Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages To Order 5-10 Pages Description/Paper Instructions
Guided Response: Answer any follow-up questions your instructor may have for you after reading your post. Read your classmates’ posts and respond to at least three of them. Ask questions that challenge their practices and beliefs while promoting their growth and development. Comment on how your classmates’ vision statements can help create a thoughtful, diverse community. If you came across a version of a vision statement that you think would aid your peers, share it with them.
Response 1
The first vision/diversity statement that I stumbled upon online is, “Higher education has the mission to advance human welfare in a rapidly changing world. Institutions that are truly inclusive and embrace and advance diversity everywhere – in every program, every school and every area of operation – will be the most successful. Stanford must become one of those institutions” (Diversity Statement, 2019).
This statement is similar to Phelp’s because both are calling for change, asking teachers to step up and be more than “just” a teacher. Our world needs more than a person in the classroom teaching. Children need someone that goes above and beyond that helps to incorporate appreciation and respect for diversity, the ability to adapt to constant changes and be flexible with their overall teaching process. In order for students to be successful learners, they need an instructor that can learn alongside their students and face challenges by dissuading exclusion and unfair treatment of others. When we learn about each other and our unique differences and similarities, we are empowered to change the world.
The second statement, “Over the next decade, the Office for Diversity, Equity, and Community Engagement will establish itself as a resource for diversity expertise and help GW become internationally renowned for inclusive excellence. GW’s vision for excellence includes transforming itself and higher education by attracting, retaining and leveraging the talents of diverse individuals to facilitate first-rate teaching, learning, scholarship and service in a climate that is welcoming and inclusive” (Vision and Mission, n.d.).
This vision statement from George Washington University points out that they are planning to redesign themselves as a university that prides themselves on diversity. By taking on educators of all areas of a multicultural and multi-talented society to teach and bring out the best in all of their students by promoting an all-inclusive environment.
My vision statement is, “Understanding each student will help each student understand. Looking beyond the surface of a student will allow opportunities to bring forth their talents, skills and needs that cannot be understood until they are discovered.”
References:
Phelps, P. H. (2008). Helping teachers become leaders. The Clearing House, 81(3), 119-122. doi:10.3200/TCHS.81.3.119-122
Diversity Statement. (2019, May). Retrieved July 21, 2020, from http://ourvision.stanford.edu
Vision and Mission. (n.d.). Retrieved July 22, 2020, from http://diversity.gwu.edu
Response 2
Phelps’s Stance on vision Statements:
According to Patricia Phelps, “Helping teachers become leaders requires not only a desire to meet the challenge but also a definite plan.” Not only is it essential that educators have a plan in place for achieving goals, but their vision statement must also be a part of that plan.
Internet Search #1:
“We will have a peaceful, productive and orderly learning environment that meets the academic, developmental, and social, needs of our students. Our goal is to prepare students for a successful high school experience without the need for remediation.(King Middle School)”
Internet Search #2:
“To inspire curiosity and confidence; And through creative learning opportunities we’ll cultivate talents, so our students and staff can realize their own unique potential.(Patchogue Medford)”
My vision Statement:
“Educators understand that no one child learns alike; education is not a one size fits all system. We must never underestimate the power in meeting a child where they are at mentally and providing them with the tools that they need in that moment to get to where they need to be.
References:
https://www.pmschools.org/ (Links to an external site.)
Phelps, P. H. (2008). Helping teachers become leaders. The Clearing House, 81(3), 119-122. doi:10.3200/TCHS.81.3.119-122
Respond 3
Vision Statement 1
TEACH WITH PASSION – TRAIN WITH A VISION
“Teach and Train the present generation of learners with today’s knowledge but instill the vision to see through tomorrow’s problems with a chronic mindset to become Lifelong Learners”
-Dr. Sidhartha D. Ray.Vision Statement 2
“My vision is that students will obtain the necessary skills to be successful in the physical, mental, and social aspects of their lives. Students will be able to effectively use the skills acquired to help identify and vehemently pursue any objectives in a practical manner. Not only will students succeed in learning how to plan for and balance the interesting opportunities that life will present for them, but they will also inspire others, by their example, to want to learn how to do the same.”
-Luis Molina Ojeda
Comparison
Both statements do a great job of aligning with the vision of their schools but also showing that their role is powerful in the classroom and in the larger community meeting their aligning their vision to a greater responsibility. Vision Two does a great job of explaining what the lifelong learning process will look like and that is pursuing objectives but also balancing their interests and opportunities and, in that process, students will inspire others and help their peers. Vision one does a great job of clearly stating that they want to teach the current generation with the current tools that are available to them so that they can continue making a difference in tomorrow’s world. Both visions address the fact that all students will learn differently, and one size does not fit all. By stating that students will become lifelong learners and pursue objectives means that students will learn at a different pace but also decide to learn in different pathways that inspire them to continue their education.
My Vision Statement
Teach and Train the present generation of learners with present technology and knowledge but instill the vision and empowerment to see through tomorrow’s problems through by being lifelong learners with their learning styles.
Background to my vision statement:
Problem: Teachers fear new technology and student’s knowledge or use of it. We need to teach with current technology because it will continuously change. The dilemma of “one size fits all” is addressed with different technology and different learning styles with the skillset being developed for students to feel comfortable with change.
References
Molina- Ojeda, L. (n.d.). Teaching Vision, Mission, and Philosophy – Luis Molina Ojeda. Retrieved July 24, 2020, from https://sites.google.com/site/luismolinaojeda/o (Links to an external site.)
Phelps, P. H. (2008). Helping teachers become leaders. The Clearing House, 81(3), 119-122. doi:10.3200/TCHS.81.3.119-122
Ray, S. D. (n.d.). Dr. Sidhartha D. Ray. Retrieved July 24, 2020, from http://www.sidhartharay.com/?page_id=2018 (Links to an external site.)
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. The can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
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