these sources...
Diversity. There has been a rise in the number of racial and ethnic minority students enrolled in the nation's public schools; this number will (most likely) continue to rise. Teaching children from different cultures and backgrounds is an important piece to account for when planning curriculum.
Standards. Standards is a reason for reform. We've already looked at standards; these are something you must keep in mind when planning lessons.
Data-Driven Instruction may sound new, but it is not a new concept to you. We’ve done a great deal of discussing the outcomes of test-taking and assessments. You've probably all heard "teaching to the test."
Technology. Today’s students have had much experience with technology, therefore, it’s important to provide them with opportunities to learn with technology. It may take a while for you to be creative and think of ways to use it in your teaching (if you haven’ t been).
Health and Wellness. Obesity is a major concern in this country. Therefore, it is important to make sure that children have the opportunity to be active. Unfortunately, due to the pressure of academics, many schools have been taking physical education/activity time out of the curriculum.
Violence: One issue that I notice this new edition of the text has excluded is violence. However, I think that this topic is important; we need to keep children safe when they are at school. As a result of 9/11 (and, not to mention that many violent events have happened on school campuses in recent years), many school districts now have an emergency system in place that they can easily use if there is any type of incident in which the children’s safety is at risk.
WHAT ARE CHILDREN IN GRADES ONE TO THREE LIKE?
Your text explains that the best way to think of a child’s development during this time is: slow and steady. During this stage, there is not much difference between boys and girls when it comes to physical capabilities. Although it is always important to not stereotype based on one’s gender, it is especially important during these years. These children are also entering into their "tween" years, thus; being sensitive to the children's and parents' needs in regards to such changes is important.
It is important to remember that children in the primary grades are in the Concrete Operations Stage. This stage is children ages 7 to 12. The term operation refers to an action that can be carried out in thought as well as executed materially and that is mentally and physically reversible.
These children are at an age in which they can compare their abilities to their peers. And, therefore, children may develop learned helplessnes.
· Chap 2 and 3· what barriers are there in terms of the inter.docxgerardkortney
· Chap 2 and 3
· what barriers are there in terms of the interpersonal communication model?
Typically, communication breakdowns result from lack of understanding without clarification; often, there wasn't even an attempt at clarification. If barriers to interpersonal communication are not acknowledged and addressed, workplace productivity can suffer.
Language Differences
Interpersonal communication can go awry when the sender and receiver of the message speak a different language -- literally and figuratively. Not everyone in the workplace will understand slang, jargon, acronyms and industry terminology. Instead of seeking clarification, employees might guess at the meaning of the message and then act on mistaken assumptions. Also, misunderstandings may occur among workers who do not speak the same primary language. As a result, feelings may be hurt, based on misinterpretation of words or of body language.
Cultural Differences
Interpersonal communication may be adversely affected by lack of cultural understanding, mis-perception, bias and stereotypical beliefs. Workers may have limited skill or experience communicating with people from a different background. Many companies offer diversity training to help employees understand how to communicate more effectively across cultures and relate to those who may have different background experiences. Similarly, gender barriers can obstruct interpersonal communication if men and women are treated differently, and held to different standards, causing interpersonal conflicts in the workplace.
Personality Differences
Like any skill, some people are better at interpersonal communication than others. Personality traits also influence how well an individual interacts with subordinates, peers and supervisors. Extraversion can be an advantage when it comes to speaking out, sharing opinions and disseminating information. However, introverts may have the edge when it comes to listening, reflecting and remembering. Barriers to interpersonal communication may occur when employees lack self-awareness, sensitivity and flexibility. Such behavior undermines teamwork, which requires mutual respect, compromise and negotiation. Bullying, backstabbing and cut throat competition create a toxic workplace climate that will strain interpersonal relationships.
Generational Differences
Interpersonal communication can be complicated by generational differences in speech, dress, values, priorities and preferences. For instance, there may be a generational divide as to how team members prefer to communicate with one another. If younger workers sit in cubicles, using social networking as their primary channel of communication, it can alienate them from older workers who may prefer face-to-face communication. Broad generalizations and stereotypes can also cause interpersonal rifts when a worker from one generation feels superior to those who are younger or older. Biases against workers based on age can constitute a form of disc.
· Case Study 2 Improving E-Mail Marketing ResponseDue Week 8 an.docxgerardkortney
· Case Study 2: Improving E-Mail Marketing Response
Due Week 8 and worth 160 points
Read the following case study.
A company wishes to improve its e-mail marketing process, as measured by an increase in the response rate to e-mail advertisements. The company has decided to study the process by evaluating all combinations of two (2) options of the three (3) key factors: E-Mail Heading (Detailed, Generic); Email Open (No, Yes); and E-Mail Body (Text, HTML). Each of the combinations in the design was repeated on two (2) different occasions. The factors studied and the measured response rates are summarized in the following table.
Write a two to three (2-3) page paper in which you:
1. Use the data shown in the table to conduct a design of experiment (DOE) in order to test cause-and-effect relationships in business processes for the company.
2. Determine the graphical display tool (e.g., Interaction Effects Chart, Scatter Chart, etc.) that you would use to present the results of the DOE that you conducted in Question 1. Provide a rationale for your response.
3. Recommend the main actions that the company could take in order to increase the response rate of its e-mail advertising. Provide a rationale for your response.
4. Propose one (1) overall strategy for developing a process model for this company that will increase the response rate of its e-mail advertising and obtain effective business process. Provide a rationale for your response.
Your assignment must follow these formatting requirements:
. Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
. Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
. Build regression models for improving business processes.
. Design experiments to test cause-and-effect relationships in business processes.
. Use technology and information resources to research issues in business process improvement.
. Write clearly and concisely about business process improvement using proper writing mechanics.
Read each discussion 1-4 and then write a 200 word response for each.
With your response, you can either expand on the initial post with similar, formally cited, specific examples or additional information regarding the original example(s) (be sure the additional information isn’t simply a re-statement of what has already been posted) or you can respond with a well-supported (based on formally cited information) counter point.
