Professional Development Plan


Focus of the Final Project

To create your Final Project you will be designing your own Professional Development Plan. You will need to create a step-by-step timeline that shows your commitment to personal and professional growth in creating academically and culturally diverse classrooms.

Instructions for the Final Project

Create an eight- to ten-page (not including title and reference pages) document that includes at least two goals from each of the following areas:

Mindset, learning environment and differentiation
Curriculum and differentiation
Assessment and differentiation
Student readiness and differentiation
Student interest and differentiation
Student learning profile and differentiation
Managing a differentiated classroom
Make sure to include the timetable for meeting the goals and a thorough explanation of how the goals will be met. Address any obstacles that may keep you from reaching your goals and what you will do to overcome them.

Follow the guidelines given in Chinn & Kramer (2011), Chapter 7; Walker & Avant (2011) chapter 10)( TO BE FAXED!)

Provide definitions for Professional Growth and other terms used that are found in the literature. Determine and identify the critical or defining attributes for Professional Growth (derived from analysis and synthesis of the findings in the literature that must be present for the concept to be present). Develop theoretical definition(s) of Professional Growth. This theoretical definition could represent a synthesis of those definitions found in the literature, or a specific definition found in the literature ? all critical attributes must be contained in the theoretical definition.

Identify antecedents of Professional growth (essential conditions for the presence of professional growth synthesized from the literature), and consequences of professional growth (outcomes of professional growth synthesized from the literature).

***This will require outside sources , as the literature never speaks of professional growth directly. The sources should be no older than 5 years and should be journal articles. Please use APA 6th edition.
There are faxes for this order.

Customer is requesting that (heatherk13) completes this order.

Please write a 500 word essay on the topic below:


Describe your current plan for professional growth. How do you think an online educational program will help you realize this plan

The professional document requested is for the sole purpose to receive a merit raise and clinical recognition on job performance.I work as a perioperative nurse.

Depending on the articulation and skills assessment determines the percentage of the raise scale.I am trying to achieve the highest possible raise.

I will provide the skills list,accomplishments, hospital standards,professional growth,performance criteria and job description in order to help with the writing for the performance appraisal.

I had problems with repeating the same verbs and adjectives for each skills set.

I would like the document to be distinctive from the other staff up for review.Focus more on my personal accomplishments than the standard staff duties.

When i write about personal collaboration/accomplishment it is the role or way i contributed in the matter referred within the department or hospital.

Perhaps you could help me in this matter with your creative writing skills.

Job description overview:Nursing
Principal duties:

Helps define standards of excellence for patient care;participates in improvement of patient care services in a cost- effective way.

Personal collaboration: I Developed a plan of action to be more cost effective by alerting the physicians about the waste and cost of certain items which could be substituted.They all agreed to plan.It has been successful.;example -the valve sutures being withheld until the surgeon determines which suture to sew the valves with.Each packet cost is $335.00 .We would waste three to four packets per procedure before the plan.The OPCAB systems available and the savings from $1000.00 to $5000.00 for the same surgical outcomes.

Identifies,facilitates, and evalutes outcomes of nursing care for an individual patient or group of patients.

Personal collaboration:The ECMO program being revamped to become a full comprehensive patient care team.
I formulated the nursing policy and procedure manual.Provided in-services and on-going support to the staff.Custom build a travel cart for rapid ECMO patient care.Under the supervision and guidance of the surgeon collaborated on quality imporvements in ECMO at the facilty.This wa s a huge factor to the staff and patients to deliver safe and rapid care in order to improve mortality rates in ECMO patient's.

Coordinates involvement of the patient,family and health team members in patient care,including patient/family teaching and discharge planning.

Personal collaboration:informed the patients and their family of the surgical plan until they verbalized their understanding of the events.Met their expectations as their advocate while under my care.
Let the family remain with the patient until the patient relaxed,alleviate their fears and was ready for surgery.

Provided and maintained a therapeuticmenviroment for patients and families but, also with surgeons and staff.
Personal collaboration:The interpersonal relationships i have with the surgeon's helps the patient 's by providing a serene atmosphere for them to work in.I try to make the surgical suite as stress free as possible to everyone within the suite.Method could be music selection,conversation or just a competent nurse helping a doctor take care of the patient.

Collaborates with other professionals and directs nonprofessional nursing personnel in maintaing recognizeed standards.

I enjoy teaching and participate in orientation of new permanent,senior and temporary staff members.

I am the resource nurse for the minimally invasive procedures,robotics program,ventricular device,ECMO,TAVI program and VATS.I developed the nursing manuals for the staff.

i am part of the Collaborative Governance committee,PPI committee,OR practice committee,AORN member and special assembly member of the MIS/Robotics unit for AORN.

Participate in unit and departmental committees for formulation of nursing and hospital policies and procedures.
Provide input to the manager,team leader and director regarding unit needs

I maintain and update clinical knowledge and skills based on current nursing education practice and AORN standards and recommended practices.

I am planning to attend school this year to advance my degree.I will be taking the CNOR certification this spring to maintain and develop my professional practice.

Ultimately, i love my job and profession.

you have identified an achievement gap and developed an action plan for addressing that in your particular setting. One underlying piece that influences the success of your action plan is the dispositions that you demonstrate.

By successfully completing this assessment, you will demonstrate your proficiency in the following course competency and assessment criteria:

Competency 4: Reflect on personal dispositions to identify area of focus for personal learning and growth.
Reflect on personal commitment to professional and personal growth.
Describe how leaders act with integrity and fairness to ensure a school system of accountability for student success.
Describe how leaders promote social justice within the school.
Identify ways to demonstrate professional dispositions with students, families, colleagues, and communities.
Competency 6: Promote the success of every student by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context.
Identify ways to advocate for students, families, and caregivers.
Develop a professional dispositions statement that is reflective of your mission, vision, and values in acting as a leader. In your document, address the following items:

Describe how, as a leader, you act with integrity and fairness to ensure accountability for student success.
Describe how, as a leader, you promote social justice within your school setting.
Identify and describe ways that you display professional dispositions with students, families, colleagues, and the community.
Describe how you can advocate for students and families in a professional and helpful manner.
Evaluate where you are professionally, and describe ways that you can engage in personal and professional growth.

Design your own Professional Development Plan. You will need to create a step-by-step timeline that shows your commitment to personal and professional growth in creating academically and culturally diverse classrooms.

Create a document that includes at least two goals from each of the following areas:

*Mindset, learning environment and differentiation
*Curriculum and differentiation
*Assessment and differentiation
*Student readiness and differentiation
*Student interest and differentiation
*Student learning profile and differentiation
*Managing a differentiated classroom
*Make sure to include the timetable for meeting the goals and a thorough explanation of how the goals will be met. *Address any obstacles that may keep you from reaching your goals and what you will do to overcome them.

Must use at least two scholarly sources in addition to the course text.

The reflection paper must contain one to three areas where you have experienced 1) personal growth, one to three areas where you have experienced professional growth, and one to three areas where you have experienced socio-religious growth. In addition, the reflective paper will address one to three areas you perceived as weaknesses with the Anchorage Campus, and one to three areas what you perceive as strengths.


Objective 1: Write a six to eight-page reflective analysis paper, in APA 5th edition format, reflecting on the academic development experienced at Wayland Baptist University Anchorage Alaska. This paper will include the following elements:

Analyze one to three academic areas where socio-religious growth occurred as a result of course work completed at this campus.
Understanding of the bible
Learned to study the bible

Analyze two to three academic areas where professional growth occurred as a result of course work completed at this campus.
Accounting
Health Care Management

Analyze two to three academic areas where personal growth occurred as a result of course work completed at this campus.
Time management
Family values
Self limitations

Analyze two to three areas that were perceived as weaknesses within this campus? administrative and/or academic programs. Make recommended suggestions to potentially resolve each weakness identified.

Online registration
A different exit program

Analyze two to three areas that were perceived one to three areas what you perceive as strengths.

Available counselers
Adult oriented
Public library inside the building

Please use info below and previous papers to complete this paper. T Lavinder wrote my first paper.
I need a 1050-1750-word Self-Assessment and Reflection Paper that conforms to APA format, in which I discuss my personal learning style, which assess my strengths and opportunities for growth, and I need to create an improvement strategy based on this assessment. I also need a minimum of two references (both within the paper and on a reference page). The references should be obtained from the a college Library NOT my attached readings.

