Top Hat Organizer

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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.

Submission Ide: 52e9979c-bf20-4d75-97a0-99d757c51e12

11% SIMILARITY SCORE 2   CITATION ITEMS 18   GRAMMAR ISSUES 0   FEEDBACK COMMENT Internet Source   11% Institution   0%

Babita Mohabir

TopHatOrganizer SEC 580.docx

 

Summary

 484 Words

TOP HAT ORGANIZER 1

TOP HAT ORGANIZER 2

Top Hat Organizer

Formative vs Summative Assessments

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 Spelling mistake: Summative  Summation

Top Hat Organizer

Babita Mohabir

GCU

SEC580

June 10, 2020

 

https://doi.org/10.1080/00405841.2016.1148989

 

A formative assessment is defined as a course of methods deployed by teachers to conduct in-process student evaluations of their academic progress, comprehension, and learning

needs during a unit or course. The aim of summative assessments, on the other hand, is to

evaluate the student by comparing their progress against a set benchmark; this assessment has a

high point value.

Top Hat Organizer

Formative Assessment Summative Assessment

• The goal of formative assessments is

to achieve an improvement

• The goal of summative assessments is

to prove

• The main purpose of this type of

assessment is to enhance learning

• The main purpose type of assessment

is to make judgments based on the

student’s performance

• This type of assessment is often given

during instructions

• This type of assessment is given after

instructions

• This assessment allows the teachers to

create and evaluate different

instruction strategies that are based on

the student’s performance

• This type of assessment allows the

teachers to predict the performance of

their students and grade them

accordingly

TOP HAT ORGANIZER 3

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 Spelling mistake: Summative  Summation

• This type of assessment is continuous

in nature

• This type of assessment is given at a

specific point in time

Summary

Formative learning focuses on teaching students on goal setting in learning so that they

are able to identify their growth, evaluate their work, and mark strategies that will help them

improve. In this type of assessment, individual students measure themselves against their goals

as well as other indicators such as previous work and other students work, or a set rubric. It is

an ongoing process that may be long-term, and in some cases, it is included in the daily lesson

plan. Feedback mechanisms are often immediate (Dixson & Worrell, 2016). Its main objective

is to focus on the student and help them internalize their goals as they reflect on their own

understanding wile evaluating the quality of their work based on their set goals. Strategies that

are often used include metacognition, self-evaluation, peer reviews and reflective journals.

Summative assessments compare the performance of a student against a set standard. In

this case, the curriculum, teachers, and the educative program are measured. It often occurs at

the end of the set curriculum or at the same time every school year. Its purpose it to give an

overall view of the student’s status and evaluate the effectiveness of the learning environment.

It is designed to be uniform and brief, often giving room for limited data to analyze specific

student problems (Dixson & Worrell, 2016). Summative assessments can be done through a

common rubric or a set of test questions. This type of assessment is often standardized such

 

 

TOP HAT ORGANIZER 4

References

Dixson, D. D., & Worrell, F. C. (2016). Formative and summative assessment in the

classroom. Theory into practice, 55(2), 153-159. Retrieved from

https://doi.org/10.1080/00405841.2016.1148989

 type of (omit): type ofthat it can be used to make comparisons among classes, students, or pools

Theoretical Foundation Of Change

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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.

Which of the following is not one of the three basic mixed methods designs identified by Fetters, Curry,

/in /by

 

When reasons for using mixed methods in a published study are given, the most frequently given reasons are _____.

According to Hesse-Biber’s book, the five reasons to use mixed methods are _____.

The most frequently used type of quantitative data collection method used in mixed methods studies is _____.

When integrating the results of qualitative and quantitative analyses, _____ occurs when the two data sources contradict each other and cannot be reconciled.

In a(n) _____ design, quantitative data are collected and analyzed first, then qualitative data collection is done to follow up on the quantitative results.

According to Bryman, although qualitative and quantitative methods can be combined at various stages of a study, the defining features of research methods are _____.

A _____ sampling design for mixed methods involves separate samples for the qualitative and quantitative parts of the study recruited at the same time.

In a(n) _____ mixed methods design framework, researchers are interested in introducing and evaluating an intervention.

