My Blog

Tag: Model Answer

  • [Solved] Cardiac Rhythm Interpretation Education Poster Project

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    **files (1)** – ## CardiacRhythmInterpretationEducationPosterProject.docx **## CardiacRhythmInterpretationEducationPosterProject.docx** Cardiac Rhythm Interpretation Education Poster Project **Due: Sat Feb 21, 2026 11:59am** Ungraded, 50 Possible Points50 Points Possible Attempt In Progress **Cardia…

    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)**

    – ## CardiacRhythmInterpretationEducationPosterProject.docx

    **## CardiacRhythmInterpretationEducationPosterProject.docx**

    Cardiac Rhythm Interpretation Education Poster Project

    **Due: Sat Feb 21, 2026 11:59am**

    Ungraded, 50 Possible Points50 Points Possible

    Attempt

    In Progress

    **Cardiac Rhythm Interpretation Education Poster Project**

    For this project, you will create a professional, patient-safety-focused educational poster on a selected cardiac rhythm or cardiac emergency. The poster must demonstrate your understanding of cardiac electrophysiology, rhythm interpretation, and priority nursing actions.

    **Step 1: Choose ONE Topic**

    Select one of the following cardiac rhythms or conditions:

    **Rhythm Options**

    ·

    · Atrial Fibrillation (A-fib)

    ·

    · Supraventricular Tachycardia (SVT)

    ·

    · Ventricular Tachycardia (VT – with/without pulse)

    ·

    · Ventricular Fibrillation (VF)

    ·

    · 1st, 2nd, or 3rd Degree AV Block

    ·

    · Bundle Branch Blocks (LBBB or RBBB)

    **Cardiac Emergency Option**

    ·

    ·
    **STEMI vs NSTEMI** (side-by-side comparison)

    **Step 2: Poster Requirements**

    Your poster must include
    **all** of the following sections clearly labeled:

    **1. Pathophysiology (What’s happening electrically?)**

    Explain:

    ·

    ·

    ·

    · The electrical conduction issue causing the rhythm

    ·

    ·

    ·

    · What is happening in the atria, AV node, or ventricles

    ·

    ·

    ·

    · Impact on cardiac output and perfusion

    ·

    ·

    ·

    · What makes this dangerous for the patient

    Use visuals or simplified drawings when possible.

    **2. Rhythm Strip Example**

    Include:

    ·

    ·

    ·

    · At least
    **one high-quality, labeled ECG strip**

    ·

    ·

    ·

    · Labels for
    **P-wave, PR interval, QRS, QT, R-R pattern**, etc. as relevant

    ·

    ·

    ·

    · Brief interpretation notes (rate, regular/irregular, waveform findings)

    **3. ECG Findings/Key Characteristics**

    List
    **diagnostic identifiers**, such as:

    ·

    ·

    ·

    · Atrial/ventricular rate

    ·

    ·

    ·

    · Regularity

    ·

    ·

    ·

    · P-wave presence/absence

    ·

    ·

    ·

    · PR interval abnormalities

    ·

    ·

    ·

    · QRS width

    ·

    ·

    ·

    · Hallmark features (e.g., sawtooth waves, chaotic baseline, wide complex)

    This is the “how to recognize it in real time” section.

    **4. Labs (if applicable)**

    Only include labs if your rhythm/condition uses them:

    ·

    ·

    ·

    ·
    **Troponins** (STEMI/NSTEMI)

    ·

    ·

    ·

    ·
    **Electrolytes** (esp. K+, Mg+)

    ·

    ·

    ·

    ·
    **TSH** (for Afib if thyroid-related)

    ·

    ·

    ·

    ·
    **ABGs** (if related to hypoxia-induced arrhythmias)

    **5. Priority Interventions**

    Include nurse-driven and provider-driven interventions, such as:

    ·

    ·

    ·

    · What to assess first (LOC, perfusion, BP, symptoms)

    ·

    ·

    ·

    · What equipment to prepare (pads, suction, crash cart)

    ·

    ·

    ·

    · Medication management (amiodarone, adenosine, beta blockers, etc.)

    ·

    ·

    ·

    · Emergency actions (cardioversion, defibrillation, CPR)

    ·

    ·

    ·

    · When to call a rapid response or code

    This section must emphasize safe practice and rapid recognition.

    **6. Reperfusion Goals (if applicable)**

    For STEMI vs NSTEMI ONLY:

    ·

    ·

    ·

    · Time-to-ECG (≤10 minutes)

    ·

    ·

    ·

    · Door-to-balloon (≤90 minutes)

    ·

    ·

    ·

    · Door-to-needle (≤30 minutes for thrombolytics)

    ·

    ·

    ·

    · Troponin trends

    ·

    ·

    ·

    · PCI vs medical management

    **Poster Format Requirements**

    Your poster must be:

    · 1 page (PowerPoint slide, Canva poster, or PDF)

    · Professional, visually appealing, readable at a distance

    · Use of color-coding, icons, charts, or visuals encouraged

    · Minimum 18-point font

    · Limited text—use bullet points

    · Organized in logical sections

    **Source Requirements**

    · Minimum 2 scholarly sources (within 5–7 years)

    · APA 7th edition reference list in small text at the bottom

    · Sources may include:
    ✓ Cardiac texts
    ✓ ACLS guidelines
    ✓ UpToDate
    ✓ AHA resources

    **Submission**

    Submit the following:

    ·
    **Final poster (PDF or PPT)**

    ·
    **Reference list (APA)** if not included on poster

    | | | |
    | — | — | — |
    | Cardiac Rhythm Poster Project |
    | | | |
    | **Cardiac Rhythm Poster Project** |
    | **Criteria** | **Ratings** | **Pts** |
    | Pathophysiology Explanation | **10 pts**<br>**Exemplary**<br>Clear, accurate description of electrical conduction issue; strong linkage to cardiac output/perfusion.<br>**7 pts**<br>**Proficient**<br>Adequate explanation with some missing detail or unclear connections.<br>**4 pts**<br>**Developing**<br>Minimal, vague, or inaccurate pathophysiology. | / 10 pts |
    | ECG Strip Example & Interpretation | **10 pts**<br>**Exemplary**<br>High-quality, labeled strip with accurate interpretation of key waveform features.<br>**7 pts**<br>**Proficient**<br>Strip included and mostly accurate; labeling or interpretation incomplete.<br>**4 pts**<br>**Developing**<br>Strip missing, poorly labeled, or inaccurate. | / 10 pts |
    | ECG Findings & Key Characteristics | **10 pts**<br>**Exemplary**<br>All hallmark rhythm features clearly listed (rate, regularity, P-waves, PR/QRS changes).<br>**7 pts**<br>**Proficient**<br>Most features included; some missing information.<br>**4 pts**<br>**Developing**<br>Incomplete or inaccurate rhythm characteristics. | / 10 pts |
    | Priority Interventions & Reperfusion Goals | **10 pts**<br>**Exemplary**<br>Accurate, high-priority nursing interventions; includes reperfusion targets when required.<br>**7 pts**<br>**Proficient**<br>Interventions generally correct but lacking detail or missing reperfusion details.<br>**4 pts**<br>**Developing**<br>Incorrect, incomplete, or unclear interventions. | / 10 pts |
    | Poster Quality, Organization & Sources | **10 pts**<br>**Exemplary**<br>Visually professional, well-organized, readable at a distance; 2+ scholarly sources in APA format.<br>**7 pts**<br>**Proficient**<br>Mostly clear and organized; minor formatting or APA errors; readability issues.<br>**4 pts**<br>**Developing**<br>Cluttered, disorganized, or missing/incorrect sources. | / 10 pts |

    **## CardiacRhythmInterpretationEducationPosterProject.docx**

    Cardiac Rhythm Interpretation Education Poster Project

    **Due: Sat Feb 21, 2026 11:59am**

    Ungraded, 50 Possible Points50 Points Possible

    Attempt

    In Progress

    **Cardiac Rhythm Interpretation Education Poster Project**

    For this project, you will create a professional, patient-safety-focused educational poster on a selected cardiac rhythm or cardiac emergency. The poster must demonstrate your understanding of cardiac electrophysiology, rhythm interpretation, and priority nursing actions.

    **Step 1: Choose ONE Topic**

    Select one of the following cardiac rhythms or conditions:

    **Rhythm Options**

    ·

    · Atrial Fibrillation (A-fib)

    ·

    · Supraventricular Tachycardia (SVT)

    ·

    · Ventricular Tachycardia (VT – with/without pulse)

    ·

    · Ventricular Fibrillation (VF)

    ·

    · 1st, 2nd, or 3rd Degree AV Block

    ·

    · Bundle Branch Blocks (LBBB or RBBB)

    **Cardiac Emergency Option**

    ·

    ·
    **STEMI vs NSTEMI** (side-by-side comparison)

    **Step 2: Poster Requirements**

    Your poster must include
    **all** of the following sections clearly labeled:

    **1. Pathophysiology (What’s happening electrically?)**

    Explain:

    ·

    ·

    ·

    · The electrical conduction issue causing the rhythm

    ·

    ·

    ·

    · What is happening in the atria, AV node, or ventricles

    ·

    ·

    ·

    · Impact on cardiac output and perfusion

    ·

    ·

    ·

    · What makes this dangerous for the patient

    Use visuals or simplified drawings when possible.

    **2. Rhythm Strip Example**

    Include:

    ·

    ·

    ·

    · At least
    **one high-quality, labeled ECG strip**

    ·

    ·

    ·

    · Labels for
    **P-wave, PR interval, QRS, QT, R-R pattern**, etc. as relevant

    ·

    ·

    ·

    · Brief interpretation notes (rate, regular/irregular, waveform findings)

    **3. ECG Findings/Key Characteristics**

    List
    **diagnostic identifiers**, such as:

    ·

    ·

    ·

    · Atrial/ventricular rate

    ·

    ·

    ·

    · Regularity

    ·

    ·

    ·

    · P-wave presence/absence

    ·

    ·

    ·

    · PR interval abnormalities

    ·

    ·

    ·

    · QRS width

    ·

    ·

    ·

    · Hallmark features (e.g., sawtooth waves, chaotic baseline, wide complex)

    This is the “how to recognize it in real time” section.