It was three weeks into June, and there I was: still surrounded by portfolios. I was part of a Waterford (MI) School District team researching connections between our teaching, the Michigan English Language Arts Content Standards, and the district's new standards-based curriculum. I thumbed through the ten quality portfolios I had kept for in-depth analysis, coming back, once again, to Jenna's portfolio presentation. I remembered her saying,
As I grow, I learn that you need reading and writing skills all through life, you need to vine around it. I have learned a lot this past year, and this portfolio will show how I have grown and bloomed. This will show the evidence of how I vined around every chapter, every topic, every stick and branch I can reach to become the best I can.
When Jenna read her portfolio introduction, we all listened and watched. Peers, parents, and 1, as her language arts teacher, were tangled immediately in her metaphor and its vines of meaning. One of the class portfolio requirements was a self-selected metaphor with explanations of how the portfolio choices fit the symbol. Jenna's choice of the vine was an exquisite description of her fifth-grade learning. Her decision to use "vining" as a verb made it even more complete.
Jenna softly pointed to the spring greens her thin line marker had drawn to swirl and surround her introduction's title page with curls and loops. Yellow buds poked out of the swirls at intervals. The connection didn't stop with the introduction. Each portfolio chapter page held the same vine, but always with additions or growth. Strategies and Thinking had a multitude of yellow buds, not just poking out, but tangled in the vines, and "The vine's thicker," Jenna said. The Choices chapter showed blooming yellow flowers with bright red centers. "The buds are in bloom," Jenna explained. By the Turning Points chapter, her vines were displaying brown maturation surrounding the yellow which was now barely visible. In the last chapter on Quality Evidence, the mature green and brown swirls dominated the page in a thick tangle that almost touched the chapter's title. Jenna was talking about good stuff here. Not only was she drawing growth and change on her chapter title pages, she was showing growth and change with the evidence she chose to include within each chapter. I was thrilled to share in this celebration of Jenna's literacy.
I was reminded of Dorothea Lange, a photographer who documented displaced families and migrant workers during the Depression. During World War II, she photographed American Japanese neighborhoods, processing centers, and camp facilities. She said of her photographs, "You know there are moments such as these when time stands still and all you do is hold your breath and hope it will wait for you" (as cited in Rylant, 1994, p. 1). I felt the same way about the power of Jenna and her portfolio.
What made me keep coming back to Jenna's portfolio and presentation? For Jenna it was the culmination of her literate fifth-grade year. She told all of us a lot about what she had learned. Could Jenna also tell me something about myself and my teaching? Could Jenna's portfolio be the case study for assessment of what was going on in my classroom? Could I somehow use Jenna's portfolio to inform my practice, to see if indeed I had a handle on standards-based curriculum?
Throughout the year I had observed Jenna working hard. She always pushed herself to "write one more line" after the bell or to read "one more chapter" over the weekend. No more was that apparent than the June week before portfolio deadlines when she was at my classroom door every recess and lunch hour to use the computer to generate headings and descriptors. "She even called over the weekend to use my computer," her friend Allison reported the Monday of portfolio week.
Jenna is not "gifted." Her standardized test scores for reading are in the seventh stanine (average). She gave her fourth grade teacher "fits" because she "was slow to finish" any assignment, if she finished at all. Jenna's spelling on her daily work was below average. (Even in her journal she made common errors that most fifth graders catch: "frist," "senences," and "exiting" for exciting.) In September, Jenna came into my classroom reading R. L. Stine. Stine is often a choice of fifth-- grade boys and all fourth graders. I do not observe many fifth-- grade girls, even in September, reading much R. L. Stine. But Jenna did show signs of a writer's gift for observation, even in September. She responded to Up North at the Cabin (Chall, 1992) in a September journal free write:
There is a small wooden bridge that goes over a small stream that leads to the lake, all of the leafs on the trees are all colored with red, orange, and yellow. When I look across the lake it's like a mirror the trees on the other side of the lake are upside down in the water the wind rustles the leafs and I go inside the cabin and the fire is going. I lay with my family and watch the wood burn. It makes us tired and drowsy."
Jenna was an average fifth grader with an outstanding portfolio. Her story could be the story of over two thirds of my students. I put aside the other nine portfolios and concentrated on Jenna's. Her portfolio and the transcribed recording of her portfolio presentation became my primary sources: a collection of artifacts detailing not only what had happened to Jenna's literacy during one school year, but what had happened to my own teaching. As Bissex and Bullock (1987) said,
The process of observing even a single individual sensitizes us that much more to other individuals ... case study research is directed largely toward understanding; such descriptive research requires us to suspend judgement and just look. Researching in this way can be transforming because it changes the way we see others and ourselves. (pp. 14-15)
In a teacher as researcher group I was part of, we had been studying Denny Taylor (1993) and her book, From the Child's Point of View. Taylor's (1993) work taught me to question my own practice as it is reflected in a child's learning. I was drawn to Taylor's view that when teachers question their own practice,
Teachers and children [can] work together, becoming coinformants as the reading writing strategies of the one inform those of the other. This approach enables teachers to rethink the ways in which they can provide realistic instruction in situations that make sense to the children and to themselves. It also enables children to become involved in personal evaluations of the ways in which they are becoming literate. (p. 43)
Hubbard and Power (1993) observe, "The most important tool you have as a researcher is your eye and your view of the classroom life. You need to look hard and deeply at yourself and students at work" (p. 10). That summer, looking first at my own teaching and how it was exemplified by Jenna, and second at the Michigan English Language Arts Content Standards and how they fit into my teaching, Jenna's portfolio became my eye and view back into the classroom.
When I had facilitated the students' portfolio preparation I had used my own teacher portfolio as a model. It had served students as they built their portfolios and helped them reflect upon their own learning. Now I planned to use student portfolios like they had used mine, only this time in reverse, as a model for my teaching and learning, as it was and as it could be. Thus, the double mirror image, reflecting backward, reflecting forward. This study was first initiated by my school district. As I dug deeply into the evidence for my own classroom, I needed to remember the district purpose to find ways to match student learning to a standards based curriculum and to the standards themselves. If I found a match how could I clarify and share my findings with an audience of teachers who wanted to know how the evidence occurred in the classroom, not just that it did? Good teachers can not merely teach, we must be practitioners who understand our craft enough to share it with others. To become a true artist we must draft, compose, revise, reflect, mold, observe, and remodel our classrooms continually Shelley Harwayne (1992) says:
Quality texts are nonnegotiable .... Reflective teachers are also nonnegotiable. They are always asking "Why?" They are always stepping back to ask, "What's working, that I can build on?" "What's not working that I can eliminate?" Our work will always bear the label . . . "to be continued." (pp. 337-338) The evidence in front of me was my invitation to study my craft . . . to reflect on Jenna's portfolio to understand my own teaching, and use that reflection to inform my own classroom of the role of standards.
THE PORTFOLIO PROCESS
My ideas about portfolios and how they can best inform student learning change yearly. Jenna's portfolio was part of my evolving concept of what portfolios should be for fifth graders. Three years before Jenna came to my classroom, it had been a collection of student work, written and published in Writers' Workshop. A growth narrative and a process paper as suggested by Rief (1992) was included. Whatever their shape, portfolios have always served as a "big picture" part of year-end evaluation. They need to help answer the questions of "who a student is becoming and who he or she might become-as a writer and reader" (Atwell, 1998, p. 314). But portfolios must also do more. Atwell (1998) suggests that "our responsibilities as evaluators involve collecting and sifting through the evidence that reveals what a student can do and can't do, understand and doesn't understand, has accomplished and needs to accomplish" (p. 314). However, the student portfolios in my classroom focused on writing.
I wish I had shown them even more of my actual process of assembling the portfolio.
Last year, after observing my principal, Suzanne Antonazzo, evaluate new teachers who were required to have a portfolio, I enlarged my concept of portfolios. Each teacher portfolio showed authentic evidence of teacher growth and reflection and was a showcase of what the teacher practiced in her classroom. I extended my student portfolios beyond a focus on writing to include reading and drew on the concepts concerning authentic evidence I had observed in the new teacher evaluation.
Paralleling this change in focus was my own compilation of a professional portfolio as part of the teacher evaluation process. I drew on many models to assist in building my own personal portfolio. I remembered my experiences with student portfolios and my own observations of new teachers. I studied expert models and considered Graves' (1994) description of his own portfolio:
I begin with myself. I have to renew what it means to keep a portfolio constantly So I put in pieces, or artifacts, that I've written in class, letters, all different kinds of things to reflect my literacy Of course, I'm showing myself even more than the children. I'm going through the process of saying what is important to me. Although I share my portfolio with children, make no mistake, I'm keeping it for myself. I need to do that as the children do. And I need to write short three to four sentence statements about why I've selected the pieces I've put in. (p. 186)
The process was exhausting. I collected piles and piles of teaching materials that I thought might be appropriate for the ten required sections recognized on the formal teacher evaluation. The chapters included: instructional skills, classroom management, planning and preparation, content knowledge, human relations, understanding child development and growth, use of materials, lifelong learner, and goals. Sorting and organizing "all that stuff" was time consuming, but valuable for reflection upon my teaching. To help make a whole out of the different parts and highly varying data I organized each section into its own chapter and connected them with the theme of A Journey of a Lifelong Learner. Finally, I referred to my own process of portfolio building throughout the year as my students worked on their portfolios.
In September, I alerted students to their own portfolio requirements, outlining general criteria along with the changes. Students understood they were to throw nothing away-they would be keeping all drafts, student work, reading records, etc. in designated files. Journals were also viewed as living textbooks of their learning. I shared some of my own ongoing portfolio process: the collection, selection, reflection, and production. Toward the end of the year, we went through my finished portfolio, page by page. Now I wish I had shown them even more of my actual process of assembling the portfolio and not just the beautiful product. The mere weight of the volume suggested the hours of effort, however.
We then drew on our shared experiences. Many of the students had been in the fourth-grade section of Readers' and Writers' Workshop (not Jenna, however) the previous year and I had kept their portfolios for models. These portfolios were also used as a baseline for growth and reflection. After close observation and reflection upon all the available models, the students and I collaboratively set up the criteria and organization for this year's portfolio. The students and I labeled the portfolio sections or chapters: Strategies and Thinking, Choices, Turning Points for Me as a Reader and Writer and Quality Evidence.
PREPARING FOR PORTFOLIO PRESENTATIONS
Discussions and mini-lessons during the weeks before presentations centered on what a quality portfolio should look like. Student-generated focus questions helped target the collection and organization of evidence. Class time was used to set up a rubric with the criteria points we had decided would be evaluated. Students were given plenty of class time to use all their available resources: themselves, their peers, the school, the teacher. More time was spent on developing the logic and reasons for collecting evidence than the product appearance.
During this preparation one lesson reviewed metaphor selection for individual portfolios, drawing examples from the models of previous years. The portfolio metaphor used a student-selected symbol that could "grow" and would metaphorically connect literacy changes. We had studied metaphor in our readings and writings, but our poetry discussions, especially, offered many chances for indepth discussion of symbolism. Brooks and Brooks (1993) describe power of metaphors when they observe that "Metaphors help people to understand complex issues in a holistic way and to tinker mentally with the parts of the whole to determine whether the metaphor works" (p. 116). Another lesson involved small groups writing focus questions for each chapter in order to better guide selection and reflection. Peer conferences, both formal and spontaneous, were held during workshop time the week before scheduled portfolio presentations to rehearse for the presenting of portfolios. Peers used the focus questions and the rubric to center the discussions. Peers asked their partners about their collection of quality evidence which drew from saved student work, drafts and published pieces, reading records, and journals. They wanted to know how this evidence "fit" into the portfolio, how it demonstrated student learning and how the selected theme connected everything in the portfolio together.
Presentations were to happen in the classroom in front of peers, teachers, and invited guests. Guests included parents, administrators, teachers from our own and other schools and from other classrooms at our school. I especially wanted the middle school teachers who would "inherit" these kids to hear the presentations, but in most cases, scheduling could not be worked out. Students understood the expectations for portfolios. The portfolio was a large part of their final "grade" in language arts, as well as being a requirement for entering middle school. Each student would receive extensive feedback on the established criteria they had helped to create. Parents, teachers, peers, and presenting students all used the criteria to evaluate portfolios.
Parents were required to fill out a feedback form and listen to their child's presentation. A letter went home explaining this process. Parents could fill out the form at school if they attended the classroom presentation. If this was not possible, students took their portfolios home and held a student-led conference with their parents. There was never an expectation that parents wouldn't hear their child and respond in writing on the provided form. With a little pressure (and a few phone calls) I had 100% participation. The parent comments were wonderful, full of positive and affirming statements that truly showed they understood their child's learning.
Peers filled out feedback forms during and right after completion of each portfolio. Again, there was never an expectation that peers would not also evaluate each other, positively Active audience listening, questions, and comments, in the end, were purposeful and insightful. I too filled out a form as each student was presenting. I found that my comments were much more pertinent to the individual student if I made them "on site."
This was the context from which Jenna's portfolio emerged. I now turn to how I used Jenna portfolio to help me think about standards and my own teaching.
GETTING GRAPHIC ABOUT CONTENT STANDARDS
With Jenna's portfolio, a year's worth of lesson plans, and the Content Standards in front of me, I knew I first needed to organize my data. I started asking myself questions. When I was confused on how to explain ideas in the classroom, what had I done to clarify simplify, and make sense out of the muddle? If my students didn't understand a concept or were having trouble gaining depth, what did I do that helped? I followed the steps outlined in Figure 1 to design a chart that would help me reflect on all the data.
I began my chart on the computer and the first decision I had to make was labelling the columns. What were the main ideas I wanted to see on my chart? Jenna's Portfolio, Content Standards and Benchmarks, and Classroom Lessons, these were the three concepts I wanted to connect. These became my columns. (See Figure 2)
But where could I start for the horizontal rows? I needed a basis, an anchoring framework. By completely unpacking Jenna's portfolio I realized that I would have the data for the first column, the first set of rows. Everything she included in her portfolio, I included in my chart. Her written words and oral description explaining the inclusions were quoted. The actual physical evidence she included was printed in bold.
In the second column, I matched Jenna's portfolio comments and contents with the Michigan English Language Arts Standards, going back and forth, and back and forth, identifying which was best shown or demonstrated with the evidence I had before me. I found there was much overlapping of content within the standards themselves and I had to be selective on which standards or benchmarks were mostly shown. The chart development process gave me the opportunity to dig deep into content standards. I learned much more about the content standards, what they meant, how they were shown, and which way they could be demonstrated best. Because I mapped the standards onto Jenna's portfolio, the ordering of the standards on the chart resulted in a re-ordering of the sequence of the standards (In Figure 2, I have preserved the original numbering of the standards).



















