Education

odule 4 Assignment 2: Turning Daily Caregiving Routines into Language and Literacy Learning Overview Infants and toddlers develop language and early literacy skills through relationships with responsive adults, watching and listening to adults, repetition, and experiencing routines that engage their senses. For this assignment, you will focus on creating daily caregiving experiences that engage the senses of the little ones in their care. Instructions Your task is to create daily caregiving experiences that engage the senses of infants and toddlers. You will select 2 of the following daily caregiving categories: diapering and toileting; feeding; napping; transition to outside; and hand washing. Using this Daily Caregiving Routines template, read the example provided, and complete the chart. Complete all 12 boxes. (That is 2 categories times 3 age groups.) The following resources have ideas for turning daily caregiving routines into language and literacy learning. You should investigate at least 3 of them (The links to the resources can be found in the CareGiving folder in Read/View in the Module 4 Content): Enhancing the Diapering Routine Feeding Frenzy Animal Sound Games Everyday Infant Finger Plays Nursery Rhymes for Play and Practice Infant Nursery Rhymes and Fingerplays Diaper Changing Games Hear This Daily Routines Infant Babbling Activities The infant daily language/literacy caregiving routines meet all 3 required criteria: Are from different caregiving categories Engage at least 2 of the child’s senses Developmentally appropriate The young toddler daily language/literacy caregiving routines meet all 3 required criteria: Are from different caregiving categories Engage at least 2 of the child’s senses Developmentally appropriate The older toddler daily language/literacy caregiving routines meet all 3 required criteria: Are from different caregiving categories Engage at least 2 of the child’s senses Developmentally appropriate At least 3 of the daily language/literacy caregiving routines are identified as inspired by course resources.

1. Articulate the strengths and weaknesses of technology tools for quantitative and qualitative data collection. Briefly annotate the characteristics of at least two qualitative and two quantitative data collection tools. (Walk through the different technology tools available to collect data, what they can do, what they cannot do, and whether they might work for your particular needs—formative assessment or summative assessment data collection, quantitative or qualitative data, et cetera.) 2. Describe the tools you chose and the process you used to choose the right technology tools for data collection to answer the questions. How is your decision supported by research and best practices to choose the right data collection technology? 3. You should analyze how the tools offer valid and reliable assessments of student learning and engagement and can be used to inform future instruction (initial instruction, remediation, reteaching, and enrichment). Some examples of tools are Google Forms, Quizzizz, Pear Deck, Kahoot, Socrative, Edulastic, etc. Hope this helps.

