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  Personal dictionary of 20 words

  $22.50

  Dictionary of Key Terms. Create a personal dictionary of 20 words, terms or concepts. The entries should include the word, term or concept, a formal definition (citation required) and a specific application. The application could include your Annotated Bibliography, your Review of Literature, your current Action Research Project, or a proposed action research. Terms must be organized into at least three categories to include: (1) research methodology terms; (2) content terms from Review of Literature; (3) research ethics terms.

  CONCEPT	DEFINITION	APPLICATION
  1.      Responses
  2.      Variable
  3.      Research
  4.      Methods
  5.      Demographics
  6.      Data
  7.      Replicate
  8.      Hypothesis
  9.      Analysis
  10.  Survey
  11.  Significant
  12.  Range
  13.  Reliability
  14.  Biased
  15.  Correlation
  16.  Independent variable
  17.  Dependent variable
  18.  Randomized
  19.  Meta-analysis
  20.   Longitudinal

   

  4 Pages (20 definitions)

  4 References
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  The high cost of education

  $7.50

  Module 4 – SLP PROFESSIONAL DEVELOPMENT PLAN (The high cost of education)

  The SLP is one long project (8-12 pages). However, you will write your paper during Modules 1-5 and you will submit each module as separate files for review and feedback. Note that the final grade on the SLP will be based on the modular components and on the final project report.

  Before beginning the component of your SLP in this module, review the Session Long Project Overview below.

  SLP Overview

  Purpose of SLP: The purpose of this Session Long Project is to complete a thesis, which is a proposition that is maintained by argument or explanations based on the importance, value, or relevance of the program content under consideration.

  Note: Your SLP topic must be directly related to your concentration of study in the MA Ed. Program.

  SLP Assignment Expectations

  The following is a general overview of how you will be submitting your SLP work. You can see that the SLP is a progression of sections that build upon each other until the final module.

  Your final product for the Session Long Project thesis will contain the following sections:

  • Abstract
  • Introduction
  • Main Discussion (organized with headings and subheadings)
  • Conclusions
  • Premise (supporting conclusions)
  • Bibliography

  By the end of Module 4: Submit your conclusions

  Discuss your conclusions. Also provide the premise which supports the conclusion(s) of your thesis. Develop the proposition as to which pieces are best considered in your analysis or argument. Identify the ideas that best support your opinions and make the greatest contribution to understanding the development of your discussion. Be sure to keep in mind the initial research question(s) posed in Module 1’s SLP assignment.

  Finally, once your conclusions are presented, develop a hypothesis (or a research question) for future consideration. This new research question must be based on your presented conclusions.

  Submit 1-2 pages in length for Module 4 SLP assignment.
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  Critical Activity #9: Capacity Building Assessment

  $49.00

  Critical Activity #9: Capacity Building Assessment

  Course Objectives: 1-8

  Related Standards: Florida Principal Leadership Standards 1-10

  Interstate Leadership Licensure Consortium Standards (ISLCC) 1-6

  Educational Leadership Constituents Council (ELCC) Standards 1-7

  Description of Assessment

  The purpose of the project is to provide each candidate with an opportunity to utilize human capital management and strategic planning skills to plan for school improvement. The human capital may include teachers and/or school and district leaders. The activities call upon the candidate to develop and articulate a plan to build capacity, assess the current status of the school in relation to the plan, and ensure that when the plan is put into operation it will serve to close the gap between the status quo and the desired outcomes articulated in the plan. The work should reflect established practices and be attentive to the critical functions and operation of the school, and should be developed with consideration of (1) the school and district improvement plans; (2) the organizational culture of the school and district; (3) the organizational, operational, and resource management of the school; (4) instruction and learning, particularly the needs of all students and teachers; (5) professional development. In addition, candidates are expected to demonstrate understanding and consideration of applicable aspects of leadership, organizational, adult learning, human behavior theories, as well as human capital management.

