My Blog

Tag: Education

  • [Solved] Discussion 2

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    **files (1)** – ## Discussion2.docx **## Discussion2.docx** Discussion: HR as a Competitive Advantage · What is your organization’s chief competitive advantage? (Educator, Education) · How has your organization positioned itself to lead its market segment? · What roles does the human resource (the p…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    **files (1)**

    – ## Discussion2.docx

    **## Discussion2.docx**

    Discussion: HR as a Competitive Advantage

    · What is your organization’s chief competitive advantage? (Educator, Education)

    · How has your organization positioned itself to lead its market segment?

    · What roles does the human resource (the people, not the practices) play in establishing this advantage?

    · For those of you in military units, you may want to approach this topic by comparing similar units in which you served. In other words, what made one squadron, ship, battalion, etc., stand out? How did the unit’s personnel contribute to that differentiation?

    Support your post with additional information from at least two reputable sources (library and/or Web-based). Cite your sources. Bring in your own personal experiences, as applicable.

    **## Discussion2.docx**

    Discussion: HR as a Competitive Advantage

    · What is your organization’s chief competitive advantage? (Educator, Education)

    · How has your organization positioned itself to lead its market segment?

    · What roles does the human resource (the people, not the practices) play in establishing this advantage?

    · For those of you in military units, you may want to approach this topic by comparing similar units in which you served. In other words, what made one squadron, ship, battalion, etc., stand out? How did the unit’s personnel contribute to that differentiation?

    Support your post with additional information from at least two reputable sources (library and/or Web-based). Cite your sources. Bring in your own personal experiences, as applicable.

  • [Solved] Reflection Foundations of Instructional Leadership and Data-Driven

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    **files (1)** – ## ReflectionPaper1EDA6504.docx **## ReflectionPaper1EDA6504.docx** Please use the further information that I work at Somerset South Miami and that I am currently a 3rd grade teacher also observing my principal Mrs. Guilarte and assistant principal Mrs. Quevedo I am offering the foll…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    **files (1)**

    – ## ReflectionPaper1EDA6504.docx

    **## ReflectionPaper1EDA6504.docx**

    Please use the further information that I work at Somerset South Miami and that I am currently a 3rd grade teacher also observing my principal Mrs. Guilarte and assistant principal Mrs. Quevedo I am offering the following, This updated revision does demonstrate  alignment to the Florida Educational Leadership Standards; however, much of the writing relies on generalized academic language and summary-level descriptions of leadership practices as previously noted in my comments.  I will allow you to revise under the following parameters. I want you to move beyond describing initiatives to reflecting on your role, thinking, and leadership learning.

    The best way to do this is to ensure that you anchor your writing in a lived experience./ To do this, describe your role or relation to each of the initiatives. For 3 of the initiatives, include a specific leadership action you observed or participated in, a decision that had to be made, a challenge or tension that emerged and how leadership responded and ultimately what you learned from it. Avoid language that could apply to any school. Your examples should reflect your school, your context, and your experience. It is important to get to the heart of your school.

    Next, you need to work on reducing generalized academic language.  Revise sections that rely on broad stamenets like effective instructional leaders, this promotes fairness, etc. I Replace these with specific evidence, such as, what data was reviewed, how instructional practice changed & what impact was observed (or what questions remained). I also want you to deepen you analysis, think about some of the following questions,

    · What did this initiative teach me about instructional leadership?

    · How did leadership actions influence teacher trust or instructional practice?

    · What would I do differently as a future leader based on this experience?

    Finally, research should be used as support mot substitution.  What I mean by this is that you need to introduce the source and connect them directly to your experience.  Avoid extended paraphrasing of research without personal application. The research should support your thinking and analysis. Ask yourself:
    _How did this theory help me interpret what I saw or experienced?_

    Your paper shows that you understand the language of instructional leadership. which is good.  This revision is about making your leadership thinking visible and grounding the work in real experience rather than generalized descriptions.

    **Instructional Leadership and Data-Driven Decision Making in Exceptional Student Education**

    Katherine Rosales

    EDA 6504

    1/18/26.

    **Instructional Leadership and Data-Driven Decision Making in Exceptional Student Education**

    Effective school improvement, especially in schools serving students with disabilities, depends heavily on instructional leadership. Instructional leaders must strike a balance between compliance obligations and the need to guarantee meaningful learning experiences for every student as accountability demands rise and student needs become more complicated. This obligation is increased in Exceptional Student Education (ESE) because of the necessity for equal access to demanding curricula, the specialized nature of instruction, and the legal duties surrounding services. A vital tool that enables instructional leaders to make morally sound, student-centered, and well-informed decisions that enhance teaching and learning outcomes is data-driven decision-making (DDDM).

    **Foundations of Instructional Leadership in ESE**

    Prioritizing curriculum, instruction, and assessment is the main goal of instructional leadership. Instructional leadership necessitates leaders to be actively involved in classroom practices and teacher development, in contrast to traditional administrative leadership, which places an emphasis on operational chores (Hall & Simeral, 2017). Individualized education program (IEP) objectives and grade-level standards must be in line with instructional methods in ESE settings, according to instructional experts.

    By encouraging a culture of cooperation and reflective practice, effective instructional leaders assist educators. ESE teachers frequently oversee a wide range of student needs, progress tracking duties, and stringent documentation requirements. By facilitating cooperative planning with general education teachers, offering continuous instructional coaching, and providing focused professional development, instructional leaders can assist these educators. Teachers are more likely to feel encouraged and comfortable using inclusive teaching methods when leaders put capacity-building ahead of compliance (Hall & Simeral, 2017).

    By promoting inclusive practices and fair access to instruction, instructional leaders also play a vital role in assisting students with disabilities. This entails making certain that evidence-based interventions are applied faithfully and that accommodations and modifications are applied uniformly throughout classes. Students' needs and instructional methods are more closely aligned in schools with effective instructional leadership, which boosts student engagement and academic progress.

    **Leadership Theories Supporting Instructional Leadership**

    Effective leadership in ESE has a solid foundation thanks to the theories of instructional and transformational leadership. Curriculum alignment, assessment analysis, and instructional coaching are all aspects of instructional leadership that highlight the leader's active participation in teaching and learning (Searby, 2017). In ESE, where leaders need to comprehend specific teaching methodologies and intervention frameworks, this method is especially beneficial.

    By emphasizing vision, inspiration, and teacher empowerment, transformational leadership enhances instructional leadership. Transformational leaders build trust, stimulate creativity, and motivate employees to strive toward common objectives (Leithwood & Jantzi, 2005). Transformational leadership promotes morale and sustainability in ESE settings, where instructors may face high levels of stress as a result of workload and accountability demands.

    School leaders can address both the relational and technical aspects of school reform by combining instructional and transformational leadership. This well-rounded strategy guarantees that instructional modifications are backed by solid bonds and mutual dedication.

    **The Role of Data-Driven Decision Making in ESE**

    Determining instructional requirements, tracking progress, and assessing the efficacy of interventions all depend on data-driven decision-making. Beyond standardized tests, ESE uses observational data, behavior data, IEP target attainment data, and progress monitoring data (Searby, 2017). A complete picture of student performance and instructional efficacy is provided by these various data sources.

