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improving teaching and learning and are characterized by (1) skilled facilitation

Please read the passage text listed for you here and respond to reflection questions that follow along with the instructor’s comments.

*BEGIN PASSAGE *

Intentional Learning Communities are professional learning communities that are rigorous, collaborative, focused on learning, and built upon shared norms andvalues. They are groups of educators who meet regularly with the goal of improving teaching and learning and are characterized by (1) skilled facilitation and (2) theuse of protocols to guide adult learning. In summary, they need to be intentional(School Reform Initiative, 2019). 

IMPLEMENTATION SPOTLIGHT BY KARI THIEREREngaging in challenging conversations takes time, a culture of trust that allows for risk-taking, an intentional agenda, and skilled facilitation. These four elements combine to grow the capacity of educators to learn from and with one another; and develop an equity lens that pushes them to have a fierce commitment to serving each and every student. Only after creating these communities is the foundation laid for meaningful development of universally designed learning experiences

Dedicating Time to Intentional Learning CommunitiesThere is never enough time in the day for us to do all that we need to do, so peer collaboration time has to be beneficial both for individual growth as well as to inform instructional practice.Developing community and doing intentional work around educational equity takes time.1.) In most schools, the structures for such conversations are already in place–that is, the weekly team meetings that go by a variety of names, such as common planning time, data teams, or PLCS. With Intentional Learning Communities, we apply an equity lens to every endeavor. We need to use the time we have to probe matters of great urgency. Advocate to help facilitate the session so you and your colleagues can begin to have difficult conversations.

2.) Once you have identified time for Intentional Learning Communities to meet, do not allow it to be interrupted by the menagerie of disruptions that affect schools. Protect time to think about your practice rather than talking about lunch duty or the upcoming field trips. Those other conversations are important too, but what often happens is that the immediate gets our attention, and we neglect the long-term conversations that lead to improved instruction and equity. The deeper conversations get pushed to the occasional professional development day or before/after the school year: Regular, ongoing collaboration time is essential for schools to take up issues of social justice and equity that will improve school success for all students.

Time often gets blamed as an excuse to avoid challenging conversations. If the school is committed to serving all students, then that commitment needs to be demonstrated through the way we use the time we already have. We make time for what is important.

Intentional Culture BuildingIn order to increase engagement in UDL, we have to minimize threats and distractions. For some practitioners, conversations about race, class, and educational equity can cause anxiety, fear, and guilt. Developing a culture of trust is imperative for us to feel safe enough to take risks and know that we will be supported. This does not mean creating a space where people do not feel discomfort; on the contrary, discomfort is an important part of this equity-based work. 

Setting AgreementsMany of you are likely familiar with the concept of norms or agreements. However, in equity work, these agreements need to go deeper. Agreements are important for groups to define so they know how they will be working together. They help to create the conditions for risk. taking, building trust, and mutual accountability for the improvement of instructional practice and individual learning. Within social justice and equity work, these agreements need to be thoughtfully developed and analyzed.      Gorski (2019) writes, “Too often, ground rules that are put in place, whether by an educator/ facilitator or by participants, privilege the already-privileged groups in a dialogical experience. For example, in a dialogue about race, white participants will often support ground rules meant to keep anger out of the discussion- ground rules focused keeping them comfortable. When we consider who is protected by ground rules like ‘do not express anger,’ it becomes apparent that, intentionally or not, they protect the participants representing privileged groups.”     When developing agreements, it is important to be open and honest about what each person needs in order to make the space work for them and their learning. Agreements are also living and must be revisited regularly. As a group grows, what they need shifts, and the agreements should grow and shift with the individuals of the learning community. There are some great examples of agreements that have been developed by equity-based facilitators.

Planning Your WorkOnce your learning community has discussed how to work together allocating time, shared understanding of why, and agreements to begin to build the culture – then it is time to plan the learning of the group. Intentional planning is necessary so that people are pushed into their risk zones, while avoiding places that are too comfortable or too dangerous. The work the learning community engages in must be thoughtfully scaffolded to keep people at their growing edge. It is helpful to think of this scaffold in terms of risk- starting with lower-risk learning and moving the group into more challenging and risky spaces.     Protocols that structure conversations are instrumental to helping groups engage and stay in challenging conversations. As group members are beginning to work with one another, protocols serve as a system to hold the group, as participants begin to develop the skills, knowledge, and dispositions of surfacing and challenging assumptions and biases. 