Many school districts are using professional portfolios as part of their hiring, retention, evaluation, and promotion process. This article provides educators with guidelines and resources for developing professional portfolios that reflect their experiences, training, and achievements as educators. Although the guidelines are presented in the context of educators entering the profession, they can be adapted by educators who have been teaching for several years. You applied for a teaching position in a local school district by sending a letter of interest, a resume, and a completed employment application. A week later, the superintendent's office contacts you and asks you to come in for an interview and to bring your professional portfolio. How would you feel? What would you do? Like the district in this vignette, many school districts are increasingly using professional portfolios as part of their hiring, retention, evaluation, and promotion processes (Green & Smyser, 1995). If you attended one of the growing number of universities that require their teacher education students to complete a professional portfolio representing their teaching experiences and training (Bloom & Bacon, 1995; McCrea, 1998; Pleasants, Johnson, & Trent, 1998), you would probably respond to this request by happily, and perhaps a little nervously, scheduling the interview and reviewing your portfolio. You may realize that sharing your portfolio with others at the interview will help you make a favorable impression and allow you to feel more comfortable as you support your oral responses with visual evidence of your skills and experiences, such as successful reading and content area lessons you have taught (Guillaume & Yopp, 1995). However, if you completed a teacher training program that did not require you to develop a professional portfolio, your excitement about being called for an interview may be combined with a bit of panic and confusion. Once you overcome your panic, you start to work on putting together your portfolio, asking yourself such questions as ? What is a professional portfolio for teachers?; ? When and how should I start to develop my portfolio?; ? What items should I include in my portfolio, and how should I organize them?; and ? How can I package my portfolio? This article is designed to help preservice and inservice teachers and other professionals address these questions and provide them with guidelines for developing professional portfolios that reflect their experiences, training, and achievements as educators. Although the guidelines are presented in the context of educators entering the profession, these guidelines and resources can be adapted by inservice educators who want to develop professional portfolios that allow them to apply for new positions, document teaching effectiveness and professional competence as part of the teacher evaluation process, foster reflection and self-assessment, and identify and address professional development needs. The guidelines also can be used to assist teacher educators in implementing professional portfolios as part of their teacher education programs and in helping their programs move toward performance-based licensing (see the sidebar "Benefits of a Professional Portfolio"). What Is a Professional Teaching Portfolio? A professional portfolio is a thoughtful, organized, and continuous collection of a variety of authentic products that document a professional's progress, goals, efforts, attitudes, pedagogical practices, achievements, talents, interests, and development over time (Winsor & Ellefson, 1995). Portfolios are both product- and process-oriented and involve educators in the purposeful, collaborative, and reflective process of selecting and compiling multiple sources of information that reveal their beliefs, skills, knowledge, accomplishments, unique characteristics, and commitments with respect to a variety of teaching and learning experiences (Guillaume & Yopp, 1995). Through the development of professional portfolios, prospective and practicing teaching professionals can document their development and reflections as educators and can showcase their knowledge, skills, and accomplishments (Antonek, McCormick, & Donato, 1997). Dietz (1994) delineated three types of professional portfolios: a presentation portfolio, a working portfolio, and a learner portfolio. A presentation portfolio is one that documents and showcases a teacher's achievements, strengths, and areas of expertise. A working portfolio is one that contains items that are selected to conform to a set of prescribed competencies and standards to meet requirements for licensure or to certify the achievements of educators seeking national certifications such as the National Board of Professional Teaching standards or the Council for Exceptional Children's Professionally Recognized Special Educator. A learner portfolio offers a framework for reflecting on and providing evidence related to a set of learning outcomes. When and How Should I Start to Develop My Portfolio? The earlier you begin to collect items for your portfolio, the better (Heskett, 1998; May, 1997). The professional portfolio may be assembled near the completion of your teacher education program; however, you can start to select and collect items for inclusion in your portfolio each semester. Therefore, during each semester, it is recommended that you identify and save potential portfolio items by storing them in a box or folder and dating and annotating them so that you will remember their significance when putting your portfolio together (Wolf, 1996). If you are unsure about which items to store for possible inclusion in your portfolio, you may want to speak to your professors, advisor, and peers to help identify potential portfolio items. What Items Should I Include, and How Should I Organize Them? The items included in and the organization of a professional portfolio will vary from individual to individual and will depend on the purpose(s) and context for developing the portfolio (Wolf, Whinery, & Hagerty, 1995). Although others may offer guidance to assist you in identifying potential items, it is your portfolio and therefore your responsibility to select the items to be included. When making these decisions, you must choose from a wide range of potential items that you have produced during your training program. Where appropriate, it is recommended that you include authentic items such as actual products you developed and implemented; work samples from your students; and photographs, recordings, and videos of classrooms and classroom activities. When including photos, video, audio recordings, and samples of students' work, make sure you have the necessary permissions, maintain confidentiality, and use caption statements to provide the reader with a context for understanding the item. In selecting items, carefully examine each potential item and consider what it reveals about your teaching ability, philosophy, strengths, growth, self-reflection, unique characteristics and experiences, as well as who will be looking at your portfolio and for what reasons they will be examining it (Giuliano, 1997). Briefly, in choosing portfolio items, it may be helpful to ask yourself several questions: 1. What does the item reveal about my skills, knowledge, growth, experiences, self-reflections, and attitudes? 2. Is the item consistent with my educational philosophy and best practices? 3. Does the item demonstrate my best work? 4. Is the item free of grammatical and other errors? 5. Is the item authentic, and does it showcase my skills and experiences in working with students, families, and other professionals? 6. What processes and experiences did I engage in to produce the item? 7. What does the item reveal about me on a personal level? Another factor affecting the selection of items is the organization of the portfolio. The organizational structure of the portfolio has a reciprocal relationship with the items selected for inclusion in the portfolio. This means that the items you select may help you determine the ways to organize your portfolio, and the ways you organize your portfolio also may guide you in selecting items to include. Although your portfolio should be structured so that it is easy for others to follow, it can be organized in a variety of ways. Some educators organize their portfolios according to the chronological order in which items were produced; others develop theme-based portfolios (Dollase, 1996). For example, a portfolio of a special educator might be organized around the theme of the actual roles and tasks special educators perform in schools. We propose several potential categories for organizing a professional portfolio and offer a variety of potential portfolio items that relate to these categories. Introductory Information To assist the reader in understanding the organization and value of the portfolio, it is suggested that you include a table of contents (Heskett, 1998). The table of contents also orients the reader to the range of items included in the portfolio as well as assists them in locating specific items of interest. Some individuals supplement the table of contents by including a letter of introduction that provides a summary of the artifacts in the portfolio and states their career goals (Heskett, 1998). This section should also include a title or cover page that provides the reader with your name, address, and telephone number. Background Information The portfolio should include a section that provides background information about yourself. This section offers the reader an overview of some of your professional experiences and achievements. Potential items relating to this section include ? an up-to-date resume; ? transcripts, national and statewide examination results, certification documents, awards, honors, fellowships, and letters of recognition; ? a narrative about yourself or an educational autobiography of your experiences as a learner and a teacher; and ? letters of recommendation. Because many school districts are looking for staff members who can lead extracurricular clubs, teams, and activities, this section of your portfolio can also include a listing of your hobbies, interests, and special talents. In addition, because many school districts are serving students and families from linguistically diverse backgrounds, an indication of the languages you speak can also increase your chances of being hired. Educational Philosophy and Teaching Goals Potential employers will be particularly interested in your educational philosophy and teaching goals as these provide an understanding of the principles that guide you as an educator as well as offer insights into your personality. Because an understanding of your educational philosophy can also help you and the school district determine if you are compatible, an important part of your portfolio should be a narrative statement outlining your teaching goals and your core beliefs about education, teaching, learning, curriculum, assessment, classroom management, diversity, family involvement, technology, and collaboration. The statement can also address how you arrived at these beliefs and include the theorists, theories, and experiences that have shaped your goals and beliefs, as well as the implications of these goals and principles for teaching, learning, curriculum, assessment, classroom management, family involvement, technology, and schools. The educational philosophy section of your portfolio can also be supplemented by relevant papers you have written and assignments you have completed that are consistent with or that expand on your educational philosophy and teaching goals. Fieldwork Experiences Potential employers also will be very interested in your experiences working with a range of students and professionals and in a variety of educational settings; for this reason, I suggest that your portfolio include a section that not only lists the number of fieldwork experiences you have had but also summarizes the nature of these experiences. The section should describe each of your fieldwork experiences, your responsibilities, and the types of students and professionals with whom you worked. This section can also present your observations and reflections regarding these experiences and outline the projects and activities you completed during each fieldwork or practicum experience. The narrative summary of your fieldwork experiences can be supplemented by use of accompanying photographs, recordings, and videos of the settings in which you worked; the students, professionals, and family members with whom you worked; and the products you developed. Educational Assessment Skills Special educators are asked to use their educational assessment skills to participate in many important educational decisions regarding students, including determining students' educational placement and need for related services, identifying teaching and Individualized Education Program (IEP) goals and objectives, assessing students' mastery of skills, and evaluating the effectiveness of the educational programs of their students. Because of the importance of educational assessment, school districts want information displayed in your portfolio about your ability to employ a variety of formal and informal assessment techniques to identify students' needs, develop instructional programs that address these needs, and monitor students' progress on a continuous basis. Your skills at using assessment techniques that are typically part of the multidisciplinary team planning process can be documented in your portfolio by including the following: 1. a comprehensive assessment report you wrote including a school observation; family, teacher, and student interviews; and the administration of several standardized tests; 2. an IEP you developed; 3. products that reveal your participation in the process for identifying appropriate testing modifications, alternative testing techniques, and assistive technology for students; 4. examples of your use of nondiscriminatory assessment techniques with students from culturally and linguistically diverse backgrounds; and 5. a summary of your experiences in differentiating cultural and linguistic differences from learning problems. Your skills at using informal assessment techniques to demonstrate evidence of student learning can be evidenced by inclusion of such portfolio items as authentic/ performance assessments and rubrics you have developed as well as copies of a curriculum-based assessment, a miscue analysis, a running record, and a functional assessment you have conducted. Including examples of a portfolio assessment performed with a student, self-evaluation questionnaires, think-aloud techniques, student journals, and learning logs also can document your ability to perform a variety of student-centered assessment techniques. Examples of teacher-made tests and testing modifications you have employed also can document your skill at designing procedures that provide students with the opportunity to perform at their optimal level. Your ability to employ a range of observational techniques such as anecdotal recording can be revealed through the inclusion of student observations, weekly progress notes on students, and summaries of student reactions to lessons. Because many school districts are using technology-based assessment techniques to evaluate their students, evidence to show your skill at using technology-based testing to tailor assessments to the skill levels of students also would be appropriate for inclusion in your portfolio. Instructional Skills School districts seek teachers who can link assessment and instruction and who can understand, develop, and implement developmentally appropriate instructional programs that promote student learning in a variety of content areas. They look for educators who are knowledgeable about curriculum, learning styles, and instructional resources, and skilled at using learning strategies, peer-mediated instruction, student-centered and culturally relevant instruction, and instructional adaptations. Potential items that can showcase your teaching effectiveness include ? videocassettes or audiocassettes of your teaching; ? evaluations of your teaching from students, instructors, cooperating teachers, peers, and employers; ? samples of students' work as a result of instruction they received from you; ? photographs and/or descriptions of materials, learning centers, and bulletin boards you developed; and ? evaluations of curriculum materials or software programs that you have completed. Your instructional skills also can be demonstrated through the inclusion of product-based portfolio items such as sample lesson plans, units of instruction, instructional materials, cooperative learning activities, learning packets and IEPs you have developed, examples of your use of instructional technology (i.e., Web sites and Internet-based lessons you have developed), culturally relevant instruction, learning strategies, individualized instruction, multi-level instruction, and adapted materials for diverse learners. Classroom Management Skills When making hiring decisions regarding educational personnel, school districts place a high priority on a prospective educator's classroom management skills. In recognition of the importance of classroom management skills, your portfolio can provide evidence that shows you are able to create and manage effective, efficient, and appealing instructional environments that promote learning and foster appropriate behavior in all students. Your ability to design and manage effective learning environments can be demonstrated by such portfolio items as a copy of a behavior change project you conducted to increase an appropriate behavior or decrease an inappropriate behavior of a student or a group of students, graphs to demonstrate your success in helping students acquire new behaviors through use of self-management techniques, and a copy of a classroom management plan that you developed. The classroom management plan can include rules, routines, and procedures that students and teachers follow in your classroom as well as how you would organize space, time, materials, and furniture in your classroom and a drawing or photograph of a classroom you have designed. Other potential portfolio items that address your classroom management skills include self-reflections of your use of different classroom management techniques, examples of your use of student contracts, affective education strategies and peer-mediated techniques, and your analysis of a case study or incident involving classroom management issues. Collaborative Skills The ability to work collaboratively with families and other professionals is important for successful functioning as a special educator. While collaboration skills are employed in all types of special education positions, they are especially important when you are applying to work in inclusion and resource room programs. Therefore, your portfolio should include items that provide an indication of your ability to work collaboratively with families and other professionals, such as a summary of your interactions with families and your experiences teaching or working collaboratively with other professionals, samples of correspondence sent to families and other professionals (e.g., class newsletters and notes to parents), and examples of products you developed for families and products developed with other professionals. Your ability to work collaboratively with others can also be revealed in your portfolio by including items that address your community-based experiences and your involvement in extracurricular activities. For example, your involvement in community events and after-school activities can be documented by copies of thank-you letters you received from community organizations and groups and a summary of your involvement in community events and extracurricular activities. Commitment to Professional Development Education, particularly special education, is a field that is constantly changing and evolving to respond to new research, model programs, instructional strategies, and legislation. In light of these changes, school districts are looking for educators who keep abreast of new developments in the field and continue to develop their skills by engaging in professional development activities. Therefore, you want your portfolio to include items that serve to document your commitment to being a lifelong learner who takes advantage of opportunities to grow professionally. Potential items relating to this section include 1. a listing or summary of conferences and workshops attended, visits to model programs, observations of and meetings with master teachers, presentations you have given to others, and articles you have published; 2. a summary of your involvement in professional and community organizations (e.g., activities, leadership positions held, and memberships in professional organizations) and mentoring experiences; 3. an abstract of a research project you conducted; 4. copies or summaries of articles and books that inform your teaching; and 5. additional training you have received in specific areas (e.g., crisis intervention or peer-mediation training). In addition, your portfolio can include a professional growth plan that includes personal and professional goals and activities for professional development in the future. Reflective Thinking Skills An integral aspect of a professional portfolio is evidence of your reflective thinking, "a means of reliving and recapturing experience in order to make sense of it, and to develop new understandings and appreciations" (Wade & Yarbrough, 1996, p. 64). Through the inclusion of portfolio items that reveal your reflective thinking, you can demonstrate that you are an ethical practitioner who continually examines the impact of your decisions and actions on yourself and others. In addition, examples of your reflective thinking provide prospective employers with insights into how you learn from past experiences and dilemmas, analyze these experiences and dilemmas, view them from multiple perspectives, and apply new learning and perspectives to your future endeavors, goals, and professional development activities. A reflective thinking component of your portfolio also helps connect your experiences and the items included in your portfolio and offers the reader a context for understanding it better. You can build self-reflection into your portfolio in a variety of ways (McCrea, 1998). Each item that you select can include a caption statement reflecting on what the item reveals about your learning or growth as an educator (Wolf, 1996). For example, attached to each portfolio item, you can include such statements as ? Why did I select this item? ? What did I learn from this activity or experience? ? Was this activity or experience successful? Why or why not? ? What would I do differently? and ? What does this show about my growth as a teacher? (Antonek et al., 1997) Your ability to be a thoughtful and inquiring professional can also be documented by including specific reflective thinking items in your portfolio such as reflective journal entries or self-reflective narratives examining lessons you taught, assessment and instructional strategies you implemented, interactions with others, problematic situations you encountered, reactions to case studies, and the impact of students' cultural backgrounds on learning (Dieker & Monda-Amaya, 1997). In addition to using caption statements and including specific reflective thinking items, you can write an essay that reflects on how your portfolio as a whole demonstrates growth and changes in your skills, viewpoints, commitments, and knowledge base. In writing your reflective essay, you can consider the following: ? What is (are) the purpose(s) of your portfolio? ? What principles guided you in developing your portfolio? ? What does the portfolio reveal about you as a professional and as a person? ? What does your portfolio reveal about your experiences in your teacher education program and the skills you have developed as a special educator? and ? What does the portfolio reveal about your beliefs and attitudes about education? How Can I Package My Portfolio? Your portfolio should be neat and manageable in terms of size. It can be bound in a 2" to 3" three-ring binder or assembled using file folders, accordion file folders, and boxes with dividers. Binders are often preferable to folders because they allow you to add or delete items easily and limit the likelihood of items being lost (Stahle & Mitchell, 1993). In packaging your portfolio, consider your organizational framework and use dividers and pages with headings to delineate sections, and place things in sections using a logical sequence such as chronological order or thematic relevance (Giuliano, 1997). Your portfolio can be personalized, so be creative and use your imagination. For example, you may want to decorate your portfolio with photographs, logos, drawings, and other features that showcase your relevant interests, skills, and abilities. However, as you attempt to personalize your portfolio, remember to focus your displays around professionally related themes and features and avoid symbols that may be controversial or misinterpreted by others. You can also use technology and multimedia to create an electronic portfolio. In addition to having your portfolio readily available to others on diskette and CDROM, an electronic portfolio has the added advantage of allowing you to display and showcase your skills at employing technology. Electronic portfolios involve using software and hardware tools to create and record portfolio items and add sound and text. For example, you can use a digital camera to take pictures of a bulletin board you created and a videocassette recorder to record various classroom activities you directed. These recordings can then be scanned into your electronic portfolio. Resources are available to assist you in creating your own electronic portfolio. Several software-based portfolio programs are commercially available to assist you in creating your professional portfolio. These programs allow you to scan and organize portfolio items and enter sound, video clips, graphics, and text. A variety of resources on portfolios are also available through the World Wide Web. Summary Whether you are entering the profession or have been teaching for years, at some point you will probably be asked to develop a professional portfolio. The guidelines presented in this article are designed to assist you in developing your own professional portfolio, and you will want to adapt it to the unique skills and demands associated with your professional responsibilities. REFERENCES Antonek, J. L., McCormick, D. E., & Donato, R. (1997). The student teacher portfolio as autobiography: Developing a professional identity. The Modern Language Journal, 81, 15-27. Bloom, L., & Bacon, E. (1995). Using portfolios for individual learning and assessment. Teacher Education and Special Education, 18, 1-9. Dieker, L. A., & Monda-Amaya, L. E. (1997). Using problem solving and effective teaching frameworks to promote reflective thinking in preservice special educators. Teacher Education and Special Education, 20, 22-36. Dietz, M. E. (1994). Professional development portfolio. Boston: Sundance. Dollase, R. H. (1996). The Vermont experiment in state-mandated portfolio program approval. Journal of Teacher Education, 47(2), 85-98. Giuliano, F. J. (1997). Practical professional portfolios. Science Teacher, 64, 42-45. Green, J. E., & Smyser, S. O. (1995). Changing conceptions about teaching: The use of portfolios with pre-service teachers. Teacher Education Quarterly, 22, 43-53. Guillaume, A. M., & Yopp, H. K. (1995). Professional portfolios for student teachers. Teacher Education Quarterly, 22, 93-101. Heskett, M. (1998). Perfecting the professional portfolio. CEC Today, 4, 6. May, A. P. (1997). The professional performance portfolio. In American Association for Employment in Education (Ed.), 1997 job search handbook for educators (p. 18). Evanston, IL: American Association for Employment in Education. McCrea, L. D. (1998,April). Self-assessment tools: Reflective practices with preservice teachers. Paper presented at the annual meeting of the Council for Exceptional Children, Minneapolis, MN. Pleasants, H. M., Johnson, C. B., & Trent, S. C. (1998). Reflecting, reconceptualizing, and revising. The evolution of a portfolio assignment in a multicultural teacher education course. Remedial and Special Education, 19, 46-58. Stahle, D. L., & Mitchell, J. P. (1993). Portfolio assessment in college methods courses: Practicing what we preach. Journal of Reading, 36, 538-542. Wade, R. C., & Yarbrough, D. B. (1996). Portfolios: A tool for reflective thinking in teacher education? Teaching and Teacher Education, 12, 63-79. Wilcox, B. L. (1996). Smart portfolios for teachers in training. Journal of Adolescent and Adult Literacy, 40, 172-179. Winsor, J. T., & Ellefson, B. A. (1995). Professional portfolios in teacher education: An exploration of their value and potential. The Teacher Educator; 31, 68-74. Wolf, K. (1991). The schoolteacher's portfolio: Issues in design, implementation and evaluation. Phi Delta Kappan, 73, 129-136. Wolf, K. (1996). Developing an effective teaching portfolio. Educational Leadership, 53, 34-37. Wolf, K., Whinery, B., & Hagerty, B. (1995). Teaching portfolios and portfolio conversations for teacher educators and teachers. Action in Teacher Education, 17, 30-39. ~~~~~~~~By Spencer J. Salend Spencer J. Salend, EdD, is a professor of special education in the Department of Educational Studies at the State University of New York at New Paltz. His research interests relate to educating students with disabilities in general education classrooms and meeting the educational needs of students from culturally and linguistically diverse backgrounds, including migrant students with disabilities. Address: Spencer J. Salend, Department of Educational Studies, SUNY at New Paltz, 75 South Manheim Blvd., New Paltz, NY 12561. BENEFITS OF A PROFESSIONAL PORTFOLIO In addition to providing a picture of your knowledge and skills to prospective employers, professional portfolios benefit educators and schools in a variety of ways. For example, professional portfolios assist educators in understanding the portfolio process and using portfolios to examine the growth and progress of their students (Guillaume & Yopp, 1995). Portfolios help prospective teachers reflect on the complexity and subtlety of the teaching and learning process and serve as a framework for engaging in self-assessment to identify your strengths and weaknesses; to share ideas about teaching, learning, and the profession with others (Wilcox, 1996); to plan for your professional development (Green & Smyser, 1995); and to structure mentoring and collaborative activities (Wolf, 1991). Professional portfolios can also be used to evaluate teacher education programs by offering feedback to validate successful aspects of training programs as well as areas in need of revision.
Copyright of Intervention in School & Clinic is the property of PRO-ED. Copyright of PUBLICATION is the property of PUBLISHER. The copyright in an individual article may be maintained by the author in certain cases. Content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use.Source: Intervention in School & Clinic, Mar2001, Vol. 36 Issue 4, p195, 7p