APA FORMAT
Response should have 1 source for each discussion
1. A message in sports is brought to sports economists in Jeremiah 29:11. This verse states, “For I.
· Briefly describe the technologies that are leading businesses in.docxgerardkortney
· Briefly describe the technologies that are leading businesses into the third wave of electronic commerce.
· In about 100 words, describe the function of the Internet Corporation for Assigned Names and Numbers. Include a discussion of the differences between gTLDs and sTLDs in your answer.
· In one or two paragraphs, describe how the Internet changed from a government research project into a technology for business users.
· In about 100 words, explain the difference between an extranet and an intranet. In your answer, describe when you might use a VPN in either.
· Define “channel conflict” and describe in one or two paragraphs how a company might deal with this issue.
· In two paragraphs, explain why a customer-centric Web site design is so important, yet is so difficult to accomplish.
· In about two paragraphs, distinguish between outsourcing and offshoring as they relate to business processes.
· In about 200 words, explain how the achieved trust level of a company’s communications using blogs and social media compare with similar communication efforts conducted using mass media and personal contact.
· Write a paragraph in which you distinguish between a virtual community and a social networking Web site
· Write two or three paragraphs in which you describe the role that culture plays in the development of a country’s laws and ethical standards.
QUESTION 1
Lakota peoples of the Great Plains are notably:
nomadic and followed the buffalo herds
Sedentary farmers, raising corn, northern beans, and potatoes
peaceful people who tried to live in harmony with neighboring tribes and the environment
religious and employed a variety of psychoactive plants during religious ceremonies
QUESTION 2
Tribal peoples of the Great Plains experienced greater ease at hunting and warfare after the introduction of:
Hotchkiss guns
smokeless gunpowder
horses
Intertribal powwows
all of the above
QUESTION 3
The Apaches and Navajos (Dine’) of the southwestern region of North America speak a language similar to their relatives of northern California and western Canada called:
Yuman
Uto-Aztecan
Tanoan
Athabaskan
Algonkian
QUESTION 4
The Navajo lived in six or eight-sided domed earth dwellings called:
wickiups
kivas
hogans
roadhouses
sweat lodge
QUESTION 5
Pueblo Indians, such as the Zuni and Hopi tribes, are descendants of the ancient people known as the:
Anasazi
Ashkenazi
Athabaskan
Aztecanotewa
Atlantean
2 points
QUESTION 6
1. Kachinas, or spirits of nature, were believed to:
Assist in the growth of crops and send rain
Help defend the Navajo against all foreign invaders
Provide medical assistance to the Hopi when doctors were not available
Combat evil spirits such as Skin-walkers or Diablitos
All of the above
2 points
QUESTION 7
1. The preferred dwellings among the Lakota Sioux were:
wickiups
adobe pueblos
pit houses
teepees
buffalo huts
2 points
QUESTION 8
1. Native Americansbenef.
· Assignment List· My Personality Theory Paper (Week Four)My.docxgerardkortney
· Assignment List
· My Personality Theory Paper (Week Four)
My Personality Theory Paper (Week Four)
DUE: May 31, 2020 11:55 PM
Grade Details
Grade
N/A
Gradebook Comments
None
Assignment Details
Open Date
May 4, 2020 12:05 AM
Graded?
Yes
Points Possible
100.0
Resubmissions Allowed?
No
Attachments checked for originality?
Yes
Top of Form
Assignment Instructions
My Personality Theory Paper
Instructions:
For this assignment, you will write a paper no less than 7 pages in length, not including required cover and Reference pages, describing a single personality theory from the course readings that best explains your own personality and life choices. You are free to select from among the several theories covered in the course to date but only one theory may be used.
Your task is to demonstrate your knowledge of the theory you choose via descriptions of its key concepts and use of them to explain how you developed your own personality. It is recommended that you revisit the material covered to date to refresh your knowledge of theory details. This is a "midterm" assignment and you should show in your work that you have studied and comprehended the first four weeks of course material. Your submission should be double-spaced with 1 inch margins on all sides of each page and should be free of spelling and grammar errors. It must include source crediting of any materials used in APA format, including source citations in the body of your paper and in a Reference list attached to the end. Easy to follow guides to APA formatting can be found on the tutorial section of the APUS Online Library.
Your paper will include three parts:
I. A brief description of the premise and key components of the theory you selected. You should be thorough and concise in this section and not spend the bulk of the paper detailing the theory, but rather just give enough of a summary of the key points so that an intelligent but uniformed reader would be able to understand its basics. If you pick a more complicated theory, you should expect explaining its premise and key components to take longer than explaining the same for one of the simpler theories but, in either case, focus on the basics and keep in mind that a paper that is almost all theory description and little use of the theory described to explain your own personality will receive a significant point deduction as will the reverse case of the paper being largely personal experience sharing with little linkage to clearly described key theory components.
II. A description of how your chosen theory explains your personality and life choices with supporting examples.
III. A description of the limitations of the theory in explaining your personality or anyone else’s.
NOTE: Although only your instructor will be reading your paper, you should still think about how much personal information you want to disclose. The purpose of this paper is not to get you to share private information, but rather to bring one .
· Assignment List
· Week 7 - Philosophical Essay
Week 7 - Philosophical Essay
DUE: Mar 22, 2020 11:55 PM
Grade Details
Grade
N/A
Gradebook Comments
None
Assignment Details
Open Date
Feb 3, 2020 12:05 AM
Graded?
Yes
Points Possible
100.0
Resubmissions Allowed?
No
Attachments checked for originality?
Yes
Top of Form
Assignment Instructions
Objective: Students will write a Philosophical Essay for week 7 based on the course concepts.
Course Objectives: 2, 3, & 4
Task:
This 4 - 5 full page (not to exceed 6 pages) Philosophical Essay you will be writing due Week 7 is designed to be a thoughtful, reflective work. The 4 - 5 full pages does not include a cover page or a works cited page. It will be your premier writing assignment focused on the integration and assessment relating to the course concepts. Your paper should be written based on the outline you submitted during week 4 combined with your additional thoughts and instructor feedback. You will use at least three scholarly/reliable resources with matching in-text citations and a Works Cited page. All essays are double spaced, 12 New Times Roman font, paper title, along with all paragraphs indented five spaces.
