Category: Education & Teaching

Tarea: Tipos de Organigramas y Funciones en Escuelas de Preescolar en Estados Un

Tarea: Tipos de Organigramas y Funciones en Escuelas de Preescolar en Estados Unidos
Descripción de la tarea: Investiga y presenta información sobre los diferentes tipos de organigramas utilizados en las escuelas de preescolar en Estados Unidos, así como las funciones de cada puesto en estos organigramas. Examina cómo se estructuran y operan las escuelas preescolares en términos de liderazgo y roles de personal, y cómo esto influye en la calidad de la educación ofrecida.
Instrucciones:
1. Investiga los tipos comunes de organigramas utilizados en las escuelas de preescolar en Estados Unidos. Los organigramas pueden variar según el tamaño de la escuela, la estructura de la organización y el enfoque pedagógico. Algunos ejemplos de organigramas incluyen el organigrama jerárquico, el organigrama funcional y el organigrama matricial.
2. Para cada tipo de organigrama, analiza las funciones y responsabilidades de los siguientes puestos clave:
– Director/Directora de la Escuela Preescolar
– Maestros y Maestras de Preescolar
– Personal de Apoyo y Asistentes
– Coordinador/Coordinadora de Currículo
– Especialistas en Educación Especial (si es aplicable)
– Personal Administrativo
3. Describe cómo se distribuyen las responsabilidades y la autoridad en cada tipo de organigrama y cómo esto puede afectar la toma de decisiones y la eficiencia en la gestión de la escuela preescolar.
4. Considera la importancia de la comunicación y la colaboración entre los diferentes roles dentro de la escuela preescolar y cómo esto puede influir en el ambiente educativo y en el bienestar de los niños en edad preescolar.
5. Presenta tu informe o presentación de manera clara y organizada, utilizando ejemplos concretos o casos hipotéticos para ilustrar cómo funcionan los diferentes organigramas en la práctica.
6. Asegúrate de citar todas las fuentes utilizadas en tu investigación.
Esta tarea te ayudará a comprender cómo se organizan y funcionan las escuelas de preescolar en Estados Unidos, así como la importancia de la estructura organizativa en la prestación de una educación de calidad para los niños en edad preescolar.

Task: Area Planning in Preschool in the United States
Task description: Develop

Task: Area Planning in Preschool in the United States
Task description: Develop five educational activity plans for preschool children in different thematic areas. Each plan must include learning objectives, necessary materials, description of the activity and evaluation. These plans will be based on the United States preschool curriculum and will be suitable for children from 0 to 5 years old.
Instructions:
1. Select five different subject areas for planning, such as language and communication, mathematics, science, art and music, and social-emotional development.
2. For each thematic area, develop a plan that includes the following elements:
– Specific learning objectives for that area.
– Materials necessary to carry out the activity.
– Detailed description of the activity, including steps and specific activities for children.
– Evaluation of the activity, which may include how to measure children’s progress in relation to the learning objectives.
3. Make sure plans are appropriate for preschoolers, with activities that encourage play, exploration, and the development of critical skills.
4. Consider the diversity of children’s abilities and needs in your planning, and provide accommodations or modifications if necessary.
5. Present your plans in a clear and organized way, using a coherent format for each one.
6. You can include illustrations or visual examples to help understand the activities.
7. Imagine that these plans will be used by preschool teachers in a real educational setting.
8. Be sure to cite any resources or references you use to develop your plans.
This assignment will allow you to design meaningful and effective educational activities for preschool children in different subject areas, following the guidelines and standards of the preschool curriculum in the United States.

Professional Development Plan=
Format and Rubric Instructions
Clarification

Professional Development Plan=
Format and Rubric Instructions
Clarification

Objective:
This paper explores professional development as a needed tool to prepare teachers for continuous learning. As a leader, strategic planning for professional development requires a leader to think about the varying experiences of the teachers on campus. Within the paper, identify a six-month plan, explain the purpose of the PD, and detail the levels of the training.