Reflect on who you have become as a counsellor (alcohol and other substances abuse) over the duration of your degree. Write an essay articulating your current professional worldview and principles of practice, and analysing your potential contribution to the field in which you intend to practice (alcohol and drugs abuse).
Clarify your personal values and potential contribution as a professional in your chosen field. Write how this will assist you to position yourself within your chosen field ( alcohol and other substances abuse) and to articulate the principles and social awareness that underpin your professional worldview. This assignment should contribute to your professional portfolio as a document that clearly articulates your values, principles and strengths as a practitioner.
Your reflective essay should include:
a discussion of your current professional identity and worldview, including key learning over the duration of your degree studies. (What has influenced your current worldview ??" e.g. family, environment, study in the College, what subjects in particular have influenced your current thinking patterns and professional identity.)
You may want to discuss some of the key subjects that you have found to be most influential on your professional growth.
a personal vision and mission statement for your future professional practice, including articulation of your professional values and principles (It may be helpful to have a look at some organizations mission statements to help you write your own that resonate with your professional values and principles - www.odysseyhouse.com.au/about_us/
a discussion of the ethical framework within which you intend to practice.(I intend to work for organisations such as Odyssey House McGrath Foundation (www.odysseyhouse.com.au/about_us/ where I had my 6 months student placement)
Analysis of your professional strengths and how you can use these strengths to contribute to your field.
An analysis of your professional limitations and the implications of these in going forward in your career ( This section should be written in light of the feedback from placement supervisor etc regarding your limitations and the strategies you have in place to address them).
An analysis of the professional diversity within the field or industry in which you intend to work, including identification of potential clients and employers.( Who are you potential clients? What organizations offer the type of work you want to engage in?)
In terms of professional diversity, does counselling fit within the allied health field according to potential employers etc?
Please consider which professional association you will join (CAPAV, ACA etc) and refer to their ethical code of conduct and also take into consideration the potential organizations ethical guidelines that you may need to follow -http://www.theaca.net.au/
Strategies for fulfilling your professional potential (e.g. further study)
if you do not have a PD plan, please outline the strategies you will consider or have in place to achieve your career goal(s). This could include volunteer work, short courses, further academic study etc.

