Competencies Of Leadership

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EDLD 5311 Fundamentals Leadership – Week 5 Assignment

WORD-DOC-MAST-HEAD

 

 

Course Objectives

1. Demonstrate a fundamental understanding of leadership approaches and mindsets. (CLO1)

2. Identify personal professional leadership orientation and philosophy. (CLO2)

3. Analyze and synthesize leadership competencies. (CLO3)

4. Develop an initial practicum plan log. (CLO4)

5. Exemplify requisite credentials and program requirements. (CLO5)

 

Week 5 Assignment 3: Reflection on Course Learning Outcomes

 

 

Week 5 Learning Objectives

1. Identify all field experience activities for your Practicum Plan Log and the rationale for your choices based on the previous assessments in this course. (W5LO1) (CLO4)

2. Complete the initial outline for the Professional Report. (W5LO2) (CLO4)

3. Synthesize and reflect on learning outcomes from the course. (W5LO3) (CLO4)

4. Record requisite program requirements. (W5LO4) (CLO5)

 

Resources

Readings: (W5LO1, W5LO2, W5LO3) (CLO4)

· School Leader Internship, “Introducing School Leader Internship,” pp. 1-12

· School Leader Internship, “Plan,” pp. 19-20 and 122-124

· School Leader Internship, “Implementation,” pp. 125-126 and 144-147

· School Leader Internship, “Summative Evaluation / Final Report” pp. 149-153

Lectures: (W5LO1, W5LO2, W5LO3) (CLO4)

Lecture – Practicum/Internship Field Experience

 

Week 5 Assignment Rubric:

Use the Rubric to guide your writing.

ALL evidence must be appropriately cited in APA format.

Tasks Level 1: Does not meet the minimum criteria Level 2: Approaches minimum criteria Level 3: Meets minimum criteria Level 4: Meets target criteria
Candidate reflects and self-assesses learning outcomes from this course. (W5LO3) (CLO4) Candidate provides a report that lacks reflection of his/her learning and growth during this course. (M)

0 – 9 points

 Candidate provides reflection of his/her learning and growth during this course.

(M)

10 points

 Candidate provides a candid and honest reflection of his/her learning and growth during this course.

(M)

12 points

 Candidate provides a candid, honest, and comprehensive reflection of his/her learning and growth during this course. (M)

15 points
Candidate provides evidence from previous assessments in the course. (W5LO3) (CLO4)

 

 Candidate references little or no previous assessments as supporting evidence of stated learning outcomes. (S)

0 – 4 points

 Candidate lists previous assessments as supporting evidence of stated learning outcomes. (S)

5 points

 Candidate articulates a summary of previous assessments as supporting evidence of stated learning outcomes. (S)

6 points

 Candidate articulates comprehensive synthesis of previous assessments as supporting evidence of stated learning outcomes. (S)

7 points
Writing Quality:

3 Points

Grammar, Mechanics, Spelling, Citations

 Narrative has glaring and unacceptable grammar, mechanics, and/or spelling errors.

And/Or, published and public sources are inadequately cited or not cited at all. (S)

0 points

 Narrative has frequent grammar, mechanics, and/or spelling errors.

And/Or, most published and public sources are cited, but with many APA formatting errors. (S)

1 point

 Narrative has several grammar, mechanics, and/or spelling errors.

And/Or, all published and public sources are cited with several APA formatting errors. (S)

2 points

 Narrative has few or no grammar, mechanics, and/or spelling errors.

And, all published and public sources are properly cited with APA formatting. (S)

3 points

 

 

Assignment:

(W5LO3) (CLO4)

Directions: Submit a 3 – 4 paragraph/400-word minimum critical reflection. Focus on Essential Competencies development. Look back at the 12 competencies and your week 2 Leadership Lever self-assessment. Align your reflection on learning outcomes to them. Remember to cite these published sources!

 

Also consider the following:

· What did you learn were your strengths?

· What areas do you need to work on the most?

· What surprised you?

· What excited you?

· What makes you anxious?

· How will you address your focus on the areas for growth?

· Did you use this information as you selected activities for your Practicum Plan?