    In order to make informed decisions about education, instructional leaders must assist instructors in the analysis and interpretation of data. Finding disparities and areas for improvement is made easier by breaking down data by instructional environment, service delivery type, and disability category. Data becomes a tool for advancing fairness and guaranteeing that children with disabilities receive the necessary support when it is used purposefully.

    **Data-Informed Decision Making in Practice**

    Data can be used in practice by instructional leaders to close achievement gaps and raise the caliber of education. For instance, leaders should examine student work samples, classroom observations, and progress tracking data to find instructional gaps if data shows stagnation in reading achievement among students getting ESE assistance. Targeted interventions, including more opportunities for guided practice, explicit instruction, or changes to the pace of learning, can be informed by this research.

    To align curriculum and guarantee consistency across classrooms, ESE and general education instructors must participate in collaborative data discussions. These gatherings encourage inclusive behaviors and shared accountability. Continuous progress monitoring enables leaders to assess the success of interventions and make necessary data-driven modifications.

    **Challenges and Application in Leadership Practice**

    There are a number of difficulties in implementing data-driven decision-making and instructional leadership in ESE. Resistance to using data is a common problem, especially when the data is seen as evaluative rather than helpful. In addition to modeling reflective practices that prioritize development and progress, instructional leaders must explicitly convey the goal of data utilization (Hall & Simeral, 2017).

    Teachers' differing degrees of data literacy present another difficulty. By offering continual training, modeling data analysis, and encouraging cooperative conversations, leaders can address issue. Developing data literacy increases overall school effectiveness and gives teachers the ability to make well-informed instructional decisions.

    By matching professional learning activities with recognized instructional gaps, instructional leaders may also use data to enhance teacher growth. Data from observations and student performance can be used to guide professional development planning and coaching discussions.

    **Impact on School Improvement**

    Effective implementation of data-driven decision-making and instructional leadership promotes long-term school improvement. These methods support equal access to education, inclusive instruction, and better student results in ESE settings. Teachers and students are supported and given the tools they need to succeed when instructional leaders prioritize data-informed, collaborative approaches.

    **Conclusion**

    Improving outcomes for children with disabilities requires instructional leadership and data-driven decision-making. Instructional leaders can create fair learning environments that support ongoing development by combining inclusive practices, data-driven tactics, and leadership philosophy. Leaders who place a high priority on instructional excellence and careful data utilization will be in the greatest position to support all students' achievement as educational needs continue to change.

    **References**

    Hall, P., & Simeral, A. (2017). Creating a culture of reflective practice: Capacity-building for schoolwide success. ASCD.

    Leithwood, K., & Jantzi, D. (2005). Transformational leadership. The essentials of school leadership, 31–43.

    Searby, L. (2017). Instructional leadership and data-driven decision making. Pearson.

    **## ReflectionPaper1EDA6504.docx**

    Please use the further information that I work at Somerset South Miami and that I am currently a 3rd grade teacher also observing my principal Mrs. Guilarte and assistant principal Mrs. Quevedo I am offering the following, This updated revision does demonstrate  alignment to the Florida Educational Leadership Standards; however, much of the writing relies on generalized academic language and summary-level descriptions of leadership practices as previously noted in my comments.  I will allow you to revise under the following parameters. I want you to move beyond describing initiatives to reflecting on your role, thinking, and leadership learning.

    The best way to do this is to ensure that you anchor your writing in a lived experience./ To do this, describe your role or relation to each of the initiatives. For 3 of the initiatives, include a specific leadership action you observed or participated in, a decision that had to be made, a challenge or tension that emerged and how leadership responded and ultimately what you learned from it. Avoid language that could apply to any school. Your examples should reflect your school, your context, and your experience. It is important to get to the heart of your school.

    Next, you need to work on reducing generalized academic language.  Revise sections that rely on broad stamenets like effective instructional leaders, this promotes fairness, etc. I Replace these with specific evidence, such as, what data was reviewed, how instructional practice changed & what impact was observed (or what questions remained). I also want you to deepen you analysis, think about some of the following questions,

    · What did this initiative teach me about instructional leadership?

    · How did leadership actions influence teacher trust or instructional practice?

    · What would I do differently as a future leader based on this experience?

    Finally, research should be used as support mot substitution.  What I mean by this is that you need to introduce the source and connect them directly to your experience.  Avoid extended paraphrasing of research without personal application. The research should support your thinking and analysis. Ask yourself:
    _How did this theory help me interpret what I saw or experienced?_

    Your paper shows that you understand the language of instructional leadership. which is good.  This revision is about making your leadership thinking visible and grounding the work in real experience rather than generalized descriptions.

    **Instructional Leadership and Data-Driven Decision Making in Exceptional Student Education**

    Katherine Rosales

    EDA 6504

    1/18/26.

    **Instructional Leadership and Data-Driven Decision Making in Exceptional Student Education**

    Effective school improvement, especially in schools serving students with disabilities, depends heavily on instructional leadership. Instructional leaders must strike a balance between compliance obligations and the need to guarantee meaningful learning experiences for every student as accountability demands rise and student needs become more complicated. This obligation is increased in Exceptional Student Education (ESE) because of the necessity for equal access to demanding curricula, the specialized nature of instruction, and the legal duties surrounding services. A vital tool that enables instructional leaders to make morally sound, student-centered, and well-informed decisions that enhance teaching and learning outcomes is data-driven decision-making (DDDM).

    **Foundations of Instructional Leadership in ESE**

    Prioritizing curriculum, instruction, and assessment is the main goal of instructional leadership. Instructional leadership necessitates leaders to be actively involved in classroom practices and teacher development, in contrast to traditional administrative leadership, which places an emphasis on operational chores (Hall & Simeral, 2017). Individualized education program (IEP) objectives and grade-level standards must be in line with instructional methods in ESE settings, according to instructional experts.

    By encouraging a culture of cooperation and reflective practice, effective instructional leaders assist educators. ESE teachers frequently oversee a wide range of student needs, progress tracking duties, and stringent documentation requirements. By facilitating cooperative planning with general education teachers, offering continuous instructional coaching, and providing focused professional development, instructional leaders can assist these educators. Teachers are more likely to feel encouraged and comfortable using inclusive teaching methods when leaders put capacity-building ahead of compliance (Hall & Simeral, 2017).

    By promoting inclusive practices and fair access to instruction, instructional leaders also play a vital role in assisting students with disabilities. This entails making certain that evidence-based interventions are applied faithfully and that accommodations and modifications are applied uniformly throughout classes. Students' needs and instructional methods are more closely aligned in schools with effective instructional leadership, which boosts student engagement and academic progress.

    **Leadership Theories Supporting Instructional Leadership**

    Effective leadership in ESE has a solid foundation thanks to the theories of instructional and transformational leadership. Curriculum alignment, assessment analysis, and instructional coaching are all aspects of instructional leadership that highlight the leader's active participation in teaching and learning (Searby, 2017). In ESE, where leaders need to comprehend specific teaching methodologies and intervention frameworks, this method is especially beneficial.

    By emphasizing vision, inspiration, and teacher empowerment, transformational leadership enhances instructional leadership. Transformational leaders build trust, stimulate creativity, and motivate employees to strive toward common objectives (Leithwood & Jantzi, 2005). Transformational leadership promotes morale and sustainability in ESE settings, where instructors may face high levels of stress as a result of workload and accountability demands.

