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Education Unit 6:Revisit the analysis of your school/district School-Community Relations Policy

Writing Assignment:  Submit by Saturday 11:59 p.m.

  • Assignment (30 points)
    • Revisit the analysis of your school/district School-Community Relations Policy that you wrote in the writing assignment in Unit 1 of this course. Also, review your school or district policies on Crisis Management.
      • Use at least two other resources to assist in judging the strengths and weaknesses

of those plans. Make suggestions for improving the plans, if any were noted. 

  • Detail the steps you would follow to get these policies reviewed for possible revision. Check your school/district policy on the process for review of School Board policies.
  • Remember to include internal and external communication with ALL stakeholders within your response.
  • Requirements:  500 words minimum; APA format; a minimum of two sources other than the source(s) from which the policies were found 

    Unit 6 Discussion: Discuss the challenges faced by first-generation immigrant families

    Discussion Question: Post your initial response to the discussion forum by Wednesday 11:59 p.m. and respond to the discussion of others by Saturday 11:59 p.m.

    Reading Assignments 

    • Chapters 11 and 12 (Fiore text) 
    • Read Chapter 9 (Weiss et al. text) 
    • Read Case Study 15 (Weiss et al. text)
    • Read Common Assessment Part E
    • Discussion Question 1 (10 points)
      • Prompt: Read Case Study 15 and Chapter 9 in the Weiss text. Discuss the challenges faced by first-generation immigrant families and how social and cultural factors put their children at risk of not reaching positive educational outcomes. Name at least two supports the school could put into place to assist these children in reaching academic success, while simultaneously increasing parent engagement in their child’s learning.  Reference the situation of Paulo and his family in your response.
      • Requirements: 250 words minimum initial post, 100 words minimum reply

      Nursing NUR 505 5,:choose a cultural group that you believe is essential for your fellow colleagues

      NUR 505 5,6 Assignment

       

       Module 5 Assignment 

      Planning for "Pamphlet Presentation & Peer Review" Assignment

      • Go to Module 6 Assignment: Pamphlet Presentation and Peer Review Assignment for detailed instructions. Due in Module 6.
      • In preparation for your module seven assignment, choose a cultural group that you believe is essential for your fellow colleagues to understand in the context of your healthcare setting.
      • Begin conducting thorough research on the chosen cultural group.
      • Compile key information that will be useful for your colleagues to understand and apply in their practice.
      • Plan the layout, design, and format of your pamphlet. Consider visual elements, headings, and the overall structure to make the content engaging and easy to follow.

      Submission Instructions:

      • Submit your plan as a file upload. It can be an outline with details on how you plan to design your presentation.
      • Your submission will be reviewed for plagiarism with Turnitin.

      ————————————————————————————————————————

       Module 6 Assignment 

       

      Pamphlet Presentation & Peer Review

      Part I: Using the information and design plan from Module 6, create a visually appealing and informative educational pamphlet and submit it by 11:59 PM ET Tuesday for your peers to review. 

      • Include information on:
        • healthcare beliefs,
        • health practices,
        • communication styles,
        • family dynamics; and
        • any specific health disparities. 
      • Include practical tips, strategies, or scenarios that illustrate culturally competent care within the pamphlet.  
        • Provide examples of how your colleagues can integrate this knowledge into their practice. 
      • Incorporate images, infographics, and culturally relevant visuals to enhance the content.

      Part II: Conduct a peer review of two peers, providing respectful and constructive criticism to help improve their pamphlets. You will be assigned peers to review on Wednesday. Peer reviews are due by 11:59 PM ET Thursday.

      Submission Instructions:

      • The pamphlet should be concise, clear, and easy to understand. Students will lose points for improper grammar, punctuation and misspelling.
      • Incorporate a minimum of 3 current (published within the last five years) scholarly journal articles or primary legal sources (statutes, court opinions) within your work

        NUR 505 Discussion 5 Caring for Korean, Puerto Rican, & Jordanian Populations

         NUR 505 Discussion 5

        Caring for Korean, Puerto Rican, & Jordanian Populations

        After studying Module 5: Lecture Materials & Resources, discuss the following:

        1. Of which biological variations among Korean Americans should the nurse be aware? 
        2. Describe how stereotyping Puerto Ricans as similar to other Hispanic Americans can lead the nurse to errors in patient care. 
        3. Describe the geographical location of Jordan, and indicate how this region of the world and the political turmoil experienced by Jordanians may have a profound political impact on the health and well-being of recently immigrated Jordanian Americans. 

        Submission Instructions:

        • Your initial post should be at least 500 words, formatted, and cited in current APA style with support from at least 2 academic sources. 

          NUR 506 Discussion 5  Issues in Today’s Workforce Culture

          NUR 506 Discussion 5 

          Issues in Today's Workforce Culture  

           

          Based on your reading in chapter 60, why do you think the issues presented in this chapter persist in today’s workforce culture?

          Submission Instructions:

          • Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources.

            EDU541 D3: understand the role of teachers in leading best practices in curriculum

              Select one of the background readings that most helped you understand the role of teachers in leading best practices in curriculum and instruction.  

            Chapter 2: The Teacher as Leader (p. 29 – 41)
            Burgess, J., & Bates, D. (2009). Other Duties as Assigned: Tips, Tools, and Techniques for Expert Teacher Leadership. Alexandria, VA: Association for Supervision & Curriculum Development (ASCD).

