SIOP Unit

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For this discussion board you will be discussing the following questions:

What are some lessons that you are planning to use for the SIOP Unit Project? What activities do you think will allow students to practice and apply the key concepts you will be teaching? How will you determine whether your students are engaged in the lesson? Briefly describe the lessons you are thinking of using for the semester project and use the course readings as guidance.

reading materials

Ch 6 and Ch 7

https://www.youtube.com/watch?v=ght1ew9Gq7A

Overview of the Chapter

 

 

 

Student-centered classrooms

Be actively engaged in interaction around subject matter

ELLs practice English in all academic field

Small-group opportunities

 

 

Background

 

 

 

Frequent opportunities for interaction and discussion between teacher/student and among students, which encourage elaborated responses about lesson concepts

Balance linguistic turn-taking between the teacher and students, and among students

Reading comprehension skills and writing skills are positively correlated with oral language proficiency in English

SIOP Feature 16

 

 

 

 

 

 

 

Grouping configurations support language and content objectives of the lesson

Whole class

Partners

Small group

Individual assignments

Grouping strategy

Homogeneous or heterogenous

Gender, language proficiency, language background, and/or ability

Differentiation

 

 

SIOP Feature 17

 

 

 

Feature 18: Sufficient wait time for student responses consistently provided

After the wait time, the teacher repeats, rephrases, asks a different questions or calls on another students

Wait time varies by culture

Culturally responsive strategy

Feature 19: Ample opportunity for students to clarify key concepts in L1 as needed with aide, peer, or L1 text

 

SIOP Feature 18 & 19

 

 

 

Read three teaching scenarios from pp.171-176, using the SIOP form in figure 6.2 to evaluate three teachers’ lesson on each of the strategy’s features.

Check with your answers for the discussion of lesson pp.176-179.

Evaluation Activity

Exploring Reliability and Validity Assignment Instructions

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CEFS 521

Exploring Reliability and Validity Assignment Instructions

 

Overview

In this Exploring Reliability and Validity Assignment, you will analyze the psychometrics provided from the Values and Motives Questionnaire (VMQ), addressing 1) the type of reliability and validity used; 2) the areas of concern/strength for the Cronbach alpha coefficients; 3) how sample size and nature of the population may influence the constructs that the test attempts to measure (including validty and norming population); and 4) present an opinion of the test using the information in this report.

 

Instructions

· Length of Exploring Reliability and Validity Assignment : 600-900 words (not including the title page and reference page)

· Format of Exploring Reliability and Validity Assignment : APA for font (Times New Roman, 12 pt.), title page, margins, and section headings

· Number of citations: 2+ (must include the VMQ technical manual)

· Acceptable sources: scholarly articles/texts published within the last five years

 

Template

1. Types of Reliability and Validity.

Explain the types of reliability and validity used. The authors of the VMQ explain general principles of norming, two types of reliability, and two types of validity on pages 14-15. But when they present the specific information about reliability in the first paragraph on page 17, they specifically state that they are using one type of reliability and where this data can be found. This is the reliability that you will describe. The same applies to validity; find the specific information provided by the authors on the VMQ.

2. Reliability: Cronbach Alpha Coefficients.

Look at each of the constructs (scales) the test purports to measure and identify the proper category of low, acceptable, and high ranges of the Chronbach’s alpha coefficients for each scale. Use the chart provided in the “What Makes a Good Test” handout, which explains how to read reliability and validity coefficients. Match them to what is in the manual. Report the reliability category for all scales. Look at the number/percent of the scales with problematic versus acceptable internal consistency alpha values.

3. Sample Size and Nature of the Population.

a. Validity: Look at the population used for the VMQ and the populations for the tests used to evaluate the VMQ’s validity. Do you believe that the populations of the other tests are comparable to the population used in the VMQ? Does this raise an issue with the validity?

b. VMQ Norming Population: Is it representative of the population you want to use it for? How about gender and cultural representation? Is there demographic information and is it sufficient to draw conclusions? Do you believe that the results of the group taking the VMQ are broad enough to generalize to other populations? Did they sample enough people to believe that this sample captures the traits of the population? The answers to these questions will help you to evaluate potential issues with both validity and generalizability.

4. Your Opinion of the VMQ.

Summarize the psychometric properties you reported. Look at your evaluation of reliability, validity, and population. Based on your findings, do you believe that the VMQ’s authors sufficiently establish the reliability and validity of the VMQ? Note any concerns. Be sure to view this in terms of the sample size and the makeup of the populations used to norm the instruments. This adds important meaning to the reliability and validity coefficients.

 

To access and download the VMQ Technical Manual, see the Exploring Reliability and Validity Resources.

 

Be sure to review the criteria on the Exploring Reliability and Validity Resources Grading Rubric before beginning this Exploring Reliability and Validity Resources Assignment.

 

Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

Page 2 of 2

Professionalism As An Educator

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Effective classroom management strategies set expectations for students, providing them with behavioral boundaries and a framework in which to function. Teachers who carefully plan and consistently implement their classroom expectations will find their students are better prepared to engage in learning activities.