    School leaders can address both the relational and technical aspects of school reform by combining instructional and transformational leadership. This well-rounded strategy guarantees that instructional modifications are backed by solid bonds and mutual dedication.

    **The Role of Data-Driven Decision Making in ESE**

    Determining instructional requirements, tracking progress, and assessing the efficacy of interventions all depend on data-driven decision-making. Beyond standardized tests, ESE uses observational data, behavior data, IEP target attainment data, and progress monitoring data (Searby, 2017). A complete picture of student performance and instructional efficacy is provided by these various data sources.

    In order to make informed decisions about education, instructional leaders must assist instructors in the analysis and interpretation of data. Finding disparities and areas for improvement is made easier by breaking down data by instructional environment, service delivery type, and disability category. Data becomes a tool for advancing fairness and guaranteeing that children with disabilities receive the necessary support when it is used purposefully.

    **Data-Informed Decision Making in Practice**

    Data can be used in practice by instructional leaders to close achievement gaps and raise the caliber of education. For instance, leaders should examine student work samples, classroom observations, and progress tracking data to find instructional gaps if data shows stagnation in reading achievement among students getting ESE assistance. Targeted interventions, including more opportunities for guided practice, explicit instruction, or changes to the pace of learning, can be informed by this research.

    To align curriculum and guarantee consistency across classrooms, ESE and general education instructors must participate in collaborative data discussions. These gatherings encourage inclusive behaviors and shared accountability. Continuous progress monitoring enables leaders to assess the success of interventions and make necessary data-driven modifications.

    **Challenges and Application in Leadership Practice**

    There are a number of difficulties in implementing data-driven decision-making and instructional leadership in ESE. Resistance to using data is a common problem, especially when the data is seen as evaluative rather than helpful. In addition to modeling reflective practices that prioritize development and progress, instructional leaders must explicitly convey the goal of data utilization (Hall & Simeral, 2017).

    Teachers' differing degrees of data literacy present another difficulty. By offering continual training, modeling data analysis, and encouraging cooperative conversations, leaders can address issue. Developing data literacy increases overall school effectiveness and gives teachers the ability to make well-informed instructional decisions.

    By matching professional learning activities with recognized instructional gaps, instructional leaders may also use data to enhance teacher growth. Data from observations and student performance can be used to guide professional development planning and coaching discussions.

    **Impact on School Improvement**

    Effective implementation of data-driven decision-making and instructional leadership promotes long-term school improvement. These methods support equal access to education, inclusive instruction, and better student results in ESE settings. Teachers and students are supported and given the tools they need to succeed when instructional leaders prioritize data-informed, collaborative approaches.

    **Conclusion**

    Improving outcomes for children with disabilities requires instructional leadership and data-driven decision-making. Instructional leaders can create fair learning environments that support ongoing development by combining inclusive practices, data-driven tactics, and leadership philosophy. Leaders who place a high priority on instructional excellence and careful data utilization will be in the greatest position to support all students' achievement as educational needs continue to change.

    **References**

    Hall, P., & Simeral, A. (2017). Creating a culture of reflective practice: Capacity-building for schoolwide success. ASCD.

    Leithwood, K., & Jantzi, D. (2005). Transformational leadership. The essentials of school leadership, 31–43.

    Searby, L. (2017). Instructional leadership and data-driven decision making. Pearson.

  • [Solved] crediton

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    I just need you to rewrite and use your own words. **1. Russian Empire statement** I **disagree** with the statement that the Russian Empire did little to change the lives of conquered peoples or the land itself. Chapter 13 explains that Russian expansion into Central Asia fundamentally transformed…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    I just need you to rewrite and use your own words.

    **1. Russian Empire statement**

    I **disagree** with the statement that the Russian Empire did little to change the lives of conquered peoples or the land itself. Chapter 13 explains that Russian expansion into Central Asia fundamentally transformed the region over time. Areas that had once been active crossroads of trade, religion, and cultural exchange became increasingly impoverished and marginalized under Russian rule. Nomadic pastoralists lost their traditional way of life as restrictions were placed on movement and grazing, forcing many into cities where poverty increased. Land ownership also shifted as local elites lost control, and economic activity declined as overland trade routes lost importance to oceanic trade (Strayer & Nelson, p. 572–573). These developments show that Russian rule deeply altered both society and land use, even if it did not aggressively assimilate local cultures.

    **2. Qing Dynasty statement**

    I **agree** that the Qing Empire had several distinct features. Chapter 13 describes the Qing as a multiethnic empire that ruled conquered territories differently from core Chinese regions. Central Asia was governed separately through the Court of Colonial Affairs rather than the regular Chinese bureaucracy. The Qing relied on local elites—such as Mongol aristocrats, Muslim officials, and Buddhist leaders—to administer the region, showing a flexible approach to rule. Unlike other empires, the Qing did not push large-scale Chinese settlement or cultural assimilation, instead respecting local customs and religions while maintaining control through military power (Strayer & Nelson, p. 572–573). These governing strategies clearly set the Qing Empire apart.

    **3. Mughal Empire statement**

    I **disagree** with the statement that the Mughal Empire had few distinct features. Chapter 13 highlights the Mughal Empire’s unique approach to religious diversity and governance. Under Akbar, the empire deliberately accommodated the Hindu majority by incorporating Hindus into the political and military elite, supporting both temples and mosques, and allowing religious freedom. This policy helped stabilize a diverse society. Later, Aurangzeb reversed this approach by enforcing Islamic law more strictly, reimposing the jizya tax, and limiting religious practices, which created unrest and resistance among Hindu populations (Strayer & Nelson, p. 573–575). These contrasting policies show that the Mughal Empire had clearly defined and evolving characteristics.

    **4. Ottoman Empire statement**

    I **strongly disagree** that the Ottoman Empire was a minor or insignificant empire. Chapter 13 shows that the Ottomans were one of the most powerful and influential empires of the early modern world. They controlled vast territory across Anatolia, southeastern Europe, the Middle East, and North Africa. The Ottomans developed a complex system of governing religious diversity, granting autonomy to Christian and Jewish communities while maintaining Muslim political dominance. The devshirme system allowed the state to recruit and train elite administrators and soldiers, strengthening central authority. The empire also held major religious significance by controlling Islamic holy cities and serving as a leading Sunni power (Strayer & Nelson, p. 575–577). These factors demonstrate that the Ottoman Empire was a major global force.

