Assess your own leadership style and compare it to the leader you want to be. What do you need to do to get there?
Write down your thoughts.
This exercise is graded. Being able to identify and address gaps in your leadership style may help you become a better leader.
See grading rubric
And I would like mine to be off the coaching style leadership.
apa format
To complete this week's assignment, you will select a company that interests you, and assume that you are the Audit Manager leading a financial statement audit engagement. Following the format used in prior discussions in this course, the company you select for this assignment could be a prior employer, a company you'd like to work at someday, or simply an organization whose products or services you use or admire. If you select a business where you currently work (or have worked in the past), remember not to use any personal details or potentially confidential information in your presentation. Focus your presentation on addressing the specific audit-related items listed in the Instructions below. If you have questions about your company selection, or if you are having trouble selecting a company, contact your instructor for support.
Note: Each slide in your presentation should contain your main points and any appropriate explanatory or supporting images, graphs, charts, et cetera. You may provide your support, rationale, or explanations for each slide in one of two ways:
In a 15–18 slide PowerPoint presentation, please address the following items.
This course requires the use of Strayer Writing Standards (SWS). The library is your home for SWS assistance, including citations and formatting. Please refer to the Library site for all support. Check with your professor for any additional instructions.
The specific course learning outcomes associated with this assignment are:
View Rubric
In your responses to peers, discuss how knowledge of labor market information assists HR professionals in developing a quality staffing plan.
Speak in first person
As a master's-level health care practitioner, you are expected to consider a number of factors when supporting change by analyzing the feasibility of a new initiative or identifying an issue within your organization. For example, you must take into consideration the various types of risk (such as patient safety, physical plant, financial, or reputation), as well as the present and future value of the service line or economic opportunity you are invested in. Additionally, you must also balance your ethical and moral responsibility to provide quality care to patients and populations while protecting your organization's assets and economic viability in the near and long terms.
As health care leaders, it is important to understand strategies for advocating and lobbying elected officials. This can lead to the development of policies or laws that can help drive improved equity and outcomes for all participants in the health care environment as well as a more sustainable financial future.
Case Study: Marriage Assignment Instructions
Instructions
You will meet with one couple without children in their church for at least two sessions, each lasting about one hour.
· The Case Study must be 4–6 pages (not including title and reference pages),
· Include 3–4 references, not including your textbooks (no more than two can be from online sources/websites).
GDECE106 ASSESSMENT 2 Rubric
Task Description:
In terms of physical, social-emotional and cognitive development, identify aspects of learning and development of a child (You can have an example from your placement, your family or your social circles, but please respect the confidentiality of their identity, make them unidentifiable, using a pseudonym). Explain their milestones of development, specifically identifying development across all domains. Use theoretical tools from different perspectives that we have discussed in the class, e.g.: constructivism, behaviourism, humanistic theory, cognitivism, etc. Appraise a range of intentional teaching strategies to support the child’s holistic learning and development, along with individual needs if required. Link to EYLF/NQS.
Criteria
• Explain the milestones achieved by the child, and any notable milestones that have not been achieved but would be
expected at the child’s age.
• Appraisal of strategies to support the child’s development and learning
• Clear connections to EYLF, NQS
• Draw on relevant academic literature to support your explanation.
Due Date: 14th August, 2024, 11.59 PM
Word count: 2000 words +/- 10% (excluding references)
NOTE: SCEI-HE requires its students to observe the highest ethical standards in every aspect of their academic work. SCEI-HE actively
demonstrates its commitment to academic integrity by recognising scholarly work and penalising all forms of academic dishonesty. Please refer
to the Institute’s HEPP01 Academic Integrity Policy and Procedure for further information or speak to your lecturer, Academic Support
Coordinator or Librarian.
Formatting: 12-point serif font (eg. Times New Roman). 1.5 or double line spacing.
