Category: Education

Effective teaching and positive learning environments can be impacted by collaboration between professionals in schools. Collaboration can be beneficial, but can also lead to struggles. How does working collaboratively affect teachers and students? Specifically, how does it impact student learning? Your response should include the impact on personal beliefs and interaction skills, as well as issues of school environment. Additionally, you should include an example of what collaboration could “look like” in a school/classroom. 700-1000 words. APA format.

Self-Assessment, Professional Norms, and a Personal Code of Ethics
Submit the assignment of Module 4.
Upholding a code of ethics is important at many levels. School leaders look for guidance to professional associations and standards and codes of ethics at the state and district level. Writing your own personal code of ethics provides a set of principles to adhere to when carrying out your roles and responsibilities as a school leader.
In this assignment, you will analyze and reflect on your knowledge, skills, and dispositions as an ethical leader by completing a self-assessment of ethics and professional norms and developing a 2- to 3-page personal code of ethics. You will also share your presentation (Module 1) and legal scenarios (Module 3) with the school audience you identified and scheduled in Module 1.
Part 1: Code of Ethics
Step 1. Research
Conduct research on best practice for ethics and professional dispositions for school leaders to include:
National Educational Leadership Preparation (NELP) Standard 2
National Association of State Directors of Teacher Education and Certification (NASDTEC) Model Code of Ethics for Teachers
The School Superintendents Association (AASA) Code of Ethics
Your state code of ethics and requirements for professional conduct
Your school district code of ethics
Step 2. Acknowledge and Sign
Download a copy of your state’s code of ethics for educational leaders/administrators. At the bottom of the code, acknowledge your acceptance of the ethical standards by writing “I will abide by this code of ethics” and sign and date the copy. You will submit this with your assignment.
Step 3. Self-Assess
Complete the Self-Assessment Ethics and Professional Norms SurveyLinks to an external site. in Google Forms.
Step 4. Analyze
Analyze the results of the ethics self-assessment, including:
overall analysis of assessment results,
areas of strength,
areas for growth, and
new understandings or insights.
In a 1- to 2-page self-assessment analysis-reflection, include the alignment of your results with NELP Standard 2 and your state code of ethics.
Step 5. Share
Meet with your mentor to share, reflect on, and discuss your self-assessment results and analysis-reflection. Maintain documentation the meeting occurred (email communication, mentor signature on self-assessment results or analysis-reflection paper, etc.)
Step 6. Write
Use the following outline to write your personal code of ethics:
Purpose Statement
Explain your reasons for developing your personal code of conduct. Relate the purpose statement to your roles and responsibilities as a school leader.
Personal Traits
Create a list of traits you believe represent you as a person including personal traits (kindness, integrity, etc.) that are characteristics you associate with your behavior.
Relationships
Reflect on the relationships you have with others within your school community.
Write a statement explaining how you want to maintain or improve the relationships.
Ethical Statements
Develop a list of at least five ethical statements to guide actions you will take to meet your own expectations for ethical conduct.
Include traits you want to embody as a school leader.
Guidelines
Create clear guidelines for each ethical statement.
Include guidelines you intend to follow when interacting with others.
Here is an example of one ethical statement with guidelines:
I will keep my promises and honor my commitments. My decisions and actions will be based upon a commitment to integrity and equity. I believe upholding this commitment to integrity and equity will create trust and confidence among my colleagues and result in ethically sound decisions.
Step 7. Draft
Using the outline in Step 6, draft a personal code of ethics in paragraph form.
Share the draft with your mentor and at least one colleague for feedback.
Step 8. Finalize
Incorporate the feedback from Step 7 into a finalized personal code of ethics.
Write a brief statement describing the feedback received and explaining how it informed your final personal code of ethics.
Include an annotated bibliography listing best-practice resources you researched in writing your personal code of ethics. For each resource, include an annotation briefly summarizing the source and how you used it.
Compile the code of ethics, feedback statement, and annotated bibliography into one document.
Part 2: Sharing Your Knowledge of the Law
Step 1. Prepare
In preparation for sharing your audiovisual presentation (Module 1) and your legal scenarios (Module 3) with your selected school audience, create a feedback form for participants to complete after the in-person or virtual sharing session. Depending on the location, provide the form in hard or digital versions.
Include 3-5 open-ended questions about what participants found most or least helpful in your presentation and scenarios, how they plan to use the information, and any other questions you’d like to add.
Step 2. Present
Hold the meeting scheduled in Module 1, either in-person or virtually, with your selected school audience and share your presentation (Module 1) and leadership scenarios (Module 3).
Step 3. Gather and Organize
Gather written feedback from audience members on the presentation and scenarios using the feedback form (Step 1). Organize the feedback for submission in a single document.
Step 4. Compile and Submit
Compile and submit the following:
the acknowledged, signed, dated code of ethics for your state (Part 1, Step 2)
your self-assessment results, analysis-reflection paper, and evidence of meeting with mentor (for example, email correspondence, mentor signature on results or analysis-reflection paper, etc.) (Part 1, Steps 4-5);
your personal code of ethics with mentor and colleague feedback and annotated bibliography (Part 1, Steps 7- 8); and
feedback from participants attending the presentation meeting (Part 2, Step 3).

