Tag: College Essay

The ancient African proverb “It takes a village to raise a child” has truth. Research shows that when teachers collaborate and communicate with families, it ultimately benefits the child. However, as times have changed, so have family dynamics and societal challenges. Families may face trials that prohibit them from being involved in their child’s education, from classroom activities to school functions. Teachers can help alleviate some of these challenges by offering alternatives and solutions so that all families have the opportunity to be active participants in their child’s learning and well-being.

Select three of the parental/caregiver challenges from the list below to address at a Family Information Night:

Financial issues
Limited opportunities for recreation and leisure
Sibling issues
Constant care and supervision of a child with a disability
Strain on family relationships due to hardships and difficulties
Logistical issues such as transportation
Difficulty getting time away from job
Frequent disability-related crises
Health issues of family members
Difficulties obtaining appropriate educational services
Other family dynamics, such as foster care, group home, parent/guardian away due to military/career

Part 1: Family Challenge Presentation

Design a 10-12 slide digital presentation for families that outlines the selected challenges.

Within your presentation:

Describe each challenge.

Provide potential solutions to each challenge.

Provide strategies to put potential solutions in place.

Identify resources that could help parents facing each challenge.

Discuss how technology could also be a resource for families that face the challenges.

Indicate that your desire is to provide support, not to assume that you know exactly what the families are going through. Consider including a relatable personal experience that, when mentioned briefly, could bridge the gap between you and the families.

Include presenter’s notes, a title slide, and a reference slide.

Support your presentation content with 3-5 scholarly resources.

The digital presentation should include graphics that are relevant to the content, visually appealing, and use space appropriately.

Part 2: Communication Plan

Write a communication plan, for a grade level of your choice, to ensure collaboration with families and caregivers. Your communication plan should include how you will communicate with families throughout the school year and identify various communication methods to meet the challenges some families may face. Explain how your plan will incorporate technology.

In what ways is the contemporary organization of the global political economy different
from that of the Bretton Woods era? How significant are these differences? Please use
evidence to support your argument.

There are many benefits to having additional support in the classroom. In addition to providing access to the general education curriculum and setting, co-teaching models within an inclusive classroom can offer specialized instruction for individuals with disabilities and allow these students more collaborative time with their peers. General and special education teachers can also expand their own knowledge and teaching capacity when applying co-teaching instruction and strategies in an inclusive setting.

In this assignment, you will examine the six co-teaching models, and how these collaborative models can provide a better learning environment for all students, especially students with disabilities.

Part 1: Co-Teaching Models

Complete the “Co-Teaching Models and Paraeducator Action Plan” template that addresses the following:

Co-Teaching Models: Define the six co-teaching models with a visual representation for each model (an appropriate link to the visual is acceptable).

Advantages and Disadvantages: Discuss the advantages and disadvantages of each model.

Instructional Strategies: Describe research-based instructional strategies unique to each model. Discuss how each supports individuals with disabilities.

Positive Effects: Address the positive effects of each co-teaching model on teachers and students.

Responsibility and Accountability: Explain how the shared responsibilities and accountabilities are executed when the co-teaching is between a general and special educator, and when the co-teaching includes collaborating with a paraeducator.

Support your findings with a minimum of two scholarly resources.

Part 2: Paraeducator Action Plan

There are many benefits to having a paraeducator, not only in your classroom, but on campus as well. They can provide services to teachers, students, parents, and the community. Through training, collaboration, and mentoring, a paraeducator can assist in providing quality education alongside special and general educators. In addition, paraeducators can help with classroom instruction, provide additional support for exceptional students, and collaborate with other school personnel to help meet individual student needs.

This part of the assignment will allow you to practice your ability to foster collaboration between the classroom teacher and an assisting paraeducator to create a safe, inclusive, positive learning environment that engages and promotes the well-being of individuals with exceptionalities.

Read the classroom scenario below, and complete Part 2 of the “Co-Teaching Models and Paraeducator Action Plan” template.

Scenario:

Ms. Jeter is a general education teacher in an inclusive seventh-grade classroom that will have 30 students including four students with learning disabilities (LD) and two students with emotional disabilities (ED). She was just informed that a paraeducator would assist her in the classroom for the new school year. She has spoken to the paraeducator and it appears that the two will work very well together in terms of compatible personalities and philosophies regarding students with disabilities. However, Ms. Jeter has never worked with a paraeducator before. Further, the paraeducator has never had this job before, but has worked as a Sunday school teacher and loves children.

Based on the scenario, use the “Co-Teaching Models and Paraeducator Action Plan” to create a 500-600 word action plan for a successful co-teaching environment.

The action plan should address the following:

Teaching Philosophy and Vision of the Classroom Setting: Describe a philosophy and vision that incorporates the teacher/paraeducator relationship.
Rules and Expectations: Describe 3-5 rules and expectations for the teacher and the paraeducator specific to student learning and behavior in the classroom.
Collaboration Model Outline: Selected from Part 1 of this assignment, outline a collaboration model for the paraeducator that promotes the well-being of individuals with disabilities. Include possible challenges and advantages to utilizing the selected collaboration model.
Roles and Responsibilities: Identify roles and responsibilities of the teacher and the paraeducator, including the discussion of confidentiality.
Collaboration Time: Detail a plan for the teacher and paraeducator to meet regularly to prepare for units/lessons, reflect on teaching, review student achievement/goals, and provide feedback and mentoring to the paraeducator.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

Discuss the various forms of terrorism and explain what motivates the terrorist to commit violent acts.

The roles and responsibilities of a classroom teacher and a paraeducator are important to understand, address, and respect to maintain a positive and effective classroom environment.In this field experience, you will collaborate with your mentor to observe co-teaching instruction so that you can see the importance of teamwork in action.

Allocate 2 hours in the field to support this field experience in an inclusive K-12 classroom.

In your placement, collaborate with your mentor to observe two of the six co-teaching models. Identify and rationalize the model being used in the classroom. Reflect on the lesson being taught, instructional strategies, and the students being instructed.

Use any remaining field experience hours to assist the teacher in providing instruction and support to the class.

Upon completing your observations and collaborations, reflect on the following in 250-500 words:

Do you feel the co-teaching model was successful for the lesson? If yes, explain. If not, which model do you feel would be more appropriate to meet the needs of the students?

Were all students actively participating and receiving support during instruction? If yes, explain. If not, why do you think students were not participating or engaging? Could additional support be added?

Do you feel there was clear collaboration and communication between the teachers and/or paraeducator during instruction? If yes, explain. If not, what concerns or inconsistencies with instruction did you notice?

Why is it important for the teacher and paraeducator to be in sync when utilizing co-teaching methods?

Explain how you will use your findings in your future professional practice

If you are unable to observe co-teaching with your assigned mentor, work with your mentor to locate a classroom where you could observe the models. Contact your instructor if you have any concerns about completing this field experience.

Develop an analysis of the text through the intersecting lenses of class, gender, sexuality, race and ethnicity.Your discussion will demonstrate that you have understood theories related to class,
gender, sexuality, race and ethnicity, and postcolonialism, and you will draw on the texts we have read to
provide theoretical context and support. You must address all of these areas, though you may emphasize
one more than the other, where appropriate.

You may use these as resources if necessary:
1. http://www.youtube.com/watch?v=hg3umXU_qWc
Klages, Chapter 4 (“Feminism,” pp. 63–77)

Discuss the relationship between drug half-life and Volume of distribution.