Common Area Observation (School Observation)

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Assignment Title: Common Area Observation Our Task This Week: For this week's written assignment, you will analyze a provided profile of a school and observations made in its cafeteria to complete a special situations analysis. You will identify areas of strength and weakness and create an action plan with recommendations for improving the overall functioning and management of this setting.

Here Are Tips, Class, On Top Performance: You'll want to provide a complete analysis of the environment and your thoughts as a school leader seeking to reduce the likelihood of discipline and bullying situations.

Yes, I know the scenario details are skeletal--- But you have much to discuss!

 Clarify your perceptions of the strengths and/or weaknesses of this setting in light of its potential to create or alleviate disciplinary problems.

 Discuss information needed to further diagnose the environment and what those facts could tell you.

 You have the luxury in this assignment of presenting and discussing any assumptions you feel are warranted----as long as your assumptions don't conflict with provided case information. Just explain why that assumption is important to your analysis.

 Connect what you see here to your own school or teaching environment.

Document Content Guidelines for This Assignment:

• Begin this and all of our written assignments by referring to your Written Assignment Rubric for comprehensive guidelines on scholarly, professional writing. You'll want to keep in mind that the cornerstone of scholarly and professional writing is clear, informative, organized, and appropriately-formatted content.

• In keeping with APA parameters, and as described within your Canvas assignment, you will include the required

 Introduction

 Body

 Conclusion

• Utilize as headings within your submission, the prescribed headings and subheadings highlighted in green within the guidelines below.

• Respond thoroughly, at minimal, as directed by the yellow-highlighted, red-bolded requirements below.

• A "well-developed" paragraph, for our purposes, is regarded as one containing six to eight carefully-written, clear, fully descriptive sentences. A "brief" paragraph, for our purposes, is regarded as one containing four to five carefully-written, clear, fully-descriptive sentences.

• You may always provide more, but not less, than the stipulated number of paragraphs.

• May I exceed that asked of me? While you must address the questions of each Template, don't allow yourself to be constrained to ONLY the questions posed there. I urge you to feel free to 'think outside of the box' as you reflect on new and novel approaches to solving the common problems we encounter each day as teachers. You may always move beyond the questions proposed here. While the Template delineates much of your formatting, never let it constrain your discussion. You may always submit more written content, but not less than that stipulated in your Template.

