Tag: teacher

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What is the teacher’s perspectives on the effectiveness of RTI in preschool settings?

To prepare for writing the research proposal, identify a topic of personal and professional interest that is relevant to the early childhood field. Conduct an initial review of the literature and narrow your topic by discussing it with Faculty, colleagues, or fellow students.

Topic of choice – What is teacher perspectives on the effectiveness of RTI in preschool settings

Part 1- research proposal

The 10- to 15-page research proposal must include all of the following components, in order:

Title Page (1 page)

Abstract (1 page)

150- to 200-word summary of the proposal

Introduction (2–3 pages)

The introduction provides the reader with an overview of the literature related to the topic and justifies the need for the research study. The introduction is typically written after completing the literature review.

Your introduction should include:

Your research question and an explanation of the problem your question is designed to explore

A rationale for importance of this topic, including an explanation of the gap in the research literature that your topic will explore

Literature Review (3–6 pages)

discuss RTI strategies implications, effects, research etc.

The main purpose of a literature review is to synthesize current research related to your topic. In addition, the literature review is where you consider the implications of research that has already been published on your research question. Must also include the different RTI techniques

The literature review should include an:

Analysis of the context in which the problem is situated and current thinking about solutions, including the theoretical perspectives presented in the literature and a discussion of the research findings

Explanation of the implications of the research to your research question

Note: Your literature review must include a minimum of five highly relevant , up-to-date and credible resources.

Methodology and Data Collection (2–3pages).

Name the research design you will use (i.e., quantitative design, qualitative design, or mixed method design), and the reasons for your choice. If your study is quantitative or mixed methods, define the independent and dependent variables.Add examples base on US were you will use U.S based school data

Describe the study participant(s) and your sampling process. Discuss any sampling issues/challenges you might encounter.

Describe the data collection method(s) you will use—and what influenced your choice.

Describe any major ethical issue(s) you perceive for your study— and ways you will address ethics.

Describe the benefits, limitations, and challenges you perceive in your study.

References (1-2 pages)

Appendices pages

Part 2- sharing and reflection

The video presentation / PowerPoint must be 7 minutes and include an:

Introduction that explains your research question, how you arrived at the research question, and the methodology

Explanation of how this research can contribute to positive social change in the early childhood field

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Teacher’s Casebook in the Woolfolk text on p.506

Topic: Differentiating Instruction

For this discussion, you will respond to the Teacher’s Casebook in the Woolfolk text on p.506:

You have started a new job in a high school in your hometown. When you were in school, the student population was largely homogenous — white, working-to-middle class, and English-speaking. There was a “special education” class for students who had serious learning or developmental problems. But, in classes now, you find a wide range of reading levels, family incomes, and learning problems.

A few students are virtually ready for college, whereas several others can barely read the texts and their writing is difficult to decipher. Reading English texts is a challenge for some students, although they seem to speak English with little trouble.

On the Discussion Board, consider the following questions:

“How would you differentiate instruction for these very dissimilar students”? (Woolfolk, 2013, p.506)

How would you help the students develop their cognitive problems-solving skills? Give examples.

How would you build differentiated instruction into the design of a course, lesson, or training program?

How would you incorporate creativity, emotional, and tolerance teaching techniques in student learning?

Use your textbook and other resources such as journal articles to support your position.


Discussion 6

Topic: Considering Options and Reflective Practice

Imagine this scenario:

You are employed in a large urban school district with a very diverse population. Your school district has seven middle schools that have been declining in achievement over the past few years. As an educator, you have been assigned to discuss this problem and suggest solutions for these schools.

Some parents plan to homeschool their children and want to receive the per pupil expenditures that typically would go to the school. Other considerations include making one or more of the schools a charter school, making one or more a magnet school, or paying for a for-profit organization to manage the schools.

Consider the various options and propose a solution for the upcoming school year. How would you respond to the parents who want funding as they plan to homeschool their children? What strategies do you feel need to be in place? Support your position with at least one outside resource. Be sure to evaluate and respond to at least one position that is different from yours

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With leadership, as with most things in life, experience can be the best teacher, and it’s important to base our leadership practices on the best of what people do—the actions that represent our highest standards.

