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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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Deal with complex professional issues systematically and creatively

Drawing upon current academic research, consider barriers to inclusion and critically analyse strategies for inclusion within English classrooms. You can focus on a specific diagnosis, or an area of need from the SEND Code of Practice (DfE and DoH, 2015).’

2500 words

Learning Outcomes

1.    Deal with complex professional issues systematically and creatively

2.    Use research to inform the development of practice

3.    Critically evaluate current research in the area of inclusion

4.    Demonstrate originality in the interpretation and application of knowledge and research in the area of inclusion

Suggested Structure

Introduction

·      State the aims of the essay and the main areas of discussion. Say which general issues you will be discussing and which area of need or diagnosis you are focusing on and introduce key issues in this area.

Explore some of the general issues around inclusive teaching in England

·      Outline one or two key issues with creating an inclusive environment which may impact on inclusive teaching, for example curriculum, assessment, use of teaching assistants etc. These should be generally about creating an inclusive environment (not specifically linked to your chosen area of need yet)

·      You need to critically reflect on how the theory impacts on practice – this means exploring some of the complexities of inclusive education, and outlining the mismatch that sometimes occurs between theory and practice

Discuss barriers to and strategies for inclusion.

·      Outline possible barriers to inclusion for the specific area of need or diagnosis you are discussing. What are specific issues that children/young people with this diagnosis/area of need can face in accessing the classroom/curriculum? Remember to link to literature and use tentative language. Avoid generalisations.

·      You need to link this to your previous section about general issues for inclusion in the classroom. Can you see any complexities?

·      You can focus on a specific age group if you like- early childhood, primary age, secondary age, further or higher education. You do not need to do this but you may need to narrow your discussion down if you have chosen a broad area of need.

·      You then need to discuss the strategies that could be used to create an inclusive environment with children with your chosen diagnosis/area of need in mind. You may want to consider some of the below.

–       Lesson objectives and aims

–       Use of staff

–       Grouping / room layout

–       Resources used

–       Activities

–       Assessment

–       Homework

–       Specific (named) support strategies / interventions (e.g. SCERTS, SPELL, Read Write Inc)

·      You will not be able to cover all aspects in sufficient detail, so if you do choose any of these then choose which ones you want to explore that relate closely to your area of need.

·      Remember that whichever strategies you discuss, you need to do this critically- this can mean considering strengths and potential benefits of the strategy, any weaknesses or complications, and the implications for pupils, teachers, or support staff. This is essential for achieving a passing grade.

·      Ensure your essay links the general issues, the specific barriers children with your chosen area of need or diagnosis may face, and then the strategies that could be used to support them in the classroom- these sections should lead on logically from each other.

Conclusion

·      You need to draw together all the threads of your assignment, making sure you do not bring in any new ideas. Summarise the key points of the essay.

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Checklist for Facilitating Meetings and Professional Development as a guide when planning your Opening

Instructional Leadership 

This template will be used to complete Unit 4 Assignment. It is important for you to read the directions for the Assignment carefully.

__________________________________________________________________

Unit 4 Meetings that Work

Directions for Unit 4 Assignment: 

Your school principal has come to you and shared that parental involvement is at an all-time low and is asking you to lead a committee in working to address the problem as well as propose two specific ideas to increase involvement. He is asking that you increase parental involvement from the current 10% of parents involved to 25% of the school’s parents becoming involved.

Use Exhibit 11.1: Checklist for Facilitating Meetings and Professional Development as a guide when planning your Opening, Pacing and Tone, Collaboration, Leaning, Shifting Energies and Closing. (From the Art of Coaching Teams Textbook).

Using the template, create two agendas that include:

  • Time
  • Activity/topics
  • Purpose of the activity/topics
  • Decision making process used during the portion of the meeting if necessary.