Opening MovesOpening moves are activities and practices that include learning with and from one another and beginning to build a community. Opening moves are designed to help individuals and groups learn more about themselves as individuals and as educators and start to uncover their own assumptions, biases, and beliefs. In this phase, protocols help provide the structure for engaging in honest conversations that allow reflection on individual practices and beliefs and help guide and focus such conversations through active listening and questioning skills. A few protocols (all freely available on the SRI website) that are helpful in this stage of community building include: 

1.)  Micro Labs. A protocol designed to build active listening skills within a group while also allowing group members to learn more about one another and their practice. It involves participants working in triads, with each participant answering a specific sequence of questions There is no discussion, just listening. Questions can be related to a person’s educational journey. experience with equity conversations, understanding of pedagogy, and So forth The questions allow a group to grow together by deeply listening to one another.

2.)  Paseo/Circles of Identity. This protocol helps groups to begin to examine issues of identity, diversity, beliefs and values. The protocol asks participants to think about the different elements of their own identity, allowing participants to reflect on their own, while also learning to listen and talk with others about identity.

     Each of these protocols works to help participants know each other as individuals, not just in their role at the school/organization, but who they are and how they show up in the world. Identity is a key component of engaging in conversations about race and social justice. It is important for educators to explore their own racial identity, so they can think deeply about the implications of their identity on their teaching practice. 

Going DeeperAs participants in your learning community begin to know each other, the group will be able to go deeper into issues of race and equity. In this phase of group development, protocols can help support the group to have conversations about race and equity in a variety of ways.1.) Use text protocols to make meaning of articles or books the group reads together. Texts that focus on issues of race, white fragility, and implicit bias are all helpful to develop an equity lens and begin to support the group’s conversations. As group members have built community, they will be able to have more meaningful conversations about the texts they read, focusing on the implications on teaching and learning for the students they serve.

2.) Look at data through an equity lens. As groups begin to develop skill at having conversations about race and equity, the next step is to analyze data through an equity lens. Who are the students who are not being served by our school? How do the policies and practices we enact privilege some students, while potentially oppressing others? How do the units of study we provide represent the cultural diversity of the students we serve and the world we live in? Data becomes more than the quantitative numbers that are gathered from standardized tests and broadens to include evidence about attendance and discipline, as well as looking deeply at student work.

Skilled FacilitationIntentional Learning Communities do not just happen, they take time and care. Growingyour capacity and the capacity of your colleagues to engage in these types of communities means helping to grow the facilitation skills of your team. Protocols alone cannot hold a group completely and help them go as deeply as they need to go. A facilitator with experience in protocols and an understanding of adult learning theory can help both support and grow groups to develop the capacity to engage and stay in conversations, Growing capacity is necessary for the long-term viability of an intentional learning community and for the larger organization.     As your learning community practices collaboration and reflective dialogue, with anemphasis on race and equity, you will grow your capacity to continue to go deeper. Ultimately, the goal is to help you and your colleagues know yourselves and each other well, begin to know your students, and to use this newly developed equity lens to create a teaching and learning environment that is designed to support the success of all students. These practices move beyond the traditional learning communities and into the Intentional Learning Communities that will ultimately shift practice. 

*END PASSAGE * 

Begin instructor’s notes and commentary for the assignment:

If we, as educators, are truly committed to educational equity, then we have to learn how to engage in challenging conversations about race. These conversations cannot only be theoretical but must also dig deep into how race and bias impact our teaching and learning practices. It isn’t enough to say, “We are committed to equity,” and then go about business as usual without interrogating our practices and our systems.

This has become a frequent notion – by words – diversity, equity, equality, inclusion – as if the inclusion of the words or the creation of a statement solves the problem.

It does not. Equity work is active. It is doing and inspiring others to do the same. It is modeling the very behavior you wish to see in your teachers – and your students. The text mentions the creation of Intentional Learning Communities. These are communities committed to Universal Design for Learning, but that also allows us to become comfortable with discomfort and topics that are not always easy to talk about. These are the most necessary conversations of all.

Referring to the above passage text, create an Intentional Learning Community that you feel needs to happen within the school you plan to teach at, (grades 6-12, respectively: middle and high schools). How would you go about building your community? What activities would you include to build trust and to aid in the creation of a supportive environment? What would your ground rules be? How would you approach those resistant to these communities? After giving a brief narrative response to the above questions – please answer the reflection questions below and include those answers within the same document.

REFLECTION QUESTIONS:

•           Leaning into discomfort can be challenging but it is such an important part of growth and learning. How can examining and sharing your own beliefs and biases help to create a space for more equitable systems and policies?

•           How can protocols such as Micro Labs and Circles of Identity help your Intentional Learning Community facilitate difficult conversations and growth? And why is it important to go beyond these protocols to have deeper, more meaningful conversations?

