Category: Education

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Discussion Topic

Review the instructions for the key assessment: , due at the end of the course.

Students should answer the following prompts:

1. Brainstorm ideas for Part 1 (Context) and 2 (Planning) of the key assessment. Apply what you have learned in this module’s materials regarding planning classroom assessment that incorporates translanguaging and cultural responsiveness.
2. Indicate any considerations or modifications teachers should make when assessing specific sub-populations of multilingual learners (see Figure 1.1, Classroom Assessment in Multiple Languages, p. 6).
3. Explain the role that technology might play in your classroom assessment and/or learner self-assessment.
4. Ask any questions or clarifications you may have about the key assessment instructions or rubric.

Classroom Assessment in Multilanguages

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Instructions

Overview and Context

The purpose of this assessment is to use knowledge and skills obtained through course materials and class activities to develop and implement classroom assessment in multiple languages using the assessment cycle. The cycle includes the following phases:

Plan classroom assessment

Collect and organize assessment data

Analyze and interpret assessment data

Evaluate and report the assessment information

Take action steps

The assignment earns 10 clinical hours in the course. Candidates pursuing a bilingual endorsement should do the project in a bilingual setting. Candidates pursuing an ESL endorsement can do the project in either an ESL or a bilingual setting.

Standards Addressed

TESOL/NCATE Standards (2012): 1.b, 2, 3.a, 3.b, 4.b, 4.c, 5.b

CRTL Standards: a.2, a.3, b.5, c.7, e.7, g.4, g.10, g.12, f.5

Addressed Course Learning Outcomes

Articulate the purposes of assessment and impact of educational policies on assessment practices.

Critically analyze traditional and alternative modes of assessment (e.g., standardized, performance-based, and portfolio) for emergent bilingual learners.

Design and implement effective instruments and procedures for assessing multiple language proficiency and academic performance.

Develop assessment literacy to interpret data from various assessment instruments.

Collaborate with stakeholders to evaluate assessment results to monitor learner progress and make joint decisions.

Use assessment results to reflect on teaching effectiveness and differentiate instruction for multiple language proficiency, content learning, and diverse learning needs.

Apply strategies to involve students in assessment and self-assessment to help them monitor their progress, become aware of their strengths and their needs, and establish goals for learning.

Directions

Work with a diverse classroom with emergent bilingual learners who are classified for ESL/bilingual services or recently exited from them. It may also include emergent bilingual learners whose parents/guardians have refused services. If you don’t have access to an actual classroom with emergent bilingual students, some options are available. For example, 1) partner up with a peer who has access to a diverse classroom on designing and collecting data; or 2) work with one or more emergent bilingual students (in or outside of the school setting). Please discuss with the instructor for other ideas. Follow the assessment cycle below for classroom assessments in multiple languages:

Context/Setting

Provide basic demographic information on the emergent bilingual learners and their families (e.g., age level, primary and additional language(s) proficiency levels, race/ethnicity, socioeconomic status). Use pseudonyms to respect privacy rights.

If applicable, use the Illinois State Board of Education Report Card (http://illinoisreportcard.com) to obtain demographic information about the school and its students.

Planning Assessment

Provide the context for assessment: Grade level, subject area, unit/lesson topics, and appropriate content & language standards

Create a classroom assessment in multiple languages:

Identify the purposes of the classroom assessment (i.e., language domains; content knowledge/skills; assessment as, for, and of learning)

Include the assessment instrument

Explain when the assessment is used in the lesson/unit

Provide the rationale as to how the assessment reflects translanguaging and culturally responsive pedagogies

Collecting & Organizing Assessment Information

Administer the assessment to collect data from emergent bilingual learners

Organize the assessment data by receptive and/or productive domains in multiple languages

Analyzing and Interpreting Assessment Information

Explain strategies you use to analyze and interpret assessment data from classroom observation, multimodal communication and multiliteracies, and/or translanguaging

Provide the feedback you plan to share with the students

Evaluating and Reporting Information

Describe how you evaluate information from the assessment

Explain how and to whom you plan to report assessment results

Taking Action

Explain the action steps for stakeholders (e.g., emergent bilingual students, teachers, school community, and families) to promote multilingualism and multiculturalism in the learning community and larger society

Final Report

Include all of the above information in a well-organized final report. Multimodal format is welcomed. Use pseudonyms to respect privacy rights. Submit the report to the Assignment Folder on D2L.