Assessment Descriiption
Having a historical perspective of the court cases, laws, and mandates that have shaped English language instruction policy enables teachers to understand the necessity for addressing the learning needs of English language learners (ELLs).
Complete the “Legislative Events and Issues” template (150-200 words per section) to explain each of the following and discuss how knowledge of them will affect your future professional practice.
How the following legal cases have affected the policies and laws governing language instruction in Arizona: Lau v. Nichols, Castaneda v. Pickard, Flores v. Arizona, and Plyler v. Doe.
How the following federal laws and requirements have affected accountability, assessment, funding, and identification in ELL education in Arizona: Every Student Succeeds Acts (ESSA), Title III, Title VI, and Office for Civil Rights/Department of Justice resolutions.
How the following state laws and policies have affected language acquisition methodology, student grouping, and the time frame to achieve language proficiency: Proposition 203, House Bill 2010, House Bill 2064, SB1014, and Move On When Reading.
Two current societal trends and issues in the education of ELLs.
Support your findings with a minimum of three scholarly resources.
Landmark Court Rulings Regarding English Language
Read “Landmark Court Rulings Regarding English Language Learners,” by Wright, located on the Colorín Colorado website.
https://www.colorincolorado.org/article/landmark-court-rulings-regarding-english-language-learners
ELL Policy & Research
Explore “ELL Policy & Research,” located on the Colorín Colorado website.
https://www.colorincolorado.org/ell-basics/ell-policy-research
Office of English Language Acquisition Services (OELAS)
Review the “Legislation” tab on the Office of English Language Acquisition Services page, located on the Arizona Department of Ed… Read More
http://www.azed.gov/oelas/
English Language Teaching
Explore the Historical Events from the “English Language Teaching” interactive media piece.
https://www.gcumedia.com/lms-resources/student-success-center/?mediaElement=955F6634-AE46-E911-BCC7-005056BD8A06
ESL-540 Legislative Events and Issues
Use the “Legislative Events and Issues” template to complete the topic assignment.
ESL-540-RS-T1-Legislative-Events-and-Issues.docx
Optional: Se Acabaron Las Palabras: A Post-Mortem Flores v. Arizona Disproportional Funding Analysis of Targeted English Learner Expenditures
Read “Se Acabaron Las Palabras: A Post-Mortem Flores v. Arizona Disproportional Funding Analysis of Targeted English Learner… Read More
https://journals-sagepub-com.lopesalum.idm.oclc.org/doi/full/10.1177/0895904820917370
Optional: A Decade After Institutionalization: Educators’ Perspectives of Structured English Immersion
Read “A Decade After Institutionalization: Educators’ Perspectives of Structured English Immersion,” by Cruze et al., from&… Read More
https://lopes.idm.oclc.org/logi
Rubric Criteria
Legal Cases: Policies and Laws
9 points
Legal Cases: Future Professional Practice
9 points
Federal Laws and Requirements: Accountability, Assessment, Funding, and Identification
9 points
Federal Laws and Requirements: Future Professional Practice
9 points
State Laws and Policies: Language Acquisition Methodology, Student Grouping, and Time Frame
9 points
State Laws and Policies: Future Professional Practice
9 points
Current Societal Trends and Issues
9 points
Current Societal Trends and Issues: Future Professional Practice
9 points
Format/Documentation
9 points
Mechanics of Writing
9 points
Total
90 points
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Finalizing the Action Research Proposal
Submit the assignment by 11:59 PM PT Sunday of Module 5.
As you finalize your action research proposal, ask yourself, Will I be able to trust the results? Will my project benefit stakeholders? Will my project benefit my practice?
Sharing the findings of your action research builds a culture of inquiry by engaging in reflection and feedback to generate new questions, provide new insights, and set the stage for ongoing improvement and further inquiry. For you to share the proposal with a professional audience, it must be as error-free as possible and publication-ready.
In each module assignment, you completed the elements of an action research proposal. In the Module 5 assignment, you will finalize your proposal. You will apply your own proofreading and editing skills and feedback from your faculty member in this process. You may also select an electronic editing program such as Grammarly for assistance. While beneficial as editing tools, these programs sometimes make errors, so review the corrections and comments carefully.
Step 1. Access and Review
Access and review the sections of your action research proposal from Modules 1-4.
Step 2. Compile
Follow the Action Research Proposal Outline to compile all the elements of your 10-page draft action research proposal in one Word document. The 10 pages do not include the title, reference, and appendix pages. Include these elements:
Introduction
Problem
Purpose
Research Question(s)
Literature Review (The conclusion of the literature review will include the best-practice solution or intervention strategy to be implemented in the study.)
Methodology and Design
Population and Professional Practice/Workplace Setting
Data Collection Plan
Data Analysis Model and Plan
Proposed Implementation Action Plan
Communication Plans
Reliability, Validity, and Ethics
Reflection on Collaboration
References
Step 3. Cite and Reference
Make sure you have all the references from all assignments included on your reference page(s). Then, check the in-text citations in your proposal and the reference page(s). There should be a one-to-one match between the in-text citations and references. If the reference is not cited in the body of the proposal, then it should not be included on the reference page(s). Proofread the reference page(s) for appropriate APA formatting.
Step 4. Review
Review the draft action research proposal using your own proofreading and editing skills and the feedback from your faculty member. You may also select an electronic editing program.
Step 5. Ask Your Mentor
Ask your mentor to review your proposal. A fresh set of eyes can work wonders! Make the necessary revisions.
Step 6. Apply
Apply your own revisions and the feedback from your faculty member to the action research proposal.