Which of the following is not one of the three basic mixed methods designs identified by Fetters, Curry, & Creswell as being implemented at the design level?

In a(n) _____ mixed methods design framework, researchers are interested in conducting a thorough investigation of a single unit of analysis

Instructional Leadership

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[Type text] [Type text] [Type text]

 

EDLD 5352 Instructional Leadership-Week 1 Assignment

 

 

WORD-DOC-MAST-HEAD

Week 1: Exploring Instructional Leadership through the Instructional Core and Self-Assessment

 

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 4.3 Program completers understand and can demonstrate the capacity to evaluate,

develop, and implement formal and informal culturally responsive and accessible assessments that

support data-informed instructional improvement and student learning and well-being.

 

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: Data-driven Instruction

Principal Domain and Competency

Domain II: Leading Learning

Competency 4

Domain II

 

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 1 Learning Objectives (W1LO):

1. W1LO1: (CLO1) Examine the role of an instructional leader through the fundamentals of the Instructional Core.

2. W1LO2: (CLO1) Describe leadership skills that address the importance of improving instruction through self-assessment of School Leader Self-Assessment Tool and Educational Leadership Profile Survey.

3. W1LO3: (CLO2) Cultivate components of a professional development plan to improve instruction.

4. W1LO4: (CLO5) Program Requirements: Prepare Progress Check for submission.

 

 

Overview:

In Week 1 of this course you will examine a framework to help instructional leaders understand that the learner, curriculum, and instruction are interrelated. Change one part of this relationship, and you have to consider changes in the other two. Accountability in this relationship is both external and internal. External accountability addresses the question – how well are we doing? Internal accountability addresses the question – what are we doing? This week you will focus on the components of the Instructional Core, complete an Educational Leadership Profile Self-Assessment, and examine the seven levers for Quality Instruction and Culture. Rigor in learning activities, content, and instruction are a priority for instructional leaders of the 21st century.

 

Resources:

 

Week 1 Readings: Be sure you are logged into Blackboard in order to access all of the readings from these links.

 

1. Hallinger, P. (2003). Leading Educational Change: Reflections on the practice of instructional and transformational leadership. Cambridge Journal of Education, 33(3), 329–338. https://doi-org.libproxy.lamar.edu/10.1080/0305764032000122005

https://libproxy.lamar.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2003-09787-001&site=eds-live

 

2. Suh, R. (2017). Instructional Leadership. (p.11) Salem Press Encyclopedia. Retrieved from

https://libproxy.lamar.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ers&AN=89164275&site=eds-live

 

3. City, E. A., Elmore, R. F., Fiarman, S. E., & Teitel, L. (2009). Instructional rounds in education (p. 30). Cambridge, MA: Harvard Education Press. http://www.macombfsi.net/uploads/1/5/4/4/1544586/instructional_rounds_-_principles.pdf

 

4. Elmore, R. (2010). Leading the instructional core. In Conversation (Vol. 11, No. 3, p. 1-12). http://www.edu.gov.on.ca/eng/policyfunding/leadership/summer2010.pdf

 

5. Desravines, J., Aquino, J., & Fenton, B. (2016). Breakthrough principals: A step-by-step guide to building stronger schools (p.49-55). John Wiley & Sons.

 

6. Bambrick-Santoyo, P. (2018). Leverage Leadership 2.0: A Practical Guide to Building Exceptional Schools (p.365-366). John Wiley & Sons.

 

Week 1 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

4 points

 Level 3: Meets minimum criteria

6 points

 Level 4: Meets target criteria

8 points
Part 1A:

Instructional Core Summary

Candidate examines the elements of an instructional leader through the fundamentals of the Instructional Core by defining the three elements and listing the seven principles for improving student learning

NELP 4

PSEL 4

W1LO1: (CLO1)

 