    **4. Labs (if applicable)**

    Only include labs if your rhythm/condition uses them:

    ·

    ·

    ·

    ·
    **Troponins** (STEMI/NSTEMI)

    ·

    ·

    ·

    ·
    **Electrolytes** (esp. K+, Mg+)

    ·

    ·

    ·

    ·
    **TSH** (for Afib if thyroid-related)

    ·

    ·

    ·

    ·
    **ABGs** (if related to hypoxia-induced arrhythmias)

    **5. Priority Interventions**

    Include nurse-driven and provider-driven interventions, such as:

    ·

    ·

    ·

    · What to assess first (LOC, perfusion, BP, symptoms)

    ·

    ·

    ·

    · What equipment to prepare (pads, suction, crash cart)

    ·

    ·

    ·

    · Medication management (amiodarone, adenosine, beta blockers, etc.)

    ·

    ·

    ·

    · Emergency actions (cardioversion, defibrillation, CPR)

    ·

    ·

    ·

    · When to call a rapid response or code

    This section must emphasize safe practice and rapid recognition.

    **6. Reperfusion Goals (if applicable)**

    For STEMI vs NSTEMI ONLY:

    ·

    ·

    ·

    · Time-to-ECG (≤10 minutes)

    ·

    ·

    ·

    · Door-to-balloon (≤90 minutes)

    ·

    ·

    ·

    · Door-to-needle (≤30 minutes for thrombolytics)

    ·

    ·

    ·

    · Troponin trends

    ·

    ·

    ·

    · PCI vs medical management

    **Poster Format Requirements**

    Your poster must be:

    · 1 page (PowerPoint slide, Canva poster, or PDF)

    · Professional, visually appealing, readable at a distance

    · Use of color-coding, icons, charts, or visuals encouraged

    · Minimum 18-point font

    · Limited text—use bullet points

    · Organized in logical sections

    **Source Requirements**

    · Minimum 2 scholarly sources (within 5–7 years)

    · APA 7th edition reference list in small text at the bottom

    · Sources may include:
    ✓ Cardiac texts
    ✓ ACLS guidelines
    ✓ UpToDate
    ✓ AHA resources

    **Submission**

    Submit the following:

    ·
    **Final poster (PDF or PPT)**

    ·
    **Reference list (APA)** if not included on poster

    | | | |
    | — | — | — |
    | Cardiac Rhythm Poster Project |
    | | | |
    | **Cardiac Rhythm Poster Project** |
    | **Criteria** | **Ratings** | **Pts** |
    | Pathophysiology Explanation | **10 pts**<br>**Exemplary**<br>Clear, accurate description of electrical conduction issue; strong linkage to cardiac output/perfusion.<br>**7 pts**<br>**Proficient**<br>Adequate explanation with some missing detail or unclear connections.<br>**4 pts**<br>**Developing**<br>Minimal, vague, or inaccurate pathophysiology. | / 10 pts |
    | ECG Strip Example & Interpretation | **10 pts**<br>**Exemplary**<br>High-quality, labeled strip with accurate interpretation of key waveform features.<br>**7 pts**<br>**Proficient**<br>Strip included and mostly accurate; labeling or interpretation incomplete.<br>**4 pts**<br>**Developing**<br>Strip missing, poorly labeled, or inaccurate. | / 10 pts |
    | ECG Findings & Key Characteristics | **10 pts**<br>**Exemplary**<br>All hallmark rhythm features clearly listed (rate, regularity, P-waves, PR/QRS changes).<br>**7 pts**<br>**Proficient**<br>Most features included; some missing information.<br>**4 pts**<br>**Developing**<br>Incomplete or inaccurate rhythm characteristics. | / 10 pts |
    | Priority Interventions & Reperfusion Goals | **10 pts**<br>**Exemplary**<br>Accurate, high-priority nursing interventions; includes reperfusion targets when required.<br>**7 pts**<br>**Proficient**<br>Interventions generally correct but lacking detail or missing reperfusion details.<br>**4 pts**<br>**Developing**<br>Incorrect, incomplete, or unclear interventions. | / 10 pts |
    | Poster Quality, Organization & Sources | **10 pts**<br>**Exemplary**<br>Visually professional, well-organized, readable at a distance; 2+ scholarly sources in APA format.<br>**7 pts**<br>**Proficient**<br>Mostly clear and organized; minor formatting or APA errors; readability issues.<br>**4 pts**<br>**Developing**<br>Cluttered, disorganized, or missing/incorrect sources. | / 10 pts |

  • [Solved] Hospital case

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Read the attached case and answer the following questions: 1. Should a hospital have the right to use whatever means necessary to collect for the services it provides? Why or why not? What other means could the hospital have used to determine if patients were SSI eligible? 2. What do you think of th…

    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

    Read the attached case and answer the following questions:

    1. Should a hospital have the right to use whatever means necessary to collect for the services it provides? Why or why not?  What other means could the hospital have used to determine if patients were SSI eligible?
    2. What do you think of the secretary’s action in this case? Did she have the right to make copies of patient information and send it to a radio station? Should she have been held liable individually?
    3. The court stated that it could find no interest (by the hospital) that justified the privilege to disclose confidential medical information. Do you agree with the court or do you believe the hospital’s interest in collecting on unpaid bills outweighed the patients’ interest in confidentiality?
    4. Under current law, healthcare providers have the right to collect on unpaid bills. What could this hospital have done to prevent the problem that arose?
    5. Do you think the law firm was engaged in a conflict of interest situation and, if so, why?

  • [Solved] Can anyone create realistic w2s and check stubs

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Can anyone create realistic w2s and check stubs **files (2)** – IMG_1912.png – 2022_TaxReturn.pdf **IMG_1912.png** This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-1912-png) **2022_TaxReturn.pdf** This file is too large to display. [View in new window]…

    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

    Can anyone create realistic w2s and check stubs

    **files (2)**

    – IMG_1912.png
    – 2022_TaxReturn.pdf

    **IMG_1912.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-1912-png)

    **2022_TaxReturn.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/2022-taxreturn-pdf-10504389)

    **2022_TaxReturn.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/2022-taxreturn-pdf-10504389)

    **IMG_1912.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-1912-png)

    **2022_TaxReturn.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/2022-taxreturn-pdf-10504389)

    **IMG_1912.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-1912-png)

    **2022_TaxReturn.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/2022-taxreturn-pdf-10504389)

  • [Solved] Help Needed1

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Please see attached documents and read in detail. **files (1)** – ## img02192026_0002.pdf **## img02192026_0002.pdf** Use the attached case study to answer the "Discussion Questions" in essay form at the end of the case study. There are 8 discussion questions that should be answered using informat…

    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

    Please see attached documents and read in detail.

    **files (1)**

    – ## img02192026_0002.pdf

    **## img02192026_0002.pdf**

    Use the attached case study to answer the "Discussion

    Questions" in essay form at the end of the case study.

    There are 8 discussion questions that should be

    answered using information from the Student

    Development in College, Theory, Research, and Practice

    textbook.

    • Please use intext citations and the book should be
    your reference.

    • 100% no plagiarism.

    • Do not use bullet lists.

    • Do not retype the discussion questions, but include
    the question numbers and create subtitles within the
    body of the paper.

    • Follow the 7t" edition APA format

    STUDENT
    DEVELOPMENT
    IN COLLEGE
    THEORY, RESEARCH, AND PRACTICE

    LORI D. PATTON ■ KRISTEN A. RENN
    FLORENCE M. GUIDO ■ STEPHEN JOHN QUAYE

    Foreword by NANCY J. EVANS
    Afterword by DEANNA S. FORNEY

    1; JOSSEY-BASS'"
    A Wiley Brand

    Appendix 473

    "Who am I?
    What critical moments in college contributed to my development?"

    "After reflecting, please identify a partner and share your responses,. We will

    then come back together for a large group discussion."

    Student Portraits

    Here are the developmental portraits shared by 7 of the 25 students:

    Drew

    Drew, a 30-year-old Chinese American father and husband, was intrigued by
    Dr. J's questions because they made him think about his life experiences in
    addition to those in college. Drew and his wife are devout Protestant Chris-
    tians who are active in their local church, serving as volunteers for annual
    events and programs. For the past few years, Drew has coordinated the col-
    lege readiness summer camp at his church. The idea for the camp came from
    Drew's experiences in a similar program prior to entering college. While it was
    not a church-affiliated program, Drew thought many of the program activities
    could be beneficial to the large population of teens at the church. Drew facil-
    itated the program so well that it garnered attention in the local newspaper,
    prompting the admissions director at a nearby college, and Prescott alumni,
    to reach out to him and encourage him to consider a career in student affairs.

    The ultimate decision to pursue a student affairs degree was challenging
    for Drew because he took great pride in his ability to provide for his fam-
    ily, including their newly purchased home in an upscale community. His wife
    enjoyed shopping at high-end retail chains and grocery stores, and they both
    knew this would need to end if he left the lucrative field in which he had been
    working. Moreover, he truly enjoyed the nearby golf course, a place where he
    did plenty of networking to make business connections for the firm employ-
    ing him. Support from his wife in agreeing to go without upscale material
    goods meant everything to Drew since he had initiated this radical change for
    his family.

    As he reflected on college, Drew realized that while growing up he had
    never imagined then he could live life with the luxury he currently enjoyed.
    As the son of immigrants, he watched his parents struggle to ensure he and
    siblings received a solid education. Though his parents were not strong
    English speakers, they worked numerous jobs, which ultimately resulted in

    t 414 Student Development in
    College

    the purchase of a chain of small businesses. Fluent in English, Drew helped
    his parents manage their entrepreneurial enterprises. These

    meaningful
    childhood experiences were crucial influences on his decision to major in
    business as an undergraduate.

