Updating Legislative Foundations Paper

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Review the Key National and State Level Legislation Enacted in 2006-2012 with Impact on Adult Community-Based Services/Education.

Research current updates and changes to legislation that impacts adult education and community-based services.

Write a 350- to 525-word paper in which you describe recent changes that should be added to Exhibit 2.1. Include the following points:

  1. What was the motivation or reason for the items added?
  2. Did the areas of emphasis change in the most recent revisions or additions?
  3. What is the anticipated result or improvement expected from these revisions or additions?

What advice can you give me in terms of creating engaging lesson plans that involve students in the learning process?

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Clinical Field Experience B: Classroom Assessments and Instructional Planning Observation and Collaboration

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

Assessment is a crucial part of the educational process. Since you have had the opportunity to observe various instructional strategies in an elementary classroom.

Observe and collaborate with a teacher in a Grade K-8 classroom about the assessment practices and instructional planning implemented in his or her classroom. If already completed, share your “Instructional Strategies Chart” that you created during Topic 3 and ask for feedback from your mentor teacher.

Part 1: Teacher Collaboration

Below is a list of questions to address during collaboration with your mentor teacher:

  • What assessments do you use in the classroom and what are their purposes?
  • Do you use data from assessments to plan lessons? How do you organize and analyze assessment data?
  • What steps do you take in creating and implementing assessments? What are some tips you have for a new teacher learning how to create, implement, and analyze assessments?
  • When you were a new teacher, how much time did you allocate to lesson planning? Typically, how long did it take to write a lesson plan?
  • What resources do you use to supplement your instruction and/or help you plan for student-centered instruction?
  • What advice can you give me in terms of creating engaging lesson plans that involve students in the learning process?

Ask three additional questions of your own.

Use any remaining field experience time to speak with your mentor teacher and, provided permission, seek out opportunities to observe and/or assist your mentor teacher and/or work with a small group of students on instruction in the classroom.

Part 2: Reflection

In 250-500 words, summarize and reflect on your observation and collaboration and how different forms of assessment and instructional planning are implemented in the classroom. Explain how you will use your findings in your future professional practice.

With additional hours, speak with your mentor teacher and, provided permission, seek out opportunities observe and/or assist your mentor teacher and/or work with a small group of students on instruction in the classroom.

Speak with your mentor teacher about implementing a mini-lesson during Clinical Field Experience C, either to the whole class or to a small group chosen by the mentor teacher.

Submit the teacher collaboration and reflection as one deliverable.

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.

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

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

 

Instructional Strategies

Various forms of instructional strategies can be implemented in the classroom to inform instruction and create student engagement in the classroom. Instructional strategies can include direct instruction from the teacher, guided and whole group practice to make sure students understand content, and independent practice of content. These instructional strategies can be utilized across content areas.

Part 1: Instructional Strategies Chart

Select a K-8 grade level, an English language arts reading standard, and a math standard. Complete the “Instructional Strategies Chart,” providing an overview of three instructional strategies for creating learning activities in reading and math.

Write a learning objective for each standard and plan activities for each instructional strategy. Ensure the activities are aligned to the chosen ELA reading standard, math standard, and learning objectives.

Instructional strategies must include:

  • Anticipatory Set: How you will set the stage for the learning activity and create student engagement.
  • Teacher-Centered Approach: Direct Instruction (Modeling).
  • Student-Centered Approach: Inquiry-Based Learning (Guided/Whole group practice).
  • Student-Centered Approach: Cooperative Learning (Independent/Individual learning).

Part 2: Reflection

Write a 250-500 word reflection on the instructional strategies in the chart. Include responses to the following:

1. How do these strategies lend themselves to creating student engagement and promote learning in the classroom?
2. How the instructional strategies are appropriate for achieving established learning goals?
3. How you will use your findings in your future professional practice.

Support your findings with a minimum of two scholarly resources.

Submit the “Instructional Strategies Chart” and reflection as one deliverable.

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.

  • attachment

    ELM-555-RS-InstructionalStrategiesChart.docx

Comprehensive Plan for Alumni and Community Collaboration

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Comprehensive Plan for Alumni and Community Collaboration  The school exists to serve the community more than the community to serve the school. However, a mutually collaborative relationship has significant benefits to both school and community. Harnessing the support of alumni residing locally can lend significant support to this relationship. In this assignment, you will consider methods to harness the support of alumni in the creation of a mutually collaborative relationship with the community. For this assignment, the learner will continue working with the Collaborative Planning and Diagnostic Instrument included in the Rubin textbook. The learner will use the information gathered in phases 1-5 and develop a comprehensive plan for cultivating and maintaining a collaborative environment for a K-12 institution and community.  General Requirements:  Use the following information to ensure successful completion of the assignment:  • Refer to the Collaborative Planning and Diagnostic Instrument discussed in Resource 1 Planning and Assessment in the Rubin textbook. • This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. • 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 (1,250–1,500 words) in which you consider the application of the Collaborative Planning and Diagnostic Instrument offered in the Rubin textbook to the creation of a mutually collaborative relationship with the community. Include the following in your paper:  1. A research-supported discussion of how phases 6-14 could be applied to creating a mutually collaborative relationship with the community. 2. A research-based discussion of how alumni could be engaged to support the application of phases 6-14 as described above.