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EL 5033: Module 4 Written Assignment---Template Toward Optimal Performance Hello, Everyone! Bravo---Pat yourself on the back for your hard work! You've actually completed the most difficult parts of our course. I think you'll enjoy this written assignment after the complexity of your first three assignments. But don't underestimate it. I'll be looking for your BEST thinking given the readings, presentations, and discussions of our course! You'll need no data packet for it--just your Template and the Profile itself. (The profile, from which you will draw your school's case information, is provided for you within your Canvas Module 4 Written Assignment Directions.) Download them at your assignment area, and respond thoroughly to the questions below. Assignment Title: Common Area Observation Our Task This Week: For this week's written assignment, you will analyze a provided profile of a school and observations made in its cafeteria to complete a special situations analysis. You will identify areas of strength and weakness and create an action plan with recommendations for improving the overall functioning and management of this setting. Here Are Tips, Class, On Top Performance: You'll want to provide a complete analysis of the environment and your thoughts as a school leader seeking to reduce the likelihood of discipline and bullying situations. Yes, I know the scenario details are skeletal--- But you have much to discuss!  Clarify your perceptions of the strengths and/or weaknesses of this setting in light of its potential to create or alleviate disciplinary problems.  Discuss information needed to further diagnose the environment and what those facts could tell you.  You have the luxury in this assignment of presenting and discussing any assumptions you feel are warranted----as long as your assumptions don't conflict with provided case information. Just explain why that assumption is important to your analysis.  Connect what you see here to your own school or teaching environment. Document Content Guidelines for This Assignment: • Begin this and all of our written assignments by referring to your Written Assignment Rubric for comprehensive guidelines • • • • • • on scholarly, professional writing. You'll want to keep in mind that the cornerstone of scholarly and professional writing is clear, informative, organized, and appropriately-formatted content. In keeping with APA parameters, and as described within your Canvas assignment, you will include the required  Introduction  Body  Conclusion Utilize as headings within your submission, the prescribed headings and subheadings highlighted in green within the guidelines below. Respond thoroughly, at minimal, as directed by the yellow-highlighted, red-bolded requirements below. A "well-developed" paragraph, for our purposes, is regarded as one containing six to eight carefully-written, clear, fullydescriptive sentences. A "brief" paragraph, for our purposes, is regarded as one containing four to five carefully-written, clear, fully-descriptive sentences. You may always provide more, but not less, than the stipulated number of paragraphs. May I exceed that asked of me? While you must address the questions of each Template, don't allow yourself to be constrained to ONLY the questions posed there. I urge you to feel free to 'think outside of the box' as you reflect on new and novel approaches to solving the common problems we encounter each day as teachers. You may always move beyond the questions proposed here. While the Template delineates much of your formatting, never let it constrain your discussion. You may always submit more written content, but not less than that stipulated in your Template. Document Formatting Guidelines for This Assignment: • Your assignment treatment will be written in typical APA paragraphs. The table below is intended only to organize your thinking and your assignment requirements. Though you may feel free to provide tables or charts within your analysis, please do NOT present your entire textual analysis within a table. • You will provide both a Title page and a References page. Required Title Page Format: Use the following APA formatting for your Title Page---- http://my.woodbury.edu/Faculty/Writing/WPRD/Research%20Writing%20and%20APA%20Style/APA6thWritingStyleSamplePaperV8.pdf Required Reference Page Format: Use the following APA formatting for your References Page---- http://my.woodbury.edu/Faculty/Writing/WPRD/Research%20Writing%20and%20APA%20Style/APA6thWritingStyleSamplePaperV8.pdf http://www.apastyle.org/learn/faqs/index.aspx • Utilize the double-spacing of the formal APA paper as visualized in this exemplary sample APA document: http://my.woodbury.edu/Faculty/Writing/WPRD/Research%20Writing%20and%20APA%20Style/APA6thWritingStyleSamplePaperV8.pdf • No abstract required. • You will utilize running heads in proper APA-format using our assignment title indicated above. " Note that the words "Running head:" precede the running head on the title page only, and that all actual running heads themselves are to appear in all capital letters. See sample APA-formatted running heads here:   http://apastyle.org/learn/quick-guide-on-formatting.aspx APA Sample Paper - Purdue Online Writing Lab http://my.woodbury.edu/Faculty/Writing/WPRD/Research%20Writing%20and%20APA%20Style/APA6thWritingStyleSamplePaperV8.pdf