Describe an instance in the article excerpt where the code of ethics was in question. Identify the consequence to the educator in the article excerpt. AND, describe the possible consequences an educator can face for unethical behavior.

/in /by

Making a Case for Teacher Political Disclosure

Describe an instance in the article excerpt where the code of ethics was in question. Be specific in referencing the principle from the MCEE and describing the behavior that you think was questionable.

Identify the consequence to the educator in the article excerpt. AND, describe the possible consequences an educator can face for unethical behavior.

Now, consider your personal experiences as a student or the observations you have completed for your Education course(s). Identify three additional examples of situations in which a teacher may have exhibited unethical behaviors. Explain why the behavior may be viewed as unethical and be sure to reference the MCEE for each example.

Choose one of the situations you described in number 3, and pretend that you are the colleague of this teacher. Explain how you would respond and outline specifically what you would do. Be sure to explain how your response connects to the MCEE.

Choose one of the other situations you described in number 3, and pretend that you are the teacher in that situation. Explain what you would do differently and outline the steps you would take. Be sure to identify how your actions reflect the MCEE.

Illustrates different elements of childhood development that are shown throughout the film. Includes how elements of the theories from class are understood in relation to the film.

/in /by

Instant family reflection

_3-5 pages, double spaced, 12pt, Times New Roman

Grammar, punctuation, spelling, and organization of reflection

Illustrates different elements of childhood development that are shown throughout the film.

  • i.e. what aspects of development are showcased throughout the film.

Includes how elements of the theories from class are understood in relation to the film.

  • i.e. how do these aspects of development affect (or will affect) the characters.

Use examples from the film to illustrate your thoughts

Describe the activity that you have developed. What are at least two key differences between the two activities you developed?

/in /by

Education & Teaching

Scenario 1

Both Friedrich Froebel and Maria Montessori developed unique materials to support their methods of teaching children.These materials are still used in classrooms today. Imagine that you are an early childhood educator at a preschool where you teach a class of 3- to 5-year-olds.

Part A: Develop an original age-appropriate activity for your preschool class using one of the following.

  • Froebel’s cube gift
  • Froebel’s parquetry gift
  • Lincoln Logs
  • Describe the activity that you have developed.
  • Identify at least two (2) skills that the activity would help develop.

Part B: Develop an original age-appropriate activity for your preschool class promoting the same skill(s) as the activity above, but develop the activity based on the Montessori method.

  • Describe the activity that you have developed.
  • What are at least two key differences between the two activities you developed?

Scenario 2

Characteristics of developmentally appropriate practices can be observed in classrooms. Intentional teachers can utilize this knowledge in planning experiences specifically designed for children of various ages to enhance their development and learning.

Below is a list of some of the characteristics that children display naturally. Imagine that you are teaching a kindergarten class of 5- to 6-year-olds. Develop two learning activities that you could use to further nurture the development of these capabilities. Each experience should integrate at least three of the characteristics listed below. Make sure to describe how each characteristic is incorporated into the activities.

  • Lead Draw
  • Create Raise questions
  • Move Solve problems
  • Create art Try again
  • Make a plan Read and make books
  • Initiate Choose wisely
  • Speak Decide

Scenario 3

Imagine that you are an early childhood educator who teaches a first-grade class of 6- to 7-year-olds. Develop an activity designed to promote reading and/or writing skills. Provide a description of the activity.

Explain how you would adapt this learning experience to be more appropriate for children with four of the following special needs.

  • Gifted
  • Intellectual disability
  • Attention deficit hyperactivity disorder
  • Speech delayed
  • Hearing impairment
  • Visual impairment
  • Physical disability
  • Epilepsy
  • Asthma

Scenario 4

As an early childhood educator, imagine that you observe each of the situations below. Fill out the chart below, identifying the most likely cause, the most appropriate preventative guidance technique you, as the teacher, could use, the most appropriate solution that promotes positive self-concept and prosocial behaviors, and the reason why you selected each technique and solution.

  • Mealtime Fight.At age 18 months, highly active Jake climbs out of his high chair long before his meal is finished.Exasperated, his teacher makes him sit at the table until he has eaten all of his food.Soon Jake’s behavior escalates into throwing his food on the floor.
  • Temper Tantrum.Three-year-old Connor falls on the floor and kicks and hits his fists on the floor while he yells.The teacher and three other children are sitting at a table nearby working on puzzles.Connor continues this behavior and looks up every minute or so to see the teacher’s reaction.
  • “Mommy, don’t go!”Four-year-old Angela screams “Mommy, don’t go!” when her mother brings her to the center each morning.
  • Bully.Jenny, a first-grader, is large for her age.When she enters the after-school program each day, she goes around the room pushing the other children and taking toys away from them.No one wants to play with her because of the way she acts.