Demonstration of Mastery Portfolio paper critically analyzing specified writing prompts related to the Program Learning Outcomes and California Professional Standards for Educational Leaders (CPSELs). What must be included in my portfolio? The portfolio will be divided into nine (9) sections, six (6) of which correspond to the PLOs and CPSELs. A candidate introductory statement, leadership reflection and bibliography are also required. Written analysis/reflections must conform to APA 6th Edition. Candidate Introductory Statement Section #1) Vision Section #2) Instructional Leadership Section #3) Management Section #4) Collaboration Section #5) Ethics Section #6) Leadership Section #7) Leadership Reflection Bibliography Sections 1-6: Analytical Writing Prompts and Artifacts Sections 1-6 must include the following: a) Written response to the analytical writing prompt Provide a written analysis addressing each of the six (6) required prompts to demonstrate mastery of the specified Planned Learning Outcome (PLO) and California Professional Standards for Educational Leaders (CPSEL). Each analysis should be 2-3 pages in length and include a combination of references to textbooks used in your course of study, assignments/artifacts, outside readings, and research. All sources should be cited in APA format (6th Edition). b) Artifacts Each section should have at least two (2) artifacts that are referenced in your response and support the demonstration of mastery of each PLO and CSPEL. Artifacts may include but are not limited to Signature Assignments from your program of study, other course assignments, journal entries, PowerPoints, fieldwork assignments and/or other work products associated with each section. Analytical Writing Prompts Section #1: Vision CPSEL STANDARD 1: Shared Vision and Learning -A school administrator is an educational leader who promotes the success of all students by facilitating the development, articulation, implementation and stewardship of a vision of learning that is shared and supported by the school community. PLO #1: Vision – Organize the development, articulation, implementation and stewardship of a vision of learning that is shared and supported by the school community. Writing Prompt: Please describe how you, as an educational leader, have facilitated the development of a shared vision among all stakeholders. Describe the specific collaborative methods you have used in creating a shared vision. What types of barriers would you anticipate you may encounter as a new leader? As you move forward, when barriers to achieving the mission and vision of the organization present themselves, what strategies will you use to overcome them? _____________________________________________________________________________________ Section #2: Instructional Leadership CPSEL STANDARD 2: Culture of Teaching and Learning- A school administrator is an educational leader who promotes the success of all students by advocating, nurturing and sustaining a school culture and instructional program conducive to student learning and staff professional growth. PLO #2: Instructional Leadership – Advocate, nurture and sustain a school culture and instructional program conducive to student learning and professional growth. Writing Prompt: Describe how you, as the educational leader, have helped to shape a culture in which high expectations are the norm for each student. Describe specifically what strategies you have used. Explain how you will utilize instructional supervision and multiple forms of student assessment to evaluate student learning and improve academic performance in the future. _____________________________________________________________________________________ Section #3: Management CPSEL STANDARD 3: School Management- A school administrator is an educational leader who promotes the success of all students by ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment. PLO #3: Management – Design the management of the organization, operations, and resources for a safe, efficient, and effective learning environment. Writing Prompt: Explain a specific situation where you were required to align fiscal, human, and material resources to support the learning of all subgroups of students. What barriers did you face and what steps did you take to ensure that resources were allocated where the need was greatest? Looking forward in an era of limited resources, how would you prioritize the needs of your school? ____________________________________________________________________________________ Section #4: Collaboration CPSEL STANDARD 4: Working with Diverse Families and Communities A school administrator is an educational leader who promotes the success of all students by collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources. PLO #4 Collaboration – Collaborate with stakeholders, respond to diverse community interests and needs, and mobilize community resources to promote the success of all students. Writing Prompt: What actions have you taken to promote equity, fairness, and respect among all members of the school community? Why were those actions important? What results did you see? Looking forward, explain the various ways you will communicate with families and the community and how you will specifically encourage their involvement in school decision making through collaborative processes. ___________________________________________________________________________________ Section #5: Ethics CPSEL STANDARD 5: Ethics and Leadership Capacity- A school administrator is an educational leader who promotes the success of all students by modeling a personal code of ethics and developing professional leadership capacity PLO #5: Ethics – Construct and model a professional code of ethics and develop professional leadership capacity. Writing Prompt: Provide your personal/professional code of ethics (5-7 key ethical principles in bulleted format) that will guide you in your role as a leader. Cite the sources that have inspired these principles. Describe an ethical dilemma you have encountered as an aspiring leader where you have been guided by your code of ethics. What actions did you take? What were the results? Looking forward, How do you plan to model your personal and professional ethics and demonstrate integrity on a daily basis? _____________________________________________________________________________________ Section #6: Leadership CPSEL STANDARD 6: Political, Social Economic, Legal and Cultural Understanding A school administrator is an educational leader who promotes the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context. PLO #6: Leadership – Advocate for the success of all students by influencing the larger political, social, economic, legal, and cultural context of schools. Writing Prompt: Describe a current or proposed educational reform, policy, or law that is politically charged such as charter schools, No Child Left Behind (NCLB), unions, collective bargaining, tenure, merit pay, teacher evaluation, Race to the Top, etc. Explain the positive and negative impact of the reform, policy, or law on the educational system and where you stand on the issue. _____________________________________________________________________________________ Section #7: Educational Leadership Reflection The reflection should be 3-5 pages in length and demonstrate your ability to be a reflective practitioner. Leadership Reflection Becoming a leader is a journey, not a destination. Please describe your personal leadership journey and growth while working toward your degree in Educational Leadership and Administration. How have you changed as a person and educational leader? Who inspired those changes (cite authors, speakers, instructors, role models that influenced you)? Include experiences, accomplishments, and other essential learning that contributed to these changes and your proficiency as an educational leader and scholar. Where do you see yourself in five years? What personal characteristics are likely to hinder your progress? What personal leadership characteristics do you believe will help you achieve these goals? What is your personal assessment of the changes you have experienced?

New perspectives on andragogy have led to the development of new thinking about the core andragogical principles, including:the learner’s need to knowself-directed learningprior experiences of the learnerreadiness to learnorientation to learning and problem solvingmotivation to learnAdditionally, the lack of homogeneity among adult learners leads toward the importance of understanding individual differences among adults that can contribute to the experience of learning. Individual cognitive differences, personality factors, and prior experiences may all play a role learning.Cognitive styles, levels of intelligence, and types of intelligence all play a role in the experience of learning for an adult. Effective adult learning professionals use their understanding of individual differences to tailor adult learning experiences in several ways. This can be done by applying the core principles to adult learners’ cognitive abilities and learning-style preferences and using an understanding of individual differences to know which of the core principles are applicable to a specific group of learners.Activity Instructions1. Follow the link to complete the NC State Index of Learning Styles     Questionnaire.https://www.webtools.ncsu.edu/learningstyles/2. Review your results. Be sure to follow the link on your results page to the learning styles and strategies and what they mean.Within your reflection make sure to address the following:Include an introductory paragraph about neuroscience, learning styles, and andragogy.Copy and insert the graph to show your results from the questionnaire.Describe what your results suggest about your learning style.Identify any outliers (numbers that are much higher or lower than average).3. Reflecting on your results, answer the following questions:Were you surprised? Why or why not?Given what you learned about your style, how would you apply this information to your experiences in varying learning situations with other adult learners (e.g. school, work, etc.)?What are ways you could address working with a diverse group of learners (cognitive skills, learning styles, personalities, or amount of prior knowledge) when teaching or facilitating a group of adult learners?Ensure to back your ideas with research.

