Job Description Associate Director

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Feedback

Deanna, Your milestone 1 Executive Summary needs work. You did not explain how the Office of Alumni Affairs links to the college mission. You did not explain how the role of each staff member impacts the Office of Alumni Affairs and you did not clearly explain how the value of the program evaluation relates to the college mission. Work on this issue as you move through the peer review discussion and update your milestone

1 prior to developing the final report. Review the sample milestone 1 posted in the classroom.  See comments in your documentYou did not clearly introduce Binchley College and the College mission

 

Executive Summary: Employee Roles:

You did not clearly explain how the role of each Office of Academic Affairs leaders impacts the functional area.  Executive Summary: Value:

You did not explain how the value of the Office of Alumni Affairs

program evaluation relates to the Binchley College mission

 

 

Use these questions to guide your peer reviews…

· Is the overall purpose of milestone 1 clear to you from the introductory sentence?

· Does the introductory paragraph adequately predict milestone 1’s plan of development?

· Does every paragraph and sentence clearly follow the milestone 1 guidelines and rubric?

· Are there portions unrelated to the milestone 1 guidelines? (For example, are there unnecessary summaries or sections of apparent padding?)

· Is the overall organization of the milestone clear and effective?

· Did you feel lost at any point?

· What are the milestone’s main strengths?

· What are the milestone’s main weaknesses?

· What specific recommendations can you make concerning the revision of this milestone?

First Draft Self-Evaluation And Reflection

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Name:

Course:

Date:

Instructor:

Topic 5: First Draft Self-Evaluation and Reflection

 

Part 1: Revising and Editing

Directions:

1. Go through each section below and self-evaluate your first draft by checking if you did or did not complete the task. You do not need instructor feedback from your first draft to complete this worksheet.

2. If you did not complete the task, give a brief explanation of why.

Revising and Editing Overall Tips

· Is your paper double spaced?

· Yes or No:

· Have you printed out a copy to read over?

· Yes or No:

· Did you visually scan your paper for paragraph length? Paragraphs that are either too long or shorter than the others may need some revision.

· Yes or No:

· Have you read your paper aloud to catch errors?

· Yes or No:

· Have you given your paper to a friend/instructor/CLA tutor to review?

· Yes or No:

 

 

Revising

· Did you reread the assignment details?

· Yes or No:

· Now that you have a draft, is your thesis statement clear, limited, and interesting, and is it supported in your draft?

· Yes or No:

· Does your thesis statement contain a main point and three subtopics?

· Yes or No:

· Are all your sources cited correctly? Does each parenthetical citation have a matching entry on the Reference page?

· Yes or No:

· Does every entry on the Reference page have matching parenthetical references?

· Yes or No:

· Review your introduction. Do you have a strong hook that engages the reader?

· Yes or No:

· Review the conclusion. Does it sum up your main points and restate the thesis?

· Yes or No:

 

Paragraph Revisions

· Does each paragraph have a strong topic sentence?

· Yes or No:

· Do all sentences support the topic sentence?

· Yes or No:

· Is the paragraph organized logically?

· Yes or No:

· Do the sentences transition smoothly and logically?

· Yes or No:

· Is each paragraph supported with sufficient details, examples, statistics, facts, research?

· Yes or No:

 

Editing

· Did you correct suggestions made by your word processing program’s spell check and grammar check?

· Yes or No:

· What errors have teachers most corrected on your past papers? Did you check for those same errors on this paper?

· Yes or No:

 

 

 

Did you check for some of the most common errors in your paper? Answer Yes or No:

Comma splices/Run-ons:

Sentence Fragments:

Subject/verb agreement:

Faulty parallelism:

Misplaced commas:

Misused colons, semicolons:

Commonly confused words (for example- there, their):

 

Are there any words that you use repeatedly in your paper?

 

 

 

Consider word choice. Can you identify any sentences/phrases which are awkward and need to be rephrased?

 

 

 

Could your sentence structure use more variety?

 

 

 

 

 

Part 2: Strengths and Weaknesses

Directions: Go through each component description below. Then give a brief explanation of what you did well, what you can improve upon, and your reasoning why – all boxes must be complete.

