Education m1 - assignment | Education homework help

AssignmentInsructions-M1.pdf

Assignment 1: School Culture Survey, Analysis, and Plan Part A: Module 1 NELP 3.1, 3.2, 3.3 PSEL 3a, 3b, 3c, 3d, 3e, 3g, 3h, 5a, 5b, 5d, 5e, 5f, 6a, 7b Overarching Question: How do school leaders develop, promote, and sustain an equitable, culturally responsive, and inclusive school culture? Overview of the Assignment (Part A and B, Modules 1 and 2): Candidates will complete a school culture project that will include a written analysis of the culture of their school-based on survey data collected from members of the school community. The analysis will include evidence that describes the learning community, parent engagement, and the inclusiveness and potential inequities in allocation of resources, technologies, and opportunities that support students’ educational success. Candidates will identify the necessary steps needed for the improvement in each area with a strong emphasis on building a supportive and inclusive school culture. The analysis will include a component that leads to a plan for cultivating and advocating for equitable access to resources, technologies, and opportunities that support the educational success and well-being of each student. Assignment Instructions: Part A (Module 1) Candidates will collect survey data using the School Culture Survey provided below from a minimum of 10 staff members. Before distributing the survey, review it with an administrator for approval. Candidates may modify the survey by adding or deleting survey items as long as the content of each category is not significantly changed. At the conclusion of Module 1, submit a graphic representation of the data collected from the surveys. Use the School Culture Survey Worksheet provided below to guide the analysis. Submit a written summary of the analysis including insights into possible root causes related to the weaknesses shown in the data. This part of the assignment can be based on the candidate’s own perceptions relative to the issues as well as informal feedback from others. Differentiate between your insights and those of others. The final summary should be 3-4 pages in length. The graphic representation and your worksheet should be included with the submission as an addendum. Include and cite authoritative references to support your thinking. Ques[ons to consider for your analysis summary:

1. In what areas is your culture strong? 2. In what areas is there room for improvement? 3. Where do you see variability in your responses? What might that mean? 4. What surprises do you see in your data? 5. What have you learned about your school’s culture that you didn’t realize before?

6. What do the data tell you regarding the inclusivity of your school’s culture?

GradingRubric.pdf

ED 504 Assessment 1 Part 1: School Culture Survey and Analysis

Standard Level 1

Approaching Standard 0-14 Points

Level 2 Meets Standard

15-17 Points

Level 3 Exceeds Standard

18-20 Points Uses data to evaluate, design, cultivate, and advocate for a supportive and inclusive school culture. NELP 3.1

Survey data is collected, graphically represented, and analyzed. Analysis lacks specificity and detail and shows limited insight into the strengths and weaknesses of the school’s culture. Potential root causes are provided. The summary provides evidence of one or less of the following: 3.1a knowledge of the dimensions of school culture (i.e., safe, healthy, caring, responsive, inclusive, and respectful). 3.1b knowledge on inclusive school cultures. 3.1c knowledge of processes for evaluating school culture.

Survey data is collected, graphically represented, and analyzed. Analysis shows insight into the strengths and weaknesses of the school’s culture. Potential root causes are provided. The summary provides evidence of a least two of the following: 3.1a knowledge of the dimensions of school culture (i.e., safe, healthy, caring, responsive, inclusive, and respectful). 3.1b knowledge on inclusive school cultures. 3.1c knowledge of processes for evaluating school culture. 3.1d capacity to evaluate school culture.

Survey data is collected, graphically represented, and analyzed. Analysis shows deep insight and a working knowledge into the strengths and weaknesses of the school’s culture. Potential root causes are provided. The summary provides evidence of the candidates: 3.1a knowledge of the dimensions of school culture (i.e., safe, healthy, caring, responsive, inclusive, and respectful). 3.1b knowledge on inclusive school cultures. 3.1c knowledge of processes for evaluating school culture. 3.1d capacity to evaluate school culture.

3.1d capacity to evaluate school culture.

