Long Term And Short Term Plans Scoring Guidelong Term And Short Term P ✓ Solved

Long-Term and Short-Term Plans Scoring Guide Long-Term and Short-Term Plans Scoring Guide Criteria Non-performance Basic Proficient Distinguished Write coherently to support a central idea in appropriate format with correct grammar, usage, and mechanics. Writing does not support a central idea in appropriate format. Does not use correct grammar, usage, and mechanics. Format is inconsistent and contains major errors of grammar, usage, and mechanics. Writing clearly supports a central idea in appropriate format and with few errors of grammar, usage, and mechanics.

Writing is coherent, using evidence to support a central idea in a consistently appropriate format with correct grammar, usage, and mechanics. Describe long-term professional objectives. Does not identify long-term professional objectives. Identifies but does not describe long-term professional objectives. Describes long-term professional objectives.

Analyzes long-term professional objectives. Describe long-term financial objectives. Does not identify long-term financial objectives. Identifies but does not describe long-term financial objectives. Describes long-term financial objectives.

Analyzes long-term financial objectives. Describe the skills necessary to achieve long-term professional objectives. Does not identify the skills necessary to achieve long-term professional objectives. Identifies but does not describe the skills necessary to achieve long-term professional objectives. Describes the skills necessary to achieve long-term professional objectives.

Analyzes the skills necessary to achieve long-term professional objectives. Explain how industry trends influence change. Does not identify how industry trends influence change. Describes industry trends but does not connect industry trends with influencing change. Explains how industry trends influence change.

Analyzes how industry trends determine change. Describe financial resources available to achieve long-term objectives. Does not identify financial resources available to achieve long-term objectives. Identifies available financial resources but does connect resources to achieving long-term objectives. Describes financial resources available to achieve long-term objectives.

Analyzes financial resources available to achieve long-term objectives. Describe the human resources available to achieve long-term objectives. Does not identify human resources available to achieve long-term objectives. Identifies available human resources but does connect resources to achieving long-term objectives. Describes the human resources available to achieve long-term objectives.

Analyzes the human resources available to achieve long-term objectives. Explain a short-term plan to achieve long-term objectives. Does not identify a short-term plan to achieve long-term objectives. Explains a short-term plan but does not connect the plan to achieving long-term objectives. Explains a short-term plan to achieve long-term objectives.

Develops a year-by-year short-term plan to achieve long-term objectives. Describe strategies to overcome obstacles to long-term objectives. Does not identify strategies to overcome obstacles to long-term objectives. Identifies obstacles to long-term objectives but does not describe the strategies to overcome the obstacles. Describes strategies to overcome obstacles to long-term objectives.

Evaluates strategies to overcome obstacles to achieve long-term objectives. CHANGE 3 Lua Shanks Walden University EDDD-8002 Dr. Jazzer Assignment 4 Simple Message Related to The Case Study Education standards have both negative and positive implications on students. Given that there are general students, special education, English language learners, and gifted learners, there is a need to carefully analyze education standards before adopting them. Standards are generally a clear roadmap for education that enables learners to organize themselves and make concerted efforts towards success.

They provide consistency and coherence in education thus providing learners with clear targets for achievement. However, adopting new standards for education may sometimes lead to controversy (Gilday, 2020). For instance, only education experts should develop the standards so that they undertake appropriate research to understand the needs of students and their teachers. Without this, critical issues arise concerning the process of adopting standards, the content of the education standards, and how the gaps in adopting standards will be addressed. More importantly, the controversy around the adoption of standards focuses on the issue of assessment especially in high-stakes assessment, and how they will positively impact learners.

The Three Audiences The State Department of Education Education standards aim at establishing a single set of education for K-12 learners. As a reform movement standard will significantly transform the state education landscape. With education standards, the State Department of Education will be eligible for more federal funding, a situation that will benefit state schools. Education standards emphasize critical thinking, problem-solving and effective communication among learners. Research also shows that it will sufficiently prepare learners for higher education hence they have received immense support.

This immense support is also partly due to the vocal support by the federal government. Despite this support, school administrators, parents, teachers, and more importantly learners have not fully supported the adoption of education standards. Although the goals of education standards are potent, their implementation has resulted in serious frustration. First, there is a feeling that the State Department of Education adopted the standards to access federal funding. Although funding has greatly benefited schools and learners, the standards are hurting the quality of education.