Assessment

Before submitting, review your project using the rubric to ensure that you meet all criteria at the proficient level.

Criteria0

1

2

3

Criterion Score

Basic demographic data ||TESOL 2

0 points

Demographic information is missing

1 point

Demographic information includes less than half of the categories: age, primary, and additional language(s) proficiency levels, race/ethnicity, socioeconomic status, and school information

2 points

Demographic information includes half or more of the categories: age, primary, and additional language(s) proficiency levels, race/ethnicity, socioeconomic status, and school information

3 points

Demographic information includes all of the categories: age, primary, and additional language(s) proficiency levels, race/ethnicity, socioeconomic status, and school information

Score of Basic demographic data ||TESOL 2,

/ 3

Planning: Context ||TESOL 3a

0 points

Context for assessment is missing

1 point

Context for assessment includes less than half of the categories: grade level, subject area, unit/lesson topics, and appropriate content & language standards

2 points

Context for assessment includes half or more categories: grade level, subject area, unit/lesson topics, and appropriate content & language standards

3 points

Context for assessment includes all the categories: grade level, subject area, unit/lesson topics, and appropriate content & language standards

Score of Planning: Context ||TESOL 3a,

/ 3

Planning: Purposes ||TESOL 4b

0 points

Does not identify assessment purposes

1 point

Identifies less than half of the categories for the purposes of classroom assessment: Language domains; content knowledge/skills assessment as, for, and of learning

2 points

Identifies some but not all of the purposes of the classroom assessment, or inaccurately identifies some assessment purposes: Language domains; content knowledge/skil ls; assessment as, for, and of learning

3 points

Accurately identifies all of the purposes of the classroom assessment: Language domains; content knowledge/skills; assessment as, for, and of learning

Score of Planning: Purposes ||TESOL 4b,

/ 3

Planning: Assessment Instrument ||TESOL 4c

0 points

Does not include assessment instrument

1 point

Included assessment is incomplete or inappropriate for the assessment purposes

2 points

Included assessment is complete but some components may be inappropriate for the assessment purposes

3 points

Includes the complete assessment instrument that matches the purposes of the assessment

Score of Planning: Assessment Instrument ||TESOL 4c,

/ 3

Planning: Rationale ||TESOL 1b

0 points

Does not provide the rationale as to how the assessment fits into the translanguaging and culturally responsive pedagogies

1 point

Provides a basic rationale as to how the assessment fits into the translanguaging and culturally responsive pedagogies, with no support from course materials

2 points

Provides the rationale how the assessment fits into the translanguaging and culturally responsive pedagogies, with limited support from course materials (1 source)

3 points

Provides the rationale as to how the assessment fits into the translanguaging and culturally responsive pedagogies, with compelling support from course materials (2 or more sources)

Score of Planning: Rationale ||TESOL 1b,

/ 3

Collecting and organizing: Data collection and presentation ||TESOL 4c

0 points

Assessment data are neither collected nor organized

1 point

Incomplete assessment data are collected, or data are not organized

2 points

Complete assessment data are collected and organized by receptive and/or productive domains in one language

3 points

Complete assessment data are collected and organized by receptive and/or productive domains in more than one language

Score of Collecting and organizing: Data collection and presentation ||TESOL 4c,

/ 3

Analyzing and interpreting: Strategies ||TESOL 4c

0 points

Does not include strategy explanation

1 point

Explains one strategy to analyze and interpret assessment data but the strategy may be inappropriate

2 points

Explains one appropriate strategy to analyze and interpret assessment data

3 points

Explains more than one appropriate strategy to analyze and interpret assessment data