· What are some of the resources you can utilize for more learning as you progress in this program?

 

The questions above are intended to prompt depth of reflection, you can certainly provide more or different information as it occurs to you.

 

Use the Basic Writing Elements and Reflection model provided in the course Resources and include evidence from the assessments and resources for learning throughout the course to support your statements.

ALL evidence must be appropriately cited in APA format.

Use 12 pt. black font: Times New Roman, single spaced. The text box will expand to fit the narrative.

 

 

 

 

 

Lamar University Summer 1 2020 2 of 3

Week 2 Journal Reflecting

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See full work attached.

This journal assesses your ability to apply collaboration and cooperation as it relates to action research proposals. This assessment also supports your achievement of Course Learning Outcome 5.

Instructions
Using support from your assigned reading, the Instructor Guidance, and the discussions, submit the following for evaluation. Use the following guidelines for creating your written assignment. If you have questions about the assignment or the rubric, please contact your Instructor using the Ask Your Instructor

· , mentorship, and team building.

· Promote the use of new and alternative methods for teaching.

Encourage teachers to organize their work in teams and to apply problem-oriented teaching methods. discussion before the due date.

In your paper,
Choose one topic (8 points) from below and reflect on the value of action research within the education profession. Be sure to support your reflection with information from the article, Developing inclusive practices through collaborative action research, and your textbook.

· Improve pre and in-service training

Week 2 Journal Reflecting

This journal assesses your ability to apply collaboration and cooperation as it relates to action research proposals. This assessment also supports your achievement of Course Learning Outcome 5.

Instructions Using support from your assigned reading, the Instructor Guidance, and the discussions, submit the following for evaluation. Use the following guidelines for creating your written assignment. If you have questions about the assignment or the rubric, please contact your Instructor using the Ask Your Instructor discussion before the due date.

In your paper, Choose one topic (8 points) from below and reflect on the value of action research within the education profession. Be sure to support your reflection with information from the article, Developing inclusive practices through collaborative action research, and your textbook.

· Improve pre and in-service training, mentorship, and team building.

· Promote the use of new and alternative methods for teaching.

· Encourage teachers to organize their work in teams and to apply problem-oriented teaching methods.

The Journal Assignment

· Must be two to three double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the Ashford Writing Center (Links to an external site.).

· Must include a separate title page with the following:

· Title of Journal: Action Research

· Student’s name

· Course name and number

· Instructor’s name

· Date submitted

· Must use at least three scholarly sources in addition to the course text.

· The Scholarly, Peer Reviewed, and Other Credible Sources (Links to an external site.) table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment.

· Must document all sources in APA style as outlined in the Ashford Writing Center.

· Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center.

Next Steps: Review and submit the assignment

· Review your assignment with the Grading Rubric to ensure you have achieved the distinguished levels of performance for each criterion. Next, submit your document no later than Day 7.

Recommendation: The MAED and MASE programs provide the opportunity for you to create an online portfolio that can be used in your career development and professional practice. Throughout your respective program you will have various assessments that can be included in this e-portfolio, and these will be finalized in the final capstone course, Capstone 2: Culminating Project, EDU696. You may select this assignment and subsequent coursework to include as work samples.  Therefore, it is strongly encouraged you save your coursework on a flash-drive (e.g., a USB removable drive) or store in a cloud-based option such as Dropbox, Google Drive, or other similar applications.

Success Tip: Be mindful of the Week Six Final Project. The Week Six project involves reflecting on an action research proposal. Preparation for this assignment must begin early to make certain you are planning ahead and saving your work. Review the full instructions for the week six assignment for specific information.

Carefully review the Grading Rubric (Links to an external site.) for the criteria that will be used to evaluate your journal assignment.

Your Inner Sleuth

       
       
       

Learning Outcomes

This week students will:

1. Analyze the goals, origins, rationale, and value of the educational research profession.

2. Evaluate action research for application within the education profession.

Introduction

Welcome to the second week of EDU694. This week you will be further identifying the topic for your peer-reviewed action research proposal due in Week Six. It is suggested that the resources shared in this week be saved in your “link library” to be used for reference later in the class, future course work, and professional practice.

