Identify an issue in your workplace that stems from rapid changes in the educati

Identify an issue in your workplace that stems from rapid changes in the educational environment along with a trend in education that might address the issue and write a paper proposing an innovative process, technology, or both.
Introduction
What is the impact of rapid societal change? What kinds of things does societal change touch? When you break it down, you will find societal change may involve people, cultural norms, laws, events, regulations, or any combination of these factors. What does this mean for educational leadership?
Like many of today’s institutions, the institution of education is being impacted by the rapid pace at which society continues to evolve and change. Demographic shifts, updated government policies, globalization, and changing social and civic norms all affect educational institutions. Technology, of course, is a major driver of many of these changes.
Those who lead academic institutions may need to consider more responsive or agile alternatives to current organizational structures in order to meet evolving student needs and keep up with the competition. A leader with a strategic orientation who can look ahead and maintain a keen awareness of societal trends will be most likely to guide an institution into the future.
Keep in mind that the institution of education is not just buffeted by change, but acts as a change agent. Leaders in education are innovating to meet new circumstances and it is important for your own leadership effectiveness to keep up on how they are meeting the challenges and attempting to scale these innovations.
Preparation
Choose an issue in your current work environment that has been brought about or affected by rapid changes or trends in the field of education or society as a whole. This issue will be at the core of the remaining assessments in the course, so choose one that you will be interested in exploring in depth.
Consult the EdD Program Research Guide for literature research advice. See the Education Leadership Page. You may also want to see the Journal and Research Alerts tab for instructions on setting up ongoing table of contents email alerts for key Education Leadership journals such as the Journal of Educational Administration or School Leadership & Management.
Instructions
In your assessment:
Introduce the institution or organization of your chosen issue, and if it is not traditional P–12 or higher education, briefly describe the role of academics in the organization.
If you are not currently employed with an academic institution, substitute an institution with an educational component where you worked in the past or one you would like to work for.
Identify and analyze the issue you will discuss. As you describe this problem, please answer all of the following:
Why is the issue significant to the institutional goals or mission?
Who is involved?
How did the issue come to exist?
What are causal and contributing factors that perpetuate the issue?
Provide rationale and evidence for your analysis.
Has the issue been addressed?
What has hampered efforts to address the issue?
What will happen if the issue is not addressed?
Identify and describe one specific form of educational innovation or technological trend from the current literature that you might use to address your workplace issue. For this project, choose an innovation or technology that is scalable. Examples of scalability include a pilot project to a larger, wide-scale implementation; from a small group project to the wider institution; or from a school to the school district.
Describe the innovation or technology.
Identify which causal factor your proposed innovation addresses.
Describe how the implementation of the innovation or technology might be useful in your situation.
Support your proposed intervention with reference to the literature.
Competencies Measured
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies:
Competency 1: Analyze innovative trends and issues of scale in education.
Identify and describe one specific form of educational innovation or technology from the literature that is scalable and might be used to address the workplace issue.
Competency 2: Use systems thinking to evaluate the implications of rapid societal change for educational systems including for leadership models and behaviors.
Identify and analyze a problem or issue in the workplace that is affected by rapid societal change.
Competency 5: Synthesize professional and scholarly literature.
Support the proposed intervention with reference to the literature.
Competency 6: Apply principles of effective communication, including writing competently for the intended purpose.
Organize content so ideas flow logically with smooth transitions.
Communicate clearly, supporting a central idea in an appropriate format with correct grammar, usage, and mechanics
I have also included the rubric with lots of attachments to help in the writing process.