  Standards and Institutional Outcomes Addressed

  Florida Principal Leadership Standards and Indicators: 7-a, 7-b, 7-c, 7-d, 7-e (see https://www.floridaschoolleaders.org/fpls.aspx)

  FELE Competencies and Skills: 2.3.1, 2.3.3, 2.3.4, 2.4.3 (see http://www.fldoe.org/asp/fele/pdf/4thEdFELECompsSkills.pdf).

  ISLLC Standards: 1b, 1c, 1d, 2f, 3b, 3d, 4a, 6c (see http://www.ccsso.org/Documents/2008/Educational_Leadership_Policy_Standards_2008.pdf).

  Overview

  Principals are expected to build capacity among the professional staff to continuously improve instruction and student achievement. Building capacity involves, among other things, providing appropriate opportunities for educators to participate in professional learning communities. The activities comprising this key assessment provide candidates with an opportunity to utilize knowledge and practice skills that are salient to capacity building within the school.

  Assignment

  Introduction: Via this assessment, candidates will demonstrate knowledge and skills needed to develop and articulate a plan to build capacity within the professional staff in a school. The assessment is purposely designed to be broad enough in nature to allow the candidates to

  approach the work using various approaches. Plans should be based upon recent literature and other relevant sources of information, and should be feasible (i.e. plans and recommendations should be mindful of real-life constraints like provisions contained in state regulations, [e.g., timelines required in the FL DOE School Improvement Plan], local policies, and collective bargaining agreements).

  The assessment comprises three parts.

  Part I: In the first section (2-3 pages, double-spaced), candidates will develop a vision for what his/her school could do to build capacity among the professional staff with regard to improved instruction and student achievement. The intent here is to imagine the candidate’s school as it would look operating at optimal effectiveness with regard to capacity-building and professional learning. The vision should reflect knowledge of established practices for professional learning, be attentive to relevant constraints and resources/opportunities, and should focus on building capacity that will support continuous improvement in teaching and learning.

  Part II: In the second section (2-3 pages double-spaced), candidates will analyze the current status of the school with regard to capacity-building and professional learning in order to define the gap between the current status and the status envisioned for the school in section I. Here, candidates should provide data and/or other evidence (e.g., the school’s SIP, interviews with relevant professional staff) to support claims about current status. The “gap” description should clearly describe (and, when possible, quantify) the difference between the current reality and the vision articulated in part I.

  Part III: In the third section (3-4 pages double-spaced), candidates will develop an action plan that describes concrete steps that could be taken to move the school from where it is now to the vision described in the first section (i.e., to close the gap described in part II). Although knowledge of concepts and theories undergirding school leadership ought to inform thinking about the plan, the plan itself ought to be presented in a highly practical format (including but not limited to timelines, barriers to be reduced or eliminated, responsible persons for individual plan elements/phases [by position if not by name—e.g., staff member, consultant, district office, etc.], participants, dates, monitoring.).

  11 pages

  APA – 7 References
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  Outline your first steps as you prepare to enter the new school

  $10.00

  Chapter 6: My First Steps

  In the last chapter, you identified which school you intend to accept as your new challenge based on the superintendent’s offer of the role of school principal.

  In light of what you have learned about creating a learning community, outline your first steps as you prepare to enter the new school. Share these with a peer or mentor.
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  Early Childhood Course Reflection essay

  $5.00

  Summarize at least three insights you have gained from your coursework with regard to young children, their families, and/or the early childhood field.
  Describe the ways in which your professional aspirations, dreams, and goals have changed and/or have been strengthened by these insights.
  Reflecting on the different “voices” of the five early childhood professionals who shared their wisdom with you in this course, describe how any or all stirred your professional curiosity, made you rethink assumptions you had about the early childhood field, and/or professionally encouraged or inspired you.

  1 page
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  MAE 596: Module 3 Discussion Board (#2 Thesis: Analysis or Argument)

  $5.00

  #2 Thesis: Analysis or Argument

  You are currently working on a “thesis” for your Session Long Project. A thesis is a proposition that is maintained by argument or explanation based on the importance, value, or relevance of the content under consideration.

