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Education homework help

 You are to start writing your body paragraphs. For this week’s assignment I wou

 You are to start writing your body paragraphs. For this week’s assignment I would like one of the topics that you chose in your thesis statement to be written about 

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In order to provide effective professional development, feedback is needed. This

In order to provide effective professional development, feedback is needed. This assignment asks that you share your professional development presentation with your principal mentor and obtain feedback so that you can improve the session.
Allocate at least 2 hours in the field to support this field experience.
Share the professional development presentation and evaluation with your principal mentor. Ask your principal mentor for specific feedback on how you could improve the session, engage teachers, and create accountability.
Additionally, share your presentation and evaluation with a peer or similar grade-level teacher. Ask them to review your presentation and discuss with them how it would be presented to a group. Use the evaluation as a guide to explore how you could improve the professional development.  
Use any remaining field experience hours to assist the principal mentor and, provided permission, seek opportunities to observe and/or assist the principal mentor.
Complete a 250-500 word reflection on your experiences. Incorporate PSEL Standards 6 and 7 into your reflection, along with any additional PSEL standards you choose, and describe how you will apply what you have learned to your future professional practice.
Submit your reflection along with your notes from each interview as one deliverable.
APA format is not required for the body of this assignment, but solid academic writing is expected. The PSEL standards should be referenced using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

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Imagine you are the classroom teacher for the following students: Three studen

Imagine you are the classroom teacher for the following students:
Three students with specific learning disabilities in the area of reading
One student who has been diagnosed with ASD
Two students who have emotional and behavioral disorders that affect their academics in all areas
Two students with mild intellectual disabilities
One student who is speech and language impaired and is struggling with reading
One student who was retained and is repeating fifth grade
One new student whose records have not yet arrived, but who reports that this year is his second time in fifth grade
All of your students are decoding and comprehending at a second to third grade reading level. All attend general education classes for at least part of the day. Ten of the 11 students show an interest in science and nonfiction texts, while one female student adores princesses and detests all the topics the other students enjoy.
Review Appendix B of the Common Core Standards and select a fifth grade exemplar informational text focused on science.
Using the “COE Lesson Plan Template,” create a cross-curricular science and ELA lesson plan designed to meet the diverse needs of the students in your class. The lesson should align to fifth grade science and ELA standards. When designing the lesson, formulate an outcome that encompasses both of the selected standards and identify how you will assess the outcome. On the lesson plan, the following should be clearly identified:
Fifth grade exemplar informational text that is focused on science and is the subject of the lesson
Common Core Standard or other state standards specific to science and ELA
High and/or low-tech assistive technology that can be utilized during instruction or as part of the lesson’s summative assessment to enhance language development and communication skills
In the “Rationale/Reflections” section of the “COE Lesson Plan Template,” write a 250-500 word rationale that addresses the following:
Explain how you selected the standards and brought them together to formulate the lesson outcome.
Explain your instructional choices by discussing how the lesson helps students develop skills in both science and ELA and helps them work on mastering the identified standards.
Justify the formative and summative assessments you will use in the lesson by explaining how they assess the lesson outcome.
Explain how you will provide students with disabilities feedback on their formative assessments to help them prepare for summative assessments related to the lesson.

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  Question 1 Pick three separate topics from Unit 3 to help you identify and a

 
Question 1
Pick three separate topics from Unit 3 to help you identify and analyze CONSTRUCTIVE interpersonal communication practices and influences. For each topic, use at least three sentences to define the topic/term/concept and then discuss how or why that topic/term/concept represents a best communication practice that would be good to model, or is a positive influence to interpersonal communication, or is a piece of information that helps us better understand and navigate interpersonal relationships.
Question 2
Pick three separate topics from Unit 3 to help you identify and analyze DESTRUCTIVE interpersonal communication practices and influences. For each topic, use at least three sentences to define the topic/term/concept and then discuss how or why that topic/term/concept represents a destructive or problematic communication practice that should be avoided if possible, or is a negative influence to interpersonal communication, or is a piece of information that helps us better understand interpersonal problems.

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1) How do I define the concepts of Diversity, Equity, and Inclusion in education

1) How do I define the concepts of Diversity, Equity, and Inclusion in education?  
2a) What changes in education do I see as important as we address issues of diversity, equity, inclusion in striving for justice in teaching and learning?   
b) What must change in how my discipline is taught? Where are the barriers, exclusions, or oppressions of learners and learning that we must change?
c) What must change in our legacy teaching methods? How do current methods exclude many learners or block optimum learning? What do you know from learning science that supports your perspectives?
3) How do some of my own experiences inform my stance on diversity, inclusion, and equity in education? How did I come to be aware of my positionality (privileges, oppressions, opportunities, barriers)?
4a) How do I practice justice in education in my approach to designing curricula, learning environments, and processes in teaching my discipline?  
b) What are my guiding values and principles?
c) What specific strategies do I use to ensure all voices are invited, honored, and supported in my curricula materials and class engagement?
5a)How do I engage with DEI work beyond the classroom at campus level as well as in scholarly or professional spaces?
b) How and why do I engage formally and informally with campus resources and initiatives that support DEI?  
c) In what ways am I an ally to students and an advocate for greater inclusion and equity on campus? 
d) What are some issues with respect to DEI in my discipline with regard to research/scholarship and in teaching? 
e) As an educator in my discipline, how do I keep myself informed of conversations about and professional development in ethical teaching innovations? 
f) As a scholar and researcher, how do I engage DEI principles in methods and in representing broader populations and ways of knowing and articulating scholarship?  
6) Write a short elevator pitch or summary of your stance in addressing issues of Diversity, inclusion, and Equity as an ethical educator. Imagine that you have been asked at an interview what your position is about diversity, inclusion, and equity and you have just a few moments to communicate it. This elevator pitch is also something you can add to your syllabus and to your professional website