Listed below are two examples:
Novice teacher (new) – 6-month plan to review things such as the school’s vision/mission, procedures for a mentor, review of curriculum per month, and etc.
Experienced teacher – 6 month plan to review student data, setting goals, classroom management, etc.

Format of the paper:
Title page
Adhere to grammar protocol
List the 6-month plan breakdown per month (3 sections) Guiding questions What is the training?
Who is the training for?
Explain how the 6- month plan will provide a step-by-step goal

Reference page if needed for citations.
Grading: 50 points
(5 relate to formatting/grammar, while 45 points will be given for the content)
Additional Information:
Optional plans to discuss with a leader as some districts have plans available to review
Title 1 Master plan
Districts PD plan
Improvement plans for teachers
Page length: Minimum of two pages (Explain your plan in detail)
Word limit: No limit – explain your plan in detail

Review the Example of Week 1 Assignment Download Example of Week 1 Assignment a

Review the Example of Week 1 Assignment Download Example of Week 1 Assignment as a guide to help you identify your desired results.
Watch the Identifying Desired ResultsLinks to an external site. video that will guide you through the assignment.
Download the required EDU645 Week 6 Assessment Design Final Paper Template Download EDU645 Week 6 Assessment Design Final Paper Template.
Read Section 1.4: Educational Goals and Assessments in your text.
Read Chapter 4: Learning Objectives, Assessment, and Instruction.
Review the Week 1 Instructor Guidance that provides more explicit details on how to create measurable learning objectives.
Explore Understanding by DesignLinks to an external site. to gain a better understanding of the Backward Design model
Watch the following video Grant Wiggins – Understanding by Design (1 of 2)Links to an external site..
Review the Read the StandardsLinks to an external site.
Review the Using Bloom’s Taxonomy to Write Learning ObjectivesLinks to an external site. and Ep-Blooms-WheelLinks to an external site. to help you with writing measurable learning objectives.
Review the Example of Week 2 Assignment Download Example of Week 2 Assignmentas a guide to help you determine acceptable evidence.
Watch the Determine Acceptable EvidenceLinks to an external site. video that will guide you through the assignment.
Develop Part 2 in the EDU645 Week 6 Assessment Design Final Paper Template Download EDU645 Week 6 Assessment Design Final Paper Template.
Watch the following video: What Is a Rubric?Links to an external site.
Review the following links on different ways you can formatively assess student learning:56 Different Ways to Gather Evidence of Student AchievementLinks to an external site.
Fantastic, Fast Formative Assessment ToolsLinks to an external site.
Review the Week 3 Instructor Guidance
Review the Example of Week 3 Assignment Download Example of Week 3 Assignmentas a guide to help you develop your test questions.
Watch the Test QuestionsLinks to an external site. video that will guide you through the assignment.
Develop Part 3 – Test Questions in the EDU645 Week 6 Assessment Design Final Paper Template Download EDU645 Week 6 Assessment Design Final Paper Template.
Read Chapter 9: Statistics for Educational Assessments.
Watch the video Math Antics: Mean, Median and ModeLinks to an external site..
Research at least two scholarly sources that will support your analysis within your paper. Refer to the Scholarly, Peer-Reviewed, and other Credible SourcesLinks to an external site. table for clarification.
Read the following resources:Differentiating by Offering ChoicesLinks to an external site.
Chapter 13: Differentiating ProductsLinks to an external site. (Tomlinson, 2001)
3 Ways Student Data Can Inform Your TeachingLinks to an external site.
Develop Part 4 – Data Analysis in the EDU645 Week 6 Assessment Design Final Paper Template Download EDU645 Week 6 Assessment Design Final Paper Template.
Watch the Data AnalysisLinks to an external site. video.

Professional Development Plan=
Format and Rubric Instructions
Clarification

Professional Development Plan=
Format and Rubric Instructions
Clarification

Objective:
This paper explores professional development as a needed tool to prepare teachers for continuous learning. As a leader, strategic planning for professional development requires a leader to think about the varying experiences of the teachers on campus. Within the paper, identify a six-month plan, explain the purpose of the PD, and detail the levels of the training.