  • [Solved] lessons

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    **files (1)** – ## VSULessonPlanTemplateGC1.docx **## VSULessonPlanTemplateGC1.docx** ![](https://www.sweetstudy.com/questions/lessons-20959879) ***Lesson Plan Template** **_Do Not remove/modify and/ or change any prompts or parts of this template._** Teacher Candidate: ______________…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    **files (1)**

    – ## VSULessonPlanTemplateGC1.docx

    **## VSULessonPlanTemplateGC1.docx**

    ![](https://www.sweetstudy.com/questions/lessons-20959879)

    ***Lesson Plan Template**

    **_Do Not remove/modify and/ or change any prompts or parts of this template._**

    Teacher Candidate: _____________________________________ Date: ________________________

    Grade & Subject: _________________________________________________________________

    **Stage 1: Desired Results**

    **LESSON ALIGNMENT**

    | |
    | — |
    | **Essential Unit Concept(s) or Question(s) –** What “big ideas” should students grasp? What thought-provoking questions will foster inquiry, meaning- making, and transfer? |
    | **Georgia Standards of Excellence or Other State’s Content Standards:** Identify one or two Georgia Standards of Excellence and element(s) or indicator(s) closely aligned to each learning target/outcome(s). If you are not planning to teach the entire element/indicator, underline the portion that will be taught in this particular lesson. <br> <br>**List also ELA literacy standards** that <br>**relate** to this particular lesson. |
    | **Learning Target(s)/Outcome(s)-** What specific knowledge, skills, strategies, and attitudes do you expect students to gain in this particular lesson, including ELA literacy skills that <br>**relate** to this particular lesson? <br> <br>**Target also specific literacy skills in your lesson.** These can be reading, writing, speaking, listening, or language skills. |
    | **Stage 2: Assessment Evidence**<br>**Assessment(s)**- Identify as formative or summative assessment (e.g., Quizzes, Writing Prompts, Reading Response Journal Entries, Exit Tickets…). |

    **ACTIVATING SCHEMA:** Sections A-C are designed to ensure students better understand new material by activating their prior knowledge and clarifying misconceptions. Complete prior to developing the learning sequence as it will guide you in designing a relevant and accessible lesson for all students.

    **A: KNOWLEDGE OF STUDENTS –** Indicate how your knowledge of students informs instructional planning to provide differentiation that supports students’ varied learning needs.

    | |
    | — |
    | **Readiness -** Explain how students’ readiness levels impact instructional planning. This may include prior academic learning, prerequisite skills, specific learning needs, assessment data, or addressing misconceptions, etc. |
    | **Interests -** Explain how students’ interests are addressed in this lesson. This may include allowing choice in assignments, changing the text selection, etc. |
    | **Student Perspectives-** Explain how you will engage students’ multiple perspectives by using senses and various representations in the lesson. <br> <br>Refer for suggestions to Differentiation Handbook: Strategies and Examples: Grades 3–5 <br>[https://www.tn.gov/content/dam/tn/education/training/access_differentiation_handbook_3-5.pdf](https://www.tn.gov/content/dam/tn/education/training/access_differentiation_handbook_3-5.pdf) OR<br> <br>Differentiation Handbook: Strategies and Examples: Grades 6–12 <br>[https://www.tn.gov/content/dam/tn/education/training/access_differentiation_handbook_6-12.pdf](https://www.tn.gov/content/dam/tn/education/training/access_differentiation_handbook_6-12.pdf) |

    **B: SUPPORTING ALL STUDENTS’ LEARNING/ DIFFERENTIATED INSTRUCTION**

    | |
    | — |
    | Describe adjustments made to support all students <br>**in this lesson.**(e.g.,<br>Special Education, EIP, IEP, Gifted, RTI, 504, ESOL, Speech, Less-proficient Learners, etc.)<br> <br>**List just the IEP goal(s) related to this lesson for each student.** Refer to students as Student A, Student B, etc. in the lesson plan, but do not refer to students by their names in the lesson plan. <br>**State the IEP goal(s) so that it describes a measurable and observable behavior.** For instance, after reading the passage, the Salt March, students will answer four out of five multiple choice questions correctly. <br> <br>**Describe the accommodations and/or modifications** provided in the IEP <br>**for each student** that are relevant for this lesson.<br> <br>**How will you plan for students with other education plans** (Student Support Team, 504 Plans, RTI, ESOL, Speech, Less-proficient Learners, or other plans)?<br> <br>Describe the accommodations that are relevant for this lesson. <br>Describe the modifications that are relevant for this lesson. |

    **C: CONNECTIONS:**
    **_List here and include in the “Instruction and Work” section_. Complete all three areas.**

    | |
    | — |
    | _Prior Learning:_ |
    | _Students’ Life Experiences:_ |
    | _Other Content Areas:_<br>**List and d**<br>**_escribe_** here AND in the appropriate steps in the lesson plan<br>**_literacy skills that relate and will be incorporated in this lesson._** |

    **Stage 3**:
    **Plan Learning Experiences and Instruction**

    | |
    | — |
    | |
    | **Management Strategies- List and discuss management strategies/routines** that apply to this lesson. |
    | **Evidence-Based Instructional Strategies**(Include this information here AND in the appropriate step in the lesson plan.) <br> <br>List and discuss evidence-based instructional strategies related to this lesson)- (e.g., graphic organizers, word study strategies, vocabulary strategies, self-monitoring strategies). <br>[https://www.wcupa.edu/education-socialWork/assessmentAccreditation/documents/Instructional_Strategies.pdf](https://www.wcupa.edu/education-socialWork/assessmentAccreditation/documents/Instructional_Strategies.pdf)<br>**Including Cross-Content Literacy Strategies** [https://www.youtube.com/watch?v=noCy4x1AT4k](https://www.youtube.com/watch?v=noCy4x1AT4k)<br>I<br>**ndicate clearly which and where in the lesson there is evidence of incorporation of at least three of the following skills:**<br>(1) Integration of technology (e.g., Smartboard, iPad, computerized learning, augmentative communication device, etc.) to enhance the learning of P-12 students<br>(2) Critical thinking skills<br>(3) Problem solving<br>(4) Communication skills <br>(5) Collaborative learning <br>(6) Positive social engagement. |
    | **Collaboration with Student Support Service Providers** [https://iris.peabody.vanderbilt.edu/module/rs/cresource/q1/p01/](https://iris.peabody.vanderbilt.edu/module/rs/cresource/q1/p01/)<br>List the support services and/or the support service providers available in your school or district that you are familiar with and will be relevant to support students in this lesson.<br>Discuss how you will collaborate with the student support service providers to ensure that students receive appropriate services as they relate to this lesson. |
    | **LEARNING SEQUENCE**<br>**Instruction and Work Session –**<br>****Hook and Hold**<br>Engage the students with an activating strategy that will spark interest and get students excited about the lesson. Tell the students what they will be learning (learning outcomes) and doing (orally, in writing, or both). State the importance of the lesson to the students’ lives today and future learning of similar content.<br>Establish a <br>**connection** to the <br>**students’ prior knowledge** in the same and/or other subject areas and students’ everyday lives. If you plan to ask the students questions, list the questions where you plan to ask them.<br> <br>**NOTE: In this section, describe how you will get students ready for the lesson, but not how you will teach the lesson.** |
    | **Teaching (demonstration, modeling, lecture, questions)**<br>Identify and provide information related to concepts, skills, and learning objectives. <br>Clarify and explain content using both verbal and visual input while inviting students’ participation.<br>NOTE: <br>**In this section, include what you will do and how you will do it, step by step**. Tell how you will teach the lesson so someone else could come in and teach the lesson just like you would have. Make sure you are teaching the content of the GSE/LO/EQ for this lesson. |
    | **Checking for Understanding**<br>Monitor student understanding and continuous assessment of learner progress. Make observations, offer explanations. Allow students time to think, ask questions, and vary student responses (call on students, have choral response, use signals -“thumbs up” “thumbs down”). Provide immediate and corrective feedback. Identify and re-direct misunderstandings. Give further examples to clarify. Make adjustments and re-teach concepts and/or skills as needed.<br>NOTE: In this section, make sure students understand what you just taught. Decide what you can ask or have the students do, so you can determine whether they understand the content of the lesson. If they have confusions or do not have a clear understanding of the content, then you will need to give immediate feedback and/or reteach before moving on to practice. <br>**Consider also Checking for Understanding Strategies** [https://www.edutopia.org/article/quick-ways-to-check-for-understanding/](https://www.edutopia.org/article/quick-ways-to-check-for-understanding/)<br>https://modelteaching.com/wp-content/uploads/2020/06/Check-For-Understanding-Strategy-Guide.pdf |
    | **Practice (guided and/or independent)**<br>You may choose to have guided practice only, independent practice only, or both guided and independent practice. Label each type of practice as guided practice and/or independent practice.<br>**Provide a detailed explanation of the opportunities for students to practice learned information though guided and/or independent activity/activities.**<br>If you plan to ask the students questions, list the questions where you plan to ask them.<br>**Alternatives for Early Finishers**<br>Identify alternatives for students who finish tasks early <br>**Alternatives for Late Finishers**<br>Identify alternatives for students who finish tasks late |
    | **Closing/Lesson Wrap-Up –** Describe how you will bring closure to the lesson. This may include assessments, review of learning target, connections, etc.<br> <br>Elicit or state explicit connections to students’ everyday lives and other content areas. <br>If you plan to ask the students questions, list the questions where you plan to ask them. |

