Writing
EDUC 642 Liberty University Student Behavior & Management PPT

EDUC 642

Liberty University

EDUC

Question Description

I’m working on a Writing exercise and need support.

Article 2- Due Friday, March 27

Presentation 1- Due Friday, April 3

Presentation 2- Due Friday, April 24

Case Study 1- Due Friday, April 10

Case Study 2- Due Friday, April 17

Instructions are listed in the documents below..

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EDUC 642 ARTICLE REVIEW INSTRUCTIONS Requirements: • Choose articles from scholarly journals of educational leadership. (See list below of sample journals.) • Articles must be current (within the last five years) and must be related to issues in school leadership or instructional supervision. • Type the article review using Microsoft Word (no other computer program is acceptable). • Article Review must include a title page, no more than 1 page of article review, no more than ½ page of reflection, and a reference page in APA style (4 pages total). • Open the review with a strong thesis statement and summarize the author's main points on the first page. Using third person, state your personal reaction to the article on the second page (“This author agrees/disagrees…”). • It is suggested that you review articles that can be used as references in your presentations later in the course. Sample Leadership Education Journals: • • • • • • • Academy of Educational Leadership Journal Administrator American Journal of Evaluation American School Board Journal Educational Evaluation and Policy Educational Management & Administration Educational Research Article Review 1 is due by 11:59 p.m. (ET) on Sunday of Module/Week 1, and Article Review 2 is due by 11:59 p.m. (ET) on Sunday of Module/Week 2. EDUC 642 CASE STUDY 1 INSTRUCTIONS The assignment is to be completed from the perspective of the administrator of a suburban private school in an upper-middle class area. Read the scenario carefully and generate a plan of action that should lead to resolution of the conflict between the two teachers. The plan should be both descriptive and prescriptive. It should also include a timeline and logistical plans for implementation of your revised curriculum. Your case study should be between 2-3 pages. At least 2 references should be included in APA format. Scenario: Mrs. Vet's position: Mrs. Vet is a veteran teacher of 16 years in this suburban school that serves a population of professional workers in technology, chemical engineering, and education. She has implemented a highly structured textbook series for most of her career. She has implemented the text plan using the company-written worksheets, quizzes, and tests. She follows the prescribed lesson plans, adheres to the recommended timing of the lessons, and implements the systematic, timed, drill and practice activities. The achievement profile for the past five years depicts a class performance average in the 76 percentile. Mrs. New's position: Mrs. New is a new-to-the school teacher with three years of experience in an at-risk school in an inner city environment. During her tenure at the other school, Mrs. New's teaching team worked with very low socio-economic groups who were poorly motivated, and ill-equipped for learning. She presented a test score profile from her previous position that indicates a class performance average in the 73 percentile. While in the previous position, she lead a grade-level team in building curriculum that met the needs of the students in that school. Mrs. New is completing her first year of teaching at this suburban school after moving to the area because of her husband’s position. Conflict: When asked to develop plans for the next school year, Mrs. Vet has recommended no significant changes in the status quo. Mrs. New has recommended that the teachers work together over the summer to align the curriculum with the assessment measures, to establish an accounting for state public school standards, to update the content presented, and to align the skills and content with student needs and interests. Mrs. Vet's argument is that there is no need to change a program that is obviously working. She holds the position that Mrs. New has not been in the school long enough to know the program and will gain increased comfort with the structured program as she continues to follow it. Mrs. New's argument is that the demographics of the population indicate that the achievement of the students in this school should be in the 90 percentile or above. She says that following the scripted text prevents her from teaching to meet the needs of individual students. She states that students are bored and unchallenged by the material. Your task is: (1) to resolve the conflict and (2) to decide on the approach to be used in curriculum planning and implementation. EDUC 642 Case Study 1 is due by 11:59 p.m. (ET) on Sunday of Module/Week 4. EDUC 642 CASE STUDY 2 INSTRUCTIONS Analyze the information provided. Address the question posed in essay format. Your case study should be between 2-3 pages. Use at least 2 references in APA format. ESSAY QUESTION: Based on the analysis of the data provided, what would you recommend that the principal decide about the renewal of contract or award of tenure for the teacher involved? Provide a databased, research supported rationale for your recommendation. Parties: Principal and Third year, Sixth grade teacher (tenure review year) Demographics: • Traditional school organization • Sixth grade is in the middle school group • Sixth grade is self-contained • Sixth grade is comprised of four sections of 20-25 students, heterogeneous groupings • September through April Pre-Observation Conference tenets (September) • Informal observations twice weekly (grade level chairman) • Formal observations monthly (principal) • Skills focus: Time on task • Questioning level • Modality stimuli • Proximity • Verbal Zone • Instructional Flow (formal observation) • Pedagogical Interaction Precipitating Events: In year one and year two, the teacher averaged two discipline referrals per day. Year two recommendations indicated that the teacher needed to be placed on a systematic intervention plan that included shadowing effective teachers, participation in clinical observation cycles, and professional development to address effective instructional strategies. Using the data that follows and the results of the conferences following each observation, the principal must make a recommendation to the superintendent concerning the termination of employment, or the awarding of tenure for the teacher for the coming school year. There is no option of retaining the teacher if tenure is not awarded. In a self-evaluation summary, the teacher states: “In the last three years, I have really improved my teaching strategies and classroom management skills. I have learned to keep my lessons organized and to keep track of where my materials are. I learned to turn in my lesson plans on time and have begun to provide specific activities for each type of intelligence. I have attended the professional development sessions about intelligences and social studies. As a result, I believe that I should be awarded tenure and Page 1 of 7 EDUC 642 allowed to choose the level of my assignment from the vacancies that occur such that I can avoid further personality conflicts with the grade chairman.” Based on the outcomes of the