Category: Education

As pointed out in your text, ensuring counselor competence is an ongoing responsibility for every counselor. Go to your particular state board’s website and look up cases of counselor’s who were disciplined by the board. You may want to look under such terms as “case decisions,” enforcement actions,” “actions taken by board,” or “discipline.” If you cannot find your particular state’s disciplinary decisions, then pick another state. Look over the cases that have come before your state board and answer all of the following questions:
During your search, what are the most common reasons for the board to discipline a counselor?
From this list, choose one of the more recent board cases and discuss the following points:
What was the behavior that led to the discipline?
Identify and share the ACA Code of Ethics or ASCA Ethical Standards for School Counselors and your State Code that was violated.
What was the outcome of the board discipline?
What is your personal reaction as you read this information?
What does the ACA Code of Ethics and the ASCA Ethical Standards for School Counselors say about counselor impairment?
Describe what counselor impairment looks like in a school counselor and how it impacts students.
What self-care strategies can you employ today to minimize your risk of impairment as an emerging school counselor?
My state is North Carolina.

What does the Gospel of Luke teach about the person and work of Jesus, particularly during his earthly ministry, as presented in chapters 4-21? What are the major themes or emphases found in Luke? How might these characteristics benefit educators as practitioners?  *In addition, pose a question to the group at the end of your post. 

From the framework of behaviorism and cognitivism,  compare and contrast 
one behavioral theory(operant conditioning) and one cognitive theory of learning (cognitive load theory). Present this with a thesis statement (in italics) in the first paragraph, which is the product of critical thinking after doing research. Include supporting arguments in the following paragraphs. The theories may be applied to learning in classroom or online. Include an Introduction, Main body and Conclusion. Use 10 references including 1 from the book by Ormrod, Human Learning . 

