Chat with us, powered by LiveChat This is an education project, education operations management.? I have attached the instructions with the rubric and also an example that has been shared with the class as to ho | EssayAbode

This is an education project, education operations management.? I have attached the instructions with the rubric and also an example that has been shared with the class as to ho

This is an education project, education operations management. 

I have attached the instructions with the rubric and also an example that has been shared with the class as to how the project should be. 

I only need help with Section 3-   and the 2-3 page (could only be 2) reflection assignment.

I will complete Sections 1 &2.

EDAD 5403

Instructions to Student

Bulletin I Project

The candidate should assume that he/she has recently been hired as the principal of a campus. In addition, there are also ten new teachers on the campus. With the assistance of a committee of stakeholders from the campus and community, the principal will conduct a complete review of campus procedural guidelines as they monitor and evaluate school management and operational systems (NELP 6.1). To ensure the efficient use human, fiscal, and technological resources (NELP 6.1), monitor school operations, develop school capacity for distributed leadership (NELP 7.3), and ensure that teacher and organizational time focuses on supporting high-quality school instruction and student learning (NELP 4.4), these guidelines would be placed into a professional format and titled “Bulletin 1.” “Bulletin 1” is a written memo that identifies new or adjusted campus procedures and reviews key procedures that have been prioritized as extremely important by the principal and the committee. “Bulletin 1” will also be formally addressed in a presentation at the school’s first day of in-service.

Specific topics that could be discussed in Bulletin 1 could include, but are not limited to the following:

· processes for access to activity funds (NELP 6.1)

· safety procedures for fire/safety drills (NELP 3.3)

· a phone tree for communication (NELP 6.1)

· lesson plan procedures and expectations (NELP 4.4)

· leave requests (NELP 6.1)

· sign-in format (NELP 6.1)

· master calendar (NELP 4.4)

· instructional use of and access to facilities (NELP 6.1)

· grading procedures (NELP 6.1)

· discipline referral processes (NELP 3.3)

· other important topics

SPECIAL NOTE – The complete project will consist of 1 email, 1 memo, the written “Bulletin 1” document, and a reflection paper. These components are described below:

Section I:

To demonstrate the candidate understands and can develop school capacity for distributed leadership (NELP 7.3), the candidate will prepare an introductory email to send to his/her staff. The memo will include a request for volunteers to serve on the “Bulletin 1” committee. Carefully describe the committee and its charge to monitor, evaluate and adjust school management and operational systems (NELP 6.1). Also, include how committee members will be selected and any structure that will be used to ensure a diverse membership and representatives of various stakeholders on the committee.

Section II:

Prepare a memo to those that have been selected to serve on the “Bulletin 1” committee. Remind them of their charge and outline a calendar of meetings. Lastly, include a list of resources that should be reviewed prior to the committee meetings and those that will be reviewed and available at the committee meetings. Be sure to mention the sample uniform campus handbook that has been provided to the candidates by the instructor of this course. (NELP 7.3)

Section III:

Assume that the candidate has met with the “Bulletin 1” committee and it is time to prepare the written document for the first day of In-service. Place the specific and prioritized procedures into a professional memo to the campus staff and label it Bulletin 1. The bulletin should contain at least 12 prioritized campus procedures and include:

· at least 1 new procedure related to the efficient use and access to facilities and instructional space; (NELP 6.1)

· at least 1 new procedure related to the use of strategies aimed at ensuring quality instruction in the classroom; (NELP 4.4)

· at least 1 revised/updated/modified procedure related to the school’s master schedule; (NELP 4.4)

· at least 1 revised/updated/modified procedure related to maximizing instructional time and student learning; (NELP 4.4)

· at least 4 key procedures that address student welfare and address crisis management, discipline management, student leadership, and school safety that have not been changed from previous years, but are of high importance; (NELP 3.3)

· at least 1 procedure related to the use of technology to manage operational systems; (NELP 6.1)

· at least 1 procedure related to the use of facilities on the campus; (NELP 6.1)

· at least 1 procedure related to address the long-range plans and need for additional instructional space; (NELP 6.1)

· at least 1 procedure related to the preparation of the campus budget. (NELP 6.1)

“Bulletin 1” should also reference the relevant campus or employee handbook and district policy. It should also inform the staff where they can obtain access to the official documents.

Section IV: (Bulletin 1 Reflection Paper)

Write a 2 – 3 page paper explaining how your work on this assignment demonstrates mastery of the content knowledge involved in this project & is to be submitted in Bb in the Week 6 folder.

A couple of things to be aware of:

1. Document the NELP standards as you address them in this assignment.

2. I’ve provided examples for this project in Bb at the “Start Here” tab. You’ll notice the examples are aligned to the ELCC standards. Be sure your Bulletin 1 Project is aligned with the NELP standards. Failure to do so indicates a failure to read the directions!

3. The reflection paper is a separate assignment to be submitted in Bb in the week after the Bulletin 1 Project is due. Use the assignment link provided to submit your work in the proper place. Also, note the length of this assignment (2-3 pages).

