Category: Education

Purpose:  The primary purpose of this paper is to help you get started on formalizing your personal philosophy about the role of theories and models in student  development.  Hopefully, as you continue to read and research the many theories and models covered in this course, there are some that are resonating with you both personally and professionally.  These are the ones to focus on for your paper. Take these theories and models and personalize them into a formal statement of your philosophy of their application for the purpose of student development.
It is understood that your personal philosophy of student development theory is emerging and not fully developed.  I do not expect you write as if you have years of experience with using theory in student services.  Each student in the class has varying  years of experience in their fields of work.  You are only expected to write of your experience as it exists now in light of your new knowledge of student development theory and what you foresee at this point going forward.
Content:  You do not have to include every type of theory covered in the course.  Focus on selected theories and models that resonate with you.  Organize your content in a logical manner that explains your emerging personal philosophy about the role of the selected theories and models in your current or future work in student services and student development.  This paper should be your own words expressing your personal philosophy.  However, a limited number of direct quotes are fine when helpful in explaining your personal philosophy. 
Style/Format:  This will be your only project in the course that requires APA style (seventh edition) from start to finish.  Each page of the body of the paper (the body is everything except the title page and  reference page) should be filled only with sentences and paragraphs.  Avoid bullet lists, illustrations, tables,  or anything else that takes up space within the margins of the pages other than your full sentences and paragraphs.  
TECHNICAL REQUIREMENTS
APA style (seventh edition) on all pages
Minimum length: seven full pages 
Maximum length: nine full pages
Must have title page and reference page (both pages count toward the seven to nine total pages)
Times New Roman, 12-point

Research Question: 
How does the implementation of Progress Learning software impact academic achievement in a middle school science classroom? 
The purpose of this assignment is to write a full research proposal. This proposal will include the sections developed for Assignment I, along with the feedback provided for this assignment. Additionally, Assignment II will include two new sections: Methods, and Scholarly Significance and Limitations. Therefore, your proposal will include the following subtitles:
Introduction
Objectives
Literature Review
Methods
Scholarly Significance and Limitations
The entire narrative will be approximately 7-9 pages long (excluding the title page and references) and will follow the APA writing and formatting guidelines. A template for the proposal and the grading rubric are provided below. The template provides only guidelines for the narrative. The template follows the structure of a quantitative study. The subheadings in the template should be changed accordingly for qualitative, or mixed methods studies.

Leadership traits and practices will be examined in light of Scriptural insight and understanding. You will review the prompts below and assigned Scripture readings. You will then demonstrate understanding of leadership principles and Scriptural insight along with practical application to current or future leadership roles. Both assessments will be between 1–2 pages in length, not counting the cover or reference pages and written in current APA format.
The Learn material for this module reviewed 6 areas leaders need to consider as they develop and communicate their vision to others. These, of course, can and should be applied within curriculum leadership positions. After familiarizing yourself with the Learn material, review the Gospel of Mark.
See if you can identify where Jesus addressed each of these areas when he spoke to his followers (reference chapter and verse of the Gospel of Mark). Why did you select these Scriptural references? Does your organization or institution have a vision or mission statement? If so, what is it and how does it compare to what you have learned about developing and communicating a vision? If not, how would you like the vision or mission statement to read (try to incorporate key areas of developing a vision for your followers making it both motivational and challenging)?
Provided examples please don’t plagerize…

Research the legal landscape (federal and state), and determine what legal protections are available to LGBTQ+ students. Reach out to your building principal, and/or Title IX coordinator to determine local procedures. Then write a paper that outlines: 
The legal position in your state (I am in Texas
Applicable federal requirements 
Local implementation procedures and ways to stay informed regarding the law.  
What challenges (legal or otherwise) might you foresee? 
Personal Approach: How will you comply with the laws in a way that respects the laws and creates a supportive and respectful learning environment for LGBTQ+students? 
An exemplary submission includes a citation of a current news article describing the case or debate. 

Using Bourdieu’s framework (preferrably symblic violence, fields, habitus and capital) to understand how intercultural education operates to sustain social advantages through relations of domination in an Australian context. 
Makre reference to the Australian Curriculum’s Intercultural understand capabilities and other components of the curriculum.
https://v9.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/intercultural-understanding?element=0&sub-element=0
Also look at other forms of social capitals like social class. 

Choose a historical event and create a timeline or concept map for the event. Search the Internet and/or other published documents for information on the event or topic. Find and read three historical fiction picture books or one novel on the event. Create a chart about how accurately and completely this book(s) tells the story of the actual historical event (e.g. websites and citations). Include a short comparison of the book(s) and the historical elements for the event. Provide personal as well as critical responses. Include the citations for the children’s books you use as well as the citations for the historically accurate information that you found on the event or topic. Submit a copy electronically in Canvas by the
due date.

From chapter 3 (pg. 38) in your “workbook” please work through the “setting goals” worksheet with your portage’” 
Textbooks: Nolan M., 2008. Mentoring Coaching and Leadership in Early Care and Education 1st edition. Cengage Learning by
Nolan M., 2008.
supporting teachers as learners : a guide for mentor and coaches in early care and education washingtong DC, American federation of teachers
(Sorry I’m not sure which textbook the worksheet is in)
Supporting Mentoring Coaching and Leadership in Early Care and Education Cengage Learning Cengage LearningNolan M., 2008. Mentoring Coaching and Leadership in Early Care and Education 

