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– ## Timelog.docx – ## 4.1Hintsforreflectionquestionsfortimelog1.docx **## Timelog.docx** *********This is the same assignment, different grade levels and teacher ***** Can you please do these 4 separate pages for 4 different subjects with the same class** **Teacher: Ms. Holland** **Grad…

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Assignment Prompt & Instructions

– ## Timelog.docx

– ## 4.1Hintsforreflectionquestionsfortimelog1.docx

**## Timelog.docx**

*********This is the same assignment, different grade levels and teacher ***** Can you please do these 4 separate pages for 4 different subjects with the same class**

**Teacher: Ms. Holland**

**Grade K**

**Population: 11 boys and 8 girls**

**Diversity: The class consist of some students that are ELL, IEP students**

**Subjects taught: All (you can choose anyone)**

**Please double check to make sure all of the reflection questions are answered in 100-200 detailed word sentences in each entry. Each set of reflection questions will need to be unique and different from each day you observed.**

**Questions**

1.
**Description: Describe the classroom dynamics, what subject was being taught- add a Georgia standard that matches, and the strategies that the teacher used.**

2.
**School Diversity (list predominant demographics and/or specialized student populations served by this school)😙**

3.
**Recall and describe your field experience, outlining what you did or observed.***

4.
**Based on your current understanding, what did the teacher do that went well and why do you think it went well?***

5.
**Name the instructional technology available during your field experience and briefly describe its impact on student learning. If technology was not used, please describe how it could be implemented to positively impact the student learning experience.***

6.
**List all student factors you observed in the classroom: Prior learning experiences, Interests, Social-emotional learning needs, Funds of knowledge (i.e., students’ cultural, language, and socioeconomic backgrounds)***

7.
**What did you learn from this experience that you would or would not take to your classroom? And why?***

**## 4.1Hintsforreflectionquestionsfortimelog1.docx**

**Helpful Hints for My Time Log Field Experience Reflections**

Maintain a clinical experience notebook where you record detailed notes during each field experience. Immediately after the clinical experience, use your detailed, descriptive notes to describe what you saw and heard, interpret and reflect on the field experience, and to answer the reflection questions in My Time Log.

You will use three types of writing in the My Time Log clinical (field) experience reflections: descriptive writing, analytic writing, and reflective writing.

·
**Descriptive writing TELLS** what you see without any additional interpretation. Examples:

· There were 15 girls and 17 boys in the classroom. The students were working on a math assignment using manipulatives. The objectives of the assignment were x, y, and z.

· The direct instructional part of the lesson took 10 minutes and the teacher said/did… The students did…

· The teacher continually checked students understanding by…

· The closing activity took 5 minutes and the teacher/students said/did……

·
**Analytic writing REVIEWS evidence with interpretation** and is supported by the evidence. Use the descriptive notes, and if applicable, work samples or other data, and come to conclusions about instructional effectiveness, classroom environment, and how you know students were learning.

·
**Reflective writing considers what you saw/heard/did/noticed during the field experience and the decisions you make about those experiences.** Reflective writing will show the intentional connection between what you learned from the clinical field experience and how you will use that information to guide your future teaching practices.

Let’s take a deep dive into each My Time Log reflection question. What is the question asking of you?

·
**“What did you observe?”**

· Take formal,
_descriptive_ notes while in the clinical field experience classroom and transcribe the notes to thoroughly answer this question in My Time Log.

· Determine the focus of the observation/experience and how you will document it. Use descriptive notes to document what you observed during the clinical field experience.

· When addressing this question, reflections should be thoughtful descriptions of the content taught, lesson sequence/activities, specific instructional strategies seen in action (name the strategies: ex. think – pair – share, 4 corners, etc.), how the teacher used them to engage students in learning, and specific classroom management techniques used. Some questions to consider:

·
_What were the learning targets/objectives of the lesson and how were they met/not met?_

·
_How did the teacher set the stage for learning?_

·
_How did the teacher present the learning targets for the day?_

·
_Tap into prior knowledge_

·
_Build background knowledge_

· How did the teacher scaffold the lesson?

·
_How did the teacher transition students from one activity to another?_

·
_How did the teacher re-direct students when necessary?_

·
_How did the teacher keep 100% of the students engaged 100% of the time?_

·
_How did the teacher gain students’ attention, when necessary?_

·
_How did the teacher group students?_

·
_What specific techniques were used to differentiate the curriculum to meet the needs of all students?_

·
_What did you notice about the teacher’s pacing of the lesson and time management?_

·
_What subtle teacher moves occurred during the lesson to keep the learning moving forward?_

·
_How did the teacher take a pulse of student learning/understanding throughout the lesson?_

·
Analysis of what was seen during the observation. Provide explanations of what was effective/ineffective and WHY.

_(What were some of the teacher interactions with individual students and groups of students and how did the interactions impact student learning? What were some of the student-student interactions, and how did those interactions impact student learning? At the middle school & high school level when observing the same lesson taught multiple times, consider: did interactions differ, how did they differ, and how did that impact student learning? How did students use their knowledge of content to think like a scientist/historian/engineer/etc.?_

·
**“What went well?”**

· Choose a few examples from the descriptive notes to intentionally analyze and reflect on the clinical field experience. Connect specific course content you have learned with what you saw happening in the classroom. Explain how you know the various elements of the lesson went well. What did you see and hear that let you know students were learning? What evidence did you see that students reached the learning targets?

·
**“What could have been improved?”**

· This response is not meant to be critical or negative, but rather is another analysis and reflection of the experience. There is always room for improvement, whether it is adding technology, timing, less/more resources, etc. Answer this question based on what you are learning or have learned in courses.

· The question “what could be improved” is an opportunity to demonstrate
application of all that you have learned in the program (knowledge, skills, and dispositions).  The reflection for this section should always include something that could be improved and why. Even if the lesson seems “near perfect,” there will always be room for changes that lead to increased student learning and/or interaction. The question to ask as you go into your student teaching and later, into your own classroom, is ‘What specifically could have been done differently to improve student learning?” It might be groupings, use of technology, additional time for student interaction, or something else. Keep an open mind as to how you might make changes to a lesson in the future, even small changes, to improve student outcomes.

·
**“What did you learn or gain from the experience?”**

· Look at the descriptive notes you took and choose a couple specific examples that you found useful and can apply to your professional development as an educator. Be sure to intentionally connect the reasoning behind your choices (connection between coursework and instructional practices in the classroom setting).

·
**“Influence of school, family, … grow and develop as a teacher?”**

· Make connections between course readings and assignments to what you saw and experienced in the host teacher’s classroom. For additional insight, consider probing the teacher on what they consider are important influences on their students’ learning.

·
**Instructional technology:**

· With 21st Century learning, Instructional Technology (IT) is an integral part of education. Based on what you are learning or have learned in courses, the response for the technology question should answer what (if any) IT was used, why it was (or was not) used, and how it improved student learning and outcomes. The response should also answer what, if any, additional IT could have been used during the lesson(s) to improve student learning and outcomes.

For examples of model My Time Log reflections, review the Model Field Experience examples.

**## 4.1Hintsforreflectionquestionsfortimelog1.docx**

**Helpful Hints for My Time Log Field Experience Reflections**

Maintain a clinical experience notebook where you record detailed notes during each field experience. Immediately after the clinical experience, use your detailed, descriptive notes to describe what you saw and heard, interpret and reflect on the field experience, and to answer the reflection questions in My Time Log.

You will use three types of writing in the My Time Log clinical (field) experience reflections: descriptive writing, analytic writing, and reflective writing.

·
**Descriptive writing TELLS** what you see without any additional interpretation. Examples:

· There were 15 girls and 17 boys in the classroom. The students were working on a math assignment using manipulatives. The objectives of the assignment were x, y, and z.

· The direct instructional part of the lesson took 10 minutes and the teacher said/did… The students did…

· The teacher continually checked students understanding by…

· The closing activity took 5 minutes and the teacher/students said/did……

·
**Analytic writing REVIEWS evidence with interpretation** and is supported by the evidence. Use the descriptive notes, and if applicable, work samples or other data, and come to conclusions about instructional effectiveness, classroom environment, and how you know students were learning.

·
**Reflective writing considers what you saw/heard/did/noticed during the field experience and the decisions you make about those experiences.** Reflective writing will show the intentional connection between what you learned from the clinical field experience and how you will use that information to guide your future teaching practices.

Let’s take a deep dive into each My Time Log reflection question. What is the question asking of you?

·
**“What did you observe?”**

· Take formal,
_descriptive_ notes while in the clinical field experience classroom and transcribe the notes to thoroughly answer this question in My Time Log.

· Determine the focus of the observation/experience and how you will document it. Use descriptive notes to document what you observed during the clinical field experience.

· When addressing this question, reflections should be thoughtful descriptions of the content taught, lesson sequence/activities, specific instructional strategies seen in action (name the strategies: ex. think – pair – share, 4 corners, etc.), how the teacher used them to engage students in learning, and specific classroom management techniques used. Some questions to consider:

·
_What were the learning targets/objectives of the lesson and how were they met/not met?_

·
_How did the teacher set the stage for learning?_

·
_How did the teacher present the learning targets for the day?_

·
_Tap into prior knowledge_

·
_Build background knowledge_

· How did the teacher scaffold the lesson?