    **RESOURCES**

    | |
    | — |
    | **Student Use of Technology –** List how <br>**students** in the classroom will utilize technology for engagement and learning OR justify why <br>**students** will not be using technology in this lesson. |
    | **Instructor Use of Technology-** List and discuss what kind of technology and how you will use it as an instructor to support delivery of the taught content. |
    | **Key Instructional Materials -** List and attach materials as needed. Include items such as technology, apps, handouts, books, assignment, slides, etc. Cite sources you use. <br> <br>List all resources/materials related to this lesson. <br>Write all references using the correct APA 7th edition format <br>[https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/reference_list_author_authors.html](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/reference_list_author_authors.html) |
    | **Reflection – Analyze your students’ performance on this lesson and respond to the prompts below:**<br>What worked and for whom? Why? How do you know? Provide specific examples of individual student performance.<br>What didn’t work and for whom? Why? How do you know? Provide specific examples of individual student performance.<br>Thoroughly describe the next 1-2 steps based on the data from this plan.<br>**Thoroughly describe what you have learned about collaborating with students support service providers to ensure that students receive appropriate services as they relate to this lesson.** |

    *Adapted from the Department of Teacher Education Lesson Plan

    **Adapted from VSU ECSE Lesson Plan Guidelines

    McTighe, J. (2020). The fundamentals of Understanding by Design: Quick reference guide. Alexandria, VA: ASCD.

    Dept. of Teacher Education
    COEHS Valdosta State University
    1

    ## image1.jpeg

    ## image2.jpeg

    **## VSULessonPlanTemplateGC1.docx**

    ![](https://www.sweetstudy.com/questions/lessons-20959879)

    ***Lesson Plan Template**

    **_Do Not remove/modify and/ or change any prompts or parts of this template._**

    Teacher Candidate: _____________________________________ Date: ________________________

    Grade & Subject: _________________________________________________________________

    **Stage 1: Desired Results**

    **LESSON ALIGNMENT**

    | |
    | — |
    | **Essential Unit Concept(s) or Question(s) –** What “big ideas” should students grasp? What thought-provoking questions will foster inquiry, meaning- making, and transfer? |
    | **Georgia Standards of Excellence or Other State’s Content Standards:** Identify one or two Georgia Standards of Excellence and element(s) or indicator(s) closely aligned to each learning target/outcome(s). If you are not planning to teach the entire element/indicator, underline the portion that will be taught in this particular lesson. <br> <br>**List also ELA literacy standards** that <br>**relate** to this particular lesson. |
    | **Learning Target(s)/Outcome(s)-** What specific knowledge, skills, strategies, and attitudes do you expect students to gain in this particular lesson, including ELA literacy skills that <br>**relate** to this particular lesson? <br> <br>**Target also specific literacy skills in your lesson.** These can be reading, writing, speaking, listening, or language skills. |
    | **Stage 2: Assessment Evidence**<br>**Assessment(s)**- Identify as formative or summative assessment (e.g., Quizzes, Writing Prompts, Reading Response Journal Entries, Exit Tickets…). |

    **ACTIVATING SCHEMA:** Sections A-C are designed to ensure students better understand new material by activating their prior knowledge and clarifying misconceptions. Complete prior to developing the learning sequence as it will guide you in designing a relevant and accessible lesson for all students.

    **A: KNOWLEDGE OF STUDENTS –** Indicate how your knowledge of students informs instructional planning to provide differentiation that supports students’ varied learning needs.

    | |
    | — |
    | **Readiness -** Explain how students’ readiness levels impact instructional planning. This may include prior academic learning, prerequisite skills, specific learning needs, assessment data, or addressing misconceptions, etc. |
    | **Interests -** Explain how students’ interests are addressed in this lesson. This may include allowing choice in assignments, changing the text selection, etc. |
    | **Student Perspectives-** Explain how you will engage students’ multiple perspectives by using senses and various representations in the lesson. <br> <br>Refer for suggestions to Differentiation Handbook: Strategies and Examples: Grades 3–5 <br>[https://www.tn.gov/content/dam/tn/education/training/access_differentiation_handbook_3-5.pdf](https://www.tn.gov/content/dam/tn/education/training/access_differentiation_handbook_3-5.pdf) OR<br> <br>Differentiation Handbook: Strategies and Examples: Grades 6–12 <br>[https://www.tn.gov/content/dam/tn/education/training/access_differentiation_handbook_6-12.pdf](https://www.tn.gov/content/dam/tn/education/training/access_differentiation_handbook_6-12.pdf) |

    **B: SUPPORTING ALL STUDENTS’ LEARNING/ DIFFERENTIATED INSTRUCTION**

    | |
    | — |
    | Describe adjustments made to support all students <br>**in this lesson.**(e.g.,<br>Special Education, EIP, IEP, Gifted, RTI, 504, ESOL, Speech, Less-proficient Learners, etc.)<br> <br>**List just the IEP goal(s) related to this lesson for each student.** Refer to students as Student A, Student B, etc. in the lesson plan, but do not refer to students by their names in the lesson plan. <br>**State the IEP goal(s) so that it describes a measurable and observable behavior.** For instance, after reading the passage, the Salt March, students will answer four out of five multiple choice questions correctly. <br> <br>**Describe the accommodations and/or modifications** provided in the IEP <br>**for each student** that are relevant for this lesson.<br> <br>**How will you plan for students with other education plans** (Student Support Team, 504 Plans, RTI, ESOL, Speech, Less-proficient Learners, or other plans)?<br> <br>Describe the accommodations that are relevant for this lesson. <br>Describe the modifications that are relevant for this lesson. |