Unit 4 Assignment Requirements:

  • Complete two agendas for sequential meetings over a 4 week period of time using the template provided below
  • APA citations and references

Unit 4 Assignment Template

Intended Outcomes for Meetings 1 and 2:

  1. List your outcome #1 here
  2. List your outcome #2 here

Team Norms for Meetings 1 and 2:

  1. Norm 1 – List up to five norms you believe are necessary during your planning meetings
  2. Norm 2
  3. Norm 3
  4. Norm 4
  5. Norm 5

Agenda #1:

TimeActivity or TopicPurposeDecision Making Process
List the amount of time to be allocated to this section of the meeting Time: DD:MM:SSSection 1: Opening   What Team building activity(s) will you begin with? How will you share the outcomes?  Information SharingCommunity BuildingLearningPlanningProblem Solving   Identify the purpose of the section. What would you be hoping to accomplish?In this section of the template and meeting, are there necessary decision-making strategies that need to be used?
Time: DD:MM:SSSection 2: Data Analysis   What data would need to be brought to the meeting? Who would gather the data and where would they gather it? Who would present the data? What process would you use to analyze the data?Information SharingCommunity BuildingLearningPlanningProblem Solving     Identify the purpose of the section. What would you be hoping to accomplish?Decision making strategy?
Time: DD:MM:SSSection 3: Professional Development Planning   What NORMS for decision-making would be necessary? Who will design and facilitate sections of the planning? What configuration of large and small group conversations would be utilized?Information SharingCommunity BuildingLearningPlanningProblem Solving   Identify the purpose of the section. What would you be hoping to accomplish?Decision making strategy?
Time: DD:MM:SSSection 4: Closing What reflection will occur? What are the next steps after the meeting? Who and how will you provide feedback? Who and how will you report back to the school community?  Information SharingCommunity BuildingLearningPlanningProblem SolvingDecision making strategy?

 Agenda #2:

TimeActivity or TopicPurposeDecision Making Process
List the amount of time to be allocated to this section of the meeting Time: DD:MM:SSSection 1: Opening   What Team building activity(s) will you begin with? How will you share the outcomes?  Information SharingCommunity BuildingLearningPlanningProblem Solving   Identify the purpose of the section. What would you be hoping to accomplish?In this section of the template and meeting, are there necessary decision-making strategies that need to be used?
Time: DD:MM:SSSection 2: Data Analysis   What data would need to be brought to the meeting? Who would gather the data and where would they gather it? Who would present the data? What process would you use to analyze the data?Information SharingCommunity BuildingLearningPlanningProblem Solving     Identify the purpose of the section. What would you be hoping to accomplish?Decision making strategy?
Time: DD:MM:SSSection 3: Professional Development Planning   What NORMS for decision-making would be necessary? Who will design and facilitate sections of the planning? What configuration of large and small group conversations would be utilized?Information SharingCommunity BuildingLearningPlanningProblem Solving   Identify the purpose of the section. What would you be hoping to accomplish?Decision making strategy?
Time: DD:MM:SSSection 4: Closing What reflection will occur? What are the next steps after the meeting? Who and how will you provide feedback? Who and how will you report back to the school community?  Information SharingCommunity BuildingLearning PlanningProblem SolvingDecision making strategy?

References

Checklist for Facilitating Meetings and Professional Development as a guide when planning your Opening

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Make the data look professional by using formatting options such as borders and table styles to place the data into a table.

  • Microsoft Excel

You will analyze the data you collected and provided in your assignment last week. As you are working on each of the steps below, think about the analysis that you will provide to the research team. Follow the steps below to complete this analysis.