•           Think about your school or district. Who do you think are the students who are not being served? Do you think there are certain policies and practices that privilege some students, while potentially oppressing others? Write down your answers and examine them after you analyze data to see where your inclinations may not be in line with the data.

•           What makes fostering collaboration and community within an Intentional Learning Community a critical strategy to provide multiple means of engagement?

•           How can minimizing threats and distractions lead to increased engagement when having difficult conversations with our colleagues about social justice?

•           How is expert teaching linked to expert learning?

•           After reviewing the key considerations for an Intentional Learning Community, do you believe that you have this type of professional learning community in your school? Why or why not? In your position, how could you help to build it?       

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Corporate culture of your organization (COMMUNITY SERVICES AGENCY)

THIS ASSIGNMENT HAS 2 PARTS / PLEASE LABEL EACH PART SEPARATELY WITH REFERENCES WHEN COMPLETED******

PART 1- DISCUSSION Module 4 – (SHEILA)- Empowering Employees

Discuss the corporate culture of your organization (COMMUNITY SERVICES AGENCY). In your answer include how the company empowers its employees. (Remember empowerment incorporates a number of things).

SUBMISSION INSTRUCTIONS: Your initial post should be at least 150 words, formatted and cited in current APA style with support from at least 2 academic sources.

PART 2- ASSIGNMENT Module 4- (SHEILA)- Implementing New Strategies

Explain why implementing a new or different strategy calls for managers to identify the resource requirements of each new strategic initiative and then consider whether the current pattern of resources allocation and the budgets of the various subunits are suitable.

SUBMISSION INSTRUCTIONS: Assignment should be 3 pages, formatted and cited in current APA style, and 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.

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Victoria Clayton’s “The Needless Complexity

Choose one of the following essays and write a concise (make every word count!) and accurate 400-word summary of it (minimum 375 words; maximum 425 words). o Victoria Clayton’s “The Needless Complexity of Academic Writing” o Stanley Fish’s “What Should Colleges Teach?” • You will find the readings for this assignment in the “Summary Assignment” sub folder in the “Readings” folder on mêskanâs. • Think of your summary as a document you could give to someone who has not read the essay itself but wants to be informed about it. For example, imagine that your employer has to make a presentation about various essays, articles, or reports and does not have time to read them all, so you have been asked to read them and write summaries of them. • Remember to identify the following elements: the essay’s title and publication venue, the author’s name, the author’s central argument, the audience for and/or purpose of the essay, and the key points (also known as sub-arguments) of the essay. • Remember to organize your summary, moving from the central argument to its sub-arguments. ● Whenever you quote or paraphrase a specific part of the essay, cite it using MLA-style in-text (parenthetical) citations. ● Include an MLA works cited page with one entry (for the essay you have selected). ● Ensure that the entire assignment is formatted in MLA style (appropriately formatted page numbers, information in the top left-hand corner of the first page, double spacing, indentation of paragraphs’ first lines, 1” margins, etc.). ● Important note: I am asking that you not consult online resources or any other prohibited aids as you prepare your assignments. Instead, please use the essays themselves, your own brains, and me (and, if you wish, MacEwan’s Writing Centre) as your sole other resource: if you have any questions or concerns as you undertake your work, ask me. I am always happy to help students. There is no reason whatsoever that you would need to go online or to consult with anyone other than me or MacEwan’s Writing Centre for anything in connection with this assignment; doing so constitutes a contravention of MacEwan’s academic integrity policy. More Information on MLA-Style Page Formatting: • Upper left-hand corner of the first page only: Your name, e.g., Jane Doe Professor Sarah Copland ENGL 102 AS__ (your section number) February 2, 2024 Word count: 405 words • Title on the first line, centered (not italicized or in boldface or quotation marks— although the essay’s title itself should, of course, be enclosed in quotation marks): Summary of “Essay Title” • Double-spaced • 12-pt. font in Times New Roman or Arial • 1” margins on all sides • Page numbers and student last name in the top right-hand corner of every page (e.g., Doe 1, Doe 2, etc.) • Text justified left: meaning that the text is aligned on the left-hand margin, not both left and right margins (as in newspaper and magazine formatting, for example) • No folders, covers, or title pages Notes and Drafts: Please remember to keep all your notes and drafts. I may ask to see them. If you write your summary from start to finish on your computer, please save versions of the draft periodically (renaming the file “Draft 1” and “Draft 2,” for example) so that I can see how your work has progressed

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Increased frequency and pain with urination

Genitourinary Assessment

CC: Increased frequency and pain with urination

HPI:

T.S. is a 32-year-old woman who reports that for the past two days, she has dysuria, frequency, and urgency. Has not tried anything to help with the discomfort. Has had this symptom years ago. She is sexually active and has a new partner for the past 3 months.