 Candidate lists the three elements of the instructional core. (K) Candidate lists the three elements of the instructional core with little definition. (K) Candidate defines the three elements of the instructional core briefly and may lack clarity. (K) Candidate defines the three elements of the instructional core comprehensively and with clarity. (K)
  Candidate provides no information on the seven principles for improving student learning. (K) Candidate provides information, but no list of the seven principles for improving student learning. (K) Candidate provides an incomplete list of the seven principles for improving student learning. (K) Candidate provides in depth list of the seven principles for improving student learning. (. (K)
  Candidate articulates no supporting evidence from the readings and lectures in the summary. (S) Candidate articulates little supporting evidence from the readings and lectures in the summary. (S) Candidate articulates general supporting evidence from the readings and lectures in the summary. (S) Candidate articulates comprehensive evidence from the readings and lectures for specificity and clarity in the summary. (S)
Part 1B:

Self-Assessment Reflection

Candidate examines the elements of an instructional leader through a depth of knowledge of one’s self-reflection regarding their identifiable Areas of Development or Areas of Strength

NELP 4

PSEL 4

W1LO1: (CLO1)

W1LO2: (CLO1)

 Candidate demonstrates little or no self-reflection regarding their identifiable Areas of Development or Areas of Strength from the School Leader Self-Assessment Tool. (M) Candidate demonstrates superficial self-reflection regarding their identifiable Areas of Development or Areas of Strength from the School Leader Self-Assessment Tool and is lacking in specificity and clarity. (M) Candidate demonstrates an emerging depth of self-reflection regarding their identifiable Areas of Development or Areas of Strength from the School Leader Self-Assessment Tool and may be lacking in specificity and clarity. (M) Candidate demonstrates and articulates a depth of knowledge of one’s self- regarding their identifiable Areas of Development or Areas of Strength from the School Leader Self-Assessment Tool with specificity and clarity. (M)
 
  Candidate articulates no supporting evidence from the readings, lectures, or self-assessment in the reflection. (S) Candidate articulates little supporting evidence from the readings, lectures, or self-assessment in the reflection. (S) Candidate articulates general supporting evidence from the readings, lectures, or self-assessment in the reflection. (S) Candidate articulates comprehensive evidence from the readings, lectures, or self-assessment with specificity and clarity in the reflection. (S)
Part 2:

Seven Levers: Define & Examples

Candidate defines each of the Seven Leadership Lever and gives an example of each Instructional Levers and Cultural Levers used to improve teacher instruction or student achievement.

NELP 4.3

PSEL 4

W1LO2: (CLO1)

 Candidate provides no definition for the Seven Leadership Levers. (K) Candidate defines with little explanation the Seven Leadership Levers. (K) Candidate defines with a general understanding the Seven Leadership Levers. (K) Candidate defines with depth, specificity, and clarity the Seven Leadership Levers. (K)
  Candidate demonstrates little or no ability to give examples of Instructional Levers or Cultural Levers to improve teacher instruction or student achievement. (M) Candidate demonstrates superficial ability to give examples of Instructional Levers or Cultural Levers to improve teacher instruction or student achievement and is lacking in specificity and clarity. (M) Candidate demonstrates an emerging depth of knowledge and ability to give examples of Instructional Levers or Cultural Levers to improve teacher instruction or student achievement and may be lacking in specificity and clarity. (M) Candidate demonstrates and articulates a depth of knowledge and ability regarding examples of Instructional Levers or Cultural Levers to improve teacher instruction or student achievement with specificity and clarity. (M)
Part 3:

Draft: PD Initial Information

Candidate uses data sets to identify trends, patterns, and themes from student work, TAPR, and teachers’ professional development needs survey to plan provide the Initial Information for a 3-Day Professional Development.

NELP 4.4

PSEL 4

W1LO3: (CLO2)

 Candidate demonstrates little or no ability to provide initial information for a 3-Day Professional Development. (S) Candidate demonstrates an ambiguous ability to provide initial information for a 3-Day Professional Development. and is lacking in specificity and clarity. (S) Candidate demonstrates an emerging depth of ability to provide initial information for a 3-Day Professional Development and may be lacking in specificity and clarity. (S) Candidate demonstrates and articulates a depth of knowledge and ability regarding initial information for a 3-Day Professional Development with specificity and clarity. (S)
Writing Elements:

W1LO3: (CLO2)

 Candidate had spelling, grammar, or technical writing errors.

