Category: Education

you learned about the value of an employee-centered approach and how this can be applied to the area of goal-setting. Both coaches and managers may help individuals within an organization to engage in goal-setting, but there may be diverse approaches utilized in each of these contexts. In this activity, you will want to create a 3 – 5 page Literature Review, not including the Title Page and References, of the diverse ways in which coaches versus managers may approach goal-setting for employees. In addition, your literature review should also discuss the benefits of an employee-centered versus a coach-centered approach to goal-setting and the value this can have in improving the effectiveness of the coach.
Criteria Ratings
This criterion is linked to a Learning OutcomeScholarly Writing
Affirmed
Writing is formal in language, avoiding colloquialisms, slang, and overly informal expressions.
Not Affirmed
Writing includes colloquialisms, slang, and overly informal expressions.
This criterion is linked to a Learning OutcomeWriting Mechanics
Affirmed
Minor spelling, grammar, and/or punctuation errors present, and/or sentence structure lacks minor elements of professional writing, and/or paragraphs are consistently developed. (1-2 errors)
Not Affirmed
Multiple spelling grammar and/or punctuation errors present and/or sentence structure does not meet professional writing standards, and/or paragraphs are minimally developed. (more than 2 errors)
This criterion is linked to a Learning OutcomeClarity of Content
Affirmed
Writing demonstrates a strong connection between ideas, ensuring that the reader can follow the logical progression of the arguments.
Not Affirmed
Writing lacks a connection between ideas, and there is no logical progression of the arguments.
This criterion is linked to a Learning OutcomeAll Aspects Addressed
Affirmed
Writing addresses multiple relevant aspects of the topic with sufficient detail and analysis, providing a thorough understanding.
Not Affirmed
Writing fails to address relevant aspects of the topic with insufficient detail or analysis.
This criterion is linked to a Learning OutcomeAPA Formatting (when appropriate)
Affirmed
Citations, references, and formatting follow the APA style guide, with less than 2 errors.
Not Affirmed
Formatting, citations, and references are not included or do not follow the appropriate APA style guide. There are more than 2 errors.
PreviousNext

It is a report based on principals’ leadership approach at Nepal’s private schools. I will need two dummy interviews with two principals from private schools in Nepal, and the findings will be based on data collected from those interviews.

Step One: Read the article, Play Across the Life Cycle (link below)
Step Two: Review the 2nd document, Twelve Key Types of Play (link below)
Step Three: Write a summary review of the first article. Clearly relate topics, concepts, discussions and readings from the course with examples illustrated in the article. (about a page)
Step Four: Using the second document, identify and discuss at least 3 key types of play and discuss their relevance and integrate those within the paper. (about a page)
Step Five: Finally, read pp. 470-471 of Morrison text- include a brief discussion on the importance of play therapy and its crucial role in meeting the domains of development for children with special needs. (about a page)
Essay should be well organized in APA format with no less than 3 references and 3 educational citations.
Jones, E. (2011). Play across the life cycle [Burgess Lecture to YChED]. Retrieved from: https://tcsedsystem.idm.oclc.org/login?url=https://www.proquest.com/scholarly-journals/play-across-life-cycle-initiative-integrity/docview/881554509/se-2?accountid=34120Links to an external site.
Miller, E., & Almon, J. (2009). Crisis in the kindergarten: Why children need to play in school. https://tcsedsystem.idm.oclc.org/login?url=https://www.proquest.com/magazines/crisis-kindergarten-why-children-need-play-school/docview/218184637/se-2?accountid=34120Links to an external site. Miller, E., & Almon, J. (2009). Twelve Key Types of Play. Alliance for Childhood. Retrieved from: chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://images.shulcloud.com/1039/uploads/docs/Resource-Bank/Parent-Resource-Bank/Twelve-Key-Types-of-Play.pdfLinks to an external site.

To review the assignment information, click on the document name to view or download the document. Scroll to view or download the embedded rubric.
Course Project: Part 1 – Institutional Overview and Topic Assignment InstructionsDownload Course Project: Part 1 – Institutional Overview and Topic Assignment Instructions
Course Project TemplateDownload Course Project Template
Note: Your assignment will be checked for originality via the Turnitin plagiarism tool. For more information about Turnitin, click here.