Leadership Reflection My Personal Best Leadership Experience

Refer to the Leadership Development Guidelines in the “Getting Started” module for expectations and grading rubric.

With leadership, as with most things in life, experience can be the best teacher, and it’s important to base our leadership practices on the best of what people do—the actions that represent our highest standards.

Purpose of the Activity

· Telling the story of a time when you did your best as a leader can help you think about your behaviors that embody exemplary leadership.

· To begin the process of learning from your own experience.

· Your story will also help your instructor to get to know you better.

Instructions

Respond to the following items according to the Leadership Development Guidelines in the Getting Started Module.

Recall a time when, in your opinion, you did your very best as a leader. Your Personal Best leadership experience might have taken place recently or long ago; while you were the “official” leader or manager of a team or group, or when you emerged as an informal leader; when you were working for pay or as a volunteer. The experience might have taken place in the workplace, when you were part of a community group or professional organization, as a part of a formal or informal team, or when you felt you made a difference.

1) Set the stage. Provide the context by briefly describing the situation: the organization, the people involved, the nature of the project or undertaking, and the challenges you faced. Also describe how you felt at the beginning of the experience.

2) Describe what happened. Be specific. What did you do? What actions did you take to address the challenge? To engage others? To keep others motivated, especially when things did not go as planned? What were the results?

3) Describe how you felt at the end of this experience and the two or three major lessons about leadership that you learned

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Monitoring Teacher Quality and Effectiveness

Purpose:

The purpose of this assignment is to create a plan for improvement in the areas of teacher quality and effectiveness. The plan will include the following six steps: defining the issues, determining improvement goals, planning improvement strategies and assessment, determining resources, creating a timeline for implementation of the plan, and concluding with an explanation of what you would do if there is insufficient progress made by the teacher.

Directions:

Planning for improvement is a necessary leadership move in order to promote teacher quality and effectiveness. Improvement is not just for those identified as struggling but should be considered essential for all teachers. The plan to increase performance capacity should be implemented for all developmental levels of teachers.

Based upon your prior discussions, readings, and learning activities create a plan to monitor teacher quality and effectiveness.

Explain that plan with the following information in a 3–5 page paper:

1.Describe a model for identifying the quality or effectiveness area of concern(s).

2.Identify the method(s) to be used for monitoring quality and at least two strategies you would use to monitor effectiveness.

3.Determine what improvement/progress will look like for quality and effectiveness.

4.Layout a plan on how improvement/progress will be assessed.

5.Identify the resources for improvement.

6.Set the timeline for improvement/progress.

7.Explain your strategies or next steps for areas lacking improvement or insufficient progress.

Use APA Style for formatting, citations, and references.

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Danielson’s and create strategies that would be used to monitor teacher quality and effectiveness

Part 1( attachment 1)
In the Discussion Board you will review the work from Danielson’s and create strategies that would be used to monitor teacher quality and effectiveness. You will develop a plan for supporting teachers’ growth and development, as well as monitoring their professional practice for improvement.

Use the Danielson Framework (downloaded at the completion of the learning activity) and identify two standards for quality and two standards for effectiveness that you will create a monitoring plan for.
Break down and discuss two strategies you, as a leader, would use to monitor quality and two strategies you would use to monitor effectiveness.

Using these identified strategies, how would you then develop a plan to support the growth and development of a colleague for quality and for effectiveness?

What process would you use to monitor and support the professional practice (observations, checklists, coaching, professional development), and over what period of time would?

Part 2 (link for Part 2) ( https://www2.ed.gov/about/contacts/state/index.html )

Monitoring Strategies

Discussion Overview

As an instructional leader, you will spend time preparing, observing, and reflecting on both teacher quality and effectiveness.

