Category: Education

There are many leaders that see the importance of happiness in the workplace and some organizations have leaders who actively attempt to boost their employee’s happiness. Google is one example of a “happiness friendly” organization where initiatives are facilitated by their Chief Happiness Officer. However, there are still some skeptics about the importance of happiness, even some organizational leaders.
In this scenario, you are a leadership consultant and based on your doctoral education, you know of the importance of happiness in the workplace. Unfortunately, the CEO of the organization you are currently working with doesn’t see the importance of happiness. You are to write her a letter to convince her of the importance of happiness in the workplace. In a letter to her, that may be no more than four pages double spaced, address the following:
Explain what happiness is, its components (including positive emotions), and how it works.
You must explain the broaden and build theory of positive emotions. Briefly describe the theory and how it works.
Explain the research and outcomes of happiness/positive emotions in general and specifically at work. This will overlap with the next prompt:
Give her reasons, backed up by research, why she should care about having happy employees.

Feel free to provide examples to illustrate points. You many incorporate any of the recommended readings or other research articles not included in Modules 6 or 7.
For this assignment, you should write the letter directly to the CEO (i.e., Dear Ms. CEO, …). Format this as a letter, however be sure to still include a cover page, reference page, in-text citations, and use double spaced 12 point font.

Submit your completed draft 1-Day AU LP to the discussion tab. ALL sections must be complete. This is how your assigned peer for M7 will get access to your plan. Please do not use PDF as M7 requires peers to make comments directly on the plan.
Create and Submit a VT describing your lesson plan to our course VT group. This VT must include:
Images of each section of your plan.
Audio discussion/description of your plan.
Brief review of how you believe you met each of the AU LP Rubric benchmarks (there are 10).
Your VT should reach at least 10 minutes and not exceed 15 minutes.

Refer to Appendix F on Course Syllabus for detailed instructions to complete this assignment. Please note that this RPM is dedicated to TPE #1 only. RPM 1 its a sample of how to do it. The first 3 dots are the TPE goals

You will plan a guided reading strategy lesson for a children’s book. You will include sight words, word building, introduce the text and connect it to the students, explain tricky vocabulary words/concepts, state a specific decoding or comprehension strategy you will teach. During reading you will provide prompts to support the readers while they read independently. After students read the text, you will discuss the text and help students make connections by asking questions and reviewing the decoding or comprehension strategy you introduced before they read the book. You will also include a writing connection where students can complete a writing activity based on ideas/concepts or words from the book to connect to apply what they were taught during the guided reading lesson.
Examples of the template and what needs to be done is attached below.

5 tasks for the assignment.
in this task and others in this program, you will use Gibbs’ Reflective Cycle (Gibbs, 1988) as a framework to respond to observations and experiences. Gibbs’ Reflective Cycle encourages you to think systematically about the phases of an experience or activity, first describing the experience, then addressing how it made you feel, next evaluating and analyzing it, then drawing a conclusion, and finally considering how this experience will apply to your future practice.
Task 1: A. Identify three videos from the attached “Task 1 Video List” found in the “Supporting Documents” section.

Note: When selecting three videos to observe, it may be helpful to read the description available on the web page for each video.

B. Reflect on your video observations by doing the following:
1. Discuss specific examples of how the teachers in the observed videos effectively incorporated the needs of individual learners within their learning environments, including at least one example of each of the following from any of the three videos
• cultural needs
• social needs
• emotional needs

2. Discuss two ways that the teachers could have more effectively incorporated individual learners’ cultural, social, or emotional needs in the learning environments.
3. Discuss two culturally sustaining pedagogy strategies that you could incorporate into your future practice as a teacher.
a. Explain how you can apply the two strategies from B3 in your future classroom.
4. Explain how you could involve your students’ caregivers in the execution of the two strategies from part B3, including one specific example for each strategy from part B3.
5. Explain how you could involve the community in the execution of the two strategies from part B3, including one specific example for each strategy from part B3.

C. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.

D. Demonstrate professional communication in the content and presentation of your submission.
file:///C:/Users/kimby/Downloads/Task%201_Video%20List.pdf
Task 2:
Maria is a 13-year-old biracial student whose mother identifies as Hispanic and whose father identifies as African-American. Maria’s father transferred towns for work, which uprooted the family midyear from a large city to a small, rural town. Maria’s new school (a public K-12 setting), much like the community, is predominately white and middle class. The move has resulted in Maria feeling high levels of stress and anxiety..
Additionally, students at her new school dress much differently than students at her old school, which makes Maria stand out. Some of the other students make fun of the way she dresses. She just discovered a social media group called “I Hate Maria” composed of some of her seventh-grade classmates, who have been posting negative comments about her. Recently, students at Maria’s school took cell phone photographs of her buttocks while she was walking in the hall and posted them on the “I Hate Maria” website.
Maria knows that she can talk to her parents, but she doesn’t want to worry them. With all of the stress, Maria is plagued by dark thoughts of killing herself and cannot focus on the lessons being taught in her classes.
A. Identify each of the following elements described in the scenario:
• Maria’s family
• Maria’s community
• Maria’s cultural background

Note: Do not make assumptions, just state the facts.
B. Discuss how you, as a public K-12 teacher, would try to help Maria in a culturally responsive, trauma-informed way by doing the following:
1. Describe one realistic action you would take to help Maria with one of the issues she is facing.
a. Justify how the one action from part B1 would effectively address the issue from part B1 in a culturally responsive and trauma-informed way, including two specific examples.
2. Discuss two ways you would involve Maria’s family in this action.

