Category: Education & Teaching

A. Read, Coaching Conversations: Appendix A: Powerful, Open-Ended Questions. Cre

A. Read, Coaching Conversations: Appendix A: Powerful, Open-Ended Questions. Create a bookmark that you can use in your coaching role by selecting your choice’s top 15 open-ended questions. Upload a pdf copy of your bookmark. Keep this tool with you for reference on your coaching journey.
B. Complete the Listening Skills Self-Assessment on p. 26-28 in Coaching Conversations. (Put listening skills assessment in word form and completed scoring sheet for my assessment)

In Chapter 6 (Coaching Conversations/Transforming Your School One Conversation a

In Chapter 6 (Coaching Conversations/Transforming Your School One Conversation at a Time by Linda M. Gross Cheliotes and Marceta F. Reilly), the authors present a basic framework that builds upon the reflective feedback skills presented in earlier chapters. In Case Study 1 (pg. 80), the scenario describes how this framework would be used in an authentic coaching conversation. Answer “The Reflections for Practice” on pg. 86. Use the Response to Activity Rubric to guide the quality of your work. Submit your work in the Online Text.
Answer The Reflections for Practice Questions: (use thoughtful reflection and many connections to your coaching role to answer questions).
1. Which coaching skill are you planning to practice first?
2. Thinking about family, friends, and coworkers, who is the first person with whom you know you need to hold a coaching conversation? What are your plans for preparing for this conversation?
3. As you reflect upon your work, how are you proposing to use the Reflective Feedback Form to move from challenge to a solution?

Answer the question below
To receive the maximum number of points for your initi

Answer the question below
To receive the maximum number of points for your initial post, it must be at least 200 words and cite either the textbook or another, outside literature source.
Chapter 1 Questions
1. Refer to Figure 1.3 on page 16 of the Data-Driven Leadership. In which of the four quadrants do you believe most schools fall in using data-driven decision making? Explain your answer.

Module # 2 – Discussion Board
Answer the following questions.
Case Reflection #

Module # 2 – Discussion Board
Answer the following questions.
Case Reflection # 3 – “Strategic Planning Audit” – page 44
1. If there is no plan available, how might a strategic plan help the school or district accomplish its goal?
2. Was the plan easy to obtain? What does the answer to this question tel you about the role and meaning of the plan within the school or district?
3. Are administrators and faculty familiar with the plan and actively working to follow its directives and achieve its goals?
Case Reflection # 4 – “Look out Honey, cause I’m using technology” – page 53
1. What steps would you take to suggest new policy and procedures as it applies to social media use and the like within your school?
2. How would you suggest social media and the like be used to help better foster a positive culture in your school?
3. What other items might you implement in your district as it applies to better communication with parents as well as fostering a positive school climate and culture?
Reply

For this assignment, you will create an interdisciplinary lesson that targets ob

For this assignment, you will create an interdisciplinary lesson that targets objectives for your content area and grade level, along with targeting one objective for English/Language Arts/Reading for your grade level. Keep the following in mind as you prepare your lesson plan:
Include the grade and content area in which you are pursuing licensure.
Find a piece of reading that you will share with your students. This can be a storybook, a nonfiction book, a set of instructions, a poem, a song, an article, a current event article, an excerpt from a book, a single chapter from a novel, a short story, or any other type of reading you can think of. Make sure to include a link to the piece of reading or include the full text of the reading in your lesson plan document. Many storybooks are on YouTube, so a link to the YouTube video of someone reading the book is acceptable. Include an explanation regarding why you chose this piece of reading and how it connects to your content area.
Copy/paste the number/letter code and full wording of each state standard you plan to target for your content area and grade level. Copy/paste the number/letter code and full wording of ONE state standard for English/Language Arts/Reading (ELAR) for your grade level that you plan to target in your lesson. Do not include extra standards. Only include the standards you will use to create your objectives.
Create a properly written objective for each state standard that you have referenced. You should include at least 2 objectives, but no more than 4 objectives in total.
Include a warm-up for your lesson that introduces the topic of the piece of reading you will share with your students and that introduces your objectives.
Instructional Strategies: Explain how you will use high-yield strategies to teach your objectives and guide the learning. Explain how you will include one specific literacy strategy to teach your ELAR objective. This should be the most detailed section of your lesson plan and should be highly focused on what you will do and not what your students will do.
Include a list of materials needed for the lesson including technology
Include a lesson closure / formative assessment. Note you must address BOTH components in order to earn full points on the rubric. Your closure activity may include a formative assessment component, but if you are combining the two, you must make this explicit in your plan. Make sure to show evidence of directly teaching the skills and concepts you plan to assess in the instructional strategies section. The assessments you plan need to make sense with the lesson you plan in the instructional strategies section. This is where you can explain what your students will do.
Include a plan for summative assessment. Make sure to show evidence of directly teaching the skills and concepts you plan to assess in the instructional strategies section. Your summative assessment needs to directly assess the skills and concepts from your direct teaching in the instructional strategies section.
Provide a plan to reinforce your objectives either through homework or during class the next day.