Listed below are two examples:
Novice teacher (new) – 6-month plan to review things such as the school’s vision/mission, procedures for a mentor, review of curriculum per month, and etc.
Experienced teacher – 6 month plan to review student data, setting goals, classroom management, etc.

Format of the paper:
Title page
Adhere to grammar protocol
List the 6-month plan breakdown per month (3 sections) Guiding questions What is the training?
Who is the training for?
Explain how the 6- month plan will provide a step-by-step goal

Reference page if needed for citations.
Grading: 50 points
(5 relate to formatting/grammar, while 45 points will be given for the content)
Additional Information:
Optional plans to discuss with a leader as some districts have plans available to review
Title 1 Master plan
Districts PD plan
Improvement plans for teachers
Page length: Minimum of two pages (Explain your plan in detail)
Word limit: No limit – explain your plan in detail

Tarea: Tipos de Organigramas y Funciones en Escuelas de Preescolar en Estados Un

Tarea: Tipos de Organigramas y Funciones en Escuelas de Preescolar en Estados Unidos
Descripción de la tarea: Investiga y presenta información sobre los diferentes tipos de organigramas utilizados en las escuelas de preescolar en Estados Unidos, así como las funciones de cada puesto en estos organigramas. Examina cómo se estructuran y operan las escuelas preescolares en términos de liderazgo y roles de personal, y cómo esto influye en la calidad de la educación ofrecida.
Instrucciones:
1. Investiga los tipos comunes de organigramas utilizados en las escuelas de preescolar en Estados Unidos. Los organigramas pueden variar según el tamaño de la escuela, la estructura de la organización y el enfoque pedagógico. Algunos ejemplos de organigramas incluyen el organigrama jerárquico, el organigrama funcional y el organigrama matricial.
2. Para cada tipo de organigrama, analiza las funciones y responsabilidades de los siguientes puestos clave:
– Director/Directora de la Escuela Preescolar
– Maestros y Maestras de Preescolar
– Personal de Apoyo y Asistentes
– Coordinador/Coordinadora de Currículo
– Especialistas en Educación Especial (si es aplicable)
– Personal Administrativo
3. Describe cómo se distribuyen las responsabilidades y la autoridad en cada tipo de organigrama y cómo esto puede afectar la toma de decisiones y la eficiencia en la gestión de la escuela preescolar.
4. Considera la importancia de la comunicación y la colaboración entre los diferentes roles dentro de la escuela preescolar y cómo esto puede influir en el ambiente educativo y en el bienestar de los niños en edad preescolar.
5. Presenta tu informe o presentación de manera clara y organizada, utilizando ejemplos concretos o casos hipotéticos para ilustrar cómo funcionan los diferentes organigramas en la práctica.
6. Asegúrate de citar todas las fuentes utilizadas en tu investigación.
Esta tarea te ayudará a comprender cómo se organizan y funcionan las escuelas de preescolar en Estados Unidos, así como la importancia de la estructura organizativa en la prestación de una educación de calidad para los niños en edad preescolar.

Professional Development Plan=
Format and Rubric Instructions
Clarification

Professional Development Plan=
Format and Rubric Instructions
Clarification

Objective:
This paper explores professional development as a needed tool to prepare teachers for continuous learning. As a leader, strategic planning for professional development requires a leader to think about the varying experiences of the teachers on campus. Within the paper, identify a six-month plan, explain the purpose of the PD, and detail the levels of the training.

Listed below are two examples:
Novice teacher (new) – 6-month plan to review things such as the school’s vision/mission, procedures for a mentor, review of curriculum per month, and etc.
Experienced teacher – 6 month plan to review student data, setting goals, classroom management, etc.