Review your own school district’s teacher performance monitoring tool and one other local or state monitoring tool, (you can use the state contact map to locate school districts).
Compare the two district’s monitoring tools and strategies that are used to monitor teacher effectiveness and quality. Look at their commonalities and differences, and share what is similar and what is unique to each.

Describe how they monitor quality and what tools/methods they use.
Describe how they monitor effectiveness and what tools/methods they use.
In conclusion to this discussion, share one thing you would add in order to increase the ability of the instructional leader to monitor quality and share one thing you would add to monitor effectiveness. Justify each of your answers.

Please Read each activity They are to go on Separate pages Please label them

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Using Teacher-Written Praise Notes to Promote a Positive Environment in a Middle School

  • Read the following sections of “Using Teacher-Written Praise Notes to Promote a Positive Environment in a Middle School”: the Abstract, Introduction, Participants and Setting, Procedure, Measures (paragraph 1 only), Data Analysis (paragraph 1 only), Results (paragraph 1 only), and Discussion (paragraphs 1 and 2 only).

Nelson, J. A. P., Young, B. J., Young, E. L., & Cox, G. (2010). Using teacher-written praise notes to promote a positive environment in a middle school. Preventing School Failure, 54(2), 119-125.

URL:https://lopes.idm.oclc.org/login?url=http://search.proquest.com.lopes.idm.oclc.org/docview/603227825?accountid=7374

  • APA style 
  • This assignment requires that at least FOUR additional scholarly research sources related to this topic, and in-text citation from each source MUST be included.In an essay (500 words), use the scenario presented above to answer the following questions:
  1. What statistical test was used in “Using Teacher-Written Praise Notes to Promote a Positive Environment in a Middle School?”
  2. Did the authors use the correct statistical test? In other words, what was their rationale for using this test (i.e., were the variables discrete or continuous and was the test appropriate for this type of data?)
  3. What was the research question? How did the statistical test address and answer the research question?
  4. How did the authors interpret the results of this study?

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Using Teacher-Written Praise Notes to Promote a Positive Environment in a Middle School

  • Read the following sections of “Using Teacher-Written Praise Notes to Promote a Positive Environment in a Middle School”: the Abstract, Introduction, Participants and Setting, Procedure, Measures (paragraph 1 only), Data Analysis (paragraph 1 only), Results (paragraph 1 only), and Discussion (paragraphs 1 and 2 only). see attachments
  •  APA style
  • This assignment requires that at least four additional scholarly research sources related to this topic, and at least one in-text citation from each source be included. 

Directions:

In an essay (500 words), use the scenario presented above to answer the following questions:

  1. What statistical test was used in “Using Teacher-Written Praise Notes to Promote a Positive Environment in a Middle School?”
  2. Did the authors use the correct statistical test? In other words, what was their rationale for using this test (i.e., were the variables discrete or continuous and was the test appropriate for this type of data?)
  3. What was the research question? How did the statistical test address and answer the research question?
  4. How did the authors interpret the results of this study?

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Using Teacher-Written Praise Notes to Promote a Positive Environment in a Middle School

  • Read the following sections of “Using Teacher-Written Praise Notes to Promote a Positive Environment in a Middle School”: the Abstract, Introduction, Participants and Setting, Procedure, Measures (paragraph 1 only), Data Analysis (paragraph 1 only), Results (paragraph 1 only), and Discussion (paragraphs 1 and 2 only). see attachments
  •  APA style
  • This assignment requires that at least four additional scholarly research sources related to this topic, and at least one in-text citation from each source be included. 

Directions:

In an essay (500 words), use the scenario presented above to answer the following questions:

  1. What statistical test was used in “Using Teacher-Written Praise Notes to Promote a Positive Environment in a Middle School?”
  2. Did the authors use the correct statistical test? In other words, what was their rationale for using this test (i.e., were the variables discrete or continuous and was the test appropriate for this type of data?)
  3. What was the research question? How did the statistical test address and answer the research question?
  4. How did the authors interpret the results of this study?

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How did the teacher initially engage the class?