  1. A thesis may be written from an “analytical perspective,” or as an “academic argument.” Please define these two concepts.
  2. Describe for your classmate the topic of your thesis and the perspective from which it is being written (i.e., analysis or argument).

  1 page
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  Module 3: The body Part – The High Cost of Education

  $30.00

  The paper explore the causes of the high cost of education and the measures that can be taken to curb this trend.

  The SLP is one long project (8-12 pages). However, you will write your paper during Modules 1-5 and you will submit each module as separate files for review and feedback. Note that the final grade on the SLP will be based on the modular components and on the final project report. Before beginning the component of your SLP in this module, review the Session Long Project Overview below.

  SLP Overview

  Purpose of SLP: The purpose of this Session Long Project is to complete a thesis, which is a proposition that is maintained by argument or explanations based on the importance, value, or relevance of the program content under consideration.

  Note: Your SLP topic must be directly related to your concentration of study in the MA Ed. Program.

  SLP Assignment Expectations

  The following is a general overview of how you will be submitting your SLP work. You can see that the SLP is a progression of sections that build upon each other until the final module.

  Your final product for the Session Long Project thesis will contain the following sections:

  • Abstract
  • Introduction
  • Main Discussion (organized with headings and subheadings)
  • Conclusions
  • Premise (supporting conclusions)
  • Bibliography

  By the end of Module 3: You will now write the body of your paper.

  First, determine what kind of approach you wish to follow in your thesis – do you wish to write from an  “analytical” or “argumentative” perspective? An analytical paper breaks down an issue or idea into its component parts, evaluates the issue or idea, and presents this breakdown and evaluation to the audience. An argumentative paper makes a claim about a topic and justifies this claim with specific evidence. The claim could be an opinion, a policy proposal, an evaluation, a cause-and-effect statement, or an interpretation. The goal of the argumentative paper is to convince the audience that the claim is true based on the evidence provided.

  Next, critically think about your research question(s) from Module 1 and analyze your professional experiences related to the issue. Also, reflect upon your specific concentration of study here in the MAED program. The goal is to evaluate all of the research you have conducted, and synthesize it into a series of organized ideas that address your research question(s) in thoughtful and creative ways. (It is helpful at this stage to create an “outline” to organize your content before you start writing.)

  Remember, you must integrate your professional experiences and the theories and research from your concentration of study, along with your literature review from Module 2, when you write the body of your thesis.

  Submit 5-6 pages for the Module 3 SLP assignment.

  Note: This portion of the SLP is considered the signature assignment of the course. A signature assignment reflects knowledge or skills essential to meeting a student learning outcome – in this case, critical thinking. The signature assignment can be viewed as a milestone in the student’s progress toward fulfilling one or several program outcomes.

  6 Pages

  APA – 8 References
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  MAE 594: MAIN THEMES IN THE PROGRAM – Case Assignment Overview

  $12.50

  Write a 2-3 page overview statement reflecting the three main themes gained across all courses during your program of study. In the program, what main three themes were consistent throughout, or stood out in your mind as you reflected during the writing of your program of study? A well-developed reflective statement should demonstrate to the reader the reasons why you selected the particular themes either in the introduction or in the conclusion.

  Please complete the following items:

  1. Develop an introductory statement. Include the philosophy/belief statement from your concentration in your introductory paragraph. Identify and discuss three main themes (or theories) that you have identified throughout your classes while working on the concentration program.

  Information for the questions in #1

  The goal of the Master of Arts in Education (MAED) program is to provide students with the knowledge and skills needed for ethical and effective leadership careers in the field of education, staff development, and training.

  Andragogy (Adult Learning Theory/Malcom Knowles)

  Associated Course: MAE524 Adult Development and Learning

  E-Learning (Distance learning delivered via internet accessed from a computer)

  Associated Course: MAE523 E-learning Course Design and Curriculum Development

  Effective Presentation Skills

  Associated Course: MAE530 Presentation Skills for Trainers

  2. Discuss how your experiences assisted you in achieving the learning outcome with three main themes during the program. You may describe the philosophy and teaching/training/leading strategies that flowed from the themes. In other words, find the common themes and tell how they impacted your teaching/training/leading strategies and methodologies. Are you or will you use all this knowledge in your current and/or future career? How?