In preparation for this week’s activities, review the course textbook and the weekly assignments so that you have a global understanding of the expectations and pacing.

Please be sure to take about an hour to review this week’s Instructor Guidance. There you will find a wealth of useful information that will supplement your understanding as you progress through the week’s discussions and assignments. This document can also be used as a scholarly reference in this week’s assignments. If additional guidance is needed, please access the Ask Your Instructor section of your course.

It is important to note that the Instructor Guidance has been developed to directly compliment the learning outcomes in each week of this course. As in any course, the Instructor Guidance supports the required texts and other readings but does not replace it. For your continued success in this program, it is highly recommended that you are prepared for each week’s instruction by accessing all of the available resources.

 

 

 

WEEK TWO INSTRUCTOR GUIDANCE

Welcome to Week Two of EDU 694:Capstone 1: Educational Research.  Please be sure to review the Week Two homepage for this course to see:

· The specific learning outcomes for the week

· The schedule overview

· The required and recommended resources

· The introduction to the week

· A listing of the assessments

Next, be sure to read this entire Instructor Guidance page.

Overview

Recall that in Week One you discussed the overarching understanding of Action Research in relationship to the education profession. Week Two is designed to ensure expansion upon your early understandings of Action Research As part of the Week One Discussion One, you were encouraged to review the weekly homepages for the course and take note of the assessments each week. Now is an appropriate time to revisit the Week Six Final Project instructions and Grading Rubric to be sure you understand the scope of what you will do in that assessment and how your participation in Week Two supports your success.

Intellectual Elaboration

Why Bother with Research?

It would be so much easier, in our post-modern world, to self-appoint ourselves as experts based on our experiences, our intuitions, our “gut feelings.” After all, who knows better than we do about the things we have experienced, thought, and felt? Further, and more to the point, there are many people who would be just fine with this. The presence of the internet, as it is with many things, is in part is responsible for this. (Visit this website for a lengthy explanation of post-modernism (Links to an external site.). Go to this website for a much shorter explanation of post-modernism (Links to an external site.)).  In the post-modern world, everyone can be their own “expert.”  Long held notions of expertise and scholarship have been called into question, and thus must be defended. Research relies on following a well-worn path, developed over several centuries by scholars, scientists, and others, to find answers to questions.  In essence, the researcher seeks, through following this path, to satisfy curiosity, to advance thinking, to devise and invent solutions, and to make the world better.  Research, then, is vital to human progress, and is equally vital in advancing professional practice in education. Of course, there are many aspects to research, for our purposes in this class, we will focus more on Action Research, a type of research that educators can use well for their professional purposes.

Action Research.

Action Research is a key type of research aimed specifically at what I call “street level practitioners.” O’Brien (1998, paragraphs 23 and 24) notes that Kurt Lewin is generally considered the ‘father’ of Action Research. A German social and experimental psychologist, and one of the founders of the Gestalt school, he was concerned with social problems, and focused on participative group processes for addressing conflict, crises, and change, generally within organizations. Initially, he was associated with the Center for Group Dynamics at the Massachusetts Institute of Technology (MIT) in Boston, but soon went on to establish his own National Training Laboratories. Lewin first coined the term ‘Action Research’ in his 1946 paper “Action Research and Minority Problems”, characterizing Action Research as “a comparative research on the conditions and effects of various forms of social action and research leading to social action”, using a process of “a spiral of steps, each of which is composed of a circle of planning, action, and fact-finding about the result of the action.” Action Research, when considered from an education viewpoint, is tied with the work of John Dewey (Links to an external site.), as noted in the Week One Instructor Guidance, whose experiential view of education was suited to both students and teachers. As such, it is very versatile. Teachers, while conducting Action Research, seek to find solutions to practical classroom problems. Some examples of Action Research can be found in all curricular subjects, student management issues, improvements of teaching technique(s), etc.  Action Research can also be conducted by individuals, teams of teachers, or entire schools.  In sum, Action Research works well for educators.