Assignment: Collaborative Leadership in Education
Standard: 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 collaboratively lead, design, and implement a school mission, vision, and process for continuous improvement that reflects a core set of values and priorities that include data use, technology, equity, diversity, digital citizenship, and community.
Introduction
As aspiring educational leaders, it is essential to understand the critical role of collaborative leadership in promoting student and adult success. This assignment focuses on developing your skills and knowledge to collaboratively lead, design, and implement a school mission, vision, and continuous improvement process. We will explore key components such as data use, technology integration, equity, diversity, digital citizenship, and community engagement.
Assignment Overview
Your task is to create a comprehensive three-page assignment that addresses the following aspects:
1. Collaborative Leadership Foundations (Page 1)
Define collaborative leadership and its significance in educational settings.
Identify the stakeholders who need to be part of the collaborative process.
Why are they significant members?
Explore the benefits of collaborative decision-making and problem-solving.
Discuss how collaborative leadership contributes to student achievement and staff well-being.
2. Designing a School Mission and Vision (Page 2)
Explain the importance of a clear mission and vision for a hypothetical school.
Collaboratively develop a mission statement that reflects shared values and priorities for your hypothetical school.
Collaboratively create a compelling vision statement that inspires stakeholders and aligns with the hypothetical school’s goals.
3. Implementing Continuous Improvement Processes (Page 3)
Describe the continuous improvement cycle (Plan-Do-Study-Act) and its relevance.
Identify key data sources (quantitative and qualitative) for informed decision-making.
Propose strategies for integrating technology, promoting equity, fostering diversity, and nurturing digital citizenship.
Explore community engagement practices that enhance collaboration and strengthen school-community partnerships.
Guidelines
Incorporate and reference relevant research and scholarly articles to support your arguments.
Consider real-world examples and case studies to illustrate collaborative leadership practices.
Reflect on your own experiences and growth as a collaborative leader.
Use APA formatting for citations and references.
Remember, effective collaborative leadership is not about individual heroics; it’s about empowering a collective effort to create positive change. 
https://docs.google.com/document/d/1k9uQYikK00_iX9nPSYQXxgTPh9obW9vPuOSvmqLYIgQ/copy

I have attached the instructions, rubric, and the template for the assignment. I have also attached my last assignment which was a teachers plan (syllabus) that way you can see the subject I am teaching is strength and conditioning. 

Option 1: Teaching Portfolio
Whether you are a new teacher or have been teaching for years, a portfolio enables you to capture and document your teaching. Creating a portfolio can help you document your teaching and reflect on your beliefs, values, and practice. In addition, many people who apply for positions that involve teaching are asked to provide “evidence of teaching effectiveness.” For this project option you will create a basic portfolio that you may be able to build on and/or adapt or draw on later. Your portfolio can take the form of a blog, other kind of website or dossier.
Your portfolio should include:
a short biography and your connection with teaching
a statement of teaching philosophy that:
summarizes your beliefs and values about education, teaching and learning and a reflection on how your own experiences of education, teaching and learning have informed these beliefs and values, and
discusses a philosoph(ies) and teaching perspective(s) that best capture your views on teaching and learning
an analysis of the kinds of pedagogies related to learning activities and student assessment you use or would use to enact your teaching philosoph(ies) and perspective(s)
a discussion about concrete ways you are working on to become a critically reflective teacher.
It is essential that you draw on relevant course materials and additional resources (with proper citations) to inform your reflection, analysis, and discussion throughout your teaching portfolio. Use at least three course materials and two additional resources (optional course materials or self-directed researched materials).
Regardless of the format you choose for your portfolio (blog, other kind of website or dossier), your portfolio should include written text, visuals, and may include videos/audios. While you can organize the portfolio as you wish, it should have at least 3-5 separate, linked webpages (in a blog, other kind of website) or sections (in a dossier) and be 1,200–1,500 words (see the Late Assignments and Word Limits section about the penalty for going under or over the word limit).
What to submit? For the blog/website, submit only the link to the portfolio. Please do not upload a video file in Canvas. For the dossier, submit it as a Word file of the portfolio – no PDF files, please!
Assessment Criteria
Address all the elements listed above.
Demonstrate evidence of accuracy and depth of understanding, analysis, and insights (moving beyond description).
Connect with course ideas and draw on course materials and additional resources in an effective and meaningful way.
Make an effective use of a variety of visuals and/or videos/audios to enhance its quality and make it look appealing (it is not necessary to include visuals if your portfolio is a dossier format).
Well organized/presented and easy to follow, with a proper cover page included.
The text is clearly written, proofread, and edited.
In-text citations and references follow correct APA style (see the References section for a resource on APA style).
Course material: 
Kee, Y. (2007). Adult learning from a Confucian way of thinking. In S. B. Merriam (Ed.), Non-western perspectives on learning and knowing (pp. 153-172). Malabar, FL: Krieger Publishing Co.
Nafukho, F. M. (2006). Ubuntu worldview: A traditional African view of adult learning in the workplace. Advances in Developing Human Resources, 8(3), 408-415.
Nave, L. (Host). (2020, August 4). Whole-student learning online with Michelle Pacansky-Brock (No.42) [Audio podcast episode]. In Think UDL. https://thinkudl.org/episodes/whole-student-learning-online-with-michelle-pacansky-brockLinks to an external site.
Raffo, D. M., Brinthaupt, T. M., Fisher, L. S., & Garnder, J. G. (2020). The courage to teach well online. Transformative Dialogues: Teaching and Learning Journal, 13(2) 35-45.
Dirkx, J. (2008). The meaning and role of emotions in adult learning. New Directions for Adult and Continuing Education, 120, 7-18.
Hanson, C., & Jaffe, J. (2020). Chapter 36: Decolonizing adult education. In T. S. Rocco, M. C. Smith, R. C. Mizzi, L. R. Merriweather, & J. D. Hawley (Eds.), The handbook of adult and continuing education (pp. 341-349). Sterling, VA: Stylus Publishing.