Standard Level 1

Approaching Standard 0-5 Points

Level 2 Meets Standard

6-8 Points

Level 3 Exceeds Standard

9-10 Points Evaluate, cultivate, and advocate for equitable access to educational resources, technologies, and opportunities that support the educational success and well- being of each student. NELP 3.2

Survey data is collected, graphically represented, and analyzed. Analysis lacks specificity and detail and shows limited insight into the strengths and weaknesses of the school’s culture. Potential root causes are provided. The summary provides evidence of one or less of the following: 3.2a knowledge of research on the consequences for students of equitable and inequitable use of education resources and opportunities. 3.2b knowledge of equitable allocation of educational resources, procedures, and opportunities (i.e., materials, technologies, media, teachers, social and behavioral

Survey data is collected, graphically represented, and analyzed. Analysis shows insight into the strengths and weaknesses of the school’s culture. Potential root causes are provided. The summary provides evidence of at least two of the following: 3.2a knowledge of research on the consequences for students of equitable and inequitable use of education resources and opportunities. 3.2b knowledge of equitable allocation of educational resources, procedures, and opportunities (i.e., materials, technologies, media, teachers, social and behavioral supports, interventions, and adult relationships).

Survey data is collected, graphically represented, and analyzed. Analysis shows deep insight and working knowledge into the strengths and weaknesses of the school’s culture. Potential root causes are provided. The summary provides evidence of the candidate’s: 3.2a knowledge of research on the consequences for students of equitable and inequitable use of education resources and opportunities. 3.2b knowledge of equitable allocation of educational resources, procedures, and opportunities (i.e., materials, technologies, media, teachers, social and behavioral supports, interventions, and adult relationships).

supports, interventions, and adult relationships). 3.2c capacity to evaluate sources of inequality and bias in the allocation of education resources and opportunities.

3.2c capacity to evaluate sources of inequality and bias in the allocation of education resources and opportunities.

Standard Level 1

Approaching Standard 0-5 Points

Level 2 Meets Standard

6-8 Points

Level 3 Exceeds Standard

9-10 Points Evaluate, advocate, and cultivate equitable, inclusive, and culturally responsive instruction and behavioral support practices among teachers and staff. NELP 3.3

Survey data is collected, graphically represented, and analyzed. Analysis lacks specificity and detail and shows limited insight into the strengths and weaknesses of the school’s culture. Potential root causes are provided but show little insight into the indicators listed below. The summary provides evidence of two or less of the following: 3.3a knowledge of culturally responsive instructional and behavior support practices.

Survey data is collected, graphically represented, and analyzed. Analysis shows insight into the strengths and weaknesses of the school’s culture. Potential root causes are provided and show insights into the indicators listed below. The summary provides evidence of at least 3 of the following: 3.3a knowledge of culturally responsive instructional and behavior support practices. 3.3b knowledge of characteristics and foundations of equitable and

Survey data is collected, graphically represented, and analyzed. Analysis shows deep insight and working knowledge into the strengths and weaknesses of the school’s culture. Potential root causes are provided and show insights into the indicators listed below. The summary provides evidence of the candidate’s: 3.3a knowledge of culturally responsive instructional and behavior support practices. 3.3b knowledge of characteristics and

3.3b knowledge of characteristics and foundations of equitable and inequitable educational practice, especially among teachers and staff. 3.3c knowledge of research on implications for students of equitable, culturally responsive, and inclusive practices. 3.3d knowledge of the broader social and political concern with equity and inequity in schools. 3.3e capacity to evaluate root causes of inequality and bias.

inequitable educational practice, especially among teachers and staff. 3.3c knowledge of research on implications for students of equitable, culturally responsive, and inclusive practices. 3.3d knowledge of the broader social and political concern with equity and inequity in schools. 3.3e capacity to evaluate root causes of inequality and bias.

foundations of equitable and inequitable educational practice, especially among teachers and staff. 3.3c knowledge of research on implications for students of equitable, culturally responsive, and inclusive practices. 3.3d knowledge of the broader social and political concern with equity and inequity in schools. 3.3e capacity to evaluate root causes of inequality and bias.