School leaders must consider their own beliefs and how they influence their leadership style and actions. When considering equity, fairness, tolerance, and respect, special attention must be placed on balancing the needs of special populations, families, and students who are underserved.
In this assignment, you will identify five actions, produce artifacts for each action, and write a 4- to 5-page paper describing how, as an ethical school leader, you have made or will make decisions and take actions to create and maintain an educational environment that protects and nurtures equity, fairness, tolerance, and respect.
Step 1. Determine and Relate
Using the prompts, consider the variety of roles and responsibilities of a school leader, including curriculum, instruction, and assessment; personnel; professional development; community involvement; finance; and policy and procedures:
Determine five actions you would take to demonstrate ethical behavior and professional norms.
Identify each action and relate it to a specific role or responsibility.
Examples of actions:
Revise discipline procedures and documents to ensure equitable and fair approaches, paying particular attention to school culture.
Address specific concerns of families and students such as gender, sexual harassment, mascot change, etc.
Involve students in community services events or programs.
Revise/develop student handbook to include student code of ethics.
Establish character education programs or activities.
Create a professional development action plan to address student achievement disparities (socioeconomic, ethnicity, special needs).
Strengthen a communication plan in collaboration with parents, families, and other stakeholders to address emergency and crisis events.
Step 2. Create
Create artifacts that document the five actions determined in Step 1. This might be, for example, an agenda, flyer, report, form, or document.
As a caption, describe how each artifact demonstrates your proficiency as an ethical school leader and how the action meets professional norms for ethical behavior. Identify websites, books, and professional journals, for example, that guided the action taken.
Step 3. Compose
Compose a 4- to 5-page paper describing the actions you would take and how they demonstrate ethical behavior and professional norms, particularly balancing the needs of special populations, families, and students who are underserved. Include the completed artifacts as appendices.
a reference page,

U have provided a template and you can finish the remaining assignments.
Produce 6–10 content frames presentations with voice-over presenting each part of your 7th grade SPED Applied Instruction Project.
Your presentation should include:
o Overview of Educational Context o Plan and Rationale for Differentiated Instruction
o Pre-Learning (Preactive) Activity During-Learning (Interactive) Activity
o Pre-Learning (Reflective) Activity Content, Process, and Product
o Strategies for Differentiated Instruction Future Goals
o Summary
o Strategies for Differentiated Instruction Future Goals
o Summary