·
_How did the teacher transition students from one activity to another?_

·
_How did the teacher re-direct students when necessary?_

·
_How did the teacher keep 100% of the students engaged 100% of the time?_

·
_How did the teacher gain students’ attention, when necessary?_

·
_How did the teacher group students?_

·
_What specific techniques were used to differentiate the curriculum to meet the needs of all students?_

·
_What did you notice about the teacher’s pacing of the lesson and time management?_

·
_What subtle teacher moves occurred during the lesson to keep the learning moving forward?_

·
_How did the teacher take a pulse of student learning/understanding throughout the lesson?_

·
Analysis of what was seen during the observation. Provide explanations of what was effective/ineffective and WHY.

_(What were some of the teacher interactions with individual students and groups of students and how did the interactions impact student learning? What were some of the student-student interactions, and how did those interactions impact student learning? At the middle school & high school level when observing the same lesson taught multiple times, consider: did interactions differ, how did they differ, and how did that impact student learning? How did students use their knowledge of content to think like a scientist/historian/engineer/etc.?_

·
**“What went well?”**

· Choose a few examples from the descriptive notes to intentionally analyze and reflect on the clinical field experience. Connect specific course content you have learned with what you saw happening in the classroom. Explain how you know the various elements of the lesson went well. What did you see and hear that let you know students were learning? What evidence did you see that students reached the learning targets?

·
**“What could have been improved?”**

· This response is not meant to be critical or negative, but rather is another analysis and reflection of the experience. There is always room for improvement, whether it is adding technology, timing, less/more resources, etc. Answer this question based on what you are learning or have learned in courses.

· The question “what could be improved” is an opportunity to demonstrate
application of all that you have learned in the program (knowledge, skills, and dispositions).  The reflection for this section should always include something that could be improved and why. Even if the lesson seems “near perfect,” there will always be room for changes that lead to increased student learning and/or interaction. The question to ask as you go into your student teaching and later, into your own classroom, is ‘What specifically could have been done differently to improve student learning?” It might be groupings, use of technology, additional time for student interaction, or something else. Keep an open mind as to how you might make changes to a lesson in the future, even small changes, to improve student outcomes.

·
**“What did you learn or gain from the experience?”**

· Look at the descriptive notes you took and choose a couple specific examples that you found useful and can apply to your professional development as an educator. Be sure to intentionally connect the reasoning behind your choices (connection between coursework and instructional practices in the classroom setting).

·
**“Influence of school, family, … grow and develop as a teacher?”**

· Make connections between course readings and assignments to what you saw and experienced in the host teacher’s classroom. For additional insight, consider probing the teacher on what they consider are important influences on their students’ learning.

·
**Instructional technology:**

· With 21st Century learning, Instructional Technology (IT) is an integral part of education. Based on what you are learning or have learned in courses, the response for the technology question should answer what (if any) IT was used, why it was (or was not) used, and how it improved student learning and outcomes. The response should also answer what, if any, additional IT could have been used during the lesson(s) to improve student learning and outcomes.

For examples of model My Time Log reflections, review the Model Field Experience examples.

**## Timelog.docx**

*********This is the same assignment, different grade levels and teacher ***** Can you please do these 4 separate pages for 4 different subjects with the same class**

**Teacher: Ms. Holland**

**Grade K**

**Population: 11 boys and 8 girls**

**Diversity: The class consist of some students that are ELL, IEP students**

**Subjects taught: All (you can choose anyone)**

**Please double check to make sure all of the reflection questions are answered in 100-200 detailed word sentences in each entry. Each set of reflection questions will need to be unique and different from each day you observed.**

**Questions**

1.
**Description: Describe the classroom dynamics, what subject was being taught- add a Georgia standard that matches, and the strategies that the teacher used.**

2.
**School Diversity (list predominant demographics and/or specialized student populations served by this school)😙**

3.
**Recall and describe your field experience, outlining what you did or observed.***

4.
**Based on your current understanding, what did the teacher do that went well and why do you think it went well?***

5.
**Name the instructional technology available during your field experience and briefly describe its impact on student learning. If technology was not used, please describe how it could be implemented to positively impact the student learning experience.***

6.
**List all student factors you observed in the classroom: Prior learning experiences, Interests, Social-emotional learning needs, Funds of knowledge (i.e., students’ cultural, language, and socioeconomic backgrounds)***

7.
**What did you learn from this experience that you would or would not take to your classroom? And why?***

**## 4.1Hintsforreflectionquestionsfortimelog1.docx**

**Helpful Hints for My Time Log Field Experience Reflections**

Maintain a clinical experience notebook where you record detailed notes during each field experience. Immediately after the clinical experience, use your detailed, descriptive notes to describe what you saw and heard, interpret and reflect on the field experience, and to answer the reflection questions in My Time Log.

You will use three types of writing in the My Time Log clinical (field) experience reflections: descriptive writing, analytic writing, and reflective writing.

·
**Descriptive writing TELLS** what you see without any additional interpretation. Examples:

· There were 15 girls and 17 boys in the classroom. The students were working on a math assignment using manipulatives. The objectives of the assignment were x, y, and z.

· The direct instructional part of the lesson took 10 minutes and the teacher said/did… The students did…

· The teacher continually checked students understanding by…

· The closing activity took 5 minutes and the teacher/students said/did……

·
**Analytic writing REVIEWS evidence with interpretation** and is supported by the evidence. Use the descriptive notes, and if applicable, work samples or other data, and come to conclusions about instructional effectiveness, classroom environment, and how you know students were learning.

·
**Reflective writing considers what you saw/heard/did/noticed during the field experience and the decisions you make about those experiences.** Reflective writing will show the intentional connection between what you learned from the clinical field experience and how you will use that information to guide your future teaching practices.

Let’s take a deep dive into each My Time Log reflection question. What is the question asking of you?

·
**“What did you observe?”**

· Take formal,
_descriptive_ notes while in the clinical field experience classroom and transcribe the notes to thoroughly answer this question in My Time Log.

· Determine the focus of the observation/experience and how you will document it. Use descriptive notes to document what you observed during the clinical field experience.

· When addressing this question, reflections should be thoughtful descriptions of the content taught, lesson sequence/activities, specific instructional strategies seen in action (name the strategies: ex. think – pair – share, 4 corners, etc.), how the teacher used them to engage students in learning, and specific classroom management techniques used. Some questions to consider:

·
_What were the learning targets/objectives of the lesson and how were they met/not met?_

·
_How did the teacher set the stage for learning?_

·
_How did the teacher present the learning targets for the day?_

·
_Tap into prior knowledge_

·
_Build background knowledge_

· How did the teacher scaffold the lesson?

·
_How did the teacher transition students from one activity to another?_

·
_How did the teacher re-direct students when necessary?_

·
_How did the teacher keep 100% of the students engaged 100% of the time?_

·
_How did the teacher gain students’ attention, when necessary?_

·
_How did the teacher group students?_

·
_What specific techniques were used to differentiate the curriculum to meet the needs of all students?_

·
_What did you notice about the teacher’s pacing of the lesson and time management?_

·
_What subtle teacher moves occurred during the lesson to keep the learning moving forward?_

·
_How did the teacher take a pulse of student learning/understanding throughout the lesson?_

·
Analysis of what was seen during the observation. Provide explanations of what was effective/ineffective and WHY.

_(What were some of the teacher interactions with individual students and groups of students and how did the interactions impact student learning? What were some of the student-student interactions, and how did those interactions impact student learning? At the middle school & high school level when observing the same lesson taught multiple times, consider: did interactions differ, how did they differ, and how did that impact student learning? How did students use their knowledge of content to think like a scientist/historian/engineer/etc.?_

·
**“What went well?”**

· Choose a few examples from the descriptive notes to intentionally analyze and reflect on the clinical field experience. Connect specific course content you have learned with what you saw happening in the classroom. Explain how you know the various elements of the lesson went well. What did you see and hear that let you know students were learning? What evidence did you see that students reached the learning targets?

·
**“What could have been improved?”**

· This response is not meant to be critical or negative, but rather is another analysis and reflection of the experience. There is always room for improvement, whether it is adding technology, timing, less/more resources, etc. Answer this question based on what you are learning or have learned in courses.

· The question “what could be improved” is an opportunity to demonstrate
application of all that you have learned in the program (knowledge, skills, and dispositions).  The reflection for this section should always include something that could be improved and why. Even if the lesson seems “near perfect,” there will always be room for changes that lead to increased student learning and/or interaction. The question to ask as you go into your student teaching and later, into your own classroom, is ‘What specifically could have been done differently to improve student learning?” It might be groupings, use of technology, additional time for student interaction, or something else. Keep an open mind as to how you might make changes to a lesson in the future, even small changes, to improve student outcomes.

·
**“What did you learn or gain from the experience?”**

· Look at the descriptive notes you took and choose a couple specific examples that you found useful and can apply to your professional development as an educator. Be sure to intentionally connect the reasoning behind your choices (connection between coursework and instructional practices in the classroom setting).

·
**“Influence of school, family, … grow and develop as a teacher?”**

· Make connections between course readings and assignments to what you saw and experienced in the host teacher’s classroom. For additional insight, consider probing the teacher on what they consider are important influences on their students’ learning.

·
**Instructional technology:**

· With 21st Century learning, Instructional Technology (IT) is an integral part of education. Based on what you are learning or have learned in courses, the response for the technology question should answer what (if any) IT was used, why it was (or was not) used, and how it improved student learning and outcomes. The response should also answer what, if any, additional IT could have been used during the lesson(s) to improve student learning and outcomes.