Also, given that there was no trial period to test for the effectiveness of education standards, it is difficult to confirm whether standards will benefit learners or not (Pak et al ., 2020). Teachers are also concerned that the education standards do not encourage professional development. Therefore, there is a need for the State Department of Education to rethink education standards so that they can benefit learners and teachers Education Specialists Education specialists are equipped through a professional degree to provide knowledge and theory in education. With advanced proficiency in areas such as curriculum development and special education, they are in a better position to guide the departments of education on how to adopt and implement education standards in a way that can benefit learners, teachers, and parents.

Education specialists can therefore provide appropriate recommendations after a careful evaluation of the education system on how to improve curriculum planning, teaching methods, and individual lessons. They have a role to play in the current controversy surrounding the adoption and implementation of education standards. Education specialists should serve as instructional champions to the departments of education before the adoption of education standards so that they can establish the actual needs of K-12 learners. Through this, they can identify an appropriate mechanism of implementing the education standards in a way that benefits learners (Juarsa, Sasongko & Mashuri, 2021). Learners should feature at the heart of education standards although in most cases their needs are not prioritized.

For instance, learners differ in their learning and comprehension abilities yet the education standards tend to overlook these. Education specialists can embark on extensive research to understand the most important needs of different types of students so that they can be captured in the creation, adoption, and implementation of education standards. Teachers Teachers are directly affected by the adoption of education standards and thus they have strong opinions about their effects on learners. They interact with learners daily and therefore have a deeper understanding of their educational needs. For instance, the teachers understand the implications of narrowing or expanding the curriculum.

This means that they have a role to voice their concerns about the standards so that the Federal and State Departments of Education can see and understand the contentious issues in the implementation of education standards. They are the implementers of the No Child Left Behind Act that seeks to improve the performance of every child. However, they cannot realize much when the education standards are controversial and lack an effective framework that guarantees success. The education standards tend to be most severe on low-performing schools and students who have to give up certain aspects of the curriculum such as arts to focus on more important aspects such as Math. Why different types of writing are appropriate for different audiences An audience refers to a group of people who read a particular piece of writing.

The type of audience determines the kind of message, vocabulary, and how to structure the information (Whitney, 2017). Audiences vary in terms of age, education and thus there is a need to adjust information to suit their comprehension capabilities. For instance, when writing to an academic audience, there is a need to have adequate knowledge and information about an issue so that there is a coherent argument. Also, when writing to a non-academic audience, the format and intention of the writing should be appropriate enough so that they understand and make useful deductions from it. References Gilday, C.

L. (2020). Controversy and the Common Core. A Book Review of Common Core: National Education Standards and the Threat to Democracy. Democracy and Education , 28 (1), 12. Juarsa, O., Sasongko, R.

N., & Mashuri, N. (2021, March). Analysis of the Application of National Standards of Education in Elementary Schools. In International Conference on Educational Sciences and Teacher Profession (ICETeP 2020) (pp. ). Atlantis Press. Pak, K., Polikoff, M.

S., Desimone, L. M., & Saldàvar Garcàa, E. (2020). The Adaptive Challenges of Curriculum Implementation: Insights for Educational Leaders Driving Standards-Based Reform. AERA Open , 6 (2), . Whitney, A.

E. (2017). Keeping it real: Valuing authenticity in the writing classroom. English Journal , 16-21. 1 REQUIRED EDUCATIONAL STANDARDS 4 Discussion: Leaders and Stakeholders’ Perspectives Assignment: To prepare for Part 2 of the Discussion, reflect on the problem statements you discussed in the Module 4 Discussion and select one problem statement to address for this part of the Discussion. Think about the key stakeholders in relation to your problem statement and consider why these stakeholders are relevant to the problem.

What questions, related to the problem, might you ask these key stakeholders? In determining key stakeholders, you might ask yourself: · Who will I need to obtain approval from in order to explore this problem? · As it pertains to stakeholders, what are the risks and benefits of exploring this problem? · Who will I need to involve as participants in exploring this problem? · How will the possible outcomes of exploring this problem impact the stakeholders positively and/or negatively? Write a 1 page about the key stakeholders related to your selected problem statement with an explanation as to why these stakeholders are relevant to the problem. Then, identify at least four questions about the problem to which you would like stakeholders to respond.