    **C: CONNECTIONS:**
    **_List here and include in the “Instruction and Work” section_. Complete all three areas.**

    | |
    | — |
    | _Prior Learning:_ |
    | _Students’ Life Experiences:_ |
    | _Other Content Areas:_<br>**List and d**<br>**_escribe_** here AND in the appropriate steps in the lesson plan<br>**_literacy skills that relate and will be incorporated in this lesson._** |

    **Stage 3**:
    **Plan Learning Experiences and Instruction**

    | |
    | — |
    | |
    | **Management Strategies- List and discuss management strategies/routines** that apply to this lesson. |
    | **Evidence-Based Instructional Strategies**(Include this information here AND in the appropriate step in the lesson plan.) <br> <br>List and discuss evidence-based instructional strategies related to this lesson)- (e.g., graphic organizers, word study strategies, vocabulary strategies, self-monitoring strategies). <br>[https://www.wcupa.edu/education-socialWork/assessmentAccreditation/documents/Instructional_Strategies.pdf](https://www.wcupa.edu/education-socialWork/assessmentAccreditation/documents/Instructional_Strategies.pdf)<br>**Including Cross-Content Literacy Strategies** [https://www.youtube.com/watch?v=noCy4x1AT4k](https://www.youtube.com/watch?v=noCy4x1AT4k)<br>I<br>**ndicate clearly which and where in the lesson there is evidence of incorporation of at least three of the following skills:**<br>(1) Integration of technology (e.g., Smartboard, iPad, computerized learning, augmentative communication device, etc.) to enhance the learning of P-12 students<br>(2) Critical thinking skills<br>(3) Problem solving<br>(4) Communication skills <br>(5) Collaborative learning <br>(6) Positive social engagement. |
    | **Collaboration with Student Support Service Providers** [https://iris.peabody.vanderbilt.edu/module/rs/cresource/q1/p01/](https://iris.peabody.vanderbilt.edu/module/rs/cresource/q1/p01/)<br>List the support services and/or the support service providers available in your school or district that you are familiar with and will be relevant to support students in this lesson.<br>Discuss how you will collaborate with the student support service providers to ensure that students receive appropriate services as they relate to this lesson. |
    | **LEARNING SEQUENCE**<br>**Instruction and Work Session –**<br>****Hook and Hold**<br>Engage the students with an activating strategy that will spark interest and get students excited about the lesson. Tell the students what they will be learning (learning outcomes) and doing (orally, in writing, or both). State the importance of the lesson to the students’ lives today and future learning of similar content.<br>Establish a <br>**connection** to the <br>**students’ prior knowledge** in the same and/or other subject areas and students’ everyday lives. If you plan to ask the students questions, list the questions where you plan to ask them.<br> <br>**NOTE: In this section, describe how you will get students ready for the lesson, but not how you will teach the lesson.** |
    | **Teaching (demonstration, modeling, lecture, questions)**<br>Identify and provide information related to concepts, skills, and learning objectives. <br>Clarify and explain content using both verbal and visual input while inviting students’ participation.<br>NOTE: <br>**In this section, include what you will do and how you will do it, step by step**. Tell how you will teach the lesson so someone else could come in and teach the lesson just like you would have. Make sure you are teaching the content of the GSE/LO/EQ for this lesson. |
    | **Checking for Understanding**<br>Monitor student understanding and continuous assessment of learner progress. Make observations, offer explanations. Allow students time to think, ask questions, and vary student responses (call on students, have choral response, use signals -“thumbs up” “thumbs down”). Provide immediate and corrective feedback. Identify and re-direct misunderstandings. Give further examples to clarify. Make adjustments and re-teach concepts and/or skills as needed.<br>NOTE: In this section, make sure students understand what you just taught. Decide what you can ask or have the students do, so you can determine whether they understand the content of the lesson. If they have confusions or do not have a clear understanding of the content, then you will need to give immediate feedback and/or reteach before moving on to practice. <br>**Consider also Checking for Understanding Strategies** [https://www.edutopia.org/article/quick-ways-to-check-for-understanding/](https://www.edutopia.org/article/quick-ways-to-check-for-understanding/)<br>https://modelteaching.com/wp-content/uploads/2020/06/Check-For-Understanding-Strategy-Guide.pdf |
    | **Practice (guided and/or independent)**<br>You may choose to have guided practice only, independent practice only, or both guided and independent practice. Label each type of practice as guided practice and/or independent practice.<br>**Provide a detailed explanation of the opportunities for students to practice learned information though guided and/or independent activity/activities.**<br>If you plan to ask the students questions, list the questions where you plan to ask them.<br>**Alternatives for Early Finishers**<br>Identify alternatives for students who finish tasks early <br>**Alternatives for Late Finishers**<br>Identify alternatives for students who finish tasks late |
    | **Closing/Lesson Wrap-Up –** Describe how you will bring closure to the lesson. This may include assessments, review of learning target, connections, etc.<br> <br>Elicit or state explicit connections to students’ everyday lives and other content areas. <br>If you plan to ask the students questions, list the questions where you plan to ask them. |

    **RESOURCES**

    | |
    | — |
    | **Student Use of Technology –** List how <br>**students** in the classroom will utilize technology for engagement and learning OR justify why <br>**students** will not be using technology in this lesson. |
    | **Instructor Use of Technology-** List and discuss what kind of technology and how you will use it as an instructor to support delivery of the taught content. |
    | **Key Instructional Materials -** List and attach materials as needed. Include items such as technology, apps, handouts, books, assignment, slides, etc. Cite sources you use. <br> <br>List all resources/materials related to this lesson. <br>Write all references using the correct APA 7th edition format <br>[https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/reference_list_author_authors.html](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/reference_list_author_authors.html) |
    | **Reflection – Analyze your students’ performance on this lesson and respond to the prompts below:**<br>What worked and for whom? Why? How do you know? Provide specific examples of individual student performance.<br>What didn’t work and for whom? Why? How do you know? Provide specific examples of individual student performance.<br>Thoroughly describe the next 1-2 steps based on the data from this plan.<br>**Thoroughly describe what you have learned about collaborating with students support service providers to ensure that students receive appropriate services as they relate to this lesson.** |

    *Adapted from the Department of Teacher Education Lesson Plan

    **Adapted from VSU ECSE Lesson Plan Guidelines

    McTighe, J. (2020). The fundamentals of Understanding by Design: Quick reference guide. Alexandria, VA: ASCD.

    Dept. of Teacher Education
    COEHS Valdosta State University
    1

    ## image1.jpeg

    ## image2.jpeg

  • [Solved] 3

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    It is necessary to understand the importance of using technology in literacy instruction. Many of you will end up working with children across varied levels of literacy skills and abilities. Please review the provided brief practice video collections (Language Arts) and resources that discuss the co…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    It is necessary to understand the importance of using technology in literacy instruction. Many of you will end up working with children across varied levels of literacy skills and abilities.

    Please review the provided brief practice video collections (Language Arts) and resources that discuss the connections between literacy and varied technology applications.