AssignmentInsructions-M1.pdf

Assignment 1: School Culture Survey, Analysis, and Plan Part A: Module 1 NELP 3.1, 3.2, 3.3 PSEL 3a, 3b, 3c, 3d, 3e, 3g, 3h, 5a, 5b, 5d, 5e, 5f, 6a, 7b Overarching Question: How do school leaders develop, promote, and sustain an equitable, culturally responsive, and inclusive school culture? Overview of the Assignment (Part A and B, Modules 1 and 2): Candidates will complete a school culture project that will include a written analysis of the culture of their school-based on survey data collected from members of the school community. The analysis will include evidence that describes the learning community, parent engagement, and the inclusiveness and potential inequities in allocation of resources, technologies, and opportunities that support students’ educational success. Candidates will identify the necessary steps needed for the improvement in each area with a strong emphasis on building a supportive and inclusive school culture. The analysis will include a component that leads to a plan for cultivating and advocating for equitable access to resources, technologies, and opportunities that support the educational success and well-being of each student. Assignment Instructions: Part A (Module 1) Candidates will collect survey data using the School Culture Survey provided below from a minimum of 10 staff members. Before distributing the survey, review it with an administrator for approval. Candidates may modify the survey by adding or deleting survey items as long as the content of each category is not significantly changed. At the conclusion of Module 1, submit a graphic representation of the data collected from the surveys. Use the School Culture Survey Worksheet provided below to guide the analysis. Submit a written summary of the analysis including insights into possible root causes related to the weaknesses shown in the data. This part of the assignment can be based on the candidate’s own perceptions relative to the issues as well as informal feedback from others. Differentiate between your insights and those of others. The final summary should be 3-4 pages in length. The graphic representation and your worksheet should be included with the submission as an addendum. Include and cite authoritative references to support your thinking. Ques[ons to consider for your analysis summary:

1. In what areas is your culture strong? 2. In what areas is there room for improvement? 3. Where do you see variability in your responses? What might that mean? 4. What surprises do you see in your data? 5. What have you learned about your school’s culture that you didn’t realize before?

6. What do the data tell you regarding the inclusivity of your school’s culture?

GradingRubric.pdf

ED 504 Assessment 1 Part 1: School Culture Survey and Analysis

Standard Level 1

Approaching Standard 0-14 Points

Level 2 Meets Standard

15-17 Points

Level 3 Exceeds Standard

18-20 Points Uses data to evaluate, design, cultivate, and advocate for a supportive and inclusive school culture. NELP 3.1

Survey data is collected, graphically represented, and analyzed. Analysis lacks specificity and detail and shows limited insight into the strengths and weaknesses of the school’s culture. Potential root causes are provided. The summary provides evidence of one or less of the following: 3.1a knowledge of the dimensions of school culture (i.e., safe, healthy, caring, responsive, inclusive, and respectful). 3.1b knowledge on inclusive school cultures. 3.1c knowledge of processes for evaluating school culture.

Survey data is collected, graphically represented, and analyzed. Analysis shows insight into the strengths and weaknesses of the school’s culture. Potential root causes are provided. The summary provides evidence of a least two of the following: 3.1a knowledge of the dimensions of school culture (i.e., safe, healthy, caring, responsive, inclusive, and respectful). 3.1b knowledge on inclusive school cultures. 3.1c knowledge of processes for evaluating school culture. 3.1d capacity to evaluate school culture.

Survey data is collected, graphically represented, and analyzed. Analysis shows deep insight and a working knowledge into the strengths and weaknesses of the school’s culture. Potential root causes are provided. The summary provides evidence of the candidates: 3.1a knowledge of the dimensions of school culture (i.e., safe, healthy, caring, responsive, inclusive, and respectful). 3.1b knowledge on inclusive school cultures. 3.1c knowledge of processes for evaluating school culture. 3.1d capacity to evaluate school culture.

3.1d capacity to evaluate school culture.