Your coursework preceding this project will have prepared you for the evaluation

Your coursework preceding this project will have prepared you for the evaluation criteria of this project. Using the knowledge gained in the preceding coursework, revise and submit your plans for initial evaluation in this project. You MUST use the Teachers of Tomorrow template attached below. You must score at least 40 points out of 50 points on each submission to pass this assignment.
s before, this project is much more detailed than lesson plans typically used in the classroom. The performance-based assessments are designed to evaluate candidate skills in a comprehensive way; thus, candidates are asked to provide much more detail than in traditional plans so that the instructor is able to evaluate skills in these areas.
Questioning strategies and feedback
Accommodations and modifications
The extent to which the lesson is differentiated
Assessment for learning
The overall plan
For 700.5P, candidates submit two complete and original lesson plans for feedback and final evaluation. The parts of the lesson plan form that will be scored include Differentiation (Reteach and Extensions) Closure, Questions, Modifications and Accommodations, Assessments, and the Overall Plan.
While each lesson is designed to deliver the state-required content for the grade level, some students require additional learning supports to successfully access this content. Students who are learning the English language, or who have learning disabilities, are especially in need of these supports. There are multiple supports for learning that are available for all students; however, more intensive supports are often required for some learners with greater needs. These more intensive supports fall into two categories; accommodations and modifications.
The components scored in 700.4PBP should still be present here. When complete, these will represent two complete lesson plans.
Each lesson is evaluated on the extent to which it is differentiated to address these learning differences. The process of how students will learn the content can be differentiated for learning modalities, supports for English learners, and those with learning disabilities. We can differentiate the content – what students will learn. This is important because students all come to us with different levels of readiness. We need to plan activities that meet students where they are. Finally, we can differentiate the products that students produce to show us what they have learned. Consider learning styles, prior learning experiences, and any supports needed so that everyone can access the curriculum.
We evaluate the assessment to determine how well it provides information about student learning. Does the candidate include information on the type of assessment, and is the assessment adapted for diverse needs?
This class includes the following students from TCR 300. As you plan your modifications, accommodations and differentiation, be sure to address their needs. You will be scored on this.
Angelo – Angelo is a student with special needs. He has a learning disability and is slow to process information. He is usually happy and helpful.
Nancy – Nancy recently moved from Korea and is well-educated. She does not yet know English. She is at the beginning level for speaking and writing, but at the intermediate level for listening and reading.
Corinne – Corinne is a GT student. She was, however, suspended three times last year for fighting. In class, she is happy and easy-going, but can quickly escalate if she feels disrespected.
DIFFERENTIATION
Thoughtful and explicit differentiation in content or process for the following groups of students. Be sure to review what constitutes differentiation if needed. It is NOT accommodating or modifying, but – rather – delivering and assessing instruction in a manner that helps students access the content.
ELLs
Regular Education students who are struggling and possibly Special Education students
GT students
ASSESSMENT
Formative assessment – questioning. It should be clear throughout the plan that students are engaging with the materials and that the teacher is formatively assessing student learning with developmentally and instructionally appropriate questions that are aligned with the rigor of the learning objective. At least 6 specific questions should be scripted and included in the lesson plan. They do not have to be all in the same part of the plan. Embed them where they would fall in the lesson. For example, if you are checking for prior knowledge as an introduction to the lesson, a few questions may go at the beginning of the lesson. Other questions may come after initial instruction. Others may be part of the assessment. Just be sure to include at least 6 questions total and indicate them according to instructions (highlight them) so that your instructor can find them easily.
End of lesson assessment – can be formative or summative. The candidate should include detailed information about the type of assessment used (observation, multiple choice quiz, exit ticket with two constructed response questions, etc.)
Differentiated assessment for diverse student needs – the plan should include a brief description of how this assessment either is or can be differentiated for academically challenged and EL learners.
ACCOMMODATIONS AND MODIFICATIONS
Accommodations (learning aids, oral test administration, etc.) are detailed and explicitly designed for the needs of the student populations including GT, EL, Special Education.
Modifications – For the purpose of this lesson, you will consider the needs of Angelo, and explain where in the lesson any modifications would be used.
Label the modifications and accommodations separately so that we can see you understand the difference between the two. These are legal obligations for what you must provide for specific students in your class.
Everything is based out of Texas. You would have to use the TEKS for high school History.