Write a Reflection. Include the following in no more than two paragraphs:
Identify two major take-aways from this course that you believe will help you to teach in an early-childhood classroom. (Paragraph 1)
Provide an example of each take-away. (Paragraph 1)
Describe two things for each take-away that you will do in the classroom to help children learn with this knowledge. (Paragraph 2)

Texas public policy foundation is a foundation with many programs amongst them is a program made specifically for paroles to re-enter society and be an asset to society and be able to enter programs for employment and such

Using the 26 strategies presented, select at least 5 strategies and integrate those strategies into your daily lesson plans.  Following the end of the three-week period, you will submit 5 lesson plans and reflections of the efficacy of the strategies selected over the time period.  You will be evaluated on the criteria noted in the rubric below and your reflections on each strategy.    
Submit the first lesson plan and reflection (all one document) here.
Rubric
Content Literacy Lesson Planning Rubric
Content Literacy Lesson Planning Rubric
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeStrategy Selected
10 pts
EFFECTIVE: Literacy strategy selected is explicitly aligned to the content and utilized effectively to increase content comprehension.
8 pts
DEVELOPING: Strategy selected is adequately aligned to the content and utilized to increase content comprehension.
0 pts
NEEDS IMPROVEMENT: Little or no evidence strategy is aligned to content, and/or is not utilized in the lesson plan.
10 pts
This criterion is linked to a Learning OutcomeEfficacy of Strategy
10 pts
EFFECTIVE: Lesson plan indicates clear understanding of the purpose of the strategy selected and steps are included to increase efficacy of strategy.
8 pts
DEVELOPING: Lesson plan indicates some understanding of the strategy and how to successfully implement.
0 pts
NEEDS IMPROVEMENT: Little or no evidence of understanding of the implementation of the strategy to insure student success.
10 pts
This criterion is linked to a Learning OutcomeReflection of Lesson and Strategy
10 pts
EFFECTIVE: Reflection of the lesson is thoughtful and insightful into the selection and efficacy of the literacy strategy and the lesson in general. Reflection includes analysis of strengths and weaknesses of the lesson and ways to improve.
8 pts
DEVELOPING: Reflection of the lesson is adequate, includes efficacy of strategy selected and lesson. Some analysis of strengths and weaknesses of the lesson.
0 pts
NEEDS IMPROVEMENT: Lesson reflection does not include an analysis of efficacy of strategy or lesson.
10 pts
Total Points: 30

