Use the various Grand Strategy selection matrices to select the grand strategy (or strategies) that the Coca-Cola Company should follow.

Assessment 5: Educator PortfolioAssemble a professional portfolio for yourself as an educator that includes a 1-3 page philosophy of teaching, revised versions of Assessments 1-4 with tracked changes, and an example of constructive feedback provided to a student.Your excellent work for the MBA course you have been teaching at Sparkwimville University has resulted in an invitation to interview for a teaching/lecture position at another university. You must present your teaching portfolio containing your statement of teaching philosophy, a standard lesson with resources, a sample student assessment with grading criteria, examples of feedback you have provided to students, and a welcome video with transcript.For this assessment you will write your final version of your philosophy of teaching. Think of how you view your teaching within the context of the materials you have developed for this course. What are your core values and beliefs about education and your role as a teacher? Use this reflection to help you articulate your philosophy. You will also be assembling a portfolio that highlights your revisions on your submissions for this course, including an example of constructive feedback on student work that you will create. Preparing a professional portfolio of your student work is good practice for the portfolio of your professional work you may prepare for the interview for your dream job.Note: Assessments in this course are designed to be completed in the order they are presented in the courseroom. Please, make sure you are completing them in order.OverviewYour excellent work for the MBA course you have been teaching at Sparkwimville University has resulted in an invitation to interview for a teaching/lecture position at another university. You must present your teaching portfolio containing your statement of teaching philosophy, a standard lesson with resources, a sample student assessment with grading criteria, examples of feedback you have provided to students, and a welcome video with transcript.InstructionsThis assessment has two parts.For this assessment you will be creating an ePortfolio that effectively showcases your identity as an educator and your expertise in current trends and issues, frameworks, and optimizing supply chains. Include in your ePortfolio the assessments from this course, with any recommended revisions to them based on the feedback you received documented using the Track Changes feature of Word per the DBA Submissions Requirements.PART 1Your portfolio should lead with your personal teaching philosophy, including the adult learning frameworks that you applied when creating the materials for your MBA course on supply chain management. Identify the specific scholarly and practitioner evidence that supports or helped you develop your philosophy, as well as where your teaching philosophy is evidenced in the teaching materials you developed. Make sure you leverage the thinking and prewriting you have done throughout the course.Your philosophy of teaching should be 1–3 double-spaced pages and:Articulate your personal teaching philosophy and how it incorporates adult learning frameworks and considerations for personal continuous improvements related to teaching beliefs and self-awareness.Reflect on how the teaching materials you developed are grounded in your personal teaching philosophy and adult learning frameworks.PART 2For the second part of the assessment, upload to your ePortfolio:Your revised assessments with tracked changes.A newly created example of constructive feedback to a student.For your student feedback example, select one of the student example submissions your classmates posted to Capella Connect: DB8420/DB-FPX8420 as part of their assessment Creating an Example of Student Work.Review the related rubric and the example of student work in the context of the rubric. Then draft constructive and actionable feedback for the learner, including the following in a single document:The student example and rubric that you chose from Capella Connect: DB8420/DB-FPX8420.Your written feedback to the example student submission.Remember, your feedback should be constructive, pointing out the strengths of the submission and providing actionable recommendations to improve the submission for a better grade.Your sample feedback will be assessed on the degree to which you:Provided caring, compassionate, and constructive feedback on student work aligned with your personal teaching philosophy and adult learning frameworks that will help the student improve their future coursework.Your ePortfolio will be assessed on:The inclusion of all required artifacts for the portfolio and a working ePortfolio link.The inclusion of revised assessments with changes tracked to document the revisions you made to address instructor feedback and make additional improvements. Refer to the DBA Submissions Requirements for specifics.Refer to the Capella Microsoft OneDrive ePortfolio Job Aid [PDF] as needed.Additional RequirementsAs you complete your assessment, be sure your submission meets the following guidelines:Written communication: Use error-free, doctoral-level writing, with original (non-plagiarized) content, logical phrasing, and accurate word choices.Length of personal teaching philosophy: Your statement should comprise 1–3 double-spaced pages plus reference list.Length of feedback: Provide a minimum of one paragraph of feedback per rubric item.APA formatting: Format all references and citations according to current APA style and formatting guidelines. Refer to the Academic Writer as needed.Font and font size: Use a consistent, APA-compliant font, 12 points.Recite: Use Recite to confirm that your in-text citations match the reference list at the end of your assessment and make any needed corrections before submitting your assessment.File naming protocol: Follow the standard naming conventions for any files you upload. Refer