    Now, having decided to pursue a career in student affairs, Drew recalled
    how the courses in the business school had prepared him for a profitable
    career. However, running a business failed to capture his intense passion for
    working and learning about diverse people and issues. As a first-generation
    college student, he always wondered how he could help others access col-
    lege, but at the time he did not know how to pursue a degree in the field
    of student affairs. He felt confident about his performance in the business
    courses in which he enrolled and surprised himself when he excelled. How-
    ever, Drew found other courses more challenging because they forced him
    to think about topics that had never crossed his mind. As a sociology minor,
    Drew took courses dealing with race, class, gender, and a range of other identity
    groups. He moved from seeing the world as composed of many right and wrong
    answers to understanding the context of the knowledge he was gaining. Among
    the courses that forced him to think in a different way were those focusing
    on religious and spiritual pluralism. These courses had a tremendous influ-
    ence on how he chose to practice and maintain his Christian beliefs. Drew also
    took two courses on ethnic and racial identity. While he thought both courses
    tended to have a heavy emphasis on experiences pertaining to African Amer-
    ican and Latino groups, he was pleased to see that instructors in each course
    spent much time during the semester addressing Asian American and Pacific
    Islander peoples. In these courses, he learned more about the vast array of peo-
    ples that comprised the Asian Diaspora. Craving more self-knowledge, Drew
    completed class assignments that allowed him to explore his own ethnic group
    in greater depth. After some time passed, Drew began to reject values he had
    unwittingly adopted from the dominant culture while supporting values of his
    Asian American cultural heritage. His fraternity brothers noticed a change but
    allowed him space to reflect on his ethnic identity and its importance in his life.

    His college experiences, particularly involvement in a traditionally White
    fraternity, taught Drew a great deal about manhood. The fraternity's empha-
    sis on men and leadership was what initially attracted him. He learned much
    through the many leadership development programs offered by the fraternity's
    national office, as he found them personally fulfilling while also complement-
    ing his major. He also learned about the man he did not want to become
    as he observed how a handful of his fraternity brothers mistreated women.
    Drew took those lessons, specifically those that focused on honoring traditional
    family values, and now uses them in raising his sons. Drew emphasizes to his

    Appendix 475

    offspring that they too must be providers for their family when they marry

    and have children. He believes that what he knows about manhood is the
    most important lesson he can impart to his boys. While this is admittedly a

    somewhat paternalistic idea, Drew also realizes his perspectives align with his
    religious beliefs, but he has come a long way from his father's views on gender.

    r He insists he supports women's rights and views women as equal, but appreci-

    ates his wife for understanding his strong desire to be the primary provider in
    their household.

    In college, Drew volunteered at a homeless shelter as part of a
    service-learning project. When the project ended, he extended his time so he
    could feel like he made a difference in the community. In addition, it reminded
    him of his own challenges of paying for college on an extremely limited
    income, which required him to work throughout his four years to avoid loans.
    As a first-generation college student, Drew often grappled with being in a fra-
    ternity among men who had financial means, while he barely made ends meet.
    He often felt as if his fraternity brothers entered college with the privilege of
    money and tools for success. In other words, he believed his college friends
    knew far more than he did initially about attending college. These diverse
    experiences led Drew to implement the college readiness summer camp at
    his church and helped solidify his decision to pursue a master's degree in
    student affairs.

    Discussion Questions

    With a timeline, trace Drew's life events and development since childhood.
    In what ways does his life reflect Schlossberg's transition theory?

    2.2. Outline Drew's ethnic identity development. Explain its trajectory and
    Drew's behavior at each stage of development. How has his ethnic identity
    contributed to making him the person he is today? How might being a
    member of a White fraternity affect his ethnic identity as a student of

    ,— color?

    3./ ~ As renewed appreciation for his own ethnic group intensified, in what ways
    ~- did Drew separate himself from the dominant culture? How have other

    students of color you have observed rejected dominant culture values? In
    what ways can colleges and universities support students with a strong eth-
    nic identity and enhance their development while they reject the dominant
    culture?

    OCompare and contrast Drew's social class identity as a child and then after
    he graduated from college and became financially successful. From the

    476 Student Development in College

    0
    child of immigrants to upper middle class, what kind of identity changes
    could Drew have experienced? What theories, models, or research apply to
    his social class identity?
    Examine Drew's cognitive development and discuss how it resonated with
    cognitive developmental theory. What would Drew be like in class, and how

    ~ could his professors challenge him to increase his cognitive development?

    1 b• l Think about the religious issues Drew faced in college. If Drew were a stu-
    dent at your university, how might the student affairs division support his

    Q
    religious identity development?

    '7. Drew has a strong gender identity and exhibits gender characteristics simi-
    lar to his father's. Explain how this could change as he grows and develops

    .88
    in this capacity.

    . Draw a diagram of Drew's intersecting identities and discuss how these mul-
    tiple identities are uniquely illustrated by him. How is Drew's development
    different from and similar to that of other students in his cohort?

    i e gr
    limited contact
    youngest c
    pro

    de

    a predominan
    :.le who w

    ite, conservative
    not White. Ha

    e ' Amber.
    the time she was a teen

    . er. For most
    traveled to her bro .
    .0 –

    se more
    despit
    hi!

    a
    life, s

    s . ortin

    ention to her siblin
    y refined and marry i

    er a "real" sort
    high s
    from a migrant worker family.

    ber's pare
    more prestigious

    y
    S.

    eward-
    d

    as the
    over-
    ade

    r
    than she did, and this
    ds in which the family

    While she did not
    d as

    hts es ould

    ass. Thus,
    n
    as
    in

    and

    3
    i

    **## img02192026_0002.pdf**

    Use the attached case study to answer the "Discussion

    Questions" in essay form at the end of the case study.

    There are 8 discussion questions that should be

    answered using information from the Student

    Development in College, Theory, Research, and Practice

    textbook.

    • Please use intext citations and the book should be
    your reference.

    • 100% no plagiarism.

    • Do not use bullet lists.

    • Do not retype the discussion questions, but include
    the question numbers and create subtitles within the
    body of the paper.

    • Follow the 7t" edition APA format

    STUDENT
    DEVELOPMENT
    IN COLLEGE
    THEORY, RESEARCH, AND PRACTICE

    LORI D. PATTON ■ KRISTEN A. RENN
    FLORENCE M. GUIDO ■ STEPHEN JOHN QUAYE

    Foreword by NANCY J. EVANS
    Afterword by DEANNA S. FORNEY

    1; JOSSEY-BASS'"
    A Wiley Brand

    Appendix 473

    "Who am I?
    What critical moments in college contributed to my development?"

    "After reflecting, please identify a partner and share your responses,. We will

    then come back together for a large group discussion."

    Student Portraits

    Here are the developmental portraits shared by 7 of the 25 students:

    Drew

    Drew, a 30-year-old Chinese American father and husband, was intrigued by
    Dr. J's questions because they made him think about his life experiences in
    addition to those in college. Drew and his wife are devout Protestant Chris-
    tians who are active in their local church, serving as volunteers for annual
    events and programs. For the past few years, Drew has coordinated the col-
    lege readiness summer camp at his church. The idea for the camp came from
    Drew's experiences in a similar program prior to entering college. While it was
    not a church-affiliated program, Drew thought many of the program activities
    could be beneficial to the large population of teens at the church. Drew facil-
    itated the program so well that it garnered attention in the local newspaper,
    prompting the admissions director at a nearby college, and Prescott alumni,
    to reach out to him and encourage him to consider a career in student affairs.

    The ultimate decision to pursue a student affairs degree was challenging
    for Drew because he took great pride in his ability to provide for his fam-
    ily, including their newly purchased home in an upscale community. His wife
    enjoyed shopping at high-end retail chains and grocery stores, and they both
    knew this would need to end if he left the lucrative field in which he had been
    working. Moreover, he truly enjoyed the nearby golf course, a place where he
    did plenty of networking to make business connections for the firm employ-
    ing him. Support from his wife in agreeing to go without upscale material
    goods meant everything to Drew since he had initiated this radical change for
    his family.

    As he reflected on college, Drew realized that while growing up he had
    never imagined then he could live life with the luxury he currently enjoyed.
    As the son of immigrants, he watched his parents struggle to ensure he and
    siblings received a solid education. Though his parents were not strong
    English speakers, they worked numerous jobs, which ultimately resulted in

    t 414 Student Development in
    College

    the purchase of a chain of small businesses. Fluent in English, Drew helped
    his parents manage their entrepreneurial enterprises. These

    meaningful
    childhood experiences were crucial influences on his decision to major in
    business as an undergraduate.

    Now, having decided to pursue a career in student affairs, Drew recalled
    how the courses in the business school had prepared him for a profitable
    career. However, running a business failed to capture his intense passion for
    working and learning about diverse people and issues. As a first-generation
    college student, he always wondered how he could help others access col-
    lege, but at the time he did not know how to pursue a degree in the field
    of student affairs. He felt confident about his performance in the business
    courses in which he enrolled and surprised himself when he excelled. How-
    ever, Drew found other courses more challenging because they forced him
    to think about topics that had never crossed his mind. As a sociology minor,
    Drew took courses dealing with race, class, gender, and a range of other identity
    groups. He moved from seeing the world as composed of many right and wrong
    answers to understanding the context of the knowledge he was gaining. Among
    the courses that forced him to think in a different way were those focusing
    on religious and spiritual pluralism. These courses had a tremendous influ-
    ence on how he chose to practice and maintain his Christian beliefs. Drew also
    took two courses on ethnic and racial identity. While he thought both courses
    tended to have a heavy emphasis on experiences pertaining to African Amer-
    ican and Latino groups, he was pleased to see that instructors in each course
    spent much time during the semester addressing Asian American and Pacific
    Islander peoples. In these courses, he learned more about the vast array of peo-
    ples that comprised the Asian Diaspora. Craving more self-knowledge, Drew
    completed class assignments that allowed him to explore his own ethnic group
    in greater depth. After some time passed, Drew began to reject values he had
    unwittingly adopted from the dominant culture while supporting values of his
    Asian American cultural heritage. His fraternity brothers noticed a change but
    allowed him space to reflect on his ethnic identity and its importance in his life.