C. Discuss two specific elements of your own cultural background
1. Discuss two examples of how your cultural background could affect the way you might respond to the issues Maria is facing in the scenario.

Note: Cultural background can include relevant demographic information such as race, or economic background. It can also include other defining characteristics, such as family structure, styles of communication, traditions, or family and community educational norms. You are not required to include details relating to personal experience, traumatic or otherwise. Remember to use language that is not biased or makes assumptions.

D. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.

E. Demonstrate professional communication in the content and presentation of your submission
Task 3:
This task has two parts. For the first part, you will interview an educational professional on topics related to mental health or emotional well-being. For the second part of this task, you will identify a community-based location (e.g., library, community agency) that offers resources to address specific mental health or emotional well-being needs. As a teacher, it is important to be aware of these resources so that you can help your students. You will identify a resource available at that location that addresses mental health or emotional needs and explain how you would apply that resource in your professional practice.
Located in Chandler AZ 85225
Part 1: Interview
A. Conduct an interview with a school-based professional in your community on topics related to mental health or emotional well-being, youth suicide prevention, substance abuse, or child abuse.
Identify the following:
• the interviewee’s name and job title
• the interviewee’s organization
• the date and time of your interview

Note: Do not include any identifying information about students or community members in your submission.

1. As part of your interview, address the following topics:
a. Identify two specific mental health or emotional well-being issues that exist within your school community.
b. Identify one specific school-based resource for each of the identified issues and discuss how each of the resources meets the needs of students.

Part 2: Community Resources
B. Identify one specific community-based location (e.g., Oakville City Library, Foothill Branch) that provides resources to address one of the issues identified in part A1a. Include the street address in your identification.
1. Explain how one specific resource, different than the resources identified in A1b, provided by the community-based location you identified in part B addresses one of the issues identified in part A1a.

C. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.

D. Demonstrate professional communication in the content and presentation of your submission.
Task 4:
A. Complete the “School of Education (SOE) Professional Dispositions and Ethics Self-Assessment Instrument” in the Web Links section below. Use the Print Score Summary button on the final page to save a copy as proof of your Score Summary to submit with this task.

B. Using the results of your self-assessment, describe how you will support your ongoing development as a Next-Gen candidate by doing the following:
1. Choose two of the eight SOE Professional Dispositions and Ethics from the list below and explain how you have demonstrated each of them within a professional setting.
• All Individuals Can Learn
• Empathy
• Growth Mindset
• Intellectual Courage
• Belonging
• Integrity
• Professionalism
• Communication

2. Choose two of the eight SOE Professional Dispositions and Ethics from the list in part B1 and do the following:
a. Describe two action steps you will take to improve your proficiency (one action step for each chosen disposition or ethic).
b. Justify how each action step from prompt B2a will help you develop as a Next-Gen candidate in each SOE Professional Disposition and Ethic that you chose in B2.

C. Choose two SOE Professional Dispositions and Ethics from the list in part B1, that you did not use in prompts B1 or B2, and do the following:
1. Explain how you would apply each of the chosen SOE Professional Dispositions and Ethics to collaborate with families, caregivers, or the larger community.
2. Explain how application of each of the chosen SOE Professional Dispositions and Ethics facilitates learner growth.

D. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.

E. Demonstrate professional communication in the content and presentation of your submission.
Task 5:
Select one of the following hypothetical scenarios:
• a school shooting in a neighboring community
• a student’s suicide
• the divorce of a student’s parents
• a natural disaster in the area that affects the community of your school
• the death or traumatic injury of a student in your classroom, not related to a school shooting
A. Identify the hypothetical scenario you selected and explain the context, including each of the following:
• what happened
• who was involved
• examples of the impact on the community
• examples of how the situation impacts students at home
• examples of how the situation impacts students at school

B. Describe a strategy you would use to help students cope with the scenario from part A.
1. Justify why your strategy would be effective in helping students cope with the scenario at school and at home.
2. Explain one anticipated challenge you might encounter as you implement this strategy in your classroom.
3. Explain how you will overcome this challenge. Include specific examples to support your explanation.

C. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.

