Education

PLEASE PUT REFERENCES IN ALPHABETICAL ORDER UNDER EACH SECTION (A, B, C, & D) AND YOU DO NOT HAVE TO WRITE AS IF THIS IS A PAPER. It is a simple discussion response in FIRST PERSON (ex. I agree with you….et.) …..Thank you!!!! NOTE: Please use APA 7th ed. for referencing and in-text citations please!! (NO .com references! Only scholarly and peer-reviewed!!!) If you do not have a completed reference (where you retrieved it from if no doi…..), I will cancel the order!! NOTE: 2 references for A, B, C, & D with a minimum of 207 words each; USE SEVERAL IN-TEXT CITATIONS!! Please respond to each comment in reference to higher education accreditation. In your responses to peers, provide feedback about their experiences or potential experiences covering other aspects they might consider including how ethical behavior might be assured, etc. A) “My program is held accountable to both a regional accreditor (i.e., Middle States Commission on Higher Education) and a programmatic accreditor (i.e., Accreditation Review Commission on Education for the Physician Assistant). From a regional accreditation standpoint, my university in currently completing its self-study in preparation for a site visit in spring of 2021. I served on a committee that addressed Standard V, which examines assessment practices (MSCHE, 2020). The committee was comprised of faculty from all of the university programs. It was enlightening to see how each program viewed their ability to address the standards, as well as identify potential gaps in their existing processes.” B) “While accreditation is “voluntary”, if the institution is to have access to 86% of the potential student body and federal funding, the institution must comply with the stated framework of accrediting bodies.  What if the reliance on accreditation standards is the government’s attempt to indirectly control the public’s thinking and access to knowledge, by dictating information exchange and limiting innovation through standardization?   Is this possible?” C) NOTE: I have not participated in an accreditation process as well however I have participated in a process for the state while working in social work. “I have not participated in an accreditation process for a university, but I have participated in a process for a local health department. I would imagine many of the requirements and attention to detail would be very similar. As a health educator, I also played a role in being the agency historian. I was required to pull together records and historical data. I also was responsible for herding team leads, ensuring they kept up with deadlines and benchmarks. The entire process took about two years; however, we became one of the first health departments in the state to become accredited. Luckily, I avoided that task at my former position at a health department.” D) “I had the opportunity to assist in developing both the written report that we submitted to CAPTE prior to their onsite visit, as well as working on the onsite materials they would need to review to determine whether our program was in compliance and worthy of being considered for re-accreditation. This process actually took two years. We started by attending a CAPTE training workshop at the APTA Combined Sections meeting. I think I felt like a deer in headlights when I learned about the breath of documentation required. It really takes developing a plan early and the willing to do many … many edits of the reports.”

In the Council for Higher Education Accreditation website, criteria are identified for qualified faculty. Review information found in the Council for Higher Education Accreditation web site, which allows you to visit all the regional accrediting bodies. Describe criteria considered to determine whether or not faculty are qualified. What is the process to evaluate faculty for quality? How might these criteria influence the development and implementation of a faculty evaluation and professional development process within a higher education institution?

In a paragraph write about: In your opinion, has the standards movement improved or weakened the quality of education that most U.S. students receive? Why do you think so? Chapter 6 maintained that decision-making skills are important for teachers. What can you do to improve your ability to make good decisions as you plan and deliver instruction?