    His college experiences, particularly involvement in a traditionally White
    fraternity, taught Drew a great deal about manhood. The fraternity's empha-
    sis on men and leadership was what initially attracted him. He learned much
    through the many leadership development programs offered by the fraternity's
    national office, as he found them personally fulfilling while also complement-
    ing his major. He also learned about the man he did not want to become
    as he observed how a handful of his fraternity brothers mistreated women.
    Drew took those lessons, specifically those that focused on honoring traditional
    family values, and now uses them in raising his sons. Drew emphasizes to his

    Appendix 475

    offspring that they too must be providers for their family when they marry

    and have children. He believes that what he knows about manhood is the
    most important lesson he can impart to his boys. While this is admittedly a

    somewhat paternalistic idea, Drew also realizes his perspectives align with his
    religious beliefs, but he has come a long way from his father's views on gender.

    r He insists he supports women's rights and views women as equal, but appreci-

    ates his wife for understanding his strong desire to be the primary provider in
    their household.

    In college, Drew volunteered at a homeless shelter as part of a
    service-learning project. When the project ended, he extended his time so he
    could feel like he made a difference in the community. In addition, it reminded
    him of his own challenges of paying for college on an extremely limited
    income, which required him to work throughout his four years to avoid loans.
    As a first-generation college student, Drew often grappled with being in a fra-
    ternity among men who had financial means, while he barely made ends meet.
    He often felt as if his fraternity brothers entered college with the privilege of
    money and tools for success. In other words, he believed his college friends
    knew far more than he did initially about attending college. These diverse
    experiences led Drew to implement the college readiness summer camp at
    his church and helped solidify his decision to pursue a master's degree in
    student affairs.

    Discussion Questions

    With a timeline, trace Drew's life events and development since childhood.
    In what ways does his life reflect Schlossberg's transition theory?

    2.2. Outline Drew's ethnic identity development. Explain its trajectory and
    Drew's behavior at each stage of development. How has his ethnic identity
    contributed to making him the person he is today? How might being a
    member of a White fraternity affect his ethnic identity as a student of

    ,— color?

    3./ ~ As renewed appreciation for his own ethnic group intensified, in what ways
    ~- did Drew separate himself from the dominant culture? How have other

    students of color you have observed rejected dominant culture values? In
    what ways can colleges and universities support students with a strong eth-
    nic identity and enhance their development while they reject the dominant
    culture?

    OCompare and contrast Drew's social class identity as a child and then after
    he graduated from college and became financially successful. From the

    476 Student Development in College

    0
    child of immigrants to upper middle class, what kind of identity changes
    could Drew have experienced? What theories, models, or research apply to
    his social class identity?
    Examine Drew's cognitive development and discuss how it resonated with
    cognitive developmental theory. What would Drew be like in class, and how

    ~ could his professors challenge him to increase his cognitive development?

    1 b• l Think about the religious issues Drew faced in college. If Drew were a stu-
    dent at your university, how might the student affairs division support his

    Q
    religious identity development?

    '7. Drew has a strong gender identity and exhibits gender characteristics simi-
    lar to his father's. Explain how this could change as he grows and develops

    .88
    in this capacity.

    . Draw a diagram of Drew's intersecting identities and discuss how these mul-
    tiple identities are uniquely illustrated by him. How is Drew's development
    different from and similar to that of other students in his cohort?

    i e gr
    limited contact
    youngest c
    pro

    de

    a predominan
    :.le who w

    ite, conservative
    not White. Ha

    e ' Amber.
    the time she was a teen

    . er. For most
    traveled to her bro .
    .0 –

    se more
    despit
    hi!

    a
    life, s

    s . ortin

    ention to her siblin
    y refined and marry i

    er a "real" sort
    high s
    from a migrant worker family.

    ber's pare
    more prestigious

    y
    S.

    eward-
    d

    as the
    over-
    ade

    r
    than she did, and this
    ds in which the family

    While she did not
    d as

    hts es ould

    ass. Thus,
    n
    as
    in

    and

    3
    i

  • [Solved] Business and IT

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    [>Management homework help](https://www.sweetstudy.com/fields/business-finance-management) Business and IT

    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

    [>Management homework help](https://www.sweetstudy.com/fields/business-finance-management)

    Business and IT

  • [Solved] Healthcare cost

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Select two chapters from the list provided. Summarize the key points from each chapter in your own words, highlighting how they relate to the cost of health care. Pose a question to your peers regarding the implications of these topics on nursing practice and health care delivery. Chapters to Choose…

    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

    Select two chapters from the list provided. Summarize the key points from each chapter in your own words, highlighting how they relate to the cost of health care.

    Pose a question to your peers regarding the implications of these topics on nursing practice and health care delivery.

    Chapters to Choose From:

    Ch. 16: Health Economics

    Ch. 17: Financing Health Care

    Ch. 18: Affordable Care Act

    Ch. 28: Insurance Exchanges

    Ch. 33: National Health Care System

    Ch. 60: Dual Eligibility

    Ch. 62: Political Context of Advanced Practice Nursing

  • [Solved] Assingment 5_421

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Complete a brief reflection, selecting one course outcome and in 1-3 paragraphs relate practice experiences of having a nursing mentor to professional learning and the potential impact the practice experiences may have on their professional nursing practice. Course outcome selected: Develop a change…

    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

    Complete a brief reflection, selecting one course outcome and in 1-3 paragraphs relate practice experiences of having a nursing mentor to professional learning and the potential impact the practice experiences may have on their professional nursing practice.

    Course outcome selected: Develop a change plan (Standardized Bedside Shift Handover using SBAR), including a proposed implementation strategy and measurement of outcomes.

    The Reflection should include:

    – A synthesis of the learning experiences.
    – Achievement of course learning outcome.
    – Application of theoretical content from the course to each practice experience reflection.
    – Reflection of potential impact on future professional nursing practice.
    – All cited references should be in APA format.

  • [Solved] Florida Educational Leadership Standards (FELS) and Instructional Leadership Research

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    **files (2)** – ## FloridaEducationalLeadershipStandards.docx – ## HoursLog.docx **## FloridaEducationalLeadershipStandards.docx** Florida Educational Leadership Standards (FELS) and Instructional Leadership Research Paper Candidates will complete a research paper on effective leadership measured by…

    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 (2)**

    – ## FloridaEducationalLeadershipStandards.docx

    – ## HoursLog.docx

    **## FloridaEducationalLeadershipStandards.docx**

    Florida Educational Leadership Standards (FELS) and Instructional Leadership Research Paper

    Candidates will complete a research paper on effective leadership measured by the Florida Educational Leadership Standards (FELS) by evaluating the practice of an administrative team at the candidate’s selected school site. Candidates will conduct an administrative shadowing cycle where they will shadow a principal
    _and_ an assistant principal at their selected school site. The administrative cycle must be made up of 30 hrs. total in no less than 8 weeks’ time (approximately 3.5 hrs. per week). Candidates will then write a comprehensive research paper evaluating the practices they observed. They will provide reflections on the effectiveness of the leadership team based on course readings, current research articles (published in less than 5 years) and the FELS as evidence to support their position.

    Include writing from a first person point view. Include that I am a third grade teacher, at Somerset Academy South Miami. I shadowed my principal Mrs. Guilarte and my assistant principal Mrs. Quevedo. Please see the attached hours logs and what I observed from my leadership team provide examples and sound like its coming directly from me. Include what I have learned from this process of observing and also include how I will implement these strategies on my future leadership career.

    **Research Paper Format**

    **Title Section: Introduction (1-2 pages)**

    The introduction should include a brief statement of what research describes as effective instructional leadership practices. Research cited should be from course readings and articles researched by students.

    **Title Section: Administrative Shadowing Cycle (as long as needed based on length of log)**

    Describe the activities that took place during the administrative shadowing cycle. Document the hours in Administrative Shadowing Log (see sample below). The administrative shadowing cycle should take place during a variety of days and times, in order to observe a wide-range of instructional leadership practices/activities (i.e.: decision making, implementation of data-driven systems, professional learning, equitable student learning and engagement, instructional coaching cycles, representation of school, collaboration with variety of stakeholders, etc.). The cycle must be conducted in no less that 10 weeks’ time, approximately 4 hours a week. This section will
    _ONLY_ include the “
    _Administrative Shadowing Log”._