  • Submission Ide: 169ba5b0-08d8-4f5a-8df0-4656c366fb80

    20% SIMILARITY SCORE 7   CITATION ITEMS 8   GRAMMAR ISSUES 0   FEEDBACK COMMENT Internet Source   3% Institution   17%

    Kathleen O’Briant

    Module 7 APA.docx

     

    Summary

     1272 Words

    Running Head: COLLABORATIVE PLANNING AND DIAGNOSTIC INSTRUMENT 1

    Comprehensive Plan for Alumni and Community Collaboration

    Introduction:

    Communities and schools are often seen collaborating to achieve goals that help both

    schools and the community. The common collaboration allows the establishment of such a

    relationship that provides benefits for both parties. The basic purpose behind the collaboration

    between school and community is to ensure that the school is running smoothly and the

    community is playing its role most effectively. According to Valli, Stefanski & Jacobson (2016)

    research that school–community partnerships are currently in the forefront of place-based urban

    reform efforts. But the literature on these partnerships indicates a variety of models that require

    different commitments and resources. As the relationship between school and community

    develops, different other factors also get involved such as stakeholders, alumni, parents, etc. The

    role of alumni is very critical as the support they can offer is an excellent example of

    collaboration school expects from stakeholders, community, etc. In this regard, the Collaborative

    Planning and Diagnostic Instrument explains how this relationship can provide different benefits

    to different factors. Since this instrument is based in different stages each stage defines a

    different purpose. For instance, the use of phases 1-5 executes the comprehensive plan about

    maintaining the collaborative environment of k-12 community while 6-14 stages are to explain

    the administrative patterns, structure and how the connection of the collaboration would be. In

    short, stages 6-14 explains the collaborative relationship with the community. In this paper, not

    only the Rubin Collaborative instrument would be discussed but also how the relationship is built

    and what is the role of the alumni and how it can be improved for the sake of the community and

    school collaboration and how alumni can contribute in the collaboration methods.

    Collaborative Planning and Diagnostic Instrument by Rubin Hank

    COLLABORATIVE PLANNING AND DIAGNOSTIC INSTRUMENT 2

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    The instrument that is being used here to understand the collaboration connection

    between the K12 community and institution is known as Collaborative Planning and diagnostic

    Instrument by Rubin Hank. It consists of 14 different phases, each explaining the collaborative

     

    https://www.redbrickresearch.com/2015/10/29/the-importance-of-the-alumni-network/
    https://files.eric.ed.gov/fulltext/ED568130.pdf

     

    COLLABORATIVE PLANNING AND DIAGNOSTIC INSTRUMENT 3

    is perceived as an advantage, as specific counterarguments and agreements are brought up and

    respected. All these perspectives bring forward an advantage that when different people

    collaborate and a new wave of respect can be observed. When different opinions are there, a

    system is developed that is ready to counteract any criticism when structure development is

    being talked about.

    The real issue of collaborating is the culture that is developed through the help of stages

    8-11. Equal respect and importance should be given to all the parties involved in the

    collaboration and when they are given their due importance, they feel honored and they respond

    excellently. When such collaboration occurs, stakeholders feel importance which is not only

    cause a sense of equality but a sense of trust and open communication through both the school

    and community (Kalin & Steh, 2016). Through the collaboration culture, a space is created that

    allows the academic institutes to educate not only the students but a much larger population and

    that is due to the collaborative relationship between community and school.

    After this, the remaining stages that are 9-14, they account for the sustainability,

    renewal, and accountability of the collaboration plan that is established in the previous stages.

    Since the knowledge from the early stages is applied to the plan that is being derived in later

    stages, it enables the parties to remain involved and evaluate the outcome of the plan in terms of

    its reliability. As the knowledge is made easily available and enables the team members to take

    new orders in such a manner that new leadership is welcomed and different decisions like when

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    relationship with their differences and effective factors. The first phase is the launch of the plan.