For examples of model My Time Log reflections, review the Model Field Experience examples.

**## Timelog.docx**

*********This is the same assignment, different grade levels and teacher ***** Can you please do these 4 separate pages for 4 different subjects with the same class**

**Teacher: Ms. Holland**

**Grade K**

**Population: 11 boys and 8 girls**

**Diversity: The class consist of some students that are ELL, IEP students**

**Subjects taught: All (you can choose anyone)**

**Please double check to make sure all of the reflection questions are answered in 100-200 detailed word sentences in each entry. Each set of reflection questions will need to be unique and different from each day you observed.**

**Questions**

1.
**Description: Describe the classroom dynamics, what subject was being taught- add a Georgia standard that matches, and the strategies that the teacher used.**

2.
**School Diversity (list predominant demographics and/or specialized student populations served by this school)😙**

3.
**Recall and describe your field experience, outlining what you did or observed.***

4.
**Based on your current understanding, what did the teacher do that went well and why do you think it went well?***

5.
**Name the instructional technology available during your field experience and briefly describe its impact on student learning. If technology was not used, please describe how it could be implemented to positively impact the student learning experience.***

6.
**List all student factors you observed in the classroom: Prior learning experiences, Interests, Social-emotional learning needs, Funds of knowledge (i.e., students’ cultural, language, and socioeconomic backgrounds)***

7.
**What did you learn from this experience that you would or would not take to your classroom? And why?***

**## 4.1Hintsforreflectionquestionsfortimelog1.docx**

**Helpful Hints for My Time Log Field Experience Reflections**

Maintain a clinical experience notebook where you record detailed notes during each field experience. Immediately after the clinical experience, use your detailed, descriptive notes to describe what you saw and heard, interpret and reflect on the field experience, and to answer the reflection questions in My Time Log.

You will use three types of writing in the My Time Log clinical (field) experience reflections: descriptive writing, analytic writing, and reflective writing.

·
**Descriptive writing TELLS** what you see without any additional interpretation. Examples:

· There were 15 girls and 17 boys in the classroom. The students were working on a math assignment using manipulatives. The objectives of the assignment were x, y, and z.

· The direct instructional part of the lesson took 10 minutes and the teacher said/did… The students did…

· The teacher continually checked students understanding by…

· The closing activity took 5 minutes and the teacher/students said/did……

·
**Analytic writing REVIEWS evidence with interpretation** and is supported by the evidence. Use the descriptive notes, and if applicable, work samples or other data, and come to conclusions about instructional effectiveness, classroom environment, and how you know students were learning.

·
**Reflective writing considers what you saw/heard/did/noticed during the field experience and the decisions you make about those experiences.** Reflective writing will show the intentional connection between what you learned from the clinical field experience and how you will use that information to guide your future teaching practices.

Let’s take a deep dive into each My Time Log reflection question. What is the question asking of you?

·
**“What did you observe?”**

· Take formal,
_descriptive_ notes while in the clinical field experience classroom and transcribe the notes to thoroughly answer this question in My Time Log.

· Determine the focus of the observation/experience and how you will document it. Use descriptive notes to document what you observed during the clinical field experience.

· When addressing this question, reflections should be thoughtful descriptions of the content taught, lesson sequence/activities, specific instructional strategies seen in action (name the strategies: ex. think – pair – share, 4 corners, etc.), how the teacher used them to engage students in learning, and specific classroom management techniques used. Some questions to consider:

·
_What were the learning targets/objectives of the lesson and how were they met/not met?_

·
_How did the teacher set the stage for learning?_

·
_How did the teacher present the learning targets for the day?_

·
_Tap into prior knowledge_

·
_Build background knowledge_

· How did the teacher scaffold the lesson?

·
_How did the teacher transition students from one activity to another?_

·
_How did the teacher re-direct students when necessary?_

·
_How did the teacher keep 100% of the students engaged 100% of the time?_

·
_How did the teacher gain students’ attention, when necessary?_

·
_How did the teacher group students?_

·
_What specific techniques were used to differentiate the curriculum to meet the needs of all students?_

·
_What did you notice about the teacher’s pacing of the lesson and time management?_

·
_What subtle teacher moves occurred during the lesson to keep the learning moving forward?_

·
_How did the teacher take a pulse of student learning/understanding throughout the lesson?_

·
Analysis of what was seen during the observation. Provide explanations of what was effective/ineffective and WHY.

_(What were some of the teacher interactions with individual students and groups of students and how did the interactions impact student learning? What were some of the student-student interactions, and how did those interactions impact student learning? At the middle school & high school level when observing the same lesson taught multiple times, consider: did interactions differ, how did they differ, and how did that impact student learning? How did students use their knowledge of content to think like a scientist/historian/engineer/etc.?_

·
**“What went well?”**

· Choose a few examples from the descriptive notes to intentionally analyze and reflect on the clinical field experience. Connect specific course content you have learned with what you saw happening in the classroom. Explain how you know the various elements of the lesson went well. What did you see and hear that let you know students were learning? What evidence did you see that students reached the learning targets?

·
**“What could have been improved?”**

· This response is not meant to be critical or negative, but rather is another analysis and reflection of the experience. There is always room for improvement, whether it is adding technology, timing, less/more resources, etc. Answer this question based on what you are learning or have learned in courses.

· The question “what could be improved” is an opportunity to demonstrate
application of all that you have learned in the program (knowledge, skills, and dispositions).  The reflection for this section should always include something that could be improved and why. Even if the lesson seems “near perfect,” there will always be room for changes that lead to increased student learning and/or interaction. The question to ask as you go into your student teaching and later, into your own classroom, is ‘What specifically could have been done differently to improve student learning?” It might be groupings, use of technology, additional time for student interaction, or something else. Keep an open mind as to how you might make changes to a lesson in the future, even small changes, to improve student outcomes.

·
**“What did you learn or gain from the experience?”**

· Look at the descriptive notes you took and choose a couple specific examples that you found useful and can apply to your professional development as an educator. Be sure to intentionally connect the reasoning behind your choices (connection between coursework and instructional practices in the classroom setting).

·
**“Influence of school, family, … grow and develop as a teacher?”**

· Make connections between course readings and assignments to what you saw and experienced in the host teacher’s classroom. For additional insight, consider probing the teacher on what they consider are important influences on their students’ learning.

·
**Instructional technology:**

· With 21st Century learning, Instructional Technology (IT) is an integral part of education. Based on what you are learning or have learned in courses, the response for the technology question should answer what (if any) IT was used, why it was (or was not) used, and how it improved student learning and outcomes. The response should also answer what, if any, additional IT could have been used during the lesson(s) to improve student learning and outcomes.

For examples of model My Time Log reflections, review the Model Field Experience examples.

– 1
– 2

November 5, 2026
[Solved] EDU541 C3

✓ Verified Academic Solution Available

Executive Solution Overview

Chapter 2: The Teacher as Leader (p. 29 – 41) Burgess, J., & Bates, D. (2009). Other Duties as Assigned: Tips, Tools, and Techniques for Expert Teacher Leadership. Alexandria, VA: Association for Supervision & Curriculum Development (ASCD). Leander, K. M., & Osborne, M. D. (2008). Complex positionin…

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Assignment Prompt & Instructions

Chapter 2: The Teacher as Leader (p. 29 – 41)
Burgess, J., & Bates, D. (2009). Other Duties as Assigned: Tips, Tools, and Techniques for Expert Teacher Leadership. Alexandria, VA: Association for Supervision & Curriculum Development (ASCD).
Leander, K. M., & Osborne, M. D. (2008). Complex positioning: teachers as agents of curricular and pedagogical reform. Journal Of Curriculum Studies, 40(1), 23-46.
Lieberman, A. (2011). Can teachers really be leaders? Kappa Delta Pi Record, 48(1), 16-18.
Ludlow, B. (2011). Teacher leadership: Why teachers must be leaders. Teaching Exceptional Children, 43(5), 6.
Mangin, M. M., & Stoelinga, S. R. (2010). The future of instructional teacher leader roles. The Educational Forum, 74(1), 49-62.
## Teacher Leadership
What is the role of teachers in leading curriculum and instruction? You should rely extensively on a synthesis and critical analysis of the background readings
Chapter 3: Develop Leadership (p. 59-84)
McKeever, B., & California School Leadership, A. (2003). Nine Lessons of Successful School Leadership Teams : Distilling a Decade of Innovation. San Francisco, CA: WestEd.
Singh, K. (2012). Teacher leadership: Making your voice count. The Education Digest, 77(7), 15-20.
Teacher Leadership Exploratory Consortium (2011). [_Teacher leader model standards_](https://www.nea.org/resource-library/teacher-leader-model-standards). Retrieved from https://www.nea.org/resource-library/teacher-leader-model-standards
Turner, J. D., Applegate, M. D., & Applegate, A. J. (2009). Teachers as literacy leaders. The Reading Teacher, 63(3), 254-256..
Yost, D. S., Vogel, R., & Rosenberg, M. D. (2009). Transitioning from teacher to instructional leader. Middle School Journal, 40(3), 20-27.