    **## HoursLog.docx**

    | | | | |
    | — | — | — | — |
    | DATE | TIME | ACTIVITY | FELS |
    | Week 1 – Monday | 10:00–11:00 AM (1 hr) | I shadowed Mrs. Guilarte (Principal) and Mrs. Quevedo (Assistant Principal) during instructional walkthroughs. I observed classroom instruction, student engagement, and alignment to grade-level standards. We discussed how walkthrough data is used to identify instructional strengths and areas for growth. | FELS Standard 2: Student Learning; Standard 3: Instructional Leadership |
    | Week 1 – Tuesday | 10:00–11:00 AM (1 hr) | I observed a leadership planning meeting facilitated by Mrs. Guilarte, focused on school-wide goals and upcoming instructional initiatives. I learned how administrative decisions are aligned with the School Improvement Plan. | FELS Standard 1: Visionary Leadership; Standard 6: Decision Making |
    | Week 1 – Tuesday | 1:30–2:30 PM (1 hr) | I participated in a data review meeting with Mrs. Guilarte and Mrs. Quevedo where student progress monitoring data was analyzed. I observed how leadership uses data to guide instructional adjustments and intervention planning. | FELS Standard 2: Student Learning; Standard 6: Data-Driven Decision Making |
    | Week 1 – Wednesday | 10:00–11:00 AM (1 hr) | I shadowed Mrs. Quevedo during student behavior conferences. I observed the use of PBIS strategies and restorative practices to support positive student behavior and equitable outcomes. | FELS Standard 4: Equity and Cultural Responsiveness; Standard 5: Ethical Leadership |
    | Week 1 – Thursday | 8:30–9:30 AM (1 hr) | I observed Mrs. Guilarte facilitating an instructional coaching pre-conference with a teacher. I learned how lesson objectives and student engagement strategies are discussed prior to formal observations. | FELS Standard 3: Instructional Leadership |
    | Week 1 – Thursday | 10:00–11:00 AM (1 hr) | I attended a grade-level PLC facilitated by administration. I observed collaborative planning, review of student data, and alignment of instructional strategies across classrooms. | FELS Standard 2: Student Learning; Standard 7: Professional Learning |
    | DATE | TIME | ACTIVITY | FELS |
    | Week 2 – Monday | 10:00–11:00 AM (1 hr) | I shadowed Mrs. Guilarte during parent communication planning and stakeholder outreach. I observed how leadership prioritizes family engagement to support student success. | FELS Standard 10: Community and Stakeholder Partnerships |
    | Week 2 – Tuesday | 10:00–11:00 AM (1 hr) | I observed Mrs. Quevedo during administrative planning focused on teacher support, scheduling, and allocation of resources to meet instructional needs. | FELS Standard 8: School Management |
    | Week 2 – Tuesday | 1:30–2:30 PM (1 hr) | I participated in an MTSS meeting with Mrs. Guilarte and Mrs. Quevedo, reviewing Tier 2 student data and discussing intervention effectiveness and next steps. | FELS Standard 2: Student Learning; Standard 6: Decision Making |
    | Week 2 – Wednesday | 10:00–11:00 AM (1 hr) | I shadowed Mrs. Quevedo during post-observation conferences with teachers. I observed how constructive feedback and reflective questioning were used to support instructional growth. | FELS Standard 3: Instructional Leadership |
    | Week 2 – Thursday | 8:30–9:30 AM (1 hr) | I observed morning supervision and school operations with Mrs. Guilarte, learning how safety procedures and routines contribute to a positive learning environment. | FELS Standard 5: Ethical Leadership; Standard 8: School Management |
    | Week 2 – Thursday | 10:00–11:00 AM (1 hr) | I participated in a reflective debrief with Mrs. Guilarte and Mrs. Quevedo discussing leadership responsibilities, decision-making processes, and professional growth. | FELS Standard 9: Professional and Ethical Behavior |
    | DATE | TIME | ACTIVITY | FELS |
    | Week 3 – Monday | 10:00–11:00 AM (1 hr) | I shadowed Mrs. Guilarte (Principal) during instructional walkthroughs across multiple grade levels. I observed how she provided real-time feedback to teachers and noted patterns in student engagement and instructional delivery. We discussed how walkthrough data informs school-wide instructional priorities. | FELS Standard 3: Instructional Leadership; Standard 2: Student Learning |
    | Week 3 – Tuesday | 10:00–11:00 AM (1 hr) | I observed Mrs. Quevedo (Assistant Principal) facilitating a planning meeting focused on instructional supports and scheduling adjustments. I learned how leadership balances teacher needs while maintaining alignment with the School Improvement Plan. | FELS Standard 1: Visionary Leadership; Standard 8: School Management |
    | Week 3 – Tuesday | 1:30–2:30 PM (1 hr) | I participated in a data analysis meeting with Mrs. Guilarte and Mrs. Quevedo, where student assessment data was reviewed to evaluate intervention effectiveness. I observed how leadership uses data to guide equitable instructional decisions and next steps for at-risk students. | FELS Standard 2: Student Learning; Standard 6: Decision Making |
    | Week 3 – Wednesday | 10:00–11:00 AM (1 hr) | I shadowed Mrs. Quevedo during student behavior conferences. I observed how restorative practices and PBIS strategies were used to support student growth while maintaining consistency and fairness. | FELS Standard 4: Equity and Cultural Responsiveness; Standard 5: Ethical Leadership |
    | Week 3 – Thursday | 8:30–9:30 AM (1 hr) | I observed Mrs. Guilarte conducting a post-observation conference with a teacher. I learned how reflective questioning and actionable feedback are used to support continuous instructional improvement. | FELS Standard 3: Instructional Leadership |
    | Week 3 – Thursday | 10:00–11:00 AM (1 hr) | I attended a PLC facilitated by administration where instructional strategies and student work were reviewed collaboratively. I observed how leadership promotes professional learning through structured collaboration. | FELS Standard 7: Professional Learning |
    | DATE | TIME | ACTIVITY | FELS |
    | Week 4 – Monday | 10:00–11:00 AM (1 hr) | I shadowed Mrs. Guilarte during administrative planning focused on school operations and upcoming initiatives. I gained insight into how leadership prioritizes tasks while maintaining a focus on student achievement. | FELS Standard 8: School Management |
    | Week 4 – Tuesday | 10:00–11:00 AM (1 hr) | I observed Mrs. Quevedo collaborating with teachers regarding classroom management strategies and instructional supports. I noted how leadership builds teacher capacity through guidance and coaching. | FELS Standard 3: Instructional Leadership |
    | Week 4 – Tuesday | 1:30–2:30 PM (1 hr) | I participated in an MTSS meeting with Mrs. Guilarte and Mrs. Quevedo, where Tier 2 and Tier 3 student progress was discussed. I observed how data-driven decisions are made to ensure equitable support for all learners. | FELS Standard 2: Student Learning; Standard 6: Decision Making |
    | Week 4 – Wednesday | 10:00–11:00 AM (1 hr) | I shadowed Mrs. Quevedo during parent communication and follow-up regarding student progress and behavior. I observed how leadership fosters positive relationships with families and stakeholders. | FELS Standard 10: Community and Stakeholder Partnerships |
    | Week 4 – Thursday | 8:30–9:30 AM (1 hr) | I observed morning supervision and school safety procedures with Mrs. Guilarte, gaining insight into how routines and protocols support a safe and structured learning environment. | FELS Standard 5: Ethical Leadership; Standard 8: School Management |
    | Week 4 – Thursday | 10:00–11:00 AM (1 hr) | I engaged in a reflective debrief with Mrs. Guilarte and Mrs. Quevedo discussing leadership roles, challenges, and lessons learned. This conversation helped me connect theory to real-world administrative practice. | FELS Standard 9: Professional and Ethical Behavior |

    Principal Signature: ______________________________.

    **## HoursLog.docx**

    | | | | |
    | — | — | — | — |
    | DATE | TIME | ACTIVITY | FELS |
    | Week 1 – Monday | 10:00–11:00 AM (1 hr) | I shadowed Mrs. Guilarte (Principal) and Mrs. Quevedo (Assistant Principal) during instructional walkthroughs. I observed classroom instruction, student engagement, and alignment to grade-level standards. We discussed how walkthrough data is used to identify instructional strengths and areas for growth. | FELS Standard 2: Student Learning; Standard 3: Instructional Leadership |
    | Week 1 – Tuesday | 10:00–11:00 AM (1 hr) | I observed a leadership planning meeting facilitated by Mrs. Guilarte, focused on school-wide goals and upcoming instructional initiatives. I learned how administrative decisions are aligned with the School Improvement Plan. | FELS Standard 1: Visionary Leadership; Standard 6: Decision Making |
    | Week 1 – Tuesday | 1:30–2:30 PM (1 hr) | I participated in a data review meeting with Mrs. Guilarte and Mrs. Quevedo where student progress monitoring data was analyzed. I observed how leadership uses data to guide instructional adjustments and intervention planning. | FELS Standard 2: Student Learning; Standard 6: Data-Driven Decision Making |
    | Week 1 – Wednesday | 10:00–11:00 AM (1 hr) | I shadowed Mrs. Quevedo during student behavior conferences. I observed the use of PBIS strategies and restorative practices to support positive student behavior and equitable outcomes. | FELS Standard 4: Equity and Cultural Responsiveness; Standard 5: Ethical Leadership |
    | Week 1 – Thursday | 8:30–9:30 AM (1 hr) | I observed Mrs. Guilarte facilitating an instructional coaching pre-conference with a teacher. I learned how lesson objectives and student engagement strategies are discussed prior to formal observations. | FELS Standard 3: Instructional Leadership |
    | Week 1 – Thursday | 10:00–11:00 AM (1 hr) | I attended a grade-level PLC facilitated by administration. I observed collaborative planning, review of student data, and alignment of instructional strategies across classrooms. | FELS Standard 2: Student Learning; Standard 7: Professional Learning |
    | DATE | TIME | ACTIVITY | FELS |
    | Week 2 – Monday | 10:00–11:00 AM (1 hr) | I shadowed Mrs. Guilarte during parent communication planning and stakeholder outreach. I observed how leadership prioritizes family engagement to support student success. | FELS Standard 10: Community and Stakeholder Partnerships |
    | Week 2 – Tuesday | 10:00–11:00 AM (1 hr) | I observed Mrs. Quevedo during administrative planning focused on teacher support, scheduling, and allocation of resources to meet instructional needs. | FELS Standard 8: School Management |
    | Week 2 – Tuesday | 1:30–2:30 PM (1 hr) | I participated in an MTSS meeting with Mrs. Guilarte and Mrs. Quevedo, reviewing Tier 2 student data and discussing intervention effectiveness and next steps. | FELS Standard 2: Student Learning; Standard 6: Decision Making |
    | Week 2 – Wednesday | 10:00–11:00 AM (1 hr) | I shadowed Mrs. Quevedo during post-observation conferences with teachers. I observed how constructive feedback and reflective questioning were used to support instructional growth. | FELS Standard 3: Instructional Leadership |
    | Week 2 – Thursday | 8:30–9:30 AM (1 hr) | I observed morning supervision and school operations with Mrs. Guilarte, learning how safety procedures and routines contribute to a positive learning environment. | FELS Standard 5: Ethical Leadership; Standard 8: School Management |
    | Week 2 – Thursday | 10:00–11:00 AM (1 hr) | I participated in a reflective debrief with Mrs. Guilarte and Mrs. Quevedo discussing leadership responsibilities, decision-making processes, and professional growth. | FELS Standard 9: Professional and Ethical Behavior |
    | DATE | TIME | ACTIVITY | FELS |
    | Week 3 – Monday | 10:00–11:00 AM (1 hr) | I shadowed Mrs. Guilarte (Principal) during instructional walkthroughs across multiple grade levels. I observed how she provided real-time feedback to teachers and noted patterns in student engagement and instructional delivery. We discussed how walkthrough data informs school-wide instructional priorities. | FELS Standard 3: Instructional Leadership; Standard 2: Student Learning |
    | Week 3 – Tuesday | 10:00–11:00 AM (1 hr) | I observed Mrs. Quevedo (Assistant Principal) facilitating a planning meeting focused on instructional supports and scheduling adjustments. I learned how leadership balances teacher needs while maintaining alignment with the School Improvement Plan. | FELS Standard 1: Visionary Leadership; Standard 8: School Management |
    | Week 3 – Tuesday | 1:30–2:30 PM (1 hr) | I participated in a data analysis meeting with Mrs. Guilarte and Mrs. Quevedo, where student assessment data was reviewed to evaluate intervention effectiveness. I observed how leadership uses data to guide equitable instructional decisions and next steps for at-risk students. | FELS Standard 2: Student Learning; Standard 6: Decision Making |
    | Week 3 – Wednesday | 10:00–11:00 AM (1 hr) | I shadowed Mrs. Quevedo during student behavior conferences. I observed how restorative practices and PBIS strategies were used to support student growth while maintaining consistency and fairness. | FELS Standard 4: Equity and Cultural Responsiveness; Standard 5: Ethical Leadership |
    | Week 3 – Thursday | 8:30–9:30 AM (1 hr) | I observed Mrs. Guilarte conducting a post-observation conference with a teacher. I learned how reflective questioning and actionable feedback are used to support continuous instructional improvement. | FELS Standard 3: Instructional Leadership |
    | Week 3 – Thursday | 10:00–11:00 AM (1 hr) | I attended a PLC facilitated by administration where instructional strategies and student work were reviewed collaboratively. I observed how leadership promotes professional learning through structured collaboration. | FELS Standard 7: Professional Learning |
    | DATE | TIME | ACTIVITY | FELS |
    | Week 4 – Monday | 10:00–11:00 AM (1 hr) | I shadowed Mrs. Guilarte during administrative planning focused on school operations and upcoming initiatives. I gained insight into how leadership prioritizes tasks while maintaining a focus on student achievement. | FELS Standard 8: School Management |
    | Week 4 – Tuesday | 10:00–11:00 AM (1 hr) | I observed Mrs. Quevedo collaborating with teachers regarding classroom management strategies and instructional supports. I noted how leadership builds teacher capacity through guidance and coaching. | FELS Standard 3: Instructional Leadership |
    | Week 4 – Tuesday | 1:30–2:30 PM (1 hr) | I participated in an MTSS meeting with Mrs. Guilarte and Mrs. Quevedo, where Tier 2 and Tier 3 student progress was discussed. I observed how data-driven decisions are made to ensure equitable support for all learners. | FELS Standard 2: Student Learning; Standard 6: Decision Making |
    | Week 4 – Wednesday | 10:00–11:00 AM (1 hr) | I shadowed Mrs. Quevedo during parent communication and follow-up regarding student progress and behavior. I observed how leadership fosters positive relationships with families and stakeholders. | FELS Standard 10: Community and Stakeholder Partnerships |
    | Week 4 – Thursday | 8:30–9:30 AM (1 hr) | I observed morning supervision and school safety procedures with Mrs. Guilarte, gaining insight into how routines and protocols support a safe and structured learning environment. | FELS Standard 5: Ethical Leadership; Standard 8: School Management |
    | Week 4 – Thursday | 10:00–11:00 AM (1 hr) | I engaged in a reflective debrief with Mrs. Guilarte and Mrs. Quevedo discussing leadership roles, challenges, and lessons learned. This conversation helped me connect theory to real-world administrative practice. | FELS Standard 9: Professional and Ethical Behavior |

