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Ed Bacon is highly recommended for a position by his professor Andre' Harmon. Harmon teaches at two universities and writes that Bacon exemplifies leadership skills like team competency, communication, self-improvement, and ethical behavior. As a student in Harmon's class on ethics, Bacon was able to calmly discuss heated topics and create a productive learning environment. Harmon believes Bacon's strong focus on communication and documentation would make him a great asset for any company.
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Letter of reference
Ed Bacon is highly recommended for a position by his former professor Andre' Harmon. Harmon teaches at two universities and believes the students will be exceptionally prepared for the workforce due to the strong focus on education, experience, and leadership. Specifically, Ed Bacon exemplifies leadership traits like excellent communication, continual self-improvement, empathetic leadership, and ethical behavior. Harmon saw these qualities in Bacon as a student, such as his ability to calmly discuss difficult topics and complete multiple tasks with documentation. Harmon believes Bacon would be a great asset to any company due to his focus on communication and offering solutions to societal problems.
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Recommended
Letter of reference
Ed Bacon is highly recommended for a position by his former professor Andre' Harmon. Harmon teaches at two universities and believes the students will be exceptionally prepared for the workforce due to the strong focus on education, experience, and leadership. Specifically, Ed Bacon exemplifies leadership traits like excellent communication, continual self-improvement, empathetic leadership, and ethical behavior. Harmon saw these qualities in Bacon as a student, such as his ability to calmly discuss difficult topics and complete multiple tasks with documentation. Harmon believes Bacon would be a great asset to any company due to his focus on communication and offering solutions to societal problems.
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Managed print services help organizations reduce paper and consumable usage through device consolidation and digitization of documents. This leads to cost savings of 25-35% and lower energy usage. While sustainability is an important consideration, businesses prioritize costs and payback times above other factors when choosing technology solutions. Suppliers need to demonstrate how sustainable options also reduce costs over the lifetime of the contract in order to be seriously considered.
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Activity I: An activity on the critical path of a project was scheduled to be completed within 12 weeks, with a budget of $8,000. During a performance review, which took place 7 weeks after the activity was initiated, it was found that 50% of the work had already been completed and that the actual cost was $4,500.
a) Calculate the EV of the activity.
b) Calculate the CI and SI for the activity.
c) Calculate the expected BAC using the original estimate approach.
d) Calculate the expected BAC using the revised estimate approach.
e) Compare and discuss the results obtained in parts (c) and (d).
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The assignment is to answer the question provided above in essay form. This is to be in narrative form and should be as thorough as possible. Bullet points should not to be used. The paper should be at least 1.5 - 2 pages in length, Times New Roman 12-pt font, double-spaced, 1 inch margins and utilizing at least one outside scholarly or professional source related to project management. The textbook should also be utilized. Do not insert excess line spacing. APA formatting and citation should be used.
PART III Building Family–School Relationships to Maximize Student Learning
Chapter 8
Getting Acquainted with Students’ Families
Teresa N. Leibforth and Mary Ann Clark
Chapter 9
Using Families’ Ways of Knowing to Enhance Teaching and Student Learning
Maria R. Coady
Chapter 10
Fostering Student and Family Engagement in Learning Through Student-Led Parent Conferences
Ellen S. Amatea and Kelly L. Dolan
Educators need strategies for building effective partnerships with families, not only for the purpose of solving student problems, but also for maximizing student learning. In Chapters 8, 9, and 10, we describe strategies that educators use that focus on creating stronger connections with families to maximize student learning and development. In Chapter 8, we focus on the communication skills and practices that educators can use routinely to build a sense of connection with their students’ families. In Chapter 9, we examine the unique challenges faced by second language learners and their families and the instructional and noninstructional strategies that educators can use to build working relationships with families. In Chapter 10, we describe the use of student-led parent conferences as a powerful tool for establishing relationships with students and their families that give students a greater voice in their assessment of their learning.
CHAPTER 8 Getting Acquainted with Students’ Families
Teresa N. Leibforth and Mary Ann Clark
Learning Objectives
After reading this chapter, you will be able to:
■ Describe specific attitudes and communication skills needed to develop trusting relationships with students’ families.
