Heritage Foundation And Peter Sagal

 In the readings and videos, the Heritage Foundation and Peter Sagal seem at odds in their respective positions toward the 14th Amendment and the evolution of equal protection. How do you reconcile equality versus equity in public education today?  You must support your position with examples from case law, the U.S. Constitution, or other readings.

How will your efforts benefit teachers, students, families, and community?

Professional Development Plan

CUR/520 Version 1

1

University of Phoenix Material

Professional Development Plan

This assessment is aligned to the following the InTASC Model Core Teaching Standards:

· Development, articulation, implementation of professional development at your school site

· Planning, collaboration, and implementation

· Goals and topic(s) of the session

· Presentation

· Session assessment/plans for ongoing professional development

· Reflection

Directions

Using the vision of a school, state curriculum standards, school improvement goals, and student achievement data, integrate your own vision of student learning into a professional development session that will help a selected group of teachers increase the academic gains of their diverse classroom populations.

Plan, collaborate, and facilitate a professional development session for a group of teachers that relates to curriculum standards, instruction, and/or assessment of learning. Include the following:

· A needs assessment of the area you have chosen (based on student achievement data)

· Goals for the session, a communication plan for the school and the community, activities that are research-based, and an assessment (aligned with session goals)

· Future plans for on-going evaluation and monitoring

Include consultation and direct communication with stakeholders (teachers, administrators, community, families, and others) and how you would use the media, technology, and both human and fiscal capital to organize and implement the session. Provide examples of the types of professional development opportunities that could be assisted by collaboration with the various groups.

Consider collaboration among the following groups:

· Staff and teachers at the school level

· Parents and community members in the school community

· Online with others in the teaching profession nationally and worldwide

The professional development session must be facilitated by you and must be a minimum of one-hour in length. After facilitating the professional development session, write a report that includes the following:

1. Development, articulation, and implementation of a vision of student learning

· Include how your vision of student learning supported the vision of the school

· Describe how you communicated your vision

· List the attributes that were needed to implement and promote your vision and explain how they were used to facilitate planning and implementation

2. Planning, collaboration, and implementation

· List the stakeholders involved in the process and their roles

· Explain how you included stakeholders to collaborate in the process

· List the planning steps you took prior to implementation and include how you organized and developed your plan using technology applications

· Discuss issues of school climate or culture uncovered during planning and who you included in the discussions of your findings

· Describe how you used internal and external resources to implement your plan

3. Goals and topic(s) of the session

· Identify the goals and topics for the session and how they align with the district/school’s improvement goals. Goals and topic(s) must be related to curricular, instructional, and/or assessment issues

· Explain how you used student demographic data and other school/community contextual data in preparing the session

4. Presentation

· Provide the arguments and/or evidence that supported the need for the professional development session, including relevant student achievement data

· Provide detailed information about the activities used in the session and why you chose those activities. Include information on the sequence of delivery and timeframe for activities.

· Implement best practices and applicable resources during the session

· Apply social and educational opportunities for the school, community, and outside sources

5. Session assessment and plans for ongoing evaluation

· Provide a copy of the assessment that was completed by participants during/after the session.

· Report and analyze the assessment results.

· Provide information and a plan for gathering data, monitoring and evaluating your plan at the school level

6. Reflect on your experience of planning, collaborating and facilitating the professional development session. Consider the following questions in your reflection:

· What challenges did you face during the planning phase? How did you overcome them?

· What went well during the session?

· What would you change if you facilitated a session like this in the future (and why)?

· How effective do you feel the session was (and why)?

· How will your efforts benefit teachers, students, families, and community?

· What roadblocks and possible solutions to developing collaborations did you consider?

· How will professional development improve student learning opportunities?

Final Exam Communications And Media

3 pages/825 words one source  mla format due in 20 hours from now

dont do question  10 and 12 .