    Practice Videos – Select Language Arts at [https://fcit.usf.edu/matrix/professional-learning/practice-videos/](https://fcit.usf.edu/matrix/professional-learning/practice-videos/)

    "Responsibly Incorporating Technology into Literacy Instruction" available at

    [https://iowareadingresearch.org/blog/incorporating-technology-literacy-instruction](https://iowareadingresearch.org/blog/incorporating-technology-literacy-instruction)

    _6 Ways Technology Can Help You Teach Reading More Effectively_

    [_https://www.edutopia.org/article/using-technology-reading-instruction-6-tips-teachers/_](https://www.edutopia.org/article/using-technology-reading-instruction-6-tips-teachers/)

    How to Integrate Digital Skills into Literacy Instruction

    [_https://www.youtube.com/watch?v=3qS7GXrRIk4_](https://www.youtube.com/watch?v=3qS7GXrRIk4)

    _**Literacy Practices Institute Session 1: Preparing for Takeoff**_

    [_Literacy Practices Institute: Explore Boards_](https://www.canva.com/design/DAGNkVCiA54/8GD-btHVS8zJXSd2bJDy7g/view?utm_content=DAGNkVCiA54&utm_campaign=designshare&utm_medium=link&utm_source=editor)

    [_Literacy Practices Institute: Creating a Multimedia Story_](https://www.canva.com/design/DAGOaOlPMrQ/1vvm0y0FqbFQskcspOPPqQ/view?utm_content=DAGOaOlPMrQ&utm_campaign=designshare&utm_medium=link&utm_source=editor)

    _**Literacy Practices Institute: Session 2 – Podcasting to Support Multimodal Texts**_

    [_Producing a Podcast with Littles_](https://www.canva.com/design/DAGSbWsUYvA/ZYIQCh7m7ycuIpEuPQKdWQ/view?utm_content=DAGSbWsUYvA&utm_campaign=designshare&utm_medium=link&utm_source=editor)

    [_Student Podcast Projects 6-12_](https://www.canva.com/design/DAGUaWS0_VQ/ChbDgz7T1O7doTKHQIDJ8A/view?utm_content=DAGUaWS0_VQ&utm_campaign=designshare&utm_medium=link&utm_source=editor)

    _**For**_ **y** _**our initial post you should answer the following questions-**_

    1. What will you apply to your future and current teaching that was gained from the review of these resources and videos and why?

    2. What might be the potential challenges with incorporating technology in literacy instruction and how you will overcome them?

    https://www.youtube.com/watch?v=3qS7GXrRIk4&authuser=1

  • [Solved] DP

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    In-depth study guidance and analytical solution covering DP.

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] collaboration

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    In-depth study guidance and analytical solution covering collaboration.

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] JSU Scavenger Hunt (Online)

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    This [Scavenger Hunt](https://jsums.instructure.com/courses/2331270/files/125578062?wrap=1 "UNIV 100 Virtual Scavenger Hunt (2).pdf") [Download Scavenger Hunt](https://jsums.instructure.com/courses/2331270/files/125578062/download?download_frd=1) is a team-building activity designed to foster collab…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    This [Scavenger Hunt](https://jsums.instructure.com/courses/2331270/files/125578062?wrap=1 "UNIV 100 Virtual Scavenger Hunt (2).pdf") [Download Scavenger Hunt](https://jsums.instructure.com/courses/2331270/files/125578062/download?download_frd=1) is a team-building activity designed to foster collaboration and cooperation – skills that are necessary for student success and professional work. It is also a way to introduce students to Jackson State University resources — and let them explore them on their own.

    **Instructions:**

    1. Complete the scavenger hunt and create a Scavenger Hunt Presentation using PowerPoint, Instagram Reel, or another social media outlet (excluding TikTok) that includes photos and/or videos of your group in each location. If social media platforms are selected for submission, the post must be made public so the instructor can access the file.
    2. Your presentation should include the answers to each question and the significance of each resource for JSU students.
    3. Upload the file or share the link in Canvas. Use the attached rubric to guide your submission.

    **Scavenger Hunt**

    For Part 1, answer each riddle below. After finding the location, take a screenshot. You don’t have to complete the scavenger hunt in any particular order.

    **PART 1:**

    01. Find PELL Grants and Loans with this resource. Find their website and locate the answer to “When Should I complete the FAFSA?”
    02. They deal with parking, Protect and serve, yes, they do. They ride around in cars, and are there to help you. Find their website and locate the answer to “What is the price of a commuter decal?” in case you ever need to park on campus.
    03. This place can help you to write your best, write more clearly and pass any written tests. Find the website and locate the answer to “How do I schedule a virtual appointment?”
    04. The oldest building on campus, Houses the MJW Center. The Dr. Rod Paige exhibit is there too. Find the website and locate the answer to “What is Margaret Walker’s lasting achievement to JSU?”
    05. Digital access is vital to online student success. Who do you call when your NetID login is causing you stress? Find their website to locate the answer to “What phone number do I call when I cannot log in with my NetID?”
    06. This center celebrates civil rights. Located right on the edge of JSU. 1017 JRL Street is where it is. Its name sounds a bit like Kung Fu. Find their website to locate the answer to “What year was my headquarters established in Jackson, Mississippi?”
    07. Have you heard of MADDRAMA? A nationally renowned performance troupe. Google the group to find their website. Locate the answer to “What is the full-length performance with the goal to show the journey we have traveled as a culture of people?”
    08. A firm one of these can show respect during introductions. At JSU students use it to find jobs – on campus and at corporations. Find this resource on JSU’s website. Locate the answer to “what kinds of jobs are available for JSU students?”
    09. This office is here to help you with every step of your academic journey, keep on track with classes so you can finish on time and save money! Find this resource on JSU’s website. Locate the answer to “How do I contact my advisor for assistance?”
    10. This web resource makes JSU’s history and mission no mystery as our heritage goes back way more than a century. Locate the answer to “In what year was Jackson State University founded?”

    **PART II:**

    1. Read about the Green-Gibbs tragedy below:

    – Gibbs-Green Plaza was once Lynch Street that ran directly past Jackson State College to downtown Jackson. On May 14, 1970, during student unrest regarding the Vietnam War and the earlier murder of four Kent State University students by the Ohio National Guard, two students were killed in the crossfire by city and state police officers on the Jackson State College campus; Phillip Lafayette Gibbs, a JSU student; and James Earl Green, a student at Jim Hill High School. Twelve other students were injured. Lynch Street was blocked off after the shooting and a plaza was built and named in honor of the slain students.
    – As a group, research information about the Green-Gibbs tragedy to include a summary about the significance of the tragedy. Your response should identify the important historical details about the Green-Gibbs tragedy, and include a summary explaining how those details relate to the significance of knowing the legacy of HBCU’s. Present your summary within your scavenger hunt presentation.

    1. This activity was an example of student-to-student interaction/interaction with peers. Why is connecting with peers and collaborating with others important in college? Include your response to this question in your scavenger hunt presentation.

