Theoretical Foundation Of Change

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In the textbook, the Top Hat Organizer is used to identify similarities and differences. The chapter also discusses the importance of breaking down concepts and rebuilding concepts in new and meaningful ways for the Top Hat Organizer to be successful.

Create a Top Hat Organizer in which you compare and contrast formative and summative assessments.

In 250 words, summarize your outcome and how this activity helped you analyze the different types of assessments.Benchmark – Theoretical Foundations of Change

Leading and managing change require a solid theoretical foundation. In this assignment, you will research the theoretical elements of change and change management.

General Requirements:

Use the following information to ensure successful completion of the assignment:

Instructors will be using a grading rubric to grade the assignments. It is recommended that learners review the rubric prior to beginning the assignment in order to become familiar with the assignment criteria and expectations for successful completion of the assignment.

Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center.

This assignment requires that at least two additional scholarly research sources related to this topic, and at least one in-text citation from each source be included.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

Directions:
Write a paper of 1,250-1,500 words that explores the theoretical foundations of organizational change. Include the following in your paper:

A discussion that assesses the factors that contribute to the organic evolution of change. (Benchmarks C2.1: Identify and assess the contributing factors in the organic evolution of change.)
A discussion of how to formulate strategic development approaches and to identify models and interventions of change leadership. (Benchmarks C2.2: Formulate strategic development approaches and identify models for change.)
A discussion of the leadership and management skills necessary to implement continuous change models. How do leadership and management integrate to facilitate organizational adaptation? (Benchmarks C2.3: Integrate continuous change models as a component of both leadership and management.)
An evaluation of the leadership and management skills necessary to implement a model of continuous change that facilitates organizational adaptation and ensures follower commitment. (Benchmarks C2.4: Evaluate change models that facilitate organizational adaptation while maintaining a high level of follower commitment.)
A discussion of how to gather and analyze data to determine the most efficacious timing of change.

Instructional Leadership

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EDLD 5352 Instructional Leadership-Week 2 Assignment

 

 

WORD-DOC-MAST-HEAD

Week 2: Curriculum Alignment and Planning as an Instructional Leader

 

NELP Standard 4 : Learning and Instruction

Candidates who successfully complete a building-level educational leadership preparation program understand and demonstrate the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to evaluate, develop, and implement coherent systems of curriculum, instruction, data systems, supports, and assessment.

Component 4.1 Program completers understand and can demonstrate the capacity to evaluate,

develop, and implement high-quality, technology-rich curricula programs and other supports for

academic and non-academic student programs.

 

PSEL 4: Curriculum, Instruction, and Assessment

Effective educational leaders develop and support intellectually rigorous and coherent systems of curriculum, instruction, and assessment to promote each student’s academic success and well-being.

 

 

Texas Principal Standards Pillar: Curriculum Alignment

Principal Domain and Competency

Domain II: Leading Learning

Competency 3

Competency 4

 

Course-level Objectives (CLOs)

1. Develop a fundamental understanding of instructional leadership. (Evaluating) (CLO1)

2. Identify and interpret core elements of curriculum alignment used to improve student achievement (Knowledge & Analyzing) (CLO2)

3. Analyze and evaluate data to drive instruction. (Analyzing) (CLO3)

4. Formulate a professional development plan applying data driven decision making. (Creating) (CLO4)

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

 

Week 2 Learning Objectives (W2LO):

1. W2LO1: (CLO1) Examine the role of an instructional leader through the examination of state and district standards for curriculum alignment.

2. W2LO2: (CLO2) Explore and analyze the core elements of curriculum alignment to improve student achievement.

3. W2LO3: (CLO2) Facilitate the planning development of curriculum alignment through instructional alignment, assignment alignment, benchmark alignment, and rubric alignment.

4. W2LO4: (CLO2) Cultivate the importance of planning and curriculum to improve alignment through professional development that promotes student rigor on a campus.

 

 

Overview:

In Week 1 of this course you examined a framework called the Instructional Core to help instructional leaders understand that curriculum, instruction, and the learner are interrelated. Now in Week 2, you will focus on curriculum and examine both external accountability (state curriculum requirements including content standards and assessments) and internal accountability (alignment of curriculum standards, course content and assessments). Rigor in content, assessments, and learning activities is a priority when aligning and planning curriculum for instructional leaders of the 21st century.