    Principal Signature: ______________________________.

    **## FloridaEducationalLeadershipStandards.docx**

    Florida Educational Leadership Standards (FELS) and Instructional Leadership Research Paper

    Candidates will complete a research paper on effective leadership measured by the Florida Educational Leadership Standards (FELS) by evaluating the practice of an administrative team at the candidate’s selected school site. Candidates will conduct an administrative shadowing cycle where they will shadow a principal
    _and_ an assistant principal at their selected school site. The administrative cycle must be made up of 30 hrs. total in no less than 8 weeks’ time (approximately 3.5 hrs. per week). Candidates will then write a comprehensive research paper evaluating the practices they observed. They will provide reflections on the effectiveness of the leadership team based on course readings, current research articles (published in less than 5 years) and the FELS as evidence to support their position.

    Include writing from a first person point view. Include that I am a third grade teacher, at Somerset Academy South Miami. I shadowed my principal Mrs. Guilarte and my assistant principal Mrs. Quevedo. Please see the attached hours logs and what I observed from my leadership team provide examples and sound like its coming directly from me. Include what I have learned from this process of observing and also include how I will implement these strategies on my future leadership career.

    **Research Paper Format**

    **Title Section: Introduction (1-2 pages)**

    The introduction should include a brief statement of what research describes as effective instructional leadership practices. Research cited should be from course readings and articles researched by students.

    **Title Section: Administrative Shadowing Cycle (as long as needed based on length of log)**

    Describe the activities that took place during the administrative shadowing cycle. Document the hours in Administrative Shadowing Log (see sample below). The administrative shadowing cycle should take place during a variety of days and times, in order to observe a wide-range of instructional leadership practices/activities (i.e.: decision making, implementation of data-driven systems, professional learning, equitable student learning and engagement, instructional coaching cycles, representation of school, collaboration with variety of stakeholders, etc.). The cycle must be conducted in no less that 10 weeks’ time, approximately 4 hours a week. This section will
    _ONLY_ include the “
    _Administrative Shadowing Log”._

    **## HoursLog.docx**

    | | | | |
    | — | — | — | — |
    | DATE | TIME | ACTIVITY | FELS |
    | Week 1 – Monday | 10:00–11:00 AM (1 hr) | I shadowed Mrs. Guilarte (Principal) and Mrs. Quevedo (Assistant Principal) during instructional walkthroughs. I observed classroom instruction, student engagement, and alignment to grade-level standards. We discussed how walkthrough data is used to identify instructional strengths and areas for growth. | FELS Standard 2: Student Learning; Standard 3: Instructional Leadership |
    | Week 1 – Tuesday | 10:00–11:00 AM (1 hr) | I observed a leadership planning meeting facilitated by Mrs. Guilarte, focused on school-wide goals and upcoming instructional initiatives. I learned how administrative decisions are aligned with the School Improvement Plan. | FELS Standard 1: Visionary Leadership; Standard 6: Decision Making |
    | Week 1 – Tuesday | 1:30–2:30 PM (1 hr) | I participated in a data review meeting with Mrs. Guilarte and Mrs. Quevedo where student progress monitoring data was analyzed. I observed how leadership uses data to guide instructional adjustments and intervention planning. | FELS Standard 2: Student Learning; Standard 6: Data-Driven Decision Making |
    | Week 1 – Wednesday | 10:00–11:00 AM (1 hr) | I shadowed Mrs. Quevedo during student behavior conferences. I observed the use of PBIS strategies and restorative practices to support positive student behavior and equitable outcomes. | FELS Standard 4: Equity and Cultural Responsiveness; Standard 5: Ethical Leadership |
    | Week 1 – Thursday | 8:30–9:30 AM (1 hr) | I observed Mrs. Guilarte facilitating an instructional coaching pre-conference with a teacher. I learned how lesson objectives and student engagement strategies are discussed prior to formal observations. | FELS Standard 3: Instructional Leadership |
    | Week 1 – Thursday | 10:00–11:00 AM (1 hr) | I attended a grade-level PLC facilitated by administration. I observed collaborative planning, review of student data, and alignment of instructional strategies across classrooms. | FELS Standard 2: Student Learning; Standard 7: Professional Learning |
    | DATE | TIME | ACTIVITY | FELS |
    | Week 2 – Monday | 10:00–11:00 AM (1 hr) | I shadowed Mrs. Guilarte during parent communication planning and stakeholder outreach. I observed how leadership prioritizes family engagement to support student success. | FELS Standard 10: Community and Stakeholder Partnerships |
    | Week 2 – Tuesday | 10:00–11:00 AM (1 hr) | I observed Mrs. Quevedo during administrative planning focused on teacher support, scheduling, and allocation of resources to meet instructional needs. | FELS Standard 8: School Management |
    | Week 2 – Tuesday | 1:30–2:30 PM (1 hr) | I participated in an MTSS meeting with Mrs. Guilarte and Mrs. Quevedo, reviewing Tier 2 student data and discussing intervention effectiveness and next steps. | FELS Standard 2: Student Learning; Standard 6: Decision Making |
    | Week 2 – Wednesday | 10:00–11:00 AM (1 hr) | I shadowed Mrs. Quevedo during post-observation conferences with teachers. I observed how constructive feedback and reflective questioning were used to support instructional growth. | FELS Standard 3: Instructional Leadership |
    | Week 2 – Thursday | 8:30–9:30 AM (1 hr) | I observed morning supervision and school operations with Mrs. Guilarte, learning how safety procedures and routines contribute to a positive learning environment. | FELS Standard 5: Ethical Leadership; Standard 8: School Management |
    | Week 2 – Thursday | 10:00–11:00 AM (1 hr) | I participated in a reflective debrief with Mrs. Guilarte and Mrs. Quevedo discussing leadership responsibilities, decision-making processes, and professional growth. | FELS Standard 9: Professional and Ethical Behavior |
    | DATE | TIME | ACTIVITY | FELS |
    | Week 3 – Monday | 10:00–11:00 AM (1 hr) | I shadowed Mrs. Guilarte (Principal) during instructional walkthroughs across multiple grade levels. I observed how she provided real-time feedback to teachers and noted patterns in student engagement and instructional delivery. We discussed how walkthrough data informs school-wide instructional priorities. | FELS Standard 3: Instructional Leadership; Standard 2: Student Learning |
    | Week 3 – Tuesday | 10:00–11:00 AM (1 hr) | I observed Mrs. Quevedo (Assistant Principal) facilitating a planning meeting focused on instructional supports and scheduling adjustments. I learned how leadership balances teacher needs while maintaining alignment with the School Improvement Plan. | FELS Standard 1: Visionary Leadership; Standard 8: School Management |
    | Week 3 – Tuesday | 1:30–2:30 PM (1 hr) | I participated in a data analysis meeting with Mrs. Guilarte and Mrs. Quevedo, where student assessment data was reviewed to evaluate intervention effectiveness. I observed how leadership uses data to guide equitable instructional decisions and next steps for at-risk students. | FELS Standard 2: Student Learning; Standard 6: Decision Making |
    | Week 3 – Wednesday | 10:00–11:00 AM (1 hr) | I shadowed Mrs. Quevedo during student behavior conferences. I observed how restorative practices and PBIS strategies were used to support student growth while maintaining consistency and fairness. | FELS Standard 4: Equity and Cultural Responsiveness; Standard 5: Ethical Leadership |
    | Week 3 – Thursday | 8:30–9:30 AM (1 hr) | I observed Mrs. Guilarte conducting a post-observation conference with a teacher. I learned how reflective questioning and actionable feedback are used to support continuous instructional improvement. | FELS Standard 3: Instructional Leadership |
    | Week 3 – Thursday | 10:00–11:00 AM (1 hr) | I attended a PLC facilitated by administration where instructional strategies and student work were reviewed collaboratively. I observed how leadership promotes professional learning through structured collaboration. | FELS Standard 7: Professional Learning |
    | DATE | TIME | ACTIVITY | FELS |
    | Week 4 – Monday | 10:00–11:00 AM (1 hr) | I shadowed Mrs. Guilarte during administrative planning focused on school operations and upcoming initiatives. I gained insight into how leadership prioritizes tasks while maintaining a focus on student achievement. | FELS Standard 8: School Management |
    | Week 4 – Tuesday | 10:00–11:00 AM (1 hr) | I observed Mrs. Quevedo collaborating with teachers regarding classroom management strategies and instructional supports. I noted how leadership builds teacher capacity through guidance and coaching. | FELS Standard 3: Instructional Leadership |
    | Week 4 – Tuesday | 1:30–2:30 PM (1 hr) | I participated in an MTSS meeting with Mrs. Guilarte and Mrs. Quevedo, where Tier 2 and Tier 3 student progress was discussed. I observed how data-driven decisions are made to ensure equitable support for all learners. | FELS Standard 2: Student Learning; Standard 6: Decision Making |
    | Week 4 – Wednesday | 10:00–11:00 AM (1 hr) | I shadowed Mrs. Quevedo during parent communication and follow-up regarding student progress and behavior. I observed how leadership fosters positive relationships with families and stakeholders. | FELS Standard 10: Community and Stakeholder Partnerships |
    | Week 4 – Thursday | 8:30–9:30 AM (1 hr) | I observed morning supervision and school safety procedures with Mrs. Guilarte, gaining insight into how routines and protocols support a safe and structured learning environment. | FELS Standard 5: Ethical Leadership; Standard 8: School Management |
    | Week 4 – Thursday | 10:00–11:00 AM (1 hr) | I engaged in a reflective debrief with Mrs. Guilarte and Mrs. Quevedo discussing leadership roles, challenges, and lessons learned. This conversation helped me connect theory to real-world administrative practice. | FELS Standard 9: Professional and Ethical Behavior |