(Repeat usage of this form for each article that you analyze.  Use the form to develop your opinion and write your thesis statement). Critical thinking is defined by dictionary.com as “disciplined thinking that is clear, rational, open-minded, and informed by evidence”.  For each of your four articles, read the article thoroughly.  Try to locate sentences that showcase the author’s critical thinking.  Underline them. Using only information from the article, complete these seven prompts: To develop his/her assertion that ______________________________, the author states ______________________________.       For the first blank, fill in the point of view of the author.  For the second blank, give the author’s reasoning or evidence. Based on what the author said above, my question is:  to what extent does the author make a fair assumption that ______________________________?       For this question, give an example that shows the author’s fair assumption. If the question is ______________________________, on the other hand one piece of evidence points to ______________________________.       For the first blank, state a question that you have about the author’s opinion that might challenge the author’s perspective.  For the second blank, give an alternate opinion that could come from the evidence that might contradict or challenge that perspective. On the other hand, a different piece of evidence points to ___________________.         State a third possible assumption.  This could come from another article. Between these different perspectives, _____________________seems to lead us more toward a conclusion because _________________________.       For the first blank, state the perspective that you feel is best supported by the evidence in the article. For the second blank, give the reason why the other perspective is not the best one.  Use evidence from the article. Although I tend to think the evidence supports ______________________________, to be fair, I am not sure about _____________.       For the first blank, state the strongest piece of evidence that is forming your own opinion.  For the second blank, state a concern that you have from the evidence. Therefore, if the question is whether or not the author is fair to assume ______________________________, the evidence seems to suggest that ______________________________.       Use these blanks to give your concluding opinion based on just this one article.

Please, pay attentions to details. Thanks   TOPIC: Making Sense of Standards   Education-Master Level, APA style, MUST use Walden University resource the links below and outside resources as well, cover, number, and reference page, Due date 9/18/20. 3-page, Introduction at the beginning, Times New Roman -Theme front   Paper MUST be an “A” grade       Please note that before completing this assignment, you MUST click and see all these resources links. As to make give you more insight of what to write and help your writing align with Walden University resources.   http://childdevelopmentinfo.com/child-development/erickson/   http://www.ericdigests.org/pre-925/social.htm   http://www.edpsycinteractive.org/topics/soccog/soclrn.html   http://www.instructionaldesign.org/theories/social-development.html   https://class.content.laureate.net/62d64849ad9cbf72573b4b649144cc0d.doc https://class.content.laureate.net/5f04cca7ab180ddf3b7a928c8200875e.pdf   https://class.content.laureate.net/159cef694190a4aaa62106e518c84a92.pdf   Assignment: While standards are meant to inform what students should know and be able to do, the desired knowledge and skills contained in standards are not always crystal clear. In this assignment you will look at the organization of standards, consider your accountability for them, and prioritize the essential content and skills contained in standard statements to inform the development of your Course Project: Part 1—Interdisciplinary Unit Plan.   Part 1: Standards In preparation for this assignment you were asked to engage in a Web Exploration in which you reviewed and analyzed standards. You were directed to go to your state’s department of education website or other website to review the standards for the content areas you have selected; read any introductory language to get a sense of the big ideas and essential understandings that the standards are meant to inform; and select two to four standards upon which to develop your Interdisciplinary Unit Plan. Reflect on this activity as follows: ·         How are standards addressed in your classroom, school, and district? How are they formatted (e.g., objectives, goals, topics, concepts, benchmarks, performance indicators)? ·         What are the accountability measures in your school, district, or state for addressing standards? ·         What did you notice as you reviewed the introductory statements that precede the standards?     Part 2: Breaking Apart Standard Statements This week you considered the “Entry Points for the Design Process” excerpt, examined ways to integrate curriculum, and selected standards that you will address in your Interdisciplinary Unit Plan. In this activity you will “break apart” the standards you have selected for your Interdisciplinary Unit Plan and begin to determine “big ideas” and enduring understandings you will address in your unit. This will inform Stage 1 of your unit plan, “Identify Desired Results.” Follow the process (Phase 1 and Phase 2) for “breaking apart” standard statements presented in the Hale excerpt, “How May Interpreting Standards Influence Our Curriculum Design?” Phase 1 ·         Determine content (nouns). ·         Determine skills (measurable verb, target, descriptor). Phase 2 ·         Identify implicit and explicit learning expectations. ·         Change immeasurable to measurable verbs, low-level to high-level verbs. ·         Make implied content and skill descriptors explicit. ·         Change topic-based to concept-based learning.   Submit the following:   ·         Your analysis of the standards you reviewed in Part I, addressing the prompts above in a written response. ·         A summary of the work you completed in Part 2 as follows: o    List the 2 to 4 standards you will address in your Interdisciplinary Unit Plan and provide a rationale for the interdisciplinary connections upon which you will base your unit. o    For each standard, share the results of the breaking apart or unwrapping process you conducted in Phases 1 and 2. o    Explain an insight you gained in breaking apart one or more of the standards you have chosen. o    Generate ideas for Stage 1: Desired Results of your Interdisciplinary Unit Plan. What “big ideas” and enduring understandings became evident as a result of breaking apart the standards? (Assignment length: Parts 1 and 2 combined: 3–4 pages)