Write on a professional level. Type these documents and proofread these documents several times before submitting them, correcting grammatical and mechanical errors and improving content when and where applicable.

/in /by

The Ascent of the Minority Leader: A Study of the Glass Ceiling for Minority Superintendents

Professional Writing Requirements: Students are expected to write on a professional level. This statement means that each student is expected to type documents and to proofread these documents several times before submitting them, correcting grammatical and mechanical errors and improving content when and where applicable. Additionally, all documents submitted must adhere to the 7th edition APA format. Careful documentation of all sources consulted is required.

Present a reflective analysis of how courses, such as EDL 5400, and prominent authors augmented your insight into the importance of developing and sustaining the mission and vision. Explain how the mission vision is an ongoing, changing, and dynamic process. Provide further research to support this reflective analysis.

/in /by

Education & Teaching

Standard 1: Mission, Vision, and Improvement

Effective educational leaders develop, advocate, and enact a shared mission, vision, and core values of high-quality education and academic success and well-being of each student.

Self-Rating Element (7)
1a:   Develop a Mission
1b: Develop and promote a Vision
1c:    Articulate Core Values
1d:   Develop, implement, and articulate Actions
1e:   Review the Mission and Vision
1f:    Develop understanding of Mission, Vision, and Core Values
1g:   Model Mission, Vision, and Core Values

 

r Reflection Format: This reflection should contain the items listed in the bullets below.

  • List authors and summarize relevant research for the development, articulation, implementation, stewardship, and promoting the mission and vision as it relates to academic success and well-being of each student. (3-5 sentences for each author)
  • Present a practical application scenario.
  • Possible artifacts from EDL 5400, EDL 5200, EDL 5300, EDCI 5020, etc. (but not limited to)
  • Present a reflective analysis of how courses, such as EDL 5400, and prominent authors augmented your insight into the importance of developing and sustaining the mission and vision. (5-7 sentences)
  • Finally, explain how the mission vision is an ongoing, changing, and dynamic process. Provide further research to support this reflective analysis.

 

Standard 2: Ethics and Professional Norms

Effective educational leaders act ethically and according to professional norms to promote each student’s academic success and well-being.

 

Self-Rating Element (6)
2a:   Act Ethically and Professionally as a School Leader
2b:   Execute Professional Norms
2c:   Accept Academic Success of Students
2d:   Safeguard Values of Democracy
2e:   Understand all Backgrounds and Cultures of Students and Staff
2f:    Provide Moral Direction

Reflection Format: This reflection should contain the items listed in the four bullets below.

  • List authors and summarize relevant research related to leadership characteristics of integrity, fairness, equity, justice, and ethical behavior. (3-5 sentences for each author)
  • Present a practical application scenario.
  • Possible Artifacts from EDL 5700 (but not limited to)
  • Present a reflective analysis of how all EDL courses increased understanding for the need to become a caring, just, equitable, fair, and democratic leader. (5-7 sentences)
  • Finally, conclude with a reflective analysis of how this professional knowledge and growth has impacted your praxis.

 

Standard 3: Equity and Cultural Responsiveness

Effective educational leaders strive for equity of educational opportunity and culturally responsive practices to promote each student’s academic success and well-being.

Self-Rating Element (8)
3a:   Ensure Fair Treatment of Students
3b:   Recognize Assets of Students
3c:   Ensure Equitable Access for Students
3d:   Develop Student Policies
3e:   Confront and Alter Institutional Biases
3f: Promote and Prepare Students
3g:   Act with Cultural Competence
3h:   Address Matter of Equity and Cultural Responsiveness

 

Reflection Format: This reflection should contain the items listed in the four bullets below.

  • List authors and summarize relevant research related to understanding of, responding to, and influencing the political, social, economic, legal, and cultural context. (3-5 sentences for each author)
  • Present a practical application scenario.
  • Possible artifacts from EDL 5200, EDL 5400 and EDL 5800 (but not limited to)
  • Present a reflective analysis of how courses, such as EDL 5200, EDL 5400, and EDL 5800, increased awareness of the responsibility to become actively involved in making difficult decisions within complex situations, while implementing policy and procedures. (5-7 sentences)
  • Finally, conclude with a reflective analysis of how this professional knowledge and growth impacted your praxis.

 

Standard 4: Curriculum, Instruction, and Assessment

Effective educational leaders develop and support intellectually rigorous and coherent systems of curriculum, instruction, and assessment to promote each student’s academic success and well-being.