Score of Analyzing and interpreting: Strategies ||TESOL 4c,

/ 3

Analyzing and interpreting: Feedback ||TESOL 4c

0 points

Does not provide student feedback

1 point

Provides limited feedback that may not be meaningful to students

2 points

Provides some meaningful feedback for the students

3 points

Provides meaningful and constructive feedback that builds on student strengths and identifying areas of growth

Score of Analyzing and interpreting: Feedback ||TESOL 4c,

/ 3

Evaluating and reporting: Evaluation ||4c

0 points

Does not include description

1 point

Description of how to evaluate information is vague or inappropriate given consideration for multiple languages

2 points

Description of how to evaluate information is specific but may be inappropriate given consideration for multiple languages

3 points

Description of how to evaluate information is specific and appropriate given consideration for multiple languages

Score of Evaluating and reporting: Evaluation ||4c,

/ 3

Evaluating and reporting: Report out ||TESOL 5b

0 points

Does not include explanation

1 point

Incomplete explanation of how or to whom the assessment results are reported

2 points

Complete explanation of how and to whom the assessment results are reported but some parts of the explanation may be inappropriate

3 points

Complete and appropriate explanation of how and to whom the assessment results are reported

Score of Evaluating and reporting: Report out ||TESOL 5b,

/ 3

Taking Action ||TESOL 3b

0 points

Does not include action steps

1 point

Explain the action steps but they may not be appropriate for the identified stakeholder(s)

2 points

Explains the appropriate action steps for one stakeholder

3 points

Explains the appropriate action steps for more than one stakeholder

Score of Taking Action ||TESOL 3b,

/ 3

TotalScore of Classroom Assessment in Multiple Languages NCE KEY CIL,

/ 33

Overall Score

0: Missing

0 points minimum

1: Unsatisfactory

6 points minimum

2: Basic

17 points minimum

3: Proficient

28 points minimum

This paper focuses on the presenting problem/issue you would like to investigate for your dissertation in practice. This is an early draft of a problem of practice and, thus, not a polished conceptual rendering of the problem of practice that will be part of your final dissertation in practice. The idea of this assignment is to practice conceptualizing problems of practice and to demonstrate your engagement with the goals of these foundational courses. Paper should be in APA professional

paper format, 7-10 pages, not including title page, abstract, or references.

Problem in practice: Resident Assistant (RA) training models are often standardized, but may not adequately account for institutional size and complexity.

Required Citations:

Burkholder, G. J., Cox, K. A., Crawford, L. M., & Hitchcock, J. H. (2020). Research design and methods: An applied guide for the scholar-practitioner. SAGE. ISBN 1544342381.

Perry, J. A., Zambo, D., & Crow, R. (2020). The improvement science dissertation in practice: A guide for faculty, committee members, and their students. Myers Press. ISBN

1975503201.

Instructions

For this assignment, you will reflect on anti-bias work in the early childhood classroom. Using the readings in the course outline, and your participation in your fieldwork, write a paper (3-4 pages) detailing your reflections on anti-bias curriculum.

Consider the Goals for Anti-bias teachers and these questions in your response:

What important ideas did the readings and films provide for you? What connections can you make to your current fieldwork? How will you take these ideas with you into your work with children and families? What practices are in place or would you like to put into place in your classroom?

What questions have arisen or may arise either directly or indirectly from children in your classroom? How have you or would you address these questions?

What is or what might be difficult for you? How have you or might you deal with these difficulties? What is an action you have taken or can take? How have you or can you make yourself ready to talk about race and racism?

Be specific in referring to course content and honest and reflective about how you are and hope to be as a teacher of young children. Be sure to go beyond the important ideas of including diverse books, baby dolls and multi-cultural studies in your classroom to think about this on a deeper level.

Be sure to connect to sources in each part of your response. Please cite a minimum of 3 sources.