Referencing: APA7 (please refer to this guide for referencing guidelines)
Grading Scale
Criteria High Distinction (HD)
Distinction (D) Credit (C) Pass (P) Not meeting minimum requirement (N)
C1. Explain the milestones achieved by the child, and any notable milestones that have not been achieved but would be expected at the child’s age.
(15 marks)
C1.1 Explanation of milestone achievement clearly addresses all domains and contains critical reflection on child development in terms of age / development related expectations.
C1.2 Explanation of milestone achievement clearly addresses all domains.
C1.3 Explanation of milestone achievement addresses all domains but is mostly descriptive.
C1.4 Child clearly introduced. Explanation of milestone achievement addresses all domains but may contain misunderstandings.
C1.5 Child not clearly introduced. Explanation of milestone achievement doesn’t address all domains / is inaccurate or missing.
C2. Appraisal of strategies to support the child’s development and learning
(10 marks)
C2.1 Relevant strategies to support the child’s development are appraised.
C2.2 Relevant strategies to support the child’s development are explained.
C2.3 Relevant strategies to support the child’s development are described.
C2.4 Relevant strategies to support the child’s development are noted.
C2.5 Appraisal of strategies to support the child’s development and learning is missing, inaccurate or irrelevant.
C3. Clear connections to EYLF, NQS
C3.1 Connections to EYLF and NQS are explained and justified.
C3.2 Connections to EYLF and NQS are explained.
C3.3 Connections to EYLF and NQS are clearly stated.
C3.4 Connections to EYLF and NQS are note in brief.
C3.5 Connections to EYLF and NQS are missing or inaccurate.
(5 marks)
C4. Draw on relevant academic literature to support your explanation.
(5 marks)
C4.1 A broad range of relevant academic sources cited. Sources effectively support claims / argument.
C4.2 A range of relevant academic sources cited. Sources effectively support claims / argument.
C4.3 Relevant academic sources cited. Sources effectively support claims / argument.
C4.4 Minimal academic sources cited. Sources do not effectively support claims / argument.
C4.5 No academic sources cited /irrelevant academic sources cited.
C5. Assignment is
formatted according
to requirements and
written clearly and
cohesively. APA 7
referencing is used.
Word limit is
adhered to.
(5 marks)
C5.1 The
assignment is clear
and free of
typographical and
structural features
that hinder
understanding.
There is no
confusion between
author voice and
that of sources. The
assignment is
formatted according
to stated
requirements.
Accurate mechanics
of in-text and end-
of-text APA (7th
Ed.) referencing
C5.2 The
assignment is clear
with minor
typographical and
structural features
that may hinder
understanding.
There is minimal
confusion between
author voice and
that of sources.
The assignment is
mostly formatted
according to stated
requirements.
Accurate
mechanics of in-
text and end-of-
text APA (7th Ed.)
C5.3 The assignment
is clear with
typographical and
structural features
that may hinder
understanding. There
is minor confusion
between author
voice and that of
sources. The
assignment is partly
formatted according
to stated
requirements.
Mechanics of in-text
and end-of-text APA
(7th Ed.) referencing
style were used with
C5.4 The
assignment has
typographical and
structural features
that significantly
hinder
understanding.
There is confusion
between author
voice and that of
sources.
The assignment is
minimally
formatted according
to stated
requirements.
Mechanics of in-
text and end-of-text
APA (7th Ed.)
C5.5 The
assignment has
typographical and
structural features
that prohibit
understanding.
There is confusion
between author
voice and that of
sources, or author’s
voice is absent. The
assignment is not
formatted according
to stated
requirements.
Mechanics of in-
text and end-of-text
APA (7th Ed.)
referencing style
style were used.
Word limit met.
referencing style
were used with
minor
inconsistencies (no
more than 2
errors).
Word limit met.
inconsistencies (no
more than 4 errors).
Word limit met.
referencing contain
several errors.
Word limit met.
were not used
appropriately.
Word limit not met.
