What characteristics of the case study demonstrate that this is an ill-structured problem? What ISLLC standards are applicable to this case study and how would you justify your explanation using the text?

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Ill-Structured Problem

Ill-structured problems (ISPs) have no clear goals or constraints and often involve ethical dilemmas. In fact, ISPs are highly dependent on context as well as the perspective of those who are solving the problem. In approaching an ill-structured problem, educational leaders must attend to alternative points of view and create arguments to justify the proposed solution. The purpose of this case study is to respond to an ill-structured problem with a potential solution.

After reading the case study “Discrimination or Background Knowledge, Part I” found at the end of Chapter 1, respond to the following questions:

  • What characteristics of the case study demonstrate that this is an ill-structured problem?
  • What ISLLC standards are applicable to this case study and how would you justify your explanation using the text?
  • Acknowledging the legal and ethical issues surrounding this case, how would you professionally respond to the following groups to begin to uncover a solution without adding “fuel to the fire”?
    • How might you respond to the minority parents who feel their children have been denied access?
    • How would you respond to the principals who feel students of color do not have proper study skills?

The Journal

Analyse the central concepts and arguments of material, relate it to other literature, provide a concise evaluation of its relevance and usefulness.

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The Importance of Cross-curricular learning

Choose 6 relevant academic texts and write one entry for each. Each entry should give a critical exploration of that text. Aim for breadth and depth of reading across the six texts.

Each entry should also:

– Start with its full reference (Harvard style)

– Be approximately 500 words long

– Focus on appropriate text (e.g peer reviewed journal articles, academic texts, formal reports)

– Provide a critical exploration of the text

– Be precise, self contained and informative

– Show skills of critical appraisal, e.g ability to: summarise its content, analyse the central concepts and arguments of material, relate it to other literature, provide a concise evaluation of its relevance and usefulness.

Conclusion (approx 500 words):

– Draw on the key messages from the literature, including limitations and opportunities.

– Consider the links and differences between the texts.

– Discuss the implications of the literature.

– Provide suggestions and possible recommendations for further reading/research.

– Reflect on the value of this research/study essay.

Why do you consider yourself an early childhood professional and what does “professionalism” mean to you? What attracted you to the early childhood field or caring for young children and why have you chosen to work with young children and their families?

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READING ASSIGNMENT

Introduction
For this assignment, you’ll conduct an interview with an early childhood education professional, such as a center director, a teacher, or an assistant teacher. To prepare for the professional interview, reread pages 88–90 in Foundations of Early Childhood Education: Teaching in a Diverse Setting, by Janet Gonzalez-Mena, which discuss the role of a professional in the field of early childhood. According to the reading, the classroom is much like an orchestra but, unlike an orchestra, the role of the professional isn’t necessarily that of the leader wielding a baton behind a podium. If you’ve ever spent time in a classroom, you’re probably already aware of this!

Using the points made in the preparatory reading, think over what you want to accomplish and what you’ll need to know from the person you interview. Using the guidelines in the next section, prepare your approach and compose your interview questions.

Assignment Instructions
There are several steps to complete the assignment successfully:

Contact an early childhood professional that has a minimum of an associate degree (in ECE) and make arrangements to conduct your interview. While normally conducted in person, options that meet best practices for social-distancing guidelines include setting up a Zoom, Skype, or Facetime interview or conducting an interview over the phone. The interview will likely be completed in the course of one hour.
Conduct the interview using the instructions outlined below. Make sure you’ve asked permission to take notes during the interview or, if possible, record the session.
Prepare a written account of your interview to submit for evaluation.
There’s a list of questions you’re required to ask during the interview, and you’ll write at least five original questions of your own. The five questions you decide on in advance won’t be follow-up questions used to clarify or draw out the mentor’s response to earlier questions, but should instead invite the person to share responses on new topics. In total, you’ll ask at least 20 questions, and likely more if you must ask them to elaborate on any responses that are too brief, vague, or off-topic. Your additional questions should clarify your purpose or help the reader appreciate your understanding of roles the professional must take on to “make beautiful music” in the classroom.

Format
In your report, in addition to an introduction and a conclusion, you’ll write a dialog based on the questions and answers from the interview. To ensure that you have all the information you need, prepare a sheet listing the questions and leave room for the notes you’ll take on the professional’s answers.

For clarity, we’ve included this sample of how to format your interview dialog.

Student (Put your first name here, for example Mary): Thank you so much for agreeing to help me with this assignment, especially since you’re staying after hours to do it.

Mentor (Add the name of the person you’re interviewing here, for example, Joan or Ms. Smith): It’s my pleasure. I’m so glad to help out a future daycare professional.

Mary: Well, let’s get started. What attracted you to daycare or wanting to care for children?

Joan: It seems I’ve always wanted to take care of kids. Even when I was a little girl, I was lining up my dolls and playing teacher. In grade school I always organized all the kids on the playground, and if anyone got hurt, I was the one who took care of them until an adult came. By high school, I was baby-sitting and taking courses at the “Y.” I guess it was destined.