In this assignment, you will develop the first section of the classroom management plan, “Professionalism.”

Professional conduct as an educator is an integral part of establishing positive relationships with students, families, colleagues, and administrators. Positive relationships directly influence the environment you wish to establish with your classroom students.

Part 1: Professionalism as an Educator Table

For this assignment, research the topic of professional conduct for teachers, focusing on interactions with students, families, coworkers, key stakeholders, and administrators. Complete the “Professionalism as an Educator” table describing ways to promote professional, positive, collaborative relationships across the school system, and to create an appropriate supportive educational environment for students.

All entries in the table must be supported by a reference . The references may include the NEA Code of Ethics, the NASDTEC Code of Ethics, the InTASC dispositions, the Arizona Administrative Code, the COE Professional Dispositions, the COE Learning, Leading, Serving Pledge, the GCU Statement on the Integration of Faith and Work, and other relevant resources.

Part 2: Reflection

In 250-500 words, summarize and reflect on your personal professionalism  as a future educator and your ability to display the behaviors you described in your table. Describe how you will apply the codes of ethics, professional standards of practice, and relevant laws and policies professional decision-making in order to promote positive, collaborative relationships and a supportive educational environment for students.

© 2018 Grand Canyon University. All Rights Reserved.

Professionalism as an Educator

Part 1: Describe a professional behavior that will help promote a positive school culture and collaborative relationships. Beneath the description, use GCU format to cite a professional guideline that supports the behavior. Refer to the resources in Topic 1 to support your examples. Each example should not exceed 25 words (excluding the reference).

Students Students’ Families Coworkers Administrators

Sample answer: All gay, lesbian, bisexual, and transgender students will be treated with dignity and respect.

Arizona Administrative Code. Title 7. Education, Article 13. Conduct – R7- 2-1308- Unprofessional and Immoral Conduct. Retrieved from http://apps.azsos.gov/public_services/ Title_07/7-02.pdf

Sample answer: When interacting with families of a diverse culture, act respectfully, and build harmonious relationships through respectful communication.

Grand Canyon University. COE Dispositions, Respect for the Diversity of Others. Retrieved from http://www.gcu.edu/College-of- Education/Resources/ Professional- Dispositions-of-Learners.php

Sample answer: When in a disagreement with a fellow teacher, the conflict will be resolved privately, with civility and consistency within district policy.

National Association of State Directors of Teacher Education and Certification. Model Code of Ethics for Educators (MCEE). Retrieved from http://www.nasdtec.net/

Sample answer: When applying for a teaching position, the information shared in the resume and interview will be truthful and accurate.

National Education Association. Code of Ethics. Retrieved from http://www.nea.org/home/ 30442.htm)

1. 1. 1. 1.

2. 2. 2. 2.

3. 3. 3. 3.

 

 

© 2018 Grand Canyon University. All Rights Reserved.

4. 4. 4. 4.

5. 5. 5. 5.

Part 2: Reflection

Succession Planning Project Overview

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Succession Planning Project Overview

Using the material learned in your degree program, the information in this course, and additional research, develop a comprehensive succession plan for a real organization. The organization can be based anywhere in the world. If you select an international organization, keep in mind the global and cultural factors. You may also use your current organization as the basis of the succession plan, if the organization is of sufficient size to justify a meaningful project paper. It is recommended that you seek permission for your organizational choice early in Week 1.

Assume the role of chairman of the board (or similar position) of this organization. You have recently received the resignation of the CEO (or similar position), a highly successful and charismatic leader who has held this post for the past twelve years. (The real-life company should have a current [sitting] CEO who has been in that role for at least three years, preferably longer.)

As the chairman of the board, how will you ensure that the organization continues to thrive, and not merely survive, without the current CEO?

Your task is to design a comprehensive strategy for selecting a successor and ensuring ongoing success with a new leader at the helm of the organization.

Week #Course Project—Succession Plan 1 

Organizational selection, background, and situation analysis

  • Identify your subject organization.
  • Describe mission, culture, and leadership structure.
  • Analyze current organizational challenges.
  • Evaluate impact of CEO resignation.

This Week

Identify your subject organization and describe its history, background, products, services, management structure, culture, mission, and any current challenges. Include your analysis of how the organization would be affected if the current CEO were to actually resign.

Submission Details:

  • Submit your paper as a 3- to 4-page Microsoft Word document, using APA style.
  • Directions- include citations from the textbooks and 2 additional citations from other scholarly resources

 

Hughes, R. L., Beatty, K. C., & Dinwoodie, D. L. (2014). Becoming a Strategic Leader: Your Role in Your Organization’s Enduring Success (2nd ed.). San Francisco, CA: Jossey-Bass. 978-1-118-56723-4

Kouzes, J. M., & Posner, B. Z. (2017). The Leadership Challenge, (6th ed.). San Francisco, CA: Wiley. 9781119278962