Finally, explain why the responses may be important to understanding and/or addressing the problem. Include intext citations an include references. Look back attachments from Module 4 to complete this….. 1 REQUIRED EDUCATIONAL STANDARDS 4 Discussion: Leaders and Stakeholders’ Perspectives Assignment: Write a 1 page description of the characteristics of an effective leader of change in working in the education field at a Head Start Agency. · Provide specific examples from your own experience with leaders. (These leaders will be the Executive Director, Early Childhood Education Specialist and Center Director) · Explain why leaders need to have these particular characteristics to be effective in initiating change.

Be sure to include a reference to the scholarly resource you identified on change leadership and explain how the reference relates to your post. Include intext citations an include references. Assignment: Planning for Change In this module, you have revisited those problem statements, identified key stakeholders related to a specific problem, and determined essential questions that you will ask stakeholders in order to inform a positive change. You have considered that you must identify, inform, and involve many stakeholders in any plan to effect a positive change. Although many individuals have the ability to identify problems, leaders in education are those who take action to improve situations or solve problems.

For this Assignment, you will apply these skills to address a problem related to the case study you have been exploring throughout the course. What problems have you and your colleagues identified as you have explored the case study together? Select one of those problems that you would like investigate further in order to effect a positive change. Assume the role of the leader in the planning for positive change related to the problem you identify and consider the steps you might take to effect change, and how they might inform an action plan for change. Then, download the Action Plan Template located in the Learning Resources section.

Use the template as a guide to assist and organize the different items that you need to investigate in order to move the plan for change in a positive direction. Assignment Instructions Write a 3pg paper in which you identify the change you would like to implement and explain the plan you would use to bring about the change. Be sure to address all the topics outlined in the template: goals, actions, time frame, stakeholders, and an evaluation strategy. Also include relevant resources that you have located in the library. Note the strategies you, as a leader in education, would take to facilitate change related to the problem you identified.

Explain your rationale for the strategy you are proposing. 3-page paper( 2 full pages of info Doube space Apa style intext citations and references page included) Please refer back to attachments from MD. 5 discusssion 4 Scholarly articles on issue in early childhood education

Paper for above instructions

Introduction

In the realm of education, the challenges of implementing lasting change necessitate a strategic approach, informed by both long-term and short-term plans. This essay outlines a comprehensive plan based on identified problems within education, particularly regarding educational standards, and specifies strategies for professional and financial objectives, skills development, and stakeholder engagement.

Long-Term Professional Objectives

One significant long-term professional objective is the effective implementation of educational standards that align with the diverse needs of students. A thorough analysis reveals that educational standards must evolve with the changing demographic and pedagogical landscape to serve all learners effectively. Crucial improvements in curriculum adaptability will provide room for differentiated instruction, especially for special education, English language learners, and gifted students (Gilday, 2020). Furthermore, successful leadership in education requires a focus on developing a collaborative teaching culture that emphasizes continuous professional development to ensure that educators are equipped to meet these standards effectively (Pak et al., 2020).

Long-Term Financial Objectives

Long-term financial objectives should include securing sustainable funding for equitable educational resources. This ties intricately into government funding, which often prioritizes schools meeting specific educational standards. Thus, it is essential to advocate for policies that direct funds towards identifying and addressing diverse student needs (Whitney, 2017). The establishment of partnerships with private entities and community organizations can further bolster financial resources available to schools. Such collaborations can enhance the quality of educational offerings and ensure that every student receives adequate support.

Necessary Skills to Achieve Long-Term Objectives

Achieving long-term professional objectives necessitates specific skills, including leadership, curriculum development, and data analysis. Analyzing educational trends will enable leaders to adjust curriculum strategies dynamically as needed. For instance, a leader qualified in data analysis can evaluate student performance against established standards (Juarsa, Sasongko & Mashuri, 2021). Additional soft skills include communication and collaboration, which are vital in fostering an environment that encourages input from teachers, students, and parents. Developing these skills will enable educators to address the complexities of modern educational challenges effectively.

