Educational Law Final Project

The study of school law is a major component in school leadership preparation programs. Future school leaders need knowledge of the law as well as the resources to support their potential decision and policy making in various legal dilemmas. Thus, the final project for this course is comprised of two parts, a PowerPoint and an Educational Law Toolbox. The goal of this two-pronged summative assignment is to create a visual PowerPoint (that can be used for training staff and teachers) and to create a toolbox of legal and ethical resources that will support your role as an effective educational leader.

1. Part 1: Educational Law Professional Development Session.For this portion of the final project, you will create a PowerPoint based on your outline from Week 4. Using the instructor feedback from your previous submission, you will turn the outline into a 10- to 15-slide PowerPoint presentation (not including separate title and reference slides) in which you develop a policy proposal for implementing the changes that you seek.
   The purpose of this PowerPoint is to practice and gain feedback as you present introductory information on your chosen topic. Ensure that you are using graphics in a meaningful way and that you are using each section of notes (under each slide) to elaborate on the key points of your slide. The notes section is for you to be able to use it as a script for what you would say during the presentation.
   Format your presentation according to APA as outlined in the Ashford Writing Center. Including a reference slide with a minimum of five outside sources. Citations should be used on the slides as well as in the notes.

The Educational Law Professional Development Session PowerPoint

• Must be at least 10 to 15 slides in length (not including title and references pages) and formatted according to APA style as outlined in the Ashford Writing Center (Links to an external site.).
• Must include a separate title page with the following:
  • Title of presentation
  • Student’s name
  • Course name and number
  • Instructor’s name
  • Date submitted
• Must use at least five scholarly sources in addition to the course text.
  • The Scholarly, Peer Reviewed, and Other Credible Sources (Links to an external site.) table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment.
• Must document all sources in APA style as outlined in the Ashford Writing Center.
• Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center.

1. Part 2: Educational Law Toolbox.For this portion of the final project you will modify the following weekly assignments using the feedback you have received from the instructor and/or peers as well as the increasing knowledge base acquired from your work in this course. This toolbox will be a compilation of the following:
   Section 1 – Week 1 Discussion 2 – The Six ISLLC Standards Resource List
   Section II – Week 2 Assignment – Religious Expression Paper
   Section III – Week 4 Discussion 1 – Undocumented Students Resource List
   Section IV – Week 5 Journal – Audio/Video Reflection

The Educational Law Toolbox

• Must be at least four pages in length including embedded audio/video journal (not including title and references pages) and formatted according to APA style as outlined in the Ashford Writing Center (Links to an external site.).
• Must include a separate title page with the following:
  • Title of project
  • Student’s name
  • Course name and number
  • Instructor’s name
  • Date submitted
• Must compile all sources used in Week 1 Discussion 2: The Six ISLLC Standards Resource List, Week 2 Assignment: Religious Expression Paper, Week 4 Discussion 1: Undocumented Students Resource List, and Week 5 Journal: Audio/Video Reflection, in addition to the course text.
  • The Scholarly, Peer Reviewed, and Other Credible Sources (Links to an external site.) table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment.
• Must document all sources in APA style as outlined in the Ashford Writing Center.
• Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center.

As mentors and coaches, you will support teachers and staff throughout their process of inquiry. It is important that you plan and are prepared when checking in with your protégés. Additionally, you will want to continually reflect on your own growth and development as mentors. This week’s assignment is an opportunity to begin your progress plan and reflection. After reading the chapter in the course text, create a document (that you can potentially use when you are supporting teachers as a mentor or coach) and reflect on your own journey as a mentor. Please note this is a work in progress that will be modified based on your personal development and growth, as well as the development of those you coach and/or mentor.

Part 1: Create your own Progress Plan document based on Table 5.7 that can be used for the current early childhood program you are working with or for a future program, making sure that you address all the elements for steps 1-4. Additionally, either embedded or at the top or bottom of the document, add a short checklist of questions that you find most relevant from Table 5.6 that you can use as reminders for yourself as you are checking in and documenting teacher’s progress.

Part 2: Reflect on Table 5.8 “Mentor Development Self-Reflection” and your experience in co-creating an Individualized PD Plan from Week 2. Circle the letter next to each statement that currently feelings about your mentoring relationship (using your experience with your volunteer) and skills.

Write a two page paper

• -Explaining why you think certain areas are strengths
• -Which areas you would like to grow in
• -Briefly describes a plan for growing mentoring for your own professional development

The Documenting Progress Plan and Reflection (Parts 1 and 2)

• Must be a minimum of three double-spaced pages in length (excluding title and references pages) and formatted according to APA style as outlined in the Ashford Writing Center (Links to an external site.).Table 5.7 Teacher–Mentor Professional Development Plan:
  

  Documenting Progress	Teachers and Mentors Comments
  1. Implementing: Documenting Action Steps After They Occur (Example: Observed, documented, reviewed information, discussed choices, put into practice, offered feedback . . .)	Observations: Review of documentation, information collected: Put into practice:
  2. Status: What happened? Check-in date(s):	Progress toward goals:	Facilitation of learning:
  3. Reflection	Mentee reflects on observations, documentation, and actions chosen.	Summary of mentor feedback:
  4. Changes needed and next steps:	What was accomplished? What has changed? What still needs to occur? What needs to change? Next steps:	Evidence of making progress or meeting goals: What should change about the mentoring process?