  1. Copy the file you created in week 5 and rename the new one “YourName_COMP150_W6_Assignment”.
  2. Open the file and duplicate the sheet where the initial table and data were created
  3. Rename the new sheet as “sorting & filters” and move it to the right of the original sheet
    1. Make the data look professional by using formatting options such as borders and table styles to place the data into a table.
    2. Select one of the text-based data columns such as names, cities, or addresses and sort the data by Z to A.
    3. Create a custom filter to any part of the data except where you did the sort. For example, if you sorted by patient’s name, then filter another set of data.
  4. Duplicate the original sheet again and rename it as “conditional formatting”. Move it right after the “sorting & filters” sheet.
    1. Implement conditional formatting to any of the number-based data sets. For example, showing higher numbers in green, while showing lower numbers in red.
    2. Add an IF function and apply it to the entire set. For example, you could create a function that says if x number is higher than x number, then you are at risk. The purpose is to show how an IF function works so creativity it is permitted in how you use the function.
  5. Use the “conditional formatting” sheet to create a pivot table.
    1. The pivot table needs to be on its own sheet.
    2. The pivot table needs to be meaningful so make sure to select data that will make it clear for your analysis.
    3. The pivot table should have data selected on the columns, rows, and values fields. Make sure to consider the data when adding the values selection
  6. Create a minimum of two charts. Make sure to select the right chart that explains your analysis. Each chart should be on its own sheet and should have a title. Make sure the purpose of the chart is self-explanatory just by looking at it.
  7. Update the documentation sheet
    1. Update the date.
    2. Add all the new rows for the sheets created.
    3. Provide a brief written analysis for each of the new sheets. Explain what you want the research team to learn about each sheet.
  8. Review all the sheets to ensure it looks professional. Try to keep the same style, colors, and formatting, Make sure the file is named “YourName_COMP150_W6_Assignment” and submit the file

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slide digital professional

development presentation for school staff about high tech and low-tech tools that can be used to enhance

math instruction and assessments for students with disabilities

In special education, the use of technology is a necessity in every classroom. Such technology can take

the form of digital resources (high tech) or other non-digital tools (low-tech). Teachers must take the time

to be comfortable with the use of both types of technology in their lessons and instruction. While it does

not replace quality instruction from the teacher, technology can enhance concepts and make the

curriculum more accessible for the students.

Select either an elementary or secondary school context and create an 8-10 slide digital professional

development presentation for school staff about high tech and low-tech tools that can be used to enhance

math instruction and assessments for students with disabilities. Technology tools should also be useful

when teaching Arizona or another state’s standards from the Geometry domain and can include apps,

videos, websites, etc. The technology selected should be developmentally appropriate for the school level

selected..

The presentation should include the following:

● A detailed description of each technology tool ● An explanation of how each technology tool is useful for teaching to the geometry standards with

specific examples ● An explanation of how each technology tool can be used to differentiate instruction and

assessments for students with disabilities ● Presenter’s notes, title slide, and reference slide

Support your presentation with 1-2 scholarly resources.

While APA format is not required for the body of this assignment, sold academic writing is expected, and

in-text citations and references should be presented using APA documentation guidelines, which can be

found in the APA Style Guide, located in the Student Success Center

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slide digital professional

development presentation for school staff about high tech and low-tech tools that can be used to enhance

math instruction and assessments for students with disabilities

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Review the feedback on the change proposal professional presentation and make required adjustments to the presentation

Review the feedback on the change proposal professional presentation and make required adjustments to the presentation. Present your evidence-based intervention and change proposal to an interprofessional audience of leaders and stakeholders. Be prepared to answer questions and accept feedback.

After presenting your capstone project change proposal, write a 250–350-word summary of the presentation. Include a description of the changes that were suggested by your preceptor before your presentation and how you incorporated that feedback. Describe how this interprofessional collaboration improved the effectiveness of your presentation. Include a description of the feedback and questions from your audience after your presentation, and how this experience will affect your professional practice in the future.

APA style required, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center

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You are a healthcare professional seeking to become a manager

Start by reading and following these instructions:

1. Quickly skim the questions or assignment below and the assignment rubric to help you focus.

2. Read the required chapter(s) of the textbook and any additional recommended resources.  Some answers may require you to do additional research on the Internet or in other reference sources.  Choose your sources carefully.