Medical History:

None

Surgical History:

  • Tonsillectomy in 2001
  • Appendectomy in 2020

Review of Systems:

  • General: Denies weight change, positive for sleeping difficulty because e the flank pain. Feels warm.
  • Abdominal: Denies nausea and vomiting. No appetite

Objective 

VSS T = 37.3°C, P = 102/min, RR = 16/min, and BP = 116/74 mm Hg.

Pelvic Exam:

  • mild tenderness to palpation in the suprapubic area
  • bimanual pelvic examination reveals a normal-sized uterus and adnexa
  • no adnexal tenderness.
  • No vaginal discharge is noted.
  • The cervix appears normal.
  • Diagnostics: Urinalysis, STI testing, Pap smear

Assessment:

  • UTI
  • STI
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Intentional Learning Communities are professional learning communities that are rigorous

Please read the passage text listed for you here and respond to reflection questions that follow along with the instructor’s comments.

*BEGIN PASSAGE *

Intentional Learning Communities are professional learning communities thatare rigorous, collaborative, focused on learning, and built upon shared norms andvalues. They are groups of educators who meet regularly with the goal of improvingteaching and learning and are characterized by (1) skilled facilitation and (2) theuse of protocols to guide adult learning. In summary, they need to be intentional(School Reform Initiative, 2019). 

IMPLEMENTATION SPOTLIGHTBY KARI THIEREREngaging in challenging conversations takes time, a culture of trust that allows for risk-taking, an intentional agenda, and skilled facilitation. These four elements combine to grow the capacity of educators to learn from and with one another; and develop an equity lens that pushes them to have a fierce commitment to serving each and every student. Only after creating these communities is the foundation laid for meaningful development of universally designed learning experiences

Dedicating Time to Intentional Learning CommunitiesThere is never enough time in the day for us to do all that we need to do, so peer collaboration time has to be beneficial both for individual growth as well as to inform instructional practice.Developing community and doing intentional work around educational equity takes time.1.) In most schools, the structures for such conversations are already in place–that is, the weekly team meetings that go by a variety of names, such as common planning time, data teams, or PLCS. With Intentional Learning Communities, we apply an equity lens to every endeavor. We need to use the time we have to probe matters of great urgency. Advocate to help facilitate the session so you and your colleagues can begin to have difficult conversations.

2.) Once you have identified time for Intentional Learning Communities to meet, do not allow it to be interrupted by the menagerie of disruptions that affect schools. Protect time to think about your practice rather than talking about lunch duty or the upcoming field trips. Those other conversations are important too, but what often happens is that the immediate gets our attention, and we neglect the long-term conversations that lead to improved instruction and equity. The deeper conversations get pushed to the occasional professional development day or before/after the school year: Regular, ongoing collaboration time is essential for schools to take up issues of social justice and equity that will improve school success for all students.

Time often gets blamed as an excuse to avoid challenging conversations. If the school is committed to serving all students, then that commitment needs to be demonstrated through the way we use the time we already have. We make time for what is important.

Intentional Culture BuildingIn order to increase engagement in UDL, we have to minimize threats and distractions. For some practitioners, conversations about race, class, and educational equity can cause anxiety, fear, and guilt. Developing a culture of trust is imperative for us to feel safe enough to take risks and know that we will be supported. This does not mean creating a space where people do not feel discomfort; on the contrary, discomfort is an important part of this equity-based work. 

Setting AgreementsMany of you are likely familiar with the concept of norms or agreements. However, in equity work, these agreements need to go deeper. Agreements are important for groups to define so they know how they will be working together. They help to create the conditions for risk. taking, building trust, and mutual accountability for the improvement of instructional practice and individual learning. Within social justice and equity work, these agreements need to be thoughtfully developed and analyzed.      Gorski (2019) writes, “Too often, ground rules that are put in place, whether by an educator/ facilitator or by participants, privilege the already-privileged groups in a dialogical experience. For example, in a dialogue about race, white participants will often support ground rules meant to keep anger out of the discussion- ground rules focused keeping them comfortable. When we consider who is protected by ground rules like ‘do not express anger,’ it becomes apparent that, intentionally or not, they protect the participants representing privileged groups.”     When developing agreements, it is important to be open and honest about what each person needs in order to make the space work for them and their learning. Agreements are also living and must be revisited regularly. As a group grows, what they need shifts, and the agreements should grow and shift with the individuals of the learning community. There are some great examples of agreements that have been developed by equity-based facilitators.