    **Use the** [**Scavenger Hunt Rubric**](https://jsums.instructure.com/courses/2331270/files/125578135?wrap=1 "Online Scavenger Hunt Rubric (1).pdf") [**Download Scavenger Hunt Rubric**](https://jsums.instructure.com/courses/2331270/files/125578135/download?download_frd=1) **to guide your submission.**

    – [\
    \
    UNIV100VirtualScavengerHunt2.pdf](https://www.sweetstudy.com/files/univ100virtualscavengerhunt2-pdf "UNIV100VirtualScavengerHunt2.pdf")
    – [\
    \
    OnlineScavengerHuntRubric11.pdf](https://www.sweetstudy.com/files/onlinescavengerhuntrubric11-pdf "OnlineScavengerHuntRubric11.pdf")

  • [Solved] Education Social Studies Homework

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Need help with Social Studies problems.

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    Need help with Social Studies problems.

  • [Solved] Education Assignment 4 JR

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    **files (1)** – ## Assignment4.1.docx **## Assignment4.1.docx** Assignment 4 The organization where you work or aspire to work is asking you to present an action plan to ensure compliance with ethical standards. Considering this request, develop an action plan **(5-8 pages)** based on a target ethic…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    **files (1)**

    – ## Assignment4.1.docx

    **## Assignment4.1.docx**

    Assignment 4

    The organization where you work or aspire to work is asking you to present an action plan to ensure compliance with ethical standards. Considering this request, develop an action plan
    **(5-8 pages)** based on a target ethical area. Education/Teacher

    The plan needs to include the following:

    1.
    **Ethical standards**: Describe your professional field and identify the current ethical standards or code of ethics of your organization. These may be unique to the organization or from the related professional organization. Provide a brief synopsis about the main points stated in the ethical code (Principles or sections included in your professional code of ethics). Use them as a reference and the tool for creating the action plan.

    2.
    **Ethical issue or area in need of attention:**  Identify one specific ethical area in need of attention based on the related ethical standards or code of professional behavior for your organization. Briefly state the reason for your selection and the reason supporting the need for it to be addressed.

    3.
    **Action Plan Goals:** Propose the goals for your plan (at least one target goal)-
    _What prompts the need for your action plan? Clearly indicate why it is necessary to develop a plan._ Include at least
    **one** specific reason to support the need for the plan.

    4.
    **Activities:** Indicate the various ways and methods you would  use to disseminate ethical standards in your organization. Include one example of a resource, tool (flyer, message, poster, etc.) you would use to promote ethics in your targeted organization.

    5.
    **Resources:** Provide a list of suggested references and materials
    **(at least three)** a leader would use to support ongoing knowledge on ethics.

    **Rubric:**

    | | | | |
    | — | — | — | — |
    | Assignment 4 Rubric |
    | **Element** | **Not Met** | **Met** | **Exceeded** |
    | Identifies the ethical standards of the organization | The related standards for the organization are unclear, vague, or not identified | identified the related standards for the organization | Clearly and specifically identified the related standards for the organization. Includes source and reference for the standards. |
    | Identifies an ethical area in need of attention based on the related ethical standards or code of professional behavior | Ethical area in need of attention is not clearly identified or not specified. | Ethical area in need of attention is identified. Rationale is vague. | Specifies the ethical area in need of attention and provides a supporting rationale for its selection. |
    | Proposes at least two goals for the proposed plan of action | One or no goals are specifically proposed. | Two or more goals are specifically proposed. | Two or more goals are specifically proposed. Goals are feasible as part of an action plan. |
    | Describes the plan of action based on the identified goals and includes methods for implementation | The plan of action is unrelated or not specified. | The plan of action is based on the identified goals and included methods for implementation. Some details are included on how to determine outcomes. | The plan of action is clearly based on the identified goals. It includes methods for implementation. Assessment outcomes based on goals is clearly included |
    | References are included to support plan and as a resource | There were fewer than two or no references 3 to support ongoing learning about ethics | Three references are included to support ongoing learning about ethics | More than 3 references are included to support ongoing learning about ethics |
    | APA format | Paper does not adhere   or partially follows the (FSE) Written Assignment Format, the Publication   Manual of the American Psychological Association (7th ed | Paper adheres to the   (FSE) Written Assignment Format, the Publication Manual of the American   Psychological Association (7th ed). | Paper clearly adheres   to the (FSE) Written Assignment Format, the Publication Manual of the   American Psychological Association (7th ed |
    | Total: 35 points | | | |

    **## Assignment4.1.docx**

    Assignment 4

    The organization where you work or aspire to work is asking you to present an action plan to ensure compliance with ethical standards. Considering this request, develop an action plan
    **(5-8 pages)** based on a target ethical area. Education/Teacher

    The plan needs to include the following:

    1.
    **Ethical standards**: Describe your professional field and identify the current ethical standards or code of ethics of your organization. These may be unique to the organization or from the related professional organization. Provide a brief synopsis about the main points stated in the ethical code (Principles or sections included in your professional code of ethics). Use them as a reference and the tool for creating the action plan.

    2.
    **Ethical issue or area in need of attention:**  Identify one specific ethical area in need of attention based on the related ethical standards or code of professional behavior for your organization. Briefly state the reason for your selection and the reason supporting the need for it to be addressed.

    3.
    **Action Plan Goals:** Propose the goals for your plan (at least one target goal)-
    _What prompts the need for your action plan? Clearly indicate why it is necessary to develop a plan._ Include at least
    **one** specific reason to support the need for the plan.

    4.
    **Activities:** Indicate the various ways and methods you would  use to disseminate ethical standards in your organization. Include one example of a resource, tool (flyer, message, poster, etc.) you would use to promote ethics in your targeted organization.

    5.
    **Resources:** Provide a list of suggested references and materials
    **(at least three)** a leader would use to support ongoing knowledge on ethics.

    **Rubric:**

    | | | | |
    | — | — | — | — |
    | Assignment 4 Rubric |
    | **Element** | **Not Met** | **Met** | **Exceeded** |
    | Identifies the ethical standards of the organization | The related standards for the organization are unclear, vague, or not identified | identified the related standards for the organization | Clearly and specifically identified the related standards for the organization. Includes source and reference for the standards. |
    | Identifies an ethical area in need of attention based on the related ethical standards or code of professional behavior | Ethical area in need of attention is not clearly identified or not specified. | Ethical area in need of attention is identified. Rationale is vague. | Specifies the ethical area in need of attention and provides a supporting rationale for its selection. |
    | Proposes at least two goals for the proposed plan of action | One or no goals are specifically proposed. | Two or more goals are specifically proposed. | Two or more goals are specifically proposed. Goals are feasible as part of an action plan. |
    | Describes the plan of action based on the identified goals and includes methods for implementation | The plan of action is unrelated or not specified. | The plan of action is based on the identified goals and included methods for implementation. Some details are included on how to determine outcomes. | The plan of action is clearly based on the identified goals. It includes methods for implementation. Assessment outcomes based on goals is clearly included |
    | References are included to support plan and as a resource | There were fewer than two or no references 3 to support ongoing learning about ethics | Three references are included to support ongoing learning about ethics | More than 3 references are included to support ongoing learning about ethics |
    | APA format | Paper does not adhere   or partially follows the (FSE) Written Assignment Format, the Publication   Manual of the American Psychological Association (7th ed | Paper adheres to the   (FSE) Written Assignment Format, the Publication Manual of the American   Psychological Association (7th ed). | Paper clearly adheres   to the (FSE) Written Assignment Format, the Publication Manual of the   American Psychological Association (7th ed |
    | Total: 35 points | | | |