Closing Remarks

Understanding the conduct, potential value, and professional necessity of research in general, and Action Research in particular, arms you with the necessary tools to not only conduct your own research, but to enhance our profession. By offering a substantial alternative to post-modern modes of thinking as applied to education, you can proceed with your professional practice with renewed confidence.

Assessment Guidance

This section includes additional specific assistance for excelling in the discussions for Week Two beyond what is given with the instructions for the discussions. If you have questions about what is expected on any discussion for Week Two, contact your instructor using the Ask Your Instructor discussion before the due date.

Discussion 1: Action Research Selection

For this discussion, you will be choosing the Action Research proposal in which you will review during this course and for your final assignment.  It is important that you choose a proposal that is in keeping with your topic you chose during Week One Discussion Two. As well, that the proposal you choose is also one that you identified as a peer-reviewed sources from Week One Assignment One.

Journal: Reflection

This journal assesses your ability to apply collaboration and cooperation as it relates to Action Research proposals. You will be reflecting on the value of Action Research within the education profession.   Be sure to support your reflection with information from the Lloyd (2002) article provided in the course and your textbook. It is important with this journal assignment to really reflect on how Action Research can have an impact on and within the education profession.

 

References

Aylesworth, G. (2005, September 30). Postmodernism (Links to an external site.). Stanford Encyclopedia of Philosophy. Retrieved from http://plato.stanford.edu/archives/sum2013/entries/postmodernism/ Encyclopedia Britannica. (n.d.). John Dewey (Links to an external site.). Retrieved from http://www.britannica.com/EBchecked/topic/160445/John-Dewey O’Brien, R. (1998). An overview of the methodological approach of Action Research (Links to an external site.). University of Toronto. Retrieved from http://www.web.ca/robrien/papers/arfinal.html PBS. (n.d.). Postmodernism (Links to an external site.). Retrieved from http://www.pbs.org/faithandreason/gengloss/postm-body.html

Required Resources

Text

Mertler, C. A. (2017). Action research: Improving schools and empowering educators (5th ed.) [Electronic version]. Retrieved from https://content.ashford.edu/

· Chapter 3: Planning for Action Research and Reviewing Related Literature

Article

Argyropoulos, V., Nikolaraizi, M. (2009). Developing inclusive practices through collaborative action research. European Journal of Special Needs Education 24(2):139-153. DOI: 10.1080/08856250902793586

· This paper discusses the results of an action research proposal which aimed to promote academic access in two general educational settings. The study focuses on a pupil with blindness and a deaf pupil were educated respectively. This resource will be used to support your work on the discussion this week (i.e., Action Research Selection) and this week’s assignment (i.e. Reflection).

Recommended Resources

Web Page

What is action research? (Links to an external site.) (n.d.). Retrieved from http://gse.gmu.edu/research/tr/tr-action

· This is an action research resource developed for the students at George Mason University. This resource will be used to support your work on the discussion this week (i.e., Action Research Selection) and this week’s assignment (i.e. Reflection).

 

 

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Research Proposal Of Emerging Technologies

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Research Proposal on Emerging Technologies: ​READ IN ITS ENTIRETY!!!!

You will be using this scenario as the guide for your proposal response

Assume that your supervisor has appointed you to lead a committee tasked with providing a research-based proposal for integrating emerging technologies into an educational need for your organization (i.e., K12, higher education, corporate or military training). You will develop the plan in stages.Keep in mind that the proposal must be focused on education or training with an emphasis on new technologies. You will need to include a sample outline of how these technologies will be applied in your institution.

Using the list provided here, you must propose the integration of at least two (2) emerging technologies You are welcome to select two (2) from this list or select one (1) from here and research one (1) additional technology of your choosing. The two technologies combined must help to support your learning goals and create an engaging environment for your learners.

● Etale – Digital Age Learning, located at ​www.etale.org​, provides access to educational documentaries across a wide range of topics.

● Edmodo, located at ​www.edmodo.com​. Similar to what Facebook and Twitter do for social media, Edmodo is designed specifically for educational needs to keep materials, connections, and all members of the school community in touch.

● Integrate Twiddla, located at ​www.twiddla.com​, into a training session or lesson for K-12 students. (Twiddla is an online tool that allows students to set up a Web-based meeting playground. Students have the ability to set up conference calls, too.)