3. Consider the discussion and the any insights you gained from it.

4. Create your Assignment submission and be sure to cite your sources, use APA style as required, check your spelling.

Assignment:

Length: 1500 word essay

Structure: include a title and a reference page. These pages do not count towards the minimum word amount for this assignment.

References: Use at least one APA style in-text citation and references for all resources utilized to answer the questions.   

Format: Save your assignment as a Microsoft Word document (.doc or Docx).

Filename: Name your saved file according to your first initial, last name, and the assignment number  (for example “RHallAssignment1.docx”).

Submission: Submit to D2L Dropbox for grading by Monday at 11:59 p.m., PST.

Assignment Description:

Goal: Summarize how you will use all the habits in a summative paper.

Role: You are a healthcare professional seeking to become a manager.

Audience: Supervisor.

Situation: You want to demonstrate to your manager that you can are able to apply all 7 habits of highly effective people through a journal reflection that shows how you would apply them to the workplace.

Product/Purpose:

You need to continuously sharpen your saw. In a journaling paper, describe how you plan to keep your saw sharp, using all the 7 habits. Apply them to your workplace or potential workplace to demonstrate not only knowledge of the habits, but how you would apply them in the healthcare workplace. Reference Covey’s book and other references as needed.

Standards and Criteria for Success:

All seven habits must be described well and applied to healthcare workplace scenarios. Covey’s book must be properly cited/referenced, as well as any others that are used as evidence for applicants

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SACR-4670. Criminology Professional Development Practicum

SACR-4670. Criminology Professional Development Practicum
This practicum provides students in the Criminology program with the opportunity to apply learned concepts and theory to a practical setting and to become further familiarized with an area related to Criminology. Students will be placed in organizations in the Windsor-Essex region related to their area of interest within Criminology (e.g., the law, corrections, etc.) and will be expected to dedicate a total of 100 hours to both the in-class learning and practicum components of the course. Additionally, students will be required to complete assignments as assigned by the instructor. This course is open to Criminology majors only.(Prerequisites: SACR-2600, SACR-2620, SACR-3730 or SACR-3910 or SACR-3560, semester 7 or higher standing, and minimum major average of 73%.)