Self-Rating Element (7)
4a:   Implement Coherent Systems
4b:   Align Systems across Grade Levels
4c:   Promote Instructional Practice
4d:   Ensure Instructional Practice with Students in Mind
4e:   Promote effective use of Technology
4f: Employ Valid Assessments
4g:   Use Assessment Data Appropriately using Technology

 

Reflection Format: This reflection should contain the items listed in the bullets below.

  • List authors and summarize relevant research for the school climate, school culture, student-centered curriculum, best practices, and professional growth. (3-5 sentences for each author)
  • Present a practical application scenario.
  • Possible artifacts from EDCI 5020, EDIC 5030, and EDUC 5031 (but not limited to)
  • Present a reflective analysis of how courses, such as EDCI 5020 and EDCI 5030, and prominent authors increased understanding for developing a positive school culture, meaningful instruction, and best practices. (5-7 sentences)
  • Explain the rationale for disaggregating data to develop an effective research driven instructional program.
  • Finally, conclude with a reflective analysis of how this professional knowledge and growth has impacted your praxis.

Standard 5: Community of Care and Support for Student

Effective educational leaders cultivate an inclusive, caring, and supportive school community

that promotes the academic success and well-being of each student.

Self-Rating Element (6)
5a:   Build and Maintain a Safe, Caring, and Healthy Environment
5b:   Create and Sustain an Environment for Students
5c:   Provide Coherent Systems for Learning Needs of Students
5d:   Promote all School Relationships
5e:   Cultivate Student Engagement
5f: Infuse Culture and Languages Reflective of School Community

 

Reflection Format: This reflection should contain the items listed in the bullets below.

  • List authors and summarize relevant research for promoting the success of every student through engaging families, community, and school personnel. (3-5 sentences for each author)
  • Present a practical application scenario.
  • Possible artifacts from EDL 5800 (but not limited to)
  • Present a reflective analysis of how courses such as EDL 5800 promote the strengthening of student learning, supports school improvement, and advocates for the needs of the school and community. (5-7 sentences)
  • Finally, conclude with a reflective analysis of how this professional knowledge has impacted your capacity to engage families in strengthening student learning in and out of school and how to engage community members, partners, and other constituencies for the benefit of school improvement and student development.

 

Standard 6: Professional Capacity of School Personnel

Effective educational leaders develop the professional capacity and practice of school personnel to promote each student’s academic success and well-being.

Self-Rating Element (9)
6a:   Hire Effective and Caring Teachers
6b:   Plan for and Manage Staff Turnover and Succession
6c:   Develop Professional Learning and Development
6d:   Foster Continuous Improvement
6e:   Deliver Actionable Feedback about Instruction
6f: Empower and Motivate Teachers and Staff
6g:   Develop Support from School Community
6h:   Promote Personal and Professional Health of Staff
6i: Protect Your Own Work-Life Balance

 

Reflection Format: This reflection should contain the items listed in the bullets below.

  • List authors and summarize relevant research about the importance to recruit, hire, support, develop, and retain effective and caring teachers and other professional staff. (3-5 sentences for each author)
  • Present a practical application scenario.
  • Possible artifacts from EDL 5200, EDL 5300, EDL 5400, EDL 5600 (but not limited to)
  • Present a reflective analysis of how courses such as EDL 5600 and prominent authors augmented your insight to form teachers and staff at becoming educationally effective faculty. (5-7 sentences)
  • Finally, explain the importance of empowering and motivating teachers and staff to the highest levels of professional practice and to continuous learning and improvement.

 

Standard 7: Professional Community for Teachers and Staff

Effective educational leaders foster a professional community of teachers and other professional staff to promote each student’s academic success and well-being.

Self-Rating Element (8)
7a:   Develop Workplace Conditions for Teachers and Staff
7b:   Empower Teachers and Staff
7c:   Establish a Professional Culture of Engagement and Commitment
7d:   Promote Mutual Accountability among Teachers and Staff
7e:   Develop and Support Trusting Working Relationships
7f: Design and Implement Professional Learning Collaboratively
7g:   Provide Opportunities for Collaborative Examinations
7h:   Encourage Improvement of Programs and Practices

 

Reflection Format: This reflection should contain the items listed in the bullets below.

  • List authors and summarize relevant research about developing workplace conditions for teachers and other professional staff that promote effective professional development, practice, and student learning. (3-5 sentences for each author)
  • Present a practical application scenario.
  • Possible artifacts from EDL 5800 and EDL 5600 (but not limited to)
  • Finally, present a reflective analysis on how important it is to design and implement job-embedded and other opportunities for collaborative professional learning with faculty and staff.

