Category: Education

write introduction, definition of key terms, body and conclusion with reference from recent authors and citations

Back-to-School Professional Development on Instructional Model Implementation

Submit the assignment by 11:59 PM PT Sunday of Module 3.

A principal is charged with sharing the vision and expectation for equity, fostering a culture that supports equity, and training staff on the tools needed to develop equitable classrooms.

In Modules 1 and 2, you conducted analyses and gathered data to create an action plan for implementing an instructional model. Now, youre ready to share what you know with the faculty.

In this assignment, you will plan for an engaging, 4-hour, back-to-school, interactive professional development session. You will develop a slide presentation with speaker notes, an agenda, and a participant feedback survey.

You do not need to record the 4-hour professional development. You are only planning for it so it would be ready to facilitate.

Step 1

Gather information needed to prepare the professional development:

• demographic data about your school collected in the Module 1 assignment, including the numbers of students in different groups and served by different programsEnglish as a second language (ESL), gifted and talented (GT), special education, 504, career and technical education, etc.) and a demographic profile of the staff
• student performance data
• your chosen instructional model (SIOP, UDL, CRT) from your Module 2 action plan

Step 2

Use Microsoft PowerPoint to design your presentation to include:

• Title
• Objectives
• Agenda
• Your vision for the schools culture and equity could include child-centered education, high expectations, student support; equity, inclusiveness, social justice; openness, caring, trust; technology access, continuous improvement, etc.
• Two engaging getting-to-know-you back-to-school activities that communicate the importance of relationship-building as related to the work of diversity, equity, and inclusion
• The demographic profiles of students
• The demographic profiles of staff
• Student performance data
• The chosen instructional model (SIOP, UDL, CRT), its anticipated benefits for targeted student groups, and modeling for how to use it
• An interactive activity where staff can practice the application of the model
• Invitation for feedback
• References

Create bulleted lists to guide what you would say or do in the speakers notes for each slide.

Follow these steps to create a PDF of your presentation with speakers notes using the desktop version of Microsoft Word:

1. File > Print
2. Printer > Microsoft Print to PDF
3. Settings > Slides > Notes Pages
4. Print

Follow these steps to create a PDF of your presentation with speakers notes using Word on Office365:

1. File > Print > Print Notes Pages
2. Destination > Save as PDF > Save

Step 3

Compile your agenda and participant feedback survey instrument using the .

The agenda should include timeframes, topics or activities, and a brief description of what will occur during each topic or activity.

The participant feedback survey instrument should include directions and five questions aligned with the session objectives, content, and activities.

Step 4

Use the Module 3 assignment rubric to informally assess your work and ensure you have met all requirements.

Then, submit two files:

• Professional development presentation PDF with speakers notes
• Agenda and survey questions

Please rea

Assignment #6: CONSIDER IT! UDL Barriers/Strategies Instructions: Go back to your lesson plan template and add your “Consider It” UDL considerations (One barrier and one strategy from the UDL chart for each domain section). Then submit with the sections of your 7C’s lesson plan completed so far.

This is an AI generated version. Please write it in your own words and please make sure it aligns with the rubric. See upload for AI generated and rubric

Her is the assignment:

Please respond to question(s) below. Your response should be at minimum three double-spaced pages in 12 font of Times New Roman.

Website – www.readingrockets.org

Purposes for Students –

to develop a more thorough understanding of differentiated reading instruction

to become aware of the necessity of reading diagnosis in differentiated reading instruction to consider a variety of examples of grouping practices used to effectively differentiate reading

instruction

to expose students to another resource for information about reading instruction, the Reading

Rockets website

Procedures –

Go to the Reading Rockets website select one of three recommended articles about differentiated reading instruction:

a) An Example of the 90-Minute Reading Block

90 Minute Reading Block

b) Grouping Students Who Struggle with Reading

Grouping Students Who Struggle With Reading

c) Differentiated Classroom Structures for Literacy Instruction

Differentiated Classroom Structures for Literacy Instruction

(You may also include this article in your discussion https://shanahanonliteracy.com/blog/new-evidence-on-teaching-reading-at-frustration-levels#sthash.D9Q48q64.lkUZ89Ej.dpbs)

4. Read the article thoroughly and write responses to the following prompts:

o What are the key elements of differentiated reading instruction? (Provide three bulleted points.)

What teacher preparation is needed to implement differentiated reading instruction? (Provide three bulleted points.)

o What are some effective grouping strategies for differentiated reading instruction? (Provide four bulleted points.)

(Do not be afraid to think critically regarding these articles and methods).

Case Study Scenario: Voula Pappio is new to your practice. She is 40 years old and has three children. Because this is her first appointment, you must conduct a medication/health history. While obtaining her history, you learn that Mrs. Pappio is a healthy individual whose only prescribed medication is esomeprazole 40 mg once daily. Upon further questioning, you discover that Mrs. Pappio self-treats with an occasional acetaminophen or ibuprofen. Instructions: Review the case and answer any two of the questions below using clear explanations and evidence-based reasoning. Be sure to reply to at least one classmate with a thoughtful comment that extends the discussion. Discussion Questions (ANSWER at least 2): What specific follow-up questions would you ask during a medication/health history to ensure safe dental treatment? Why might Mrs. Pappio choose to self-treat with OTC drugs? Mrs. Pappio is later prescribed: Amoxicillin 250 mg, Sig: 1 TID for 10 days. Please explain this prescription in patient-friendly language. Also, would you consider dosing typical for an adult dental patient? Why or why not? What are the advantages and disadvantages of orally administered drugs?