■ Outline cul.
Activity I An activity on the critical path of a project was sche.docx
Activity I: An activity on the critical path of a project was scheduled to be completed within 12 weeks, with a budget of $8,000. During a performance review, which took place 7 weeks after the activity was initiated, it was found that 50% of the work had already been completed and that the actual cost was $4,500.
a) Calculate the EV of the activity.
b) Calculate the CI and SI for the activity.
c) Calculate the expected BAC using the original estimate approach.
d) Calculate the expected BAC using the revised estimate approach.
e) Compare and discuss the results obtained in parts (c) and (d).
Activity II: Identify a new product that is based on an innovation in technology, and draw up a strategic technical plan for its development. Be sure to discuss the risk factors at each stage, and indicate how you would deal with each.
The assignment is to answer the question provided above in essay form. This is to be in narrative form and should be as thorough as possible. Bullet points should not to be used. The paper should be at least 1.5 - 2 pages in length, Times New Roman 12-pt font, double-spaced, 1 inch margins and utilizing at least one outside scholarly or professional source related to project management. The textbook should also be utilized. Do not insert excess line spacing. APA formatting and citation should be used.
PART III Building Family–School Relationships to Maximize Student Learning
Chapter 8
Getting Acquainted with Students’ Families
Teresa N. Leibforth and Mary Ann Clark
Chapter 9
Using Families’ Ways of Knowing to Enhance Teaching and Student Learning
Maria R. Coady
Chapter 10
Fostering Student and Family Engagement in Learning Through Student-Led Parent Conferences
Ellen S. Amatea and Kelly L. Dolan
Educators need strategies for building effective partnerships with families, not only for the purpose of solving student problems, but also for maximizing student learning. In Chapters 8, 9, and 10, we describe strategies that educators use that focus on creating stronger connections with families to maximize student learning and development. In Chapter 8, we focus on the communication skills and practices that educators can use routinely to build a sense of connection with their students’ families. In Chapter 9, we examine the unique challenges faced by second language learners and their families and the instructional and noninstructional strategies that educators can use to build working relationships with families. In Chapter 10, we describe the use of student-led parent conferences as a powerful tool for establishing relationships with students and their families that give students a greater voice in their assessment of their learning.
CHAPTER 8 Getting Acquainted with Students’ Families
Teresa N. Leibforth and Mary Ann Clark
Learning Objectives
After reading this chapter, you will be able to:
■ Describe specific attitudes and communication skills needed to develop trusting relationships with students’ families.
■ Outline cul.
Nkosi_Jones_Letter of Reccomendation_16_02_04
Nkosi Jones served as a research assistant on a project examining the impact of poverty on children's health and well-being. He displayed a strong work ethic, completing assignments quickly and efficiently. His conscientious work improved the quality and timeliness of the project. Throughout the project, Nkosi demonstrated versatility in skills from interviewing to creating graphics. He was an enthusiastic learner who could quickly teach himself new skills. Nkosi also had strong communication skills as a writer, producing case studies that clearly conveyed each organization's unique aspects. He was considered a valued member of the team due to his hard work, skills, and high emotional intelligence.
PART III Building Family–School Relationships to Maximize Student .docx
PART III Building Family–School Relationships to Maximize Student Learning
Chapter 8
Getting Acquainted with Students’ Families
Teresa N. Leibforth and Mary Ann Clark
Chapter 9
Using Families’ Ways of Knowing to Enhance Teaching and Student Learning
Maria R. Coady
Chapter 10
Fostering Student and Family Engagement in Learning Through Student-Led Parent Conferences
Ellen S. Amatea and Kelly L. Dolan
Educators need strategies for building effective partnerships with families, not only for the purpose of solving student problems, but also for maximizing student learning. In Chapters 8, 9, and 10, we describe strategies that educators use that focus on creating stronger connections with families to maximize student learning and development. In Chapter 8, we focus on the communication skills and practices that educators can use routinely to build a sense of connection with their students’ families. In Chapter 9, we examine the unique challenges faced by second language learners and their families and the instructional and noninstructional strategies that educators can use to build working relationships with families. In Chapter 10, we describe the use of student-led parent conferences as a powerful tool for establishing relationships with students and their families that give students a greater voice in their assessment of their learning.