Please write a very good “TERMS OF REFERENCE FOR THE ESTABLISHMENT OF A NEW MARINE COLLEGE AT CUTTINGTON UNIVERSITY IN LIBERIA, West Africa”.
OUTLINE:
• Introduction
• Background
• Aim and purpose of the Research
• Objectives of the Research
• Justification for Establishing the Marine College
• Methodology and Research Design
• Study Participants and Sampling Method
• Data Collection
• Data Analysis
•Implementation Process
• Conclusion

Title of Your Paper
Introduction (approximately one-half page)
Include demographic characteristics (Name, age, gender, socioeconomic status, ethnicity, cultural background, family composition, parental characteristics, physical and psychological health issues of family members).
Infancy and Childhood (approximately two pages.)
Using specific examples and making connections to the course content from the textbook AND the two instructor-approved sources, AND including the required APA Style, 7th edition in-text citations.
Clearly define and explain in each category how each of your own physical, cognitive, and socioemotional developmental and milestones were typical or atypical in each of the three categories below.
Piaget’s Stage of Cognitive Development
Attachment
Temperament
Developmental patterns and typical milestones:
Explain how your physical developmental patterns and typical milestones were typical of those reached in infancy. If not typical, based on course content, explain how and why they were not.
Explain how your cognitive developmental patterns and typical milestones were typical of those reached in infancy. If not typical, based on course content, explain how and why they were not.
Explain how your socioemotional developmental patterns and typical milestones were typical of those reached in infancy. If not typical, based on course content, explain how and why they were not.
Explain how your physical developmental patterns and typical milestones were typical of those reached in childhood. If not typical, based on course content, explain how and why they were not.
Explain how your cognitive developmental patterns and typical milestones were typical of those reached in childhood. If not typical, based on course content, explain how and why they were not.
Explain how your socioemotional developmental patterns and typical milestones were typical of those reached in childhood. If not typical, based on course content, explain how and why they were not.
Childhood Socioemotional Development: Two aspects of your group membership identities.
Childhood Socioemotional Development: Identify the two aspects of your group membership identities (i.e., race, ethnicity, gender, gender identity, sexual orientation, socioeconomic class, ability, national origin, religion) that have been especially salient (powerful) in the shaping of your identity development. Must use same two salient groups membership identities throughout each of the developmental periods of the paper.
Childhood Socioemotional Development: For each group identity, describe a critical incident that shaped your development and the reasons you believe each of your group identities are most salient in your development. (A critical incident is an event that shapes one’s personal identity development – either positively or negatively); it causes one to stop and reflect and raises questions about one’s beliefs, values, attitude, or behaviors; it produces a new and lasting shift and brings about insight about how one now sees oneself or how others now see you. You should select and write about the most salient critical incidents – the most meaningful, powerful critical incidents that have shaped your identity development.
Analyze: (Provide an explanation and interpretation for each) the influence of your two most salient group identities (i.e., race, ethnicity, gender, gender identity, sexual orientation, socioeconomic class, ability, national origin, religion) have had on shaping your development in Childhood.
Adolescence (approximately two pages)
Using specific examples and making connection to the course content from the textbook and the two instructor-approved sources, and including the required APA style, 7th ed. In-text citations:
Clearly define and explain each and apply the following psychological theories and concepts to your development in Adolescence:
Puberty
James Marcia’s Stages of Identity Development
Social Identity
Kohlberg’s Stages of Moral Reasoning
Development patterns and typical milestones
Explain how your physical development patterns and typical milestones were typical of those reached in Adolescence. If not typical, based on course content, explain how and why they were not.
Explain how your cognitive development patterns and typical milestones were typical of those reached in Adolescence. If not typical, based on course content, explain how and why they were not.
Explain how your socioemotional development patterns and typical milestones were typical of those reached in Adolescence. If not typical, based on course content, explain how and why they were not.
Adolescence Socioemotional development: Two aspects of your group members’ identities.
Identify the two aspects of your group membership identities (i.e., race, ethnicity, gender, gender identity, sexual orientation, socioeconomic class, ability, national origin, religion) that have been especially salient/powerful in shaping your identity development. Use same two group memberships.
Adolescence Socioemotional development: For each group identity, describe a critical incident that shaped your development and the reasons you believe each of your group identities are the most salient in your development.
Analyze (provide an explanation and interpretation for each the influence of your two most salient group identities (race, ethnicity, gender, gender identity, sexual orientation, socioeconomic class, ability, national origin, religion) have had on shaping your development in Adolescence.
Early Adulthood (approximately two pages)
Clearly define and explain each, and then apply the following psychological theories and concepts to your development in Early Adulthood:
Parenting style
Social Clock
Erikson’s Theory of Psychosocial Development
Early Adulthood: Developmental patterns and typical milestones
Explain how your physical development patterns and typical milestones were typical of those reached in Early Adulthood. If not typical, based on course content, explain how and why they were not.
Explain how your cognitive development patterns and typical milestones were typical of those reached in Early Adulthood. If not typical, based on course content, explain how and why they were not.
Explain how your socioemotional development patterns and typical milestones were typical of those reached in Early Adulthood. If not typical, based on course content, explain how and why they were not.
Early Adulthood Socioemotional development: Two aspects of your group membership identities.
Early Adulthood Socioemotional development:
Identify the two aspects of your group membership identities (i.e., race, ethnicity, gender, gender identity, sexual orientation, socioeconomic class, ability, national origin, religion) that have been especially salient in shaping your identity. Use the same two group memberships.
Early Adulthood Socioemotional development:
For each group identity, describe a critical incident that shaped your development. A critical incident is an event that shapes one’s personal identity development – either positively or negatively; it causes one to stope and reflect and raises questions about one’s beliefs, values, attitude, or behaviors; it produces a new and lasting shift and brings about insight about how one now sees oneself or how others now see you. You should write about the most salient critical incidents – the most meaningful, the most powerful critical incidents that have shaped your identity development.
Early Adulthood Socioemotional development: Analyze
(provide an explanation and interpretation of each) the influence of your two most salient group identities (i.e. race, ethnicity, gender, gender identity, sexual orientation, socioeconomic class, ability, national origin, religion) have had on shaping your development in Early Adulthood.
Critical Reflection (approximately one-half page)
Based on the content used in the previous parts of the paper, discuss how the interconnected aspects of your development throughout your lifespan shaped or will shape you into the person you are today. In other words, critically reflect on the effects that both nature and nurture have had or will have on your development throughout your lifespan.