Comm 4301 Online Final Exam Fall 2016 1. Below are the six elements of persuasive communication we studied. What you would do to defend against each of them being used against you when you are not agreeable?: 5 points each A. Social proof B. Reciprocity C. Conditioning & Association D. Likeability E. Scarcity F. Authority 2. The usual description of someone who relieves people of their money by using deception is con man. How can you know if you have encountered a con man (or woman)? 5 points 3. Assume all of the statements below are true. But why are they true, and if you don�t believe them to be true, why are they not true? 20 points a. We are most attracted to scarce resources when we compete with others for them b. Limiting access to a message causes individuals to want to receive it more c. We value things that have become recently restricted more than those that were restricted all along d. We allow ourselves blind obedience to certain causes because it is mostly rewarding to us e. Bystanders near an emergency will be unlikely to help when there are a number of other bystanders present f. We will view the actions of others before deciding on proper behavior for ourselves, especially when we view those others to be similar to ourselves g. The greater the number of people who find any idea correct, the more a given individual will perceive the idea to be correct h. When we are trapped into complying with a request we know we don�t want to perform, we can literally feel it in our stomachs. i. In the U.S. and Western Europe the emphasis is on the self, but in other countries the focus is on the group. j. After making a commitment (taking a stand or position), people are more willing to agree to requests that are in keeping with the prior commitment. 4. Sylvan Goldman invented the shopping cart in 1934 but customers wouldn�t use them, preferring to shop every day and carry their items in a small basket. What did he do to change their behavior? What principle of persuasion did he illustrate? 5 points 5. People who join the military are all strangers to one another, at first. But after training together, being deployed to a dangerous place where combat is likely to happen, they will often fight for something important, even dying for it. For what would they willingly give up their lives? Their country, their fellow soldiers, or something else? 5 points 6. Leonard Pitts, writing recently in the Houston Chronicle, said, �In America, it has come to seem normal that a major news organization functions as the propaganda arm of an extremist political ideology, that it spews a constant stream of racism, sexism, homophobia, Islamophobia, paranoia and manufactured outrage, and that it does so with brazen disregard for what is factual, what is right, what is fair, what is balanced�virtues that are supposed to be the sine qua non of anything calling itself a newsroom. What news organization could he have been referring to? Do you agree with him? If what he said is true, who would watch such a network? 5 points 7. Give a plausible definition of Persuasive Communication. 5 points 8. Almost all of you, in your assignment on Ethics, wrote that lying is bad and not good for anyone, though there may be exceptions. Imagine a situation whereby a teen told you she had been sexually abused. But you realize that if the person that did the abuse is arrested the child�s family would likely lose their income, home, and security. You have a choice, to report the abuse or ignore it, knowing there will be consequences either way. What do you do? 5 points 9. Some of you are extroverts, but others are introverts. Go online to TED Talks, enter Introverts in the Topics area and look at the video by Susan Cain regarding Introverts. Since some of you are introverts (about 35-40% on average in any group), what does she tell us about how introverts can cope with a world of extroverts? 5 points 10. After sharing the story you wrote with other members of the class (which was part of the assignment), what story impressed you the most? Was it persuasive? Believable? Admirable? 5 points 11. Rupert Sheldrake, in one of his many books, shares the story of a Rabbi, at the turn of the last century, who lived in Belarussia. On the first day of school he passed out a slate and a piece of chalk to each boy (only boys were allowed to go to school�not so good an idea today) and told them they would use these tools to learn how to write. But then he went around to each boy and wrote the first letter of the Jewish alphabet on the slate�in honey. They were then told to lick the letter off the slate, that they might never forget that knowledge is sweet. What was the Rabbi trying to teach? 5 points 12. Name three (3) bits of knowledge or information or insights from this course that you can use for the rest of your life: 5 points ___________________________________ Professors don�t �give� students a grade. The student �earns� a grade. Based on the quality of your work on the Journal and Papers you wrote, your performance on the midterm, and how you expect to perform on this Final, as well as your response to deadlines, what do you expect to earn as a grade? ______________

Develop an outline of a plan for five consecutive writing lessons in an early childhood classroom

Develop an outline of a plan for five consecutive writing lessons in an early childhood classroom (age of your choice).

The plan should include:

The name and topic of each lesson or activity
An objective for each lesson or activity- Behavioral Objectives describe in detail the behaviors that students will perform during or upon completion of a lesson and the conditions and criteria which determine the acceptable level of performance.

A brief description of each lesson or activity
The expected learning outcome- Learning Outcomes identify what the learner will know and be able to do by the end of a unit of study – the essential and enduring knowledge, abilities (skills) and attitudes (values, dispositions) that constitute the
integrated learning needed by the conclusion of the unit.

Required Studies

The following materials are Required Studies for this week. Complete these studies at the beginning of the week, and save these materials for future use.

  • Literacy Beginnings: A Prekindergarten Handbook (Pinnell & Fountas, 2011)
    • Section Four: Supporting Emergent Writers
    • Section Six: Assessment of Literacy Learning
      • Observing Writing Behavior
  • Read, Write, Play, Learn: Literacy Instruction in Today’s Kindergarten (Rog, 2011)
    • Chapter 10: “I Never Knew We Could Write This Good!”: Modeled, Shared, and Interactive Writing
    • Chapter 11: “Look What I Writ!”: Building Independence with the Kindergarten Writing Workshop
  • Read
    • Stages of Writing Development (California Department of Education Child Development Division, & Elementary Education Division, 1999) [PDF]
    • Elementary Writing, Listening, Speaking Continuums (Three Village Central School District, 2009) [PDF]
    • Writing Sample 1 (Concordia Online Education, n.d.) [PDF]
    • Writing Sample 2 (Concordia Online Education, n.d.) [PDF]
    • Writing Sample 3 (Concordia Online Education, n.d.) [PDF]