CHAPTER 8 Getting Acquainted with Students’ Families
Teresa N. Leibforth and Mary Ann Clark
Learning Objectives
After reading this chapter, you will be able to:
■ Describe specific attitudes and communication skills needed to develop trusting relationships with students’ families.
■ Outline cultural differences in communication styles that influence family–school interaction.
■ Describe everyday routines by which you can become acquainted with students’ families and develop ongoing lines of communication.
Educators who take the time to get acquainted with parents, to listen to them, to empathize with their perspective, and to learn from them about their child and their home culture, promote the successful learning of all their students and enhance their own ability to reach and teach each of their students.
There is a growing recognition that teachers are the key agents for reaching out to par-ents/caregivers. The teacher’s attitude and practices—not the education, socioeconomic status, or marital status of the parent—have the strongest influence on whether parents become involved in their children’s schooling (Colbert, 1996; Epstein & Sheldon, 2002; Erford, 2010). Educators, who take the time to get acquainted with parents, to listen to them, to empathize with their perspective, and to learn from them about their child and their home culture promote the successful learning of all their students and enhance their own ability to reach and teach each of their students (Weiss, Caspe, & Lopez, 2006). Lawrence-Lightfoot (2003) makes a poignant and powerful point that no dialogue is more important than that between te.
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CHAPTER 8 Getting Acquainted with Students’ Families
Teresa N. Leibforth and Mary Ann Clark
Learning Objectives
After reading this chapter, you will be able to:
■ Describe specific attitudes and communication skills needed to develop trusting relationships with students’ families.
■ Outline cul.
Activity I An activity on the critical path of a project was sche.docx
Activity I: An activity on the critical path of a project was scheduled to be completed within 12 weeks, with a budget of $8,000. During a performance review, which took place 7 weeks after the activity was initiated, it was found that 50% of the work had already been completed and that the actual cost was $4,500.
a) Calculate the EV of the activity.
b) Calculate the CI and SI for the activity.
c) Calculate the expected BAC using the original estimate approach.
d) Calculate the expected BAC using the revised estimate approach.
e) Compare and discuss the results obtained in parts (c) and (d).
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CHAPTER 8 Getting Acquainted with Students’ Families
Teresa N. Leibforth and Mary Ann Clark
Learning Objectives
After reading this chapter, you will be able to:
■ Describe specific attitudes and communication skills needed to develop trusting relationships with students’ families.
■ Outline cul.
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PART III Building Family–School Relationships to Maximize Student .docx
PART III Building Family–School Relationships to Maximize Student Learning
Chapter 8
Getting Acquainted with Students’ Families
Teresa N. Leibforth and Mary Ann Clark
Chapter 9
Using Families’ Ways of Knowing to Enhance Teaching and Student Learning
Maria R. Coady
Chapter 10
Fostering Student and Family Engagement in Learning Through Student-Led Parent Conferences
Ellen S. Amatea and Kelly L. Dolan
Educators need strategies for building effective partnerships with families, not only for the purpose of solving student problems, but also for maximizing student learning. In Chapters 8, 9, and 10, we describe strategies that educators use that focus on creating stronger connections with families to maximize student learning and development. In Chapter 8, we focus on the communication skills and practices that educators can use routinely to build a sense of connection with their students’ families. In Chapter 9, we examine the unique challenges faced by second language learners and their families and the instructional and noninstructional strategies that educators can use to build working relationships with families. In Chapter 10, we describe the use of student-led parent conferences as a powerful tool for establishing relationships with students and their families that give students a greater voice in their assessment of their learning.
CHAPTER 8 Getting Acquainted with Students’ Families
Teresa N. Leibforth and Mary Ann Clark
Learning Objectives
After reading this chapter, you will be able to:
■ Describe specific attitudes and communication skills needed to develop trusting relationships with students’ families.
■ Outline cultural differences in communication styles that influence family–school interaction.
■ Describe everyday routines by which you can become acquainted with students’ families and develop ongoing lines of communication.