to the DBA Submissions Requirements for details.Scholarship: Include 5–12 scholarly and professional practitioner resources as needed to support your assessment.Competencies MeasuredBy successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:Competency 1: Develop written, electronic, visual, and oral communication to educate, guide, and advise diverse academic and professional audiences.Revise teaching materials, addressing feedback received and tracking revisions using the Track Changes feature of MS Word.Upload all required revised assessments with changes tracked into ePortfolio and provide an ePortfolio link.Communicate in a manner that is scholarly, professional, and consistent with expectations for members of professional contexts.Competency 2: Educate others to seek, access, evaluate, and validate the credibility and utility of business sources for global supply chains.Provide caring, compassionate, and constructive feedback on student work that is aligned with personal teaching philosophy, adult learning frameworks, and designed to help the student improve their future coursework.Competency 6: Develop a personal teaching philosophy for continuous improvements to teaching beliefs and self-awareness.Articulate a personal teaching philosophy and how it incorporates adult learning frameworks and considerations for personal continuous improvements related to teaching beliefs and self-awareness.Reflect on how the teaching materials developed are grounded in a personal teaching philosophy and adult learning frameworks.Resources: Providing FeedbackThese resources provide guidance on giving feedback on student work, which will help you prepare to complete part of this assessment and learn a vital skill of educators.Finger, G., Sun, P., & Jamieson-Proctor, R. (2010). Chapter 113, Emerging frontiers of learning online: Digital ecosystems, blended learning and implications for adult learning. In T. T. Kidd & J. Keengwe (Eds.), Web-Based education: Concepts, methodologies, tools and applications (pp. 1684–1695). IGI Global.This resource examines how online courses affect adult learners and how feedback must be used to help learners reach learning goals.Hodge, E., & Chenelle, S. (2018). The challenge of providing high-quality feedback online: Building a culture of continuous improvement in an online course for adult learners. Transformations: The Journal of Inclusive Scholarship & Pedagogy, 28(2), 195–201.This article describes the authors' experiences providing feedback to adult learners in an online educational leadership course, the challenges they encountered in providing this feedback in a timeframe and manner to which students were receptive, and their research into how to build a culture of continuous improvement in an online course for adult learners.Literacy Information and Communication System (LINCS). (n.d.). Provide constructive feedback. https://lincs.ed.gov/state-resources/federal-initi...This resource provides a general overview of constructive feedback and how to provide feedback within the context of students’ writing abilities.Resources: Academic CoachingThe following resources will help you to deepen your understanding of academic coaching—an important skill for an educator—as well as prepare you to complete a portion of your assessment. Each resource is accompanied by a brief summary or excerpt of its abstract and/or introduction to help you frame your understanding before engaging with the resource.Capstick, M. K., Harrell-Williams, L., Cockrum, C. D., & West, S. L. (2019). Exploring the effectiveness of academic coaching for academically at-risk college students. Innovative Higher Education, 44(3), 219–231.Capstick et al. discuss the value of using the Academic Coaching for Excellence program to help academically at-risk students improve their achievement and continue their programs of study.Jones, R. J., & Andrews, H. (2019). Understanding the rise of faculty-student coaching: An academic capitalism perspective. Academy of Management Learning & Education, 18(4), 606–625.This article examines current common faculty-student coaching practices and makes recommendations to mitigate perceived dangers while maximizing the benefits of coaching in management education.Pechac, S., & Slantcheva-Durst, S. (2019). Coaching toward completion: Academic coaching factors influencing community college student success. Journal of College Student Retention: Research, Theory & Practice, 1–25.This article examines which specific coaching factors had the greatest impact on the persistence and success of a sample population of community college students.Resources: Philosophy of Teaching Statements and Professional PortfoliosThe following resources will help you to understand the characteristics and expectations of philosophies of teaching statements and professional portfolios to help you to complete this week's related assessment. Each resource is accompanied by a brief summary or excerpt of its abstract and/or introduction to help you frame your understanding before engaging with the resource.Beatty, J. E., Leigh, J. S. A., & Lund Dean, K. (2020). Republication of: Philosophy rediscovered: Exploring the connections between teaching philosophies, educational philosophies, and philosophy. Journal of Management Education, 44(5), 543–559.Teaching philosophy statements reflect our personal values, connect us to those with shared values in the larger teaching community, and inform our classroom practices. This article explores the often-overlooked foundations of teaching philosophies, specifically philosophy and historical educational philosophies.Korobova, I., Korobov, V., Sarkisov, A., Baysha, K., & Plotnikova, O. (2020). Portfolio technology in the system of future geography teachers personally-oriented education [Conference paper]. International Multidisciplinary Scientific GeoConference: SGEM; Sofia, 20(5.2).This article examines the use of professional portfolios in the context of displaying the achievements of students in training to become geography teachers.