Details:
You will pick one of the following topics only to do your paper on:
· According to Socrates, must one heed popular opinion about moral matters? Does Socrates accept the fairness of the laws under which he was tried and convicted? Would Socrates have been wrong to escape?
· Consider the following philosophical puzzle: “If a tree falls in the forest and there's no one around to hear it, does it make a sound?” (1) How is this philosophical puzzle an epistemological problem? And (2) how would John Locke answer it?
· Evaluate the movie, The Matrix, in terms of the philosophical issues raised with (1) skepticism and (2) the mind-body problem. Explain how the movie raises questions similar to those found in Plato’s and Descartes’ philosophy. Do not give a plot summary of the movie – focus on the philosophical issues raised in the movie as they relate to Plato and Descartes.
· Socrates asks Euthyphro, “Are morally good acts willed by God because they are morally good, or are they morally good because they are willed by God?” (1) How does this question relate to the Divine Command Theory of morality? (2) What are the philosophical implications associated with each option here?
· Explain (1) the process by which Descartes uses skepticism to refute skepticism, and (2) what first principle does this lead him to? (3) Explain why this project was important for Descartes to accomplish.
Your paper will be written at a college level with an introduction, body paragraphs, a conclusion, along with in-text citations/Works Cited page in MLA formatting. Students will follow MLA format as the sole citation and formatting style used in written assignments submitted as part of coursework to the Humanities Department. Remember - any resource that is listed on the Works Cited page must .
· Assignment 3 Creating a Compelling VisionLeaders today must be .docxgerardkortney
· Assignment 3: Creating a Compelling Vision
Leaders today must be able to create a compelling vision for the organization. They also must be able to create an aligned strategy and then execute it. Visions have two parts, the envisioned future and the core values that support that vision of the future. The ability to create a compelling vision is the primary distinction between leadership and management. Leaders need to create a vision that will frame the decisions and behavior of the organization and keep it focused on the future while also delivering on the short-term goals.
To learn more about organizational vision statements, do an Internet search and review various vision statements.
In this assignment, you will consider yourself as a leader of an organization and write a vision statement and supporting values statement.
Select an organization of choice. This could be an organization that you are familiar with, or a fictitious organization. Then, respond to the following:
· Provide the name and description of the organization. In the description, be sure to include the purpose of the organization, the products or services it provides, and the description of its customer base.
· Describe the core values of the organization. Why are these specific values important to the organization?
· Describe the benefits and purpose for an organizational vision statement.
· Develop a vision statement for this organization. When developing a vision statement, be mindful of the module readings and lecture materials.
· In the vision statement, be sure to communicate the future goals and aspirations of the organization.
· Once you have developed the vision statement, describe how you would communicate the statement to the organizational stakeholders, that is, the owners, employees, vendors, and customers.
· How would you incorporate the communication of the vision into the new employee on-boarding and ongoing training?
Write your response in approximately 3–5 pages in Microsoft Word. Apply APA standards to citation of sources.
Use the following file naming convention: LastnameFirstInitial_M1_A3.doc. For example, if your name is John Smith, your document will be named SmithJ_M1_A3.doc.
By the due date assigned, deliver your assignment to the Submissions Area.
Assignment 3 Grading Criteria
Maximum Points
Chose and described the organization. The description included the purpose of the organization, the products or services the organization provides, and the description of its customer base.
16
Developed a vision statement for the organization. Ensured to accurately communicate the goals and aspirations of the organization in the vision statement.
24
Ensured that the incorporation and communication strategy for the vision statement is clear, detailed, well thought out and realistic.
28
Evaluated and explained which values are most important to the organization.
24
Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate r.
· Assignment 4
· Week 4 – Assignment: Explain Theoretical Perspectives for Real-life Scenarios
Assignment
Updated
Top of Form
Bottom of Form
For each of the following three scenarios, use a chart format to assess how each traditional theoretical perspective would best explain the situation that a social worker would need to address. You may create your charts in Word or another software program of your choice. An example chart follows the three scenarios.
Scenario 1
You are a hospital social worker who is working with a family whose older adult relative is in end-stage renal failure. There are no advanced directives and the family is conflicted over what the next steps should be.
Scenario 2
You are a caseworker in a drug court. Your client has had three consecutive dirty urine analyses. She is unemployed and has violated her probation order.
Scenario 3
You are a school social worker. A teacher sends her 9-year-old student to you because he reports that he has not eaten in 2 days and there are no adults at home to take care of him.
Chart Example:
Your client, an 11-year-old girl, was removed from home because of parental substance abuse. She is acting out in her foster home, disobeying her foster parents and not following their rules.
Theory
Explanation for Scenario – please respond to the questions below in your explanation
Systems Theory
What systems need to be developed or put in place to support the child? Would Child Protective Services need to become involved? What other systems would support her and a successful outcome for being in foster care?
Generalist Theory
What is the best intervention or therapy to use based on this child’s situation? Given her circumstances, how could you best improve her functioning?
Behavioral Theory
What behaviors are being reinforced? What behaviors are being ignored or punished? What would you suggest to maintain this placement? Would this involve working with the foster parents?
Cognitive Theory
How would you help your client to examine her thinking, emotions, and behavior? What would this entail from a cognitive developmental framework?
Support your assignment with a minimum of three resources.
Length: 3 charts, not including title and reference pages
Your assignment should demonstrate thoughtful consideration of the ideas and concepts presented in the course by providing new thoughts and insights relating directly to this topic. Your response should reflect scholarly writing and current APA standards where appropriate. Be sure to adhere to Northcentral University's Academic Integrity Policy.
Assignement 3
State the function of each of the following musculoskeletal system structures: Describe the structures of the musculoskeletal system.