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Allocate at least 4.5 hours in the field to support this field experience.  Obse

Allocate at least 4.5 hours in the field to support this field experience. 
Observe a certified special educator in the setting of your choice (inclusion, resource, self-contained, etc.), consistent with your choice from Clinical Field Experience A.
Observe the delivery of two or more lessons and take notes on the types of assessments the teacher uses, how data is gathered, and how the data the teacher gathers is used. Consider all types of assessments, even those that are very informal such as signals for understanding, questioning techniques, and group and independent work.
After you observe and take notes, meet with the certified special educator to ask the following questions:
What types of formal data are you provided regarding your students?
What types of formal and informal data did you plan to collect during the lessons?
How do you collect data? How do you store it?
What do you use this data for?
When do you revisit the data?
When and how do you share data with students? Teachers? Parents? Other service providers?
How often do you assess students in a typical lesson?
Which types of data do you find most useful? Why?
Use any remaining field experience hours to assist the mentor in providing instruction and support to the class.
Reflect upon your observations, interview, and collaboration in a 250-500 word summary, address the following:
Explain how the teacher’s use of formal and informal data correlates with your recent research on data collection and use.
Explain how you will use your findings in your future professional practice.
Support your findings with feedback from your mentor and at least one scholarly resource.

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Part 1: Present Level of Academic Achievement and Functional Performance (PLAAFP

Part 1: Present Level of Academic Achievement and Functional Performance (PLAAFP)
Review the “Ana Case Study” and use the information provided to write a 250-500 word PLAAFP summary for Ana.
Your PLAAFP should include:
Student academic strengths
Evaluations
Performance in classes
Potential influences of language, culture, and family background
Strengths, preferences, and interests in nonacademic areas
Any other relevant issues
Part 2: Annual Goals
Consider the information from the “Ana Case Study” and write two measurable academic goals and two measurable behavioral goals for Ana. Each goal should include:
A specific, measurable skill or behavior to be achieved.
A baseline level of mastery for each goal.
A specific measure to determine if the goals have been achieved.
A specific method describing how progress will be monitored.
A schedule for when progress will be measured.
Part 3: Rationale
Provide a 500-750 word rationale that addresses the following:
Clearly defend why each annual goal, assessment tool or strategy, and action steps are appropriate for Ana based on the information and data in the PLAAFP.
Using the “College of Education Professional Dispositions of Learners,” identify a disposition that you, as a special education teacher, would want to especially demonstrate with Ana and her family. Explain how this disposition would assist you in incorporating Ana’s language, culture, and family background into planning and delivering instruction that meets Ana’s academic and social-emotional development needs.
Identify specific steps you would recommend to Ana, her parents/guardians, and the IEP team for Ana to accomplish her goals.
Submit the PLAAFP, annual goals, and rationale as a single Word document.

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  Question 1 Pick three separate topics from Unit 4 to help you identify and a

 
Question 1
Pick three separate topics from Unit 4 to help you identify and analyze CONSTRUCTIVE organizational communication practices and influences. For each topic, use at least three sentences to define the topic/term/concept and then discuss how or why that topic/term/concept represents a best communication practice that would be good to model, or is a positive influence to organizational communication, or is a piece of information that helps us better understand and navigate organizational communication and relationships.
Question 2
Pick three separate topics from Unit 4 to help you identify and analyze DESTRUCTIVE organizational communication practices and influences. For each topic, use at least three sentences to define the topic/term/concept and then discuss how or why topic/term/concept represents a destructive or problematic communication practice that should be avoided if possible, or is a negative influence to organizational communication, or is a piece of information that helps us better understand organizational problems.

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  Informal observations are brief observations that are not necessarily part of

 
Informal observations are brief observations that are not necessarily part of the formal evaluation process. As a school administrator and primary instructional coach, you will conduct informal and formal observations. Informal observations allow you to take the pulse of the school by giving you a glimpse of what is happening across classrooms daily.
Allocate at least 1 hour in the field to support this field experience.
Coordinate with your principal mentor to observe and collaborate on the process related to informally and formally observing teachers. Review the evaluation tool used at your site before addressing the following with your mentor:
What are your strategies for conducting informal observations?
How often do you conduct informal and formal observations?
What is your strategy for providing feedback?
Continue to collaborate with your principal mentor to conduct two short informal observations of two teachers during their instructional time. Each observation should be approximately 10 minutes long and focus on the effectiveness of instruction and quality of the instructional environment, as well as anything about the tool used at your site. If a tool is not used, follow the lead of your principal mentor as to how informal observations are recorded. Compare your observations and observation notes with your principal mentor, and discuss your findings to determine inter-rater reliability.
Use any time remaining from this field experience assignment to assist the principal mentor and, provided permission, seek opportunities to observe and/or assist the principal mentor.
In 250-500 words, summarize and reflect on the observation process, and your experience conducting the informal observations. Incorporate PSEL Standard 6 into your reflection and how it relates to the teacher coaching development process. Describe how you will apply what you have learned to your future professional practice.
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. A link to the LopesWrite Technical Support Articles is located in Class Resources if you need assistance.

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 Licensure represents the ability to practice under the title of social worker.

 Licensure represents the ability to practice under the title of social worker. Each state regulates the profession and sets the requirements to be licensed to practice in that state.