    Principal Signature: ______________________________.

    **## FloridaEducationalLeadershipStandards.docx**

    Florida Educational Leadership Standards (FELS) and Instructional Leadership Research Paper

    Candidates will complete a research paper on effective leadership measured by the Florida Educational Leadership Standards (FELS) by evaluating the practice of an administrative team at the candidate’s selected school site. Candidates will conduct an administrative shadowing cycle where they will shadow a principal
    _and_ an assistant principal at their selected school site. The administrative cycle must be made up of 30 hrs. total in no less than 8 weeks’ time (approximately 3.5 hrs. per week). Candidates will then write a comprehensive research paper evaluating the practices they observed. They will provide reflections on the effectiveness of the leadership team based on course readings, current research articles (published in less than 5 years) and the FELS as evidence to support their position.

    Include writing from a first person point view. Include that I am a third grade teacher, at Somerset Academy South Miami. I shadowed my principal Mrs. Guilarte and my assistant principal Mrs. Quevedo. Please see the attached hours logs and what I observed from my leadership team provide examples and sound like its coming directly from me. Include what I have learned from this process of observing and also include how I will implement these strategies on my future leadership career.

    **Research Paper Format**

    **Title Section: Introduction (1-2 pages)**

    The introduction should include a brief statement of what research describes as effective instructional leadership practices. Research cited should be from course readings and articles researched by students.

    **Title Section: Administrative Shadowing Cycle (as long as needed based on length of log)**

    Describe the activities that took place during the administrative shadowing cycle. Document the hours in Administrative Shadowing Log (see sample below). The administrative shadowing cycle should take place during a variety of days and times, in order to observe a wide-range of instructional leadership practices/activities (i.e.: decision making, implementation of data-driven systems, professional learning, equitable student learning and engagement, instructional coaching cycles, representation of school, collaboration with variety of stakeholders, etc.). The cycle must be conducted in no less that 10 weeks’ time, approximately 4 hours a week. This section will
    _ONLY_ include the “
    _Administrative Shadowing Log”._

    **## HoursLog.docx**

    | | | | |
    | — | — | — | — |
    | DATE | TIME | ACTIVITY | FELS |
    | Week 1 – Monday | 10:00–11:00 AM (1 hr) | I shadowed Mrs. Guilarte (Principal) and Mrs. Quevedo (Assistant Principal) during instructional walkthroughs. I observed classroom instruction, student engagement, and alignment to grade-level standards. We discussed how walkthrough data is used to identify instructional strengths and areas for growth. | FELS Standard 2: Student Learning; Standard 3: Instructional Leadership |
    | Week 1 – Tuesday | 10:00–11:00 AM (1 hr) | I observed a leadership planning meeting facilitated by Mrs. Guilarte, focused on school-wide goals and upcoming instructional initiatives. I learned how administrative decisions are aligned with the School Improvement Plan. | FELS Standard 1: Visionary Leadership; Standard 6: Decision Making |
    | Week 1 – Tuesday | 1:30–2:30 PM (1 hr) | I participated in a data review meeting with Mrs. Guilarte and Mrs. Quevedo where student progress monitoring data was analyzed. I observed how leadership uses data to guide instructional adjustments and intervention planning. | FELS Standard 2: Student Learning; Standard 6: Data-Driven Decision Making |
    | Week 1 – Wednesday | 10:00–11:00 AM (1 hr) | I shadowed Mrs. Quevedo during student behavior conferences. I observed the use of PBIS strategies and restorative practices to support positive student behavior and equitable outcomes. | FELS Standard 4: Equity and Cultural Responsiveness; Standard 5: Ethical Leadership |
    | Week 1 – Thursday | 8:30–9:30 AM (1 hr) | I observed Mrs. Guilarte facilitating an instructional coaching pre-conference with a teacher. I learned how lesson objectives and student engagement strategies are discussed prior to formal observations. | FELS Standard 3: Instructional Leadership |
    | Week 1 – Thursday | 10:00–11:00 AM (1 hr) | I attended a grade-level PLC facilitated by administration. I observed collaborative planning, review of student data, and alignment of instructional strategies across classrooms. | FELS Standard 2: Student Learning; Standard 7: Professional Learning |
    | DATE | TIME | ACTIVITY | FELS |
    | Week 2 – Monday | 10:00–11:00 AM (1 hr) | I shadowed Mrs. Guilarte during parent communication planning and stakeholder outreach. I observed how leadership prioritizes family engagement to support student success. | FELS Standard 10: Community and Stakeholder Partnerships |
    | Week 2 – Tuesday | 10:00–11:00 AM (1 hr) | I observed Mrs. Quevedo during administrative planning focused on teacher support, scheduling, and allocation of resources to meet instructional needs. | FELS Standard 8: School Management |
    | Week 2 – Tuesday | 1:30–2:30 PM (1 hr) | I participated in an MTSS meeting with Mrs. Guilarte and Mrs. Quevedo, reviewing Tier 2 student data and discussing intervention effectiveness and next steps. | FELS Standard 2: Student Learning; Standard 6: Decision Making |
    | Week 2 – Wednesday | 10:00–11:00 AM (1 hr) | I shadowed Mrs. Quevedo during post-observation conferences with teachers. I observed how constructive feedback and reflective questioning were used to support instructional growth. | FELS Standard 3: Instructional Leadership |
    | Week 2 – Thursday | 8:30–9:30 AM (1 hr) | I observed morning supervision and school operations with Mrs. Guilarte, learning how safety procedures and routines contribute to a positive learning environment. | FELS Standard 5: Ethical Leadership; Standard 8: School Management |
    | Week 2 – Thursday | 10:00–11:00 AM (1 hr) | I participated in a reflective debrief with Mrs. Guilarte and Mrs. Quevedo discussing leadership responsibilities, decision-making processes, and professional growth. | FELS Standard 9: Professional and Ethical Behavior |
    | DATE | TIME | ACTIVITY | FELS |
    | Week 3 – Monday | 10:00–11:00 AM (1 hr) | I shadowed Mrs. Guilarte (Principal) during instructional walkthroughs across multiple grade levels. I observed how she provided real-time feedback to teachers and noted patterns in student engagement and instructional delivery. We discussed how walkthrough data informs school-wide instructional priorities. | FELS Standard 3: Instructional Leadership; Standard 2: Student Learning |
    | Week 3 – Tuesday | 10:00–11:00 AM (1 hr) | I observed Mrs. Quevedo (Assistant Principal) facilitating a planning meeting focused on instructional supports and scheduling adjustments. I learned how leadership balances teacher needs while maintaining alignment with the School Improvement Plan. | FELS Standard 1: Visionary Leadership; Standard 8: School Management |
    | Week 3 – Tuesday | 1:30–2:30 PM (1 hr) | I participated in a data analysis meeting with Mrs. Guilarte and Mrs. Quevedo, where student assessment data was reviewed to evaluate intervention effectiveness. I observed how leadership uses data to guide equitable instructional decisions and next steps for at-risk students. | FELS Standard 2: Student Learning; Standard 6: Decision Making |
    | Week 3 – Wednesday | 10:00–11:00 AM (1 hr) | I shadowed Mrs. Quevedo during student behavior conferences. I observed how restorative practices and PBIS strategies were used to support student growth while maintaining consistency and fairness. | FELS Standard 4: Equity and Cultural Responsiveness; Standard 5: Ethical Leadership |
    | Week 3 – Thursday | 8:30–9:30 AM (1 hr) | I observed Mrs. Guilarte conducting a post-observation conference with a teacher. I learned how reflective questioning and actionable feedback are used to support continuous instructional improvement. | FELS Standard 3: Instructional Leadership |
    | Week 3 – Thursday | 10:00–11:00 AM (1 hr) | I attended a PLC facilitated by administration where instructional strategies and student work were reviewed collaboratively. I observed how leadership promotes professional learning through structured collaboration. | FELS Standard 7: Professional Learning |
    | DATE | TIME | ACTIVITY | FELS |
    | Week 4 – Monday | 10:00–11:00 AM (1 hr) | I shadowed Mrs. Guilarte during administrative planning focused on school operations and upcoming initiatives. I gained insight into how leadership prioritizes tasks while maintaining a focus on student achievement. | FELS Standard 8: School Management |
    | Week 4 – Tuesday | 10:00–11:00 AM (1 hr) | I observed Mrs. Quevedo collaborating with teachers regarding classroom management strategies and instructional supports. I noted how leadership builds teacher capacity through guidance and coaching. | FELS Standard 3: Instructional Leadership |
    | Week 4 – Tuesday | 1:30–2:30 PM (1 hr) | I participated in an MTSS meeting with Mrs. Guilarte and Mrs. Quevedo, where Tier 2 and Tier 3 student progress was discussed. I observed how data-driven decisions are made to ensure equitable support for all learners. | FELS Standard 2: Student Learning; Standard 6: Decision Making |
    | Week 4 – Wednesday | 10:00–11:00 AM (1 hr) | I shadowed Mrs. Quevedo during parent communication and follow-up regarding student progress and behavior. I observed how leadership fosters positive relationships with families and stakeholders. | FELS Standard 10: Community and Stakeholder Partnerships |
    | Week 4 – Thursday | 8:30–9:30 AM (1 hr) | I observed morning supervision and school safety procedures with Mrs. Guilarte, gaining insight into how routines and protocols support a safe and structured learning environment. | FELS Standard 5: Ethical Leadership; Standard 8: School Management |
    | Week 4 – Thursday | 10:00–11:00 AM (1 hr) | I engaged in a reflective debrief with Mrs. Guilarte and Mrs. Quevedo discussing leadership roles, challenges, and lessons learned. This conversation helped me connect theory to real-world administrative practice. | FELS Standard 9: Professional and Ethical Behavior |