The assignment instructions is the .pdf file. The assignment is the 2 word documents. Questions or information on the previous assignment is available to review for extra help.
Creating an Action Plan for Equity – Part II Submit the assignment by 11:59 PM PT Sunday of Module 2.
In the Module 1 assignment, you conducted an equity audit for a school, its classrooms, and teacher behaviors. You also explored various instructional models and frameworks in the presentation videos, such as the Sheltered Instruction Observation Protocol (SIOP®) model, the Universal Design for Learning (UDL) framework, and the Culturally Responsive Teaching (CRT) instructional method.
In this assignment, you will dig into your school’s data to analyze instructional practices affecting equitable learning opportunities. You will evaluate school data, research available and used instructional models, and conduct an instructional equity audit. Then, you will combine your analyses from Module 1 and Module 2 to develop an action plan for a campus leadership team audience.
Step 1 Collect at least 3 years of student performance data for your school, including student scores on state exams, grades, or other metrics your school uses to measure student achievement. You will convey these data in the action plan.
Analyze the data using these guiding questions:
Who is succeeding academically? Who is not succeeding academically? What are the trends? What are the strengths? What specific outcomes are needed?
Your data may look like the data in the ACE Sample School Data Packet.
Step 2 To better create an instructional equity audit, review the Module 1 and Module 2 presentation videos and research:
how to determine which target group is a priority key considerations when determining an instructional model criteria of success for instructional models
Step 3 Download and complete the ACE Instructional Equity Audit. If you have time, consult with your administrator or mentor as you fill it out.
Step 4 Download the ACE Equity Action Plan Template. Use the template to compose a 5- to 6-page evidence-based action plan to increase equity at the school. Your action plan will look different from an APA-formatted essay. Instead, modify the template to create something that looks like a document you would use as a principal.
Step 5 Use the Module 2 assignment rubric to informally assess your work and ensure you have met all requirements.
Then, submit two file uploads:
Equity Action Plan Instructional Equity Audit
8/8/24, 11:31 PM Module 2 Application-Analysis
https://ace.instructure.com/courses/1992465/assignments/18587389#submit 1/2
Time-Sensitive Preview: In the Module 3 assignment, you will design a back-to-school professional development to introduce the instructional model you identified in your action plan.
8/8/24, 11:31 PM Module 2 Application-Analysis
https://ace.instructure.com/courses/1992465/assignments/18587389#submit 2/2
,
Understanding why disparities in achievement exist is like solving a challenging puzzle. There are many complex components that go into teaching children. Test scores are only one data point, and they usually tell the summative result of classroom instruction. To truly understand why a certain group of students is not being successful, an administrator needs to investigate and engage in honest conversations to determine the conditions and obstacles students may be facing. We no longer use the term “achievement gap” because the term implies that students aren’t performing as well as they should be and that it is their fault. Our goal is to refer to the problem in a way that holds all of us accountable for student achievement; hence, the introduction of the term “opportunity gap.” When we identify the opportunity gap, we are saying there are possible systemic obstacles that need to be addressed, so all students can be successful.
Key Areas to Consider |
What physical evidence should be gathered? |
What questions should we ask and to whom? |
What observations should we make, if any? |
|
[Example: Clear learning objectives and expectations are communicated to students.] |
[Example: · Individual teacher lesson plans · School handbook · District curriculum guide or scope and sequence · Walkthrough documentation] |
[Example: To teachers – What is your process for communicating clear learning objectives? Have you ever received training regarding making learning objectives meaningful for students?] |
[Example: Observe if learning objectives are written for students to see. Do students record the learning objective or discuss it in any way? Can students clearly explain the learning objective when asked by an administrator?] |
|
Teachers have content knowledge, can identify the tested curriculum, know how to scaffold for background knowledge, and instruct in an engaging way. |
· |
||
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All teachers have narrowed down the best instructional strategies for their specific students and differentiate accordingly. |
· |
||
|
Lessons are not so rigid that teachers are restricted from being responsive to students with diverse linguistic backgrounds, learning disabilities, or needed cultural connection. |
· |
||
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Students are offered a variety of ways to interact with the instructional material. |
· |
||
|
School administrator or designee provide consistent and specific feedback to support instruction and teachers’ practice. |
· |
||
|
Students are given exposure to various cultures and ethnicities through lessons. |
· |
||
|
Teachers do not engage in instructional practices that no longer serve students. |
· |
||
|
Teachers have opportunities to collaborate and communicate regarding classroom data and best practices |
· |
||
|
Instructional units or lesson plans are adjusted based on assessment data and student needs. |
· |
· Need
· Need
· Need
· Need
· Need
[Compose 1 paragraph explaining the instructional model with rationale.]