Planning Your WorkOnce your learning community has discussed how to work together allocating time, shared understanding of why, and agreements to begin to build the culture – then it is time to plan the learning of the group. Intentional planning is necessary so that people are pushed into their risk zones, while avoiding places that are too comfortable or too dangerous. The work the learning community engages in must be thoughtfully scaffolded to keep people at their growing edge. It is helpful to think of this scaffold in terms of risk- starting with lower-risk learning and moving the group into more challenging and risky spaces.     Protocols that structure conversations are instrumental to helping groups engage and stay in challenging conversations. As group members are beginning to work with one another, protocols serve as a system to hold the group, as participants begin to develop the skills, knowledge, and dispositions of surfacing and challenging assumptions and biases. 

Opening MovesOpening moves are activities and practices that include learning with and from one another and beginning to build a community. Opening moves are designed to help individuals and groups learn more about themselves as individuals and as educators and start to uncover their own assumptions, biases, and beliefs. In this phase, protocols help provide the structure for engaging in honest conversations that allow reflection on individual practices and beliefs and help guide and focus such conversations through active listening and questioning skills. A few protocols (all freely available on the SRI website) that are helpful in this stage of community building include: 

1.)  Micro Labs. A protocol designed to build active listening skills within a group while also allowing group members to learn more about one another and their practice. It involves participants working in triads, with each participant answering a specific sequence of questions There is no discussion, just listening. Questions can be related to a person’s educational journey. experience with equity conversations, understanding of pedagogy, and So forth The questions allow a group to grow together by deeply listening to one another.

2.)  Paseo/Circles of Identity. This protocol helps groups to begin to examine issues of identity, diversity, beliefs and values. The protocol asks participants to think about the different elements of their own identity, allowing participants to reflect on their own, while also learning to listen and talk with others about identity.

     Each of these protocols works to help participants know each other as individuals, not just in their role at the school/organization, but who they are and how they show up in the world. Identity is a key component of engaging in conversations about race and social justice. It is important for educators to explore their own racial identity, so they can think deeply about the implications of their identity on their teaching practice. 

Going DeeperAs participants in your learning community begin to know each other, the group will be able to go deeper into issues of race and equity. In this phase of group development, protocols can help support the group to have conversations about race and equity in a variety of ways.1.) Use text protocols to make meaning of articles or books the group reads together. Texts that focus on issues of race, white fragility, and implicit bias are all helpful to develop an equity lens and begin to support the group’s conversations. As group members have built community, they will be able to have more meaningful conversations about the texts they read, focusing on the implications on teaching and learning for the students they serve.

2.) Look at data through an equity lens. As groups begin to develop skill at having conversations about race and equity, the next step is to analyze data through an equity lens. Who are the students who are not being served by our school? How do the policies and practices we enact privilege some students, while potentially oppressing others? How do the units of study we provide represent the cultural diversity of the students we serve and the world we live in? Data becomes more than the quantitative numbers that are gathered from standardized tests and broadens to include evidence about attendance and discipline, as well as looking deeply at student work.

Skilled FacilitationIntentional Learning Communities do not just happen, they take time and care. Growingyour capacity and the capacity of your colleagues to engage in these types of communities means helping to grow the facilitation skills of your team. Protocols alone cannot hold a group completely and help them go as deeply as they need to go. A facilitator with experience in protocols and an understanding of adult learning theory can help both support and grow groups to develop the capacity to engage and stay in conversations, Growing capacity is necessary for the long-term viability of an intentional learning community and for the larger organization.     As your learning community practices collaboration and reflective dialogue, with anemphasis on race and equity, you will grow your capacity to continue to go deeper. Ultimately, the goal is to help you and your colleagues know yourselves and each other well, begin to know your students, and to use this newly developed equity lens to create a teaching and learning environment that is designed to support the success of all students. These practices move beyond the traditional learning communities and into the Intentional Learning Communities that will ultimately shift practice. 

*END PASSAGE * 

Begin instructor’s notes and commentary for the assignment:

If we, as educators, are truly committed to educational equity, then we have to learn how to engage in challenging conversations about race. These conversations cannot only be theoretical but must also dig deep into how race and bias impact our teaching and learning practices. It isn’t enough to say, “We are committed to equity,” and then go about business as usual without interrogating our practices and our systems.

This has become a frequent notion – by words – diversity, equity, equality, inclusion – as if the inclusion of the words or the creation of a statement solves the problem.