November 5, 2026
[Solved] XC5

✓ Verified Academic Solution Available

Executive Solution Overview

– ## XC4005_PerformanceTask_Template.docx – ## AssessmentSubmission1.docx – ## XC4005_PowerPoint_Template.pptx **## XC4005_PerformanceTask_Template.docx** ## **XC4005** ### **Part 6 of Change Plan: Refreeze—Sustainability and Evaluation** Reflect on the “refreeze” section to your change plan. …

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Assignment Prompt & Instructions

– ## XC4005_PerformanceTask_Template.docx

– ## AssessmentSubmission1.docx

– ## XC4005_PowerPoint_Template.pptx

**## XC4005_PerformanceTask_Template.docx**

## **XC4005**

### **Part 6 of Change Plan: Refreeze—Sustainability and Evaluation**

Reflect on the “refreeze” section to your change plan. Respond to the following questions.

1. Even though you may not be able to implement the entire change plan, imagine if you had implemented it and were now in “refreeze” stage of the change plan. How would you reinforce the changes and ensure that they are embedded into the culture of the organization for long-term sustainability? (1 paragraph)

2. What stakeholders (including interdisciplinary) would you collaborate with to sustain the change? Why? (1 paragraph)

3. What strategies would you use to sustain the change within the organization? (1–2 paragraphs)

4. How would you evaluate the change? (1 paragraph)

**## AssessmentSubmission1.docx**

Assessment Submission 1: Refreeze: Sustainability and Evaluation (Template)

1. Complete the Learning Activities in Module 1.

2. Download and complete the
[XC4005 Performance Task Submission Template](https://tempolearning.brightspace.com/content/enforced/309740-XC4005/assets/XC4005_PerformanceTask_Template.docx?isCourseFile=true).

Module 2: Practice Problem and Corresponding Change Plan

[Assessment Submission 2: Practice Problem and Corresponding Change Plan (5–6-minute Video PowerPoint Presentation).](https://tempolearning.brightspace.com/content/enforced/309740-XC4005/Assessment.html)

1. Download the
[XC4005 PowerPoint Template](https://tempolearning.brightspace.com/content/enforced/309740-XC4005/assets/XC4005_PowerPoint_Template.pptx?isCourseFile=true)

2. Review and incorporate all of the feedback you received from Faculty on Parts 1–5 of your change plan. Reach out to your Faculty if you have any questions on the feedback.

3. Create a video PowerPoint presentation providing an overview of your practice problem and corresponding change plan. Share all components of your change plan using your work when completing XC4001–XC4005. Make sure you have incorporated all of the feedback you have received from faculty on previous drafts of the change plan that you have submitted.

4. Record your PowerPoint presentation with a voiceover. You may also use the camera option to add a talking head/cameo to your Power Point Presentation.

Your presentation should include the following components:

1. Title

2. Explanation of the practice problem

3. Explanation of how you used Lewin’s change theory to propose and practice change and steps of implementing the change (including timeline)

4. Explanation of your use of leadership theories and your personal leadership skills to implement the change plan

5. Summary of your implementation of the educational component of your change plan

6. Self-evaluation of your delivery of the educational component of the change plan

7. Refreeze component of change plan: sustainability and evaluation

8. References

**## XC4005_PowerPoint_Template.pptx**

Presentation Title

Your Name

Program Name or Degree Name, Walden University

COURSE XXX: Title of Course

Instructor Name

Month XX, 202X

Slide Title

Go to the “Home” tab at the top and click the “New Slide” or “Layout” button to access different formatting for your slides.

Choose formatting that presents your information in the most logical way.

Use
[consistent, grammatically parallel format](https://academicguides.waldenu.edu/writingcenter/grammar/parallelconstruction) for bulleted lists (for example, on this slide, each element begins with an imperative verb).

You can also consult APA’s suggestions on
[formatting lists](https://academicguides.waldenu.edu/writingcenter/apa/other/seriation).

End bullet points consistently, either with or without a period.

Slide Title

Keep font of text consistent.

Be sure headings are consistent in their spacing, placement, size, etc.

Consider using the slide after the title slide to summarize your presentation’s points (like an
[abstract for a paper](https://academicguides.waldenu.edu/writingcenter/assignments/abstracts#s-lg-box-8414282)).

Slide Title

Your slides can also contain entire paragraphs, like this one does. In both paragraphs and bulleted lists in your presentation, citation rules apply just as they do in papers: when using or referencing another author’s ideas, you must cite that source. When incorporating a citation in a slide, do so just as you would in a traditional paper: According to Jones (2020), presentations are not very different from papers.

According to Smith and Cat (2020), you should make your presentation great, not just good.

Use APA style rules to format any
[tables and figures](https://academicguides.waldenu.edu/writingcenter/apa/tablesandfigures/tables) in your presentation:

Figure 1

Title Reflecting Figure Information

Note. Any needed general notes on figure. From “Utilizing Bar Graphs,” by A. Jones, 2020, Journal of Handy Graphs, 76(2), p. 3 (
[https://doi.org/10.123.45/abc](https://doi.org/10.123.45/abc)). Reprinted with permission.

Series 1 Category 1 Category 2 Category 3 Category 4 4.3 2.5 3.5 4.5 Series 2 Category 1 Category 2 Category 3 Category 4 2.4 4.4000000000000004 1.8 2.8 Series 3 Category 1 Category 2 Category 3 Category 4 2 2 3 5

Slide Title

Remember to adhere to any assignment guidelines regarding presentation format. This template contains suggestions only.

Keep in mind that there is no such thing as an “APA standard PowerPoint.” Review our
[presentation tips](https://academicguides.waldenu.edu/writingcenter/assignments/presentations) for more information!

Visit the Academic Skills Center for more
[tips on how to use PowerPoint](https://academicguides.waldenu.edu/academic-skills-center/skills/ms-office/powerpoint) or visit
[Microsoft’s PowerPoint help and learning website](https://support.office.com/en-us/powerpoint).

Slide Title

Always include a reference list at the end of your presentation, just like you would in a paper. Reference list entries take the same format they would in a paper, including a hanging indent. Visit the
[Common Reference List Examples page](https://academicguides.waldenu.edu/writingcenter/apa/references/examples) for the correct APA format. Here are a few examples:

Jones, P. (2020). This great book. Publisher.

Smith, W., & Cat, D. (2020). How to make a good presentation great. Presentations Quarterly, 45(4), 56-59.
[https://doi.org/10.123.45/abc](https://doi.org/10.123.45/abc)

## image1.jpeg

## image2.png

## image5.png

## image6.jpg

**## XC4005_PowerPoint_Template.pptx**

Presentation Title

Your Name

Program Name or Degree Name, Walden University

COURSE XXX: Title of Course

Instructor Name

Month XX, 202X

Slide Title

Go to the “Home” tab at the top and click the “New Slide” or “Layout” button to access different formatting for your slides.

Choose formatting that presents your information in the most logical way.

Use
[consistent, grammatically parallel format](https://academicguides.waldenu.edu/writingcenter/grammar/parallelconstruction) for bulleted lists (for example, on this slide, each element begins with an imperative verb).

You can also consult APA’s suggestions on
[formatting lists](https://academicguides.waldenu.edu/writingcenter/apa/other/seriation).

End bullet points consistently, either with or without a period.

Slide Title

Keep font of text consistent.

Be sure headings are consistent in their spacing, placement, size, etc.

Consider using the slide after the title slide to summarize your presentation’s points (like an
[abstract for a paper](https://academicguides.waldenu.edu/writingcenter/assignments/abstracts#s-lg-box-8414282)).

Slide Title

Your slides can also contain entire paragraphs, like this one does. In both paragraphs and bulleted lists in your presentation, citation rules apply just as they do in papers: when using or referencing another author’s ideas, you must cite that source. When incorporating a citation in a slide, do so just as you would in a traditional paper: According to Jones (2020), presentations are not very different from papers.

According to Smith and Cat (2020), you should make your presentation great, not just good.

Use APA style rules to format any
[tables and figures](https://academicguides.waldenu.edu/writingcenter/apa/tablesandfigures/tables) in your presentation:

Figure 1

Title Reflecting Figure Information

Note. Any needed general notes on figure. From “Utilizing Bar Graphs,” by A. Jones, 2020, Journal of Handy Graphs, 76(2), p. 3 (
[https://doi.org/10.123.45/abc](https://doi.org/10.123.45/abc)). Reprinted with permission.

Series 1 Category 1 Category 2 Category 3 Category 4 4.3 2.5 3.5 4.5 Series 2 Category 1 Category 2 Category 3 Category 4 2.4 4.4000000000000004 1.8 2.8 Series 3 Category 1 Category 2 Category 3 Category 4 2 2 3 5

Slide Title

Remember to adhere to any assignment guidelines regarding presentation format. This template contains suggestions only.

Keep in mind that there is no such thing as an “APA standard PowerPoint.” Review our
[presentation tips](https://academicguides.waldenu.edu/writingcenter/assignments/presentations) for more information!

Visit the Academic Skills Center for more
[tips on how to use PowerPoint](https://academicguides.waldenu.edu/academic-skills-center/skills/ms-office/powerpoint) or visit
[Microsoft’s PowerPoint help and learning website](https://support.office.com/en-us/powerpoint).

Slide Title

Always include a reference list at the end of your presentation, just like you would in a paper. Reference list entries take the same format they would in a paper, including a hanging indent. Visit the
[Common Reference List Examples page](https://academicguides.waldenu.edu/writingcenter/apa/references/examples) for the correct APA format. Here are a few examples:

Jones, P. (2020). This great book. Publisher.