ECETP Goals for Anti-Bias Teachers

Increase your awareness and understanding of your own social identity in its many facets and your own cultural contexts, both childhood and current. (ABE Goals 1&2)

Examine what you have learned about differences, connection, and what you enjoy or fear across lines of human diversity. (ABE Goal 3)

Identify how you have been advantaged or disadvantaged by the stereotypes or prejudices you have absorbed about yourself or others. (ABE Goal 3)

Explore your ideas, feelings, and experiences of social justice activism. (ABE Goals 3&4)

Open up dialogue with colleagues and families about all of these goals. (ABE Goal 4)

links for readings and film

https://www.naeyc.org/resources/pubs/yc/nov2019/understanding-anti-bias

https://www.naeyc.org/resources/pubs/yc/may2018/teaching-learning-race-and-racism

https://www.naeyc.org/resources/pubs/yc/mar2016/moving-beyond-anti-bias-activities

Gender Creativity and Following the Child: A Montessori Connection

Reflecting on Anti-Bias Education in Action: The Early Years

QRQ refers to a Question, Reflection, and a Quote from the assigned texts. Each week, there will be assigned texts; please offer a question, a reflection, and a quote from across the texts or a single text.

Include what I’m calling a Muddy Point within your QRQ submission, these are confusions, wonderings, places where you might be stuck in your thinking, reading, life etc. This will serve as our attendance tracking.

Reflecting upon your own experience as a student on a self paced online module, and bringing in other examples from academic literature, discuss the main responsibilities of students undertaking an online module and suggest ways in which students can co create an active learning environment

As part of your coursework in educational technology leadership, you will undertake a project that simulates a real-world technology integration scenario in a K-5 setting, High School 9-12, or L&D setting. Your task is to support your selected educational setting in implementing an AI-driven tool designed to improve learning outcomes. If you would like to choose your place of employment, contact your instructor.

This project will allow you to apply strategic planning, systems thinking, instructional design principles, change management strategies, and data-driven decision-making. In each module, you will focus on a different phase of the project, completing analyses and evaluations and making recommendations. At the end of the course, you will compile your findings and recommendations into a final presentation that you will submit as your capstone deliverable. For Modules 1-3, you will create a presentation by developing 3-5 slides; culminating in a final deliverable in Module 4. Do not combine the slides from Modules 1-3 until you get to Module 4. Each modules slides should be completed as standalone deliverables for their respective assignments. (The bold assignment title is the section you will focus on this week.)

• Assignment 1: Prepare the Needs Analysis and Goal Setting
• Assignment 3: Produce a Strategic and Instructional Design Plan
• Assignment 5: Propose a Change Management and Systems Thinking Plan
• Assignment 7: Write a Data-Driven Evaluation Plan and Final Recommendations

Instructions

For this assignment, you will complete your project’s needs analysis and goal setting.

• Select either Maplewood Elementary (K-5) or Franklin High School (9-12) and their goals for integrating an AI-driven reading comprehension tool; or MedCore Solutions and the integration of an AI-Powered LMS that utilizes AI capabilities to personalize learning pathways, generate adaptive content, provide real-time feedback, assess performance automatically, create virtual coaching experiences, and analyze learning data to identify areas for improvement.
• Review the context of the selected educational context. Consider the school/organizations demographic data, performance metrics, and any existing technology use.
• Identify the specific needs this tool could address.
• Develop a set of measurable goals for the AI integration that aligns with the school/organization’s vision and addresses the identified needs.
• Submit a brief presentation outlining the school/organization’s needs, the AI tools potential benefits, and clear goals for the implementation. Justify your recommendations with at least two scholarly sources on instructional technology needs assessment.

Length: This assignment must be 3 to 5 slides (excluding the title and reference pages). Include full presentation text in the notes section to include any sources used.

References: Include 2 scholarly resources.

As part of this course, you will complete a research paper on a topic within the domain of educational leadership. You will select a topic that will guide your research, allowing you to explore an area of professional interest within educational technology leadership. This paper will help you connect theoretical insights to practical applications, building your research and analytical skills. Each module will focus on a different section of the research paper. (The bold assignment title is the section you will focus on this week.)