1. Students professional identity and worldview explained,
including key learning over the duration of the course
2. Personal vision and mission statement provided,
including articulation of students professional values and
principles
3. Ethical framework discussed
4. Professional strengths analysed in relation to the field of
practice
5. Professional limitations analysed in relation to the field of
practice
6. Professional diversity within the field or industry in
which student intends to work analysed, including
identification of potential clients and employers
7. Strategies for fulfilling professional potential identified
8. Evidence of in-depth knowledge of current literature and
relevant theory
9. Evidence of integration of theory and practice
10. Evidence of self awareness and the ability to self-reflect
11. Evidence of ongoing professional development needs
and goals identified
Structure
12. Appropriate introduction provided that clearly articulates
the topic
13. Main ideas clearly and logically presented
14. Appropriate conclusion provided that summarises the
key findings/ideas
15. Relevant literature used properly
16. First person writing style used
17. Fluent writing style used with correct spelling, grammar and punctuation.

Assignment: Building a Blueprint for Personal and Professional Growth Plan

As a graduate student and business professional in the 21st century, it is important that you learn to self-manage, self-monitor, and self-motivate to meet the multiple demands in your personal and professional life. The Blueprint for Personal and Professional Growth (BPPG) is designed to help you with establishing a habit or process of setting goals, analyzing and reflecting on benchmarks, and addressing strengths and challenges. The BPPG encourages you to consider, reflect, address, and develop successful skills and dispositions.

In a 3 page journal-type entry, summarize the following questions:

o What is the importance of management in today?s global society and how will you prepare to be effective as a manager? What kind of skills should you possess and what will you do to improve your skills? What resources will you consult for information?
o Discuss the strengths and weaknesses of Management by Objectives (MBO).
? How can this strategy be used to influence others?
? What negative responses could this theory elicit?
? In what ways can this theory bring about effective responses?

Briefly answer the following:

Discuss your strengths and weaknesses as both a leader and as a manager (example: conscientiousness, perfectionist) Explain how you would incorporate these into your manager-development strategy.
o Demonstrate critical-thinking skills that lead to ethical and reasoned decision making within a management context.
o Formulate sustainable solutions to practical management problems encountered in a complex global environment by synthesizing relevant data and information and applying systems thinking to problem solving.
o Assess opportunities to improve and sustain organizational performance through strategic thinking, the development of human capital, the allocation of physical resources, and the management of financial resources.
o Evaluate methods to develop people and manage teams to obtain the best performance in order to achieve goals and positive environments despite potential challenges imposed by a diverse workforce, cross-cultural differences, and virtual work settings.
o Propose negotiation strategies that will lead to positive, ethical outcomes and demonstrate scrupulous consideration of perceived points of conflict; differences in values, beliefs, and culture; or divergence of goals.
o Appraise techniques managers may use to facilitate change, examining the implications of culture, inertia, and uncertainty as well as the importance of understanding motivation and devising effective communications.
o Develop effective communications for various types of management scenarios, demonstrating awareness of audience needs, accepted standards of professional practice, correct grammar, and appropriate writing style.

Briefly answer the following:

o How would you rank these outcomes in the creation of a personalized manager-development plan?
o What outcomes would you add to this list?
o How will you achieve these outcomes? What personal goals could you could set for yourself based on the outcomes in this program and how will you achieve those personal goals?
o In what areas do you need to grow? What questions remain to be answered? How will you go about achieving growth and obtaining answers? How will you track your progress?

Do NOT include an introduction or conclusion; only discuss the questions listed above. Please run paper through a plagiarism checker.

Please kindly be sure to address all elements listed below for any tasks, and please apply simple and comprehensible words in writing. Also, it'd be perfect to use this book as a reference if you have access to it.

Sousa, D. A. & Tomlinson, C. A. (2011). Differentiation and the brain: How neuroscience supports the learner-friendly classroom. Bloomington, IN: Solution Tree Press.


1st task ( One page, one reference)

Orderly-flexible learning environments are most likely to support differentiated instruction. Choose one of the following three kinds of classroom environments:
-Dysfunctional learning environments
-Adequate learning environments
-Orderly-restrictive learning environments
Create a case study scenario that describes the environment. Next, describe the skills the teacher will need to learn to change to an orderly-flexible learning environment. Lastly, reflect on the skills you will need to develop in order to maintain an orderly-flexible learning environment.

2nd task ( One page, one references)

what assumptions about differentiated instruction do you know that have been confirmed? Have others been challenged? Which? What steps will you take to modify your teaching strategies now or in the future? What specific goals will you set for becoming a more academically responsive teacher? What do you believe is the best piece of advice you can give yourself and others when it comes to differentiated instruction?

3rd task ( 5 pages - five references)

Professional Development Plan:

Design your own Professional Development Plan. You will need to create a step-by-step timeline that shows your commitment to personal and professional growth in creating academically and culturally diverse classrooms.
Instructions for paper:
It includes at least 2 goals from each of the following areas:
1: Mindset, learning environment and differentiation
2: Curriculum and differentiation
3: Assessment and differentiation
4: Student readiness and differentiation
5: Student interest and differentiation
6: Student learning profile and differentiation
7: Managing a differentiated classroom
Make sure to include the timetable for meeting the goals and a thorough explanation of how the goals will be met. Address any obstacles that may keep you from reaching your goals and what you will do to overcome them.

Past, Present, and Future Paper

This is a three-part paper in which you will reflect on how studding at the university after 20 years affected your personal and professional growth, you have two company?s one is an engineering company deals with mostly small projects, the other company is a bigger one it has 20 employees and it deals with Pre Paid Phone Cards, The Pre Paid Phone card company depends on finishing the new degree in Business and Marketing.


Part One: Reflect upon where you were in your personal and professional life when you started the University program.

Background : (The Pre Paid Phone card company had only 13 employee, since I start the University again we have now 20 employees and 5 offices in three States, it help me to communicate more and better with my employees and my clients.)

a. How did you feel about the role of learning and its importance to your personal growth and development?

b. What was your level of professional competence in problem solving, written and oral communication skills, information retrieval and utilization, and collaboration?

c. What were your career goals?



Part Two: Evaluate the growth you experienced during your University program of study.

a. Evaluate how your courses and experiences in your University program have contributed to your growth, problem solving, written and oral communication skills, information retrieval and utilization, and collaboration.

b. Identify the two general education courses and the two core courses taken during your program of study that had the greatest impact on your current or potential employment. Explain why you selected these courses and how they have impacted your personal and/or work life positively. Be specific.

c. Recommend any changes or accommodations that would have enhanced or improved your University experience. Explain how your recommendations will enhance or improve the program for future students.



Part Three: Analyze the impact of completing the University bachelor's program on your current and future professional goals?

a. Now that you have completed your program of study, how do you feel about the role of lifelong learning and its importance to your personal growth and development?

b. What are your personal, professional, and educational goals for the next five years?

1) What programs will you attend?

2) What skills or competencies will you continue to develop?

3) What professional organization(s) have you or will you join?

4) What conferences or workshops will you attend?

5) What additional degrees might you pursue?

I am requesting for a specific writer (ISAK) to write the paper. Please include a "introduction" and a "conclusion". Include all of the information listed below into the paper:

This is a three-part, word paper in which you reflect on your personal and professional growth during your University of Phoenix program of study.
PART 1 - REFLECT:
1. Reflect on where you were in your personal and professional life when you started at University of Phoenix ( prior military, no degree, but working, had some experience from being in the military)
2.How did you feel about the role of learning and its importance to your personal growth and development?
3.What was your level of professional competence in problem solving, written and oral communication skills, information retrieval and utilization, and collaboration?
PART 2 - EVALUATE:
1.Evaluate the growth you experienced during your program of study.
2.Evaluate how your courses and experiences contributed to your growth, problem solving, written and oral communication skills, information retrieval and utilization, and collaboration.
3.Identify the three core education courses and the two general courses during your program of study that had the greatest effect on your current or potential employment. Explain why you selected these courses and how they affected your personal or work life positively. Be specific.
(the three CORE courses I chose are BSHS-391:Lifelong Learning and Professional Development, BSHS-421:Cultural Diversity and Special Populations, and BSHS-321:Communication Skills for the Human Service Professional. The one GENERAL course I chose are HCS-335:Health Care Ethics and Social Responsibility.
PART 3 - ANALYZE:
1.Analyze the effect of completing the bachelor's program on your current and future professional goals.
2.Now that you have completed your program, how do you feel about the role of lifelong learning and its importance to your personal growth and development?
3.What are your personal, professional, and educational goals for the next 5 years? (I would like to work with the elderly).
Below questions should focus on the elderly population:
4. What programs will you attend?
5. What skills or competencies will you develop?
6. What professional organizations have you joined or will you join?
7. What conferences or workshops will you attend?
8. What additional degrees might you pursue?
Please include a conclusion

I HAVE ATTACHED A EXAMPLE PAPER SO THAT THE WRITTER CAN GET AN IDEA. THE PAPER NEEDS TO BE SOMETHING LIKE THE EXAMPLE.


(To be completed for each Level 1 Outcome Narrative)

1. Faith & Ethics Integrator
2. Skilled & Knowledgeable Practitioner
3. Accountable Professional
4. Health Care Educator & Advocate
5. Coordinator of Care

Level 1 Outcomes

I. Utilizes Christian worldview to integrate beliefs, values, ethics and service in personal and professional life.

Describes the beliefs, values and ethics that influence personal behaviors and potentially impact professional behaviors.
Describes the spiritual subsystem of self and patient.
Defines what a worldview is and how it affects ones behavior.

