Answered You can buy a ready-made answer or pick a professional tutor to order an original one.
Assignment: Course Project: Assessment of Diversity Proficiencies The Assignment for this module is an assessment of your diversity proficiencies. As local, state, national, and global communities con
Assignment: Course Project: Assessment of Diversity Proficiencies
The Assignment for this module is an assessment of your diversity proficiencies. As local, state, national, and global communities continue to reflect increasing diversity, it is essential for effective leaders of learning to routinely assure active and effective responsiveness to the diverse needs represented. In the context of this course, active and effective responsiveness often takes the form of individuals pursuing constructive action to change ideas and attitudes through leadership, advocacy, policy, and law. To assist you in this process, your Walden University program has included diversity proficiencies to guide your development. For this Course Project, you must successfully demonstrate personal development and connection of your learning in this course about leadership, advocacy, policy, and law to each of the Walden Diversity Proficiencies, as well as the Council for Exceptional Children (CEC)’s Advanced Role Content Standards 1a, 1b, and 5a.
To prepare:
· Review all Learning Resources for this module.
· Review the Assessment of Diversity Proficiencies Guidelines.
· Ask yourself the following: How have the concepts, resources, and activities of this course influenced my learning so that I might support the creation of educational opportunities that adapt to diverse learners and remove barriers that inhibit learning for students with diverse learning needs?
· Think about examples from your educational and professional experiences that you can use to demonstrate your knowledge of the key diversity proficiencies. How might those experiences support the fact that you are a leader and advocate who is able to create educational opportunities that are adapted to diverse learners and that remove barriers that inhibit learning?
The components of your Module 6 Assignment are as follows: however, review the “Assessment of Diversity Proficiencies Guidelines” document in the Learning Resources for more details.
Section 1: Introduction (2–3 pages)
Interpret how EACH of the following course concepts support the creation of educational opportunities that are adapted to diverse learners and remove barriers that inhibit learning:
· Leadership
· Advocacy
· Policy
· Law
· Section 2: Diversity Self-Reflection (3–4 pages)
Write a self-reflection paper that addresses the final two Walden Diversity Dispositions:
· Awareness of Self
· Professional Practice
Also, reference the Council for Exceptional Children (CEC) Standards, what you learned from the working with the Case Study of Jamal from the Grand City Community (West Ridge Middle School) , and Walden’s Mission and Vision Statement to help support your reflection.
· Reflection Component 1: Using the bulleted points on Walden’s Diversity Proficiencies, personally reflect on your knowledge and skills for the “Awareness of Self” and “Professional Practice” indicators. Cite at least one relevant, research-based reading or media element to support this component.
· Reflection Component 2: Connect your personal reflection, to course content, including the Case Study, CEC standards, and Walden’s mission for Social Change. Cite at least one relevant, research-based reading or media element to support each of these components.
Your final document must include the following:
· Title Page
· Section1: 2–3 pages
· Section 2: 3–4 pages
· Reference pages
Note: For this Assignment and all scholarly writing in this course and throughout your program, you will be required to use APA style (6th edition). Please use the Walden Writing Center as a resource as you complete assignments.
Required Readings
Council for Exceptional Children. (2012). CEC special education specialist advanced preparation standards. Retrieved from https://www.cec.sped.org/~/media/Files/Standards/Professional%20Preparation%20Standards/Advanced%20Preparation%20Standards%20with%20Elaborations.pdf
DeMatthews, D. (2014). Deconstructing systems of segregation: Leadership challenges in an urban school. Journal of Cases in Educational Leadership, 17(1), 17–31
Retrieved from the Walden Library databases.
This article gives a case study of a principal in an urban school who was charged with a directive to raise test scores and increase inclusion in a building with a history of segregation.
Document: Assessment of Diversity Proficiencies Guidelines (PDF)
Document: SMART Goals Graphic (PDF)
Document: Walden Diversity Proficiencies (PDF)
Document: Walden Professional Dispositions (PDF)
Walden University (2015). Social change. Retrieved from http://www.waldenu.edu/about/social-change
Media
Grand City Community
· Laureate Education (Producer). (2012b). The teacher’s lounge [Video file]. Baltimore, MD: Author.
Go to the Grand City Community and click into West Ridge Middle School. Review the following scenario: The Teacher’s Lounge.