COMPETENCIES
2042.6.1 : Collaborative Skills
The graduate collaborates with stakeholders in a school setting to build consensus, meet goals, and promote culturally responsive communication. 
2042.6.3 : Collaborating and Developing the IEP
The graduate collaborates with team members to create mutually agreed upon individualized education programs (IEPs) for students with exceptionalities
INTRODUCTION
In this task, you will collaborate with other stakeholders in a simulated Individualized Education Program (IEP) meeting. In Task 1, which should be submitted prior to scheduling this simulation, you drafted an IEP that you will use to guide you through this experience. In this simulation, you are the special education teacher leading a modified annual IEP meeting. While the goals of the meeting will be to draft annual goals, postsecondary goals, and transition plans for a student currently receiving special education services, you will primarily be measured on your ability to effectively collaborate with stakeholders. The student, Angela Madina, is 15 years old and is in the 10th grade.
This experience is an opportunity for you to demonstrate your collaboration skills while working with stakeholders who make up the IEP team. Please note that, because of time constraints, this simulation will not encompass all the legal components of an IEP meeting.
The avatars with which you will be interacting are live. They will be asking you questions based on your comments and they may even question some data and ideas that you have shared, just as a parent or other IEP meeting members will do. Because each experience is different and the total experience is 20 minutes, you need to plan time for questions and comments from the avatars. If you plan 20 minutes of talking on your part, you are not going to complete the experience in the allotted time. Practicing with others and/or anticipating questions will help to ensure you meet the rubric requirements and are prepared for the simulation.
SCENARIO
The IEP meeting includes the following participants:
•   Angela Madina: a 15-year-old who is in 10th grade, is a talented artist, and struggles in most other subjects
•   Elena Kahale: Angela’s mother who responds well to data and detailed anecdotes
•   Mr. Mehta: the school principal whose role is to move the IEP meeting forward
•   Mr. Moore: Angela’s English teacher
In Task 1, you drafted the IEP, and in an authentic setting, you would take the draft IEP to the meeting, review the IEP with the team, make decisions as a group, and close the meeting. Again, this experience will be slightly different due to time constraints. You will use the completed “IEP Form” draft from Task 1 to complete this virtual experience.
The modified IEP meeting should last a minimum of 15 minutes but a maximum of 20 minutes. IEP meetings are often longer than that, but this simulation is focusing on your efforts to collaborate effectively with the team in the best interest of the student to develop annual goals and a transition plan. Since Angela is 15 years old, much of this meeting will focus on her transition planning. 
For this experience, you will not review the entire IEP with participants. Assume that all participants have helped you draft the following four parts of the present levels of academic achievement and functional performance (PLAAFP) section of the IEP:
1.  Baseline
•   Part A: name, age, and current grade of the student
•   Part B: overall academic achievement or functional performance for the specifically identified area
2.  Strengths of the student in the specific area from the qualitative and quantitative data
3.  Concerns about the student in the specific area from the qualitative and quantitative data
4.  Data support for all statements, both quantitative and qualitative
You will not need to review these sections of the IEP during this simulation. 
You will begin the simulation with a general introduction. Then you will move to a collaborative discussion (this should include parent concerns, teacher concerns, and data) of the PLAAFP section of the IEP: effect of concerns on the student’s involvement and progress in the general education environment.
Next, you will review and discuss measurable annual goals consistent with the postsecondary goals. Throughout the meeting, take time to solicit questions or concerns any of the participants may have. You will finish the meeting with a discussion of the transition plan. 
Note: It is not necessary to discuss the “Independent Living Skills” portion of the transition plan for Angela since she is in 10th grade.
As the team reviews the transition plan, you will want to discuss Angela’s goals for her future education and career, using her interests, any assessment or survey data available, and her areas of strength and areas for growth to guide the development of this plan. Include all participants in the discussion and development of the transition plan, and work through any differences of opinion that may arise.
When you feel all participants are aligned and supportive of the transition plan and postsecondary goals, invite team members to ask any questions or share any concerns. 
When all questions and concerns have been addressed, remind the participants that they can contact you at any time to discuss Angela’s progress. Tell them what to expect as far as receiving copies of relevant documentation. Ask if there are any questions, answer those questions, and thank the team for coming to the meeting.
REQUIREMENTS
Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. The similarity report that is provided when you submit your task can be used as a guide.
You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.
Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc., unless specified in the task requirements. All other submissions must be file types that are uploaded and submitted as attachments (e.g., .docx, .pdf, .ppt).
Using the information in the attached “Learner Case Study” about Angela and the IEP you drafted in Task 1, you will complete a simulated IEP meeting. During this simulation, you will be the special education teacher leading an annual IEP meeting that will focus on the transition plans and annual goals for a student currently receiving special education services. The student, Angela Madina, is 15 years old and is in the 10th grade. Participants in the meeting include Angela (the student), Elena Kahale (Angela’s mother), Mr. Mehta (the school principal), and Mr. Moore (Angela’s English teacher).
Note: In a real IEP meeting, there could be additional stakeholders present that are not included in this simulation experience. Please refer to the course of study for additional information on who should legally attend.
A.   Submit the link to the video recording of your simulation experience. Your submission will be evaluated based on your collaboration with allstakeholders in the following areas:
Note: The recording you receive from Mursion is to be used for WGU assessment only and should not be shared publicly per academic security policy.
Note: If you need help retrieving the link, please consult the attached “Guide to Retrieving Recording Link”.
1.  Encourage participants to share and contribute to a common purpose.
2.  Encourage the student, the parent, and the general education teacher to each share ideas.
3.  Solicit questions for clarification. 
4.  Demonstrate respect for the opinions and perspectives of the other stakeholders in the meeting. 
5.  Exhibit an understanding of special education by addressing the student’s strengths, weaknesses, and future goals. 
B.   Demonstrate professional communication in the content and presentation of your submission.
File Restrictions
File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ‘ ( )
File size limit: 200 MB
File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, csv, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z
TO VIEW THIS LINK—
acree17 
Luna409!
blob:https://tasks.wgu.edu/7f568b7f-8fcf-43db-85ee-0c9baf653bf0
RUBRIC
SOE PROFESSIONAL DISPOSITIONS AND ETHICS:
NOT EVIDENT
The submission demonstrates both behavior and disposition that conflict with the professional and ethical standards outlined in the SOE Professional Dispositions and Ethics.
APPROACHING COMPETENCE
The submission demonstrates behavior or disposition that conflicts with the professional and ethical standards outlined in the SOE Professional Dispositions and Ethics.
COMPETENT
The submission demonstrates behavior and disposition that align with the professional and ethical standards outlined in the SOE Professional Dispositions and Ethics.
A1:COLLABORATING FOR A COMMON PURPOSE CEC 7.1, 7.2
NOT EVIDENT
The candidate ineffectively facilitates group collaboration because they discourage participants from sharing and contributing or because they fail to encourage participants to share and contribute opinions and ideas relevant to the development of the IEP.
APPROACHING COMPETENCE
The candidate facilitates group collaboration with stakeholders, but the candidate explicitly encourages participants to share and contribute opinions and ideas relevant to the development of the IEP between only 1 and 4 times, or encouragements to share or contribute are vague.
COMPETENT
The candidate effectively facilitates group collaboration with stakeholders because the candidate explicitly encourages participants to share and contribute opinions and ideas relevant to the development of the IEP on 5 separate occasions.
A2:INCLUDING ALL STAKEHOLDERS CEC 7.1, 7.2
NOT EVIDENT
The candidate utilizes ineffective communication because they actively discourage any stakeholder from sharing ideas.
APPROACHING COMPETENCE
The candidate inconsistently utilizes effective communication because they fail to directly encourage at least 1 of the given stakeholders to share ideas.
COMPETENT
The candidate consistently utilizes effective communication because they directly encourage each of the given stakeholders to share ideas.
A3:CLARIFYING QUESTIONS CEC 7.1, 7.2
NOT EVIDENT
The candidate utilizes ineffective group facilitation strategies because the candidate fails to solicit clarifying questions.
APPROACHING COMPETENCE
The candidate inconsistently utilizes effective group facilitation strategies because the candidate solicits clarifying questions on only 1 or 2 occasions.
COMPETENT
The candidate consistently utilizes effective group facilitation strategies because the candidate solicits questions for clarification on 3 separate occasions.
A4:RESPECTING THE OPINIONS OF OTHERS CEC 7.1, 7.2
NOT EVIDENT
The candidate demonstrates disrespect for the opinions and perspectives of stakeholders because the candidate responds to questions in an argumentative or dismissive manner.
APPROACHING COMPETENCE
The candidate inconsistently demonstrates respect for the opinions and perspectives of stakeholders because the candidate fails to listen to their concerns and opinions or does not directly respond to questions.
COMPETENT
The candidate consistently demonstrates respect for the opinions and perspectives of stakeholders because the candidate actively listens to their concerns and opinions and directly responds to questions.
A5:UNDERSTANDING SPECIAL EDUCATION CEC 2.1
NOT EVIDENT
The candidate does not demonstrate an understanding of special education because they fail to address the student’s strengths, weaknesses, or future goals.
APPROACHING COMPETENCE
The candidate demonstrates a partial understanding of special education because they address the student’s strengths, weaknesses, and future goals in a way that is misaligned with the scenario.
COMPETENT
The candidate demonstrates a comprehensive understanding of special education because they address the student’s strengths, weaknesses, and future goals in a way that aligns with the information in the scenario.
B:PROFESSIONAL COMMUNICATION
NOT EVIDENT
Content is unstructured, is disjointed, or contains pervasive errors in mechanics, usage, or grammar. Vocabulary or tone is unprofessional or distracts from the topic.
APPROACHING COMPETENCE
Content is poorly organized, is difficult to follow, or contains errors in mechanics, usage, or grammar that cause confusion. Terminology is misused or ineffective.