Each student will write a reflective summary (no less than 5 single-spaced pages total for the entire assignment, not a single review) answering the following questions:

1. How did the teacher initially engage the class?

2. How did the teacher start a lesson?

3. How did the teacher end the lesson?

4. What did the teacher do to engage all students in the class?

5. How did the teacher differentiate instruction to meet the needs of all students?

6. What instructional strategies did the teacher use?

7. What class-time management skills did you observe?

8. How did the teacher transition from one learning activity to another? (i.e., lesson to recess-back to lesson-one lesson to another lesson.)

9. How were minor behavior issues addressed?

10. How did the teacher end the class?

In order to complete classroom observations you are asked to take the following steps:

1. pick one recording for each grade level 

2. use the above-mentioned questions

3. write your review

Grade 1

Grade 2 

https://www.youtube.com/watch?v=XzmLBnCfFmA

Grade 3

https://www.youtube.com/watch?v=tz_WiDAh-MM (on community)

https://www.youtube.com/watch?v=PSJ2yjms53g

Grade 4

Grade 5

Grade 6

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PRINCIPAL LEADERSHIP: INSULATING THE TEACHER PIPELINE

Topic: PRINCIPAL LEADERSHIP: INSULATING THE TEACHER PIPELINE

Research 8 scholarly sources about the topic above and write annotated bibliographies for each one. See INSULATING THE TEACHER PIPELINE


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Annotated Bibliography

Name of Student

Institutional Affiliation

Course Name

Annotated Bibliography

Coggins, C., & McGovern, K. (2014). Five Goals for Teacher Leadership. Phi Delta Kappan, 95(7), 15-21.

The articles outlines the important roles that teacher leadership plays in the school environment and the overall educational sector. The authors begin the article by highlighting the important role that teacher leadership has played at the federal, state, and district levels. According to the authors, teacher leadership has played a critical role in advocating for policy changes at both district, state, and federal levels. The authors underscore the importance of this teacher role by alluding to its significance in resource allocation.

Moreover, the authors discuss the need and importance of teacher leadership roles. The article points out that leadership is rooted in the belief that it has positive and measurable benefits to the students, schools, and the teaching profession. Consequently, the authors identify the five major roles of teacher leadership. The roles are improving of student outcomes, improving access of high-need students to effective teachers, extending careers for growth opportunities, expanding influence of effective teachers on peers, and ensuring teacher role in policy making. The article provides a good introduction and evaluation of the importance of teacher leadership roles.

Davis, B., Gooden, M., & Bowers, A. (2017). Pathways to the Principalship. American Educational Research Journal, 54(2), 207-240.

The article explores the career paths of teachers over 17 academic years, using a variety of contexts. Using data of about 11,000 Texas classroom teachers, the researchers examined teacher career paths to becoming principals. In undertaking the study, they used different historical analyses that include discrete-time hazard modeling to examine the possible influence of race, gender, and other characteristics in the teacher transition. To meet these research objectives, the authors developed two research questions. The first question was to determine whether and when the classroom teachers with principal certification transition. The other was to determine to what extend the individual teacher race, gender, and ethnicity or their combination contributed to the likelihood of teacher transition.

The researchers found that a larger proportion of teachers who transitioned into principalship were male White teachers. Also, it was found that the time served within an individual district was not a big determinant of transition into principalship.  Moreover, the study found that just 15% of the certification occurred with in rural schools and that 33% of principalship occurred in rural schools.

Fink, D. (2011). Pipelines, pools and reservoirs: Building leadership capacity for sustained improvement. Journal of Educational Administration, 49(6), 670-684.

The research paper points to the capacity of schools to promote and sustain change and improvement among learners. However, the authors point out that there exist a shortage of willing leaders that has forced governments to invest more resources to fill the leadership “pipeline” with candidates that are qualified for leadership positions. The researchers examines these shortage and the implications of costly investment in leadership development by different governments. Using schools in Ontario, in England, and Eastern United States, the researchers examined the leadership development pools through a distribut

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