Clinical Field Experience C: Evaluating Campus Operations

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Having a complete understanding of the needs of a campus and a willingness to learn the facility management aspects of running a school will enhance a principal’s ability to be proactive and intentional in maintaining a clean, safe, and secure learning environment.

Allocate at least 2 hours in the field to support this field experience.

Reflect on the key roles of a principal as they relate to explaining, clarifying, and demonstrating the duties and functions required for managing a school facility.

With the site facility manager/maintenance supervisor, tour your school campus, review his or her campus operation duties (based on the job description), and evaluate items regarding, but not limited to, safety, repairs, maintenance, and cleanliness. Determine issues that would be considered a liability by the district insurance company. Identify possible solutions to any areas of needed improvement.

Use any remaining field experience hours to assist the principal mentor and, provided permission, seek opportunities to observe and/or assist the principal mentor.

Write a 150-200 word reflection summarizing your observations and solutions. Include in your discussion the safety and welfare of students and staff, the allocation of resources, and what procedures your principal mentor uses to monitor and manage operations. Incorporate PSEL Standards 7 and 10 into your reflection and describe how you will apply what you have learned to your future professional practice.

APA format is not required, but solid academic writing is expected.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite Technical Support Articles is located in Class Resources if you need assistance.

Universal Design For Learning Approaches

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Assessment Description

Differentiating instruction to meet the needs of all students in the classroom should be part of every teacher’s instructional strategy. There are many techniques that can be used to modify instruction and accommodate for students’ needs, and knowledge about evidence-based practices for doing so should be used when making decisions about instruction. The use of Response to Intervention (RTI) programs and a multitier system of support (MTSS) to establish programs that meet the varied needs of students in one setting are commonly used strategies for differentiation. Additionally, Universal Design for Learning (UDL) is a framework to guide these types of evidence-based instructional deliveries and practices. Data from tiered support systems such as RTI and MTSS can be used to steer the UDL framework.

Imagine that you have been asked to create an informational digital presentation about Universal Design for Learning approaches that can be used by special education and general education teachers in the grade levels associated with your field of study.

Refer to “The UDL Guidelines,” the topic Resources, and your research to create an 8-10 slide digital presentation that addresses the following:

  • Explain how applying UDL principles in the educational setting can address the needs of all students, including students with disabilities.
  • Describe the UDL guidelines of engagement, representation, action, and expression.
  • Describe three specific, evidence-based UDL instructional approaches or adaptations that teachers could utilize to enhance the success and promote the growth and development of students with and without disabilities.
  • Discuss how UDL and the use of evidence-based strategies can influence and be used to improve professional practice and student outcomes. Provide specific examples to illustrate your ideas.
  • Provide links to five additional resources related to UDL statistics and approaches and describe how each would be beneficial to teachers as they implement the UDL framework.
  • Title slide, reference slide, and presenter’s notes.

Support your presentation with a minimum of three scholarly resources.

Universal Design for Learning Approaches – Rubric

Applying UDL Principles 11.25 points

Criteria Description

Applying UDL Principles

5. 5: Target 11.25 points

Explanation of how applying UDL principles in the educational setting can address

the needs of all students is comprehensive and in-depth.

4. 4: Acceptable 9.79 points

Explanation of how applying UDL principles in the educational setting can address

the needs of all students is complete and includes relevant supporting details.

3. 3: Approaching 8.33 points

Explanation of how applying UDL principles in the educational setting can address

the needs of all students is cursory and is missing key supporting details.

2. 2: Insufficient 7.76 points

Explanation of how applying UDL principles in the educational setting can address

the needs of all students is inaccurate and lacks relevant supporting details.

1. 1: No Submission 0 points

Not addressed.

UDL Guidelines 11.25 points

Criteria Description

UDL Guidelines

5. 5: Target 11.25 points

Description of UDL guidelines of engagement, representation, action, and

expression is insightful.

4. 4: Acceptable 9.79 points

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Description of UDL guidelines of engagement, representation, action, and

expression is accurate.

3. 3: Approaching 8.33 points

Description of UDL guidelines of engagement, representation, action, and

expression is cursory.

2. 2: Insufficient 7.76 points

Description of UDL guidelines of engagement, representation, action, and

UDL Instructional Approaches or Adaptations 11.25 points

Criteria Description

UDL Instructional Approaches or Adaptations

5. 5: Target 11.25 points

The three specific, evidence-based UDL instructional approaches or adaptations

that could enhance the success and promote the growth and development of

students are exemplary and demonstrates best practices.

4. 4: Acceptable 9.79 points

The three specific, evidence-based UDL instructional approaches or adaptations

that could enhance the success and promote the growth and development of

students are clear and appropriate for students.

3. 3: Approaching 8.33 points

The three specific, evidence-based UDL instructional approaches or adaptations

that could enhance the success and promote the growth and development of

students are ambiguous and identify few connections to best practices.

2. 2: Insufficient 7.76 points

The three specific, evidence-based UDL instructional approaches or adaptations

that could enhance the success and promote the growth and development of

students are erroneous and inappropriate for students.