  3. Provide practical examples of how your course work with the themes in the program reflects your theoretical understanding of the role of educator/leader in your profession.

  4. Conclude the paper by discussing what you learned from doing this analysis – what surprised you? What have you learned about yourself as a learner?

  Assignment Expectations

  • The essay should have a clear introduction, well-developed body, and concise conclusion for writing expectations.
  • Length: at least 2-3 pages (double-spaced with type size of 12).
  • Include references to support statements and conclusions

  2 Pages

  2 References
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  Assessing professional development short essay

  $5.00

  For this assignment, you will assess the ways in which you are progressing on your path of professional development. Use this as an opportunity to consider the ways in which you have already grown and need to continue to grow.
  With this in mind:
  Download and review the following document: Assessing Your Professional Development
  Read and reflect on the 10 professional dispositions.
  Rate yourself for each. (Remember, your “score” is not important. What is important is your commitment to becoming a lifelong learner and to deepening your understanding of yourself, your profession, and your professional path.)
  Write a paper that addresses the following:
  Identify two of your strengths and briefly discuss how each contributes to your growth as an early childhood professional.
  Identify two areas in which you would like to develop further, and describe how you plan to grow.
  Assignment length: 1 page

  Form: A Professional Development Appraisal
  As you grow and refine your professionalism in the early childhood field, it is quite helpful to reflect on desired professional dispositions.
  There are 10 professional dispositions listed on this page. Each one is a reflection of a slightly different aspect of an accomplished early childhood professional. This is not a complete list. Read through the statements below and reflect on your professional development in order to assess yourself.
  In the chart below, indicate “yes” if you believe to have developed a disposition to the fullest; “getting there” if you think you are well on the way towards developing a disposition, and “not yet” if you are just getting started.

  PROFESSIONAL DISPOSITION: (check mark )
  -YES.  or
  -GETTING THERE. or
  -NOT YET
  1.)I am an active member of the early childhood professional community and am guided by its professional standards and ethical codes.
  2.I am proficient in collaborating with others and regularly increase my professional knowledge of the field through the use of diverse resources.
  3.I accept the varied responsibilities of my profession.
  4.I consistently advocate for children, families, and those who care for children in a variety of positions, and I engage in respectful relationships with all.
  5.I comprehend child development and use this knowledge appropriately when working with and on behalf of children and families.
  6.I am committed to fostering healthy development in children.
  7.In my approach to children and families as well as to issues in the early childhood field, I consistently show respect and empathy, and I am sensitive towards equity and social justice concerns related to children and families.
  8.I have committed passion for the early childhood profession and demonstrate  this in all aspects of my work with, and on behalf of, children, families, and the early childhood field.
  9. I increase my knowledgebase of the early childhood field through reading professional journals, attending conferences, and networking with other professionals in the field.
  10. I appreciate and value human diversity in all its forms, respect the perspectives of others, and strive to be mindful and reflective of my own attitudes regarding diversity.
  11. I take care of myself in all developmental domains (physical, cognitive, and psychosocial) so that I can fulfill my professional obligations  from a position of physical, mental, and emotional stability and strength,

  Your Appraisal:
  8-10 “Yes”: You are fully engaged as a professional.  Think about ways in which you can use your strengths in the service of others: Could you become a more outspoken advocate, mentor, or educator? Ask yourself in what ways can you continue to refine your professionalism and extend your resources. Reflect on how you can keep your passion and continue to grow.

  5-7 “Yes”: You are well on your way to becoming a fully engaged early childhood professional. Look at those areas in which you have not given yourself a “YES” answer and reflect on how you can strengthen those professional areas.  Think of ways you can reach out to colleagues and accomplished professionals in the field for support in your continued efforts to grow.

  Less than 5 “Yes”: Professional development takes time and dedication. As you grow as an early childhood professional, reach out to others for support, use the many professional resources available to you, and continue to be self-critical, self-reflective, open to change, and always willing to learn.

  1 page