            Leander, K. M., & Osborne, M. D. (2008). Complex positioning: teachers as agents of curricular and pedagogical reform. Journal Of Curriculum Studies, 40(1), 23-46.

            Lieberman, A. (2011). Can teachers really be leaders? Kappa Delta Pi Record, 48(1), 16-18.

            Ludlow, B. (2011). Teacher leadership: Why teachers must be leaders. Teaching Exceptional Children, 43(5), 6.

            Mangin, M. M., & Stoelinga, S. R. (2010). The future of instructional teacher leader roles. The Educational Forum, 74(1), 49-62.

            Chapter 3: Develop Leadership (p. 59-84)
            McKeever, B., & California School Leadership, A. (2003). Nine Lessons of Successful School Leadership Teams : Distilling a Decade of Innovation. San Francisco, CA: WestEd.

            Singh, K. (2012). Teacher leadership: Making your voice count. The Education Digest, 77(7), 15-20.

            Teacher Leadership Exploratory Consortium (2011). Teacher leader model standards. Retrieved from https://www.nea.org/resource-library/teacher-leader-model-standards

            Turner, J. D., Applegate, M. D., & Applegate, A. J. (2009). Teachers as literacy leaders. The Reading Teacher, 63(3), 254-256..

            Yost, D. S., Vogel, R., & Rosenberg, M. D. (2009). Transitioning from teacher to instructional leader. Middle School Journal, 40(3), 20-27.

              EDU541 SLP3:Apply your knowledge of the teacher leadership by creating a professional development session

               Teacher Leadership

              Apply your knowledge of the teacher leadership by creating a professional development session related to curriculum and instruction that could be delivered by a teacher-leader.

              • one agenda (1 page)
              • a PowerPoint (15 slides)
              • and one handout (2-pages)

               

              Chapter 2: The Teacher as Leader (p. 29 – 41)
              Burgess, J., & Bates, D. (2009). Other Duties as Assigned: Tips, Tools, and Techniques for Expert Teacher Leadership. Alexandria, VA: Association for Supervision & Curriculum Development (ASCD).

              Leander, K. M., & Osborne, M. D. (2008). Complex positioning: teachers as agents of curricular and pedagogical reform. Journal Of Curriculum Studies, 40(1), 23-46.

              Lieberman, A. (2011). Can teachers really be leaders? Kappa Delta Pi Record, 48(1), 16-18.

              Ludlow, B. (2011). Teacher leadership: Why teachers must be leaders. Teaching Exceptional Children, 43(5), 6.

              Mangin, M. M., & Stoelinga, S. R. (2010). The future of instructional teacher leader roles. The Educational Forum, 74(1), 49-62.

              Chapter 3: Develop Leadership (p. 59-84)
              McKeever, B., & California School Leadership, A. (2003). Nine Lessons of Successful School Leadership Teams : Distilling a Decade of Innovation. San Francisco, CA: WestEd.

              Singh, K. (2012). Teacher leadership: Making your voice count. The Education Digest, 77(7), 15-20.

              Teacher Leadership Exploratory Consortium (2011). Teacher leader model standards. Retrieved from https://www.nea.org/resource-library/teacher-leader-model-standards

              Turner, J. D., Applegate, M. D., & Applegate, A. J. (2009). Teachers as literacy leaders. The Reading Teacher, 63(3), 254-256..

              Yost, D. S., Vogel, R., & Rosenberg, M. D. (2009). Transitioning from teacher to instructional leader. Middle School Journal, 40(3), 20-27.

                EDU541 C3: Chapter 2: The Teacher as Leader

                 

                Chapter 2: The Teacher as Leader (p. 29 – 41)
                Burgess, J., & Bates, D. (2009). Other Duties as Assigned: Tips, Tools, and Techniques for Expert Teacher Leadership. Alexandria, VA: Association for Supervision & Curriculum Development (ASCD).

                Leander, K. M., & Osborne, M. D. (2008). Complex positioning: teachers as agents of curricular and pedagogical reform. Journal Of Curriculum Studies, 40(1), 23-46.

                Lieberman, A. (2011). Can teachers really be leaders? Kappa Delta Pi Record, 48(1), 16-18.

                Ludlow, B. (2011). Teacher leadership: Why teachers must be leaders. Teaching Exceptional Children, 43(5), 6.

                Mangin, M. M., & Stoelinga, S. R. (2010). The future of instructional teacher leader roles. The Educational Forum, 74(1), 49-62.

                 

                Teacher Leadership

                What is the role of teachers in leading curriculum and instruction? You should rely extensively on a synthesis and critical analysis of the background readings 

                Chapter 3: Develop Leadership (p. 59-84)
                McKeever, B., & California School Leadership, A. (2003). Nine Lessons of Successful School Leadership Teams : Distilling a Decade of Innovation. San Francisco, CA: WestEd.

                Singh, K. (2012). Teacher leadership: Making your voice count. The Education Digest, 77(7), 15-20.

                Teacher Leadership Exploratory Consortium (2011). Teacher leader model standards. Retrieved from https://www.nea.org/resource-library/teacher-leader-model-standards

                Turner, J. D., Applegate, M. D., & Applegate, A. J. (2009). Teachers as literacy leaders. The Reading Teacher, 63(3), 254-256..

                Yost, D. S., Vogel, R., & Rosenberg, M. D. (2009). Transitioning from teacher to instructional leader. Middle School Journal, 40(3), 20-27.

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