What is the topic and learning problem?
Who is the focus of your stakeholder analysis?
What is the learning phenomenon they describe (i.e., your observations?)
What inferences can you make based on your observations (i.e., what reasoned positions you extrapolate from what your stakeholder has provided.)
And how do you reach those inferences?
What are some of the important characteristics of your intended audience (as relates to the learning phenomenon they’ve described?)
What are some important constraints placed on your intended audience (as it relates to the learning phenomenon described?)
What specific learning objectives (i.e., a good place to use the learning target language) do you identify as contributing to the learning problem?
KEEP THE SCOPE CONSTRAINED → Prioritize a maximum of 3 specific objectives to focus on. It’ll be better to go deeply into a limited number of objectives than superficially into many objectives.
What is your “learning model” of how these objectives relate to one another (i.e., objectives work in conjunction with each other – how?, objectives work in sequence with one another – how?)
By solving the learning problem → by designing learning experiences that succeed in addressing each learning objective → what will the learner be able to do that they couldn’t do before?
I.e., Based on this analysis, what do you define as the learning goal of this project, the outcomes we should be able to observe?
I.e., If they go through your experience, what can they DO, SAY, FEEL, SEE that has CHANGED/is DIFFERENT than if they had not gone through your experience?
At the end of this section – provide a bullet point list of the specific objectives this learning experience, the design will be held accountable to. Your design will be assessed on how you consider and specifically address each objective through your design decisions and details.

1) Provide a brief summary/definition of the topic;
2) Identify and summarize litigation/case law history/milestones related to the issue;
3) Identify and discuss ethical issues and issues related to diversity concerning violations of the compliance issue;
4) Identify and discuss IDEA and other legal requirements pertinent to the issue;
5) Identify populations for whom the issue is pertinent;
6) Compose a school-based example (i.e. case study) illustrating how the topic applies at the school level: this can be a fictitious scenario. The case study should identify pertinent curriculum areas, needed instructional/educational practices, needed modifications and/or accommodations;
7) Write a brief summary and conclusion; and
8) Provide a minimum of 5 scholarly references using the APA 7 citation style.
As part of this paper: clearly identify desirable practices teachers should adhere to, which are related to the compliance issue; identify local, national, and state resources that educators and family members access for assistance with the compliance issue; and describe how you plan on remaining current on special education law once you become a special educator.