This assessment is used at the end of the course in the Professional Administrative Licensure Certificate program (as an elective). The assessment measures knowledge regarding best practices and strategies for effective instruction and assessment that meets the needs of all learners. The minimum passing score for this assignment is 105.5 points.
Note: This course includes this assignment as a critical assessment documenting your learning on the national standards listed below. Please see the course syllabus or further information on the critical assessment policy. It is important to review the materials below and the critical assessment rubric before you begin this assignment.
Should U.S. schools be effective or competitive? Please compose a 3- to 5-page scholarly, argumentative essay that succinctly reviews the history and development of the concept of effective schools and effective instructional practices. You will also need to decide if you believe competition internationally should be a focus area for U.S. schools, too. Frame your paper so that you are also focused on the specific context chosen for the Week 4 mini-lesson. Choose one argument: effective schools, or competitive schools, and frame your thesis accordingly.
Within your paper, address the following areas (remember to stay focused on your chosen context):
Introduction with thesis (1 paragraph)
Summarize and evaluate where the United States ranks educationally compared to other nations, particularly those in Asia. Do you feel this is a concern? Consider and critique the work of David Berliner on Inequality, Poverty and the Widening Education Gap (Schools Matter, 2012) and Trends in International Mathematics and Science Study (U.S. Department of Education, n.d.) to determine if you feel there is a significant concern with comparison to other nations. (2-3 paragraphs)
Summarize and critique the elements of the Effective Schools Movement, including the Correlates of Effective Schools. Read Correlates of Effective Schools: The First and Second Generation (Lezotte, 1999) before writing. Could these ideas help combat issues some people believe are wrong with our schools? (2-3 paragraphs)
Describe relationships between effective schools, effective instructional strategies, and instructional planning. (1 paragraph)
Describe three to five effective, research-based instructional strategies to assist students to improve their achievement by: (2 paragraphs)
creating an environment for learning,
helping students develop understanding, and
helping students extend and apply knowledge.
Describe the relationship of effective school boards, superintendents, and principals with student achievement. (1 paragraph)
Describe the qualities of effective teachers. (1 paragraph)
Describe your context briefly (elementary school, middle school, high school, description of student population, etc.) (1 paragraph)
Best practices for implementing your strategies to be competitive or effective. Consider the role of equity, instructional practices, and assessment systems in your plan. (3-4 paragraphs)
Steps for development of an instructional unit plan.
Include three phases of instructional planning.
Include other ideas as relevant.
Conclusion: Restate Thesis and summarize how your concepts of the importance of using effective instructional practices that engage students in intentional learning have changed throughout this course. (1 paragraph)
Throughout your paper, use examples from your teaching or administrative context, as well as citations from your course readings and research. You must include at least three scholarly sources cited in-text and included as part of a reference list using APA formatting guidelines (use direct quotes sparingly in order to prevent plagiarism). Use course readings and texts plus additional research.
This course includes this assignment as a critical assessment documenting your learning on the national standards described below. For information on the critical assessment policy, please review the course syllabus. Be sure to review the rubric for the assignment.
Standard Three: Equity and Cultural Leadership Program completers who successfully complete a building level educational leadership preparation program understand and demonstrate the capability to promote the success and well-being of each student, teacher, and leader by applying the knowledge, skills, and commitments necessary for: 1) equitable protocols; 2) equitable access; 3) responsive practices; and 4) a supportive school community.
3.2 (EQUITABLE ACCESS): Program completers understand and demonstrate the capability to ensure that each student has equitable access to effective teachers, learning opportunities, academic, social and behavioral support, and other resources necessary for success.
Standard Four: Instructional Leadership
Program completers who successfully complete a building level educational leadership preparation program understand and demonstrate the capability to promote the success and well-being of each student, teacher, and leader by applying the knowledge, skills, and commitments necessary for: 1) learning system; 2) instructional practice; 3) assessment system; and 4) learning supports.
4.2 (INSTRUCTIONAL PRACTICE): Program completers understand and demonstrate the capability to promote challenging and engaging instructional practice consistent with knowledge of learning theory, child development, and effective pedagogy.
4.3 (ASSESSMENT SYSTEM): Program completers understand and demonstrate the capability to employ technically appropriate system of assessment and data collection, management, analysis, and use to monitor student progress and improve instruction.
Support your statements with evidence from the required studies and your research. Cite and reference your sources in APA style.
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