Educators who take the time to get acquainted with parents, to listen to them, to empathize with their perspective, and to learn from them about their child and their home culture, promote the successful learning of all their students and enhance their own ability to reach and teach each of their students.
There is a growing recognition that teachers are the key agents for reaching out to par-ents/caregivers. The teacher’s attitude and practices—not the education, socioeconomic status, or marital status of the parent—have the strongest influence on whether parents become involved in their children’s schooling (Colbert, 1996; Epstein & Sheldon, 2002; Erford, 2010). Educators, who take the time to get acquainted with parents, to listen to them, to empathize with their perspective, and to learn from them about their child and their home culture promote the successful learning of all their students and enhance their own ability to reach and teach each of their students (Weiss, Caspe, & Lopez, 2006). Lawrence-Lightfoot (2003) makes a poignant and powerful point that no dialogue is more important than that between te.
PART III Building Family–School Relationships to Maximize Student .docx
PART III Building Family–School Relationships to Maximize Student Learning
Chapter 8
Getting Acquainted with Students’ Families
Teresa N. Leibforth and Mary Ann Clark
Chapter 9
Using Families’ Ways of Knowing to Enhance Teaching and Student Learning
Maria R. Coady
Chapter 10
Fostering Student and Family Engagement in Learning Through Student-Led Parent Conferences
Ellen S. Amatea and Kelly L. Dolan
Educators need strategies for building effective partnerships with families, not only for the purpose of solving student problems, but also for maximizing student learning. In Chapters 8, 9, and 10, we describe strategies that educators use that focus on creating stronger connections with families to maximize student learning and development. In Chapter 8, we focus on the communication skills and practices that educators can use routinely to build a sense of connection with their students’ families. In Chapter 9, we examine the unique challenges faced by second language learners and their families and the instructional and noninstructional strategies that educators can use to build working relationships with families. In Chapter 10, we describe the use of student-led parent conferences as a powerful tool for establishing relationships with students and their families that give students a greater voice in their assessment of their learning.
CHAPTER 8 Getting Acquainted with Students’ Families
Teresa N. Leibforth and Mary Ann Clark
Learning Objectives
After reading this chapter, you will be able to:
■ Describe specific attitudes and communication skills needed to develop trusting relationships with students’ families.
■ Outline cultural differences in communication styles that influence family–school interaction.
■ Describe everyday routines by which you can become acquainted with students’ families and develop ongoing lines of communication.
Educators who take the time to get acquainted with parents, to listen to them, to empathize with their perspective, and to learn from them about their child and their home culture, promote the successful learning of all their students and enhance their own ability to reach and teach each of their students.
There is a growing recognition that teachers are the key agents for reaching out to par-ents/caregivers. The teacher’s attitude and practices—not the education, socioeconomic status, or marital status of the parent—have the strongest influence on whether parents become involved in their children’s schooling (Colbert, 1996; Epstein & Sheldon, 2002; Erford, 2010). Educators, who take the time to get acquainted with parents, to listen to them, to empathize with their perspective, and to learn from them about their child and their home culture promote the successful learning of all their students and enhance their own ability to reach and teach each of their students (Weiss, Caspe, & Lopez, 2006). Lawrence-Lightfoot (2003) makes a poignant and powerful point that no dialogue is more important than that between te.
EDL 5200 Case Study 2 – Leadership Traits and Theories 1The.docx
EDL 5200: Case Study 2 – Leadership Traits and Theories 1
There will be 3 case study prompts posted in the forum. Please post a response to each case presented. Remember, there is no wrong answer; however, you must justify your response and provide evidence to support your stance when necessary. Please review the handout on leadership and leadership traits and theories on Moodle. The cases are based on traits outlined in the handout.
Hiring a New Assistant Middle School Principal
An affluent public-school district in the Midwest is completing construction on a new middle school housing students in Grades 5–8. The school is slated to open in the fall, and the district administrative team has filled all the building’s leadership positions except for the assistant principal. The role of assistant principal includes managing school operations, discipline, parent conferences, and instruction planning.