Skeletal muscle
Tendons
Ligaments
Bone
Cartilage
Describe each of the following types of joints:
Ball-and-socket
Hinge
Pivot
Gliding
Saddle
Condyloid
Newspaper Rubric
CATEGORY
4
3
2
1
Headline & Byline & images
16 points
Article has a .
· Assignment 2 Leader ProfileMany argue that the single largest v.docxgerardkortney
· Assignment 2: Leader Profile
Many argue that the single largest variable in organizational success is leadership. Effective leadership can transform an organization and create a positive environment for all stakeholders. In this assignment, you will have the chance to evaluate a leader and identify what makes him/her effective.
Consider all the leaders who have affected your life in some way. Think of people with whom you work—community leaders, a family member, or anyone who has had a direct impact on you.
· Choose one leader you consider to be effective. This can be a leader you are personally aware of, or someone you don’t know, but have observed to be an effective leader. Write a paper addressing the following:
· Explain how this leader has influenced you and why you think he or she is effective.
· Analyze what characteristics or qualities this person possesses that affected you most.
· Rate this leader by using a leadership scorecard. This can be a developed scorecard, or one you develop yourself. If you use a developed scorecard, please be sure to cite the sources of the scorecard. Once you have identified your scorecard, rate your leader. You decide what scores to include (for example, scale of 1–5, 5 being the highest) but be sure to assess the leader holistically across the critical leadership competencies you feel are most important (for example, visioning, empowering, strategy development and communication).
· Critique this individual’s skills against what you have learned about leadership so far in this course. Consider the following:
· How well does he/she meet the practices covered in your required readings?
· How well has he/she adapted to the challenges facing leaders today?
· If you could recommend changes to his/her leadership approach, philosophy, and style, what would you suggest? Why?
· Using the assigned readings, the Argosy University online library resources, and the Internet including general organizational sources like the Wall Street Journal, BusinessWeek, or Harvard Business Review, build a leadership profile of the leader you selected. Include information from personal experiences as well as general postings on the selected leader from Internet sources such as blogs. Be sure to include 2–3 additional resources not already included in the required readings in support of your leadership profile.
Write a 3–5-page paper in Word format. Apply APA standards to citation of sources. Use the following file naming convention: LastnameFirstInitial_M2_A2.doc.
By the due date assigned, deliver your assignment to the Submissions Area.
Assignment 2 Grading Criteria
Maximum Points
Explained how this leader has been influential and why you think the leader is effective showing analysis of the leader’s characteristics or qualities.
16
Analyzed the characteristics or qualities the leader possesses that have affected you most..
16
Rated your leader using a leadership scorecard and supported your rationale for your rating.
32
Criti.
· Assignment 1 Diversity Issues in Treating AddictionThe comple.docxgerardkortney
· Assignment 1: Diversity Issues in Treating Addiction
The complexities of working with diverse populations in treating disorders, such as addictions, require special considerations. Some approaches work better with some populations than with others. For example, Alcoholics Anonymous (AA) programs are spiritually based and focus on a higher power. Some populations have difficulty with these concepts and are averse to participating in such groups.
Select a population—for example, African Americans; Native Americans; or lesbians, gays, or bisexual individuals. Research your topic by using articles from the supplemental readings for this course or from other resources such as the Web, texts, experience, or other journal articles related to diversity issues and addictions.
Write a three- to five-page paper discussing the following:
· Some specific considerations for working with your chosen population in the area of addiction treatment
· Whether your research indicates that 12-step groups work with this population
· Any special problems associated with this population that make acknowledging the addiction and seeking treatment more difficult
· Any language or other barriers that this population faces when seeking treatment
Prepare your paper in Microsoft Word document format. Name your file M4_A1_LastName_Research.doc, and submit it to the Submissions Area by the due date assigned Follow APA guidelines for writing and citing text.
Assignment 1 Grading Criteria
Maximum Points
Discussed some specific considerations for working with your chosen population in the area of addiction.
8
Discussed whether your research indicates that 12-step groups work with your chosen population.
8
Discussed any special problems associated with this population that make acknowledging the addiction and seeking treatment more difficult .
8
Discussed any language or other barriers that this population faces when seeking treatment.
8
Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representation and attribution of sources, displayed accurate spelling, grammar, and punctuation.
4
Total:
36
· M4 Assignment 2 Discussion
Discussion Topic
Top of Form
Due February 9 at 11:59 PM
Bottom of Form
Assignment 2: Discussion Questions
Your facilitator will guide you in the selection of two of the three discussion questions. Submit your responses to these questions to the appropriate Discussion Area by the due date assigned. Through the end of the module, comment on the responses of others.
All written assignments and responses should follow APA rules for attributing sources.
You will be attempting two discussion questions in this module; each worth 28 points. The total number of points that can be earned for this assignment is 56.
Minority Groups
Many minority groups experience stress secondary to their social surroundings. For example, a family living in poverty may face frequent violence. Limited income makes meeting the day-to-day need.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
"Protectable subject matters, Protection in biotechnology, Protection of othe...
P ro f e s s i o n a lL e a rning C o m m u n i t i e s.docx
1. P ro f e s s i o n a l
L e a rning
C o m m u n i t i e s
Professional Development Strategies
That Improve Instruction
The Annenberg Institute for School Reform (a i s r) at Brown
Uni-
versity engages in intensive work with urban school systems
across the country that
are pursuing systemwide efforts to improve educational
experiences and opportuni-
ties, particularly for English Language Learners and students
from low-income
backgrounds. In our work, we support and encourage the use of
professional learn-
ing communities (p l c s ) as a central element for effective
professional develop-
ment as part of a comprehensive reform initiative.
In our experience, p l c s have the potential to enhance the
professional culture
within a school district in four key areas; they can:
• build the productive relationships that are required to
collaborate, partner,
reflect, and act to carry out a school-improvement program;
2. • engage educators at all levels in collective, consistent, and
context-specific
learning;
• address inequities in teaching and learning opportunities by
supporting teachers
who work with students requiring the most assistance; and
• promote efforts to improve results in terms of school and
system culture, teacher
practice, and student learning.