It does not. Equity work is active. It is doing and inspiring others to do the same. It is modeling the very behavior you wish to see in your teachers – and your students. The text mentions the creation of Intentional Learning Communities. These are communities committed to Universal Design for Learning, but that also allows us to become comfortable with discomfort and topics that are not always easy to talk about. These are the most necessary conversations of all.

Referring to the above passage text, create an Intentional Learning Community that you feel needs to happen within the school you plan to teach at, (grades 6-12, respectively: middle and high schools). How would you go about building your community? What activities would you include to build trust and to aid in the creation of a supportive environment? What would your ground rules be? How would you approach those resistant to these communities? After giving a brief narrative response to the above questions – please answer the reflection questions below and include those answers within the same document.

REFLECTION QUESTIONS:

•           Leaning into discomfort can be challenging but it is such an important part of growth and learning. How can examining and sharing your own beliefs and biases help to create a space for more equitable systems and policies?

•           How can protocols such as Micro Labs and Circles of Identity help your Intentional Learning Community facilitate difficult conversations and growth? And why is it important to go beyond these protocols to have deeper, more meaningful conversations?

•           Think about your school or district. Who do you think are the students who are not being served? Do you think there are certain policies and practices that privilege some students, while potentially oppressing others? Write down your answers and examine them after you analyze data to see where your inclinations may not be in line with the data.

•           What makes fostering collaboration and community within an Intentional Learning Community a critical strategy to provide multiple means of engagement?

•           How can minimizing threats and distractions lead to increased engagement when having difficult conversations with our colleagues about social justice?

•           How is expert teaching linked to expert learning?

•           After reviewing the key considerations for an Intentional Learning Community, do you believe that you have this type of professional learning community in your school? Why or why not? In your position, how could you help to build it?     

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Kickoff: Transition to Planning and Execution

The purpose of the Nurse Executive Track Concluding Graduate Experience (CGE) is to prepare the current and emerging leader for an important part of leadership practice: Leading Organizational Change. Through this point in the CGE, your preparation for leading organizational change has focused on planning concepts and tools for practice change, process change, or quality improvement projects. You have explored and practiced the following project management concepts thus far: PICOT Development Project Charter Scope of Work Communication Plan Project Deliverables Critical Success Factors Work Breakdown Structure Gantt Chart If your project was aligned with the timing of the CGE lessons, you would be at the point where the planning phase is complete and it’s time to turn your efforts toward execution or implementation. In reality, it is nearly impossible to align the real-world timing of your project with the timing of the CG courses. You may already be in the execution phase in real life. Or your project may have hit delays or barriers and you’re not yet ready for execution. In real-world projects, the planning you have done to this point would all be done in a matter of several weeks. But now, for course purposes, you will imagine that your project is at this point where the next step is the kickoff event. The kickoff-to-execution presentation is designed to get everyone on the right path while inspiring and motivating them to succeed. This is your opportunity to showcase the work you have done designing and planning your project as well as the unique tools you developed and are about to implement. Your kickoff PowerPoint presentation is the key to setting the tone for the kickoff meeting. Kickoff PowerPoint Presentation Guidelines and Rubric

The purpose of the Nurse Executive Track Concluding Graduate Experience (CGE) is to prepare the current and emerging leader for an important part of leadership practice: Leading Organizational Change.Through this point in the CGE, your preparation for leading organizational change has focused on planning concepts and tools for practice change, process change, or quality improvement projects.You have explored and practiced the following project management concepts thus far:·         PICOT Development·         Project Charter·         Scope of Work·         Communication Plan·         Project Deliverables·         Critical Success Factors·         Work Breakdown Structure·         Gantt Chart If your project was aligned with the timing of the CGE lessons, you would be at the point where the planning phase is complete and it’s time to turn your efforts toward execution or implementation.In reality, it is nearly impossible to align the real-world timing of your project with the timing of the CG courses.You may already be in the execution phase in real life. Or your project may have hit delays or barriers and you’re not yet ready for execution. In real-world projects, the planning you have done to this point would all be done in a matter of several weeks. But now, for course purposes, you will imagine that your project is at this point where the next step is the kickoff event. The kickoff-to-execution presentation is designed to get everyone on the right path while inspiring and motivating them to succeed. This is your opportunity to showcase the work you have done designing and planning your project as well as the unique tools you developed and are about to implement. Your kickoff PowerPoint presentation is the key to setting the tone for the kickoff meeting. 