It is September and you are the teacher of a preschool classroom that includes 10 children, from 6 different countries, speaking 5 different languages. How will you work with your students to begin bringing them together while helping them to respect each other’s differences? How will you accomplish the educational goals that you must meet for the year? Treat this scenario as an opportunity and not a problem.

Instructions 1. Access the NILOA Case Studies page for an overview of featured colleges and universities that use good assessment practices. 2. Select one case study for the college or university that you think best exemplifies good use of assessment strategies and techniques for assessing student learning. Write a report using the selected case study. In your report, include the following: 1. Provide an analysis of how the selected college or university effectively uses assessment strategies and techniques to evaluate student learning. Provide specific examples from the NILOA case study. Include citations from credible, reliable sources to support your suggestions as well. 2. Include a description of your role on the assessment committee. Indicate how completing this report as part of your role is contributing to your institution’s active analysis of assessment strategies and techniques. Your report should be 2–3 pages in length and formatted in APA style. Reference National Institute for Learning Outcomes Assessment. (n.d.). Case studies. Retrieved from https://www.learningoutcomesassessment.org/case-studies/

https://www.insidehighered.com/news/2017/12/21/inside-death-row-inmates-campaign-prison-education-reform (Links to an external site.) Read the article above and respond: 1.) What do you think about education in prison? Why? Be as specific and detailed as possible. 2.) Who do you think should fund education in prison (if at all)? 3.) Does your support for education in prison depend on the crime?

do some research on current legislation on policies that support families either local or that are being debated at the federal level. Read up on one of the bills that is being debated, draft a letter in support of (or against if you chose) the legislation using your argument. Remember to argue with fact and not opinion, and be respectful. In state of california Who benefits from this legislation? How will children benefit from the proposed legislation? How might a person’s race, class or gender impact inequalities in this policy in this country (ie, in the USA FLMA is unpaid unless a person has accrued vacation or sick time to use. This creates a disadvantage for the working poor that often don’t get benefits and can’t afford to take unpaid leave). Are people with relatively little power(people of color and immigrant, race and gender) being considered? Please draft this INTO letter. TO DEAR CONGRESSMAN Also attach the link to the bill for me to excess should be of california. THANK YOU

a. Directions for Writing Professional Growth Plan The Growth Plan will include: 1. A comparison of June ISLLC Self-Assessment to the July ISLLC Self-Assessment with a reflection on all six standards. 2. The overall process you engaged in when you put your “Artifacts Portfolio” together and while you were writing your Growth Plan. 3. Your thoughts about how your engagement in these tasks combined to help you understand your own journey to grow professionally in meeting NELP SBL and SDL standards, and how you are personally represented in your Professional Development Portfolio and Professional Growth Plan. 4. The specific implications you have derived from pondering the connections between your readings and the Growth Plans of those readings. 5. A description of your personal view of your future as a SBL and SDL educational leader in whatever role you see for yourself as you travel the road ahead. 6. A discussion of what you now know that you did not know when you began this course. The ways your awareness of the above developed MUST make reference to: (1) Each of the attached NELP standards. You must include Reflection and Growth Plans on each of the standards (see attachment of the NELP standards to be included in your Growth Plan), and the standards must be reflected in your Growth Plan. Ps. When using the standards, make explicit connections to them and use and name specific standards.

Introduction This week’s resources emphasize the importance of understanding findings from neuroscience research as they apply to adult learning and education. Brain research and the emerging field of Mind-Brain Education Science has demonstrated a link between neuroscience and the core principles of andragogy. The following three meta-findings from neuroscience lay the foundation of andragogy: Adults can learn throughout life. Emotions play a critical role in learning. Learning occurs by connecting new knowledge to existing knowledge. Additionally, there is support from research for the six core principles of andragogy. Understanding these findings can help educators set the climate for adult learning. Initial Post Instructions 1A. First review the following resources then discuss what you learned regarding the brain and its implications for education that you did not already know (be specific about the principles of andragogy). The Neuroscience of Learning (3 min Video) Interview with Educational Neuroscientist Dr. Jared Horvath: Care to Learn (31 min Podcast) We Knew It All Along: Using Cognitive Science to Explain How Andragogy Works (Article) https://education.biu.ac.il/sites/education/files/shared/we_knew_it_all_along_using.pdf 2A. Next review the following resources and discuss how this information changes the way you conceptualize learning. Brain-Based Teaching in the Digital Age (Online Textbook) Effect of Brain Based Learning on Academic Achievement (Article) Neural Mechanisms Underlying School-Based Learning (Article) Mind, Brain, and Education in the Digital Era (Article) 3A. Finally, provide suggestions on how to set up a learning climate that is positive and facilitates growth and change based on what neuroscience tells us about how to structure an optimal environment for learning as an educator. Writing Requirements: Initial Post Length: minimum of 350 words Minimum of 2 outside resources (library resources, peer-reviewed, or web-based sources) Use APA format, with a corresponding references list for the initial post.