Produce an evaluative Annotated Bibliography of Four academic, credible sources

Produce an evaluative Annotated Bibliography of Four academic, credible sources that could possibly be used for your research paper. describe each source, as well as offer opinions on it. assess how useful a source will be for my research paper.
For each source, you should provide full bibliographic information and a brief description and analysis (about200-300words) of the source, including the following:
The credentials(if any) and credibility(or lack of) of the author/source
The purpose and thesis of the source(i.e., a summary of the source’s information)
The kind of information, examples, or authoritative support it might provide for your research paper. In other words, how is this particular source going to be useful for your essay? if you will probably use this in my essay, let me know how you will use it and why.
Success with each annotation for your bibliography or precis requires the following:
Condense the original with precision and directness. Reduce several paragraphs into a sentence, tighten an article into a brief paragraph, and summarize a book into a page.
Preserve the tone of the original. If the original is serious, suggest that tone in the precis. In the same way, retain moods of doubt, skepticism, optimism, and so forth.
Limit your quotation of the original by writing the precis in your own language. However, retain exceptional phrases from the original, enclosing them in quotation marks.
Provide documentation locating the source of your material.
Workshopping Annotated Bibliography entries
Is the bibliographic information documented according to MLA?
Are major points of the article/monograph clearly discernible?
Does the writer provide a fairly clear evaluation of whether or not this source is useful?
Does the prose of the annotation flow smoothly? It should be as concise as possible but not choppy.
Indicate where revisions or rephrasing may be necessary (deadwood constructions, etc.)
What works particularly well in each annotation? What doesn’t work so well?
Mechanics: can you find distracting grammatical, spelling, or punctuation errors? Please circle and indicate the nature of the problem.
Are the left margins indented according to MLA format?
Are all entries double-spaced?
IMPORTANT: essentially, I want to hire this person as well to write a follow-up research paper consisting of this topic over 12 pages. Please note if you can do so. I will leave an excellent tip for a job well done!

Design a teacher evaluation program to be implemented at the building level. The

Design a teacher evaluation program to be implemented at the building level. The program should include points of emphasis in understanding curriculum, instruction and the learner; classroom management; planning and assessment; involvement in the school community; diversity, equity and inclusion; and any other elements important to the effective delivery of instruction. You should also include procedures for providing positive feedback to assist teachers who need development and/or corrective action. Your submission should be a mininum of 6 pages. The document must follow APA formatting guidelines.

Op-Ed Article: Kahn, S. (2020, March 06). How education helped american women ma

Op-Ed Article: Kahn, S. (2020, March 06). How education helped american women make history. Retrieved February 04, 2021, from https://time.com/5797922/women-higher-education-history/https://time.com/5797922/women-higher-education-history/
Prompt: Write an annotated bibliography for the article. Be sure to include a summary, assessment and reflection of the article. Your reflection should address the following: “Loan debt takes longer to pay back for women. What implications does this have on many single-parent households? How is this an injustice to what we’ve heard our entire lives? Many of us are told that success is, “going to college and getting a good job. Why is it not that simple?”
Students should answer the prompt using both their personal opinions and the knowledge that they have gained throughout this course or similar courses. The prompts will be connected to course readings, course objectives, and current events. Students’ answers must always be 3 paragraphs with 4-5 sentences per paragraph. Students must also respond to at least one other students’ reflections.

Article: Tatter, G. (n.d.). Why daca works. Retrieved January 11, 2021, from htt

Article: Tatter, G. (n.d.). Why daca works. Retrieved January 11, 2021, from https://www.gse.harvard.edu/news/ed/19/01/why-daca-works
Video: For daca students, it’s hard to focus on a bright future … (n.d.). Retrieved February 4, 2021, from https://www.youtube.com/watch?v=Md0WZZ4KjXU
Prompt: “What discrepancies exist between what you thought you knew about undocumented students and what the video and article showed about their experiences?”
Students should answer the prompt using both their personal opinions and the knowledge that they have gained throughout this course or similar courses. The prompts will be connected to course readings, course objectives, and current events. Students’ answers must always be 3 paragraphs with 4-5 sentences per paragraph. Students must also respond to at least one other students’ reflections.

Imagine your supervisor just observed you teaching your literacy lesson plan. Yo

Imagine your supervisor just observed you teaching your literacy lesson plan. Your supervisor has asked to meet with you to debrief and answer some follow up questions about your lesson and use of children’s literature. To prepare for your meeting, your supervisor has asked you to see your final lesson plan and has given you a list of questions to answer in advance.
To prepare for this assignment:
Review the feedback you received from your peers in the Week 4 Discussion
Locate your final lesson plan that you submitted in Week 4.
Download and review the Supervisor Question Preparation Template Download Supervisor Question Preparation Template
Review the Final Paper Helpful Hints Download Final Paper Helpful Hintsdocument.
For your assignment:
Revise your lesson plan from Week 4 using instructor and peer feedback from previous weeks.
Answer the questions on the Supervisor Question Preparation Template. You must use at least three sources to support your responses.
The Final Paper is submitted in two parts.
Part 1: Lesson Plan
Must be two to three pages in length.
Part 2: Supervisor Question Preparation Template
Must be five to six pages in length (not including title and references pages) and formatted according to APA Style as outlined in the University of Arizona Global Campus Writing Center’s APA Style (Links to an external site.) resource.
Must use at least two credible sources in addition to the course text.