• Assignment 2: Develop the Outline and Research Topic
• Assignment 4: Compile the Annotated Bibliography
• Assignment 6: Write the First Draft
• Assignment 8: Synthesize the Final Draft

Instructions

For this assignment, you will decide on a research topic and outline the structure of your paper.

• Choose a Topic Area: Select an area of interest within educational technology leadership from the list:
• The role of leadership is supporting adoption of new technologies
• Leadership approaches to fostering a growth mindset among educators regarding technology
• Leadership strategies for promoting equity in technology access
• The role of technology leaders in ensuring accessibility for students with disabilities
• Strategies for building a culture of innovation through educational technology
• Developing a framework for data-informed decision-making in education
• Leadership implications of the potential of artificial intelligence in education
• Create an Outline: Organize your ideas by developing a preliminary outline. This outline should include:
• Introduction: State the purpose and importance of your research topic.
• Key Sections: Map out the main sections (e.g., literature review, analysis of current practices, theoretical framework, application to practice).
• Conclusion: Describe how you plan to summarize findings and relate them to educational practice.

Submit an outline, including a structured organization of your papers sections.

Grading

This assignment is worth 30 points and is due on Sunday. Refer to the rubric for more specific details on how this will be graded.

Source 3: from Waiting Out Detention

by Barbara D. Krasner

8 The rules to enter the United States were numerous and rigid. Among other requirements, immigrants had to pass medical and legal examinations; have a fixed amount of money; in certain cases, such as women traveling alone, have someone claim them; and be free of any criminal record. Failure to comply with these regulations meant immigrants could be detained.1 In that case, they had to satisfy a board of special inquiry before they could stay in America. The board, which consisted of three immigration inspectors, heard each case separately.

9 For many years, if an immigrant was detained, there was nothing he or she could do except sit and wait. If night started to fall, any immigrants still waiting were given a place to sleep in one of four large dormitories. Each dormitory could hold 400 people in steel cages: three-tiered bunk beds with just two feet between levels. Only blanketsno mattresses, sheets, or pillowswere provided.

10 During the day, if detainees wanted to get fresh air and exercise, they were permitted on the roofs of the Main Building and the Baggage and Dormitory Building (which was completed in 1909). For detained children, there was a playground with a tricycle, cart, and rocking horse.

11 In 1914, with war erupting in Europe, Ellis Islands new commissioner, Frederick C. Howe, felt it likely that immigrants would be detained even longer. It was, he believed, time for them to be treated like humans and not just as numbers.

12 Howe set up a kindergarten for the children. This later expanded to classes for older children where they could learn English. And much to the dismay of the Ellis Island groundskeepers, children were allowed to play, weather permitting, on the vast lawns.

13 Previously kept apart, men and women finally were permitted to sit together in the detainment area. Adults also could meet in specially assigned rooms for educational classes.

14 But perhaps best of all were the concerts, movies, and athletic events that were offered. On Sundays, different immigrant groups gave concerts. For example, on Italian Day, the Italian American community in New York arranged to have the famous tenor Enrico Caruso come out to Ellis Island and perform.

15 Nine-year-old John Titone from Sicily, Italy, was detained with his family at Ellis Island in 1910. He recalled, Once a week, youd go to the movies. Who could go to the movies once a week in Sicily? And Joseph Wohlberg, who came from Hungary in 1921, remembered, We were stuck on Ellis Island over the weekend, when no ferries were running. Around four oclock on Sunday afternoon they hustled us out into a courtyard where there were chairs set up. They wanted to entertain us with a vaudeville2 show. We watched magicians tricks, comic acts, singing, most of which we didnt understand.

16 During immigrations peak years, as many as 20 percent of the new arrivals were detained. Most waited a few hours or overnight, but some had to stay several days, weeks, or even months until their cases were cleared. It is on record that one immigrant in the early 1950s waited 21 months to enter the United States!