Course Outcomes

This activity enables you to meet the following course outcome(s):1. Apply evidence-based leadership skills and concepts in the execution and evaluation of an executive-level practice change project. (PO 4, 5) Due DateSunday 11:59 p.m. MT at the end of Week 4 

Total Points Possible

100 points 

Assignment Overview

This presentation is designed to be given to members of your team and the stakeholders in your project. As such, the following should be considered:·         You must recap your project plan, getting everyone in agreement for project, while you motivate and inspire your team and stakeholders. Introduce and give thanks to team members who have worked hard to get the project to the implementation phase. Give comments that help the teams realize that they are important. Discuss each team member’s role in the project. Everyone in the room is important and vital to the project’s success.·         All slides must have speaker notes so that someone may step in for you should you not be able to give your presentation. Speaker notes should not be just a repeat of what is on the slides but should provide the detail that may not be included on the slides. Slides should contain bullet points highlighting the “big points” without excessive narrative; your speaker notes then provide this narrative to expound upon what is in the bulleted information. Think of the speaker notes as a script that someone could use to give the presentation in your absence.·         A good rule of thumb for preparing the slides is maintaining the 6 x 6 x 6 rule for a professional PowerPoint presentation: no more than six lines per slide, six words per line, and six slides without a graphic. Illustrations of tools that you have developed such as the Gantt chart may be included on your slide but be aware of sizing of the illustration and the viewability of the slide. If an illustration is used, be prepared to describe its contents and applicability to the presentation within the speaker notes. 

Assignment Instructions

·         Abide by the Chamberlain College of Nursing Academic Integrity Policy.·         Create the assignment using Microsoft PowerPoint.·         Sources older than five years may not be used without the permission of the class professor.·         Slide content, speaker notes, andreference page(s) must follow APA guidelines as found in the current edition of the manual. ·         Consider using the assignment criteria and rubric, included below, as a guide for developing your slide deck.·         No more than one short direct quote (15 words or less) may be used in this assignment.·         First person may be used within this assignment. ·         Grammar, spelling, punctuation, references, and citations are consistent with formal academic writing and APA format as expressed in the current edition. 

Revision Process

If you do not receive at least a proficient rating in any contentcategory, you can re-submit your assignment with revision to that content category to improve the points earned within that specific section.Please note the following guidelines:·         After receiving your assignment grade, you have one opportunity to resubmit. ·         In order to resubmit, your initial submission must have been a complete assignment. Rough drafts will not be graded or allowed for resubmission. ·         Only content sections that did not receive at least a proficient rating with the first submission may be revised to earn a better score in that content category. APA format and writing style will not be re-graded.·         Points possible for revised and resubmitted work will not exceed the “proficient” rubric category (84%).·         Any revision must be submitted for re-evaluation within 7 days after the assignment grade is posted. For example, if your assignment grade is posted on Friday at 12 noon MT, you have until the following Friday at 12 noon MT to resubmit any content area that did not earn a proficient rating.·         Within 7 days from your resubmission, the class instructor will post your score for the resubmitted work. Steps to follow for resubmissionof a content section within an assignment that did not earn a proficient rating on the rubric:·         Contact your class instructor privately via email, phone, or Canvas private message to inform him/her that you plan to resubmit a content section of the assignment that did not receive a proficient rating on the rubric.·         Submit the assignment in its entirety (including the rewritten content section) within 7 days of the original assignment grade being posted. 

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Discuss how you think your theory can be applied where you currently work or in a position you would like to hold in the future

Unit I Research Paper Topic In Unit VII of this course, you will submit a research paper concerning a leadership theory and how it is applied in the workforce. In the finished paper, you will evaluate leadership roles and strengths, analyze the leadership theory you chose, evaluate leadership behavior and motivation, analyze leader influence, analyze research in leadership, demonstrate how leadership skills are used, and compare and contrast how leadership approaches are used to lead organizational learning and change. 

Later in this course (Unit V), you will submit a literature review focusing on relevant literature related to your leadership theory and its application. 

For this assignment, you are asked to conduct a search of the different leadership theories (trait, behavioral, contingency, and contemporary) and identify a theory that draws your interest and that you would be interested in exploring for the literature review and final research paper. You can review these theories in the textbook and do additional research in the Online Library. The first step involves choosing, exploring, and focusing on a topic. Write a one-page project topic paper discussing why you chose your theory. Include the following components in your research paper topic: 

  • Discuss how you think your theory can be applied where you currently work or in a position you would like to hold in the future. 
  • Discuss how your theory can be applied to improve organizational behavior and increase diversity in organizations.
  •  List at least two possible research questions you could investigate concerning application of your theory. 