P L Cs: A Research-Based Approach to Professional
Development
Research findings have repeatedly confirmed that a significant
factor in raising aca-
demic achievement is the improvement of instructional capacity
in the classroom.
Recent research shows that the kinds of professional
development that improve
instructional capacity display four critical characteristics
(Senge 1990; Knapp
2003); they are:
• ongoing
• embedded within context-specific needs of a particular setting
• aligned with reform initiatives
• grounded in a collaborative, inquiry-based approach to
learning
Effective professional development to improve classroom
teaching also concentrates
3. on high learning standards and on evidence of students’
learning. It mirrors the
kinds of teaching and learning expected in classrooms. It is
driven fundamentally
by the needs and interests of participants themselves, enabling
adult learners to
expand on content knowledge and practice that is directly
connected with the work
of their students in the classroom (Corcoran 1995; Darling-
Hammond and
McLaughlin 1995; Little 1988; Elmore 2002). Again,
professional learning commu-
nities meet these criteria.
2 Professional Learning Communities
Research demonstrates that the development of a strong
professional community
among educators is a key ingredient in improving schools
(Fullan 1999; Langer
2000; Little and McLaughlin 1993; Louis, Kruse, and Marks
1996; Newmann and
Associates 1996). Louis et al. (1995, p. 17) identify effective
professional learning
communities as being firmly embedded in the school and using
schoolwide reform
goals as the basis for teachers’ commitment and interaction.
These professional
learning communities provide opportunities for adults across a
school system to
learn and think together about how to improve their practice in
ways that lead to
improved student achievement. This kind of collaboration is
rarely found in more
4. traditional types of professional development or in common
staff meeting time.
p l c participants must collaborate effectively, working as a
team and taking collec-
tive responsibility for the group’s outcomes. p l cs need a
shared mission and vision,
as well as shared norms and values to undergird the work and
inform the goals to
Professional learning communities
comprise groups of educators, admin-
istrators, community members, and
other stakeholders who collectively
examine and improve their own pro-
fessional practice.Typically, individual
groups are small and meet regularly
over a significant period of time.
PLCs can be school-based, district-
based, cross-district, or national; the
membership in a particular PLC is
determined by its focus. For example,
a grade-level team of teachers may
form a PLC to focus on improving
their ability to coordinate their stu-
dents’ curriculum; a multigrade group
of teachers may collaborate on ways
to ensure a coherent learning pathway
for their students; a group of math
teachers may work together to adopt
and implement a new mathematics
program in ways that best benefit their
students; teachers and administrators
may meet as a PLC to learn and sup-
port innovative teaching strategies;
5. principals or superintendents may con-
centrate on more effective ways to
handle the particular challenges of
their roles; a school system may meet
regularly with core district repre-
sentatives to improve operational
effectiveness and to build capacity to
support school and district efforts to
improve schools; groups may form
across districts, often as part of a
national school reform initiative, to
focus on common issues in their work.
Whatever the membership in individ-
ual groups, the work of professional
learning communities is data-informed,
standards-driven, and focused on
instruction, equity, and results. As in
study or support groups, the work of
PLCs expands the knowledge of par-
ticipants and encourages innovation
and excellence. But PLCs go beyond
the scope of study or support groups:
they require that group members
reflect honestly and openly together
about their own practice, intentionally
seeking ways to do their work better
and continually building their capacity
to do so. PLCs share key features and
are bolstered by cultural and struc-
tural conditions in place in a school or
district. PLCs strive for continual
growth and learning, which speaks to
the changing nature of schools and dis-
6. tricts. They encourage the evolution
of teaching and learning in individuals,
in a collective of dedicated learners,
and throughout an entire system.
Several kinds of activities promote a
commitment to the collective and indi-
vidual learning and openness to con-
tinuous improvement that are hall-
marks of PLCs. They include engaging
in collaborative problem solving
around specific issues or dilemmas,
identifying needs, and articulating a
focus for the work; building knowledge
by studying and discussing current
issues and practices in quality teaching
and learning, thus exploring ways to
develop a culture of ongoing profes-
sional learning in a school or district;
and observing, analyzing, and providing
feedback and ideas about school data
and teacher and student work.
What Do PLCs Look Like?
Professional Development Strategies That Improve Instruction 3
be achieved. They must engage in reflective dialogue and
ongoing critical inquiry,
maintain a sharp focus on student learning and results, and be
open about their
work and willing to present it in a public fashion. A strong
accountability system
should be in place to ensure that expectations for student
7. performance are being
met (adapted from Eaker et al. 2002 and from Hord 1997).
Effective P L Cs
Lessons from Research
Considerable research has been published on the subject of
professional develop-
ment through professional learning communities. The findings
point out a number
of useful lessons about what makes some p l c s successful in
leveraging school
improvement, while others have little or no effect.
❖ Strong PLCs provide advantages to schools and districts.
Creating strong professional learning communities holds several
potential advan-
tages for schools and districts. Among the positive outcomes
reported in the
research are: increased efficacy, both collectively and
individually (Louis 1992);
collective responsibility for student learning (Little 1990; Lee,
Smith and
Croninger 1995); reduction in teacher isolation (Lieberman
1995); substantial
learning about good teaching and increased content knowledge
(McLaughlin
and Talbert 1993); higher morale, greater job satisfaction,
greater retention
rates, and enthusiasm (Lee, Smith and Croninger 1995; Hall and
Hord 2001).
❖ PLCs promote positive cultural change.
Many teachers and administrators find the opportunity to meet
with colleagues
and openly reflect on practice to be a welcome change from the
8. isolation and
focus on individual effort that characterize the traditional
professional context of
education. These cultural changes, to which p l c s contribute,
result in positive
indicators for academic improvement, including decreases in
dropout rates and
absenteeism, increased learning with a focus on equity
(specifically in smaller
high schools), academic gains in major subjects, and smaller
achievement gaps
(Lee, Smith and Croninger 1995; Smith, Lee and Newmann
2001; Newmann
and Associates 1996). A sense of relational trust – linking the
notions of respect,
competence, personal regard, and integrity with academic
achievement – also
strengthens the community and makes shared decision-making
possible (Gordon
2002).