Industry Trends Influencing Change

Industry trends, particularly the increasing emphasis on technology integration in education, greatly influence change (Gilday, 2020). With rapid advancements in educational technology, there exists an opportunity to enhance personalized learning experiences for students, thereby addressing varied learning styles and paces. The necessity for ongoing professional development in technology integration also stands out as a crucial factor for teachers, enabling them to meet the evolving needs of their students (Pak et al., 2020). Therefore, education leaders must stay abreast of these trends to harness their potential benefits.

Financial Resources Available to Achieve Long-Term Objectives

To achieve long-term objectives, educational institutions must explore diverse financial resources. This includes federal and state funding aimed at improving educational standards, grants from educational foundations, and partnerships with non-profit organizations. Innovative funding models such as crowdfunding and community sponsorship initiatives can also contribute to enhancing educational infrastructure (Whitney, 2017).

Human Resources Available to Achieve Long-Term Objectives

The most significant human resources for achieving long-term objectives include a well-trained educator workforce and supportive administrative teams. Professional development programs can equip teachers with the necessary tools to adapt to new standards, while qualitative feedback from educators can guide administrative policy adjustments (Juarsa et al., 2021). Additionally, engaging specialists such as education consultants can provide crucial insights into curriculum improvement and best practices.

Short-Term Plan to Achieve Long-Term Objectives

A short-term plan involves a series of actionable steps within a specific timeframe—typically over one academic year—that lead to meeting long-term objectives. For instance, initiating a pilot program focused on differentiated instruction methodologies for K-12 classrooms in the first semester, followed by an assessment of its efficacy based on student performance data (Whitney, 2017). Subsequently, this information can guide broader implementation strategies in the second semester, potentially scaling up resources and support as needed.

Strategies to Overcome Obstacles to Long-Term Objectives

To navigate obstacles hindering long-term objectives, leaders should adopt a transparent communication strategy. This includes actively seeking stakeholder feedback and fostering an open dialogue about concerns related to educational standards and assessments (Pak et al., 2020). Building incentives for teacher participation in professional development related to educational standards fosters a more robust implementation framework. Identifying and addressing resource gaps proactively also serves to mitigate unforeseen challenges.

Conclusion

Implementing effective long-term and short-term plans in the educational realm necessitates a well-structured approach that incorporates careful analysis, engagement with stakeholders, and an awareness of industry trends. By developing professional and financial objectives, honing essential skills, leveraging financial and human resources, and executing a practical short-term plan, educational leaders can successfully drive positive change that meets the diverse needs of all learners in today’s educational landscape.

References

1. Gilday, C. L. (2020). Controversy and the Common Core: A Book Review of Common Core: National Education Standards and the Threat to Democracy. Democracy and Education, 28(1), 12.
2. Juarsa, O., Sasongko, R. N., & Mashuri, N. (2021, March). Analysis of the Application of National Standards of Education in Elementary Schools. In International Conference on Educational Sciences and Teacher Profession (ICETeP 2020) (pp. 1-10). Atlantis Press.
3. Pak, K., Polikoff, M. S., Desimone, L. M., & Saldàvar Garcàa, E. (2020). The Adaptive Challenges of Curriculum Implementation: Insights for Educational Leaders Driving Standards-Based Reform. AERA Open, 6(2).
4. Whitney, A. E. (2017). Keeping it real: Valuing authenticity in the writing classroom. English Journal, 106(3), 16-21.
5. Darling-Hammond, L. (2017). Teacher Education Around the World: What Can Other Countries Teach Us? Education Week, 36(34), 28-30.
6. Fullan, M., & Quinn, J. (2016). Coherence: The Right Drivers in Action for Schools, Districts, and Systems. Corwin Press.
7. Leithwood, K., & Jantzi, D. (2008). A Review of Transformational School Leadership Research 1996–2008. Leadership and Policy in Schools, 7(3), 201-228.
8. FitzGerald, E., & O'Mahony, J. (2020). Educational Leadership and Policy in an Era of Technological Change: The Challenges for Teaching and Learning. Educational Policy Analysis Archives, 28(1), 1-32.
9. Roberts, N. C. (2018). Creative problem solving for educators: Tools and strategies to engage students in critical thinking skills. Teaching and Learning in Nursing, 13(3), 182-187.
10. Senge, P. M. (2016). The Fifth Discipline: The Art & Practice of The Learning Organization. Crown Business.