Understand and welcome the role of effective quality assurance and line management, upholding the obligation to give account and accept responsibility. Establish and sustain professional working relationship with those line managed.

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Personal statement

The following needs to be included as it is the requirement
Establish and sustain high expectations of behaviour for students, built upon relationships and routines, which are understood clearly by staff and students.
b. Ensure high standards of student behaviour in accordance with the school’s behaviour policy in a consistent, fair and respectful manner.
c. Ensure that adults within the school model and teach the behaviour of a good citizen.

5. SEND & EAL
a. Ensure the department holds ambitious expectations for all students with SEND and EAL that enable students to access the curriculum and learn effectively.
b. Ensure the school fulfils its statutory duties with regard to the SEND code of practice.

6. Professional development
a. Ensure staff have access to professional development opportunities, aligned to balance the priorities of whole-school improvement, team and individual needs.
b. Prioritise the professional development of staff, ensuring effective planning, delivery and evaluation.
c. Utilise the skills and experience of staff teaching PSHCRE and encourage collaborative working.
d. Have knowledge of key safeguarding themes and use this to inform planning and CPD for staff.

7. Organisational management
a. Ensure the protection and safety of students and staff through effective approaches to safeguarding as part of the duty of care.
b. Prioritise and allocate financial resources appropriately, ensuring efficiency and effectiveness.
c. Establish and oversee systems, processes and policies that enable the subject area to operate effectively and efficiently.

8. Continuous departmental improvement
a. Make use of effective and proportionate processes of evaluation to identify problems and barriers which limit effectiveness, and identify priority areas for improvement.
b. Ensure appropriate and effective evidence-informed strategies for improvement as part of targeted plans which are realistic, timely, appropriately sequenced and suited to the subject area’s context.

9. Working in partnership
a. Forge constructive relationships within the school, working in partnership with middle and senior leaders in a climate of mutual challenge and support.
b. Establish and maintain working relationships with all staff across the school to improve educational outcomes.
c. Actively engage with stakeholders, including parents, exam boards, professional bodies and subject communities.
d. To ensure that students and their parents/carers are provided with information and guidance about the PSHCRE curriculum.

10. Accountability
a. Understand and welcome the role of effective quality assurance and line management, upholding the obligation to give account and accept responsibility.
b. Establish and sustain professional working relationship with those line managed (where applicable).

pply research and theory to educational planning in support of equitable outcomes for students, staff, and the school community. Design effective learning and assessment activities for a diverse audience. Advocate for all learners through effective communication, community engagement, and ongoing collaboration. Utilize data to inform decision-making and address barriers to student success. Demonstrate ethical decision-making, behavior, and commitment to equity.

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Portfolio Presentation

Assignment Prompt: SEE attached file “portfolio drafts”

Throughout the program, and specifically, in this course, you have been collecting, revising, and responding to artifacts of your work that demonstrate your mastery of the MAEd Program Learning Outcomes. For this final portfolio project, you will have two steps to complete.

In your portfolio- your work must demonstrate the mastery of the following Program Learning Outcomes as described in each of your weekly assignments. Please review the assignment rubric for additional information.

MAEd Program Learning Outcomes:

Apply research and theory to educational planning in support of equitable outcomes for students, staff, and the school community.
Design effective learning and assessment activities for a diverse audience.
Advocate for all learners through effective communication, community engagement, and ongoing collaboration.
Utilize data to inform decision-making and address barriers to student success.
Demonstrate ethical decision-making, behavior, and commitment to equity.

Part 1: Portfolio SEE ATTACHED WORD DOCS.FILE

Assemble your portfolio into a single Word document. Organize your portfolio using the following headings. The required components and order of your portfolio are:

Portfolio Introduction
This section should introduce your portfolio to your audience. Be sure to include information that will be helpful as your reader looks through your portfolio.

Philosophy of Education
This section should reveal your final Philosophy of Education. You have drafted and re-drafted this philosophy many times, but your portfolio should include your final Philosophy of Education.

Resume and Biography
This section should include a polished resume and a biography.

Artifacts and Caption statements (a minimum of eight)
In this section you will include a minimum of 8 artifacts with caption statements that describe the artifact. You will need at least 1 artifact demonstrating mastery of each PLO, but we suggest including as many as you would like to show complete mastery. In your caption statements, be sure to create a description of the artifact and the PLO(s) the artifact demonstrates.