❖ Leadership enhances and is enhanced by PLCs.
Leaders play a key role in fostering the success of p l c s.
Newmann and his asso-
ciates (1996) found that in schools with strong p l c s, leaders
paid attention to
key facets of both school culture and structure – such as
supportive and shared
leadership and a strong focus on improvement – and ensured
that cultural con-
4 Professional Learning Communities
ditions supported professional community. They set the tone for
9. improvement
by modeling active learning, investing time in the process,
showing respect for
the ideas of others, and empowering teachers as leaders (Zepeda
1999; Lambert
1998). And they can actively support a culture of inquiry and
the use of ideas,
particularly in bringing ideas in from outside the school (Louis,
Kruse et al.
1995). It is critical that leadership be supportive and shared,
with leaders main-
taining the organization’s vision, keeping a focus on
improvement, and inviting
input into decision making (adapted from Eaker et al. 2002 and
from Hord
1997).
p l cs can help to build collective, scale-level leadership
capacity. According to
Lambert (1998), increased leadership capacity means that the
principal is one
leader but that “he or she does not fill all or even most of the
leadership roles…”
(pp. 91–92).
❖ Adult learning theory strengthens PLCs.
Understanding what motivates adults to grow and learn
enhances professional
development and helps the school or district become a
community of learners
(Zepeda 1999). The p l c approach is grounded in adult learning
theory and evi-
dences several characteristics important to adult learners. For
example, as
autonomous and self-directed adults, professional educators
10. need to be involved
in the planning and evaluation of their instruction, and they
often reject pre-
scriptions by others for their learning. In addition, adults have
accumulated a
foundation of experiences, knowledge, skills, interests, and
competence; they are
most interested in learning subjects that have immediate
relevance to their jobs
or personal lives. Like learners of all ages, adults need to see
the results of their
efforts and to get feedback about progress toward their goals
(Lieb 1991;
Dalellew and Martinez 1988; Zemke and Zemke 1995).
❖ Interconnectedness enhances PLCs.
Current research (as well as our own experience in schools and
districts) sug-
gests that the effects of p l cs are optimized when they exist not
in isolation but
as part of overlapping, interconnected communities of practice
(Resnick and
Hall 2001; Mitchell et al. 2001). Members of such
“overlapping” communities
are both formally and informally bound together by what they
do, by what they
have learned through their mutual engagement in the work, and
through the
work they have produced (Wenger 1998). Recent research also
suggests that
“depth” plays an important role in schools’ and districts’
capacity to sustain
change. Overlapping p l c s can help schools and districts
develop the capacity
necessary for them to assume authority and knowledge for
improved teaching
11. and learning (Coburn 2003). Overlapping p l cs are unified by
common goals
but focus their work on affecting change from a variety of
vantage points within
the system. In this way, knowledge is created, shared,
organized, revised, and
Professional Development Strategies That Improve Instruction 5
passed on within and among these communities. As a result,
districts are better
positioned to construct organizational expertise and to develop
strategies that
ensure that their individual work is connected to the larger
goals and purposes
of the organization (Wenger 1998).
❖ Key structural conditions must be in place.
Several structural conditions are necessary to build a frame that
allows p l c s to
operate effectively. These include regular and substantial time
to meet and talk,
close physical proximity among members, and a regular space to
hold group
meetings (Louis, Kruse et al. 1995). In addition, p l c s are
bolstered by policies
that support school-based decision making and self-directed
professional devel-
opment planning.
Lessons and Implications from the Institute’s Work
The Institute’s expertise in working to create and support
professional learning
communities has evolved through our involvement, first, with
12. the National School
Reform faculty and, subsequently, with the eighteen Annenberg
Challenges sites
and most recently with several national reform initiatives,
including the Carnegie
Corporation’s Schools for a New Society and our own School
Communities that
Work task force.
Our initial efforts focused on working with individual schools
to help them develop
the skills, norms, and structures necessary to create and support
professional learn-
ing communities. This school-by-school strategy was based on
the fundamental
belief that “school people, working together, can and must make
lasting improve-
ments in their own schools by helping each other turn theories
into practice and
standards into student learning” (a i sr 1998).
This approach met with varying degrees of success. While we
saw a number of posi-
tive results among practitioners engaged in collaborative work
in new and exciting
ways, we noticed several trends across sites that gradually led
us to modify our
approach. Many of our concerns were consistent with those
surfacing in the current
reform literature about the ability of professional learning
communities as a singu-
lar/voluntary approach to impact large-scale, systemic change
(Coburn 2003).
For the reasons outlined below, we now work with clusters of
schools or, preferably,
13. entire districts to implement p l cs as part of an overall reform
support strategy. The
collective resources and support of a wider network help to
overcome some of the
following stumbling blocks to effective p l cs.
❖ Focusing on process diverts attention from instructional
content and approaches.
The use of structural processes and protocols helped facilitate
group efforts and
develop norms and habits necessary to engage in collaborative
conversations.
However, in many instances, this led to a strong focus on
process with lesser
emphasis on and attention given to engaging in content-based,
instructionally
6 Professional Learning Communities
focused discourse. Conversations frequently centered around
resolving school-
based, administrative issues, such as scheduling, and less often
on constructing
and enacting a shared understanding of research-based
instructional practices.
❖ Reluctance to make work public limits more rigorous
feedback.
p lc groups engaged in a variety of activities, including
sharing/examining
examples of student and teacher work, giving and receiving
feedback, and offer-
ing suggestions on how to improve their practice. Nonetheless,
14. attempts to
“make their work public” most often transpired as a friendly
collegial exchange.
Individuals remained hesitant to make their work available for
deeper levels of
scrutiny leading to specific recommendations for changes in the
design and
delivery of their classroom instructional practice.
❖ Deep-seated issues of trust and equity are often not
addressed.