Smith, W., & Cat, D. (2020). How to make a good presentation great. Presentations Quarterly, 45(4), 56-59.
[https://doi.org/10.123.45/abc](https://doi.org/10.123.45/abc)

## image1.jpeg

## image2.png

## image5.png

## image6.jpg

**## XC4005_PerformanceTask_Template.docx**

## **XC4005**

### **Part 6 of Change Plan: Refreeze—Sustainability and Evaluation**

Reflect on the “refreeze” section to your change plan. Respond to the following questions.

1. Even though you may not be able to implement the entire change plan, imagine if you had implemented it and were now in “refreeze” stage of the change plan. How would you reinforce the changes and ensure that they are embedded into the culture of the organization for long-term sustainability? (1 paragraph)

2. What stakeholders (including interdisciplinary) would you collaborate with to sustain the change? Why? (1 paragraph)

3. What strategies would you use to sustain the change within the organization? (1–2 paragraphs)

4. How would you evaluate the change? (1 paragraph)

**## AssessmentSubmission1.docx**

Assessment Submission 1: Refreeze: Sustainability and Evaluation (Template)

1. Complete the Learning Activities in Module 1.

2. Download and complete the
[XC4005 Performance Task Submission Template](https://tempolearning.brightspace.com/content/enforced/309740-XC4005/assets/XC4005_PerformanceTask_Template.docx?isCourseFile=true).

Module 2: Practice Problem and Corresponding Change Plan

[Assessment Submission 2: Practice Problem and Corresponding Change Plan (5–6-minute Video PowerPoint Presentation).](https://tempolearning.brightspace.com/content/enforced/309740-XC4005/Assessment.html)

1. Download the
[XC4005 PowerPoint Template](https://tempolearning.brightspace.com/content/enforced/309740-XC4005/assets/XC4005_PowerPoint_Template.pptx?isCourseFile=true)

2. Review and incorporate all of the feedback you received from Faculty on Parts 1–5 of your change plan. Reach out to your Faculty if you have any questions on the feedback.

3. Create a video PowerPoint presentation providing an overview of your practice problem and corresponding change plan. Share all components of your change plan using your work when completing XC4001–XC4005. Make sure you have incorporated all of the feedback you have received from faculty on previous drafts of the change plan that you have submitted.

4. Record your PowerPoint presentation with a voiceover. You may also use the camera option to add a talking head/cameo to your Power Point Presentation.

Your presentation should include the following components:

1. Title

2. Explanation of the practice problem

3. Explanation of how you used Lewin’s change theory to propose and practice change and steps of implementing the change (including timeline)

4. Explanation of your use of leadership theories and your personal leadership skills to implement the change plan

5. Summary of your implementation of the educational component of your change plan

6. Self-evaluation of your delivery of the educational component of the change plan

7. Refreeze component of change plan: sustainability and evaluation

8. References

**## XC4005_PowerPoint_Template.pptx**

Presentation Title

Your Name

Program Name or Degree Name, Walden University

COURSE XXX: Title of Course

Instructor Name

Month XX, 202X

Slide Title

Go to the “Home” tab at the top and click the “New Slide” or “Layout” button to access different formatting for your slides.

Choose formatting that presents your information in the most logical way.

Use
[consistent, grammatically parallel format](https://academicguides.waldenu.edu/writingcenter/grammar/parallelconstruction) for bulleted lists (for example, on this slide, each element begins with an imperative verb).

You can also consult APA’s suggestions on
[formatting lists](https://academicguides.waldenu.edu/writingcenter/apa/other/seriation).

End bullet points consistently, either with or without a period.

Slide Title

Keep font of text consistent.

Be sure headings are consistent in their spacing, placement, size, etc.

Consider using the slide after the title slide to summarize your presentation’s points (like an
[abstract for a paper](https://academicguides.waldenu.edu/writingcenter/assignments/abstracts#s-lg-box-8414282)).

Slide Title

Your slides can also contain entire paragraphs, like this one does. In both paragraphs and bulleted lists in your presentation, citation rules apply just as they do in papers: when using or referencing another author’s ideas, you must cite that source. When incorporating a citation in a slide, do so just as you would in a traditional paper: According to Jones (2020), presentations are not very different from papers.

According to Smith and Cat (2020), you should make your presentation great, not just good.

Use APA style rules to format any
[tables and figures](https://academicguides.waldenu.edu/writingcenter/apa/tablesandfigures/tables) in your presentation:

Figure 1

Title Reflecting Figure Information

Note. Any needed general notes on figure. From “Utilizing Bar Graphs,” by A. Jones, 2020, Journal of Handy Graphs, 76(2), p. 3 (
[https://doi.org/10.123.45/abc](https://doi.org/10.123.45/abc)). Reprinted with permission.

Series 1 Category 1 Category 2 Category 3 Category 4 4.3 2.5 3.5 4.5 Series 2 Category 1 Category 2 Category 3 Category 4 2.4 4.4000000000000004 1.8 2.8 Series 3 Category 1 Category 2 Category 3 Category 4 2 2 3 5

Slide Title

Remember to adhere to any assignment guidelines regarding presentation format. This template contains suggestions only.

Keep in mind that there is no such thing as an “APA standard PowerPoint.” Review our
[presentation tips](https://academicguides.waldenu.edu/writingcenter/assignments/presentations) for more information!

Visit the Academic Skills Center for more
[tips on how to use PowerPoint](https://academicguides.waldenu.edu/academic-skills-center/skills/ms-office/powerpoint) or visit
[Microsoft’s PowerPoint help and learning website](https://support.office.com/en-us/powerpoint).

Slide Title

Always include a reference list at the end of your presentation, just like you would in a paper. Reference list entries take the same format they would in a paper, including a hanging indent. Visit the
[Common Reference List Examples page](https://academicguides.waldenu.edu/writingcenter/apa/references/examples) for the correct APA format. Here are a few examples:

Jones, P. (2020). This great book. Publisher.

Smith, W., & Cat, D. (2020). How to make a good presentation great. Presentations Quarterly, 45(4), 56-59.
[https://doi.org/10.123.45/abc](https://doi.org/10.123.45/abc)

## image1.jpeg

## image2.png

## image5.png

## image6.jpg

**## XC4005_PerformanceTask_Template.docx**

## **XC4005**

### **Part 6 of Change Plan: Refreeze—Sustainability and Evaluation**

Reflect on the “refreeze” section to your change plan. Respond to the following questions.

1. Even though you may not be able to implement the entire change plan, imagine if you had implemented it and were now in “refreeze” stage of the change plan. How would you reinforce the changes and ensure that they are embedded into the culture of the organization for long-term sustainability? (1 paragraph)

2. What stakeholders (including interdisciplinary) would you collaborate with to sustain the change? Why? (1 paragraph)

3. What strategies would you use to sustain the change within the organization? (1–2 paragraphs)

4. How would you evaluate the change? (1 paragraph)

**## AssessmentSubmission1.docx**

Assessment Submission 1: Refreeze: Sustainability and Evaluation (Template)

1. Complete the Learning Activities in Module 1.

2. Download and complete the
[XC4005 Performance Task Submission Template](https://tempolearning.brightspace.com/content/enforced/309740-XC4005/assets/XC4005_PerformanceTask_Template.docx?isCourseFile=true).

Module 2: Practice Problem and Corresponding Change Plan

[Assessment Submission 2: Practice Problem and Corresponding Change Plan (5–6-minute Video PowerPoint Presentation).](https://tempolearning.brightspace.com/content/enforced/309740-XC4005/Assessment.html)

1. Download the
[XC4005 PowerPoint Template](https://tempolearning.brightspace.com/content/enforced/309740-XC4005/assets/XC4005_PowerPoint_Template.pptx?isCourseFile=true)

2. Review and incorporate all of the feedback you received from Faculty on Parts 1–5 of your change plan. Reach out to your Faculty if you have any questions on the feedback.

3. Create a video PowerPoint presentation providing an overview of your practice problem and corresponding change plan. Share all components of your change plan using your work when completing XC4001–XC4005. Make sure you have incorporated all of the feedback you have received from faculty on previous drafts of the change plan that you have submitted.

4. Record your PowerPoint presentation with a voiceover. You may also use the camera option to add a talking head/cameo to your Power Point Presentation.

Your presentation should include the following components:

1. Title

2. Explanation of the practice problem

3. Explanation of how you used Lewin’s change theory to propose and practice change and steps of implementing the change (including timeline)

4. Explanation of your use of leadership theories and your personal leadership skills to implement the change plan

5. Summary of your implementation of the educational component of your change plan

6. Self-evaluation of your delivery of the educational component of the change plan

7. Refreeze component of change plan: sustainability and evaluation

8. References

**## XC4005_PowerPoint_Template.pptx**

Presentation Title

Your Name

Program Name or Degree Name, Walden University

COURSE XXX: Title of Course

Instructor Name

Month XX, 202X

Slide Title

Go to the “Home” tab at the top and click the “New Slide” or “Layout” button to access different formatting for your slides.

Choose formatting that presents your information in the most logical way.

Use
[consistent, grammatically parallel format](https://academicguides.waldenu.edu/writingcenter/grammar/parallelconstruction) for bulleted lists (for example, on this slide, each element begins with an imperative verb).

You can also consult APA’s suggestions on
[formatting lists](https://academicguides.waldenu.edu/writingcenter/apa/other/seriation).