 

Organization: Proper heading in the upper left hand corner, five separated paragraphs, Reference Page What was done well: What can be improved upon:
  Reasons why: Reasons why:
Research : Proper topic that is supported with a peer reviewed article (research is included through in-text citations/paraphrased information from article(s) What was done well: What can be improved upon:
  Reasons why: Reasons why:
Conventions/Mechanics: Proof-read entire paper, no spelling, punctuation, or grammatical errors; double-spaced throughout entire paper; paragraphs indented; references are listed correctly on reference page; minimum word count has been met and maximum word count has not been exceeded What was done well: What can be improved upon:
  Reasons why: Reasons why:
Word Choice: Academic writing is met, correct words used in context; essay contains a variety of sentence structures and uses complete, detailed expressions within the writing. *No incomplete, incoherent, or fragment sentences are found. What was done well: What can be improved upon:
  Reasons why: Reasons why:
Voice/Tone: Essay is written in 3rd Person Point of View (there is no “I” statements in the writing); message is clear and original in thought from the writer’s perspective on the topic and arguments (research is only there to support these claims). What was done well: What can be improved upon:
  Reasons why: Reasons why:
Sentence/Paragraph Fluency: There is a smooth transitioning between paragraphs; sentences within the body paragraphs flow and are easy to read and follow; there is an unison of the topic chosen and the arguments presented in the essay; research enhances the paragraphs, and does not take the majority of the paragraph itself-again, research is to support, not create the essay. What was done well: What can be improved upon:
  Reasons why: Reasons why:

 

 

Part 3: Summary and Reflection

Directions: Please write a summary based on the guidelines given below; write your summary in the space provided.

In 250-300 words answer the following:

· After reviewing your strengths and weaknesses, what will you do the same and what will you do differently when completing your next college essay?

· What are some resources that you can use to help improve your areas of weakness?

· What advice would you give a new student to help with writing their first college essay?

Summary:

 

 

 

© 2016. Grand Canyon University. All Rights Reserved.

Role As A Teacher-Leader Or Teacher-Researcher

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Guided Response:   Read your classmates’ posts and respond to at least three of them. Add to their reflections by making connections or suggestions. Share specific examples from your own personal and professional experiences.

David

  • Option B: According to Lieberman and Miller (as cited in Phelps, 2008), what are the three main roles of teacher/educational-leader? For each role, describe your own leadership capacity. Which role fits you the best and why? Which role is most foreign to you and why?

According to Lieberman and Miller (as cited in Phelps, 2008) emphasize three roles: advocates, innovators, and stewards.  To me, it is hard to separate these three into individual aspects.  I feel someone who advocates for their students, and others is also a steward of them.  Advocates voice their support of others and show support, while stewards are looking after others and showing support.  When looking at innovation, it is part and parcel of being part of a telecommunications industry.  We are always looking for innovative ways to pass training to others, improve our abilities, and provide better customer experience to those we serve.  While I cannot point to one that seems more foreign to me, I can say that I do feel I can always improve advocacy for those that I am training.  While I am a firm believer in voicing support and showcasing successes of those I teach, it is still something that can be improved upon — building those up that may be down on themselves because of a mistake or misunderstanding.  Looking for those opportunities that present themselves to show those under me how much they are appreciated for their hard work in a public setting is a great way to improve their self-confidence.

-David

Reference:

Phelps, P. H. (2008). Helping teachers become leaders. The Clearing House, 81(3), 119-122. DOI:10.3200/TCHS.81.3.119-122

 

Bisceglia White

  • Option A: According to Danielson’s framework (as cited in Phelps, 2008), what are the three areas of teacher-leaders’ influence? For each area, describe your leadership capacity. Which area do you see as your strength and why? Which area is your weakest and why?

According to Danielson’s framework the three areas of teacher-leader influence are school wide policies and programs, teaching and learning, and communications and community relations. For my role in leadership in the area of school wide policies and programs I sit on the policy council. Our Head Start policy council reviews the policies at the end of the year and revises the policies for the up and coming school year. For my role in leadership in the area of teaching and learning I help to coordinate our PLC. I took this role on last year because I wanted to enhance my leadership skills and help new teachers in the process. In the area of learning I assist new teachers in teaching strategies, creating their lateral entry binder or any other area they may need. I also love to learn new strategies as well because new ideas are coming out daily and I like to try to learn about new technology or a new way of doing things. For my role in leadership in the area of communication and community relations I try to attend events that Head Start has out in the community so that our program has a presence in our area. I also help with recruitment. The teachers go out into the community and help the family advocates get applications for new enrollees. My area of strength is recruitment and communication and community relations because I have been at Head Start for 16 years so the community knows me. I grew up in this community and my mother was a Head Start teacher as well, so It helps. My area of weakness school wide policies and programs because the board only meets once a year and I could do more to try to help change or update policies.