Participating in regular meetings created opportunities for
interaction and
s e rved to decrease the sense of inherent isolation and to
increase feelings of col-
legiality among groups, yet deeper issues of trust and equity
were often unad-
dressed. In addition, groups functioned primarily as entities
unto themselves and
rarely engaged in conversations about how and what they were
learning and
doing could be used to inform each others’ practice and to
improve learning
conditions and achievement levels for students within schools
and across districts.
❖ Leadership capacity often remains underdeveloped.
Although a cadre of coaches emerged as catalysts for
collaborative work in the
schools and increased their proficiency to facilitate group work,
leadership
capacity at other levels of the system remained underdeveloped
in most sites. In
particular, district-level leaders were aware that p l c s were
15. emerging but lacked a
clear understanding of how they could engage in the work or
provide the system-
level supports necessary to sustain learning communities.
❖ Effects of changes in practice and improved student learning
are often poorly
documented.
Many groups failed to collect, analyze, and present evidence,
beyond self-
reported anecdotes, to show that working in these groups was,
in fact, leading to
changes in instructional practices that resulted in improved
student outcomes.
Most groups also failed to use data to examine and address
deeper issues of
equity, including how practice and instruction is differentiated
based on student
needs (e.g., e l l, Special Education), what disaggregated data
reveals about per-
formance for different student groups, and how multiple
measures can be used
to assess student learning.
❖ Structural changes alone do not ensure change in practice.
While supportive structural conditions (time, space, autonomy,
etc.) are impor-
tant and necessary, they are insufficient in and of themselves to
foster effective
p l cs.
Professional Development Strategies That Improve Instruction 7
16. If p l c s are to help change culture, improve practice, and
develop leadership,
they must identify clear and essential areas of focus for their
work, along with
strategies for measuring the impact of their efforts. For
example, members of a
district-based p l c might focus on monitoring the
implementation of a curricu-
lum framework, but this work would be enhanced by examining
the necessary
changes in their own practice that would align and coordinate
existing tools and
resources to support that framework.
The Institute’s Current Approach to P L Cs
The concerns outlined above led us to shift our efforts to work
with clusters of
schools and entire districts to build an infrastructure that
supports systemwide
reform initiatives and approaches that can effect large-scale
change. Our role is to
enhance the capacity of education practitioners and stakeholders
to engage in col-
laborative work aimed at improving instructional programs and
practices and
increasing student learning across an entire district or school
community.
This shift entails an expanded notion of “community,” one that
includes all adults
who work directly or indirectly with students, including
teachers, school and district
administrators, central office staff, superintendents, business
and community part-
ners, parents, university faculty, and school board members.
This shift also gives
17. rise to viewing professional learning communities in light of
what current research
terms professional “communities of practice” (Wenger 1998).
The approach pre-
sumes that organizations and groups within and across
organizations will “develop
and share their capacity to create and use knowledge for the
purpose of producing
a ‘shared practice’ as members engage in a collective process of
learning” (Wenger
1998).
Focus Areas for Supporting Communities of Practice
In our current work, we concentrate on the following key areas.
❖ Creating “overlapping” communities of practice
While discrete professional learning communities may acquire
high levels of
knowledge and experience on their own, increasing interactions
with other
groups within and across the system enhances opportunities for
learning beyond
traditional boundaries and encourages learning as a social
system. Consequently,
we work with sites to form cross-functional teams that share
and use what they
learn to inform each other’s work and that consider the impact
of their practice
on the larger system.
These professional communities of practice “overlap” in that
they are representa-
tive of a broad range of constituents including teacher leaders,
school and dis-
trict administrators, central office staff, parents, business and
community part-
18. ners, and students. Like traditional plcs, they share a mission,
vision, and values
8 Professional Learning Communities
focused on improved practice and student outcomes. For
example, while school-
level professional communities engage teachers in implementing
the goals of a
new literacy framework, a group of principals meets to discuss
effective strategies
for observing practice and giving feedback to teachers on their
use of the frame-
work. At the same time, area administrators are meeting
regularly to reflect on
the impact of innovation on changing roles and responsibilities
in providing
support to schools, and a cross-role team including parents and
community
members insures coordination and alignment of central office
resources to pro-
vide support. These diverse areas of focus are united by the
common goal of
building individual and collective capacity with a focus on
improving teaching
and learning.
Such overlapping p l c s require reciprocal support and
involvement at all levels
of the educational system. In overlapping p l c s, everyone looks
at outcomes,
both promising and disappointing, to understand what they
don’t know and to
ask how they can improve their own practice and help students
19. achieve. These
groups engage in dialogue, inquiry, and reflection for the
purpose of collectively
constructing new meaning and knowledge that result in action.
In moving
beyond the individual, collective learning allows an
organization to become
more adaptable through the depth of knowledge of its personnel
as well as
through a culture dedicated to continuous improvement. This
collective
approach to learning may also facilitate the orientation of
individuals new to the
system while extending the learning of more experienced
practitioners and sup-
porting them during various stages of their careers.
❖ Ensuring content-based, outcomes-focused experiences
In order to expand the repertoire needed to improve
instructional practice in
ways that will potentially improve student outcomes, group
learning experiences
must move beyond process-based structures and integrate or
focus on instruc-
tional content, beginning with literacy and mathematics. Central
to the work of
these types of professional communities of practice are ongoing
opportunities
for learners to increase subject-matter knowledge; acquire
strategies for instruc-
tion and assessment; examine current research and/or district
policies to sup-
port instruction; observe, analyze, and coach peers; and provide
ideas and feed-
back to each other. In this way, individuals and groups are
20. better able to learn
through and build on the collective experience and tacit
knowledge of their
peers and leverage existing practices to develop knowledge that
is “owned” in
practice (Wenger, 1998).
❖ Building internal capacity for leadership
Whereas leadership has been traditionally viewed as individuals
in formal posi-
tions with primary responsibility for managing daily operations
and processes at
separate sites, leadership from a broader “systems” view
necessitates that groups
Professional Development Strategies That Improve Instruction 9
of individuals at all levels of the system share the tasks,
functions, responsibilities,
and accountability of leadership. In the context of professional
communities of
practice, this means building the capacity of school, district,
and community
leaders to learn together and construct meaning and knowledge
needed to sup-
port collaboration around improved instructional practices. This
requires hon-
ing skills in communication, group-process facilitation, inquiry,
conflict media-
tion, and dialogue (Lambert 1998).