Standard 8: Meaningful Engagement of Families and Community

Effective educational leaders engage families and the community in meaningful, reciprocal, and mutually beneficial ways to promote each student’s academic success and well-being.

Self-Rating Element (10)
8a:   Engage Families and Members of the Community
8b:   Create and Sustain Relationships with Families and Community
8c:   Engage in Two-way Communication with Families and Community
8d: Maintain a Presence in the Community
8e:   Create Means for Community Partnerships
8f: Use of Community Resources
8g:   Develop and Provide the School as a Resource
8h:   Advocate for the School and District
8i: Advocate publicly
8j: Build and Sustain Productive Partnerships

 

Reflection Format: This reflection should contain the items listed in the four bullets below.

  • List authors and summarize relevant research for school and community relations. (3-5 sentences for each author)
  • Present a practical application scenario.
  • Artifacts from EDL 5800 and EDL 6200
  • Present a reflective analysis of how courses such EDL 5800 and EDL 6200 promote success of students through collaborating with and responding to families and community. (3-5 sentences)
  • Finally, conclude with a reflective analysis of how this professional knowledge and growth has impacted your praxis.

 

Standard 9: Operations and Management

Effective educational leaders manage school operations and resources to promote each student’s academic success and well-being.

Self-Rating Element (12)
9a:   Monitor Operations and Systems
9b:   Manage Staff Resources
9c:   Manage Fiscal, Physical, and Other Resources
9d:   Accountable Steward of School Resources
9e:   Protect the Work and Learning of Teachers and Staff
9f: Employ Technology to Improve Operations and Management
9g:   Develop and Maintain Data and Communications Systems
9h:   Help School Community Understand Local, State, and Federal Laws
9i: Develop and Manage Relationships with Feeder Schools
9j: Develop and Manage Relationships with Central Office and Board
9k: Administer Systems for Fair and Equitable Management
9l: Manage Governance Processes and Internal/External Politics

 

Reflection Format: This reflection should contain the items listed in the bullets below.

  • List authors and summarize relevant research for the school organization, management of resources, and the need to provide a safe, efficient, and effective learning environment. (3-5 sentences for each author)
  • Present a practical application scenario.
  • Artifacts from EDL 5500, EDL 5300 and EDL 6200 (but not limited to)
  • Present a reflective analysis of how courses, such as EDL 5500, EDL 5300 and EDL 6200, and prominent authors increased understanding for providing an organizational structure that facilitates a safe, efficient, and effective learning environment. (5-7 sentences)
  • Finally, conclude with a reflective analysis of how this professional knowledge and growth has impacted your praxis.

 

 

Standard 10: School Improvement

Effective educational leaders act as agents of continuous improvement to promote each student’s academic success and well-being.

Self-Rating Element (10)
10a:   Seek and Make School More Effective
10b:   Use Methods of Continuous Improvement
10c:   Prepare the School and Community for Improvement
10d:   Engage Others in an On-going Process
10e:   Employ Situationally-Appropriate Strategies for Improvement
10f: Assess and Develop Educational Trends
10g:   Develop Systems of Data Collection connected to Partners
10h:   Adopt a Systems Perspective
10i: Manage Uncertainty, Risk, Initiatives, and Politics
10j: Develop and Promote Leadership about Improvement

 

Reflection Format: This reflection should contain the items listed in the bullets below.

  • List authors and summarize relevant research about the best practice methods of continuous improvement to achieve the vision, fulfill the mission, and promote the core values of the school. (3-5 sentences for each author)
  • Present a practical application scenario.
  • Artifacts from EDL 5300, EDCI 5020 and EDUC 5850 (but not limited to)
  • Present a reflective analysis of how courses, such as EDL 5300 and prominent authors augmented your insight into the importance of developing technically appropriate systems of data collection, management, analysis, and use for continuous school and classroom improvement. (5-7 sentences)
  • Finally, explain how to develop and promote leadership among teachers and staff for inquiry, experimentation, and innovation and for initiating and implementing improvement.

 

How do oral contraceptives prevent pregnancy? What is in vitro fertilization? Describe the five stages of human fertilization. Describe the structure and function of the placenta. Describe the three stages of labor.

/in /by

Module 11: Short Answer Assignment

Instructions: Answer all 15 questions in the space below.