 

Resources:

Week 2 Readings: Be sure you are logged into Blackboard in order to access all of the readings from these links.

 

1. Lunenburg, F. C. (2010, September). The principal as instructional leader. In National forum of educational and supervision journal (Vol. 27, No. 4, pp. 1-7).

http://www.nationalforum.com/Electronic%20Journal%20Volumes/Lunenburg,%20Fred%20C.%20The%20Principal%20as%20Instructional%20Leader%20NFEASJ%20V27%20N4%202010.pdf

 

2. EL Education Core Practices. (2017) (n.d.). Retrieved from https://eleducation.org/resources/core-practices-beta-version-2017. p.16 & 76

https://eleducation.org/uploads/downloads/ELED-CorePractices-1115.pdf

 

3. Center on Standards and Assessments Implementation (CSAI), & WestEd. (2018). Standards Alignment to Curriculum and Assessment. CSAI Update. Center on Standards and Assessments Implementation. Center on Standards and Assessments Implementation. Retrieved from

https://libproxy.lamar.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED588503&site=eds-live

 

4. Desravines, J., Aquino, J., & Fenton, B. (2016). Breakthrough principals: A step-by-step guide to building stronger schools. John Wiley & Sons. p.51-67

 

5. Bambrick-Santoyo, P. (2018). Leverage Leadership 2.0: A Practical Guide to Building Exceptional Schools. John Wiley & Sons. p.1-21, 89-125.

Week 2 Assignment Rubric:

Use the Rubric to guide your writing.

Tasks Level 1: Does not meet the minimum criteria

0 points

 Level 2: Approaches minimum criteria

2 points

 Level 3: Meets minimum criteria

4 points

 Level 4: Meets target criteria

8 points
Part 1:

Summary & Analysis

 

Candidate conducts an analysis of state curriculum requirements to ensure that state academic standards are aligned in local curriculum.

 

NELP 4

 

PSEL 4

 

W2LO1:(CLO1)

W2LO2:(CLO2)

 Candidate provides limited evidence of understanding state curriculum standards. (K) Candidate describes some of the requirements of the state-mandated curriculum. (K)

 

 Candidate summarizes the requirements of the state-mandated curriculum standards. (K)

 

 Candidate provides in-depth summary of the requirements of state- mandated curriculum standards. (K)
  Candidate demonstrates no process to review local school district curriculum policy. (S)

 

 Candidate demonstrates some evidence of ability to review local school district documents and navigate web site aimed at locating board policy related to curriculum. (S) Candidate demonstrates the ability to locate district documents and navigate the school district Web site to locate board policy related to curriculum. (S)

 

 Candidate demonstrates great skill in locating district curriculum documents and is able to compose an in-depth analysis of local curriculum policies with examples of alignment between state standards and local curriculum requirements. (S)
Part 2:

Curriculum

Crosswalk to Alignment

 

Candidate facilitates the planning and development of a curriculum crosswalk for alignment process to align state curriculum standards with district scope and sequence to campus course content that includes rigorous lessons and units of study.

 

NELP 4

 

PSEL 4

 

W2LO3: (CLO2)

 Candidate provides no evidence about the planning process for the curriculum crosswalk for alignment to assess school district curriculum and alignment to state standards. (S)

 Candidate offers little evidence about the planning process for the curriculum crosswalk for alignment to assess school district curriculum and alignment to state standards. (S)

 Candidate offers some evidence about the planning process for the curriculum crosswalk for alignment to assess school district curriculum and alignment to state standards. (S)

 Candidate provides comprehensive evidence about the planning process for the curriculum crosswalk for alignment to assess school district curriculum and alignment to state standards. (S)
  Candidate provides no evidence about the alignment of campus curriculum and teacher instruction to school district curriculum and state standards. (K) Candidate offers little evidence about the alignment of campus curriculum and teacher instruction to school district curriculum and state standards and offers some ideas about lesson templates for curriculum planning. (K)

