This project is a continuation of the earlier project TNT 800.3P Planning Instruction, Part 1. You will develop the student expectations chosen in the previous project into lesson plans, focusing on the integration of instructional strategies, technology, and small group activities. This project is designed to help you create engaging lesson plans that foster critical thinking, collaboration, and literacy while supporting diverse learning needs. This project has two submissions. You must score at least 45 points on each submission to demonstrate mastery. i went ahead and added my lesson plan 1 part 1 and part 2

all the info are in the files the final essay is based off the research question and the sources that have already been done on public school special education.

In your career, it will be common for you to compose letters and emails to important stakeholders. You will need to write professionally in these instances. In this assignment, write a letter that discusses your future development and growth as well as ethical responsibilities.

During a recent professional development, your administrator asked all staff members to create a professional growth plan. The first part of that plan is to write a letter to yourself outlining various areas of development, growth, and ethical responsibilities. Your administrative team will use the letter to plan and facilitate future professional development opportunities.

In 500-750 words address the following:

Identify and reflect on your personal motivation for pursuing a graduate degree in secondary education.

Describe your curricular and professional progression requirements, as well as certification requirements, to gain or maintain licensure in your state. Include any undergraduate requirements, hours of observation/experience, required testing, other professional development opportunities, etc.

Describe how you will promote ethical practice, build stronger relationships, and create more relevant learning experiences by understanding, reflecting, and accessing resources about potential biases, including those related to cultural, ethnic, gender, and learning differences.

Describe your leadership, collaboration, and technology goals to effectively develop as a professional and embrace challenges and change.

Determine how your expectations of the teaching profession compare with what you have learned about the qualities and experience of a currently practicing teaching professional.

Support your essay with 2-3 scholarly resources.

Throughout your academic journey, you will see verbiage directing your writing style (APA, academic writing). When writing academically you are to write professionally. However, there are times when your writing can be less formal but still professional, for instance when communicating with parents or stakeholders. Often when writing academically, the use of the first person is prohibited. For this writing assignment, writing in the first person is acceptable as needed.

While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite Technical Support Articles is located in Class Resources if you need assistance.

Benchmark Information

This benchmark assignment assesses the following programmatic competencies and professional standards:

MEd in Secondary Education (ITL/NITL); MEd in Secondary Education-Humanities (ITL/NITL/NV); MEd in Secondary Education-STEM (ITL/NITL/NV)

4.2: Reflect on personal biases and access resources to deepen understanding of cultural, ethnic, gender, and learning differences to promote ethical practice, build stronger relationships and create more relevant learning experiences. InTASC 9(e), 9(g), 9(i), 9(m); ISTE-E 4d; AAQEP 1c, 2b; MC3, MC5; COE 4.2]

Please see attached. For referencing I have attached assignment 1 and assignment 2a.

please check and read every file that’s uploaded also the lesson plan that you will fill out will be located in the files as well if you need more added pages let me know. This math lesson will be on making ten the grade level is Kindergarten the The standard should come from Alabamastandards.org kindergarten the lesson have to be 60 minutes long to keep kids attention span I would like to start with the 60 mins and break it up that should include a formal and informal assessment. The informal assessment i encourage you to create a checklist of sorts about things you are looking for in the lesson. should be given first. before providing the formal assessment. The formal assessment needs to be something the students can do and produce to prove they have met the standard or not. My instructor said what she doesnt want to see is For the informal and formal assessments, she have had students simply write: observation…for BOTH. Nothing attached, nothing created, no explanation. She said you cant just write observe/teacher observation it becomes subjective and that is not always best practice. No worksheets allowed .To also help out with the 60 minutes i would like to add in questioning, hands on activities, small group, and I do, we do , you do. Basically break up the lesson into parts to keep students engaged For students that need modifications Accommodations include small-group instruction, repeated practice opportunities, scaffolding of tasks, and additional time when needed. Goals focus on strengthening foundational math skills I have 3 students that have an issues with articulating sounds verbal participation will help

Leading to Solve Instructional Puzzles Miguel decides that, if he is to get any traction on the achievement gaps manifested at Evergreen High School, he needs to get as many teachers as possible focused on the issue and using creative problem solving to address it. He is unsure about what teachers need to know and be able to do specifically to improve the learning of his underserved students, but he believes that he has some outstanding teachers in various departments who are effective at reaching socio- economic, racial, and linguistic minority students. One of the two district office experts might be helpful too. Assuming the role of an Instructional Leadership consultant for Miguel Suarez. Think through his whole situation as presented and answer the following questions in detail and provide scholarly references for support: 1. In what ways should teaching and learning look different at Evergreen High school by the next summer? 2. In what ways should teaching and learning look different at Evergreen High school by 3 years from now? 3. What should Miguel be doing this summer to get started? 4. What should happen starting in the fall? 5. How should Miguel redesign Evergreen High School to take on the mission of narrowing achievement gaps?