4. The Bulletin 1 Project must be submitted through the assignment link provided in the Week 5 folder.

Bulletin I Project

Rubric

Criteria

U

Approaching Standard

Meets Standard

Exceeds Standard

NELP 6.1:

Program completers understand & demonstrate the capacity to evaluate, develop, & implement management, communication, technology, school-level governance, & operational systems that support each student’s learning needs & promote the mission & vision of the school.

Section I

U

N

A

C

C

E

P

T

A

B

L

E

N

O

D

A

T

A

W

A

S

S

U

B

M

I

T

T

E

D

Response indicated little to no evidence of the ability to understand and sustain a school culture and instructional program conducive to student learning through collaboration, trust, and a personalized learning environment with high expectations for students, nor did it provide any information regarding the following:

♦ analyze school processes and operations to identify and prioritize strategic and tactical challenges for the school;

♦ develop school operational policies and procedures;

♦ develop plans to implement and manage long-range plans for the school.

—————————

The candidate included a partial review and development of campus management procedures in the project.

Response mentioned an adequate description regarding how to understand and sustain a school culture and instructional program conducive to student learning through collaboration, trust, and a personalized learning environment with high expectations for students. It also included a sufficient description of two of the following areas:

♦ analyze school processes and operations to identify and prioritize strategic and tactical challenges for the school;

♦ develop school operational policies and procedures;

♦ develop plans to implement and manage long-range plans for the school.

———————————

The candidate included the review and development of campus management procedures in the project.

Response provided a comprehensive and well-rounded description of the ability to understand and sustain a school culture and instructional program conducive to student learning through collaboration, trust, and a personalized learning environment with high expectations for students. The response also included a well-rounded comprehensive description of all of the following:

♦ analyze school processes and operations to identify and prioritize strategic and tactical challenges for the school;

♦ develop school operational policies and procedures;

♦ develop plans to implement and manage long-range plans for the school.

—————————–

The candidate included the review and development of campus management procedures in the project and included a process to include stakeholders.

NELP 6.2: Program completers understand & demonstrate the capacity to evaluate, develop, & advocate for a data-informed & equitable resourcing plan that supports school improvement & student development.

Section III

Response indicated little to no evidence of the ability to understand and sustain a school culture and instructional program conducive to student learning through collaboration, trust, and a personalized learning environment with high expectations for students, nor did it provide any information regarding the following:

♦ develop multi-year fiscal plans and annual budgets aligned to the school’s priorities and goals;

♦ analyze a school’s budget and financial status;

♦ develop facility and space utilization plans for a school;

♦ project long-term resource needs of a school;

♦ use technology to manage school operational systems.

—————————

The candidate included a partial preparation of written campus procedures in the project.

Response mentioned an adequate description regarding how to understand and sustain a school culture and instructional program conducive to student learning through collaboration, trust, and a personalized learning environment with high expectations for students. It also included a sufficient description of two of the following areas:

♦ develop multi-year fiscal plans and annual budgets aligned to the school’s priorities and goals;

♦ analyze a school’s budget and financial status;

♦ develop facility and space utilization plans for a school;

♦ project long-term resource needs of a school;

♦ use technology to manage school operational systems.

———————————

The candidate included the preparation of written campus procedures in the project.

Response provided a comprehensive and well-rounded description of the ability to understand and sustain a school culture and instructional program conducive to student learning through collaboration, trust, and a personalized learning environment with high expectations for students. The response also included a well-rounded comprehensive description of all of the following:

♦ develop multi-year fiscal plans and annual budgets aligned to the school’s priorities and goals;

♦ analyze a school’s budget and financial status;

♦ develop facility and space utilization plans for a school;

♦ project long-term resource needs of a school;

♦ use technology to manage school operational systems.

—————————–

The candidate included the preparation of written campus procedures in the project with a process to include stakeholders.

NELP 3.3: Program completers understand & demonstrate the capacity to evaluate, cultivate, & advocate for equitable, inclusive, & culturally responsive instruction & behavior support practices among teachers & staff.

Section III

Response indicated little to no evidence of the ability to understand and promote school-based policies and procedures that protect the welfare and safety of students and staff, nor did it provide any information regarding the following:

♦ develop a comprehensive plan for providing school staff, students, and visitors with a safe and secure school building environment;

♦ plan an aligned building discipline management policies and plan;

♦ evaluate and implement discipline management plans.

—————————

The candidate included partial procedures related to student welfare in the project.

Response mentioned an adequate description regarding how to understand and promote school-based policies and procedures that protect the welfare and safety of students and staff. It also included a sufficient description of two of the following areas:

♦ develop a comprehensive plan for providing school staff, students, and visitors with a safe and secure school building environment;

♦ plan an aligned building discipline management policies and plan;

♦ evaluate and implement discipline management plans.

———————————

The candidate included procedures related to student welfare in the project.

Response provided a comprehensive and well-rounded description of the ability to understand and promote school-based policies and procedures that protect the welfare and safety of students and staff. The response also included a well-rounded comprehensive description of all of the following:

♦ develop a comprehensive plan for providing school staff, students, and visitors with a safe and secure school building environment;

♦ plan an aligned building discipline management policies and plan;

♦ evaluate and implement discipline management plans.