 

 Candidate offers some evidence about the alignment of campus curriculum and teacher instruction to school district curriculum and state standards and gives guidelines about lesson templates for curriculum planning. (K) Candidate provides comprehensive evidence about the alignment of campus curriculum and teacher instruction to school district curriculum and state standards and provides comprehensive lesson templates for curriculum. planning. (K)
  Candidate provides no examples of alignment about student achievement to school district curriculum and state standards through assignments, benchmarks, or rubrics. (M) Candidate provides little examples of alignment about student achievement to school district curriculum and state standards through assignments, benchmarks, or rubrics. (M) Candidate provides some examples of the alignment about student achievement to school district curriculum and state standards through assignments, benchmarks, or rubrics. (M) Candidate provides comprehensive knowledge and examples of alignment about student achievement to school district curriculum and state standards through assignments, benchmarks, or rubrics. (M)
Part 3:

Draft Element for Professional Development

 

Candidate prepares a professional development plan focused on academically challenging content to ensure the campus level curricula programs engage students in a rigorous process of deep learning outcomes and assessment.

 

 

NELP Component 4.1

 

PSEL 4

 

W1LO3:(CLO2)

 Candidate offers no evidence of resources or curriculum materials to implement high-quality content and assessment. (S)

 

 Candidate offers little evidence of resources or curriculum materials to implement high-quality content and assessment. (S)

 

 Candidate provides evidence of resources or curriculum materials to implement high-quality content and assessment and require students to apply knowledge. (S) Candidate provides comprehensive evidence of resources or curriculum materials to implement curriculum activities and materials which include high-quality content and require students to apply their knowledge. (S)
  Candidate cannot provide examples or develop a schedule or technology-rich activities of what might go into a teachers’ professional development that are academically challenging and content focused to improve student rigor. (S) Candidate provides little examples and the development of a schedule and technology-rich activities for teachers’ professional development that are academically challenging, and content focused to improve student rigor. (S) Candidate provides examples and develops a schedule and technology-rich activities for teachers’ professional development that are academically challenging, and content focused to improve student rigor. (S) Candidate articulates a depth of knowledge and prepares a comprehensive schedule and technology-rich activities for teachers’ professional development that are academically challenging, and content focused to improve student rigor. (S)
  Candidate provides no capacity to evaluate objectives about curriculum alignment for the professional development plan. (S)

 

 

 

 Candidate provides some capacity to evaluate objectives about curriculum alignment for the professional development plan. (S) Candidate provides a developed capacity to evaluate objectives about curriculum alignment for the professional development plan. (S)

 

 Candidate articulates a depth of knowledge and prepares a comprehensive evaluation of objectives about curriculum alignment for the professional development plan. (S)
  Candidate has no capacity to develop resources for ongoing follow-up to measure progress from the professional development through benchmark review of the curriculum, assessments to check if students engage in higher levels of learning, and evaluation of rigorous instruction. (S) Candidate has little capacity to develop resources for ongoing follow-up to measure progress from the professional development through benchmark review of the curriculum, assessments to check if students engage in higher levels of learning, and evaluation of rigorous instruction. (S) Candidate has some capacity to develop resources for ongoing follow-up to measure progress from the professional development through benchmark review of the curriculum, assessments to check if students engage in higher levels of learning, and evaluation of rigorous instruction. (S) Candidate has capacity to develop comprehensive resources for ongoing follow-up to measure progress from the professional development through benchmark review of the curriculum, assessments to check if students engage in higher levels of learning, and evaluation of rigorous instruction. (S)
Writing Elements:

W2LO4: (CLO2)

 Candidate had spelling, grammar, or technical writing errors.

0-points

     Candidate had no spelling, grammar, or technical writing errors.