Introduction
The Criminal Justice Practicum is an applied learning program designed to help students
develop a more complete understanding of the criminal justice system through real-world
experience. The practicum builds upon and enhances the education students receive in the
traditional classroom setting. Criminal justice programs at colleges and universities began
regular use of applied learning in the late 1960s. Over the past 30 years, UNCW has placed
hundreds of criminal justice students in local, state and federal agencies to augment the
learning process. Former students frequently mention the Criminal Justice Practicum as the
most important learning experience in their undergraduate education, and an essential firststep in entering the professional work force directly out of college.
The practicum will greatly enhance your personal and professional development. You will gain
valuable experience in a criminal justice agency. You will also begin to develop a network of
professional relationships. These contacts often lead to future employment, occasionally in the
agency where you completed your practicum, or by having your contacts write letters of
recommendation or make calls to colleagues in other agencies. But as in most things in life,
you only get out what you put in. Your professional career starts right NOW! Prepare yourself
to make the most of this opportunity.
Educational Objectives
• Expand and enrich student understanding of the criminal justice system;
• Supplement classroom learning with active real-life learning;
• Apply social science theories and principles to the real world;
• Develop professional knowledge and skill-sets necessary for future employment;
• Help refine career plans and goals.
Practicums vs. Internships
There tends to be confusion regarding the difference between a practicum and an internship.
Actually, practicums and internships are quite similar. Both are a type of experiential learning
where students “learn by doing.” Both practicums and internships require an agreement among
the student, the university, and the participating agency; students typically work for an entire
semester in an agency for academic credit under the direction of a faculty instructor and an
agency supervisor. An additional similarity between practicums and internships is that students
are normally expected to complete a semester-long project or write a paper at the conclusion
of the experience.
The main difference between practicums and internships is the degree of formal instruction
built into the experience. Practicums stay closer to the traditional classroom format. For
example, the Criminal Justice Practicum requires weekly classroom meetings to share
students’ experiences and to integrate core concepts and theories learned through formal
study of the discipline. Practicum students and the faculty instructor work closely together
through frequent communication. By way of contrast, internships often entail less formal
contact between the student and faculty instructor during the semester and seldom is there a
classroom component. Student-interns are monitored more by the participating agency than by
the university.
2
Eligibility for Enrollment
Enrollment preferences will be given to students with an overall GPA of 2.00 (2.3 GPA in the
major) and senior standing. This is a “Permission Only” course, meaning that students must
receive the formal permission of the instructor before they may enroll in the class. Students
must be in good standing with the university and have no major criminal record. Note: Most
agencies require a background check. A serious blemish on your record or pending charge
may disqualify you from particular agencies and your ability to participate in the practicum.
Credit Hours
The criminal justice practicum is a 4-hour block. Students must enroll in both CRM 490
Practicum (3 hours) and CRML 490 Practicum Lab (1 hour). The CRM 490 Practicum course
requires students to intern a minimum of 150 hours during the semester in their assigned
agency, or roughly 10 to 12 hours per week over a 15-week period. A time sheet is used to
record the hours. The CRML 490 Practicum Lab is held once a week. The one-hour lab gives
students the opportunity to meet with the instructor and other practicum students to discuss
various issues related to the course. Note: The criminal justice practicum requires a
SIGNIFICANT amount of time, energy, and commitment. It is not an easy course, and it is not
for everyone.
Enrollment Procedures
➢ Contact the practicum instructor and/or attend the Practicum Information Session prior
to registration. Your junior year is a good time to start planning for the practicum. The
practicum instructor is available to discuss your career plans and help you decide what
agency may be the best fit for you (see List of Agencies, attached).
➢ Fill out the Application Form online and submit via email or print and return to practicum
instructor (see application form at the end of this manual or online at:
https://www.uncw.edu/soccrm/programs/Practicum.html).
➢ If you are accepted into the practicum, the practicum instructor will enter a “Course
Override” into the computer that will enable you to register for CRM 490 and CRML 490.
This is done at the normal time for registration.
➢ Plan for your internship during course scheduling. Try to arrange your classes on a
MWF or TR sequence so that you have time available to work in the agency.
➢ Once enrolled in the practicum, contact agency supervisors to set up an interview (this
needs to be done early, preferably no later than the last day of classes in the semester
prior to the start of your practicum).
➢ Take a copy of your resume to interview. Dress professionally.
➢ Keep your practicum instructor up-to-date during this entire process.
➢ Be ready to start practicum as soon as the semester begins.

3
List of Agencies*
Alcohol Law Enforcement (ALE) New Hanover County District Attorney’s
Office
Bladen County Sheriff’s Office New Hanover County Correctional Center
Brunswick County Adult Probation &
Parole
New Hanover County Pretrial Release
Brunswick County District Attorney’s
Office
New Hanover County Sheriff’s Office
Brunswick County Sheriff’s Office North Carolina Adult Probation & Parole
Bureau of Alcohol, Tobacco, Firearms, and
Explosives (ATF)
Pender County Correctional Facility
Coastal Horizon Center (TASC) Pender County District Attorney’s Office
CUE Center for Missing Persons Pender County Sheriff’s Office
Domestic Violence Shelter & Services, Inc. Public Defender’s Office (New Hanover
County)
Jacksonville Police Department Rape Crisis Center of Coastal Horizons
Center, Inc.
Juvenile Detention Center Special Police @ New Hanover Regional
Medical Center
Juvenile Services Division State Bureau of Investigation (See link to
website on next page)
Kure Beach Police Department UNCW Campus Police
Leland Police Department U.S. Probation
LINC (Leading into New Communities, Inc.) Wilmington Police Department
Naval Criminal Investigative Services
(NCIS) (See link to website on next page)
Wrightsville Beach Police Department
Note: The list above consists of agencies in which UNCW Criminal Justice Practicum students have
interned in the past. Some of these agencies may not currently be accepting interns and you are always
welcome to seek out agencies that are not listed. Be sure to check with the criminal justice internship
coordinator to ensure agencies that are not listed fit the requirements for the course.