 

Randall Joseph Partee

Responding to option B:

According to Lieberman and Miller, the three roles teacher-leaders can fulfill are advocates, innovators, and stewards (2004). Innovators are creative in what they do, they go beyond just thoughts by taking action. Advocates are those who do exactly that, they advocate for their students by giving them the voice they may not have. Lastly, stewards, those are the individuals in teaching who aim to shape the profession and give it the position positivity it needs by the outward public, and perhaps even more so, by those within it.

From my own perspective, I can attest to being all three of these, and not to sound cocky, but because I waited a long time (too long for me) to become a teacher and I take great pride in my job. In the way of innovation, I like to put things into motion and try them, maybe they work, maybe they take time, maybe they fail, but I wouldn’t know if I did not try. An example of this would be a classroom money reward system I envisioned called “Partee-Bucks” this was something I decided to do when I was told I could not use snacks or treats, it was a slow run to get these in place but now my students love them and I would not have the same classroom environment without them. As for advocacy, I had a situation just today, a class of mine that has nine exceptionalities, I wanted to see about having a para-professional (student aide) made available for my kids on the occasions we do written finals; the district advisor to this shot it down via email. I pushed back, route on the behalf of the betterment of my students, and wouldn’t you know it, I had a para in my classroom today! For the sake of being a steward, I think this just goes with being positive to other teachers -not spreading gossip, enjoying my job, and always praising my role as an educator to others, which I do. If I had to pick the most foreign, it’d be steward, and only because of my short time in the profession but I aim to change that continually over time.

Guiding Young Children Project

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You should also refer to your textbook, the “NAEYC Code of Ethical Conduct and Statement of Commitment” (https://naeyc.org/resources/position-statements/ethical-conduct), and theories of development related to behavior in crafting your responses for the chart.  You will reference the specific “ideal” or “principle” from the Code of Ethical Conduct or the specific developmental theory in the Reference column of the chart.

Below is a list of children’s behaviors that may be exhibited in a childcare setting or in the child’s home.  Read each behavior and complete the columns in the attached Guidance Assessment Chart (graph).  The bolded word(s) should be in the “situation” column.  In the next columns, analyze and determine:

1) the most likely cause of the behavior (standard 1b)

2) the best preventative guidance technique to use with the behavior

(standard 1c, 2c, 4b)

3) the best solution that promotes positive self-concept and prosocial

Behaviors (standard 1c, 2c, 4a)

4) the reason for selecting the prevention or solution based on research,

theorists, coursework, professional standards/guidelines and personal

experience (standard 1c, 4a, 6b, 6d)

PLEASE USE THE CDEC 1319 FORMAT WHEN ANSWERING THE QUESTIONS PLEASE.

Guiding Young Children Project 

Key Assessment  1 

(NAEYC Standards 1, 2, 4, 6)

 

To prepare for completing this project, you will need to observe at least 10 hours in a combination of child care centers and observation of children with their family members in other settings.   You can also interview parents and caregivers about their guidance techniques as part of the 10 hours.   You should also refer to your textbook, the “NAEYC Code of Ethical Conduct and Statement of Commitment” (https://naeyc.org/resources/position-statements/ethical-conduct), and theories of development related to behavior in crafting your responses for the chart.  You will reference the specific “ideal” or “principle” from the Code of Ethical Conduct or the specific developmental theory in the Reference column of the chart.

 

Below is a list of children’s behaviors that may be exhibited in a childcare setting or in the child’s home.  Read each behavior and complete the columns in the attached Guidance Assessment Chart (graph).  The bolded word(s) should be in the “situation” column.  In the next columns, analyze and determine:

1) the most likely cause of the behavior (standard 1b)

2) the best preventative guidance technique to use with the behavior

(standard 1c, 2c, 4b)

3) the best solution that promotes positive self-concept and prosocial

Behaviors (standard 1c, 2c, 4a)

4) the reason for selecting the prevention or solution based on research,

theorists, coursework, professional standards/guidelines and personal

experience (standard 1c, 4a, 6b, 6d)

 

 Mealtime Fight.   At age 18 months, Nigerian born Jayamma climbed out of his high chair long before his meal was finished.   Exasperated, his teacher made him sit at the table until he had eaten all of his food.   Soon Jayamma’s behavior escalated into a full-blown tantrum.   

 

Temper Tantrum.  Three-year-old Neewa, a non-English speaker, falls on the floor and kicks and hits his fists on the floor while he yells.  The teacher and 3 other children are sitting at a table nearby working on puzzles.  Neewa continues this behavior and looks up every minute or so to see the teacher’s reaction.