  1. Detail the circumstances that would cause an organism to reproduce via sexual reproduction vs asexual reproduction.
  2. Trace the path of a sperm cell from where it is created to where it is released from the body, listing each structure it passes through on the way.
  3. Trace the path of an oocyte from where it is created to where it is released from the body(assuming pregnancy does NOT occur), listing each structure it passes through on the way.
  4. Where in the female reproductive tract does fertilization occur?
  5. Describe the process of sperm formation (spermatogenesis).
  6. Describe the process of egg formation (oogenesis).
  7. How many days following the onset of menstruation does ovulation typically occur
  8. On which days of a 28-day female reproductive cycle are blood levels of estrogen the highest? 
  9. What is the role of the corpus luteum?
  10. Which hormone triggers ovulation?
  11. How do oral contraceptives prevent pregnancy?
  12. What is in vitro fertilization?
  13. Describe the five stages of human fertilization (Fig. 26.12).
  14. Describe the structure and function of the placenta.
  15. Describe the three stages of labor.

 

 

Identify two examples/ideas of what play means to you and use them as your headings. Select a quote from the textbook to support each of your example/idea of what play means to you.

/in /by

Philosophy of Play (Final Exam)

The Philosophy of Play (what play means to you) assignment is the final assignment for the course. Think of “what play means to you?” in preparing to write your paper. To answer the question, consider all the assignments, discussion boards, etc, which were all relevant to play development. Identify two examples/ideas of what play means to you and use them as your headings. Select a quote from the textbook to support each of your example/idea of what play means to you. The first page is the cover page (name, name of course, and title of assignment). At the end of the paper, include a conclusion to summarize your paper. The last page is the reference page and needs to be in APA 7th edition. The body of the paper is 2 ½ -3 pages and double spaced. Each example/idea needs to be 1 complete page. The cover page and the reference page are not part of the body of the paper.

Remove the red text when writing your paper.

Name the Example/Idea

1 page

– Introduce what play means to you.

– Identify your example/idea.

– Explain how your example/idea is your philosophy of play.

– Quote from the textbook

Name the Example/Idea

1 page

– Introduce what play means to you

– Identify your example/idea

– Explain how your example/idea is your philosophy of play

– Quote from the textbook

Conclusion

Half a page

-Summarize all of your learning

References

Cite the textbook and any other research. Use APA 7th edition for citing references.

Create your own pattern using three different shapes at their table. Show and explain your pattern to a classmate at their table.

/in /by

Sample lesson plan

Amanda Maldonado   June 16, 2025

 Lesson Plan # 1—Patterns with Manipulatives

 Standard: 3A recognizes patterns in their everyday world

 Grade: Kindergarten (class of 25 students—(5) students per table)

 Objective: Students will be able to create a pattern consisting of at least 3 different shapes.

 Materials:

  • (1) large bucket of assorted pattern blocks per table
  • (15) assorted large pattern block magnets for teacher demonstration
  • (25) pattern worksheets
  • (25) pattern-block templates
  • (1) large bucket of assorted jumbo Crayola crayons per table

Motivation: Teacher will enter the classroom wearing a shirt with patterns while defining the term “pattern”. The teacher will say, “a pattern is something that repeat. Look at my shirt, do you see any patterns?” Students will provide responses.

 Procedure:

  1. Perform the motivation. Show student a skill
  2. Distribute pattern blocks.
  3. Invite students to create their own pattern using three different shapes at their table.
  4. Ask the students to show and explain their pattern to a classmate at their table.

Allow student an opportunity to PRACTICE the skill

  1. Distribute worksheet and templates.
  2. Ask students to create and color a different pattern using the pattern block template.

Assess the skill that you have shown and allowed practice for.

Evaluation: Teacher will collect and review the worksheets to determine if students were able to create a pattern consisting of at least 3 different shapes.  (see how it matches the objective EXACTLY)

Describe example behaviors that would indicate the specific type of communicative disorder. Describe the ways in which you would begin to enhance the language development of this child in their classroom.  

/in /by

Activity 11-F

Creating a case study:

  • Choose one of the communicative disorders from Chapter 13:  hearing impairment, articulation disorder, fluency disorder, specific language impairment and cognitive impairment.
  • Write a general description of a hypothetical child in your current or future classroom. Include age and gender of child, home language of child, school setting and number of siblings in the family.
  • Describe example behaviors that would indicate the specific type of communicative disorder.
  • Describe the ways in which you would begin to enhance the language development of this child in their classroom.

Language and Development –Ages 5- ECED 4305.01

This is the book

  • Otto, B. (2018). Language Development in Early Childhood Education, (5th ed.). New York, NY:  Pearson ISBN: 9780134552620
  • Chapter 3 & 13

Did you do something this semester that was helpful? Is there anything you would like to continue with next semester? Is there anything you would change?

/in /by

Wellness Final

In one or two paragraphs, discuss how your semester went pertaining to your mental health/wellness. Did you do something this semester that was helpful? Is there anything you would like to continue with next semester? Is there anything you would change?