| © 2023 American College of Education |
2 |
,
You may delete the ACE logo, customize fields, delete these instructions, and delete any bracketed instructions as you polish the document as something you might produce in the real world. Use this template to develop your equity action plan using your findings from the Equity Audit Analysis in Module 1 and student performance data and Instructional Equity Audit in Module 2. Although this is not an APA-formatted paper, please include APA-formatted in-text citations and references to support your findings.
[Your Name]
[Date]
[Compose an introduction to your action plan. The introduction should share your vision and expectation for equitable instruction.]
|
School Name |
|
|
Mission and Vision |
|
|
Student Population and Demographics |
[Who would you invite to participate in the audit team? Briefly describe the staff or stakeholders who will help carry out the action plan. Include important individual characteristics, skills, and roles. You may organize this information in a table.]
[Condense key findings from your M1 Equity Audit Analysis into this section.]
[Condense the key findings from your M2 Instructional Equity Audit into this section.]
[Here, you will include an overview, screenshots, tables, graphics, or other methods of conveying critical student performance data you gathered previously in the Module 2 assignment. This section of the plan will be more robust because it is the basis of your action plan recommendations.]
|
Who is succeeding academically? |
|
|
Who is not succeeding academically? |
|
|
What are the trends? |
|
|
What are the strengths? |
|
|
What specific outcomes are needed? |
[Analyze and synthesize the data. What does the data tell you about actions needed? Compose 2-3 paragraphs accurately interpreting data with insightful and detailed assertions, supported by specific data points or trends.]
[Utilize the data collected thus far to determine which of the instructional models—the Sheltered Instruction Observation Protocol (SIOP®), Universal Design for Learning (UDL), culturally responsive teaching (CRT)—would best support student needs at your school. Discuss each of the models in order of priority for your school’s needs. Provide rationale. Connect each model to your data and recommend the model for concerted focus.]
[List 1-2 measurable objectives of the action plan. At least one objective should be to introduce or prioritize the instructional model you identified in the previous section. The objectives statement should start with a verb and be specific, measurable, achievable, relevant, and time bound.]
· Objective 1
· Objective 2 (optional)
[Arrange tasks in chronological order. Add rows for additional tasks as needed. Ensure you’ve added enough detail in the task cell so stakeholders know exactly what will take place. Note: In the Module 3 assignment, you will develop a back-to-school professional development for your chosen instructional model, so you will include it as a task.]
|
Task |
Responsible Person or Group |
Timeline |
[Describe important communications required to inform stakeholders of the action plan. Arrange communication in chronological order. Add rows for additional tasks as needed.]
|
Audience(s) |
Mode |
Purpose and Information to Be Conveyed |
|
· |
||
|
· |
||
|
· |
||
|
· |
[Refer back to your objectives and think about how you will monitor if your objectives have been met. What data will support the success of this action plan? In a 1- to 2-paragraph narrative, explain how you will monitor activities and evaluate the success of the action plan to create equity.]
[Compose a paragraph explaining how this action plan will contribute to equity.]
References
| © 2023 American College of Education |
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