Professional Practice 11.25 points

Criteria Description

Professional Practice

 

 

5. 5: Target 11.25 points

Explanation of how UDL and the use of evidence-based strategies can influence and

be used to improve professional practice and student outcomes, including specific

examples to illustrate ideas, is exemplary and includes comprehensive examples.

4. 4: Acceptable 9.79 points

Explanation of how UDL and the use of evidence-based strategies can influence and

be used to improve professional practice and student outcomes, including specific

examples to illustrate ideas, is accurate and provides relevant supporting examples.

3. 3: Approaching 8.33 points

Explanation of how UDL and the use of evidence-based strategies can influence and

be used to improve professional practice and student outcomes, including specific

examples to illustrate ideas, is cursory and supporting examples lack precision.

2. 2: Insufficient 7.76 points

Explanation of how UDL and the use of evidence-based strategies can influence and

be used to improve professional practice and student outcomes, including specific

examples to illustrate ideas, is erroneous and lacks relevant supporting examples.

Additional Resources 11.25 points

Criteria Description

Additional Resources

5. 5: Target 11.25 points

Five links to additional resources related to UDL statistics and approaches ideally

benefit teachers.

4. 4: Acceptable 9.79 points

Five links to additional resources related to UDL statistics and approaches

completely and correctly benefit teachers.

3. 3: Approaching 8.33 points

Five links to additional resources related to UDL statistics and approaches partially

benefit teachers.

2. 2: Insufficient 7.76 points

 

 

Five links to additional resources related to UDL statistics and approaches are

incompletely and/or incorrectly benefit teachers.

Title Slide, Slide Notes, and Research Citations 3.75 points

Criteria Description

Title Slide, Slide Notes, and Research Citations

5. 5: Target 3.75 points

Title slide and thorough slide notes are present. In-text citations and a reference

slide are complete and correct. Sources are credible. The documentation of cited

sources is free of error.

4. 4: Acceptable 3.26 points

Title slide and slide notes are present. In-text citations have few errors. References

used are reliable and reference slide lists all cited sources with few errors.

3. 3: Approaching 2.78 points

Title slide, and/or slide notes, and/or reference slide are not present. Sources do

not fully support claims, or sources are not all credible. Sources are documented,

although several errors are present.

2. 2: Insufficient 2.59 points

No title slide or slide notes. Reference slide includes errors and/or inconsistently

used citations. Sources are noncredible.

1. 1: No Submission 0 points

Layout 3.75 points

Criteria Description

Layout

5. 5: Target 3.75 points

The layout is visually pleasing and contributes to the overall message with

appropriate use of headings, subheadings, and white space. Text is appropriate in

length for the target audience and to the point. The background and colors enhance

the readability of the text.

4. 4: Acceptable 3.26 points

 

 

The layout background and text complement each other and enable the content to

be easily read. The fonts are easy to read and point size varies appropriately for

headings and text.

3. 3: Approaching 2.78 points

The layout shows some structure but appears cluttered and busy or distracting with

large gaps of white space or a distracting background. Overall readability is difficult

due to lengthy paragraphs, too many different fonts, dark or busy background,

overuse of bold, or lack of appropriate indentations of text.

2. 2: Insufficient 2.59 points

The layout is cluttered, confusing, and does not use spacing, headings, and

subheadings to enhance the readability. The text is extremely difficult to read with

long blocks of text, small point size for fonts, and inappropriate contrasting colors.

Poor use of headings, subheadings, indentations, or bold formatting is evident.

Language Use and Audience Awareness 3.75 points

Criteria Description

Language Use and Audience Awareness (includes sentence construction, word choice,

etc.)

5. 5: Target 3.75 points

Word choice is distinctive, creative and well-suited to purpose, discipline, scope,

and audience of the presentation.

4. 4: Acceptable 3.26 points

Word choice is reflective of the intended audience, uses a variety of appropriate

vocabulary, and communicates clearly.

3. 3: Approaching 2.78 points

Some distracting inconsistencies or repetitions in word choice are present.

Language is not clearly designed for the targeted audience.

2. 2: Insufficient 2.59 points

Inappropriate word choice is evident. Language is not reflective of the targeted

audience.

 

 

Research Citations 3.75 points

Criteria Description

Research Citations (in-text citations, reference slide, and type of sources)

5. 5: Target 3.75 points

In-text citations and references slide are complete and error-free. Sources are

credible and appropriate for the submission. The sources strongly support the

submission.

4. 4: Acceptable 3.26 points

In-text citations and references slide have few errors. Sources are credible and

appropriate for the submission.

3. 3: Approaching 2.78 points

Some citations may be missing, or the citations do not support the submission.

References slide may include errors. Sources may not be appropriate for the

submission.

2. 2: Insufficient 2.59 points

Many citations are missing where needed. References slide includes numerous

errors. Sources may not be credible.

Mechanics of Writing 3.75 points

Criteria Description

Mechanics of Writing (includes spelling, punctuation, and grammar)

5. 5: Target 3.75 points

Presentation and speaker’s notes are virtually free of mechanical errors. Sentence

structures are engaging.