II. Provides nursing care utilizing professional knowledge and core
competencies (critical thinking, communication, assessment and technical
skills) derived from a foundation of nursing science, general education and
religious studies.

Begins to utilize the elements of professional knowledge and core competencies (critical thinking, communication, assessment and technical skills) to provide nursing care to well and selected ill adults.
Identifies the relationship between general education, nursing science and religious studies.

III. Demonstrates initiative for continual personal and professional growth
and development.

Identifies and reflects on experiences for personal and professional learning and growth.

IV. Acts as a patient and family educator and advocate to promote optimal
health and well being.
Begins to function as a Health Care Educator to Advocate for patients.

V. Functions independently and collaboratively, both as a leader and/or member of a health
care team to manage and coordinate care.

Identifies interdependent components of health care team membership.
Makes beginning contributions to the health care team under supervision of the nursing clinical instructor.

There are faxes for this order.

750 -1000 word Essay is to respond to the following specific statements:
a) Discuss how the Fast-Track MBA Graduate program will relate to your professional goals.
I have been in social services for over 15 years, presently in supervision. I am a cercified social worker. I like to help people resolve their problems. I feel good when I am able to assist a family to stay together. I want to improve in my ability so as to manage multiple responsibilities simultaneously. I foresee the blending of the knowledge of medical cases and social work in my agency, therefore I plan to continue my education by going to grad school, beyond that, a R. N. degree. This will allow me to affect change in the delivery of social services to families.

My objective is to implement a multi-dimensional approach, using a medical perspective which coincides with a psychological perspective when making assessments, and applying both perspectives as helping strategies in the home of families that are at risk for of or are acussed of child abuse. I seek to enhance the direct service providers that go into the homes to provide services by giving said providers a dual perspective when they use professional models to help families.
I would like to consult in the area of child protective services.

b) Discribe your leadership role in a significant professional or organizational accomplishment in your work experience.
I have good people skills with the ability to foesee a problem situation clearly and objectively. Ican take charge as a forward moving problem solver. This results in a peaceful progressive staff who trust me to move ahead and accomplish a job with few problems. I enjoy working with staff and client/customer especially on court and child welfare mediation cases within the inner city. I want to empower people to understand thee responsibilities in child rearing expectations and techniqes. want to help people learn to cope and resolve problems that threaten to break up their families.

My Professional Skills
Adaptability-Proven adaptability and expertise working with multi-cultural populations.
Analytical- Developed keen analytical skill especially in thinking and reasoning having dealt with a diversity of professionals, clients and professional staff.
Supervision- Supervised 7 skilled professional case managers who carried 30-40 families each. I provided and encourage in-services training and professional growth.
Interpersonal- Ability to work well with others, in both supervisory and support staff roles. Through positive attitude, listening, trustworthy and effective problem solver.
Leadership- Direct the performance and activities of staff by setting an example of ethical trustworthy character.
Management- Adept at managing multiple responsibilities simultaneously. Ensuring project completed accurately and in a timely fasion. Easilyimplemented through leadership qualities through a precise and exacting attitude tempered with warm, friendly manner calculated to elicit maximum cooperation from others. I am a student of Stephen R. Covey management philosophy.
Organization- Goal-directed, meet deadlines, good under pressure, detail oriented, and strong on follow-up.

Professional Experience
State of New Jersey Division of Youth & Family Services
Supervisising Family Services Specialist II Jan. 1998- Present
Family Services Specialist III Dec. 1991 - Jan. 1998
Accompliishments:
* Directed seven professional case managers
* Significantly reduced NJ liability and number of negative family incidents through quality management, training and communication
* Coordinated services with other professional agencies and providers
* Acted as liasion between our state agency and coust, police and hospitals
* Used statistical analysis to review performance, evaluate and plan strategy
* Recommended policy and procedure changes
* Performed 1000+ crisis interventions
* Investigated 1000+ neglect/abuse referrals

State of New Jersey '' The Office of the Public Guardian''
Project Specialist/Manager 1990-1991
Accomplishments:
*Provided counseling advocacy, case management services for incompetent elderly and abused senior citizens
* Initiated and maintained linkage with social service agencies statewide
* Assessed individual client cognitive, physical and emotional functioning and generated care plans based on findings

Meadow View Nursing & Convalescent Center
Admissions Coordinator 1987-1990
Accomplishments:
* Complete responsibility for the day to day management of a 60 bed residential unit

Education:
Eastern University Bachelor of Arts, Major: Organizational Management 2002
Fast-Track program completed in 18 months
GPA 3.61

Certified Social Worker, State of New Jersey License SW 10997
Other Recognition- Charter Member of the Pennsylvania Medical Society Patient Advisory Board 2000 - Present
Recognized for outstanding contribution to- Child Abuse Prevention 1995
Eastern Univ ersity -Received the Perseverance Award for overcoming great odds with courage and tenacity to finish my degree 2002 ( I have a chronic debilitating disease but it will not stop me from reaching my goal)

I feel the MBA program will help me develop and strengthen hard to measure attributes such as individial intiative, and the ability to see clear paterns and opportunities in apparent caos. As well as succeed within today''s business climate and conquer tomorrow''s unknown. I believe that an organization''s success depends on how well managers/supervisors at every level are able to predict the changes that will occur, and understand how to use those changes to their advantage.

I conclusion, Stuart Mills said, "The only way in which a human being can make some approach to knowing the whole of a subject is by hearing what can be said about it by persons of every varity of opinion and studying all modes in which it can be looked at by every character of mind. No wise man ever acquired his wisdom in any mode but this. The very reason for my varied studies social work, MBA, and
RN because I foresee the blending of these field in order to be successful as a consultant in child protection.

The essay should make me look as attractive as possible. For example, point out what is special, unique, distictive and or impressive about me. The obstacles or hardship overcome and personal characteristics like integgity, compassion, and persistence. Highlight skills like leadership, analytical ability. Tell why I would be a strong candidate for graduate school and more successful and effective in my professional/field than other applicants. Address what are the most copelling reasons for the admission committee to be interested in me.

Instructions
I HAVE ATTACHED A EXAMPLE PAPER SO THAT THE WRITTER CAN GET AN IDEA. THE PAPER NEEDS TO BE SOMETHING LIKE THE EXAMPLE.


(To be completed for each Level 1 Outcome Narrative)

1. Faith & Ethics Integrator
2. Skilled & Knowledgeable Practitioner
3. Accountable Professional
4. Health Care Educator & Advocate
5. Coordinator of Care

Level 1 Outcomes

I. Utilizes Christian worldview to integrate beliefs, values, ethics and service in personal and professional life.

a. Describes the beliefs, values and ethics that influence personal behaviors and potentially impact professional behaviors.
b. Describes the spiritual subsystem of self and patient.
c. Defines what a worldview is and how it affects ones behavior.

II. Provides nursing care utilizing professional knowledge and core
competencies (critical thinking, communication, assessment and technical
skills) derived from a foundation of nursing science, general education and
religious studies.

a. Begins to utilize the elements of professional knowledge and core competencies (critical thinking, communication, assessment and technical skills) to provide nursing care to well and selected ill adults.
b .Identifies the relationship between general education, nursing science and religious studies.

III. Demonstrates initiative for continual personal and professional growth
and development.

a. Identifies and reflects on experiences for personal and professional learning and growth.

IV. Acts as a patient and family educator and advocate to promote optimal
health and well being.
a. Begins to function as a Health Care Educator to Advocate for patients.

V. Functions independently and collaboratively, both as a leader and/or member of a health
care team to manage and coordinate care.

a. Identifies interdependent components of health care team membership.
b. Makes beginning contributions to the health care team under supervision of the nursing clinical instructor.


There are faxes for this order.

This needs to be a Classroom Observation. Double Spaced and 12 font. APA style.

SECTION I: PROFILE: ESTABLISHING THE CONTEXT AND CHARACTERISTICS
Narratives: Profile of the teacher for whom the plan is being developed. Include such information as: Number of years in teaching (beginning teacher, etc.); number of years at this school setting; highest degree held; staff development activities over the past two years; views about supervision in general. Profile of the supervisory procedures in place in the setting. Include a district or school description of the supervisory/evaluation process (appendix) and a copy of the evaluative forms used (appendix). Profile of the school setting. Identify the type of school (urban, suburban, rural, high school, elementary, middle school, public, private, parochial, military), and school demographics (size, number of students, number of teachers) and other areas that make the school context unique (e.g., theme school, charter school, block schedule, teacher attrition rates, socioeconomic status).

SECTION II: PRE-OBSERVATION CONFERENCE AND THE CLASSROOM OBSERVATION
1. Pre-observation: Conduct a pre-observation conference with the teacher you are working with. Use a standard format, either the one provided in class OR the format used by your district. In writing, identify the teachers instructional concerns. Also, identify the supervisory focus and the data collection tools you will be utilizing during the observation.
2. Observation: After conducting the pre-observation conference, observe the teacher. The classroom observation should be at least forty-five (45) minutes long.

SECTION III: The POST-OBSERVATION CONFERENCE

1. You will conduct a post-observation conference with the teacher you observed. This conference should be held in the classroom in which the teacher you observed taught the lesson. You will present the data in such a way that the teacher can begin to orally reflect upon his/her instruction. Remember to show data by utilizing the tools that we learned in class AND to address the teachers concerns (which were to be teased out during the pre-observation conference).
2. The writing component. You are to submit a formal report of your observation. Treat this report like one you would be handing in for placement in a personnel file. Please refer to the form we will be using in class.


SECTION IV: THE PROFESSIONAL GROWTH PLAN



Based upon the pre-observation conference (area of focus), the observation, and the discussion in the post-observation conference, you are to develop a DETAILED professional growth plan WITH the teacher. Include areas for the teacher to explore, ways in which the teacher can explore these areas, and any other mutually agreed upon aspect (e.g., what artifacts to include). Include how you and the teacher will mutually monitor the plan (e.g., markers of completion, time frame). Negotiate how you and the teacher will communicate about the plan once it is in place.



SECTION V: SUMMARY



What insights have you gained about the process of working with teachers and your role as a supervisor? What have you learned? What are the rough spots? How does a supervisor overcome the rough terrain of working with teachers?



Submit all sections together in a packet.



Highlight of what to include in this packet:



Profile of the teacher and the school context.

Pre-observation

Discussion of what data collection tool (s) you used and why (include raw notes).

Post-observation conference ( formal narrative report).

Detailed professional growth plan.

Reflections on the process and Summary.

Directions for the Self Assessment Change Project

Individual Assignmen
This is an exciting assignment, one that will not only assist you in the present but also in the future. If you read the Wall Street Journal article, Personalities Put to the Test in Module #2, you can see how personality assessments are ubiquitous and it may not be unusual as part of the selection process the next time you seek employment. Keeping this in mind, the assignment will support you in developing a strategy to improve your OPQ scales and ultimately provide you with career growth opportunity.
The actual assignment is provided below (See Self Assessment Change Project). These are just instructions that I generally would review in class but since this section is online, I have provided some guidelines.
A few important points to keep in mind
1. General-While I have provided due date of September 25th.