    In this stage, the reasoning behind the relationship and collaboration is established and different

    factors are considered like individual persons who are ready to accept their responsibility in this

    collaboration. Then comes stages 2-5 that keep their focus on the development of human

    resources and the knowledge that is used as a base is derived from stage 1 that was the initiative.

    Then again, the knowledge attained from the stages 1-5, a plan is derived that is used in the 6-14

    stages. Stage 6 and 7 are related to administrative structure, stage 8-11 is involved in building a

    culture of collaboration that allows different partners to come together and stage 12-14,

    accountability, sustainability, and renewal is brought into considerations. Keeping all the stages

    in mind, stage 6-14 defines the mutual collaboration relationship with the community.

    How mutual collaboration is created

    As it is explained earlier that the first five stages of Collaborative Planning and

    Diagnostic Instrument are known as the beginning stages, stage 6-14 leads the collaboration

    process. The plan or reasoning which is given in the starting stages matured in the last 6-14

    stages. As it has been told that each stage has its benefits and work according to their demand, in

    stages 6 and 7, the system for administrators is developed and structure is finalized. The

    administration role if signalized according to the skills, abilities, and experiences along with a

    clear perspective. Here it must be remembered that when different personalities come together,

    different aspects in an agreement and counter agreements can also be perceived. It was further

    explained by Kalin & Steh (2016) as having a variety of knowledge from numerous personalities

     

     

    to implement the change or bring a change and focus on the previous goals or develop a new

    goal.

    How alumni are engaged in this process

    COLLABORATIVE PLANNING AND DIAGNOSTIC INSTRUMENT 4

    COLLABORATIVE PLANNING AND DIAGNOSTIC INSTRUMENT 5

    References

    Cannon, t. (2015). The importance of the alumni network in education. Red Brick.

    The importance of the alumni network

    Kalin, J & Steh, B. (2016). The goals and conditions of qualitative collaboration between

    elementary schools and community: A challenge for professional development. Bulgarian

    Comparative Education Society. January 2016:14.

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    Now that the role of the collaborative planning and diagnostic instrument has been

    discussed, the role of alumni will be discussed now. The role of Alumni is considered very

    critical when it comes to school and community and their collaboration. When there are active

    alumni in a community, the process of collaboration can be improved in many ways, especially

    the stages 6-14. Through alumni, different goals can be created and new policies are developed.

    Alumni present forward their knowledge and support and improvise the collaboration process.

    When a school invests in alumni that are active in the community, the response is support

    and loyalty along with the reference to the future goals and new decisions. It is furthermore

    established that due to the possibility of having such a line of communication with alumni is the

    number one initiative of the process due to them being able to offer services and resources

    throughout the community (Cannon, 2015).

    As alumni play their role in the local school and also in the community, they promise a

    unique set of skills and experience. When such planning is done, different parties, start showing

    their trust in the program and collaboration is considered a success. According to Cannon (2015),

    alumni effectively ensure that collaboration impels accountability as it is a crucial part of this

    final phase. The support of the sustainability of the program contributes to the simple fact that

    alumni are engaged. Lastly, the knowledge contributed to either the reflection of the organization

    or a renewal phase will always maintain engagement. Their knowledge consists of previous

    successes or failures in which they once played a part in and can help guide the efforts of

    collaboration. Outcomes and support among the organization are due to the engagement of the

    alumni collaboration.

     

     

    https://files.eric.ed.gov/fulltext/ED568130.pdf

    Valli, L., Stefanski, A., & Jacobson, R. (2016). Typologizing school–community partnerships: A

    framework for analysis and action. Urban Education, 51(7), 719-747.

Qualitative Coding

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Part 1

Select a dataset. It can be five to six articles, or a dataset from SAGE Research Methods. Code 10 passages from that dataset. Cut and paste those passages, along with how you coded them and submit them in a Word document

part 2

Using the same dataset you used in assignment A, select similarly coded passages, and give me a write-up (500 words) of how you think those passages are significant in the larger context of the dataset.

guideline

I’m wondering if you might want to go with a simpler approach to complete part A. Instead of trying to get Excel to perform as many tricks, maybe just code your passages for assignment A manually? Simply go through your data and code each sentence by making a notation on the side of the document. That would satisfy the requirements of the assignment, and save you a lot of headaches.

For part2 you will take 10 statements which have the same code assigned to them and paste the sentences into the same document. Once you have all of those statements in a single document, see if you can find any patterns in them, and/or why they are meaningful to the text as a whole.

For example: I chose to pull 10 sentences which I code as discussing “learning strengths and deficits”. These statements come from many different articles. A pattern that I noticed was that articles focused more on deficits than strengths. Another pattern I noticed was that instruction was planned around deficits rather than strengths. From these two patterns I recognized that authors tended towards a deficits-based approach to education.