Part 1 Requirements:
Cover page for your project: Infant/Toddler Teacher Handbook
Section Divider page – The Infant and Environment
Create a page for each topic below.  Each page will have the title of the page, a summary of the requirements, per Georgia rules and regulations, and a picture showing an example. 
Diapering areas and practices
Equipment and Toys – Include specific equipment and toys, based on what you learned in the videos and articles. What physical features are important?
Physical plant – Include requirements for indoor and outdoor spaces with specific examples.
Playgrounds – Include specific equipment and toys
Safe sleeping and resting requirements
Draw or use an online tool to create a diagram of an infant classroom, a toddler classroom, and a preschool classroom.  There should be 3 different diagrams.
A works cited page for this section
Requirements for Section 2
Cover page for Developmentally Appropriate Experiences for Infants section of plan with picture/graphic
2 DAP experiences for birth to one-year-olds for the Physical Development and Motor Skills (PDM) domain. Include a picture/graphic for an Outstanding rating on the rubric.
2 DAP experiences for birth to one-year-olds for the Social and Emotional (SED) domain. Include a picture/graphic for an Outstanding rating on the rubric.
2 DAP experiences for birth to one-year-olds for the Approaches to Play and Learning (APL) domain. Include a picture/graphic for an Outstanding rating on the rubric.
2 DAP experiences for birth to one-year-olds for the Communication, Language, and Literacy (CLL) domain. Include a picture/graphic for an Outstanding rating on the rubric.
1 DAP experience per sub-domain below for birth to one-year-olds for the Cognitive Development (CD) domain. Include a picture/graphic for an Outstanding rating on the rubric.
Math (CD-MA)
Science (CD-SC)
Social Studies (CD-SS)
Creative Development (CD-CR)
Cognitive Processes (CD-CP)
A works cited page for this section
Infant/Toddler Handbook Section 3 : Developmentally Appropriate Experiences for Toddlers
For this section of the Infant/Toddler handbook, you will create sample, high-quality DAP experiences for toddlers.  
Using the GELDS, resources in the Projects folder, and any other resources you may want to use, you will plan Developmentally Appropriate experiences for toddlers as indicated in the bullet points below. You must use the attached template, one per activity plan. Be sure to complete ALL sections of the template. Type in the boxes provided under each heading. The boxes will expand as you type.
Requirements for Section 3:
Cover page for Developmentally Appropriate Experiences for Toddlers section of plan with picture/graphic
2 DAP experiences for 12-24 months for the Physical Development and Motor Skills (PDM) domain. Include a picture/graphic for an Outstanding rating on the rubric.
2 DAP experiences for 12-24 months for the Social and Emotional (SED) domain. Include a picture/graphic for an Outstanding rating on the rubric.
2 DAP experiences for 12-24 months for the Approaches to Play and Learning (APL) domain. Include a picture/graphic for an Outstanding rating on the rubric.
2 DAP experiences for 12-24 months for the Communication, Language, and Literacy (CLL) domain. Include a picture/graphic for an Outstanding rating on the rubric.
1 DAP experience per sub-domain below for 12-24 months for the Cognitive Development (CD) domain. Include a picture/graphic for an Outstanding rating on the rubric.
Math (CD-MA)
Science (CD-SC)
Social Studies (CD-SS)
Creative Development (CD-CR)
Cognitive Processes (CD-CP)
A works cited page for this section
Requirements for Section 4:
Cover page for Developmentally Appropriate Experiences for Two-Year-Olds section of plan with picture/graphic
2 DAP experiences for 24-36 months for the Physical Development and Motor Skills (PDM) domain. Include a picture/graphic for an Outstanding rating on the rubric.
2 DAP experiences for 24-36 months for the Social and Emotional (SED) domain. Include a picture/graphic for an Outstanding rating on the rubric.
2 DAP experiences for 24-36 months for the Approaches to Play and Learning (APL) domain. Include a picture/graphic for an Outstanding rating on the rubric.
2 DAP experiences for  24-36 months for the Communication, Language, and Literacy (CLL) domain. Include a picture/graphic for an Outstanding rating on the rubric.
1 DAP experience per sub-domain below for birth to 24-36 months for the Cognitive Development (CD) domain. Include a picture/graphic for an Outstanding rating on the rubric.
Math (CD-MA)
Science (CD-SC)
Social Studies (CD-SS)
Creative Development (CD-CR)
Cognitive Processes (CD-CP)
A works cited page for this section
For this section of the Infant/Toddler handbook, you will create sample, high-quality DAP experiences for three-year-olds.  
Using the GELDS, resources in the Projects folder, and any other resources you may want to use, you will plan Developmentally Appropriate experiences for three-year-olds as indicated in the bullet points below. You must use the attached template, one per activity plan. Be sure to complete ALL sections of the template. Type in the boxes provided under each heading. The boxes will expand as you type.
Requirements for Section 5:
Cover page for Developmentally Appropriate Experiences for Three-year-olds section of plan with picture/graphic
2 DAP experiences for 36-48 months for the Physical Development and Motor Skills (PDM) domain. Include a picture/graphic for an Outstanding rating on the rubric.
2 DAP experiences for 36-48 months for the Social and Emotional (SED) domain. Include a picture/graphic for an Outstanding rating on the rubric.
2 DAP experiences for 36-48 months for the Approaches to Play and Learning (APL) domain. Include a picture/graphic for an Outstanding rating on the rubric.
2 DAP experiences for 36-48 months for the Communication, Language, and Literacy (CLL) domain. Include a picture/graphic for an Outstanding rating on the rubric.
1 DAP experience per sub-domain below for 36-48 months for the Cognitive Development (CD) domain. Include a picture/graphic for an Outstanding rating on the rubric.
Math (CD-MA)
Science (CD-SC)
Social Studies (CD-SS)
Creative Development (CD-CR)
Cognitive Processes (CD-CP)
A works cited page for this section
For this section of the Infant/Toddler handbook, you will create a sample schedule for infants,one-year-olds, two-year-olds, and three-year-olds (Total of FOUR schedules). 
Review the information in the Schedules for Infant & Toddler Programs document.  Use the Day Care Daily Schedule as an example of the format you will use.  Be sure to include details similar to those provided in this sample schedule to reflect classroom routines and all domain areas: Physical, Cognitive, Social/Emotional.
Requirements for Section 6
Cover page for Routines, Schedules, and Transitions section of plan with picture/graphic
Activities by time for the entire day – One document per age group: Infants, one-year-olds, two-year-olds, and three-year-olds
A page with sample transition activities to move from one activity to the next (song, signal, movement, etc.)
Arrival
Diapering and Toileting
Feeding, Snacks, Mealtimes
Nap and Rest Time
Play and Curriculum Times
Group Time
Outdoor Play
Departure and Good-bye
A works cited page for this section
Infant/Toddler Handbook Section 7: Partnering With Parents
For this section of the Infant/Toddler handbook, you will create activity plans for partnering with parents. Review the information in Module 9.
Review the following resources:
NAEYC: Principles of Effective Family Engagement
Family Engagement Activities
40 Ideas to Get Parents Involved in Your Childcare Program
Use the attached template for your activity plans.
Requirements for Section 7
Cover page for Partnering With Parents section of plan with picture/graphic
5 Center-based activities for parents
A works cited page for this section
Infant/Toddler Handbook DAP Activities and Section 6 Updates:
For each of your schedules, add modifications to each section for a child with a disability as follows:
Infants: You have an infant with a hearing disability. Add modifications for this child to your infant schedule.
One-year-olds: You have a toddler with a visual impairment. Add modifications for this child to your one-year-old schedule.
Two-year-olds: You have a two-year-old with a physical disability that requires the use of a mobility device. Add modifications for this child to your two-year-old schedule.
Three-year-olds: You have a three-year-old with a language processing delay. He has difficulty following directions given orally. Add modifications for this child to your three-year-old schedule.
Additionally, select ONE of your activity plans from each age group to modify for the same children listed above. You should have a total of FOUR activity plans that have been modified as follows:
Infants: You have an infant with a hearing disability. Add modifications for this child to an activity plan.
One-year-olds: You have a toddler with a visual impairment. Add modifications for this child to an activity plan for a one-year-old.
Two-year-olds: You have a two-year-old with a physical disability that requires the use of a mobility device. Add modifications for this child to an activity plan.
Three-year-olds: You have a three-year-old with a language processing delay. He has difficulty following directions given orally. Add modifications for this child to an activity plan.
Browse to upload modified schedules and activity plans.