I have attached instructions along with the completed assignment. Please proofread making any necessary corrections keeping the same content making sure the paper is AI and plagiarism free.

Assignment – Learning Plan 1

Instructions

Using the template provided, you will apply what you have learned from the textbook and other sources to develop a plan for preschool-age children that expresses creativity through the senses and/or aesthetics.

Before You Start

Watch the video below to see an example of a Creative Activity.

• Pay special attention to the open-ended questions and conversations taking place. This is a critical component of a good plan.
• A closed-caption option is available.

2022 George Lucas Educational Foundation

View My Example

Click to view the

Accessing the Template

Click on the link to open. Then click on File; then click Make a Copy; Save copy to your name:

Choose One Creative Experience

• For this plan, you will choose one of the following activities. If you prefer to use your own idea, you will need to get it approved by me first.

Resources:

Using The Textbook

The following chapters will be your guide for filling out the template.

• The curriculum cycle is presented on page 131 of our textbook as your guide (a copy of the is also included in this module).
• Chapter 1 explains concepts related to creativity.
• Chapter 2 explains aesthetic sense/senses.
• Chapter 6 explains terms such as multiple intelligences, differentiating instruction, and Bloom’s Taxonomy.

How Do I Write Objectives?

Objectives are what children should be able to master (know/be able to do) at the completion of your plan. These objectives should relate to the content areas emphasized in the plan. Remember to use measurable, observable verbs from

One verb per objective. Each objective should use a different verb and measure. Each objective must be specifically related to a Preschool Learning Foundation. Indicate the number of each related Foundation and write it out.

Use this format when writing your objectives.

• Children will … (write the objective in measurable, observable terms).

Where Do I Find the California Preschool Learning Foundations

(Social-Emotional Development, Language and Literacy, English-Language Development, Mathematics)

The

Links to an external site.

is a companion to the California Preschool Learning Foundations, Volume 1, and presents strategies and information to enrich learning and development opportunities for all of California’s preschool children. Volume 1 focuses on four learning domains: social-emotional development, language and literacy, English-language development, and mathematics.

(Visual and Performing Arts, Physical Development, Health)

The

Links to an external site.

covers the domains of visual and performing arts, physical development, and health. This companion publication to the California Preschool Learning Foundations, Volume 2, gives guidance to teachers about strategies for arranging the learning environment, selecting materials, and planning adult-led and child-initiated learning experiences that optimize childrens development, learning, and overall well-being.

(HistorySocial Science, Science)

Links to an external site.

covers the domains of history-social science and science. This companion publication to the California Preschool Learning Foundations Volume 3, gives guidance to teachers about strategies for arranging the learning environment, selecting materials, and planning adult-led and child-initiated learning experiences that optimize childrens development, learning, and overall well-being.

How Do I Write the CA Preschool Learning Foundations?

Copy the whole Foundation – Include Volume, strand, and sub-strand:

Vol. 3 Earth Science

• 1.0 Properties and Characteristics of Earth Materials and Objects
• 1.1 Demonstrate increased ability to investigate and compare characteristics (size, weight, shape, color, texture) of earth materials such as sand, rocks, soil, water, and air.

Assignment – Learning Plan 1

Instructions

Using the template provided, you will apply what you have learned from the textbook and other sources to develop a plan for preschool-age children that expresses creativity through the senses and/or aesthetics.

Before You Start

Watch the video below to see an example of a Creative Activity.

• Pay special attention to the open-ended questions and conversations taking place. This is a critical component of a good plan.
• A closed-caption option is available.

2022 George Lucas Educational Foundation

View My Example

Click to view the

Accessing the Template

Click on the link to open. Then click on File; then click Make a Copy; Save copy to your name:

Choose One Creative Experience

• For this plan, you will choose one of the following activities. If you prefer to use your own idea, you will need to get it approved by me first.

Resources:

Using The Textbook

The following chapters will be your guide for filling out the template.

• The curriculum cycle is presented on page 131 of our textbook as your guide (a copy of the is also included in this module).
• Chapter 1 explains concepts related to creativity.
• Chapter 2 explains aesthetic sense/senses.
• Chapter 6 explains terms such as multiple intelligences, differentiating instruction, and Bloom’s Taxonomy.