 

Puzzle Fight.   In the Kindergarten classroom, Andy is sitting at a table working on a puzzle.  Madison, a child currently in foster care, comes and sits in an empty chair at the table, grabs the puzzle and tries to take it away from him.   They continue to both pull on the puzzle to gain control as they yell “That’s, mine”    

 

Name calling.   Eight-year-old Tim comes into the block center and wants to help Jeff build a road with the blocks.   Jeff, who has cerebral palsy, says he doesn’t want him to help.  Tim says, “Jeff, you’re a “butt-head”.  “You can’t even talk right”

 

Frustration.  Whenever six-year-old Raji gets frustrated because he can’t do a math center activity, he puts his head down and just hits the table while saying “I’m so stupid!”.

 

Transgender Identity.  The second grade teacher has been informed by the parents that their child, who was born a male, will be trans-gendering into a female as soon as surgery is possible.  They want their child to be treated as a female now – line up with the girls, dress as a female, go to the nurse’s restroom until the surgery is completed as well as be called by her new name,  Dominique.  The parents of the other children are voicing concerns and are excluding the child from parties and other home events.  So now the children are bullying Dominique.

 

Hyper.  Two-year-old Emma never seems to be still.   She won’t stay on her cot at naptime, won’t be still during circle time, rides her chair at lunch time and is constantly moving around the room.  She rarely stays at a task more than a couple of minutes.

 

Bathroom line.     As your class of four-year-olds stands in line to go to the bathroom, the children begin to push each other.

 

Dramatic Play Dilemma.    Five-year-old Bobby and four-year-old Mai are playing in the dramatic play center.    Bobby says he will be the daddy.   He tells Mai to lie down in the doll bed and starts to take her clothes off.

 

Impulse Control.  Seven-year-old Ramon has ADHD but is not on medication while attending a school-age program.  The other children do not want to play with him due to his behavior, so Ramon spends most of his time on the computer.  One day, he got so frustrated with the computer that he slammed the keyboard down and ripped the mouse out from its connection.  The computer is now broken and the other children are ostracizing him even more.

 

Unknown Trauma.  Five-year-old Yanira, a foster child, has just entered the Kindergarten class a month into the semester, however, she has not been attending school for the first month.  She doesn’t do what you ask her but just screams and runs in circles when an adult comes close to her.  She only says less than 5 words, but no one understands or recognizes any of her words as being English or Spanish words.  Mostly she runs around the room, hides under tables and says “Ria”.  The administrators haven’t been able to provide you with much information about Yanira.   She hits any child who tries to crawl under the table with her.

 

Biting.  Eight-month-old teething Hudson, while on the floor playing with toys, tried to bite 12-month-old Charlotte to get a fluffy toy she had.  Hudson leaned toward Charlotte to bite her on the cheek.  She screamed.

 

Microscope.  Six-year-old Rakisha goes to the science center and looks at a new microscope.  She tries to get a slide to go into the slide holder but after several unsuccessful tries, throws the slide against the wall, breaking it and yelling “It won’t work!”

 

Sibling fights.    The parents of six-month-Sergei asks the teacher for advice because Sergei has broken his five-year-old brother, Aleksander’s glasses several times when he comes near him.

 

 

Reflection  

Describe how you have used at least 5 of the guidance techniques you chose in either your work, volunteer job, field experiences or as a parent.   Evaluate the effectiveness of each in your experience. If the technique used was not effective, identify how you would change it to be more effective.  (standard 4c, 4d)

 

 

 

 

After you complete your Guiding Young Children Project, complete the attached grading rubric on your performance and submit it with your completed assessment. 

Guiding Young Children Project 

Key Assessment  1 

(NAEYC Standards 1, 2, 4, 6)

 

To prepare for completing this project, you will need to observe at least 10 hours in a combination of child care centers and observation of children with their family members in other settings.   You can also interview parents and caregivers about their guidance techniques as part of the 10 hours.   You should also refer to your textbook, the “NAEYC Code of Ethical Conduct and Statement of Commitment” (https://naeyc.org/resources/position-statements/ethical-conduct), and theories of development related to behavior in crafting your responses for the chart.  You will reference the specific “ideal” or “principle” from the Code of Ethical Conduct or the specific developmental theory in the Reference column of the chart.