End bullet points consistently, either with or without a period.

Slide Title

Keep font of text consistent.

Be sure headings are consistent in their spacing, placement, size, etc.

Consider using the slide after the title slide to summarize your presentation’s points (like an
[abstract for a paper](https://academicguides.waldenu.edu/writingcenter/assignments/abstracts#s-lg-box-8414282)).

Slide Title

Your slides can also contain entire paragraphs, like this one does. In both paragraphs and bulleted lists in your presentation, citation rules apply just as they do in papers: when using or referencing another author’s ideas, you must cite that source. When incorporating a citation in a slide, do so just as you would in a traditional paper: According to Jones (2020), presentations are not very different from papers.

According to Smith and Cat (2020), you should make your presentation great, not just good.

Use APA style rules to format any
[tables and figures](https://academicguides.waldenu.edu/writingcenter/apa/tablesandfigures/tables) in your presentation:

Figure 1

Title Reflecting Figure Information

Note. Any needed general notes on figure. From “Utilizing Bar Graphs,” by A. Jones, 2020, Journal of Handy Graphs, 76(2), p. 3 (
[https://doi.org/10.123.45/abc](https://doi.org/10.123.45/abc)). Reprinted with permission.

Series 1 Category 1 Category 2 Category 3 Category 4 4.3 2.5 3.5 4.5 Series 2 Category 1 Category 2 Category 3 Category 4 2.4 4.4000000000000004 1.8 2.8 Series 3 Category 1 Category 2 Category 3 Category 4 2 2 3 5

Slide Title

Remember to adhere to any assignment guidelines regarding presentation format. This template contains suggestions only.

Keep in mind that there is no such thing as an “APA standard PowerPoint.” Review our
[presentation tips](https://academicguides.waldenu.edu/writingcenter/assignments/presentations) for more information!

Visit the Academic Skills Center for more
[tips on how to use PowerPoint](https://academicguides.waldenu.edu/academic-skills-center/skills/ms-office/powerpoint) or visit
[Microsoft’s PowerPoint help and learning website](https://support.office.com/en-us/powerpoint).

Slide Title

Always include a reference list at the end of your presentation, just like you would in a paper. Reference list entries take the same format they would in a paper, including a hanging indent. Visit the
[Common Reference List Examples page](https://academicguides.waldenu.edu/writingcenter/apa/references/examples) for the correct APA format. Here are a few examples:

Jones, P. (2020). This great book. Publisher.

Smith, W., & Cat, D. (2020). How to make a good presentation great. Presentations Quarterly, 45(4), 56-59.
[https://doi.org/10.123.45/abc](https://doi.org/10.123.45/abc)

## image1.jpeg

## image2.png

## image5.png

## image6.jpg

– 1
– 2
– 3

November 5, 2026
[Solved] EDU541 SLP3

✓ Verified Academic Solution Available

Executive Solution Overview

**Teacher Leadership** Apply your knowledge of the teacher leadership by creating a professional development session related to curriculum and instruction that could be delivered by a teacher-leader. – one agenda (1 page) – a PowerPoint (15 slides) – and one handout (2-pages) Chapter 2: The Teacher …

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Assignment Prompt & Instructions

**Teacher Leadership**
Apply your knowledge of the teacher leadership by creating a professional development session related to curriculum and instruction that could be delivered by a teacher-leader.
– one agenda (1 page)
– a PowerPoint (15 slides)
– and one handout (2-pages)
Chapter 2: The Teacher as Leader (p. 29 – 41)
Burgess, J., & Bates, D. (2009). Other Duties as Assigned: Tips, Tools, and Techniques for Expert Teacher Leadership. Alexandria, VA: Association for Supervision & Curriculum Development (ASCD).
Leander, K. M., & Osborne, M. D. (2008). Complex positioning: teachers as agents of curricular and pedagogical reform. Journal Of Curriculum Studies, 40(1), 23-46.
Lieberman, A. (2011). Can teachers really be leaders? Kappa Delta Pi Record, 48(1), 16-18.
Ludlow, B. (2011). Teacher leadership: Why teachers must be leaders. Teaching Exceptional Children, 43(5), 6.
Mangin, M. M., & Stoelinga, S. R. (2010). The future of instructional teacher leader roles. The Educational Forum, 74(1), 49-62.
Chapter 3: Develop Leadership (p. 59-84)
McKeever, B., & California School Leadership, A. (2003). Nine Lessons of Successful School Leadership Teams : Distilling a Decade of Innovation. San Francisco, CA: WestEd.
Singh, K. (2012). Teacher leadership: Making your voice count. The Education Digest, 77(7), 15-20.
Teacher Leadership Exploratory Consortium (2011). [_Teacher leader model standards_](https://www.nea.org/resource-library/teacher-leader-model-standards). Retrieved from https://www.nea.org/resource-library/teacher-leader-model-standards
Turner, J. D., Applegate, M. D., & Applegate, A. J. (2009). Teachers as literacy leaders. The Reading Teacher, 63(3), 254-256..
Yost, D. S., Vogel, R., & Rosenberg, M. D. (2009). Transitioning from teacher to instructional leader. Middle School Journal, 40(3), 20-27.

November 5, 2026
[Solved] EDU541 D3

✓ Verified Academic Solution Available

Executive Solution Overview

Select one of the background readings that most helped you understand the role of teachers in leading best practices in curriculum and instruction. Chapter 2: The Teacher as Leader (p. 29 – 41) Burgess, J., & Bates, D. (2009). Other Duties as Assigned: Tips, Tools, and Techniques for Expert Teacher …

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$6.99

Immediate access to the full model answer, formatted citations, and rubric breakdown.

Need a Fresh Custom Paper?

Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →

Assignment Prompt & Instructions

Select one of the background readings that most helped you understand the role of teachers in leading best practices in curriculum and instruction.
Chapter 2: The Teacher as Leader (p. 29 – 41)
Burgess, J., & Bates, D. (2009). Other Duties as Assigned: Tips, Tools, and Techniques for Expert Teacher Leadership. Alexandria, VA: Association for Supervision & Curriculum Development (ASCD).
Leander, K. M., & Osborne, M. D. (2008). Complex positioning: teachers as agents of curricular and pedagogical reform. Journal Of Curriculum Studies, 40(1), 23-46.
Lieberman, A. (2011). Can teachers really be leaders? Kappa Delta Pi Record, 48(1), 16-18.
Ludlow, B. (2011). Teacher leadership: Why teachers must be leaders. Teaching Exceptional Children, 43(5), 6.
Mangin, M. M., & Stoelinga, S. R. (2010). The future of instructional teacher leader roles. The Educational Forum, 74(1), 49-62.
Chapter 3: Develop Leadership (p. 59-84)
McKeever, B., & California School Leadership, A. (2003). Nine Lessons of Successful School Leadership Teams : Distilling a Decade of Innovation. San Francisco, CA: WestEd.
Singh, K. (2012). Teacher leadership: Making your voice count. The Education Digest, 77(7), 15-20.
Teacher Leadership Exploratory Consortium (2011). [_Teacher leader model standards_](https://www.nea.org/resource-library/teacher-leader-model-standards). Retrieved from https://www.nea.org/resource-library/teacher-leader-model-standards
Turner, J. D., Applegate, M. D., & Applegate, A. J. (2009). Teachers as literacy leaders. The Reading Teacher, 63(3), 254-256..
Yost, D. S., Vogel, R., & Rosenberg, M. D. (2009). Transitioning from teacher to instructional leader. Middle School Journal, 40(3), 20-27.

November 5, 2026
[Solved] NUR 506 Discussion 5

✓ Verified Academic Solution Available

Executive Solution Overview

NUR 506 Discussion 5 _**Issues in Today's Workforce Culture**_ Based on your reading in chapter 60, why do you think the issues presented in this chapter persist in today’s workforce culture? **Submission Instructions:** – Your initial post should be at least 500 words, formatted and cited in curren…

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Assignment Prompt & Instructions

NUR 506 Discussion 5
_**Issues in Today's Workforce Culture**_
Based on your reading in chapter 60, why do you think the issues presented in this chapter persist in today’s workforce culture?
**Submission Instructions:**
– Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources.

November 5, 2026
[Solved] Human Resource

✓ Verified Academic Solution Available

Executive Solution Overview

need your help – ## JWI556-TeamActivity-ChangeInitiativesinHRLeadershipandTalentDevelopment-TaylorAllison.pdf – ## JWI556_Assignment2Template_1196.docx – JWI_556_ChangeInitiativesinHR_11961.pdf **## JWI556-TeamActivity-ChangeInitiativesinHRLeadershipandTalentDevelopment-TaylorAllison.pdf** JWI …

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– ## JWI556-TeamActivity-ChangeInitiativesinHRLeadershipandTalentDevelopment-TaylorAllison.pdf

– ## JWI556_Assignment2Template_1196.docx

– JWI_556_ChangeInitiativesinHR_11961.pdf

**## JWI556-TeamActivity-ChangeInitiativesinHRLeadershipandTalentDevelopment-TaylorAllison.pdf**

JWI 556: Leading Change by Putting People First
Assignment 2: Change Initiatives in HR and Talent Development

© Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be copied, further distributed, or otherwise
disclosed, in whole or in part, without the expressed written permission of Strayer University. This course guide is subject to change based on the needs of the class.