Format of the paper:
Title page
Adhere to grammar protocol
List the 6-month plan breakdown per month (3 sections) Guiding questions What is the training?
Who is the training for?
Explain how the 6- month plan will provide a step-by-step goal

Reference page if needed for citations.
Grading: 50 points
(5 relate to formatting/grammar, while 45 points will be given for the content)
Additional Information:
Optional plans to discuss with a leader as some districts have plans available to review
Title 1 Master plan
Districts PD plan
Improvement plans for teachers
Page length: Minimum of two pages (Explain your plan in detail)
Word limit: No limit – explain your plan in detail

This week, you will focus on the Teachers & Staff of the school! Teachers are su

This week, you will focus on the Teachers & Staff of the school! Teachers are such a precious jewel to the world of education! The truth of the matter is that teachers are overworked and underpaid, and yet they move mountains to help our students learn. This includes Paraprofessionals as well. Some of our paraprofessionals help with instruction, too! We cannot forget about them. For Mini-Project #3, we will look at your data to determine how can we help teachers. Please read the directions carefully.
This week, we will look at our data sources regarding Teachers and explore how we (as leaders) can help improve our school.
1. Teacher Retention Data, Years of Experience, Number of Teachers in the School, Gender, Staff (Paraprofessionals) (The school data that I posted has this information for those particular schools is located in the same week as Mini-Project #1 Information).
For Masters of Educational Leadership Students, you will develop goals and a plan for Teacher Retention. How will you help your teachers feel valued and professionally grow? It requires more than just celebrating a Birthday and buying a cake. It requires effort, thoughts, and teachers wanted to know that the leader cares about them. Your data should provide you with your teacher turnover rate, the age of teachers, and years of experience. If you have a high turnover rate, then you will have to put systems in place to address it. If your turnover rate is fair, then what will you do to maintain your teachers?
ATTENTION – Other Essential Information
The retention rate for the High School is the following –
74% of Teachers were retained from 2021 – 2022 School Year to 2022 – 2023 School Year
82% of Support Staff were retained from 2021 – 2022 School Year to 2022 – 2023 School Year
100% of Administration were retained from 2021 – 2022 School Year to 2022 – 2023 School Year
# of Goals / Objectives for Mini-Project #3
One overall goal / four objectives

The Expectation: Answer the prompt using the textbook to support your perspectiv

The Expectation: Answer the prompt using the textbook to support your perspective. Your response has to be one complete paragraph, five complete sentences. In addition, you are expected to respond to at least one peer’s post with one complete paragraph, five complete sentences. If your post or response does not adhere to these expectations, you will not receive full credit. Essentially your post and response needs to be at least 100 words per each one, anything less will not be credited. I reserve the right to delete any responses, with or without notice, that do not adhere to the standard and expectations expressed on the course syllabi. If any posts or responses are deleted, it will be graded with a “0” for that discussion.
Prompt: What are the four beliefs associated with the idealized image of the family? Give an example of how these can work to cover up or justify violence. Use examples from the textbook and cite the book.
Source: Miller, C. L., Perrin, R. D., Renzetti, C. M. (2020) Violence and Maltreatment in Intimate Relationships, Second Edition. Thousand Oaks, CA: Sage Publications Inc.
Second Assignment can be turn in later than the given time.
1. Reflect on the definition of culture. What does the word mean to you? What culture(s) do you identify with?
2. What are your thoughts about how culture can influence visual perception (e.g., the ability to “see” optical illusions)? Make sure to discuss your experience with the optical illusion website, and the example I provided in the mini video discussion

https://www.amnh.org/explore/ology/brain/optical-illusions-and-how-they-work/colors
3. Can you think of an example of a cultural experience or aspect of your environment that has influenced your cognition?

Peer reviewed article analysis on restorative practices in elementary school.
Pe

Peer reviewed article analysis on restorative practices in elementary school.
Peer Reviewed article is- “Introduction Restorative Practices in a Diverse Elementary School to Build Community and Reduce Exclusionary Discipline
Kervick, C. et al https://eric.ed.gov/?id=EJ1276943