- @
- 165 orders completed
- ANSWER
-
Tutor has posted answer for $50.00. See answer's preview
*************************** ************** ************** University Professor **** *************** **** ******* Learning for ******* *************** 3 ************************************ is diversity? ********* ** ********* ** *** ***** ** ***** diverse ** a range of different things **** When ******** ** ********* *** *** ********** * ***** wonder how ******* the ***** is and *** **** diversity affect *** way ** ******** with one ******* *** ** ** identify ******* group ****** our *********** *** what ***** these ****** ******* *** ***** ******** * have reflected *** **** ********* ** *** ********* ******* *** *** diverse ********** ** *** area * have ** **** my *** belief ** **** I consider ******* * **** ** * ******* *** ** ********* ******** where ******* *** ****** *** spoken ********** and ******** however ***** *** many ********* * ** Spanish *** ****** ******** ********** on ********* *** ******** with *** population ********* *** area ** *********** * **** ** ******* **** * **** about *** diverse ****** ****** my ********* ** ***** to determine *** ********** in ****** I ******** ** local ****** ******* to see the ********** ** ******** *** **** ** the ********** that ** ********* *** ************* ******** ***** ** an article **** *** Miami ****** majority of *** ******* in Miami **** ****** ******* ***** *** rise ** ********* within *** ******* in ********** ****** ****** University ********* Proficiencies **** ************ ********* needed *** teacher **** ******* ******** ** ******** ***** proficiencies *** components ** ********** ******** ********* ** **** ************* the learner * good ******** *********** planning *********** *** assessment *** professional ******** ********* ** order ** ******** *** ********* ****** ** ********* * *** ** make **** **** * ***** ****** *** ********* proficiencies * understand that ** order ** *********** strength ** ** ******** I ****** to ** **** self-aware ** understand *** ******* needs ** *** ******* to be able to evaluate **** I must ******** *********** in ******** *********** and *** ** facilitate lessons * try to ********* *** RWRCOEL Diversity ************* ** my ******** *********** *** use it ** ********* my *********** ********* *** ** ******** **** ***** ** ** worked on * ******** **** in order to put *** ************* **** ******** * **** ******** **** ****** **** ********** **** will strengthen ****** *** ******* *** *********** ****** ** ********* Since * live ** * community **** has **** diverse ****** * **** always ******** **** ************ biases **** ** be ****** *** and I must ***** about *** *********** of **** ******* **** term * **** ******* **** there *** different ************* ***** to ********** ******* and ** find ******** **** can ** ******* ** the ******** ******** ***** *** ** being ** a ******* area ** ** ********* ** be **** ****** and *** *** ****** ***** ** there are ****** ways ** **** **** students ***** ******* and ******** *** ********** ********** ** the **** and *** case ******* ********* I ***** **** ** ** ********* * **** **** ** ***** ** ******* ********* *** ****** involvement ** ***** to understand *** learners * **** to understand ***** ********* *** families Understanding *** ********* **** ********** the ******** differences ******* **** I learn ***** *** ******** ** ******* ** *********** **** ******** *** *********** ********* ** ***** **** * ***** characteristic of ********* ************* ********* (Laureate ***** **** I ***** ** ******* ** ************ with ** ******** *** ***** ******** **** I can begin ** ******* my classroom ********* and ****** ***** ******** diverse *** ** students ** not an easy **** ********** **** ********* ******** *********** ******* *** trying ** **** **** *** *********** **** ******** ***** are many *********** within diverse learning environment *** as ** ******** * must ***** ** *** **** ******* ***** differences *** **** sure my ******** know **** ** ****** ***** background * am not bias ****** **** *** ***** ******* ********** *** ******* ***** *********** and encourage their uniqueness Smart ***** ** **** is ** **** students who *** considered ******* ******** Learners (ELL) ******* the same ******** ** **************** ******** ** * ***** ******* ** and ****** to America **** ******* country * *** considered an *** ******* ** ** ****** was very ***** *** ******** * ***** English * ***** ***** ******* ***** ** ** ******* **** ******* words ********* ********* my ******* and ** ********** ******* ******** ******** **** to **** twice as hard ** ******** ***** grades ********** **** ***** are ** ********* ********* ** them ** **** foster ****** and **** **** *** *********** ** *** the same ******** experience ** ***** ***** ** **** is *** find ******** resources **** *** **** ** ****** ******* *** ******* assistance ** *** ******** *** are ** ****** ***** that **** ******* ****** of ******** to **** ******** **** * **** ** *********** *** *** my *** ** help ***** * community ** ********* who *** provide ********** ** *** another *** ***** resources *** ***** ***** ** be ******** * **** ** make **** that **** *** ********** ****** *** **** build ********** that *** ******** * desire ******* **** can be ******** ** monitoring *** ******** *** *** *** ***** ***** ******** by keep * *** ** ********** *** *** **** of need I will use ** *** to *********** **** my ********** ** ***** on ******* ************ *** ** establish * ********** **** *** be **** *** *** and ******* ******** * **** ** *** *** ******** ********* ** ** ** **** **** students ***** parents ** *** ***** English and set ** a ***** once * ***** where ******* *** **** ** **** ***** ******** to *** **** **** ***** **** **** **** with parent-teacher *********** and ********* outreach * understand that **** goal **** **** some **** **** ****** ******** ********* and ********* ************* **** **** *** ****** ********* ** ****** *** ********* *********** **** **** show ******* **** *** only are ** ********* to ******* student ****** ****** hours *** ** **** to ****** **** ******* ** *** ********* * ***** a ***** *** ** get ********* *********** ** **** * ******* ***** where student and ***** ****** *** share ****** ***** ***** ******** **** ** **** *** stories **** ***** **** ** * great *** ** get ******** going *** *** ********* ******* *** **** up conversation about the ********** ** ******* ****** ** ** active role in ***** ************ education **** ** there ** * ******** ******** **** ** ***** * relationship with parents ** ******** **** ******* *********** so **** * can **** learn **** about their ******* and what ** ********** *** **** *** **** **** ***** ** ******* for ****** **** *** should *** issues arise * **** be able to **** ******* *** *********** on *** cultural ******** ** ***** students ** goal ** to ***** * **** ** ************* **** **** include ******* ****** counselors ************** *** community partners where ***** ** ** **** line ** *** ***** *** ******** ****** ******** **** *** **** my eyes ** ****** that * **** ** ******* as ** ******** ********* **** * **** *** ***** ** to know on diversity * *** ******** *** *** hidden biases that * **** explore and ******* I **** ** ****** *** ***** a **** **** **** **** in *********** ********** **** ******** and *** ***** that can ** ******** ****** * certain ******** ** ******** **** will ** **** ** ******* **** plan ** ** ******* ******* ******** **** ********** *********** ***** assignment and *** on one lessons ** needed * will **** ****** ** *** curriculum *** ****** it ** the ****** **** ********* *** **** **** ** ****** to ****** **** ** ** ***** ***** ******* *** ******* Often ***** ** **************** and **************** *** ** **** ** ********* ** *** ******* of ******* ******* or being ****** to provide *********** to *** ******* ** ELL student when ***** is ** *** there to ********* I **** to ***** ************** *********** **** ***** **** *** **** ** *** parents ***** ** can set realistic goals *** *** ** achieve **** ****** * timeline *** come ** * mutual ************* ** *** ** enhance *** ******** learning *** ***** ** ***** *********** **** I will focus ** ******** ***** ** student ******* *********** **** the **** ***** day of ***** ** ********* a questionnaire *** the ******* *** ***** family ** ******** ****** the ***** **** ** ******* * **** *** *** ************* ** begin ********** ** ******* ***** ** ******* instruction *** ********** that *** be ********** and **** ** both *** *** non-ELL ******** * **** differentiate *********** for *** and non-ELL ** **** * can ***** ********** *** ******** ******* *** **** ** assessing assignments *** small ***** activities weekly * want ** *** *** student’s ***** ********* ** ****** * ********** **** *** **** **** *** *********** ******* ** ********** and **** ************* ** ********** The student will ** ****** *** ** work ** groups *** **** ELL *** non-ELL ******** ** **** * ******* Student’s **** ** ****** ******** ******* such as ******* ******* ********* and critical thinking skills ** advance ***** learning experience *** educational ***** ****** **** ** ******** ** ****** ********* and keep *** student’s ********** ** topics ********* Assignments **** ****** ** ********* ** **** there ** classroom ******** to **** the ******** who struggle **** the ******* ******** ****** ** *** classroom and ****** ************* In ***** to keep ************* open **** ******** * will send **** * weekly progress ****** that ***** **** of *********** *** ******** **** **** ** ** ****** *** returned ****** Lessons will ******* ******* stories ******* organizers *** ***** ** ********** **** **** be used ** determine comprehension Digital ******* **** be **** to ********* ******* to narrative *** ********** ******* ** **** ***** *** **** ********* *** ******** ********* ******* organizer **** ** **** ** **** **** reading ********** *** ** help ******** **** ***** ******* Hands ** activities **** ** **** to determine *********** ************* **** ***** ** assignment **** needs ** ** ********* ****** ***** **** *** **** of *** action **** ** *** monitor ******** ***** * ****** plan **** *** improve achievement ****** *** introduce social ****** Conclusion ****** **** ****** * **** ******* *** **** studies presented *** reflected on **** case *** *** * ***** have handled *** situation ** presented with them in my *** classroom setting * **** **** ** ********* ** diverse but ***** **** **** ************* the ********* cultures * *** *** ***** **** Hispanics have ********* ******** ****** ***** ** ***** ********* ** ****** ******* ******* **** all Hispanic ******** *** the same This ********** has possible **** ** ** ****** families before ******* knowing ** ** **** ** to *** **** is ******* about ********* ** **** sure **** * ** ************* ** cultures ***** ***** any ****** * **** ******* that is ********** right for *** ******* *** *** ** ***** *** a **** therefore * must ****** **** ** ** ************* **** all ******** **** ********* traditions *** ******* ********* **** ** ****** ******** **** ******** ** might *** be ******* in **** **** ***** will ****** ** * ******* ******* ****** *** ***** ******* and we **** ** open ** ********* personal *********** and experiences for *** betterment ** *** ******** ********* *** difference ** ** ********* and ********* * ** ********* ** ******** **** ***** ** *********** cultural ********** and building a **** **** *** **** with *** ********** ******** and provide ** *********** ***** all ******** **** welcome ReferenceD ***** April *** ********* ** ******** *** Learning: Affirming ******** as ******************* ********* **** ****************************************************************************************************************************** **** ********* **** https://wwwmerriam-webstercom/dictionary/diversity Gamio * * **** *** ******** ************ ** ********** ******* ********* ****************************************************************************************** Education (Producer) ******************* to ************* *************** **************** MD: ************** ********** (2010) ******** ********* ************* *********** materials] Retrieved **** ***********************************************************