Should be 300-400 words long. Please make sure to properly cite all references used. Items that you may consider including in your original thread but are not limited to are… • • Biographical Information • • Educational Stance • • Educational Contribution • • Interesting Facts A potentially helpful web link has been placed below but additional resources may also be located on the internet or in other textbooks. John Locke http://www.philosophypages.com/ph/lock.htm A brief discussion of the life and works of John Locke, with links to additional information.

Answer to one or more of these questions in your group thread.   To fully engage in dialogue do not exceed 150 words per posting.       Question to be address What is your understanding of behaviourism or behavioural learning theory?  How is it useful in your role as teacher and learner?  Provide examples from your own experience and/or ideas for teaching/learning.

Read Part 1, Pages 1-37 from your text. Who Speaks For justice To achieve the best grade, please follow the attached rubric below!! This is how I will grade. As you read, make notes about your reactions, assumptions, implications, arguments, questions (see prompts in instructions) The idea of personal responses is to engage in thoughtful internal dialogue about the idea of global issues and education. You should attempt, in your understanding of the readings to get “underneath” what you read in order to understand the social, political, and cultural underpinnings of the issues.  Reading critically involves more than understanding the words or liking or disliking the texts; critical reading requires reflection. Some prompts are helpful for how you should approach these assignments. As you consider your reflections, think about these questions: (a) what are the texts’ assumptions about the phenomena being discussed? (b) What are the implications of the assumptions and/or the arguments? (c) What is at stake in the text’s arguments for the authors and for you? (d) Who (or what) are the authors arguing for or against? (e) How do the authors construct and articulate their arguments? (f) How do the texts “fit” (or not fit) in relation to your own thought and practice? (g) What questions did you find yourself asking after doing the reading? Please do not simply summarize the readings. Write your critical response connecting the content from the text with your responses to the prompts.  Your response should be written in a narrative form that is evident of engaging with the content and reflection.

Each student will choose a supervision model and give their analysis of the model in a video presentation or audio recording in PowerPoint. In both options, there needs to be a PowerPoint attached to follow along. The analysis should include: advantages and disadvantages to using the model.; techniques used within the model key concepts of the model, and rating how likely you are to use the model on a 1to 5 rating scale (1- will not use it, 5- definitely will use). After creating your PowerPoint, record your audio comments for each slide. Please do more than simply read your slide. The information on your slide should be an outline or a guide for what you will say. You audio comments explain and expand upon the slide information. You may produce your audio comments through either of the following methods. You may use the tools in PowerPoint to record your audio lecture directly on to each slide or record your comments as a stand-alone audio lecture. If you are producing stand-alone audio be sure to reference which slide you are on as you move through your material so others can follow your PowerPoint as they listen.

Throughout the three internship courses, principal candidates will reflect on their personal and professional growth. The purpose of the reflections are to engage principal candidates in the best practice of considering blind spots in their development and to illuminate areas of opportunity. As part of your reflection, consider how you will find opportunities to practice leadership attributes that align with your needs and areas of opportunity. Keep in mind that at this point in the program, you have one final internship experience in EAD-539. Thus, you must begin thinking, processing, and planning to have all elements of the school leadership position identified, practiced, and ready as you prepare to finish the program. Write a 150-250 word reflective summary of your internship experiences this week, connecting your experiences to ELCC standards. Address how you used technological tools to collect and share professional artifacts that demonstrate your ethical personal conduct, positive relationships with others, effective decision-making, stewardship of school resources, and other aspects of school leadership.