0-points

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

11-points

 

 

Part 1A: Instructional Core Summary

Directions:

A. Summary W1LO1:(CLO1): Using the Basic Writing Elements Model found in the Resource section of this course, complete the following summary regarding the Instructional Core.

 

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

Instructional Core:

 Directions: Compose 1-2 paragraphs (minimum 200-word) summary of the Instructional Core, by Dr. Richard Elmore from Harvard University, 2008. Define each of the three elements of the core and list the seven principles for improving student learning.
Summary: City, Elmore, Fiarman, and Teitel (2009), explained the Instructional Core as the relationship between the student, teacher and the content. The components of the instructional core impact each other in addition to learning outcomes.

 

According to City, Elmore, Fiarman, and Teitel (2009) the education profession should adopt the medical rounds model. The medical rounds medical is very effective due to the fact it “reproduces practice and the surrounding culture through direct face to face interactions around the work” as a way to build up the way to learn for educators. With applying the instructional rounds, City, Elmore, Fiarman, and Teitel (209) explain that there are seven essential principles for employing instructional rounds in the education field.

First principle: An increase in student learning only occurs as a consequence of improvements in the level of content, teachers’ knowledge and skill, and student engagement.

Second principle: If you change any single element of the instructional core, you have to change the other two to affect student learning.

Third Principle: If you can’t see it in the core, it isn’t there.

Fourth Principle: The task predicts performance.

Fifth Principle: The real accountability system is in the tasks that students are asked to do.

Sixth Principle: We learn to do the work by doing the work, NOT by telling other people to do the work, NOT by having done the work in the past and NOT by hiring experts who can act as proxies for our knowledge about how to do the work.

Seventh Principle: Description before analysis, analysis before prediction, prediction before evaluation.

Reference

City, E. A., Elmore, R. F., Fiarman, S. E., & Teitel, L. (2009). Instructional rounds in education (p. 30). Cambridge, MA: Harvard Education Press.

 

 

Part 1B: Self-Assessments: School Leader Tool and Educational Leadership Profile

Directions:

A. Self-Assessment Reflection W1LO2:(CLO1): Complete the following in-depth self-reflections regarding the results of your completed Self-Assessment by identifying your strengths and weaknesses not only a leader, but as an Instructional Leader. Use the self-reflective model of What? So What? Now What? found in the Resource section of your course.

a. Access online School Leader Self-Assessment Tool (Access PowerPoint in Week 1 for instructions):

https://www.aitsl.edu.au/tools-resources/resource/school-leadership-self-assessment-tool

 

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

 

 

School Leader Self-Assessment Tool: Directions: After completing the School Leader Self-Assessment Tool, compose 1-2 paragraphs (200-word) describing your identified Areas for Development and Areas for Strength.
The School Leader Self-Assessment Tool assists current and aspiring principals to locate their practice within the Leadership Profiles. Identify your strengths and opportunities for development. The School Leader Self-Assessment Tool revealed the area I need to focus on and address is the professional practice of leading teaching and learning. To work in the education field and at a school this skill in vital for this profession. To develop in this area I need to stay up to date with pedagogy and student engagement. The leaders of the school have to be a leading agent of change and the only way to do that is to make sure we are knowledgeable of the latest and current issues in education and honing in on my practice to get better.

 

The School Leader Self-Assessment Tool revealed the area that I am increasing in proficiency is the area of leading the management of the school. For this particular area “principals make best use of technology to record, analyze and share information, monitor progress against goals and support new ways of working.

 

 

Reference

On-Line Survey Page/School Leader Self-Assessment Tool. (n.d.). Retrieved from https://www.aitsl.edu.au/tools-resources/resource/school-leadership-self-assessment-tool

 

On-Line Surveys Page / Educational Leadership Profile (ELP). (n.d.). Retrieved from https://www.ndcel.org/Page/389

 

 

 

 

Part 2: The Seven Levers for Quality Instruction and Culture

Directions:

A. The Seven Levers W1LO1:(CLO1): Review the principle core instructional and cultural areas that are identified as the Seven Levers. These principles allow for “consistent, transformational, and replicable growth” in learning. They are found in your Leverage Leadership 2.0 textbook on pages 8, 365, and 366. In the chart below define each Lever. Then, give an example that can be used on a campus to improve teacher instruction or student achievement. Examples are listed in gray for you to reference, delete examples prior to beginning.