How Do I Write Objectives?

Objectives are what children should be able to master (know/be able to do) at the completion of your plan. These objectives should relate to the content areas emphasized in the plan. Remember to use measurable, observable verbs from

One verb per objective. Each objective should use a different verb and measure. Each objective must be specifically related to a Preschool Learning Foundation. Indicate the number of each related Foundation and write it out.

Use this format when writing your objectives.

• Children will … (write the objective in measurable, observable terms).

Where Do I Find the California Preschool Learning Foundations

(Social-Emotional Development, Language and Literacy, English-Language Development, Mathematics)

The

Links to an external site.

is a companion to the California Preschool Learning Foundations, Volume 1, and presents strategies and information to enrich learning and development opportunities for all of California’s preschool children. Volume 1 focuses on four learning domains: social-emotional development, language and literacy, English-language development, and mathematics.

(Visual and Performing Arts, Physical Development, Health)

The

Links to an external site.

covers the domains of visual and performing arts, physical development, and health. This companion publication to the California Preschool Learning Foundations, Volume 2, gives guidance to teachers about strategies for arranging the learning environment, selecting materials, and planning adult-led and child-initiated learning experiences that optimize childrens development, learning, and overall well-being.

(HistorySocial Science, Science)

Links to an external site.

covers the domains of history-social science and science. This companion publication to the California Preschool Learning Foundations Volume 3, gives guidance to teachers about strategies for arranging the learning environment, selecting materials, and planning adult-led and child-initiated learning experiences that optimize childrens development, learning, and overall well-being.

How Do I Write the CA Preschool Learning Foundations?

Copy the whole Foundation – Include Volume, strand, and sub-strand:

Vol. 3 Earth Science

• 1.0 Properties and Characteristics of Earth Materials and Objects
• 1.1 Demonstrate increased ability to investigate and compare characteristics (size, weight, shape, color, texture) of earth materials such as sand, rocks, soil, water, and air.

Edit and make it No AI

LEARNER PROFILE

Heather Thompkins

Department of Teaching, Learning, and Professional Studies

Bowie State University

ECED 301: Theories and Practices in Early Childhood Education

Prof. Nate Hamilton, M. Ed.

February 17,2026

Introduction of Assignment: The learner profile, allows me as an educator to collect meaningful social behavioral, academic and cultural information in order to design, intentional and responsive instruction as I continue with this assignment, I observed and able to have a one on one with the second grader student named Heather. This will allow me to comprehend her learning preferences, the streams interests in growth areas by creating this profile for her, it helps me analyze how her characteristics influence instructional planning how the classroom environment affects her growth and how I can have great engaged for strategies for her success. The report also connects the traits to her social, cultural learning theory, and has a simple outline on how cultural lead, responsive certain teaching prices can support her academic and social development.

Student Profile

Students Information

Students Pseudonym:

Heather

Age:

8 years old

Gender:

female

Current Grade/Special Class:

2nd grade

Language (s) spoken:

english

Students cultural background:

black/African american

Learning preferences:

Visual learner; benefits from hands-on activities, small group instruction, and teacher modeling

Classroom Description:

Heather is enrolled in a second-grade general education classroom consisting of 22 students with diverse academic abilities. The classroom includes students receiving reading and math intervention support. Instruction is delivered through whole-group lessons, small-group rotations, and independent work time. The classroom environment includes anchor charts, visual schedules, manipulative, and literacy centers to support differentiated learning.

Students Traits, Interests, Strengths, and Areas of Growth

Traits

Cognitive

Heather demonstrates grade-level reading comprehension when material is supported with visuals or read aloud. She benefits from guided instruction when solving multi-step math problems.

Physical

Heather displays age-appropriate fine motor skills. She writes legibly but occasionally rushes through written tasks.

Behavioral

Heather is respectful, cooperative, and responsive to redirection. She may become distracted during independent work but refocuses with minimal prompting.

Interests

Interest 1

This students favorite color is purple

Interest 2

She enjoys reading books about friendship and adventure.

Interest 3

Drawing and coloring are her preferred creative activities.

Students Areas of Strengths and Areas of Growth

Areas of Strength (Academic & Functional)

Areas of Growth: Academic & Functional)

Strength 1: Reads fluently at grade level.

Growth 1: Increasing math fact fluency.

Strength 2: Participates actively during class discussions.

Growth 2: Sustaining attention during independent tasks.

Strength 3: Demonstrates creativity in writing assignments.