intervention plan established by the principal and the grade-level chair, the clinical obsrevations made by the principal, and the recommendation of the grade-level chair based on his informal observations, termination has been recommended to the principal. Your task is to evaluate all of the data provided and to either agree with the termination recommendation or to provide support for tenure. Data Set 1: Student Achievement Growth Profile for Year One and Year Two of the Teacher’s Employment (Each student should achieve a minimum of +10 months during each year to stay on grade level. The Classifications are simply different groups of students within the class.) Year 1 – Group 1 Year 2 - Group 2 Growth Profile Growth Profile Mathematics Classification 1: +9 months Classification 1: Classification 2: +6 months Classification 2: Classification 3: +6 months Classification 3: Language Classification 1: +9 months Classification 1: Classification 2: +6 months Classification 2: Classification 3: +4 months Classification 3: Social Sciences Classification 1: +9 months Classification 1: Classification 2: +7 months Classification 2: Classification 3: +4 months Classification 3: Natural Sciences Classification 1: +11 months Classification 1: Classification 2: +7 months Classification 2: Classification 3: +4 months Classification 3: Growth reported in the average gain as reported by months of growth Area +6 months +7 months +5 months +10 months +6 months +5 months +8 months +7 months +2 months +10 months +6 months +3 months Time on Task Results – September 15 (A “+” indicates that the student was on task at that moment and a “-“ indicates they were off task at that moment. S1 indicates Student 1, etc.) S1 +---+----S2 ++--+----S3 ++++++++++ S4 – ++-----S5 +--------S1 20% S2 30% S3 100% S4 20% S5 10% S6 ---------S7+--------S8 ++--+----S9 ---------S10 +++---++-S6 0% S7 10% S8 30% S9 0% S10 50% S11 ---++----S12 ++--+----S13 +---+----S14 +--------S15+++++--++S11 20% S12 30% S13 20% S14 10% S15 70% S16 ---------S17 ---++----S18 +---+----S19 ---------S20 +---+----S16 0% S17 20% S18 20% S19 0% S20 20% S21 +--------S22 ++----++-- S23 ++--+----S24 ---++----S25 ++--+----S21 10% S22 40% S23 30% S24 20% S25 30% Page 2 of 7 EDUC 642 Pedagogical Interaction Results – October 21 Lesson Format: Review of unit prior to an assessment Interaction Format Percent (Total of 214 interaction episodes) Teacher to group 43% Teacher to individual student 42% Student to Student 15% Student to Teacher 5% Only interactions related to the planned lesson were included. There were multiple student-tostudent interactions that appeared to be non-instructional conversation. Questioning Level Results – November 12 Social Science Lesson, 30 minutes of third period Question level Frequency Knowledge/recall ||||| ||||| ||||| | Comprehension/translation |||| Application/problem solving ||||| ||||| || Analysis | Synthesis Evaluation Modality Stimuli – December 9 Time 30 minutes Stimuli Frequency Auditory/ Name Calling/ ||||| ||||| ||||| ||||| ||||| ||||| ||||| ||||| ||||| Listen Signal Words ||||| ||||| ||||| |||||| ||||| |||||| ||||| ||| Kinesthetic/ Directed ||||| || Student Movement Visual/ Visual references or No objects included in the directions to objects lesson. Students read from the text when called upon. Percent 48% 12% 36% 3% Percent 92% 7% Auditory Reinforcement of Students – December 9 20 minutes following Stimuli Assessment and 30 minutes of fourth period S1 ||||| S2 ||| S3 S4 S5 | S6 ||||| |||| || S7 || S8 | S9 ||||| ||| S10 S11 S12 S13 S14 S15 || S16 ||| S17 S18 || S19 ||||| ||| S20 S21 ||||| ||||| ||||| S22 S23 S24 S25 ||||| |||| Proximity – January 19 Page 3 of 7 EDUC 642 Movement within 2 feet of student during the lesson 30 minutes fifth period S1 ||||| || S2 ||| S3 | S6 S7 S8 | S11 S12 S13 S16 S17 S18 S21 S22 S23 S4 ||| S9 | S14 S19 S24 S5 || S10 S15 S20 S25 Page 4 of 7 EDUC 642 Verbal Zone – February 12 Verbal Directionality taken at 30 second intervals. Xnumeric indicates the position of the teacher at the time of record. X1 X3 X2 X6 S1 X4 X5 X7 S2 S3 S4 S7 S8 S9 S11 S12 S13 S14 S15 S16 S17 S18 Zone 3 S19 S20 S21 S22 S23 S24 S25 S6 Interval 1 X1 2 3 4 5 6 move X2 7 8 9 10 11 12 13 move X3 14 15 16 17 18 move X4 Zone 1 Zone 1 X X X X X Zone 2 Zone 2 X X X X X X X X X X X X X X X X X S5 S10 Zone 4 Zone 3 Zone 4 X X X X X X X X X X X X X X Page 5 of 7 EDUC 642 19 20 21 22 23 24 25 26 27 28 29 Move X5 30 31 32 33 34 35 36 37 38 39 40 41 42 42 43 44 45 46 47 Move X6 48 49 50 Move X 7 51 52 53 54 55 56 57 58 59 60 X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X Page 6 of 7 EDUC 642 Instructional Flow – March 6 54 minutes – Second Period Reading Attendance and prayer – 10 minutes Introduction to Story – 7 minutes Vocabulary Review – Stimulus response – individual student – 8 minutes Silent Reading of Story – 7 minutes Oral Reading of Story – 20 minutes Explanation of homework – 2.5 minutes Case Study 2 is due by 11:59 p.m. (ET) on Sunday of Module/Week 5. Page 7 of 7 EDUC 642 PRESENTATION 1 INSTRUCTIONS Create a staff development presentation on instructional planning for your school (or a mock school). The presentation should be completed using Microsoft PowerPoint and consist of no more than 15 slides. Each slide should have only key points and should be formatted using bullet points rather than being written in paragraph form. Your presentation should be based on data analysis and address a topic of importance to improving student achievement. This topic should be specific and not just a general presentation of how to improve student achievement. If, for example, as a Supervisor of Instruction you determine there is an achievement gap between the achievement of boys and girls in your school, your staff development presentation might focus on strategies your teachers could use in the classroom to differentiate lessons based on gender. You must use at least five references. Please be sure to use information from your textbook, websites, and research. Also, be sure to cite all of your sources on the final slide of your presentation. Presentation 1 is due by 11:59 p.m. (ET) on Sunday of Module/Week 3. EDUC 642 PRESENTATION 2 INSTRUCTIONS Create a staff development presentation on behavior management for your school (or a mock school). The presentation should be completed using Microsoft PowerPoint and consist of no more than 15 slides. Each slide should have only key points and should be formatted using bullet points rather than being written in paragraph form. Your presentation should be based on data analysis and address a topic of importance to improving student behavior. This topic should be specific and not just a general presentation on how to improve student behavior or a general presentation on classroom management. If, for example, you determine students are receiving a disproportionate number of discipline referrals after lunch, your staff development presentation might focus on having teachers incorporate movement strategies to help students release some of their pinned up energy. You must use at least five references. Please be sure to use information from your textbook, websites, and research. Also, be sure to cite all of your sources on the final slide of your presentation. Presentation 2 is due by 11:59 p.m. (ET) on Sunday of Module/Week 6. ...
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Final Answer