Using PowerPoint or Google Slides, you are to create a presentation appropriate

Using PowerPoint or Google Slides, you are to create a presentation appropriate for use with other educators or parents. In this presentation you are to do the following:
Identify each student and the issue he or she is facing. You must use the four student profiles provided below. Please DO NOT copy and paste the descriptions provided. Rather, you should explain what you feel are the core issues each face after reading the description.
Identify the developmental impact of each issue. How is the issue impacting the student in the classroom? What does the teacher see that is interfering with learning? You will need to include the research that is directly related to the issues and aligned to the developmental goals for the students. For example, you might include a statement such as “According to Dr. I. M. Expert, cyber-bullying is detrimental to a student’s development because it makes students feel unsafe.”
Research and provide resources that are directly related to the issue and are aligned to the developmental goals for students. These are resources a parent or teacher could use to learn more about the issue and how to address the impact of the issue. These are resources that may be available in your community, such as food banks, language lessons for parents, etc. You may also choose to include resources that are available from federal, state, and local governments. These are not the resources you use to understand the developmental impact of the issues, but should be helpful for the intended audience of your presentation.
You will suggest supports teachers can use in the classroom to mitigate the impacts of the issue.
Your presentation should be at least 11 slides long. You are expected to have an introductory slide, two slides per student,a closing slide, and a resource/bibliography page for the sources you use in the project.
The presentation must be your original work, and professional in its use of images, language, and formatting. Use of another’s work will earn an automatic zero and may be grounds for dismissal from the program.
Example:
In order to make our expectations clear, we have created an additional student profile and use his information to complete two slides that meet the criteria of the project. You will not use this student in your project. His profile is for the purpose of the example only. Read it and then look at the 700.2PBP Example Slides. Note that your project will include all 4 students in the Knowledge of Students and Student Needs document and will be at least 11 slides long.

For this project, you will write two complete lesson plans and submit each one f

For this project, you will write two complete lesson plans and submit each one for evaluation and feedback. You MUST use two different TEKS and two different lesson plans when you submit. Your work must be your own. You may not use district provided lesson plans or those others in this course have submitted. Submitting work that is not your own is plagiarism and violates the ethical and professional standards in Texas, as well as violating the Academic Integrity portion of your contract with us.
1. Select a standard from your content area, and using the approved template, write Lesson Plan 1. Submit this plan on the page that says Submit Lesson Plan 1 Here. You must use the template attached belowto ensure you meet the technical requirements of lesson planning as required in the state code. This is not a traditional lesson plan format, but is designed to walk you through the process of what is evaluated.
2. Select a different standard from your content area using the template attached below and write Lesson Plan 2. Submit this plan on the page that says Submit Lesson Plan 2 Here.
The alignment and appropriateness of the instructional strategies with the learning objective
Explicit, targeted activities that include flexible grouping and individualized instruction, as appropriate
Literacy strategies include the STR components (required for certain certificates), embedded vocabulary explicitly taught (all candidates)
Technology is integrated and aligned to the standard (T-PACK) and aligned to ISTE standards
Decision-making reflection
Please select the tab that best describes your certification preference to understand the requirements for submission. Certification areas that include the Science of Teaching Reading standards have different requirements than the other certification areas. These certification areas include:
Core EC – 6 with STR
Core 4 – 8 with STR
ELAR 4 – 8 with STR
ELAR/SS 4 – 8 with STR
If you are not certifying in any of the above certification areas, select the tab for “All Other Certification Areas”.
For all certification areas, lesson planning templates and rubrics for scoring are available for download in the tabs. You must use the appropriate lesson plan template.
You may download the rubric here to understand the expectations of the project. You must score at least 48 out of 60 points on each lesson plan to be successful. You may submit each plan until you reach a passing score or within four submissions.
To see an example of exemplary performance on this assessment, please see the example attached below

Identify two books or texts that your students will read. Make sure the books/t

Identify two books or texts that your students will read. Make sure the books/texts are grade-level appropriate and align with your content area. See the rubric for specific requirements. You must provide your grade level and content area of licensure in the assignment. The instructor needs to be able to check that your chosen books/texts connect to your content area and that they are grade-level appropriate.
Combine the course readings from modules 1 and 2 with independent research on literacy instructional strategies in order to create plans to assess students’ literacy focusing on each dimension of literacy – oral language, phonological awareness, phonics, fluency, vocabulary, and comprehension.
Make sure that your plans connect to the books that your students will read by including specific vocabulary from the book in word-based activities and include specific comprehension strategies when assessing comprehension. Make sure to plan for assessing phonological awareness, phonics, and fluency even if you plan to teach at the secondary level. You should apply different strategies to each book/text and not the same strategies.
Cite the credible sources from outside this course that you found through your research on literacy instruction to create your plans. Include a synthesis of your research. What did you learn about teaching and assessing literacy from reading modules 1 and 2, along with your independent research? This should be a detailed reflection of learning and how you envision teaching, promoting, and assessing literacy no matter what grade level or content area you teach. If you teach a content area other than literacy, discuss how you can integrate literacy activities in your content area.
You must link to the specific page on that site where you found the strategy. Linking to a homepage does not count as a credible source. ScribbrLinks to an external site., CheggLinks to an external site., and Purdue OwlLinks to an external site. are great resources to help with citations.