To learn more about practicum opportunities in any of the agencies listed above, contact:
Jake Day, Ph.D.
Criminal Justice Internship Coordinator
Department of Sociology & Criminology, Bear Hall 224
University of North Carolina Wilmington
601 S. College Road
Wilmington, NC 28403-5978
4
Special Application Procedures
Certain agencies have special application procedures for potential interns. Many of these
agencies require applications to be submitted well in advance of the semester in which you
plan to enroll in the practicum course. See agency websites if you are interested in interning
with any of the following:
Central Intelligence Agency (CIA):
https://www.cia.gov/careers/student-opportunities/index.html
Department of Energy, Office of Intelligence and Counterintelligence:
http://orise.orau.gov/doescholars/
Federal Bureau of Investigation (FBI):
https://www.fbijobs.gov/students/honors-internship-program
Federal Law Enforcement Training Centers:
https://www.fletc.gov/fletc-college-intern-program
Naval Criminal Investigative Services (NCIS):
http://www.ncis.navy.mil/Careers/Interns/Pages/default.aspx
North Carolina Highway Patrol:
https://www.ncdps.gov/Our-Organization/Law-Enforcement/State-Highway-Patrol/join-statehighway-patrol/internships
North Carolina State Bureau of Investigation (SBI):
http://www.ncsbi.gov/Careers/SBI-Careers/SBI-Internships.aspx
UNCW Career Center
The UNCW Career Center (Fisher University Union 2035, http://www.uncw.edu/career) is an
excellent resource for students seeking internships. Their mission is to be a comprehensive
career counseling and resource center dedicated to empowering students and alumni as active
participants in their own career development.
In addition to providing information regarding available internships, they also operate the
Certified Internship Program (CIP). Although the CIP does not provide course credit, it does
count as fulfilling the Explorations Beyond the Classroom requirement for university studies.
The CIP requires 50 hours of work over a five-week period. As such, it is an excellent option
for students wanting to get real-world experience but do not have the time required for the
Criminal Justice Practicum. More information on the CIP can be found at the career center’s
website: http://www.uncw.edu/career/cip.html.

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Human Services Professional at XYZ Human Works, a social services agency that provides counseling to individuals

Module 03 Content

1.

Top of Form

You are the Human Services Professional at XYZ Human Works, a social services agency that provides counseling to individuals. There are two individuals in the waiting room and because you want an opportunity to practice what you have been learning about supporting individuals from other cultures, you decide to work with the individual below whose background seems most different from your own.

Nadine

Nadine is a recent immigrant to the United States and has come into your agency seeking help. Nadine speaks very little English but managed to communicate that she received a phone call 3-hours ago and was told that her mother and sister were killed in a Central American country.

Bernard

Bernard is a gay male who recently “came out” to his close friends and told them that he’s been secretly dating a man for 4 years. Bernard’s boyfriend, who is openly gay, is adamant about meeting Bernard’s parents and has told Bernard to tell his parents about their relationship or else he’ll end it. Bernard feels ready, but also feels conflicted about disclosing the relationship to his parents.

Bernard is seeking the assistance of a Human Services Professional about how best to communicate his sexuality to his parents. Below is Bernard’s statement:

“I’m so tired of feeling stressed about being the real me. I love my boyfriend and don’t want him to leave me. I need major guidance about how I should open up to my parents about being gay. Please help me to make the right decision because I haven’t slept well in over a week.”

As a Human Services Professional who is unfamiliar with your client’s culture, write a 2-page paper, using APA format and proper spelling/grammar, that addresses the following:

1. Perform some library research to identify the best practices that Human Services Professionals can use when supporting individuals from different cultural backgrounds. Describe the techniques that you feel will be most valuable in your career as a Human Services Professional. Be sure to cite your sources.