B. Use 12 pt. black font: Times New Roman. The table cells will expand to fit your text.

Instructional Levers Cultural Levers
1. Data-driven Instruction 2. Instructional Planning 3. Observation and Feedback 4. Professional Development

 

 5. Student Culture 6. Staff Culture 7. Managing School Leadership Teams
Define: Define: Define: Define: Define: Define: Define:
Define the road map for rigor and adapt teaching to meet students’ needs

(Brambrick-Santoyo, p.8)

 Plan backwards to guarantee strong lessons

 

(Brambrick-Santoyo, p.8)

 Coach teachers to improve the learning

 

(Brambrick-Santoyo, p.8)

 Strengthen culture and instruction with hands on training that sticks

(Brambrick-Santoyo, p.8)

 Create a strong culture where learning can thrive

(Brambrick-Santoyo, p.8)

 Build and support the right team

(Brambrick-Santoyo, p.8)

 Train instructional leaders to expand your impact across the school

(Brambrick-Santoyo, p.8)
Example: Example: Example: Example: Example: Example: Example:
4th grade teachers will meet to create a roadmap to increase rigor and improve student STAAR scores. 4th grade teachers will meet to develop Unit plans that are aligned to STAAR practice tests and materials identify the instructional areas of focus and the strategies. Teachers will take weekly exit ticket data on the area of focus.

 

 4th grade teachers will be observed and feedback will be given based on how they implemented the instructional areas of focus, the strategies and best practices. Teachers will collaborate with other teachers to discuss the the instructional areas of focus, the strategies and best practices. Students have been instructed well enough in the area of the instructional focus that they are able to explain it to others. 4th grade teachers will discuss the data from the students exit tickets each week. They will collaborate with one another on ways to improve how the strategy is being implemented 4th grade teachers will assist and support other grade levels to align and implement strategies to improve writing.

Reference

Bambrick-Santoyo, P. (2018). Leverage Leadership 2.0: A Practical Guide to Building Exceptional Schools (p.365-366). John Wiley & Sons.

 

Part 3: Draft: Element for Professional Development:

Comprehensive School-Level Instructional Leadership 3-Day Professional Development Plan

The final signature assessment in this course is to write a comprehensive, school-level instructional leadership 3-Day professional development plan. This plan will be due in Week 4 and include multiple elements. This week you will focus on one of the elements called The Initial Information.

Directions:

A. Data Sets W1LO3:(CLO2): Working collaboratively with a small group on your campus evaluate the data sets given with this week’s assignment, begin to identify trends, patterns, and themes from student work, the TAPR, and the results from a teachers’ professional development needs survey to focus your 3-Day Professional Development Plan. Use suggestions from your collaborative team, data, research, and readings to decide what area(s) of need you will focus on for this 3-Day Professional Development Plan.

Examples are listed in gray for you to reference, delete examples prior to beginning.

 

B. Complete the Professional Development Initial Information. See the student exemplar document in the “Early Info” section in Week 1 for assistance in completing the Focus of Topic, Objective, and other initial information for the 3-Day PD Plan. You will be able to add and delete information to this section in later weeks.

 

C. Use 12 pt. black font: Times New Roman. The table cells will expand to fit your text.

 

School-Level

3-Day

Professional Development Plan

Template
Professional Development Initial Information

Focus of Topic: Engaging students in complex writing

Objective: (Objective)
School Name:

 

 Elementary School
Instructional Leader Neonisha Terrell
Professional Development Committee Members: Assistant Principals, Instructional Coach, Curriculum Specialist, Department Heads, Leadership Team
Date plan was created: August 2020
Dates plan will be conducted: October 5, 2020
Dates plan will be in effect: October 5, 2020 through June 1, 2021
Date by which time plan will be updated and revised for upcoming school year: July 1, 2021
Resources to purchase: Journals

Small group tools

Snacks for training

Participation incentives

Lunch for staff
Cost: $800

 

 

 

 

1

Lamar University Revised Spring 2020 v.02.20