JWMI 556 – Assignment 2 Change Initiatives in HR and Talent Development Page 1 of 1

Allison Taylor – Team Activity
Focus area for my HR change initiative is…

Focus More on Developing Leaders and Less on

Developing Managers

I selected this focus areas because…

I chose this initiative because great leaders’ inspirer and grow their team by
remaining engaged and leading from within. Managers often garner less respect as
they typically provide directions from a removed position and are less engaged with
their teams. It’s a shift in mindset that creates a powerful change in any
organization. Making this shift would largely impact the organization for the better,
as it stands to increase engagement, morale, and employee buy in. I think this is
very doable with sufficient support from key stakeholders.

I shared this idea with the following groups

HR, Labor, EHS – Senior Manager – Senior Director Level – Approx. 5
people in total. This group of people are experts in their field and are
highly respected among their peers and the SLT.

Level of urgency in my team is

Approximately a 6, while we all see the value and importance of
making this shift, we all think it is best to move cautiously and make
it a cultural change and one we promote and develop over time.

The people on my team who liked the idea
said things such as…

Let’s create a business justification deck for
the SLT to get their support & evaluate how
we can shift our approach.

The People on my team who were neutral on
the idea said things such as…

Isn’t that what we already do?

The people on my team who disliked the idea
said things such as…

Becoming a leader is an internal motivator,
the training may not be able to shift their
mindset.

How would implementing this change set us apart from our
competitors and give us an advantage in the market?

Implementing this change will set us apart because we will be raising
a generation of leaders who will likely have loyalty to us because of
our continued investment and them feeling valued. They will also take
ownership in the processes and the organization, which will enhance
morale, productivity, and efficiencies.

What economic or other forces in our market necessitate, support or
impede this change?

Retaining top talent is challenging for any organization, so developing
loyalty and a team of leaders who are invested in the company that is
also invested in them, is a strong way to increase retention, add value,
and save money on hiring/onboarding costs that are associated with
high turnover rates.

**## JWI556_Assignment2Template_1196.docx**

| | |
| — | — |
| ![](https://www.sweetstudy.com/questions/human-resource-20930713) | _JWI 556: Leading Change by Putting People First_<br>Assignment 2: Change Initiatives in HR and Talent Development |

(Students, replace RED text with your own content)

| | |
| — | — |
| Focus area for my HR change initiative is…<br>Which Big Idea did you select? Provide any clarifying comments that may be needed if you selected a subset of the idea/text or if you combined two or more of the ideas together to create a modified focus area. | I selected this focus areas because…<br>Provide a brief synopsis of why you chose this initiative. Explain what improvements it would bring about in your team/organization, as well as how doable the idea is. Remember, there is no point of selecting an idea (however exciting it is) if there is little to no chance you can pull it off. |

| | |
| — | — |
| I shared this idea with the following group(s)<br>Provide a brief overview of the number of people you discussed the idea with, what the professional roles they have and what levels of work experience were represented in the group. | Level of urgency in my team is…<br>If 1 is, “We see no reason to pursue this at all” and 10 is, “If we don’t act on this right now, our whole business is going down in flames,” where does your team come in? Explain how you made this assessment. |

| | | |
| — | — | — |
| The people on my team who <br>liked the idea said things such as…<br>Text | The People on my team who were <br>neutral on the idea said things such as…<br> <br>Text | The people on my team who <br>disliked the idea said things such as…<br> <br>Text |

| | |
| — | — |
| How would implementing this change set us apart from our competitors and give us an advantage in the market?<br>Be as specific as you can be about what the payoff would be if you made this change. Remember, few change initiatives will have the support needed to get off the ground if they can’t be tied creating a stronger, more competitive organization. | What economic or other forces in our market necessitate, support or impede this change?<br>What’s going on in terms of market opportunities and/or competitive dynamics related to hiring, developing and retaining top talent that need to be addressed in assessing this change initiative? |

© Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be copied, further distributed, or otherwise disclosed, in whole or in part, without the expressed written permission of Strayer University. This course guide is subject to change based on the needs of the class.

JWMI 556 – Assignment 2 Change Initiatives in HR and Talent Development – Template (1196) Page 1 of 1

**image1.png**

**JWI_556_ChangeInitiativesinHR_11961.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/jwi-556-changeinitiativesinhr-11961-pdf)

**JWI_556_ChangeInitiativesinHR_11961.pdf**

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**## JWI556-TeamActivity-ChangeInitiativesinHRLeadershipandTalentDevelopment-TaylorAllison.pdf**

JWI 556: Leading Change by Putting People First
Assignment 2: Change Initiatives in HR and Talent Development

© Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be copied, further distributed, or otherwise
disclosed, in whole or in part, without the expressed written permission of Strayer University. This course guide is subject to change based on the needs of the class.

JWMI 556 – Assignment 2 Change Initiatives in HR and Talent Development Page 1 of 1

Allison Taylor – Team Activity
Focus area for my HR change initiative is…

Focus More on Developing Leaders and Less on

Developing Managers

I selected this focus areas because…

I chose this initiative because great leaders’ inspirer and grow their team by
remaining engaged and leading from within. Managers often garner less respect as
they typically provide directions from a removed position and are less engaged with
their teams. It’s a shift in mindset that creates a powerful change in any
organization. Making this shift would largely impact the organization for the better,
as it stands to increase engagement, morale, and employee buy in. I think this is
very doable with sufficient support from key stakeholders.

I shared this idea with the following groups

HR, Labor, EHS – Senior Manager – Senior Director Level – Approx. 5
people in total. This group of people are experts in their field and are
highly respected among their peers and the SLT.

Level of urgency in my team is

Approximately a 6, while we all see the value and importance of
making this shift, we all think it is best to move cautiously and make
it a cultural change and one we promote and develop over time.

The people on my team who liked the idea
said things such as…

Let’s create a business justification deck for
the SLT to get their support & evaluate how
we can shift our approach.

The People on my team who were neutral on
the idea said things such as…

Isn’t that what we already do?

The people on my team who disliked the idea
said things such as…

Becoming a leader is an internal motivator,
the training may not be able to shift their
mindset.

How would implementing this change set us apart from our
competitors and give us an advantage in the market?

Implementing this change will set us apart because we will be raising
a generation of leaders who will likely have loyalty to us because of
our continued investment and them feeling valued. They will also take
ownership in the processes and the organization, which will enhance
morale, productivity, and efficiencies.

What economic or other forces in our market necessitate, support or
impede this change?

Retaining top talent is challenging for any organization, so developing
loyalty and a team of leaders who are invested in the company that is
also invested in them, is a strong way to increase retention, add value,
and save money on hiring/onboarding costs that are associated with
high turnover rates.

**## JWI556_Assignment2Template_1196.docx**

| | |
| — | — |
| ![](https://www.sweetstudy.com/questions/human-resource-20930713) | _JWI 556: Leading Change by Putting People First_<br>Assignment 2: Change Initiatives in HR and Talent Development |

(Students, replace RED text with your own content)

| | |
| — | — |
| Focus area for my HR change initiative is…<br>Which Big Idea did you select? Provide any clarifying comments that may be needed if you selected a subset of the idea/text or if you combined two or more of the ideas together to create a modified focus area. | I selected this focus areas because…<br>Provide a brief synopsis of why you chose this initiative. Explain what improvements it would bring about in your team/organization, as well as how doable the idea is. Remember, there is no point of selecting an idea (however exciting it is) if there is little to no chance you can pull it off. |

| | |
| — | — |
| I shared this idea with the following group(s)<br>Provide a brief overview of the number of people you discussed the idea with, what the professional roles they have and what levels of work experience were represented in the group. | Level of urgency in my team is…<br>If 1 is, “We see no reason to pursue this at all” and 10 is, “If we don’t act on this right now, our whole business is going down in flames,” where does your team come in? Explain how you made this assessment. |

| | | |
| — | — | — |
| The people on my team who <br>liked the idea said things such as…<br>Text | The People on my team who were <br>neutral on the idea said things such as…<br> <br>Text | The people on my team who <br>disliked the idea said things such as…<br> <br>Text |

| | |
| — | — |
| How would implementing this change set us apart from our competitors and give us an advantage in the market?<br>Be as specific as you can be about what the payoff would be if you made this change. Remember, few change initiatives will have the support needed to get off the ground if they can’t be tied creating a stronger, more competitive organization. | What economic or other forces in our market necessitate, support or impede this change?<br>What’s going on in terms of market opportunities and/or competitive dynamics related to hiring, developing and retaining top talent that need to be addressed in assessing this change initiative? |

© Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be copied, further distributed, or otherwise disclosed, in whole or in part, without the expressed written permission of Strayer University. This course guide is subject to change based on the needs of the class.

JWMI 556 – Assignment 2 Change Initiatives in HR and Talent Development – Template (1196) Page 1 of 1

**image1.png**

**JWI_556_ChangeInitiativesinHR_11961.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/jwi-556-changeinitiativesinhr-11961-pdf)

**## JWI556-TeamActivity-ChangeInitiativesinHRLeadershipandTalentDevelopment-TaylorAllison.pdf**

JWI 556: Leading Change by Putting People First
Assignment 2: Change Initiatives in HR and Talent Development

© Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be copied, further distributed, or otherwise
disclosed, in whole or in part, without the expressed written permission of Strayer University. This course guide is subject to change based on the needs of the class.