NOTE: It is important that teachers for all grade levels and content areas have an understanding of how students develop literacy skills over time from preschool through grade 12. Students at all grade levels come into our classrooms at varying levels of literacy development. Some secondary students (English learners, special education students, struggling learners) still need guided and independent practice using appropriate activities that promote development of and assess oral language, phonological awareness, phonics, and fluency. Module 2 discusses how word analysis can take the place of phonological awareness and phonics at the secondary level.
For an assignment template, click hereLinks to an external site..Template for the Literacy Instructional Strategies Assignment
Text 1 – Include title, author, and your reason for choosing the text
How will you assess oral language using a specific strategy? This assessment should require students to speak, not read. You must research these strategies because oral language is not discussed in the modules.
How will you assess phonological awareness using a specific strategy? What will you ask students to do? Make sure to conduct research on phonological awareness or use a strategy from module 1.
How will you assess phonics using a specific strategy? What will you ask students to do? Make sure to conduct research or use a strategy from module 1. If you teach grades 4-12, you can substitute word analysis strategies for phonics and phonological awareness. Word analysis is not the same as vocabulary strategies.
How will you assess fluency using a specific strategy? Make sure to conduct research or use a strategy from module 1. What will you ask students to do? I will accept reading readiness strategies instead of fluency strategies from Pre-school teachers.
How will you assess vocabulary using a specific strategy? What specific words will you target? Make sure to conduct research or use a strategy from modules 1 and 2. A quiz or test is not a strategy. Sight words are not the same as vocabulary words.
Which comprehension strategy can you apply to this text? Make sure to conduct research on comprehension strategies and discuss a specific strategy and how you will apply it to the book. Since this assignment addresses both vocabulary and comprehension, you should not be discussing another vocabulary activity, but a specific comprehension strategy.
Cite the credible sources you use for your literacy strategies for text 1.
Text 2 – Include title, author, and your reason for choosing the text
You must use different strategies for this text to be considered for full credit.
How will you assess oral language using a specific strategy? This assessment should require students to speak, not read. You must research these strategies because oral language is not discussed in the modules.
How will you assess phonological awareness using a specific strategy? What will you ask students to do? Make sure to conduct research on phonological awareness or use a strategy from module 1.
How will you assess phonics using a specific strategy? What will you ask students to do? Make sure to conduct research or use a strategy from module 1. If you teach grades 4-12, you can substitute word analysis strategies for phonics and phonological awareness. Word analysis is not the same as vocabulary strategies.
How will you assess fluency using a specific strategy? Make sure to conduct research or use a strategy from module 1. What will you ask students to do? I will accept reading readiness strategies instead of fluency strategies from Pre-school teachers.
How will you assess vocabulary using a specific strategy? What specific words will you target? Make sure to conduct research or use a strategy from modules 1 and 2. A quiz or test is not a strategy. Sight words are not the same as vocabulary words.
Which comprehension strategy can you apply to this text? Make sure to conduct research on comprehension strategies and discuss a specific strategy and how you will apply it to the book. Since this assignment addresses both vocabulary and comprehension, you should not be discussing another vocabulary activity, but a specific comprehension strategy.
Cite the credible sources you use for your literacy strategies for text 2.
Include a synthesis of your research. What did you learn about teaching and assessing literacy from reading both modules 1 and 2 along with your independent research? This should be a detailed reflection of learning and how you envision teaching, promoting, and assessing literacy no matter what grade level or content area you teach. If you teach a content area other than literacy, make sure to discuss how you can integrate literacy activities in your content area.
You may need to cite an additional credible source for your reflection. In order to receive full credit, the rubric requires 3 credible sources.

Choose a technology tool that you can integrate into a lesson plan for your cont

Choose a technology tool that you can integrate into a lesson plan for your content area. Do not write “social media” or “internet.” Specify the platform, e.g., Padlet, Flip, Jamboard, Peardeck, or a specific website that your students will use to learn new information about a specific topic, etc.
Provide the grade level and content area for which you are planning.
Copy/paste one state standard for your content area and one ISTE standard. Then create two objectives from the standards you reference – a content area objective and a technology objective.
How will using this technology enhance the student learning of each objective? Make sure to detail the lesson you will teach to target both objectives.
What are the risks or drawbacks to using this technology in the classroom? How will you minimize these issues? Make sure to discuss issues specific to the chosen technology tool and not to the use of technology in general.