● Evernote, located at ​www.evernote.com​, helps to organize different kinds of media in one place. With everything in one place, this tool is especially useful for sharing ideas for team teaching and collaboration across districts or locations.

● Softchalk, located at ​www.softchalk.com​, provides a cloud-based solution for collaboration, lesson planning, as well as a way to link content from multiple courses in one place in the cloud.

● Blogger, located at ​www.blogger.com​, or KidsBlog, located at ​http://kidzblog.en.softonic.com/​, both provide user-friendly tools to create blogs.

● SocialMention, located at ​http://socialmention.com/​, is a social media search engine that highlights content useful for many different kinds of instruction and topics.

● Padlet, located at ​https://padlet.com​, is a collaborative web board where you can make online class bulletin boards, poster projects, do brainstorming, and other online documents.

● G Suites for Education, located at ​https://edu.google.com/​, includes Google Classrooms and Google Docs, Google Forms, Google Cloud, and other Google tools where you can create and post assignments, collaborate with your students, and communicate with parents.

Note: ​You need to explain your preliminary steps for implementing the project. Discuss your action plan for developing the technology project you chose for this course. You can go on the Internet to review existing technology plans to help you formulate the content of your project.

The landscape of education and training has been evolving and changing rapidly over the past decade. The emergence of new tools and new ways to incorporate activities that mirror “real

 

http://www.etale.org/
http://www.edmodo.com/
http://www.twiddla.com/
http://www.evernote.com/
http://www.softchalk.com/
http://www.blogger.com/
http://kidzblog.en.softonic.com/
http://socialmention.com/
https://padlet.com/
https://edu.google.com/?modal_active=none

 

world” problem solving and experiences have opened up new ways to engage and encourage learners to think outside of their textbooks. In this assignment, you will present your rationale and action plan for implementing two (2) different forms of emerging technology.

Write a four or five (4–5) page paper in which you:

● Explain the purpose of and rationale for your choice of these technologies for your project proposal in an introductory paragraph.

● Explain at least three (3) reasons why these particular tools are considered an emerging technology to the educational or training setting you have chosen. Using the current literature, support your rationale.

● Outline three to five (3–5) possible benefits of these two technologies in the classroom or workplace setting.

● Discuss three to five (3–5) instructional goals and how incorporating these technologies support those goals.

● State three to five (3–5) course outcomes that your students should be able to achieve by the end of the course.

● Summarize the main points of the proposal in a conclusion paragraph. ● Provide at least six (6) peer-reviewed references, published in the last three (3) years.

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. Check with your professor for any additional instructions.

● Include a cover page containing the title of the proposal and the date. The cover page and the reference page are not included in the required page length.

The specific learning outcomes associated with this proposal are:

● Examine different types of technological resources for educational purposes. ● Evaluate how technology can change the content and methods of education. ● Analyze how technology can support the learning of diverse students. ● Use technology and information resources to research issues in integrating technology into

education. ● Write clearly and concisely about integrating technology into education using proper writing

mechanics.

 

 

MUST FOLLOW RUBRIC : Please try to stick to the guidelines shaded in the green! Thank you!

EDU542-A1-1 1. Explain the

purpose of and rationale for your research project proposal in an introductory paragraph.

Did not submit or incompletely explained the purpose of and rationale for your research project proposal in an introductory paragraph.

Partially explained the purpose of and rationale for your research project proposal in an introductory paragraph.

Satisfactorily explained the purpose of and rationale for your research project proposal in an introductory paragraph.

Thoroughly explained the purpose of and rationale for your research project proposal in an introductory paragraph.

EDU542-A1-2 2. Explain at least three (3) reasons

why these particular tools are

considered an emerging

technology to the educational or

training setting you have chosen.

Did not submit or incompletely explained at least three (3) reasons why these particular tools are considered an emerging technology to the educational or training setting you have chosen.

Partially explained at least three (3) reasons why these particular tools are considered an emerging technology to the educational or training setting you have chosen.

Satisfactorily explained at least three (3) reasons why these particular tools are considered an emerging technology to the educational or training setting you have chosen.