If you're still having difficulty setting up the two different pages formats of your running heads, see the following video: See this video demonstrating proper set-up step-by-step: "How To Insert Two Running Heads in Less Than 5 minutes," https://www.youtube.com/watch?v=RZNkRSpXHZo • You must have a minimum of three different correctly-formatted APA citations/references for this assignment, at least one of which must be an outside reference. Keep in mind that you must still cite and reference your use of any direct words used from a source, and any paraphrased information or ideas you are presenting from a source (What must I reference?) This could easily mean that you will exceed the minimum requirement of three APA citations/references. Of course, everything cited must be referenced. Your APA Resources 6th Edition You'll want to print out these 'Cheatsheets' to assist you in proper APA formatting of your references throughout our course. Though you'll soon commit these commonly-used source formats to memory, you'll want to hang onto these sheets throughout your graduate study.        Basic APA Guidelines You Must Know Beforehand: https://owl.english.purdue.edu/owl/resource/560/05/ Periodicals: https://owl.english.purdue.edu/owl/resource/560/07/ Books: https://owl.english.purdue.edu/owl/resource/560/08/ Electronic Publications: https://owl.english.purdue.edu/owl/resource/560/10/ Non-Print Sources: https://owl.english.purdue.edu/owl/resource/560/11/ Government/Legal Sources: https://libraries.indiana.edu/guide-citing-us-government-publications For all APA formatting issues, conduct search here: http://owl.english.purdue.edu/owl/resource/560/01/   Official APA website for All APA matters: http://www.apastyle.org/learn/faqs/index.aspx (6th Edition) Bibliographical Reference Formatting: http://www.apastyle.org/learn/faqs/format-bibliography.aspx Best Sample APA Documents on the Web:  http://my.woodbury.edu/Faculty/Writing/WPRD/Research%20Writing%20 and%20APA%20Style/APA6thWritingStyleSamplePaperV8.pdf  https://owl.english.purdue.edu/media/pdf/20090212013008_560.pdf Single Most Helpful APA Article! How to Cite Something You Found on a Website in APA Style MAXIMUM TII Score for this assignment is 24%. You must ascertain originality until your TII score is no higher than 24%---all prior to the deadline. Quantity Requirements Sectional Headings With the exception of your Introduction, each section requires a minimum of one well-developed paragraph. You may provide more than one paragraph to each section, but one well-developed paragraph is required for each of these nine sections. You MUST use the headings and subheadings highlighted in green (DO NOT highlight the headings in your paper). Final Note: While you must address the required questions of your Template, don't allow yourself to be constrained to ONLY the questions posed here. I urge you to feel free to 'think outside of the box' as you reflect on new and novel approaches to these issues. You may always submit more written content, but not less than that stipulated by your Template. Minimum of one brief paragraph of 4-5 highly detailed, fullydescriptive sentences. Remember, 4-5 Introduction Explain what you seek to accomplish in this analysis, and why. Minimum of one well-developed paragraph (six to eight clear, fullydescriptive sentences) Student Characteristics, Issues, and Factors Who is demonstrating appropriate and inappropriate behavior? Note where this behavior is occurring (e.g., in the line, at the tables, during the clearing process, when exiting). Note how students are responding to others’ inappropriate behavior, as well as how the on-site staff is responding to different groups of students. sentences do not guarantee that your paragraph is well-developed---Use scholarly judgment on the extent to which you have fully explored your topic. You may need more sentences or additional paragraph/s. Remember, 6 sentences do not guarantee that your paragraph is well-developed---Use scholarly judgment on the extent to which you have fully explored your topic. You may need more sentences or additional paragraph/s. Minimum of one well-developed paragraph (six to eight clear, fullydescriptive sentences) Teacher/Staff Characteristics, Issues, and Factors Assess what the teachers and staff in the cafeteria are doing, what they are supposed to be doing, and how they are influencing and/or responding to appropriate versus inappropriate Minimum of one well-developed paragraph (six to eight clear, fullydescriptive sentences) Minimum of one well-developed paragraph (six to eight clear, fullydescriptive sentences) Minimum of one well-developed paragraph (six to eight clear, fullydescriptive sentences) Minimum of one well-developed paragraph (six to eight clear, fullydescriptive sentences) student behavior. Environmental Characteristics, Issues, and Factors—Physical Plant and Logistics What are the physical characteristics and conditions of the cafeteria, and how are students and staff are physically/logistically moving in and around the cafeteria (e.g., in the line, through the serving area, when clearing their tables, upon exiting)? Note how these physical and logistical factors are contributing to a safe and orderly environment, or a chaotic, problematic one. Incentives and