3-points

 

Part 1: Review State Curriculum Standards and Local District Curriculum Policy

Directions:

A. Summary W2LO1:(CLO1), W2LO2:(CLO2): Using the Basic Writing Elements Model found in the Resource section of this course, complete the following summary regarding the state standards and analysis regarding district standards. Access the TEA Web site at link below. Include at least one paragraph on each Rule from Chapter 74 of the Texas Administrator Code, Title 19.

http://texreg.sos.state.tx.us/public/readtac$ext.ViewTAC?tac_view=5&ti=19&pt=2&ch=74&sch=A&rl=Y

Texas Administrative Code:

§74.1 Essential Knowledge and Skills
§74.2 Description of a Required Elementary Curriculum
§74.3 Description of a Required Secondary Curriculum
§74.4 English Language Proficiency Standards
§74.5 Academic Achievement Record (Transcript)
§74.6 College and Career Readiness and Texas Essential Knowledge and Skills Alignment
   

B. Review your school district’s policy on curriculum and instruction which should be available on your district’s web site.

 

C. Cite any sources and/or readings used as evidence to support your statements in APA format.

 

 

 

 

 

 

 

State Standards: Directions: Compose a six-paragraph summary including each of the following six Rules from Chapter 74 in the Texas Administrative Code, Title 19. Be sure to include one paragraph per Rule listed above.
Summary: The Texas Education Agency (2017), explained the state standard of Essential Knowledge and Skills as….

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.

Community Needs Analysis Paper

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The goal of this assignment is to conduct a community mental health needs and resources assessment that also familiarizes you with the overall mental health needs in your community. Having assessed the most pressing local mental health needs, you will focus on one of the major identified issues involving a specific, marginalized population and evaluate what services are offered and by what organizations.

The paper must be 10-12 pages (not including title page, abstract, or reference page; however, these are required as well). You must use current APA style 7th edition (write in third person) and integrate references to at least 10 recent and relevant sources

 

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

Sample paper:  https://apastyle.apa.org/style-grammar-guidelines/paper-format/professional-annotated.pdf

Video by Dr. Simmons:   https://watch.liberty.edu/media/1_pwjtmc3s

Perdue Owl:  https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/apa_changes_7th_edition.html

EDCO 705

Community Needs Analysis Paper Assignment Instructions

The goal of this assignment is to conduct a community mental health needs and resources assessment that also familiarizes you with the overall mental health needs in your community. Having assessed the most pressing local mental health needs, you will focus on one of the major identified issues involving a specific, marginalized population and evaluate what services are offered and by what organizations.

 

Your paper must be 10-12 pages (not including title page, abstract, or reference page; however, these are required as well). You must use current APA style (write in third person) and integrate references to at least 10 recent and relevant sources. Ideally, include both June & Black and Scott & Wolfe in a meaningful way. You may use scholarly journal articles, but your most important sources will be (local and state) government reports, census data, hospital records research, news reports, information from CDC and DHHS, and professional organizations. Sources cited must be specific and relevant to your immediate locality. Include the following content, using appropriate headings:

 

1. Introduction of your community: Describe its location, populations, demographics, and relevant trends, etc.

2. Local needs assessment: Articulate the overall, big picture of your community’s mental health needs and at-risk populations. Be sure to give clear attribution to your sources.

3. Identification of a specific population or issue: Explain why you chose to focus on this particular group.

4. Local resources assessment: Identify the specific organizations that work with this specific population/ issue. Include government, for-profit, and nonprofit organizations in your analysis. How are these organizations addressing this specific need in the community? Your goal is to briefly describe what they do, not to evaluate their effectiveness.

5. Personal reflection: Reflect on how this project has changed your view of your community and/or aided you in better understanding your community. You may use first person in this section.

 

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

 

Hello Class –

I have graded your initial thread to your first discussion board.  I really appreciated the insight that you each shared the case you chose and reflection questions.  You were able to share your wisdom as we begin to learn through our reading and from one another.  The class as a whole did a great job following the rubric and including at least two additional resources to Sue et al. (2014).  Be sure that your citations and resources are in APA format.  I know that we have recently switched from the 6th to the 7th edition and there are some changes.  As a graduate student, you should also be following the professional (not student) format.

Sample paper:  https://apastyle.apa.org/style-grammar-guidelines/paper-format/professional-annotated.pdf

Video by Dr. Simmons:   https://watch.liberty.edu/media/1_pwjtmc3s

Perdue Owl:  https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/apa_changes_7th_edition.html

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