    Principal Signature: ______________________________.

  • [Solved] PSYCH PP

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    For this assignment, you will choose one substance or illegal drug that is prevalently being abused in our society to present to your classmates. The presentation should include the following: Title page Introduction to Substance History of Abuse Prevalence and Epidemiology in the US Risk Factors/ v…

    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

    For this assignment, you will choose one substance or illegal drug that is prevalently being abused in our society to present to your classmates.

    The presentation should include the following:

    Title page

    Introduction to Substance

    History of Abuse

    Prevalence and Epidemiology in the US

    Risk Factors/ vulnerable populations associated with abuse of this substance

    Short-term and Long-term side effects of the substance use

    Signs and symptoms of abuse upon assessment

    Potential for overdose or use as suicide weapon of choice

    Example of a Care Plan for a patient:

    Pharmacological tx

    Non-pharmacological tx

    Patient Education

    Referral

    Follow-up

    Conclusion

    REQUIREMENTS:

    ALL SECTIONS ABOVE MUST BE MEET WITH HEADING ON TOP TO IDENTIFY EACH SECTION

    – 8 SLIDES, YOU CAN ADD SOME IMAGANES BUT MEET THE INFORMATION REQUESTED

    – THIS PP WILL BE SUBMITTED VIA TURNITIN CANT HAVE MORE THAN 10% PLAGIARISM

    – 4 SCHOLARLY REFERENCES WITHIN THE PAST 5 YEARS WITH DOI#

    – ALL SLIDES IN APA FORMAT

    -ALL SLIDES WITH SPEAKER NOTES ( MANDATORY)

    – DUE DATE FEBRUARY 23, 2026

  • [Solved] Nursing Bj edit assignment

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    bj edit assignment **files (1)** – ## annotated-ProblemStatementInstructionSheet1.docx.pdf **## annotated-ProblemStatementInstructionSheet1.docx.pdf** Herzing University, 2025 Problem Statement Worksheet NU801 Project Development and Management Herzing University Beverly Jordan 02/08/2026 Professor …

    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

    bj edit assignment

    **files (1)**

    – ## annotated-ProblemStatementInstructionSheet1.docx.pdf

    **## annotated-ProblemStatementInstructionSheet1.docx.pdf**

    Herzing University, 2025

    Problem Statement Worksheet
    NU801 Project Development and Management
    Herzing University
    Beverly Jordan
    02/08/2026
    Professor Dr. Natasha Colvin

    Constructing a Problem Statement
    Questions Responses

    What is the
    problem?

    Many of the veterans who have been referred out of outpatient mental health
    clinics do not follow up their referrals to specialty or community-based services.
    This disjunction indicates a failure in care coordination and communication, not
    mere patient noncompliance. Lapsed referrals are a system and provider failure
    with the veterans.

    Whom does
    this
    affect?

    The problem occurs regarding veterans who receive outpatient mental health
    services and mental health providers, referral coordinators, and the Veterans
    Health Administration (VHA). Delayed or fragmented care can also affect the
    families of veterans.

    How does this
    problem make you

    feel?

    This is an issue of concern that is also morally wrong in the sense that veterans
    who seek care are usually motivated but have systemic problems like poor
    communication, no follow-ups, transportation, and complex schedules.

    When is it a
    problem?

    It arises as an issue whenever a veteran receives a referral to extra mental health
    or specialty services and fails to attend the referral because of barriers on a
    system level or the absence of follow-up services.

    Why should I care?
    Continuity of care, symptom management, and suicide prevention of veterans is
    critically dependent on referral follow-through. In the case of missing referrals,
    veterans can develop more severe mental health symptoms, overuse of the
    Emergency Department, and preventable hospital stays. Enhancing this process
    helps ensure that quality, safety, and value-based care objectives are achieved in
    the VHA system.

    How does it affect
    the customer?

    Veterans can be abandoned, frustrated, and confused with the healthcare system.
    Late or missed services may result in the exacerbation of depression,
    posttraumatic stress disorder, anxiety, and substance use, and decrease the quality
    of life and provider trust.

    Herzing University, 2025

    Draft Problem Statement

    Write the first draft of the statement describing the current state using the information you gathered.

    As per the worksheet in the problem statement, identify the gap between the current and desired states. The draft
    statement is:
    The existing referral procedures in outpatient mental health facilities fail to improve the referral process of veterans
    and lead to incomplete follow-up referrals, which result in disjointed care and inadequate mental health services. It is
    necessary to enhance referral coordination and follow-through to help veterans access timely, consistent, and
    efficient mental health care.

    **## annotated-ProblemStatementInstructionSheet1.docx.pdf**

    Herzing University, 2025

    Problem Statement Worksheet
    NU801 Project Development and Management
    Herzing University
    Beverly Jordan
    02/08/2026
    Professor Dr. Natasha Colvin

    Constructing a Problem Statement
    Questions Responses

    What is the
    problem?

    Many of the veterans who have been referred out of outpatient mental health
    clinics do not follow up their referrals to specialty or community-based services.
    This disjunction indicates a failure in care coordination and communication, not
    mere patient noncompliance. Lapsed referrals are a system and provider failure
    with the veterans.

    Whom does
    this
    affect?

    The problem occurs regarding veterans who receive outpatient mental health
    services and mental health providers, referral coordinators, and the Veterans
    Health Administration (VHA). Delayed or fragmented care can also affect the
    families of veterans.

    How does this
    problem make you

    feel?

    This is an issue of concern that is also morally wrong in the sense that veterans
    who seek care are usually motivated but have systemic problems like poor
    communication, no follow-ups, transportation, and complex schedules.

    When is it a
    problem?

    It arises as an issue whenever a veteran receives a referral to extra mental health
    or specialty services and fails to attend the referral because of barriers on a
    system level or the absence of follow-up services.

    Why should I care?
    Continuity of care, symptom management, and suicide prevention of veterans is
    critically dependent on referral follow-through. In the case of missing referrals,
    veterans can develop more severe mental health symptoms, overuse of the
    Emergency Department, and preventable hospital stays. Enhancing this process
    helps ensure that quality, safety, and value-based care objectives are achieved in
    the VHA system.

    How does it affect
    the customer?

    Veterans can be abandoned, frustrated, and confused with the healthcare system.
    Late or missed services may result in the exacerbation of depression,
    posttraumatic stress disorder, anxiety, and substance use, and decrease the quality
    of life and provider trust.

    Herzing University, 2025

    Draft Problem Statement

    Write the first draft of the statement describing the current state using the information you gathered.

    As per the worksheet in the problem statement, identify the gap between the current and desired states. The draft
    statement is:
    The existing referral procedures in outpatient mental health facilities fail to improve the referral process of veterans
    and lead to incomplete follow-up referrals, which result in disjointed care and inadequate mental health services. It is
    necessary to enhance referral coordination and follow-through to help veterans access timely, consistent, and
    efficient mental health care.