AMM TASK 1 CURRICULUM GAP ANALYSIS
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
Topic: Curriculum gap analysis
Paper details:AMM1 — AMM TASK 1: CURRICULUM GAP ANALYSIS
LEADERSHIP OF CURRICULUM DESIGN AND INSTRUCTION — D021
PRFA — AMM1
TASK OVERVIEW SUBMISSIONS EVALUATION REPORT
COMPETENCIES
2045.4.1 : Designing, Evaluating, and Improving Curricula
The graduate evaluates curricula and recommends improvements that will ensure academic and non-academic programs are high-quality, technology-rich, and coherent.
INTRODUCTION
You must complete and pass this task before beginning Tasks 2 and 3.
Part of being an effective school leader is ensuring the programs of study are coherent and prepare students for success. You will lead the school’s efforts in developing, implementing, and evaluating curricula, instructional practices, and assessments.
Over the three tasks for this assessment, you will use eight of the nine steps of curricular evaluation. For this task, Task 1, you will complete the first two steps of the curricular evaluation process for programs of study: establish project parameters and orient for mastery. Task 2 and Task 3 will cover the remaining steps.
The documents in the attachments section compose a rich case study similar to the type of information you would have access to as a principal when conducting a curriculum evaluation. You may not need to use each of these attachments in every task, although some attachments are required for this task. However, collectively, the attachments will give you a broad scenario to analyze, and individually, the attachments will help inform thoughtful responses to real-world situations.
SCENARIO
You are the principal of West Oak Cove Elementary School. You have been asked by district leadership to evaluate the curricula, instructional practices, and assessments for the school math program over the next school year as part of a district program evaluation. You are currently focusing on the fourth-grade math curriculum based on the Illinois Common Core State Standards.
REQUIREMENTS
Your submission must be your original work. No more than a combined total of 30% of a submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. An originality report is provided when you submit your task that can be used as a guide.
You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.
Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc., unless specified in the task requirements. All other submissions must be file types that are uploaded and submitted as attachments (e.g., .docx, .pdf, .ppt).
A. Discuss the project parameters for the curriculum evaluation process by doing the following:
1. Identify key factors for student subgroups that indicate a need for a curriculum evaluation, using the data in the attached “Curriculum Guide Excerpt,” “Curriculum Map,” “Needs Assessment,” and “School Report Card.” Justify how the factors support the need for the curriculum evaluation process to continue.
2. Identify key stakeholder groups you would include in the curriculum development team (CDT) and their respective roles. Justify their inclusion and roles in the curriculum evaluation process.
B. Discuss the plan to orient faculty and staff who will be affected by the potential changes caused by the curriculum evaluation process by doing the following:
1. Identify staff who will participate in the curriculum evaluation orientation and their respective roles. Justify their inclusion and roles in the curriculum evaluation orientation.
2. Explain the concepts and processes you would include in the curriculum evaluation orientation that would effectively orient the staff members identified in part B1 to the curriculum evaluation process discussed in part A.
C. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
D. Demonstrate professional communication in the content and presentation of your submission.
File Restrictions
File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ‘ ( )
File size limit: 200 MB
File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7zRUBRIC
GENERAL TEACHING DISPOSITION AS INDICATED IN THE WGU TEACHERS COLLEGE CODE OF ETHICS:
NOT EVIDENT
The submission demonstrates consistently unprofessional or unethical behavior or disposition as outlined in the WGU Teachers College Code of Ethics.
APPROACHING COMPETENCE
The submission demonstrates behavior or disposition that conflicts with the professional and ethical standards outlined in the WGU Teachers College Code of Ethics.
COMPETENT
The submission demonstrates behavior and disposition that align with the professional and ethical standards outlined in the WGU Teachers College Code of Ethics.
A1. KEY FACTORS:NELP 4, PSEL 4
NOT EVIDENT
The submission does not identify key factors for student subgroups, or the identified factors do not indicate a need for curriculum evaluation. Or no justification is provided.
APPROACHING COMPETENCE
The submission does not plausibly justify how the identified key factors for student subgroups support the need for the curriculum evaluation process to continue, or the submission does not include evidence from each given attachment.
COMPETENT
The submission plausibly justifies how the identified key factors for student subgroups support the need for the curriculum evaluation process to continue, including evidence from the given attachments.
A2. KEY STAKEHOLDERS:NELP 4, PSEL 4
NOT EVIDENT
Key stakeholder groups for the curriculum development team are not identified, or the respective role for any identified stakeholder group is not provided. Or a justification for the inclusion of any of the stakeholder groups in the curriculum development team or the role of any of the stakeholder groups in the curriculum evaluation process is not provided.
APPROACHING COMPETENCE
The justification for the inclusion of identified key stakeholder groups in the CDT lacks relevant support or excludes details of how the groups will contribute to the process and fulfill the role identified.
COMPETENT
The justification for the inclusion of identified key stakeholder groups in the CDT includes relevant support, detailing how the groups will contribute to the process and fulfill the role identified.
B1. STAFF ORIENTATION:NELP 4, PSEL 4
NOT EVIDENT
Staff who will participate in the curriculum evaluation orientation are not identified, or the respective role for any identified staff is not provided. Or a justification for the inclusion or role of staff in the curriculum evaluation orientation is not provided.
APPROACHING COMPETENCE
The justification for the inclusion of identified staff in the curriculum evaluation orientation lacks relevant support or excludes details of how the staff will contribute to the process and fulfill the role identified.
COMPETENT
The justification for the inclusion of identified staff in the curriculum evaluation orientation includes relevant support, detailing how staff will contribute to the process and fulfill the role identified.
B2. ORIENTATION CONTENT:NELP 4, PSEL 4
NOT EVIDENT
An explanation is not provided, or the explanation does not provide concepts or processes to be addressed in the curriculum evaluation orientation.
APPROACHING COMPETENCE
The explanation addresses concepts and processes that the candidate would include in the curriculum evaluation orientation, but they are irrelevant, or they would not effectively orient the staff members identified in part B1 to the curriculum evaluation process discussed in part A.
COMPETENT
The explanation addresses relevant concepts and processes that the candidate would include in the curriculum evaluation orientation that would effectively orient the staff members identified in part B1 to the curriculum evaluation process discussed in part A.
C. SOURCES:
AMM TASK 1 CURRICULUM GAP ANALYSIS
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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