Write a 68 page analytic essay that:

Articulates your personal beliefs about teaching, learning, supervision, and equity.

Connects those beliefs to the texts contrast between traditional and dynamic schools and the call for collegial supervision.

Explains how your beliefs would shape a school improvement agenda focused on continuous teacher learning.

Required references: Chapters on The Norm, The Dynamic School, Adult and Teacher Development, and Reflections on Educational Beliefs, Teaching, and Supervision.

Textbook: Glickman, C. D., Gordon, S. P., Ross-Gordon, J., & Solis, R. (2025). SuperVision and instructional leadership: A developmental approach (11th ed.). Pearson

Reading and writing skills are essential in all content areas. Whether students are interacting with expository texts or texts from various literary genres, they need to be able to view text critically and gain meaning from it. Using cross-curriculum planning, you can select books and readings that support what is being taught in other content areas while still reinforcing essential reading and writing skills. Imagine your principal has asked you to create a short professional development session that can be shared with other teachers in your building. The goal of the session is to provide a high-level overview of the benefits of cross-content curriculum planning and using literature to support key concepts and ideas being taught in other subject areas. Using the topic Resources and your own research, create an 8-10 slide narrated digital presentation for a professional development session designed for K-12 teachers. The presentation should not exceed five minutes in length. You may choose any virtual tools to create the narrated presentation. Suggestions include using a slideshow tool like Google Slides or PowerPoint and then narrating the slideshow using a tool like Loom or Screencastify. Remember that video and audio quality are important and should be taken into consideration. Ensure your video is filmed with sufficient lighting and that the volume is adequate for viewers to hear. Intonation, expression, proper speech, and professional attire are expected. The presentation should: Explain the importance, value, and benefits of cross-curricular planning and the use of literature to support the learning outcomes being taught in other content areas in each grade range (K-3 and 4-8). Summarize how to best utilize cross-curricular planning in each grade range (K-3 and 4-8), including discussion of the unique processes that can be used in planning and the challenges one might face when planning for each grade range. Explain how using literature to make cross-curricular content connections aligns to the reading content area standards. Describe how using literature to make cross-curricular content connections can support differentiated instruction and help to meet the needs of diverse students. Provide specific examples to illustrate your ideas. Provide an example of a cross-curricular lesson or activity for each grade range (K-3 and 4-8) so teachers understand how connections can be made between concepts and skills. Include discussion of both literature and expository text selections. Include a title slide, reference slide, and speaker notes. There are no notes required for the title and reference slides, and these two slides are not part of the total presentation slide count. Support your presentation with a minimum of three scholarly resources. Submit both the digital presentation and the link to the narrated presentation. Ensure that others can access and view the link to your narrated digital presentation prior to submitting to the digital classroom. 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

Social media can be a huge influence on society. Your patients may be asking your thoughts on certain products or methods for oral hygiene they see on You tube, Tik Tok, Facebook, newspapers, magazines and even Google. Your assignment is to find a social media post and answer the questions provided. We will be reviewing these in class. Sample post: &sender_device=pc&web_id=7577881424143058487

Candidates should save a draft of every assignment for their records and be ready to share with professor if asked

Understanding how to Provide Equity and Access for all Learners? How does the cooperating teacher engage all students? Why is it important to observe the cooperating teacher? Think about what you will learn and how it will impact your work with the students. As you observe the cooperating teacher you will have an opportunity to take note of how the on-level curriculum is facilitated and how the cooperating reacher provides modifications and accommodations that ensure all students have access to the learning. This is crucial in your practice and you have to be able to identify it in order to be able to plan for it.

The Clinical Observation for Equity and Access will support preparation and planning for the POP Cycles. It will help strengthen your focus on engagement, scaffolding, and providing access to the content and learning for all students.

1. Review the specific elements of the and the listed below.
2. Danielson Domain 3 component: A
3. HLP 14: Teach cognitive and metacognitive strategies to support learning and independence.
4. HLP 16: Use explicit instruction.
5. HLP 20: Provide Intensive Instruction.
6. Observe your Cooperating teacher teaching a comprehension strategies using mentor text or math lesson that is building conceptual understanding in math and videotape this lesson
7. Take on the teachers lesson.

• Timestamp and cite from the lesson to support your evidence utilizing low inference notes (see the directions and transcript template attached below).
• This is an example of low inference notes:

1. Complete

• In your analysis, identify and describe key elements of the observed lesson and analyze the instructional and assessment strategies that are used to engage the learner focusing on the identified Danielson 3A and HLP elements. Furthermore, each Domain 3 A component is composed of several smaller elements, which serve to further define the component.
• Support your findings with at least 2 comments on what went well in the lesson ( glow) and 2 suggestions for improvement ( grow), supporting your statements with references to the suggested strategies from the HLP description from the (If the suggested in the module HLP is not applicable to the context of your teaching, you may choose another HLP and cite the source).
• Make recommendations to improve lesson delivery making specific reference to the evidence from the low-inference transcript about the interactions between the teacher(s)/adults, children/children and children and the use of instructional materials/environment.

1. Submit your completed low inference notes and video lesson analysis via this Canvas assignment. Your submission will be graded with the below rubric.

I’m not sure how many slides you’ll need for this assignment, however, it needs to be a 10 minute long presentation.