Learning outcomes
LO1. Critically examine the concept of emotional intelligence linked to leading teams and people
in educational settings. 
LO2. Critically reflect on research and evidence-based practice associated with leading teams
and people within educational organisations. 
LO3. Synthesise research findings, evidence-based practice and theory to inform effective
leadership of teams and people in educational settings.
Title:
Provides the title of your study (devise a title
that briefly describes the intentions and outcomes of your review of team
working  theory and practice,  your name and student ID, the submission
date, your course.
Contents Page
Section
headings with page numbers
Introduction: 500 words
What is the area of 
team working   you have chosen
to consider? What prompted your choice of focus?  What are the aims of your research into
teams?
Literature Review: (approx. 2,000 words)
Choose relevant reading
related to working in teams.  Summarize
your reading comparing authors views in relation to your topic.  Analyse the strengths and weaknesses of the
authors  in comparison to each other.
Discuss the arguments and draw conclusions. 
Reflective Review and Findings
(approx 1500 words)
Reflect
on your current practice or previous practice in relation to working in or
leading a team.   How has your reading
influenced your analysis of your practice in terms of leading and  working in teams? 
Conclusion (approx  500 words)
Sum up key reflections on team
working.  Consider how you would lead and work in teams  in the future,  which includes actions and  targets for your future practice based on
your key learning from this assignment. 
References      (no word count)
An
alphabetical-by-author list of all titles referred to in your essay, including
books, journals and websites.  Use
Harvard referencing conventions for both citations within the text and the
reference list (Caley and Fealey, 2012). Please not that any quotations or
reference to book chapters should include page numbers
Also see attached sample assignment

It’s not really a paper, don’t need to write a paragraph; more of filling the empty columns. Please use the template that I attached. I also attached a sample as well. One reference that I need to use is  Gutek, G. (2014). Philosophical, ideological, and theoretical perspectives on education (2nd ed.) Pearson. ISBN: 9780132852388. No plagiarism is allowed since they use the tool to check.