4. 4: Acceptable 3.26 points

Presentation and speaker’s notes include some mechanical errors, but they do not

hinder comprehension. Effective sentence structures are used.

3. 3: Approaching 2.78 points

 

 

Presentation and speaker’s notes include frequent and repetitive mechanical errors

that distract the reader. Sentence structure is lacking.

2. 2: Insufficient 2.59 points

Presentation and speaker’s notes include surface errors that are pervasive enough

that they impede communication of meaning. Inappropriate sentence construction

is used.

Total 75 points

Describe how developing leaders within the school helps focus organizational time on high-quality school instruction and student learning.

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As an administrator, you may be charged with identifying and coaching other school leaders to promote distributed leadership across a school campus.

Allocate at least 4 hours in the field to support this field experience.

For this benchmark assignment, you will continue in the role of the school principal who is developing an instructional leader. Complete a coaching cycle of pre-conferencing, observing, and post-conferencing with a novice instructional leader who is completing the coaching cycle with a classroom teacher. Begin by meeting with the instructional leader and the classroom teacher for a pre-conference, then attend the observation, and follow-up with a post-conference. During each step of the process, evaluate the novice instructional leader on the quality of their feedback, specifically related to school culture and professional respect.

Use any remaining field experience hours to assist the principal mentor and, provided permission, seek opportunities to observe and/or assist the principal mentor.

At the conclusion of the clinical field experience, compose a 750-1,000 word summary and analysis of your experiences.

Include the following:

  • Summarize your coaching experiences, demonstrating how you developed and supervised the staff’s instructional and leadership capacity.
  • Describe how developing leaders within the school helps focus organizational time on high-quality school instruction and student learning.
  • Explain the school’s distributed leadership structure and provide 1-3 recommendations to improve the structure or related policies.

Support your analysis, reflection, and suggested areas of improvement with 2-3 scholarly resources.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite Technical Support Articles is located in Class Resources if you need assistance.

Document the locations and hours you spend in the field on your Clinical Field Experience Verification Form.

Submit the Clinical Field Experience Verification Form in the last topic. Directions for submitting can be found on the College of Education site in the Student Success Center.

Word Matrix On Content Analysis For Cultural Competency

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Select a piece of children’s literature, young adult literature, an informational article, or a textbook used in classrooms. You can find the reading material or text in your own collection, at your local public library, or online as an e-book. Using the “Guide for Selecting Anti-Bias in Children’s Books,” evaluate the selected reading for bias.

Guide for Selecting Anti-Bias Children’s Books – Teaching for Change

In a 250-500 word matrix, conduct a text analysis using the article’s nine guidelines to identify bias in your selected material. In your analysis, assess the degree to which surface culture and deep culture are addressed and the cultural values that are presented in the text. Additionally, explain how you applied each guideline to evaluate the text for bias in order to create more relevant learning experiences for all students.

Following the text analysis matrix, in 150-250 words, describe where you think the text falls on the cultural competence continuum and why. Reflect on what the text or analysis revealed about your own personal biases. Include at least two resources to help deepen your own understanding of cultural, ethnic, gender, or learning differences. Identify the action steps for competently and respectfully addressing student performance issues that may appear to be affected by individual and cultural differences.

Support your text analysis with 2-3 scholarly resources.

Guideline What I noticed in the book
1. Check for illustrations- Look for Stereotypes: A stereotype is an oversimplified generalization about a particular identity group (e.g., gender, race, ethnicity, class, sexual orientation, ability/disability), which usually carries derogatory, inaccurate messages and applies them to ALL people in the group. Stereotypes dehumanize people. So, too, does misinformation.

 

  
2. Check the Story Line and the Relationships Between People- Even if a book shows visual diversity, the story line may carry biases related to how it handles power relationships among people of various identities.

 

  

3. Look at Messages About Different Lifestyles- Do the lives of people of color or people living in poverty in the story contrast unfavorably with the norm of white, middle-class suburban life?

 

  

4. Consider the Effects on Children’s Self and Social Identities- In addition to specific books, also examine your book collection. Do your books reinforce or counteract messages that teach children to feel inferior or superior because of their skin color, gender, family income, able-bodiedness, or type of family structure?

 

  

5. Look for Books About Children and Adults Engaging in Actions for Change-To fully develop a strong sense of self and a disposition toward cooperation and fairness, children need to know how to stand up for themselves and others when faced with unfairness.

 

  

6. Consider the Author’s or Illustrator’s Background & Perspective- All authors write from a cultural as well as from a personal context. In the past, most children’s books were by authors and illustrators who were white and members of the middle class. As a result, a single cultural and class perspective dominated children’s literature.

 

  

7. Watch for Loaded Words- A word is loaded when it in any way demeans or makes people invisible because of any of their identities.

 

  

8. Look at the Copyright Date- Copyright dates indicate the publication year, not the time of its writing, which might be two to three years before the copyright date.

 

  

9. Assess the Appeal of the Story and Illustrations to Young Children-Although these guidelines focus on the messages about diversity and equality reflected in children’s books, it is also important to take quality into account.

 

  

 

 

 

 

Summary: