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. Add to their reflections by making connections or suggestions. Share specific examples from your own personal and professional experiences.
Respond 1
Option B:
According to Lieberman and Miller what are the three main roles of teacher/educational leader?
Advocacy- to stand up for or show a public support of
Innovators- introduces new methods and ideas in creative ways
Stewards- careful and responsible individual who are influential (Phelps, 2008)
For each role, describe your own leadership capacity.
As a leader I advocate for all persons under me including my staff, families, and children. I am here to ensure the best services for everyone. I try to innovate ideas and ensure that the program is staying up to par with standards and being ahead of the curve. I am a steward of myself and I also instill that into the people I lead. I want each person to have the attitude to do everything they can as a part of the program as well as on their own.
Which role fits you the best and why?
As of right now I am an advocator. I speak in high support of education. I am not someone who has enough knowledge or experience yet to fit into the other two categories.
Which role is most foreign to you and why?
I would have to say the role most foreign to me would be the innovator. I am still learning the ways so for me to change something has simply not happened yet. In the future I would like to innovate new ways and ideas however, I have to first learn the ideas that are associated with the educational programs now. I realize that being an innovator is a process that is required in order to stay relevant in the educational system.
Resources
Phelps, P. H. (2008). Helping teachers become leaders. The Clearing House, 81(3), 119-122. doi:10.3200/TCHS.81.3.119-122
Respond 2
Option A
Three areas of teacher-leaders influence: “schoolwide policies and programs,” “teaching and learning,” and “communications and community relations” (Phelps, 2008, p.2).
Schoolwide Policies and programs and my leadership capacity provide an understanding of the policy and programs by making sure I know about all the updated information on a new policy. For instance, “IDEIA requires continuous assessment of a student’s progress in his or her special education program to determine if the student is learning” (Yell, & Drasgow, 2007, p.1). We, as educators, should remember this resource and information when working with special needs students. I see this area as my weakest because sometimes we forget that policies in place can help solve issues and problems. I do not use these resources much as I could to help improve my classroom and help the students to the best of my abilities. Research can come I handle for this weakness to improve.
Teaching and learning Communications and community relations and my leadership capacity. A teacher’s role should guide students through modeling, coaching, and observation to understand their students’ needs in all areas of education. As an Educator understanding how to make up for both learning, teaching, and observing will help meet all the requirements for children’s development domains. Learning through an approach that provides children the chance to explore concepts that help in real-world problems for a child’s learning. Communication assembles the way we interact with one another and how it can affect our lives working with children and families and their roles in communicating in a society. Through activities, parents can participate in getting to know one parent-teacher conference, parent volunteer, home visits, calls, and emails of children’s growth in development and collaboration, correlating between home, school, and early childhood education. Both these areas are my strengths due to me working with children, I must perform my role as a teacher when I speak to parents, peers, and outside members of the community.
Option B
Advocates, Innovators, and Stewards (Phelps, 2008, p. 2).
Advocating for children and their families as a professional and leader are essential because all students’ educational needs can assist in developing appropriate teaching strategies for all students, especially those with disabilities. Innovators are something great in the world. Teachers are learners, and they find new ways to teach. For instance, for the student I work with to teach him new words, I say it, he will say it, and then we sign it. Stewards shape my leadership capacity by helping me strive to become a part of the school administration team. The one role foreign to me is the stewards because I have not yet completed this area of my life, but I know that once I’m there, I will understand my role to the staff/teachers, family, and children. Both Innovators and Advocators fit me best because learning how to work with children with and without special needs can understand how to teach and be taught on their success academically.
Reference
Phelps, P. H. (2008). Helping teachers become leaders. The Clearing House, 81(3), 119-122. DOI:10.3200/TCHS.81.3.119-122
Yell, M. L., & Drasgow, E. (2007). The Individuals with Disabilities Education Improvement Act of 2004 and the 2006 Regulations. Assessment for Effective Intervention, 32(4), 194.
Respond 3
Option A:According to Danielson’s framework (as cited in Phelps, 2008), what are the three areas of teacher-leaders’ influence? For each area, describe your leadership capacity. Which area do you see as your strength and why? Which area is your weakest and why?
The three areas of influence are knowledge, skills, and disposition.
Knowledge: My leadership capacity involving knowledge is strong. I am typically very knowledgeable on any subject that I am presiding over.
Skills: In my experience it has been most important to be skilled and well versed in all matters of the classroom and curriculum especially when it comes to ensuring that knowledge is successfully transferred to teachers, staff, and even students.
Disposition: disposition is typically regarded whereas a leader or an educator may stand on particular issues or topics. When gaining understanding about disposition one might also reference fairness. Does the educator look at issues through an objective lens? Does the educator keep the rights of the students in mind when making decisions?
My Strengths and Weaknesses
I think that personally I am strong in all three areas. I think my strongest would be knowledge and skills. I make a personal effort to remain knowledgeable on all subjects that could possibly be within my gaze or realm. I also think that my years of experience have provided me with several skills that can be put to use at any given moment within the Early Childhood Education field.
The only area that might not be as strong would be the disposition. I think that disposition can often be misconstrued depending on the experiences that someone brings to the table. I particularly think that I have a fair disposition, especially when it comes to the students. I treat all students fairly,and typically try to apply the concept of meeting the child where they are at to developmental, as well as behavioral situations.
References:
Phelps, P. H. (2008). Helping teachers become leaders. The Clearing House, 81(3), 119-122. doi:10.3200/TCHS.81.3.119-122
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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