Consequences Assess the incentives and consequences for these students relative to their appropriate and inappropriate behavior, respectively, in the cafeteria. Try to pull out of what little information is provided, a sense of the incentives and consequences laid in place in this school environment, and speak to what you think is their adequacy or inadequacy. Note in this setting the origins of any incentives and consequences, and how they might stimulate or reduce negative interactions among students. Note how they contribute to the climate of the setting and the interactions among students. What incentives and consequences do you believe should be in place? Speak in terms of hypotheticals, as if you were principal..... Resources Assess the resources in the cafeteria (e.g., the people, materials, space, technology) and how they are being used. Note how these resources are making the cafeteria experience successful for the students and staff, or how they could improve the success of the experience if they were used more or more effectively. Situational Analysis Summarize the strengths and the weaknesses of this entire environmental situation. Your situational analysis attempts to identify all of the positives and negatives of your setting in preparation for your presentation of your Action Plan (your following paragraph) to remediate all of these problems. Things you might ask yourself: • • • Minimum of one well-developed paragraph (six to eight clear, fullydescriptive sentences each) OR An equivalent comprehensive chart Minimum of one well-developed paragraph (six to eight clear, fullydescriptive sentences) I can see a number of omitted issues and/or negatives pertaining to this setting..... I don't see many positives for this setting. Here are positives I would propose.... I might bring other factors into consideration.....eg. Do you envision differences between a lunch and breakfast scenario for all treated concerns? Action Plan Provide an action plan with recommendations for improving the climate, management, safety, and overall experience for students and staff in the cafeteria. An action plan describes "Who should do what, when, and with what resources (people, funds, equipment, etc. in order to alleviate or eliminate problem)." Conclusion Discuss your overall conclusions as you leave this assignment. Here are some thoughts to stimulate your thinking:  What have you learned from your analysis of this profile?  What does your analysis of this school cafeteria suggest about your own school cafeteria and it's climate, management, safety?  How does management of any school cafeteria environment compare to other common areas of a school?  How does management of any school cafeteria environment affect other common areas of a school?  As principal, how would your decisions for this setting impact other school leadership decisions?  In what ways is the knowledge gathered in this type of analysis essential to your career path in educational leadership? Now, Class, you have all you need for an optimal Module 4 submission. Still, please feel free to drop me any questions at all if anything confuses you or you simply want to share your thoughts with me! Marsha Phelps, MBA, EdD Your Course Instructor Marsha.Phelps@ace.edu Creating Safe and Supportive Learning Environments Module 4 Application Submit at the end of Module 4. Common Area Observation In the Module 4 application, you are provided a profile of a school and a special situations analysis of the school’s cafeteria. You will develop a paper in which you make observations about the school cafeteria based on the profile and analysis and offer recommendations for improvement. Course Objective  Link interventions to the outcomes of special situation analyses for school settings and student circumstances. Directions: 1) Save and print the Module 4 Application PDF. 2) Create a Word or text document for your response. Use 12-point Arial or Times New Roman font. 3) Use APA (6th edition) format for the title page, references page, and in-text citations. 4) Read the Profile of Lacy Elementary School, Special Situations Analysis of the School Cafeteria at the bottom of the assignment document. You will make your observations from the written profile, and compose a paper summarizing the observations and stating your recommendations/action plan for improvement. 5) From the profile, identify those things that help keep the cafeteria calm, orderly, safe, and well managed, along with those things that contribute to different management or behavioral problems. Categorize your observations in the following five areas, and record your comments about each area in a well-developed paragraph. Student Characteristics, Issues, and Factors Who is demonstrating appropriate and inappropriate behavior? Note where this behavior is occurring (e.g., in the line, at the tables, during the clearing process, when exiting). Note how students are responding to others’ inappropriate behavior, as well as how the on-site staff is responding to different groups of students. Teacher/Staff Characteristics, Issues, and Factors Assess what the teachers and staff in the cafeteria are doing, what they are supposed to be doing, and how they are influencing and/or responding to appropriate versus inappropriate student behavior. Environmental Characteristics, Issues, and