PART ONE: Chapter 10 discusses nonfiction children’s books. Nonfiction books pro

PART ONE: Chapter 10 discusses nonfiction children’s books. Nonfiction books provide valuable information about historical events, notable people and accomplishments, and nature. Nonfiction gives children an opportunity to see and hear different parts of the world. As with any resource you use with children, it is important to choose quality nonfiction books in the classroom.
To prepare for this discussion,
Read Chapters 9 and 10 of the course
Review “Guidelines for Choosing Quality Nonfiction” in Section 10.3 of the course text.
Pick one book from this list of Nonfiction Books for Children Download Nonfiction Books for Children. (ATTACHED)
Watch the video linked to the book you chose, so you can hear the story and see the pictures.
In your initial post, due by Day 3,
Provide the title of your chosen book.
Using the guidelines listed in Section 10.3 of the course text, critique the book to determine its quality as a nonfiction text.
It should be 250 to 300 words.
PART TWO: Continuing with the book from your initial post, think about open-ended questions you could ask your students during its read aloud. Create six questions based on Bloom’s Critical Thinking Cue Questions Download Bloom’s Critical Thinking Cue Questions.(ATTACHED) The document has six boxes. Pick one sentence starter from each box and finish the sentence with a question pertaining to your book. After completing your six questions, you can also provide possible answers students might give. In this final post, answer any questions others have asked of you (100 to 200 words). For a refresher on creating Bloom’s questions, review the Week 4 Final Paper Helpful Hints document, step 6.