Will attach directions. I am doing my final research proposal on Can Positive Teacher-Student Relationships Create A Supportive Learning Environment

Syllabus
This course
thoroughly examines the issue of change in modern, learning organizations. In
an era wherein, technology and other social and cultural shifts have created
uniquely fluid environments, this course examines the leadership capacity to
anticipate, plan for, and in some cases respond to the inevitable arc of
change. Change requires uniquely specific leadership behaviors and system
organization and orientation. This course will examine the thought processes
required and the preferred structures and approaches regarding this
ever-present and all important strategic organizational reference point. The
topic of change will be evaluated from both the theoretical and
application-based perspective.
Every
course you take should provide the knowledge and skills useful in the real
world. Not every course will directly link to every task you perform in your
current employment. Still, data finding and gathering skills, data analysis,
critical thinking, and writing skills are all needed to convince someone that
you can think critically and solve problems. Your ability to pull together
and leverage information, insights, and lessons from several disparate
disciplines in novel ways could be needed to stay ahead of your competition and
give you a competitive edge. We start the creation of every course with a set
of core elements tied to program goals, objectives, and outcomes for the
university and the school. Other elements provide breadth, depth, and opportunities
to explore and practice. The more you know and share with your professor and
colleagues, the more you gain from this course.
Start by
reading and following these instructions:
Examine the course
syllabus found by clicking the Syllabus
Analyze one real-world
event or recent news story from the last 12 months that you believe
demonstrates the topics covered in this course. 
Interpret how this event
ties to the new learning in the course.
Construct an
opinion and defend your position about how this
real-world event or news story applies to the upcoming course content
providing at least three examples of why you believe the event connects to
the topics of this course. Discuss why/how the knowledge and skills provided
by this course are relevant to you.

Hi this assignment is a Discussion board, the file has further instructions. 
There’s no need for sitations but it has to be 100 words or more. 
Plagiarism free please. 
If you have any questions please let me know as soon as possible. 

Research technology-based resources that support math instruction.
Select 6 technology-based resources appropriate for pre-K through Grade 3 classrooms. At least one of these resources must reinforce problem-solving skills.
Create an 8- to 10-slide presentation on your selected technology resources.
Include the following in your presentation:
Title of each resource
Site address or URL for each resource
Grade level that is appropriate for the use of each resource
How each resource might be used to reinforce mathematics skills
Appropriate use of each resource for diverse learners
Benefits and limitations of each resource
How educators can advocate, model, and teach the responsible and ethical use of technology to their students
A list of references used to create the presentation
Speaker notes

https://express.adobe.com/page/bHY40h9V1StZt/
Now that you have reviewed the scenario, prepare to apply the legal doctrines and case law from the course. 
To successfully complete the assessment, you need do the following:
Analyze the legal aspects of the scenario. In your analysis, include the rights of the student, parents, and school under the Individuals with Disabilities Education Act (IDEA).
As the principal, what recommendations would you make for Eric’s placement and services? What factors influence your recommendations?
Competencies
Use effective writing and composition skills to achieve desired results and/or school goals. (1.3d)
Demonstrate the capacity to evaluate the impact of policies, addressing when a decision disproportionately impacts a historically marginalized group. (3.5a)
Evaluate, communicate about, and advocate for ethical and legal decisions. (3.5b)
Checklist for Success
Before you must ensure high-quality responses: 
Refer back to the course competencies and school law readings for this assessment to formulate your paper so that you are demonstrating your understanding of the different leadership behaviors and legal doctrines discussed throughout the course. 
Use the language of the competencies to help formulate your answers. Ask yourself, “Does my work showcase my understanding and application of this leadership behavior?”
Please include references and citations, specifically of case law and course materials, throughout your submission.
https://sites.ed.gov/idea/regs/b/a/300.8

What does the future of technology look like in education?
Write a  6-8 page reflection paper on where you see as the future of educational technology for the next five years. As educators, what ethical considerations should be given to the use of technology in schools.
Although this work is based upon your personal impressions of where the world of educational technology is heading, it must be grounded in peer-reviewed literature, innovations, and technological possibilities.
Your paper must include at least five peer-reviewed journal articles, synthesized the literature using APA 7 (no plagiarism or AI use), cited appropriately using APA 7 style, organized with appropriate use of APA 7 level headings, and include a Reference page using APA 7.