Growth 3: Strengthening written sentence structure and grammar.

Strength 4: works well in cooperative group settings.

Growth 4: Building confidence when attempting challenging tasks.

Strength 5: independently follows the class routine.

Growth 5: Developing problem-solving strategies for multi-step math problems.

Learner Profile Report

Importance of Creating a Learner Profile

By creating a learner profile. Its very important because it allows the teachers and the other departments in the school to plan instruction based off Heathers needs rather than rely on general teaching practices when we are able to understand, Heather, strength, and reading and collaboration along with her need for different support and mathematics and writing instruction can be differentiated effectively Tomlinson (2017) elaborate on the topic of differentiation, and that happens when educators create a different way of delivering a concert process and that is a result in the students readiness and their interest in their learning profiles that were doing today. The learning style that best assist Heathers growth would include hands-on and visual learning. While learning the content, the teachers will incorporate- modeling, using manipulative and social collaboration( turn- and -talk discussions, small group problem solving, partner reading, and math center where students explain their thinking. This style of learning would be based off of Vygotskyss theory, children have cognitive growth when they have peers or adults that push their current learning levels.

Associated Theory based on Students Traits and Interests

Heathers learning aligned with Vygotsky social cultural theory Vygotsky (1978) focuses on that focus on learning through social into action and scaffold support within the zone of proximal development (ZPD) this will help Heather with guided practices and the teaching modeling. With collaborative learning, this will help reflect the need of scaffold instruction before independence.

And that there will also connect a culture background. Learning is culturally and socially constructed, meaning her experiences, identity and peer relationships influence how Heather processes information so her life experiences, and her opinions are valuable in instruction.

Planning for Instruction for Selected Student

The soul instruction for Heather should have visual styles, interactive task and structured routines. When it comes to mathematics, there should be number lines based 10 blocks math games and think aloud modeling that will strengthen her math fact, fluency and multi step problem-solving skills. During the instruction that deals with literacy, graphic, organize and successor, starters can support grammar and organization. When Heather is doing independent work, it should be broken into different segments with clear expectations and regular check-in to support proper attention a helpful reinforcement strategies and goal setting will help build academic confidence in the classroom having Heather have a voice in a certain assignment such as selecting books related to friendship and adventure increases internal drive to succeed.

Methods for Engagement for Selected Student

To help Heather, connect with the literacy I would try to incorporate different culture, relevant text and books that have a strong, black female and things of friendship and adventure. It has been proven that students are more engaging when they see themselves reflected in curriculum materials (Ladson-Billings, 1995). When it comes the mathematics, there will gamified fact fluency practices group, problem-solving, challenges, and movement-based learning activities would be on her focus. She loves drawing, so it is a grading art. Its a literacy and allow her to illustrate story responses would connect creativity to the academic content that we have in a classroom remembering that Heather needs verbal praises go tracking in reflection journals in order to sustain motivation when she starts to respond successfully to modeling and incorporating interactive think aloud sessions that will sharpen her comprehension and engagement in class.

Rationale of Resources for Selected Student culture carrying means that us to educators recognize and value the students culture identity in a classroom practices. Heather is an African American student, and she should have access to books class and videos and materials that reflect diverse voices and experience according to Gay (2018), being costly responsive in the educational world, strengthens the academic outcomes by securing and confirming the students’ cultural identities. I know that when I was in elementary school, I did not see anyone that looked like me, so I was limited in engaging and responding in class. I had some teachers that look like me, but the structure of education was not like what I experienced in high school where those teachers were more understanding of the culture as I step into the educational world I realize that my students should be representing classroom even in the books and the posters and the songs everything so they could feel comfortable learning and know that me as educator, is there to support their future. Some reasons may include multicultural lectures featuring African American, authors and characters. The next would-be classroom visit standing for diverse leaders, sciences, and writers. Writing prompts that connect to family traditions and community experiences. When we do this in a classroom, it confirms Heathers identity while increasing engagement in the classroom. When Heather sees herself in all the activities all around the classroom that is proven that his strength as academic self concept and confidence.

Suggested Classroom Environment and Rationale for Selected Student

The classroom should be flexible, yet have structure while incorporating, visible schedules, cautiously diverse images, and organize learning centers a supportive classroom for Heather would include clear, visual expectations, collaborative, seating groups for group test, a reading corner with diverse literacy, ankle, chart, supporting writing in math strategies and a calm down space for focus and regulation. This type of environment will allow Heather to not only floors but feel comfortable in her skin being an African American young black girl in school that will create a safe in affirming classroom to support her academic and emotional development.