Strategic Problem-Solving Activity
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
Strategic Problem-Solving Activity
Week Four Help Guide
Strategic Problem-Solving Activity – Monitoring, adjusting, and communicating progress – (It is critical to read the instructions and grading rubric . You cannot do this activity without reading the Resource Packet . It is in the assignment section of Blackboard along with the instructions and rubric. Lastly, it is also critical to have watched the Strategic Problem-Solving Video Series introduced in Module I.)
- Memo #3 –(Prior to starting this you need to review the Resource Packet. The Resource Packet contains the same documents each week. In the Resource Packet, the superintendent shares a letter of concern and you are provided a lot of other data regarding the campus. The directives in this assignment are related to the issues found in the Resource Packet.) Here are the instructions:
- You are to prepare a four-paragraph memo to address the directives from the superintendent outlined in the instructions for this week’s activity. These directives are concerning the program issues shared in the resource packet. This week’s directives include:
* Develop and share new system of gathering and reporting data to measure continuous sustainable improvement in the Agricultural Science Program;
VERY IMPORTANT RUBRIC REQUIREMENT – The new system of gathering and reporting data must reflectively evaluate program improvement and communicate about compliance with laws, rights, policies, and regulations that promote sustainable student success. I recommend a statement directly related to the harassment that has been identified.
* Develop and share efforts at developing student leadership/capacity;
* Identify and report needed resources for sustained improvement.
- Use the building blocks identified in this week’s instructions as the base for each paragraph of the memo. Here is the focus of each paragraph based on the building blocks –
*Paragraph one – Initiated a collaborative review process identified in a timeline.
*Paragraph two – Included students in the teaching of values/acceptable behavior to peers.
*Paragraph three – Distributed leadership on the instructional team.
*Paragraph four – Considered the impact of future resources.
Consider these options
Paragraph one – Initiated a collaborative review process in a timeline.
* How would you initiate a review process identified in a timeline?
Some options – develop a calendar with specific times for the review of specific program indicators (remember small bites and not everything at the same time.) You should probably review some of your identified issues from other emails. Include the use of benchmarking to ensure ongoing progress and the opportunity to address issues in a timely manner. Decide who is going to be involved in the reviews and their roles.
Paragraph two – Included students in the teaching of values/acceptable behavior to peers.
* How would you include students in the teaching of values/acceptable behaviors to peers?
Some options – create an organized student leadership structure in the program that has a diverse and large group of students involved and included. Many successful programs make use of an FFA Chapter – a super organization. Perhaps you could develop an induction into the program that could include students sharing their thoughts and dreams for the department. There are many other options – go for it. Remember to specifically tackle harassment!
Paragraph Three – Distributed leadership on the instructional team
* How would you distribute leadership?
Some options – In the last memo, you included capacity building. Now, consider the thought of distributing the leadership roles. Perhaps, this is where you could also introduce the idea of a need for additional staff. Did you note the need for a better curriculum focus? If so, this could also be discussed more fully in the next paragraph.
Paragraph Four – Consider the impact of future resources
Some options – If resource needs are addressed, one will see growth in participation, achievement, and quality of instruction. What instructional tools could be added if the WIFI was extended to the facilities. If the program grows, what other resources will be needed. There is a set of problems when you have a weak program. There is another set of problems when you have a successful program. Do your best to predict future needs of a successful program.
BE CREATIVE!
IT WILL BE FUN FOR US TO SEE HOW YOU ADDRESS THIS ACTIVITY.
- Documentation – (You are allowed up to two pages of documentation.)
Documentation examples could include:
* Meeting notes
* Committee minutes
* Agendas
* Newspaper articles
* Lesson Plans
* Student leadership opportunities
* New handbook with legal policies addressing harassment
* Facility requests or draft budgets
* Many more items could justify or support your memo.
Remember—-the documentation can assist with demonstrating you met the directives of the superintendent. I suggest documentation to support all three of them. Here they are again –
* Develop and share new system of gathering and reporting data to measure continuous sustainable improvement in the Agricultural Science Program;
* Develop and share efforts at developing student leadership/capacity;
* Identify and report needed resources for sustained improvement.
IDEA – try using PowerPoint for your documentation. You could create a “notes” slide that would allow you to post three documents on one page with written notes beside them. You may use other types of software also.
III. Reflection – Do not underestimate the importance of the reflection. Specific questions have been provided in the instructions. You can use the questions that frame the reflection to advocate for all points in the rubric. Of course, this will require you to read the rubric carefully and respond to each component somewhere in the assignment. This is an opportunity for you to connect the dots for your IA. Use it!
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. They 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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