To promote such leadership development, we work with sites to
co-design a
variety of learning opportunities that keep teaching and learning
21. at the center
of the dialogue. We frequently begin by assisting sites to
refocus their existing
meetings so that more time is used for learning and planning for
action and
less on dissemination and sharing of information. Taking
contextual issues into
consideration, such as decentralization or current efforts to
restructure high
schools into small learning communities, we work with them to
design a variety
of research-based leadership programs and learning experiences
(i.e., network
meetings, summer institutes, planning retreats, and leadership
academies) that
will meet the specific needs of leaders in each site. These
sessions include, for
example, content designed to improve the practice of both
novice and experi-
enced leaders such as visiting classrooms to observe effective
literacy practices,
sharing supervision and evaluation strategies for providing
feedback on instruc-
tion, and engaging parents and community in dialogue about
data on student
and teacher performance.
❖ Documenting evidence of improved practice
The current national focus on standards and accountability calls
for schools and
districts to show evidence of the impact of innovations and
structures on student
achievement. In response, schools and districts are beginning to
develop strate-
gies for documenting how working in professional communities
of practice is, in
22. fact, leading educators and other adults to make improvements
in their individ-
ual and collective practice.
We recommend that schools and districts begin with a process
to identify and
assess current programs and practices they are using to increase
student achieve-
ment and to identify the measurable outcomes that they expect
to see as a result
of implementing them. We work with them to develop a process
to identify, col-
lect, and analyze specific examples of what changes in practice
people made and
the resulting impact on culture, norms, and outcomes.
The goal of our work at this stage is to urge sites to routinely
use data-informed
approaches to make decisions about instructional programs. We
also encourage
them to develop shared practice and implement strategies that
show evidence
that professional communities of practice are working to
improve learning expe-
riences and outcomes for adults and students in their sites.
10 Professional Learning Communities
Strategies and Tools
Implementing systemwide initiatives that focus on restructuring
high schools into
smaller, more personalized learning communities offers both the
challenge and
opportunity for sites to focus on integrating the structural
23. changes along with
changes in instruction. A key lesson learned through our
experiences in provid-
ing this type of technical assistance is that there is no shortcut
to sites taking the
time to engage in a cycle of inquiry that includes assessing,
analyzing, and devel-
oping plans that lead to specific action.
While the majority of the tools and strategies we use in our
work emerge from
and are co-constructed with the sites to address context-specific
issues, we have
found several resources to be particularly useful in this work.
As groups progress
through various stages, we are able to share a variety of tools
and strategies with
them, adapted to specific contextual issues, to facilitate their
development.
❖ Providing technical assistance
In the process of becoming communities of practice, sites often
look to us for
guidance in finding solutions to the challenges they are facing.
In the quest to
identify and implement content-based, outcomes-focused
approaches to improv-
ing teaching and learning, schools and districts may discover
that they lack a
clearly defined instructional core in key content areas like
literacy or math or
that they lack clearly articulated expectations and standards for
high-quality
teaching and learning that can guide instructional practices and
serve as a solid
basis for supervision and evaluation processes.
24. Our relationships with universities, reform support
organizations, local educa-
tion funds, school districts, and foundations contribute
significantly to our ability
to provide specific technical assistance and to support reform
efforts in a variety
of contexts. For example, our experience working with
partnerships between
local reform support organizations such Houston A+ and large
urban school dis-
tricts in several states informs our ability to support strategic
planning in other
sites.
❖ Connecting learning networks
One strategy for ensuring that whole school reform takes root is
working closely
with governing groups representing various school, district,
community and busi-
ness organizations that have agreed to serve as partners in
supporting the
reform. We can help these groups engage in a variety of
activities to increase
their overall capacity to support and monitor the
implementation efforts.
Further, we are in a position to identify and call on a diverse
range of organi-
zations with expertise in particular areas of work to inform and
advance our
thinking and the thinking of the sites with which we work.
Examples range from
the Bay Area Coalition for Equitable Schools’ work on
developing local educa-
25. Professional Development Strategies That Improve Instruction
11
tion support systems and small schools to the National Council
of La Raza’s
efforts to connect community and schooling to the education of
English Lan-
guage Learners. The insights gained through our networks and
partners develop
our organizational capacity to build knowledge, plan action, and
collaborate
effectively with the districts with whom we work.
❖ Using tools to inform the work
In the course of our work we have created and adapted a number
of tools that
are useful in advancing the work of p l cs. These include:
• Rubrics describing key indicators and levels of enactment
(e.g., beginning,
emerging, sustaining, etc.) to identify/assess/analyze progress.
• Frameworks for content and group process.
• The Central Office Review for Results and Equity (c o r r e ),
which helps dis-
trict leaders evaluate the capacity of the central office to
support schools in
improving instruction.
• The Generally Accepted Principles of Teaching and Learning
(g a p t l ), a frame-
work of widely accepted ideas about student learning and their
26. implications
for good instruction and for redesigned school districts.
• Video packages, which include guides for facilitators, on
topics such as peer
observation, looking at student work, and leadership
development.
• Web-Based Resources such as the Institute’s Web site – a
portal to local and
national efforts by researchers and practitioners to implement
and inform
educational reform.
In promoting and supporting the development of strong and
systemic profes-
sional learning communities, the Annenberg Institute is acting
on its own collec-
tive core beliefs about effective schooling. These include
primarily a commit-
ment to learning, relationships, equity and results. In our
internal work, we
model the processes and practices that we encourage schools
and districts to
enact both as we co-construct that work and implement it in the
field. As we
work within and across sites around the country, we too seek to
build shared
knowledge and ownership of effective practice and to examine
our structures,
policies, and practices for real and potential pitfalls to
effectively meeting our –
and their – ultimate goal of making every school work for every
student.
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