Statement of Professional Goals and Plan for Future Learning
This section should include a statement of your professional goals and a plan for your future learning. Be sure to be specific within this section and provide action-oriented plans.

Link to Video Presentation (Part 2)
This section should include a link to your video recorded within Part 2 of this assignment.

Part 2: Video Presentation (Power Point Presentation)

For this part of the assignment, you will create a video presentation of your portfolio project to share with future employers. This video presentation should be 5-7 minutes in length and include a showcase of the work you completed in this course and within the portfolio, you created in Part 1. Ensure that the link to your video presentation is included in your portfolio.

Determine whether Marius is responding adequately to Tier 1 instruction, rationalizing your response. Based on your determination above and additional research, what tier of instruction would you recommend for Marius? What do you recommend Marius read, based on his interests and background? List three titles you would suggest.

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At-Risk and Struggling Readers

Response to Intervention (RTI) is widely used for determining appropriate interventions for students who appear to be struggling with learning fundamental academic skills. RTI requires gathering and analyzing multiple forms of data, planning and implementing interventions, and assessing whether those interventions have helped the student.

A special educator must have the ability of using data to make appropriate decisions for students regarding reading interventions. Additionally, a skilled educator will use a child’s strengths and interests to help increase student engagement and success.

Review the following case scenario and complete the tasks:

Student: Marius

Age: 8

Grade: 3

Marius is a third grade student who transferred to Oakwood Elementary School late in the fall. His teacher, Mrs. Pfirman, has noticed that he seems to struggle with many independent reading assignments. When Mrs. Pfirman administered the mid-year universal screening measure, she was not surprised to see that Marius’ reading score was below the grade-level benchmark. Consequently, Mrs. Pfirman decided to begin Level 1 RTI by monitoring Marius’ reading performance once a week for seven weeks using measures to assess his decoding, phonemic awareness, and vocabulary skills. Marius’ mother indicates that he was on grade level prior to moving; however, records received from his previous school do not show this. In other subject areas, Marius excels. His math skills are above the benchmark for his grade level. His speaking skills and verbal vocabulary are also on or above grade level.

On the initial assessment, the Beginning Phonics Diagnostic Assessment, Marius scored perfectly on all consonants and uppercase letters. He was able to sound out all short vowel letter sounds, and all vowel-consonant (VC) and consonant-vowel-consonant (CVC) words with beginning and continuous sounds. However, he was unable to read four of the six words on the measure of CVC words beginning with stop sounds, and only read one of the words on the consonant-consonant-vowel-consonant (CCVC) words with beginning blends sub-test. He read no other words on the rest of the assessment correctly.

On the Acadience Reading third grade beginning of the year assessment, Marius scored intensive. His scores on this assessment for weeks 5, 6, and 7 were 22, 27, and 33. The benchmark that would be expected after the 7 weeks of interventions is 30 and the expected criteria is 1.6. In addition, Marius’ rate of growth was 1.4.

On a Peabody Picture Vocabulary Test, he scored in the 84th percentile, which is well above average.

Marius is extremely interested in dinosaurs, Minecraft, and science. He has two dogs that he is extremely fond of and shares stories about these dogs in school. He is sometimes off task, pretending to be a dinosaur or a character from Minecraft. He knows just about every dinosaur by name, geographical region found and era. He knows what they all eat, how they lived, and when they were killed. He has seen all of the Jurassic Park movies (according to his self-report anyway) and is eagerly hoping to one day bring the dinosaurs back using DNA like they do in the movies.

Marius is from a single parent home and appears to move frequently. His mother does have a good job, though, and he appears to have other strong family ties, including some visitations with his dad. Marius is from a bi-racial couple who never married and do not live together, although they maintain a good parenting relationship.

Compose a 500-750 word evaluation of Marius incorporating the following:

Determine whether Marius is responding adequately to Tier 1 instruction, rationalizing your response.
Based on your determination above and additional research, what tier of instruction would you recommend for Marius?
What do you recommend Marius read, based on his interests and background? List three titles you would suggest.
Determine what cultural and linguistic factors his teacher must consider when planning an intervention for him, given the scenario and data.
In what learning environments do you think Marius would learn best? Why? Justify your choices with information from the scenario and your research.
For next steps, would there be any reasons to simply wait and see how Marius does in the next quarter or do you believe immediate intervention is necessary? Explain your answer.
Support your evaluation with a minimum of two scholarly resources.