Mary: Wow, you mentioned courses. That actually leads me to my next two questions, in a way. How long have you been a “professional” and what courses have you taken?

The interview process and your dialog should continue in this same back-and-forth pattern.

Required Questions
While there are some required questions, remember that the interview is a conversation with someone in your field and an opportunity to learn. By preparing possible follow-up questions, depending upon the professional’s answers, you’ll learn more and keep the conversation rolling in a natural way. If there are additional topics you’d like to ask about, prepare the questions before you go to the interview and write them down along with the required questions.

The following are the required questions for your interview:

Why do you consider yourself an early childhood professional and what does “professionalism” mean to you?
What attracted you to the early childhood field or caring for young children and why have you chosen to work with young children and their families?
Which teaching methods and strategies do you use most often, and who are the philosophers and theorists who have influenced your work?
What, if any, formal education do you have in this field? How do you continue to grow your skills and knowledge in working with young children? (This is a great opportunity for follow-up questions!)
How do you measure your own effectiveness in helping children achieve developmental and learning outcomes?
Do you feel your role as a professional has changed since you first entered the field? If so, how? (This is a great opportunity for follow-up questions!)
What are some challenges you face as a childcare provider, and what solutions do you believe are needed?
Beyond teaching and learning, what do you think your role is in the classroom and in your community? (This is a great opportunity for follow-up questions!)
What do you believe child-centered learning is, and how to embrace a holistic approach to teaching and learning? (This is another great opportunity for follow-up questions!)
How do your curriculum, daily schedule, environment, and materials support your objectives for children’s development and learning?
What are some of the developmental and learning outcomes you want children to achieve in your care? What are your objectives for their growth and development?
In your opinion, why is the period of early childhood development special?
How do you engage in reflective teaching and professional development?
What surprises you most about your work in early childhood education?
What advice or guidance do you have for someone earning a degree in early childhood education?
Additional Questions
You must prepare a minimum of five of your own questions for the interview based on what you’ve learned about the role of the professional in early childhood education or child care and your own experiences and goals. You may also ask spontaneous follow-up questions during the interview to clarify the professional’s answer or follow a line of thought. Those might come naturally, but make sure you prepare several questions that reflect your own interests in early childhood. Ensure you have prepared at least five (5) additional questions to be asked during the interview.

Create a personal belief statement through a proverb or quote that reflects your belief as a culturally responsive teacher. Discuss how this belief statement reflects your thinking and behaving in regards to socio-cultural consciousness.

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Socio-cultural consciousness

Socio-cultural consciousness is a teacher’s own way of thinking and behaving that are influenced by race, ethnicity, social class, and language. As teachers, we must critically examine our own socio-cultural identities and biases in the context of the inequalities culturally diverse segments of society experience. Based on this module/week’s readings and study, create a personal belief statement through a proverb or quote that reflects your belief as a culturally responsive teacher. Discuss how this belief statement reflects your thinking and behaving in regards to socio-cultural consciousness.

One source must be: https://jtl.uwindsor.ca/index.php/jtl/article/view/5767 or https://doaj.org/article/2632d68ae5d34b0f89d06a7fff0dc9aa

Explore‌ ‌the‌ ‌impact‌ ‌of‌ ‌a‌ ‌talent‌ ‌management‌ ‌model‌ ‌upon‌ ‌supporting‌ ‌ talented‌ ‌employees‌ ‌within‌ ‌a‌ ‌secondary‌ ‌school.‌ ‌

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‌Talent‌ ‌management‌ ‌model‌

Explore‌ ‌the‌ ‌impact‌ ‌of‌ ‌a‌ ‌talent‌ ‌management‌ ‌model‌ ‌upon‌ ‌supporting‌ ‌ talented‌ ‌employees‌ ‌within‌ ‌a‌ ‌secondary‌ ‌school.‌ ‌

Critically review a curriculum programme or scheme with which you are familiar, examining its aims and purposes and analysing the extent to which these are achieved in practice based on your own experience.

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Curriculum programme

Critically review a curriculum programme or scheme with which you are familiar, examining its aims and purposes and analysing the extent to which these are achieved in practice based on your own experience. As far as you are able you should include the different perspectives of relevant stakeholders in your analysis and identify overall strengths, limitations and possible areas for development.

How can classroom teachers ensure that students are prepared? Discuss any experience you have had with the assessments as a student, parent, teacher assistant, etc.

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State Testing in MIssissippi

Mississippi requires students to take several assessments in K-12th grade. Using the MDE link provided in the CANVAS module, research, and write a description of each assessment (one well-constructed paragraph minimum for each assessment).

https://mdek12.org/OSA (Links to an external site.)