2. Indicate which client you chose and explain why you selected them.

Explain how you would assist your client and in what ways their cultural background affected the way you responded. Rasmussen’s Library and Learning Services team has developed a variety of Guides to help support students’ academic endeavors. For this assignment, the Writing Guide and APA Guide may both be helpful. Also consider submitting each assignment to the online Writing Lab for feedback on your draft prior to submitting it for grading. You will find links to these Guides as well as other writing resources and services on the Resources tab

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Continuing Professional Development Action Plan

 This module is assessed by coursework alone. You are required to submit a portfolio containing two parts, as detailed below, which together count for 100% of the module assessment. The report comprises no more than 2000 words. The assignment will be marked by the module leader and you will receive formal feedback on your submission following the completion of this process.

The purpose of the portfolio is for you to explore and reflect upon your own learning and development.

PART 1: Continuing Professional Development Action Plan (50% of overall module mark).

This part of your portfolio should contain two elements:

1.1  A continuing professional development action plan for the 12 months following completion of this module

1.2  A discussion and commentary on your previous development experiences and the challenges you will face in undertaking your professional development plan.

Your continuing professional development action plan (1.1) should focus on the specific areas of development that you want to address. You are responsible for identifying the area of focus for your action plan. It is recommended, however, that your plan should, fall into ONE of three broad areas for development:

·         PERSONAL SKILLS aimed at improving self-awareness, self-reliance and personal effectiveness; for example, managing time or stress, creativity, emotional intelligence, presentation skills, foreign language skills.

·         PEOPLE SKILLS focused on building effective working relationships; for example, handling conflict, leadership, coaching, cross-cultural skills, team working, negotiation, feedback.

·         CAREER MANAGEMENT SKILLS for maximising opportunities arising from the changing environment and job marketplace, taking responsibility for your career and managing the relationship with work and learning throughout your career; for example, CV development, interviews, networking, assessment centre preparation.

This action plan should include the following features:

  • It needs to express your purpose and intended outcomes; there is a strong link between your motivation and the likelihood of success.
  • It should include both progress goals, which act as milestones, and outcome goals, to achieve your ultimate purpose. Progress goals may be priority sub-skills. For example, you could identify voice projection as a skill which contributes to the overall goal of improved presentation skills.
  • An indication of how you would monitor each activity or progress goal and ensure it contributes to the final outcome stated.
  • It should not rely solely upon one course of action. If you have a range of options available, you will be less likely to be deterred by unexpected challenges or obstacles.
  • It needs to be written in precise terms, following a rigorous and systematic analysis.

It is expected that your action plan will be presented as a table and as such will not contribute to the word count of the assignment.

Your commentary (1.2) is expected to discuss the impact of and lessons learned from prior learning activities and the challenges and barriers you might face (personally and professionally) in undertaking your action plan and identify how these may be minimised. The focus throughout should be on critical consideration of your development activities and the learning from these.

PART 2: Reflective Account (50% of overall module mark)

This should address the experience of studying on your MSc in general, this module and the business simulation in particular. The intention is to consider your experiences of engaging in this developmental activity. The reflective account is your opportunity to demonstrate your ability to learn from experience through analysis and look ahead to consider how it may be useful to you in the future. This should be a personal account and therefore written in the first person (‘I’). A good reflective account will link to the content of Part 1 of this assessment in a considered and detailed way.

Format

A single portfolio should be submitted containing both elements and these should be clearly separated from each other, with clear and appropriate titles. Start each element on a new page. You are expected to split the 2000 word limit for the assignment in approximately equal proportion to the weightings of the assessment indicated above.It is NOT necessary to include an overall introduction and conclusion for your portfolio; however, both elements should be properly and appropriately structured and the logic and structure of each element should be clear to the reader. It is a key skill of effective learning and development to be able to order and structure your thinking and learning. This is a skill being tested here as well.

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