2. Support Group-Your support group should be the members of your virtual office therefore you should be communicating with them weekly to discuss your progress. You will insert the actual communication into your final paper.
3. Selecting Two Sten Scores- It is not unusual for students to wonder how to select the sten scores for the assignment. While I am happy to provide you with guidance, it is even better when you consult with your employer. By doing so, you can ask them which of the scales are most important for someone seeking a supervision or management position. These are always different depending on your company and the type of job you are interested in the future. Please be future thinking. You want to be prepared for the next job, not your current one. So for example if Data Rational is really important and you did not score well in that category, that might be something you want to work on.
4. Mentor-Your mentor should preferably be your immediate supervisor as they can best provide insight as to what is important for professional growth. Sometimes students say I dont trust or like my supervisor. If this is the case find someone at work that you do trust and like, perhaps someone that will help you to network towards your next job. Be strategic!!! If you are not currently employed you can ask a professor to serve as your mentor.
9. Contemporary Research-Please refer to scholarly articles and journals, websites.

Please enjoy the project, it will get you to think a lot about yourself.



Self Assessment Change Project
Changing Behavior towards Career Growth


Background/Purpose
Alan Deutschman, author of Change or Die has written and researched on the topic of the incredible difficulty for people to change even when faced with catastrophic consequences such as death, incarceration, or other critical life changing effects.
After reading the Deutschman article, using the Three Rs model for change developed by Deutschman, including Relate, Repeat, Reframe, and develop a change process based upon two of your key areas identified in your OPQ results for professional growth."
Please identify the information requested below.
Name: Daryl
Current Employer: Military
Current Job: P-3 Analyst
Future Job: Real estate

Please identify two Attributes and Sten Scores from your OPQ that you performed low in below.
Attribute 1: Sten Score:
Attribute 2: Sten Score:

1. Describe the Sten Scores that you have identified to work on as part of your change assignment. Explain in your own words what each of the attributes mean.
a. Were you surprised that you scored weak in these areas? If yes or no, then why. Are these skills that you believe are necessary for future success as a supervisor or manager? How do you know they are or arent?
2. Mentor Opportunity-Spend some time meeting with a supervisor or manager that supervises you. If you are not currently working, interview a supervisor of a former company or friend or acquaintance that is a current supervisor. Find out what are the key behavior skills necessary for the job. Insert a review of the conversation.

3. Support Group-Discuss your two attributes with your discussion board partner that has agreed to support you. Please name the person that will serve as your support here . Be prepared to have weekly e-mail conversation with this individual and provide e-mail communication to me. You will attach this communication when you submit the final paper.

4. Contemporary Research- Review current literature by selecting a minimum of two articles for each low sten score behavior and summarize your findings.


5. Self Assessment Progress Report #1- Write up a two- page summary describing your progress. What change activities have you completed using the three r model? Submit a separate document.

6. Self Assessment Progress Report #2- Write up a two- page summary describing your progress. How successful have you been in achieving your objectives? Submit a separate document.

7. Self Assessment Progress Report #3- Write up a two- page summary describing your progress. 4. What evidence do you have that you are making progress to achieve your goals (i.e. unsolicited comments from your supervisor, coworkers, classmates, etc.)?
Self Assessment Evaluation Summary and Discussion- Refer to one of the following levels that best describe the extent of your commitment from lowest to highest levels (I-V) in attaining mastery of the attributes you identified to work on in your change project
a. Level I-New Years Resolution (Soon slips back to regular pattern of behavior).
b. Level II??"Go on a Diet (Purchase a book on a new diet and/or enroll in a seminar). You make a plan and achieve some short-term success. However, you soon slip back into regular eating habits.
c. Level III??"Join a Health Club (Pay a monthly fee for services and your amount of participation is at your discretion). You do make progress and achieve a basic level of knowledge of what you should do and some level of mastery. Requires some stretch outside of your comfort zone and some monetary investment.

d. Level IV??"Hire a Personal Trainer (Have a regular appointment and receive one on one coaching). Individual trainer holds you accountable and ensures that you stretch to attain stated goals. Requires a higher monetary investment. The more you progress your confidence builds and you attain mastery. You no longer see your goals as that big of a stretch.
e. Level V??"Learning is Internalized (Actual behavioral change occurs). No longer outside your comfort zone. Mastery is not only achieved, it becomes your preferred style.
Considering the above, what do you believe your attribute sten score(s) will be for each attribute on the post assessment? Please specify.

III. Post-Assessment Reflections??"Complete after you have been given your actual scores.

1. Record your new actual sten score(s) for each attribute on you were working on from your post assessment. Do the scores surprise you in anyway? If so, why?




2. What, if anything, would you do differently or recommend that others do to further enhance the likelihood that you would achieve mastery of the attributes that you identified?


This paper will have a cover page, including running head, short title, page numbers, and title block, but they do not count.

A. Margins: One inch on all sides (top, bottom, left, right).
B. Font Size and Type: 12-pt. font (Times Roman )
C. Line Spacing: Double-space throughout the paper, including the title page, body of the document, references, appendixes, footnotes, tables, and figure captions.
D. Spacing after Punctuation: Space once after all punctuation. This includes using one space (not two!) following punctuation marks at the ends of sentences.
E. Alignment: Flush left (creating uneven right margin)

You must also visit the schools library or submit electronically your paper through turnitin.com
Customer is requesting that (wordstress1) completes this order.

Customer is requesting that (wordstress1) completes this ordr.


There are faxes for this order.

Customer is requesting that (wordstress1) completes this order.

This need to be a classroom observation, double-space, 12 font, and APA style. 5 pages


SECTION I: PROFILE: ESTABLISHING THE CONTEXT AND CHARACTERISTICS

Narratives
Profile of the teacher for whom the plan is being developed. Include such information as: Number of years in teaching (beginning teacher, etc.); number of years at this school setting; highest degree held; staff development activities over the past two years; views about supervision in general.

Profile of the supervisory procedures in place in the setting. Include a district or school description of the supervisory/evaluation process (appendix) and a copy of the evaluative forms used (appendix).

Profile of the school setting. Identify the type of school (urban, suburban, rural, high school, elementary, middle school, public, private, parochial, military), and school demographics (size, number of students, number of teachers) and other areas that make the school context unique (e.g., theme school, charter school, block schedule, teacher attrition rates, socioeconomic status).

SECTION II: PRE-OBSERVATION CONFERENCE AND THE CLASSROOM OBSERVATION


1. Pre-observation: Conduct a pre-observation conference with the teacher you are working with. Use a standard format, either the one provided in class OR the format used by your district. In writing, identify the teachers instructional concerns. Also, identify the supervisory focus and the data collection tools you will be utilizing during the observation.

2. Observation: After conducting the pre-observation conference, observe the teacher. The classroom observation should be at least forty-five (45) minutes long.

SECTION III: The POST-OBSERVATION CONFERENCE


1. You will conduct a post-observation conference with the teacher you observed. This conference should be held in the classroom in which the teacher you observed taught the lesson. You will present the data in such a way that the teacher can begin to orally reflect upon his/her instruction. Remember to show data by utilizing the tools that we learned in class AND to address the teachers concerns (which were to be teased out during the pre-observation conference).

2. The writing component. You are to submit a formal report of your observation. Treat this report like one you would be handing in for placement in a personnel file. Please refer to the form we will be using in class.

SECTION IV: THE PROFESSIONAL GROWTH PLAN

Based upon the pre-observation conference (area of focus), the observation, and the discussion in the post-observation conference, you are to develop a DETAILED professional growth plan WITH the teacher. Include areas for the teacher to explore, ways in which the teacher can explore these areas, and any other mutually agreed upon aspect (e.g., what artifacts to include). Include how you and the teacher will mutually monitor the plan (e.g., markers of completion, time frame). Negotiate how you and the teacher will communicate about the plan once it is in place.

SECTION V: SUMMARY

What insights have you gained about the process of working with teachers and your role as a supervisor? What have you learned? What are the rough spots? How does a supervisor overcome the rough terrain of working with teachers?

Submit all sections together in a packet.

Highlight of what to include in this packet:

Profile of the teacher and the school context.
Pre-observation
Observation
Discussion of what data collection tool (s) you used and why (include raw notes).
Post-observation conference ( formal narrative report).
Detailed professional growth plan.
Reflections on the process and Summary.

Statement of goals for teachers who are participating in USC's 2004 Asia Conference.
The statement should include the following:
Discuss how your participation in this conferece would enhance your teaching, your professional role in your school or district, and your long-term professional growth objective.

Important Note:
the applicant is a AP economic teacher at Los Angeles Unified District

Request for writegrll.

Hi, my name is Maurice Gaertner. I want to apply for a company called " JP Morgan?. But I have some problems answering two questions of the application form. Below you can see what I already wrote. I gave you also some information about the company and the business area I apply for.
I would like you to organize, to structure, to correct and to put eventually some of your ideas (if you think it is needed) for both questions. (every question is 1 page)
This is for me very important and crucial, therefore I will ask you to give me one of your best writers.


I am looking for a job at "JP Morgan", here some information about the business area I?m applying for (http://eugrad.jpmorgan.com/index.htm):

?You?ll be involved in the design, development and support of small and large-scale global systems on a range of technical platforms, and you?ll be brought into direct contact with e-commerce, analytics,trading, risk management and transaction processing. It?s a demanding and fast-paced
Environment ? IT needs more than ever to demonstrate innovation and speed with an element of risk taking. ?


?
Technology
JPMorgan has one of the best technology platforms and capability of any investment bank in the marketplace. That?s the result of the huge commitment to this business area on our part.
We?ve become the best in class because technology for us is much more than just a facilitator ? it?s a differentiator from our competitors and a competitive weapon in the marketplace. Our technical capability is at the very heart of our strength as a global player, and has transformed the way we do business.
The evolution of the credit derivatives market, for example, has shifted the entire technology agenda in the banking environment, through electronic settlement and the creation of electronic markets. At JPMorgan, our innovations in this area have set the standards for more than 20 years. Alternatively, you might look at the Futures & Options business, where 80% of the firm?s revenue in this area is generated as a result of the leading-edge technology we?ve developed, or Technology and Securities Services, where our major fund management clients can view and manage their assets across secure internet systems.

Examples of how technology is playing a central part in our growth and vision as a bank abound. What remains constant is that whatever we do in this area, it is driven by real commercial need and the necessity to stay ahead of the competition in ever-changing market conditions.
As a graduate, that means it?s not just about building, buying or implementing new systems ? it?s about having real commercial acumen and a focused strategy to deliver ever better client service.
There are two distinct areas within Technology: Business Technology and Infrastructure. Business Technology is about building and designing new business functionality, while Infrastructure focuses on our core operating systems. In both areas we are innovators, whether it is working on a groundbreaking agreement to outsource a significant portion of our global technology infrastructure to IBM, or developing new products to enhance our trading and settlements operations.
You?ll be rotated through both Business Technology and Infrastructure to ensure you?ve got the full 360? exposure ? offering a breadth of the technical knowledge and business insight you?ll find hard to match elsewhere.
Of course, we welcome technical specialists in areas such as software or information architecture ? but your capacity to learn and grow with us is equally as important as any technical skills you may already possess. You?ll need to be a strong communicator, highly flexible and able to understand the commercial as well as technical challenge of your role.
If that sounds appealing, take a look through our Employee profiles and Development programme sections to find out more about working in this area could involve. Because if you want to be at the cutting edge, we don?t think you?ll find anywhere closer.
Development Programme
JPMorgan has been doing business in Europe for over 100 years. With our headquarters in New York we're as international as it gets, yet we maintain one of the most mutually supportive and co-operative cultures in the industry.
We support our analysts with the best technology, we encourage them with intelligent mentoring and develop them through effective and regular performance reviews. Our line managers are fully accountable ? at very senior levels ? for monitoring and enhancing the progress and experience of each individual. They are there to open doors and to provide the support that will help you to be the best ? to be yourself.
The pace, wherever you work, is hectic. But the experience quickly develops careers at JPMorgan and reveals the global opportunities that exist for those ready to commit themselves.