Maureen Moser, a dynamic, engaging, intelligent leader with eight years of building-level administrative experience, is being transferred to the new building as its lead principal. She has a reputation for being confident, determined, and sociable with all members of the staff and community. Maureen assembled a team of five individuals comprising teachers, support staff, and parents to assist her in selecting the new assistant principal.
Most of the applications received are from certified administrators with no administrative experience. After two months of screening applications, the team has interviewed the five most qualified candidates. The only two candidates with any formal administrative experience are interviewed but dismissed for various reasons. The interviewing team has selected two finalists but is divided on which one would be the better fit for the new school and best serve in the capacity as the assistant. Maureen has strong feelings toward one of the two candidates. While she sees one as a mirror image of herself, she admits the other has complementary traits that would make a well-rounded teammate.
One finalist is Jamie Patte, a fifth-grade teacher at a neighboring progressive suburban elementary school. She is in her ninth year of teaching, all in Grade 5 in the same district. Most recently, Jamie completed her administrative certification program through a prestigious state university. Jamie’s references describe her as organized, dependable, creative, accepting, trusting, and nurturing. These traits surfaced during her first-round interview through her interactions with committee members and responses to the various questions. During a tour of the new building, Jamie was curious about its layout, noted some possible safety issues, and asked insightful questions about how the building meets the needs of the students and programs.
The second finalist is Dwayne Boren, a seventh-grade language arts teacher at a middle school in an urban district. He has 10 years of teaching experience spanning Grades 6–8 mainly in language art.
Response GuidelinesRespond to one peer, reflecting on the response.docx
Response Guidelines
Respond to one peer, reflecting on the responses and summary that the learner provided. Provide at least one additional point of view for each peer to consider.
When working within the human services field in client care professional will work with a variety of disciplines within a team setting. The complex process can often present challenges working with different staff professionals sharing their level of expertise related to client care. Each professional presents their background information from their professional and how their role in the client’s overall care. In this discussion the case of Joseph is assessed during a treatment team meeting with Joseph's teacher, the principal, psychologist , and case manager. The purpose of the meeting is to discuss Joseph's suspension from school as a result of stating to several students that he was going to bring a gun to school. The treatment team is gathering to discuss if Joseph can return to school to finish the school year at Samuel Elementary. The treatment team meeting is facilitated by the case manager.
School Teacher
Joseph's school teacher reports she has not had any behavioral issues with him this school year. She reports he does well academically and very nice and pleasant in the school. Mrs. Porter reports that Joseph has friends and students like to involve him in social play but he prefers to be by himself. Mrs. Porter shares that it was in her class that Joseph made the threats and several students heard it. Mrs. Porter denies hearing the statement but took precaution. Mrs. Porter's concerns are safety for herself and the students of Samuel Elementary. Mrs. Porter believes that Joseph would do much better in different educational setting.
Dr. Manning-Psychologist
Dr. Manning is assigned as Joseph's psychologist and a strong advocate for Joseph. Mr. Manning's viewpoint is addressing the psychological concerns and developmental concerns. Dr. Manning believes based on Joseph's background and history of serious neglect and inability at his level of development to effectively communicate that he was only acting out for attention. Dr. Manning reports the client does not have a history of violent behaviors and does not have access to a gun . Dr. Manning believes with supports in place and interventions which are consistent with working with him regulary that Joseph could successfully finish his school year at Samuel Elementary.
Principal Walker
Mr. Walker reports never having a behavioral issue with Joseph in fact this was the first time Joseph had ever been sent to his office. Mr. Walker reports when he asked Joseph about the incident he was honest that he said it but stated he just want to be with his mother. Mr. Walker feels concern for the student base upon all that he has endured but feels that there is no guarantee that he can ensure the children's and teachers safety with Joseph in the school. Mr. Walker suggest Joseph finishes the school year in a differ ...
Pei dueling keynote
Dr. Jim Parsons, a professor at the University of Alberta and director of the Alberta Initiative for School Improvement (AISI), and Kelly Harding, associate director for AISI.