case study # 2! All assignments have been uploaded, if no revisions have a blessed and safe day until next time! Goodbye!

Running head: CASE STUDY # 2

1

Case Study #2
Instructor
Class
Institution
Date
Name

CASE STUDY # 2

2
Case Study #2

Mrs. Y has been teaching sixth grade for three years now. Within her first two years of
teaching, she was only averaging two discipline referrals a day. After the second year of
instruction, she was placed on a systematic intervention plan that included her to be shadowed by
other effective educators as she participated in clinical observations and professional
development. This was done so that effective instructional strategies could be assessed and
addressed. In September, her grade level chairman has regularly conducted observations on Mrs.
Y two times a week with the principle formally observing her instruction once a month. The
skills that were being observed by both related to time on task, questioning levels, modality
stimuli, proximity, verbal zone, instructional flow, and pedagogical interactions within the class
setting. Poor academic achievements among students can jeopardize their future outcomes as
they enter a new grade level (Heffron, 2018).
After analyzing the data and results presented, a decision to terminate of award Mrs. Y
with another year of tenure is to be made. Ms. Y feels that the classroom management and the
teaching strategies she puts forth has shown improvements over the last few years. She has also
stated that she has learned to become more organized and creating lessons that are more
engaging for the multiple types of intelligence that exist in the students she educates. Mrs. Y has
also emphasized that she has had personal conflicts with her grade level chairman and that she
desired to t...

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