Standard Level 1

Approaching Standard 0-5 Points

Level 2 Meets Standard

6-8 Points

Level 3 Exceeds Standard

9-10 Points Evaluate, cultivate, and advocate for equitable access to educational resources, technologies, and opportunities that support the educational success and well- being of each student. NELP 3.2

Survey data is collected, graphically represented, and analyzed. Analysis lacks specificity and detail and shows limited insight into the strengths and weaknesses of the school’s culture. Potential root causes are provided. The summary provides evidence of one or less of the following: 3.2a knowledge of research on the consequences for students of equitable and inequitable use of education resources and opportunities. 3.2b knowledge of equitable allocation of educational resources, procedures, and opportunities (i.e., materials, technologies, media, teachers, social and behavioral

Survey data is collected, graphically represented, and analyzed. Analysis shows insight into the strengths and weaknesses of the school’s culture. Potential root causes are provided. The summary provides evidence of at least two of the following: 3.2a knowledge of research on the consequences for students of equitable and inequitable use of education resources and opportunities. 3.2b knowledge of equitable allocation of educational resources, procedures, and opportunities (i.e., materials, technologies, media, teachers, social and behavioral supports, interventions, and adult relationships).

Survey data is collected, graphically represented, and analyzed. Analysis shows deep insight and working knowledge into the strengths and weaknesses of the school’s culture. Potential root causes are provided. The summary provides evidence of the candidate’s: 3.2a knowledge of research on the consequences for students of equitable and inequitable use of education resources and opportunities. 3.2b knowledge of equitable allocation of educational resources, procedures, and opportunities (i.e., materials, technologies, media, teachers, social and behavioral supports, interventions, and adult relationships).

supports, interventions, and adult relationships). 3.2c capacity to evaluate sources of inequality and bias in the allocation of education resources and opportunities.

3.2c capacity to evaluate sources of inequality and bias in the allocation of education resources and opportunities.

Standard Level 1

Approaching Standard 0-5 Points

Level 2 Meets Standard

6-8 Points

Level 3 Exceeds Standard

9-10 Points Evaluate, advocate, and cultivate equitable, inclusive, and culturally responsive instruction and behavioral support practices among teachers and staff. NELP 3.3

Survey data is collected, graphically represented, and analyzed. Analysis lacks specificity and detail and shows limited insight into the strengths and weaknesses of the school’s culture. Potential root causes are provided but show little insight into the indicators listed below. The summary provides evidence of two or less of the following: 3.3a knowledge of culturally responsive instructional and behavior support practices.

Survey data is collected, graphically represented, and analyzed. Analysis shows insight into the strengths and weaknesses of the school’s culture. Potential root causes are provided and show insights into the indicators listed below. The summary provides evidence of at least 3 of the following: 3.3a knowledge of culturally responsive instructional and behavior support practices. 3.3b knowledge of characteristics and foundations of equitable and

Survey data is collected, graphically represented, and analyzed. Analysis shows deep insight and working knowledge into the strengths and weaknesses of the school’s culture. Potential root causes are provided and show insights into the indicators listed below. The summary provides evidence of the candidate’s: 3.3a knowledge of culturally responsive instructional and behavior support practices. 3.3b knowledge of characteristics and

3.3b knowledge of characteristics and foundations of equitable and inequitable educational practice, especially among teachers and staff. 3.3c knowledge of research on implications for students of equitable, culturally responsive, and inclusive practices. 3.3d knowledge of the broader social and political concern with equity and inequity in schools. 3.3e capacity to evaluate root causes of inequality and bias.

inequitable educational practice, especially among teachers and staff. 3.3c knowledge of research on implications for students of equitable, culturally responsive, and inclusive practices. 3.3d knowledge of the broader social and political concern with equity and inequity in schools. 3.3e capacity to evaluate root causes of inequality and bias.

foundations of equitable and inequitable educational practice, especially among teachers and staff. 3.3c knowledge of research on implications for students of equitable, culturally responsive, and inclusive practices. 3.3d knowledge of the broader social and political concern with equity and inequity in schools. 3.3e capacity to evaluate root causes of inequality and bias.

Education M1 - Assignment

AssignmentInsructions-M1.pdf

GradingRubric.pdf

AssignmentInsructions-M1.pdf

GradingRubric.pdf

AssignmentInsructions-M1.pdf