You have to apply to one business area only, so use the website to find out which part of JPMorgan appeals to you most. ?
CV (resume): Maurice Gaertner

A motivated team player who would enjoy the challenge of working for a renowned institution. Well travelled and with a working knowledge in five languages, suited to a multi cultural environment.
Education

1997-2002 V.U.B. (Free University of Brussels)
Licensee in Civil Electronic Engineering, specialising in Telecommunications (Graduated with Distinction)
Thesis: ?Simulation of an ADSL-modem with MATLAB-Simulink? (Grade obtained: High Distinction)
Experience

2003 (4 months) Estudio Sampere & ISLA (Madrid & Barcelona, Spain)
Spanish intensive courses
2002-2003 (6 months) CET, The University of Sydney (Sydney, Australia)
Business English courses
2002 (7 months) Eleven 11 (Antwerp, Belgium)
Belgian Diamonds company
? Wrote a specific program to facilitate the company?s accounting
2000-2002 (2 years) The Millenium Prophets (Brussels, Belgium)
Private Investment Club
? Key role in portfolio performance tracking as well as organising monthly investment meetings for the members
2001 (1 months) Telindus (Leuven, Belgium)
International telecommunications company
? Wrote a program to use a sampler as an oscilloscope enabling the company to test modems.
1995-1997 Hanoar Hatzioni (Antwerp, Belgium)
International Youth Organisation
? Responsible for organising youth camps
? Overseeing weekly activities for approximately 250 youngsters
Languages

Dutch bilingual mother tongue
French bilingual mother tongue
English Fluent
Spanish Fluent
Hebrew Fluent


Computer skills

Visual basic, Java, C++, Pascal, MATLAB-Simulink, Excel, Powerpoint and Microsoft Office.


Here are the 2 questions I ask you to answer the best you can. Use all the information I gave you (my resume, information about the company,?). Below I wrote already some parts of the answer, if you think some parts are good you can keep them. In both answers try to speak about the business aspect of the job, and the technological aspect. Be creative and professional please.
Both answers has to be well structured. You can speak also about my internship in Telindus (see my resume).


1) Please explain how your experiences and the skills you have developed make you suited to a career with JP Morgan. Please provide concrete examples where possible and, as appropriate, refer to the other sections of the application form. Please keep your answers to 450 words.


_ In September 2002, I graduated with honours in Civil Electronic Engineering from the Free University of Brussels (V.U.B.).

_I have developed analytical skills during the university and while writing my thesis on the simulation of an ADSL-modem.This facet should enable me to tackle unstructured problems and learn new concepts and procedures essential to succeed as a consultant. Furthermore, I am comfortable with several program languages such as visual basic, C++, Java and Matlab-Simulink

_ My multicultural upbringing will allow me to function in an international setting and I am convinced that this facet of my character will prove to be of value in consulting. From a very early age I had to exposure to a number of languages. My mother tongue is French and had all my education done in Dutch. Upon leaving University I decided to improve my English and as a result spent six months in Australia where I attended an intensive Business English course. This was followed by a four months Spanish course in Spain. Furthermore, these trips also enabled me to expand my cultural and social horizon.
_The opportunities I have had during my academic career to assume leadership positions lead me to believe that I am capable of participating in team efforts and to lead those to a good end. As an educational mentor in an international youth movement, I had the opportunity to strongly improve my communication skills, as well as effectively lead and participate in organisational decision-making processes. Implementing creative solutions to the benefit of the group provided me with a sense of diplomacy and a high recognition for efficient teamwork.

_ In February 2000 I created with some friends of mine an Investment club. We all put the same amount and together decided on shares we would buy and sell. We organized for a professional to come to speak to us on a monthly basis to teach us about the stock market and basic economical principles.







Here you can use the information I gave you about the company. And some information of my CV (resume). The specific business area I have selected is Technology (see information I gave you).
You can say also that as an electronic engineer I know a lot about technology, and that I?m also very interested in the business aspect. What I also like in this company is the development program they are offering (see below). This part is also important: ?You?ll be rotated through both Business Technology and Infrastructure to ensure you?ve got the full 360? exposure ? offering a breadth of the technical knowledge and business insight you?ll find hard to match elsewhere. ?


2) Describe your reasons for applying for the specific business area you have selected and why you have chosen that particular career path. Please be as specific as you can and use this section as you would a cover letter. Please do not exceed 450 words


_The world of technology appeals to me mainly because I am looking for a career that combines permanent intellectual challenges, with a necessity to develop a concrete understanding of a wide range of business, cultural and human issues. It is the kind of fast-paced social environment I want to work in, with opportunities for personal and professional growth through rising levels of responsibility and a steep learning curve.
_ J.P Morgan appeals to me because of the breadth and depth of its full-service capabilities through its talented people, powerful international network, its exclusive entrenched relationships with top companies as well as its extensive Research and Information asset. To me, working at JP Morgan is the best route towards gaining the knowledge I need to grow professionally. Not only will it provide me with fundamental business and technological tools, but it will also help me broaden my skill base and develop a solid intuition for what is critical to run and grow businesses. Your organisation fosters intellectual stimulation and it is in such a collaborative and visionary environment that I wish to share my skills, international background and consequential knowledge of five languages.


Thanks a lot, and please do the best you can.

Things to include in paper:

Program Center's Vision Statement
Mission Statement
Educational Philosophy which includes a summary of the child development theory on which this philosophy is based
Curriculum Model and a complete explanation as to how this curriculum model supports the centers Vision, Mission, and Educational Philosophy
Description of the program centers classroom and playground environment (including specifics of how the facilitys design supports a childs growth and development)
A comprehensive summary of strategies for inclusive practices
Teacher position description which includes teacher qualifications and position responsibilities
Staff professional growth plan
Description of the program centers discipline policy
Plan for staff/family communication including orientation, daily exchanges, and monthly communication
Description of assessment process used to document childrens progress

The research paper must do the following:
1. Define a topic by formulating essential questions to uncover research. The topic must have at least five essential questions.
2. Research the questions through the use of credible resources via library and Internet. There must be a minimum of 8 research citations. These citations must be from creditable sources, and be locatable via the reference information at the end of the paper, particularly if from the Internet.
3. Write a well-structured and well-researched 10-15-page research paper to include:
A. A minimum of 3 sections containing information in each of the following subheadings:
1. Introduction: Contains the essential questions and a rationale for choosing the topic as well as any relevant introductory information.
2. Body: (Review of Literature) contains the findings of current research on the topic with citations using APA format. What do researchers suggest in each or the essential questions.
3. Conclusion: contains a summary of the findings and suggest how they might be applied to teacher evaluation at Po Dunk School District. Do not solve a problem but make suggestions how each of the five essential questions may refine teacher evaluation at Po Dunk School District.

The scenario is as follows:

Teacher Evaluation

Teachers from Po Dunk School District were asked to attend a seminar on teacher evaluation. The principals of the schools organized the seminar. Presenters were resource people from Po State University. Areas under evaluation were: the rationale, purpose, criteria, uses, planning, and organization of a teacher evaluation program. The seminar took the form of a lecture-discussion. Participants were asked to form themselves into small groups to discuss and research any five of the 11 essential questions:

QUESTIONS

* These are the essential questions to be answered.

1. What aspects of teaching should be evaluated?
2. What are the characteristics of effective teaching? *
3. Why is teacher evaluation important? *
4. How do the results of evaluation help you? *
5. Should every teacher be evaluated?
6. Who should evaluate teacher?
7. What methods are used to evaluate teachers? *
8. How is teaching measured?
9. What are the factors that influence teacher evaluation? *
10. What resources are necessary to improve teacher evaluation?
11. What measures can be put into place to maintain teacher efficacy once achieved?

Research reports compiled from the groups in the scenario indicated or suggested the following in response to the five essential questions selected: (To be included in the research paper)

Some sources are:

*The Principal by John T. Seyfarth Chapter 11 pages 234-254. Pearson Education-1999 By Prentice Hall
*The Evolution of Peer Coaching by Beverly Showers and Bruce Joyce-Educational Leadership March 1996 pages 12 to 20
*The Effects Of Cognitive Coaching On Teacher Efficacy, Professionalism And Goal Setting-Institute for Intelligent Behavior
*An Integrated Approach to Staff Development Supervision, and Teacher Evaluation
Journal of Staff Development Spring 1987, Vol 8, Pages 52 to 55
*Teacher evaluations: The practical application of legal rules. Pennsylvania School Board Association Bulletin December 1998 Pages 27-33
Teacher Evaluation to Enhance Professional Practice by Charlotte Danielson & Thomas L. McGreal- ISBN: 0871203804 Paperback 156 pp-July 2000 Publisher: Association for Supervision & Curriculum Development*Supervision in Education: A Differentiated Approach with Legal Perspectives by Bernadette Marczely ISBN: 0834218569 Format: Hardcover, 65pp Publisher: Aspen Publishers, Inc- Edition Number: 1 Pub. Date: January 2000
*Evaluating Teachers for Professional Growth: Creating a Culture of Motivation and Learning by Dan R. Beerens, Dan Beerens ISBN: 0761975667- Publisher: SAGE Publications Format: Hardcover, 184pp Pub. Date: December 1999Teacher Evaluation: A Comprehensive Guide To New Directions and Practices By Kenneth D. Peterson ISBN: 0803968833 Publisher: Corwin Press, Incorporated- Format: Paperback, 440pp- Edition Description: 2ND- Pub. Date: May 2000

I would like a paper written about GE Aviation Division. Specifically the part of GE that produces Aircraft engines. I would like my paper to discuss the beginning of GE as an Aircraft Engine Company, as well as their unique business model in that they beleive in rotating people in higher positions around allowing them to gain more experience and fostering professional growth. I would also like this paper to discuss some the engines that GE has built that has led it to being one of the world's best, as well as what the future may hold as far as engines and projects to be produced by GE.

The Essay topic should be:The Principal As A Human Reource Liason


- The principal recruits, selects, nurtures and where appropriate, retains effective personnel, develops mentor and partnership programs, and designs and implements comprehensive professional growth plans for all staffpaid and volunteer.

Questions to consider in developing Essay:

1. What principles or approaches did you learn from that will assist you as you work on future issues with similar characteristics?

2. What new information did you acquire that changed your knowledge and understanding of the issue/topic under discussion?

3. Is it possible for you to construct an outline, model, or generalization about the processes involved in dealing with this topic?

4. What questions have been raised in working with this subject matter that suggest the need for further study? (If the knowledge can be acquired easily, you should do so; otherwise, note the need to pursue this information at a later time and suggest a possible study plan).

5. What did you learn about yourself and your ability as a leader as you examined this issue?

6. How might you utilize your acquired knowledge and any skills obtained as an educational leader?

7. What did you learn in previous experiences that proved helpful in examining this issue?

8. Identify and describe points of differing opinions you may have about the issue(s) that were discussed.

Use the two as two of four sources:

Florida Principal Leadership Standards: From FDOE website

Interstate School Leaders Licensure Consortium Standards (ISLLC)

One page for title page 4 content 1 bibliography