 

Below is a list of children’s behaviors that may be exhibited in a childcare setting or in the child’s home.  Read each behavior and complete the columns in the attached Guidance Assessment Chart (graph).  The bolded word(s) should be in the “situation” column.  In the next columns, analyze and determine:

1) the most likely cause of the behavior (standard 1b)

2) the best preventative guidance technique to use with the behavior

(standard 1c, 2c, 4b)

3) the best solution that promotes positive self-concept and prosocial

Behaviors (standard 1c, 2c, 4a)

4) the reason for selecting the prevention or solution based on research,

theorists, coursework, professional standards/guidelines and personal

experience (standard 1c, 4a, 6b, 6d)

 

 Mealtime Fight.   At age 18 months, Nigerian born Jayamma climbed out of his high chair long before his meal was finished.   Exasperated, his teacher made him sit at the table until he had eaten all of his food.   Soon Jayamma’s behavior escalated into a full-blown tantrum.   

 

Temper Tantrum.  Three-year-old Neewa, a non-English speaker, falls on the floor and kicks and hits his fists on the floor while he yells.  The teacher and 3 other children are sitting at a table nearby working on puzzles.  Neewa continues this behavior and looks up every minute or so to see the teacher’s reaction.

 

Puzzle Fight.   In the Kindergarten classroom, Andy is sitting at a table working on a puzzle.  Madison, a child currently in foster care, comes and sits in an empty chair at the table, grabs the puzzle and tries to take it away from him.   They continue to both pull on the puzzle to gain control as they yell “That’s, mine”    

 

Name calling.   Eight-year-old Tim comes into the block center and wants to help Jeff build a road with the blocks.   Jeff, who has cerebral palsy, says he doesn’t want him to help.  Tim says, “Jeff, you’re a “butt-head”.  “You can’t even talk right”

 

Frustration.  Whenever six-year-old Raji gets frustrated because he can’t do a math center activity, he puts his head down and just hits the table while saying “I’m so stupid!”.

 

Transgender Identity.  The second grade teacher has been informed by the parents that their child, who was born a male, will be trans-gendering into a female as soon as surgery is possible.  They want their child to be treated as a female now – line up with the girls, dress as a female, go to the nurse’s restroom until the surgery is completed as well as be called by her new name,  Dominique.  The parents of the other children are voicing concerns and are excluding the child from parties and other home events.  So now the children are bullying Dominique.

 

Hyper.  Two-year-old Emma never seems to be still.   She won’t stay on her cot at naptime, won’t be still during circle time, rides her chair at lunch time and is constantly moving around the room.  She rarely stays at a task more than a couple of minutes.

 

Bathroom line.     As your class of four-year-olds stands in line to go to the bathroom, the children begin to push each other.

 

Dramatic Play Dilemma.    Five-year-old Bobby and four-year-old Mai are playing in the dramatic play center.    Bobby says he will be the daddy.   He tells Mai to lie down in the doll bed and starts to take her clothes off.

 

Impulse Control.  Seven-year-old Ramon has ADHD but is not on medication while attending a school-age program.  The other children do not want to play with him due to his behavior, so Ramon spends most of his time on the computer.  One day, he got so frustrated with the computer that he slammed the keyboard down and ripped the mouse out from its connection.  The computer is now broken and the other children are ostracizing him even more.

 

Unknown Trauma.  Five-year-old Yanira, a foster child, has just entered the Kindergarten class a month into the semester, however, she has not been attending school for the first month.  She doesn’t do what you ask her but just screams and runs in circles when an adult comes close to her.  She only says less than 5 words, but no one understands or recognizes any of her words as being English or Spanish words.  Mostly she runs around the room, hides under tables and says “Ria”.  The administrators haven’t been able to provide you with much information about Yanira.   She hits any child who tries to crawl under the table with her.

 

Biting.  Eight-month-old teething Hudson, while on the floor playing with toys, tried to bite 12-month-old Charlotte to get a fluffy toy she had.  Hudson leaned toward Charlotte to bite her on the cheek.  She screamed.

 

Microscope.  Six-year-old Rakisha goes to the science center and looks at a new microscope.  She tries to get a slide to go into the slide holder but after several unsuccessful tries, throws the slide against the wall, breaking it and yelling “It won’t work!”

 

Sibling fights.    The parents of six-month-Sergei asks the teacher for advice because Sergei has broken his five-year-old brother, Aleksander’s glasses several times when he comes near him.

 

 

Reflection  

Describe how you have used at least 5 of the guidance techniques you chose in either your work, volunteer job, field experiences or as a parent.   Evaluate the effectiveness of each in your experience. If the technique used was not effective, identify how you would change it to be more effective.  (standard 4c, 4d)

 

 

 

 

After you complete your Guiding Young Children Project, complete the attached grading rubric on your performance and submit it with your completed assessment.