Esr1
ESR helps educators develop practices to establish safe and equitable schools. It provides training in four areas: K-12 social and emotional skills, secondary school reform, early childhood education, and crisis response. Its programs teach conflict resolution, diversity appreciation, and social skill development to reduce bullying and intolerance. Sample lesson plans address identifying sources of conflict and understanding how security affects well-being.
DavidB Recommendation-LawrenceWSChan2016Career
David Brown has known Lawrence since 2000 in a professional capacity that developed into a personal friendship. Brown describes Lawrence as open, friendly, and curious about different work processes. Lawrence consulted Brown about pursuing a master's degree, demonstrating discipline in managing work, family, and education. Brown sees Lawrence as having strong intellectual ability, imagination, motivation, and emotional maturity. While Lawrence lacks current knowledge of scientific inquiry methods, Brown believes Lawrence's enthusiasm and curiosity could be channeled into a disciplined approach to excel in research and teaching, given the right opportunities.
FINAL TRF Position Paper
The document summarizes the work of The Relationship Foundation (TRF), an organization that provides relationship education programs in schools. It discusses TRF's origins, mission, and methodology, which focuses on teaching social and emotional skills like communication, empathy, and self-awareness. It outlines the outcomes of TRF's programs, including improved classroom culture, respect among students, student-teacher relationships, and engagement/academic performance. It positions TRF's work as part of a growing movement around social-emotional learning and notes the organization's role in developing a comprehensive relationship education curriculum for 21st century classrooms.
Fye 2009 Positive Diversity Program
Presentation given at national First Year Experience conference. Launch of new student program for developing teamwork skill, diversity appreciation, and student connections
Similar to powerful letter of reference (20)
Activity I An activity on the critical path of a project was sche.docx
Activity I An activity on the critical path of a project was sche.docx
Activity I An activity on the critical path of a project was sche.docx
Activity I An activity on the critical path of a project was sche.docx
PART III Building Family–School Relationships to Maximize Student .docx
PART III Building Family–School Relationships to Maximize Student .docx
PART III Building Family–School Relationships to Maximize Student .docx
PART III Building Family–School Relationships to Maximize Student .docx
EDL 5200 Case Study 2 – Leadership Traits and Theories 1The.docx
EDL 5200 Case Study 2 – Leadership Traits and Theories 1The.docx
Response GuidelinesRespond to one peer, reflecting on the response.docx
Response GuidelinesRespond to one peer, reflecting on the response.docx
powerful letter of reference
- 1. LETTER OF REFERENCE: May 5, 2009 To Whom It May Concern: I am a part time Associate Professor for the University of Phoenix and Axia College. We believe our students will become the smartest group of men and women who ever entered the workforce, in part, because of our strong commitment to education, real work experience, and leadership. Professional training, combined with a wide range of educational opportunities, makes for better people. Ed Bacon is the epitome of all these characteristics. I highly endorse Mr. Bacon’s application for your company. Ed Bacon is an extraordinary citizen. He truly exemplifies a total leader. His persona is indicative to team competency, excellent communication skills, continual self–improvement, emphatic leadership, and unquestioned moral and ethical devotion. My association with Ed began when he was a student in my Organizational Ethics and Social Responsibility class. I saw in him immediately a special gift that exudes from him as soon as he opens his mouth. One of those special talents was expanding guidance and outlining complex tasks for his peers in a manner that produced quality results with amazingly little effort. While in class one night the topic was on race relations and how it affects different cultures. The discussion on this topic became very heated. During this stressful ordeal Ed stayed calm, cheerful, and was never intimidated by any conversation or situation that came his way. This created a superior class room environment for other concerned students that resulted in high moral and productivity. His ability to complete multiple tasking is unquestionably a true reflection of his many talents and traits. His most prominent quality by far, is his total focus on communication, feedback, and documentation of all activities. As a fulltime Federal Government employee, Associate Professor, and retired Officer in the Army Reserves, I work with many diverse groups and students. I believe Ed can stir up the consciousness in the entire community of the ever present problems faced by all society while offering solutions. I have no doubt he will be a great asset to your company. Respectfully Yours, Andre’ Harmon Andre’ Harmon BS, MAOM Lead AMC IntegrationSupport Office (LAISO) United States Government