There should be a heading for each of the following:

ACT State Testing
English Language Proficiency Test (ELPT)
Kindergarten Readiness Assessment (KRA)
Literacy-Based Promotion Act Assessments (LBPA)
Mississippi Academic Assessment Program (MAAP)
National Assessment of Educational Progress (NAEP)

For each assessment, include the following information:
Purpose of the assessment
Grades levels involved in assessment
How can classroom teachers ensure that students are prepared?
Discuss any experience you have had with the assessments as a student, parent, teacher assistant, etc.
State Testing in Mississippi Assignment

Consider the effects of having moved to a new place, learning English as a second language from parents not proficient in English, and any cognitive processing problems that should be formally assessed. Explain how these issues should be considered to further assist Kale.

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Comprehensive early reading strategies and instructional goals

Creating an effective early reading plan takes practice. Young readers are learning to process language, increase vocabulary, recognize letter sounds, and blend sounds, in a very complex process. When young learners are at risk or are not progressing as expected, it is crucial to understand where the learner needs assistance and support. Only through clear evaluation and analysis can a comprehensive early reading plan become an effective intervention.

Develop a comprehensive early reading plan based on the following case scenario and the tasks that follow the scenario:

Student: Kale Age: 6.7 Grade: 1

Kale has just transferred to a new school from another state. It is the middle of the school year and Kale’s new teacher is concerned about his reading skills, particularly his decoding and sight words. His school records have not arrived from his old school, but his parents said that his previous teacher had asked to meet with them, but they were unsure if it was about reading. They thought it may have been about behavior. His primary spoken language is French. English is Kale’s second language. His parents struggle with speaking English and need an interpreter during meetings. It is unclear what prompted the move, but it appears it was sudden and not planned. Kale is an only child and there does not appear to be any family or friends in the area. Kale’s parents are currently unemployed.

Kale completed some assessments for his new teacher, who noted some skill deficits. Most of Kale’s peers recognize sight words like “and,” “has,” “is,” “a,” “the,” “was,” “to,” “have,” and “said.” Kale has difficulty when he encounters these words. Kale’s oral reading is slow and labored. He often says the wrong letter sound or guesses at words or waits until a peer says the word for him. Kale is unable to answer simple comprehension questions (e.g., main idea, main characters) after he has listened to a passage read aloud, as well. His teacher has scheduled a meeting with Kale’s parents to discuss the assessments.

The teacher developed the following instructional goals for Kale:

Given a letter or letter combination, Kale will say the corresponding sound, accurately, three out of four trials.

Given a brief reading passage on his instructional level, Kale will read the passage and be able to retell the main ideas, three out of four trials.

Given a CVC (consonant-vowel-consonant) word prompt, Kale will be able to say the word “slowly” (sounding it out) and then say it “fast” (reading as a whole word), accurately and automatically.

After listening to a story, Kale will recall three or four sequenced events.

Shown sight words, Kale will state the word automatically.

Part 1: Reading Strategies
Summarize the following reading strategies in 100-200 words each. Describe the benefits of the strategy and specific tips for implementation.

Comprehension strategies

Graphic organizers

Independent practice

Model-lead-test

Peer tutoring

Repeated reading

Part 2: Instructional Goals
In 250-500 words, complete the following:
Sequence each of Kale’s instructional goals described in the case scenario in the order you would address them with him.

For each instructional goal, select an early reading strategy to use from Part 1 and explain why or how it will assist Kale in achieving the instructional goal.

Explain how you would involve Kale’s parents. Develop an activity from one of the early reading strategies that Kale’s parents can use at home.

Consider the effects of having moved to a new place, learning English as a second language from parents not proficient in English, and any cognitive processing problems that should be formally assessed. Explain how these issues should be considered to further assist Kale.

Support your summaries with 2-3 scholarly resources.

What do you understand by the term ‘pastoral care’? Critically examine how it might be provided at both classroom and whole school level?

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Pastoral care, Behavior and learning in Schools.

ESSAY TITLE: What do you understand by the term ‘pastoral care’? Critically examine how it might be provided at both classroom and whole school level?

There is guidance attached below and specific to answer the question as well as slides/lectures/notes. These are noted in the attached file so please read through each. Readings are there too.

Pdf files =part of week 5

Message me for any questions.

Examine power in education and development. Choose a local development initiative and place it within the broader global context, critically examine issues of power and agency between included actors.

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Education and development

 

Essays should be 2000 words long (+/- 10%) and address one of the three prompts below. Students are encouraged, but not required, to expand on their blog in their essay.

Essay prompts:

1. Focusing on a particular country or countries, describe the relationship between education and another aspect of national development in the country(ies), focus on key actors, main challenges, attempts made or planned to overcome the challenges, and any unintended consequences.

2. Critically examine the role of international education aid in national development. You may focus on one country (or region) or one international organisation or NGO. Consider the main sources of aid, competing agendas in aid, shortcomings in aid, and any unintended consequences.

3. Examine power in education and development. Choose a local development initiative and place it within the broader global context, critically examine issues of power and agency between included actors.

(please tell me your decision, when you decided a prompt, we need to talk more details, and also support your arguments with evidence- every argument needs evidence from the text; your opinion is not evidence. ​

Make the connection between various aspects of your writing explicit- if in doubt, state it right out!​ And combine a lot of readings from the class!