JWMI 556 – Assignment 2 Change Initiatives in HR and Talent Development Page 1 of 1

Allison Taylor – Team Activity
Focus area for my HR change initiative is…

Focus More on Developing Leaders and Less on

Developing Managers

I selected this focus areas because…

I chose this initiative because great leaders’ inspirer and grow their team by
remaining engaged and leading from within. Managers often garner less respect as
they typically provide directions from a removed position and are less engaged with
their teams. It’s a shift in mindset that creates a powerful change in any
organization. Making this shift would largely impact the organization for the better,
as it stands to increase engagement, morale, and employee buy in. I think this is
very doable with sufficient support from key stakeholders.

I shared this idea with the following groups

HR, Labor, EHS – Senior Manager – Senior Director Level – Approx. 5
people in total. This group of people are experts in their field and are
highly respected among their peers and the SLT.

Level of urgency in my team is

Approximately a 6, while we all see the value and importance of
making this shift, we all think it is best to move cautiously and make
it a cultural change and one we promote and develop over time.

The people on my team who liked the idea
said things such as…

Let’s create a business justification deck for
the SLT to get their support & evaluate how
we can shift our approach.

The People on my team who were neutral on
the idea said things such as…

Isn’t that what we already do?

The people on my team who disliked the idea
said things such as…

Becoming a leader is an internal motivator,
the training may not be able to shift their
mindset.

How would implementing this change set us apart from our
competitors and give us an advantage in the market?

Implementing this change will set us apart because we will be raising
a generation of leaders who will likely have loyalty to us because of
our continued investment and them feeling valued. They will also take
ownership in the processes and the organization, which will enhance
morale, productivity, and efficiencies.

What economic or other forces in our market necessitate, support or
impede this change?

Retaining top talent is challenging for any organization, so developing
loyalty and a team of leaders who are invested in the company that is
also invested in them, is a strong way to increase retention, add value,
and save money on hiring/onboarding costs that are associated with
high turnover rates.

**## JWI556_Assignment2Template_1196.docx**

| | |
| — | — |
| ![](https://www.sweetstudy.com/questions/human-resource-20930713) | _JWI 556: Leading Change by Putting People First_<br>Assignment 2: Change Initiatives in HR and Talent Development |

(Students, replace RED text with your own content)

| | |
| — | — |
| Focus area for my HR change initiative is…<br>Which Big Idea did you select? Provide any clarifying comments that may be needed if you selected a subset of the idea/text or if you combined two or more of the ideas together to create a modified focus area. | I selected this focus areas because…<br>Provide a brief synopsis of why you chose this initiative. Explain what improvements it would bring about in your team/organization, as well as how doable the idea is. Remember, there is no point of selecting an idea (however exciting it is) if there is little to no chance you can pull it off. |

| | |
| — | — |
| I shared this idea with the following group(s)<br>Provide a brief overview of the number of people you discussed the idea with, what the professional roles they have and what levels of work experience were represented in the group. | Level of urgency in my team is…<br>If 1 is, “We see no reason to pursue this at all” and 10 is, “If we don’t act on this right now, our whole business is going down in flames,” where does your team come in? Explain how you made this assessment. |

| | | |
| — | — | — |
| The people on my team who <br>liked the idea said things such as…<br>Text | The People on my team who were <br>neutral on the idea said things such as…<br> <br>Text | The people on my team who <br>disliked the idea said things such as…<br> <br>Text |

| | |
| — | — |
| How would implementing this change set us apart from our competitors and give us an advantage in the market?<br>Be as specific as you can be about what the payoff would be if you made this change. Remember, few change initiatives will have the support needed to get off the ground if they can’t be tied creating a stronger, more competitive organization. | What economic or other forces in our market necessitate, support or impede this change?<br>What’s going on in terms of market opportunities and/or competitive dynamics related to hiring, developing and retaining top talent that need to be addressed in assessing this change initiative? |

© Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be copied, further distributed, or otherwise disclosed, in whole or in part, without the expressed written permission of Strayer University. This course guide is subject to change based on the needs of the class.

JWMI 556 – Assignment 2 Change Initiatives in HR and Talent Development – Template (1196) Page 1 of 1

**image1.png**

**JWI_556_ChangeInitiativesinHR_11961.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/jwi-556-changeinitiativesinhr-11961-pdf)

– 1
– 2
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November 5, 2026
[Solved] NUR 505 Discussion 5

✓ Verified Academic Solution Available

Executive Solution Overview

NUR 505 Discussion 5 _**Caring for Korean, Puerto Rican, & Jordanian Populations**_ After studying [Module 5: Lecture Materials & Resources](https://stu.instructure.com/courses/45947/pages/module-5-lecture-materials-and-resources-2 "Module 5: Lecture Materials & Resources"), discuss the following: 1…

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Assignment Prompt & Instructions

NUR 505 Discussion 5
_**Caring for Korean, Puerto Rican, & Jordanian Populations**_
After studying [Module 5: Lecture Materials & Resources](https://stu.instructure.com/courses/45947/pages/module-5-lecture-materials-and-resources-2 "Module 5: Lecture Materials & Resources"), discuss the following:
1. Of which biological variations among Korean Americans should the nurse be aware?
2. Describe how stereotyping Puerto Ricans as similar to other Hispanic Americans can lead the nurse to errors in patient care.
3. Describe the geographical location of Jordan, and indicate how this region of the world and the political turmoil experienced by Jordanians may have a profound political impact on the health and well-being of recently immigrated Jordanian Americans.
**Submission Instructions:**
– Your initial post should be at least 500 words, formatted, and cited in current APA style with support from at least 2 academic sources.

November 5, 2026
[Solved] Nursing NUR 505 5,6 Assignment

✓ Verified Academic Solution Available

Executive Solution Overview

NUR 505 5,6 Assignment Module 5 Assignment _**Planning for "Pamphlet Presentation & Peer Review" Assignment**_ – Go to [Module 6 Assignment: Pamphlet Presentation and Peer Review Assignment](https://stu.instructure.com/courses/45947/assignments/616263 "Module 6 Assignment") for detailed instructions…

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Assignment Prompt & Instructions

NUR 505 5,6 Assignment
Module 5 Assignment
_**Planning for "Pamphlet Presentation & Peer Review" Assignment**_
– Go to [Module 6 Assignment: Pamphlet Presentation and Peer Review Assignment](https://stu.instructure.com/courses/45947/assignments/616263 "Module 6 Assignment") for detailed instructions. Due in Module 6.
– In preparation for your module seven assignment, choose a cultural group that you believe is essential for your fellow colleagues to understand in the context of your healthcare setting.
– Begin conducting thorough research on the chosen cultural group.
– Compile key information that will be useful for your colleagues to understand and apply in their practice.
– Plan the layout, design, and format of your pamphlet. Consider visual elements, headings, and the overall structure to make the content engaging and easy to follow.
**Submission Instructions:**
– Submit your plan as a file upload. It can be an outline with details on how you plan to design your presentation.
– Your submission will be reviewed for plagiarism with Turnitin.
————————————————————————————————————————
Module 6 Assignment
_**Pamphlet Presentation & Peer Review**_
**Part I:** Using the information and design plan from Module 6, create a visually appealing and informative educational pamphlet and submit it by **11:59 PM ET Tuesday** for your peers to review.
– Include information on:
– healthcare beliefs,
– health practices,
– communication styles,
– family dynamics; and
– any specific health disparities.
– Include practical tips, strategies, or scenarios that illustrate culturally competent care within the pamphlet.
– Provide examples of how your colleagues can integrate this knowledge into their practice.
– Incorporate images, infographics, and culturally relevant visuals to enhance the content.
**Part II:** Conduct a peer review of two peers, providing respectful and constructive criticism to help improve their pamphlets. You will be assigned peers to review on **Wednesday**. Peer reviews are due by **11:59 PM ET Thursday.**
**Submission Instructions:**
– The pamphlet should be concise, clear, and easy to understand. Students will lose points for improper grammar, punctuation and misspelling.
– Incorporate a minimum of 3 current (published within the last five years) _scholarly journal articles_ or _primary legal sources_(statutes, court opinions) within your work

November 5, 2026
[Solved] Unit 6 Discussion

✓ Verified Academic Solution Available

Executive Solution Overview

**Discussion Question:** Post your initial response to the discussion forum by Wednesday 11:59 p.m. and respond to the discussion of others by Saturday 11:59 p.m. **Reading Assignments** – Chapters 11 and 12 (Fiore text) – Read Chapter 9 (Weiss et al. text) – Read Case Study 15 (Weiss et al. text) -…

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Assignment Prompt & Instructions

**Discussion Question:** Post your initial response to the discussion forum by Wednesday 11:59 p.m. and respond to the discussion of others by Saturday 11:59 p.m.
**Reading Assignments**
– Chapters 11 and 12 (Fiore text)
– Read Chapter 9 (Weiss et al. text)
– Read Case Study 15 (Weiss et al. text)
– Read Common Assessment Part E
– **Discussion Question 1** _(10 points)_
– Prompt: _Read Case Study 15 and Chapter 9 in the Weiss text_. Discuss the challenges faced by first-generation immigrant families and how social and cultural factors put their children at risk of not reaching positive educational outcomes. Name at least two supports the school could put into place to assist these children in reaching academic success, while simultaneously increasing parent engagement in their child’s learning. Reference the situation of Paulo and his family in your response.
– Requirements: 250 words minimum initial post, 100 words minimum reply

November 5, 2026