Your research paper topic should be at least one page in length, not including the title and references pages, which are required as part of this assignment. You are required to use at least two outside sources, one of which must come from the Waldorf Online Library. All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying APA citations

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circumstances confronting Ms. Figueroa in her quest to have the calculators widely used at the American School for the Deaf (ASD)

Organization Change and Transformation 

Module 2 Case 

Case Assignment 

Individual Resistance to Change 

Read the following case study:

Nelsen, B. J., & Valadez, M. S. (2012). Resistance to technological change: The case of the unused calculators. Journal of Case Studies, 30(2), 14-20. Available in the Trident Online Library.

Then, in a well-written 5- to 6-page paper, to include 3 scholarly sources from the required and optional readings list, please respond to the following:

Part One:

  • Briefly summarize the circumstances confronting Ms. Figueroa in her quest to have the calculators widely used at the American School for the Deaf (ASD).

Part Two:

  • Identify the key individuals (stakeholder groups) in the unused calculator case, and discuss the extent to which each stakeholder is resistant to change (i.e., is amenable to use of the technology).
  • How might the different perspectives of each of the major stakeholders, in this case, come together to further increase the overall resistance to change at the ASD?

Part Three: Using the background readings:

  • What factors—other than the technology itself—do you believe contributed to the resistance to change on the part of each of the major stakeholders you have identified in Item #2 above (mistrust, fear, loss of job security)?

Part Four: Conclude your paper by commenting on the following:

  • Is it possible that Ms. Figueroa can resolve this situation such that the calculators can be used at the ASD?
  • Or, is the resistance to change at the ASD now impossible to overcome? Be sure to explain your reasoning.

Assignment Expectations

Your paper must be a minimum of 5 pages in length (excluding title and references pages).

  1. Be sure to cite and reference (Using APA Style) a minimum of 3 scholarly sources listed in the Course Materials and Bibliography (Module 2 required and Optional Reading List), or in the Module 2 Background Page: Required and Optional Readings.
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Describe a situation in which you resisted a personal or an organizational

Organization Change and Transformation

Module 2 SLP  

Individual Resistance to Change

As we have established, resistance to change occurs at various levels: Individual, group, and organization. Moreover, resistance to change is both a workplace and a personal phenomenon. Therefore, organizational change theory applies in both contexts.

For Module 2 SLP, you will consider either a personal or workplace situation in which you resisted change.

In a well-written 3- to 4-page paper, to include 2 scholarly sources from the Module 2 Background and Required and Optional Readings List, please respond to the following:

Part One: (Description): Describe a situation in which you resisted a personal or an organizational (workplace) change.

Part Two (Application and Analysis):

  1. Identify the specific reasons that contributed to your resistance to change.
  2. What measures, if any, were taken (by yourself, by others, by top leadership, etc.) to decrease resistance to change?
  3. What was the outcome of the change, and how were the concerns you identified in question 1 of Part 2, resolved?

Part Three (Insights): Now that you have a better understanding as to why individuals resist change,

  1. What insights have you gained that would affect how you would approach this change today?
  2. What have you learned that you can use to enhance your ability to lead change?
  3. Will you approach the change process differently in the future?

SLP Assignment Expectations

  1. Your SLP should be 3 to 4 pages in length (not including Title and Reference pages).
  2. Be sure to cite and reference (using APA Style) a minimum of 2 scholarly sources listed in the Course Materials and Bibliography (Module 2 required and Optional Reading List), or in the Module 2 Background Page: Required and Optional Readings.
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Solid wastes and their collection at BRRMF

Assignment based on the field trip to Brady Road Resource Management Facility (BRRMF) , Winnipeg:

The objective of this assignment is to

1)     To understand the process and techniques involved in solid waste management at BRRMF.

2)     To think critically on solid waste management at the individual/ household level and relate it to sustainability.

Assignment:

·       You are expected to write an assignment explaining the following.

1) Explain the different types of solid wastes and their collection at BRRMF (this can be based both on your observations during the trip and on secondary material from other sources).

2) The significance of BRRMF in treating different solid wastes in Winnipeg and Manitoba at large.

3) Expand on any one aspect of the solid waste management at BRRMF that stood out to you. Discuss this from a viewpoint of Sustainability.

4) Discuss at least three measures that can be done at an individual/household level to reduce solid waste. The measures should be discussed in detail with adequate backing from literature on solid waste management.

·       The assignment should be a minimum of 1000 words excluding references.

·       The assignment should have different sections with titles (ex. Introduction, Conclusion)

The Rubric for this assignment is attached separately. Kindly go through the rubric to understand the grading criteria.

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