D. Demonstrate professional communication in the content and presentation of your submission.

The purpose of this review is to provide a comparison of reading outcomes of the two most popular bilingual programs in the United States: Transitional Bilingual Education and Two-way Bilingual programs. To provide context, we present a theoretical framework and a brief historical perspective on how these programs came to gain popularity. We explored two questions. The first one asks whether there are differences in student outcomes between the programs and whether there are advantages of one program over the other. The second question looks into practical strategies that make these programs beneficial to English learners. For selection methods, we used the previous definition of high-quality articles that included clear outcomes and program definitions. For evaluation of the programs, we used a five-framework model that defines effective bilingual programs that incorporates components of second language literacy development, high- quality instruction, and precise definition of the sample population. After the careful review of articles, academic outcomes are presented, indicating that while there might be non-significant differences on reading outcomes, bilingual programs are not detrimental to English learners and there are additional benefits to having a bilingual program beyond potentially enhancing reading outcomes. Also, we found that strategies that work well in a general education classroom for native speakers, also work well for English learners. Finally, we provide recommendations for program development and future research.
Child and Adolescent Development in Your Classroom, Topical Approach
ISBN: 9798214339610
By: Christi Crosby Bergin; David Allen Bergin

Task Overview
You will interpret, analyse and compare a simulated data set with normative educational data. You will be given a choice of three fictional case studies representing a primary school, a high school data set, or preschool. It is recommended you choose the case study most closely aligned with your specific teaching context, that is, if you are a primary school major then choose Case Study 1 (regional NSW primary school class data year 3) or if you are a secondary school major choose Case Study 2 (Sydney high school in the Western suburbs class data year 9) and if you are an early childhood major choose Case Study 3 (Preschool in Cabramatta, Sydney). The case studies will consist of information (data set) about a specific class (or cohort of students) at the respective fictional schools across a two-term time span in 2022 (or one term RE Case Study 3 in 2021).
The case study data will be presented in EXCEL spreadsheets and will consist of information about the class (e.g., student demographic information, health issues, attendance, homework submission rates, gender, Indigenous status, language background, ethnicity) as well as performance measures (e.g., NAPLAN scores, AEDC findings, assessment results, grades, percentages of results per subject, etc.).

This week we investigate the world of vocabulary and fluency. Students learn words through various means. The teacher cannot teach every word needed so he must help students learn vocabulary through a variety of methods. Word origins play an important role in helping people understand words.
Fluency involves rate, accuracy, and prosody. It is important to read words accurately and in meaningful phrases to allow the reader to think about the text.
Your assignment this week involves choosing words for vocabulary instruction. Teachers and parents cannot teach every word that a student encounters. Selecting specific words to teach is an important skill.
Synthesize/Apply/Reflect
Choose one (1) Tier 1 word, two (2) Tier 2 words and one (1) Tier 3 word that you will use in any unit of study in your class. State the unit of study. For each word choose a separate strategy from the text. Explain how you will teach the word using that strategy and why that strategy is the best one to use for the word.
Assignment Guidelines
Your assignment must contain:
The grade level and unit you have chosen to use
One Tier 1 word
Two Tier 2 words
One Tier 3 word
The separate strategy you will use for each word (4 different strategies)
A detailed explanation of how you will use the strategy you chose to teach each word and why you chose that strategy for that word
References cited from the course

Using this list, as well as Figure 3, The MUSIC® Model of Motivation design cycle, and the other concepts in this chapter, compose a paper discussing how an educational technology tool of your choice could be utilized in your classroom to motivate and engage students in learning. You may focus on a particular tool, if you like, as well as a particular subject matter. For example, you could write on the topic, “How can Quizlet be utilized in math class to motivate and engage students in learning?” Substitute your chosen tool and your chosen subject and use this as the title of your paper. The body of your paper must be 4-6 pages (not including the title, abstract, and reference pages) and be supported by at least three scholarly sources in addition to the textbook. Sources must have a publish date within the last 5 years. The paper must be submitted as a Word document in the current APA format. Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

Hattie considers capturing a stray cat, cooking it, and eating it for dinner. (Hattie is not starving; she’s just curious about whether cat tastes more like chicken or pork and wants to fix an exotic dish she can’t get in a local restaurant.) She talks with Lance about it, and he enjoys seeing that cat in the neighborhood yards and encourages Hattie not to kill it and eat it. Manny comes along. They know that he has studied philosophy, and in particular the ethical theory of Immanuel Kant, and so they ask him what Kant would say about the moral permissibility of Hattie’s plan. You play the part of Manny. Write an essay giving a Kantian analysis of the question of the moral permissibility of Hattie’s plan. That is to say, explain what a Kantian, such as Manny, would say about whether Hattie may eat the cat, and if so, under what circumstances — and what reasoning the Kantian would offer. First do this carefully for one formulation of the categorical imperative. Then do it for a different formulation of the categorical imperative. Note: For this assignment you need not use any materials apart from those in the class texts — indeed you are encouraged not to. However, no matter what sources of information you use — even the textbook — be sure to make adequate attribution (e.g. in footnotes). You are expected to do your own work. Use of unacknowledged sources (e.g., books, classmates, friends, tutors, mentors, web pages, other papers, AI bots) for this assignment constitutes cheating. (Any place an idea comes from is a source.) Save your paper as a document (.doc or .docx or .rtf or .pdf; not .pages) and upload it at the “Browse” prompt. The paper is due on Sunday, September 29, 2024.