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.

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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.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

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.

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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.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

What are your beliefs and/or theories as a teacher, counselor, or administrator? What goals would you like to achieve or accomplish as a result of your philosophy? How will you accomplish the tasks and challenges? What are your expectations in the role of teacher, counselor, or administrator? How will you accomplish these expectations?

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Week 2: Portfolio Assignment 1 – Philosophy of Education

Write a 3-5 page narrative describing your philosophy of education: How would you define your role as a professor educator, school counselor, or administrator?

This paper is a statement about what you believe about education. Include what you think is important. Some questions to address are:

What are your beliefs and/or theories as a teacher, counselor, or administrator?

What goals would you like to achieve or accomplish as a result of your philosophy? How will you accomplish the tasks and challenges?

What are your expectations in the role of teacher, counselor, or administrator? How will you accomplish these expectations?

How is a portfolio for K-12 student learning similar to one for adult learning? What adjustments will you be making for your own portfolio?

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Week 1: Discussion Question

Discussion Prompt
How is a portfolio for K-12 student learning similar to one for adult learning? What adjustments will you be making for your own portfolio? “Kindergarten or 1st-grade students”

Briefly describe the purpose, intent, and scope of the study, including the statement of the problem, hypotheses or research questions, and key concepts. Describe the research design, population sample, data collection procedure, and other procedures used in the study.

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Collaborative work

Write 1,750-2,000 word paper. Research indicates the most effective and productive configuration for collaborative work is extended blocks of time scheduled within the school day. However, teachers do not like to take time away from their classrooms or other responsibilities. This seems to create a scheduling issue and obstacle to collaboration. In your paper, do the following:

-Make a convincing argument that sufficient collaboration time can be consistently available to teachers without impinging on their classroom time or other responsibilities.
-Discuss the budget constraints placed on collaborative decision-making.
-Use the information from your readings, your personal experience, and personal observations as evidence to support your argument.
-Locate at least two additional scholarly research sources related to this topic, and provide at least one citation from each source as an in-text citation within your paper.
-Write an abstract of one scholarly research source you used to write the paper. Clearly identify the abstract as a separate section of the paper entitled “Literature Abstract.” Use the following guidelines to write the abstract:

Introduction (50 words): briefly describe the purpose, intent, and scope of the study, including the statement of the problem, hypotheses or research questions, and key concepts.

Methodology (100 words): describe the research design, population sample, data collection procedure, and other procedures used in the study.

Results (100 words): briefly describe the data collected and the findings of the study, including the interpretation and implications of the study.

Conclusion (50 words): briefly critique the presentation of the study, including the researcher’s credentials. Provide a summary assessment of the study.

How does the classroom teacher differentiate for the individual needs of the students. What do you notice about how instruction is modified or adapted for individuals who need additional support or enrichment? Are there other staff in the classroom who help students? Are students grouped for part of the instruction? Are assignments modified? How does the teacher assess students to know who needs support or enrichment?

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Field Report #4

How does the classroom teacher differentiate for the individual needs of the students. What do you notice about how instruction is modified or adapted for individuals who need additional support or enrichment? Are there other staff in the classroom who help students? Are students grouped for part of the instruction? Are assignments modified? How does the teacher assess students to know who needs support or enrichment? Write a one-page essay that summarizes these prompts

Write a 250-500 word reflection on the process of creating a literature unit and explaining how you plan to use research on teaching, professional ethics, and resources available for professional learning to improve student learning in your future professional practice.

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Benchmark -Literature Assessment Plan.

Part 1.
For this assignment, create a 500-750 word assessment plan for your unit that includes formative and summative assessments, as well as technology and differentiation.

Part 2.
In addition, write a 250-500 word reflection on the process of creating a literature unit and explaining how you plan to use research on teaching, professional ethics, and resources available for professional learning to improve student learning in your future professional practice. Cite the “COE Professional Dispositions of Learners,” and the “Model Code of Ethics for Educators” as appropriate.