Factors—Physical Plant and Logistics What are the physical characteristics and conditions of the cafeteria, and how are students and staff are physically/logistically moving in and around the cafeteria (e.g., in the line, © 2016 American College of Education 1 Creating Safe and Supportive Learning Environments through the serving area, when clearing their tables, upon exiting)? Note how these physical and logistical factors are contributing to a safe and orderly environment, or a chaotic, problematic one. Incentives and Consequences Assess the incentives and consequences for the students relative to their appropriate and inappropriate behavior, respectively, in the cafeteria. Note who gives these incentives and consequences, and how they contribute to the climate of the setting and the interactions of the students. Resources Assess the resources in the cafeteria (e.g., the people, materials, space, technology) and how they are being used. Note how these resources are making the cafeteria experience successful for the students and staff, or how they could improve the success of the experience if they were used more or more effectively. 6) Summary Report of Special Situation Analysis Results: Compose a thorough summary report detailing the strengths, the weaknesses, and your recommendations/action plan for improving the climate, management, safety, and overall experience for students and staff in the cafeteria. 7) Follow the directions to submit your final Word document. *** Profile of Lacy Elementary School Special Situations Analysis of the Cafeteria Lacy Elementary School is a K-6 public school located in an urban school district. The oldest school facility in the district, Lacy was built to accommodate an enrollment of 500 but is serving 650 students. Most of the students who attend this 60-year-old school qualify for the federal breakfast and lunch program. Lacy is a neighborhood school. However, as a result of a recent rezoning project, 200 students ride buses from surrounding neighborhoods. The school cafeteria opens for breakfast each morning at 7:30 a.m., and school begins at 8:30 a.m. Teachers are not required to report to school until 15 minutes prior to the opening bell, and most do not arrive early. Teacher assistants or paraprofessionals are paid a stipend to supervise students before and after school. However, only two individuals have chosen to supervise in the breakfast program. Members of the school’s PTA volunteer in the cafeteria during breakfast, and the principal and assistant principal supervise in the cafeteria on alternate days. Observation 1 Each morning, most students exit the school buses and enter the building through an exterior cafeteria door. The remaining students (about 50-75) enter the school through the front doors and proceed directly to the cafeteria for breakfast. The cafeteria is furnished with fold-up tables with attached seats. About 300 seats are available. Two paraprofessionals and one school administrator supervise during breakfast. In the mornings, students are generally quiet. They grab their breakfast, find a seat, eat, chat, and finish homework. When they leave, they chatter but not loudly. Most trash is placed in the garbage. Disruptions are rare. © 2016 American College of Education 2 Creating Safe and Supportive Learning Environments Observations 2 and 3 Lacy’s lunch period begins at 11:15 each day and ends at 12:45. There are two lunch periods (11:15 a.m.-noon. and noon-12:45 p.m.) Teachers have a duty-free lunch period, and, after escorting their students to the cafeteria, they are free to leave. Most teachers elect to leave the campus for lunch or to eat lunch in their classrooms. Three paraprofessionals, three parents, and two administrators supervise the two lunch periods. Lunch is much more crowded and noisier than breakfast. There are only 300 fold-up tables with about 325 students in each lunch period, so extra chairs are brought in. Students scramble to find seats. Pushing and shoving sometimes occur. A nearby parent or staff member breaks up the skirmishes. Lines for lunch are long, and it takes about 20 minutes for the students in the back of the line to get through. Students talk loudly; some shout. A handful of students wander from table to table. A few students do homework. When students need to leave to use the restroom, they must leave their school ID with the administrator sitting by the door. No more than two students are allowed to go to the restroom at a time. A couple of students plead with the administrator to go to the restroom even though they forgot their IDs. The administrator lets the first couple of students who ask go, but then says “no” after that. Before the bell rings, students begin lining up at the door. After the bells rings, cafeteria supervisors open the doors to release the students. (Students in the first lunch period go to recess. Students in the second lunch return to their classrooms.) Most trash is picked up, but there are some tables cluttered with trays and garbage. All students leave through one door, creating traffic congestion. Some push to get through. Two students take off running down the hall back to their classroom. A paraprofessional yells, “Walk!” The students ignore the command. © 2016 American College of Education 3
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