—————————–

The candidate included procedures related to student welfare in the project.

NELP 4.4: Program completers understand and demonstrate the capacity to collaboratively evaluate, develop, and implement the school’s curriculum, instruction, technology, data systems, and assessment practices in a coherent, equitable, and systematic manner.

Candidates understand requisite knowledge and theory to collaboratively evaluate, develop, and implement the school’s curriculum, instruction, technology, data systems, and assessment practices in a coherent, equitable, and systematic manner.

Candidates do not demonstrate the capacity to: 1) engage faculty in gathering, synthesizing, and using data to evaluate the quality, coordination, and coherence of the school’s curriculum, instruction, technology, data systems, and assessment practices,

2) propose designs and implementation strategies for improving coordination and coherence among the school’s curriculum, instruction, technology, data systems, and assessment practices, and

3) use technology and performance management systems to monitor, analyze, implement, and evaluate school curriculum, instruction, technology, data systems, and assessment practices and results.

Candidates understand requisite knowledge and theory to collaboratively evaluate, develop, and implement the school’s curriculum, instruction, technology, data systems, and assessment practices in a coherent, equitable, and systematic manner.

Candidates demonstrate the capacity to: 1) engage faculty in gathering, synthesizing, and using data to evaluate the quality, coordination, and coherence of the school’s curriculum, instruction, technology, data systems, and assessment practices, 2) propose designs and implementation strategies for improving coordination and coherence among the school’s curriculum, instruction, technology, data systems, and assessment practices, and

3) use technology and performance management systems to monitor, analyze, implement, and evaluate school curriculum, instruction, technology, data systems, and assessment practices and results.

Candidates understand requisite knowledge and theory to collaboratively evaluate, develop, and implement the school’s curriculum, instruction, technology, data systems, and assessment practices in a coherent, equitable, and systematic manner.

Candidates demonstrate the capacity to: 1) engage faculty in gathering, synthesizing, and using data to evaluate the quality, coordination, and coherence of the school’s curriculum, instruction, technology, data systems, and assessment practices, 2) propose designs and implementation strategies for improving coordination and coherence among the school’s curriculum, instruction, technology, data systems, and assessment practices, and

3) use technology and performance management systems to monitor, analyze, implement, and evaluate school curriculum, instruction, technology, data systems, and assessment practices and results.

Candidates use their understanding and capacity to undertake and implement this work within a school setting.

NELP 7.3: Program completers understand and have the capacity to personally engage in, as well as collaboratively engage school staff in, professional learning designed to promote reflection, cultural responsiveness, distributed leadership, digital literacy, school improvement, and student success.

Key question: How do candidates demonstrate their understanding and capacity to personally engage in, as well as collaboratively engage school staff in, professional learning designed to promote reflection, cultural responsiveness, distributed leadership, digital literacy, school improvement, and student success?

Candidates understand the importance of and how to personally engage in, as well as collaboratively engage school staff in, professional learning designed to promote reflection, cultural responsiveness, distributed leadership, digital literacy, school improvement, and student success.

Candidates do not demonstrate the capacity to: 1) evaluate professional staff capacity needs and management practices, 2) identify leadership capabilities of staff, 3) plan opportunities for professional growth that promote reflection, cultural responsiveness, digital literacy, school improvement, and student success, 4) engage staff in leadership roles, and 5) utilize digital technology in ethical and appropriate ways to foster professional learning for self and others.

Candidates understand the importance of and how to personally engage in, as well as collaboratively engage school staff in, professional learning designed to promote reflection, cultural responsiveness, distributed leadership, digital literacy, school improvement, and student success.

Candidates demonstrate the capacity to: 1) evaluate professional staff capacity needs and management practices, 2) identify leadership capabilities of staff, 3) plan opportunities for professional growth that promote reflection, cultural responsiveness, digital literacy, school improvement, and student success, 4) plan opportunities for engaging staff in leadership roles, and 5) develop a plan for utilizing digital technology in ethical and appropriate ways to foster professional learning for self and others.

Candidates understand the importance of and how to personally engage in, as well as collaboratively engage school staff in, professional learning designed to promote reflection, cultural responsiveness, distributed leadership, digital literacy, school improvement, and student success.

Candidates demonstrate the capacity to: 1) evaluate professional staff capacity needs and management practices, 2) identify leadership capabilities of staff, 3) plan opportunities for professional growth that promote reflection, cultural responsiveness, digital literacy, school improvement, and student success, 4) plan opportunities for engaging staff in leadership roles, and 5) develop a plan for utilizing digital technology in ethical and appropriate ways to foster professional learning for self and others.

Candidates use their understanding and capacity to undertake and implement this work within a school setting

,

Bulletin I Project

Section I: Memo to Staff

To: Norman High School Faculty and Staff

From: Principal Student Name

Subject: Bulletin 1 Committee and Application

To my new Tiger Family,

I am excited to begin work with the amazing faculty and staff at Norman High School. After being named principal for the 20-21 school year, I continued my research on NHS and have found so many letters and stories about the incredible accomplishments that this staff has accomplished. I am honored to have been named your new principal and look forward to being in

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