From your coursework, you have seen many evidence-based strategies available to

From your coursework, you have seen many evidence-based strategies available to strengthen literacy. These strategies may be used to impact a single class or individual students, but it takes a comprehensive, coordinated effort for those strategies to impact a grade level, a department, or a whole school. That effort begins with recognition of the need for change.
During the Module 1 Analysis, you identified one area of need in a school’s literacy program. In Module 2, you summarized five research articles related to the school’s literacy program need.
For the Module 3 Application, you will use the perspective of an instructional leader to develop a literacy lesson plan (or action plan) that could be implemented school-wide. In the plan, you will incorporate evidence-based strategies from your independent research (Module 2) and from course presentations and readings.
Follow the steps and compose your responses in a single, 8- to 10-page Word document (not including the title and references pages).
Use APA format for the title page, references page, and in-text citations.
Step 1. Select a title/topic for a plan in which you can incorporate the research/strategies from your Module 2 independent research and from course presentations and readings.
Step 2. Identify the literacy need (from Module 1) to be addressed by the lesson or action plan.
Step 3. Identify the standards that support the lesson or action plan. (List at least one standard.)
Step 4. Identify key learning outcomes (List 1-2 outcomes.)
Step 5. From your research and the course presentations/readings, incorporate at least five evidence-based literacy strategies into the plan.
For each strategy, identify:
Strategy description and steps.
Suggested groups for students or audience addressed.
How content will be presented.
How the students/groups will be assessed.
Step 6. Use the outline below to create your lesson plan or action.
School-wide Literacy Plan
School-wide Literacy Need: (identified in Module 1)
Title: Provide a descriptive title to identify the content.
Overview: Provide a brief overview of the plan to explain the content (relating to the literacy need) to the reader. Answer in complete sentences.
Standards: List at least one appropriate standard to support the plan.
Objectives/Learning Outcomes: What should students or audience being addressed be able to do? List 1-2 outcomes. Answer in complete sentences.
Materials, Resources, and Technology: What materials, resources, and technology will be needed? Answer in complete sentences.
Procedures: Incorporate strategies – including description and steps. From the research and course presentations/readings, incorporate at least five evidence-based literacy strategies into the plan. Answer in complete sentences, ensuring that statements are supported with relevant literature in APA format.
Student/Audience Groupings: Determine how to organize the students/audience for the lesson/action plan. What recommendations do you have for student/audience grouping? Summarize a suggested layout and the grouping for your work. Answer in complete sentences.
Presentation: How will students or the intended audience present their project and celebrate their success? Answer in complete sentences.
Assessment/Evaluation: Describe the assessment methods for the lesson/action plan. How will success be measured? Provide a description of the assessment process, the criteria for achievement, and performance levels. The criteria should directly align to the learning outcomes. Incorporate a plan for providing feedback. Answer in complete sentences.
Closure/Reflection: Relate present knowledge to previous knowledge. Reflect on the lesson/action plan. Answer in complete sentences.
There is no one right formula to follow for creating plan addressing the need identified within the dynamics of your educational environment. You are actually going to use the problem-solving skills required for a leader to create a viable school-wide action plan or lesson plan addressing need identified in data gathered from program evaluation. The type of plan created should align with authentic need. Likewise, components of School-Wide Literacy Plan should be designed to align with plan (action or lesson) approach taken.
Introduction
Don’t forget to include introduction and conclusion as bookends. The introduction gives brief background info and alerts reader what to expect in body of paper. Of course, intro can also establish importance of argument. Given the different directions and approaches this assignment entails, the introduction helps the reader get ready for whatever route will be taken. For example, even if complete sentences are used, it’s not really necessary to write an entire narrative section of paper for each point like it would be normally in scholarly paper. Specifically, the introduction allows the author to tell the reader how information will be presented. In other words, the introduction includes information identifying the where, what, why, and how plan content will be included (narrative, table, figure, label/sentence, bulleted list, combination of elements…) in body of composition. Most likely, a combination of communicative tools will be used to package plan succinctly. I am interested in content, not length. Of course, you are welcome to go the total narrative “8- to 10-page Word document (not including the title and references pages)” route stated if you would like.
Conclusion
As always, paper ends with formal conclusion following last step (closure/reflection) of plan. Any loose ends will be wrapped up here. You might also pack a punch to reaffirm importance of argument or give preview of what will happen next.
“A conclusion is an important part of the paper; it provides closure for the reader while reminding the reader of the contents and importance of the paper. It accomplishes this by stepping back from the specifics in order to view the bigger picture of the document. In other words, it is reminding the reader of the main argument. For most course papers, it is usually one paragraph that simply and succinctly restates the main ideas and arguments, pulling everything together to help clarify the thesis of the paper. A conclusion does not introduce new ideas; instead, it should clarify the intent and importance of the paper. It can also suggest possible future research on the topic” (Walden University, 2019, para. 1).
Assignment Essential Elements
Title Page (standard)
Introduction (standard)
[School-wide Literacy Plan]
School-wide Literacy Need (identified in Module 1)
Title (descriptive title identifying plan content)
Overview (brief overview of plan explaining literacy need content)
Standards (at least one appropriate standard supporting plan)
Objectives/Learning Outcomes (at least 1-2 outcomes aligned with audience plan addresses)
Materials, Resources, and Technology (materials, resources, and technology needed for plan)
Procedures (Incorporate research strategies to address need – including description and steps. From the research and course presentations/readings, incorporate at least five evidence-based literacy strategies into the plan. Answer in complete sentences, ensuring that statements are supported with relevant literature in APA format.)
Student/Audience Groupings (Determine how to organize the students/audience for the lesson/action plan. What recommendations do you have for student/audience grouping? Summarize a suggested layout and the grouping for your work. Answer in complete sentences.)
Presentation (How will students or the intended audience present their project and celebrate their success? Answer in complete sentences.)
Assessment/Evaluation (Describe the assessment methods for the lesson/action plan. How will success be measured? Provide a description of the assessment process, the criteria for achievement, and performance levels. The criteria should directly align to the outcomes. Incorporate a plan for providing feedback. Answer in complete sentences.)
Closure/Reflection (Relate present knowledge to previous knowledge. Reflect on the lesson/action plan. Answer in complete sentences.)
Conclusion (standard)
Reference Page (standard)