Thoroughly explained at least three (3) reasons why these particular tools are considered an emerging technology to the educational or training setting you have chosen.

EDU542-A1-3 3. Outline three to five (3-5) possible benefits of these

two technologies in the classroom or

workplace setting.

Did not submit or incompletely outlined three to five (3-5) possible benefits of these two technologies in the classroom or workplace setting.

Partially outlined three to five (3-5) possible benefits of these two technologies in the classroom or workplace setting.

Satisfactorily outlined three to five (3-5) possible benefits of these two technologies in the classroom or workplace setting.

Thoroughly outlined three to five (3-5) possible benefits of these two technologies in the classroom or workplace setting.

EDU542-A1-4 4. Discuss three to

five (3-5) instructional goals and explain how

incorporating these technologies will

Did not submit or incompletely discussed three to five (3–5) instructional goals for teaching the course.

Partially discussed three to five (3–5) instructional goals for teaching the course.

Satisfactorily discussed three to five (3–5) instructional goals for teaching the course.

Thoroughly discussed three to five (3–5) instructional goals for teaching the course.

 

 

support those goals.

5. State three to five (3–5) course

outcomes that your students should be able to achieve by

the end of the course.

Did not submit or incompletely stated three to five (3–5) course outcomes that your students should be able to achieve by the end of the course.

Partially stated three to five (3–5) course outcomes that your students should be able to achieve by the end of the course.

Satisfactorily stated three to five (3–5) course outcomes that your students should be able to achieve by the end of the course.

Thoroughly stated three to five (3–5) course outcomes that your students should be able to achieve by the end of the course.

6. Summarize the main points of the

proposal in a conclusion paragraph.

Did not submit or incompletely summarized the main points of the proposal in a conclusion paragraph.

Partially summarized the main points of the proposal in a conclusion paragraph.

Satisfactorily summarized the main points of the proposal in a conclusion paragraph.

Thoroughly summarized the main points of the proposal in a conclusion paragraph.

7. Provide at least five (6)

peer-reviewed references,

published in the last three (3) years.

No references provided

Does not meet the required number of references; some or all references poor quality choices.

Meets number of required references; all references high quality choices.

Exceeds number of required r all references high quality choices.

EDU542-A1-8 8. Clarity, writing mechanics, and

formatting requirements.

More than 6 errors present.

5-6 errors present.

3-4 errors present.

0-2 errors present.

Comparing Arguments

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Read the following sections in CEL Ch. 9, “Responding to Arguments,” in preparation for this assignment:

  • Bruno, “Entitlement Education,” CEL Ch. 9 p. 269-274
  • Benlow, “‘Have it Your Way'” CEL Ch. 9 p. 275-278
  • Winhover, “The Power of Failure,” CEL Ch. 9 p.279-282
  • “Analysis” in CEL Ch. 9, p. 285-288

You are focusing in this unit on learning how to make your ideas for research and writing stand out. You are also listening for what others are already writing and saying about the issue you have chosen to explore. In the process of investigating the existing “conversation” about your chosen issue, one important skill to practice is noticing and analyzing how and why people offer different perspectives on the same basic topic or issue. For this activity, you will compare several arguments and look for the different claims, reasons, and support that the writers use to develop their ideas.

quill icon-01.png Assignment:

As you read over the three “Readings” in Ch. 9, you will notice that each of the readings is broadly concerned with the topic of “education.” For this activity, use the questions below to compare the different ways the three writers define and explore issues within the broad topics of education.

  • What are the central issues each writer focuses on within the broad topic of “education”? What central terms are important to each of the three writers (i.e. “injustice” for Bruno, p.272)?
  • How do the three arguments address “students” differently?
  • Which of the three arguments did you feel addressed YOU as a student most effectively? Why?
  • How do the three arguments present evidence for their ideas? Which of the arguments presented evidence that was most convincing to you? Why?

Use the questions above to guide you as you write a response of at least 200 words in 1-2 full, coherent paragraphs. Note: you do not have to answer each of these questions word for word in your paragraph(s), but your response overall should show that you have read and considered all of the questions above. Submit your response to this assignment.