INTRODUCTION
In this task, you will review the school described in the “Ridgeland Academy Scenario” attachment to identify a group of students who are experiencing an inequity in the classroom. Throughout this task, you will recommend a procedure, practice, and strategy to help this group of students, as well as work toward building an inclusive school environment.
This task will give you the experience to make similar improvements to procedures, practices, and strategies in your own educational setting.
REQUIREMENTS
A. Analyze the data presented in the attached “Ridgeland Academy Scenario” to identify one underserved group of students by doing the following:
1. Using specific data from the scenario, describe one group of students who are experiencing an inequity in the classroom. Support your description by analyzing specific data from the “Ridgeland Academy Scenario.”
2. Describe how your perceptions and knowledge of diversity can positively or negatively contribute to reducing inequity in the classroom for the students identified in part A.
B. Recommend one leadership strategy for building an inclusive school environment that would promote positive change and result in a more equitable school experience for the students identified in part A. Justify your recommendation and cite one academic source to support your rationale.
1. Describe one potential issue that may arise when implementing the strategy recommended in part B and how you would ensure effective implementation of the strategy.
C. Recommend one culturally responsive teaching strategy that would promote positive change and result in a more equitable classroom experience for the students identified in part A. Justify your recommendation and cite one academic source to support your rationale.
1. Describe one potential issue that may arise when implementing the strategy described in part C and how you would ensure effective implementation of the strategy.
D. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
E. Demonstrate professional communication in the content and presentation of your submission.
RUBRIC
COMPETENCIES
2046.2.1 : Conceptual Framework
The graduate analyzes how one’s perceptions and knowledge of diversity concepts contribute to building an inclusive school environment that promotes student success.
2046.2.2 : Teaching for Equity
The graduate implements appropriate practices and teaching strategies to overcome inequality and promote positive change in the school setting.
INTRODUCTION
In this task, you will review the school described in the “Ridgeland Academy Scenario” attachment (attached below) to identify a group of students who are experiencing an inequity in the classroom. Throughout this task, you will recommend a procedure, practice, and strategy to help this group of students, as well as work toward building an inclusive school environment.
This task will give you the experience to make similar improvements to procedures, practices, and strategies in your own educational setting.
REQUIREMENTS
Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. The originality report that is provided when you submit your task can be used as a guide.
You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.
Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc., unless specified in the task requirements. All other submissions must be file types that are uploaded and submitted as attachments (e.g., .docx, .pdf, .ppt).
A. Analyze the data presented in the attached “Ridgeland Academy Scenario” to identify one underserved group of students by doing the following:
1. Using specific data from the scenario, describe one group of students who are experiencing an inequity in the classroom. Support your description by analyzing specific data from the “Ridgeland Academy Scenario.”
2. Describe how your perceptions and knowledge of diversity can positively or negatively contribute to reducing inequity in the classroom for the students identified in part A.
B. Recommend one leadership strategy for building an inclusive school environment that would promote positive change and result in a more equitable school experience for the students identified in part A. Justify your recommendation and cite one academic source to support your rationale.
1. Describe one potential issue that may arise when implementing the strategy recommended in part B and how you would ensure effective implementation of the strategy.
C. Recommend one culturally responsive teaching strategy that would promote positive change and result in a more equitable classroom experience for the students identified in part A. Justify your recommendation and cite one academic source to support your rationale.
1. Describe one potential issue that may arise when implementing the strategy described in part C and how you would ensure effective implementation of the strategy.
D. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
E. Demonstrate professional communication in the content and presentation of your submission.
File Restrictions
File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ‘ ( )
File size limit: 200 MB
File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, csv, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z
RUBRIC
SOE PROFESSIONAL DISPOSITIONS AND ETHICS:
NOT EVIDENT
The submission demonstrates both behavior and disposition that conflict with the professional and ethical standards outlined in the SOE Professional Dispositions and Ethics.
APPROACHING COMPETENCE
The submission demonstrates behavior or disposition that conflicts with the professional and ethical standards outlined in the SOE Professional Dispositions and Ethics.
COMPETENT
The submission demonstrates behavior and disposition that align with the professional and ethical standards outlined in the SOE Professional Dispositions and Ethics.
A1:INEQUITY IN THE CLASSROOM (NELP 1, 3, PSEL 3,10, CAEP A.1.1, INTASC I)
NOT EVIDENT
The submission does not describe 1 group of underserved students experiencing inequity in the classroom.
APPROACHING COMPETENCE
The submission describes 1 group of underserved students experiencing inequity in the classroom, but it is not supported by an analysis of specific data from the “Ridgeland Academy Scenario.” Or the analysis of the data is inaccurate.
COMPETENT
The submission describes 1 group of underserved students experiencing inequity in the classroom and is supported by an accurate analysis of specific data from the “Ridgeland Academy Scenario.”
A2:TEACHER’S PERCEPTIONS AND KNOWLEDGE OF DIVERSITY (NELP 3, PSEL 3, INTASC I)
NOT EVIDENT
The submission does not describe how the candidate’s perception or knowledge of diversity can positively or negatively contribute to reducing inequity in the classroom.
APPROACHING COMPETENCE
The submission inadequately describes how the candidate’s perception or knowledge of diversity can positively or negatively contribute to reducing inequity in the classroom. Or the description does not apply to the group of students identified in part A.
COMPETENT
The submission adequately describes how the candidate’s perception or knowledge of diversity can positively or negatively contribute to reducing inequity in the classroom and applies to the group of students identified in part A.
B:INCLUSIVE SCHOOL ENVIRONMENT (NELP 3, PSEL 4, INTASC III)
NOT EVIDENT
1 recommended leadership strategy for building an inclusive school environment is not provided.
APPROACHING COMPETENCE
The 1 recommended leadership strategy for building an inclusive school environment would not appropriately promote positive change. Or the submission does not justify how the change would result in a more equitable school experience for the students. Or the leadership strategy is not applicable for the students identified in part A. Or the recommendation is not supported by 1 academic source.
COMPETENT
The 1 recommended leadership strategy for building an inclusive school environment would appropriately promote positive change. The submission justifies how the change would result in a more equitable school experience for the group of students identified in part A. The recommendation is supported by 1 academic source.
B1:IMPLEMENTING STRATEGY FOR INCLUSIVE SCHOOL ENVIRONMENT (NELP 1, NELP 3)
NOT EVIDENT
A potential issue that may arise when implementing the strategy from part B is not described.
APPROACHING COMPETENCE
The description of 1 potential issue that may arise when implementing the strategy from part B does not address how the effective implementation of the strategy would be ensured for the given school or the students identified in part A.
COMPETENT
The description of 1 potential issue that may arise when implementing the strategy from part B addresses how the effective implementation of the strategy would be ensured for the given school and the students identified in part A.
C:CULTURALLY RESPONSIVE TEACHING STRATEGY (NELP 1, PSEL 10, CAEPA.1.1)
NOT EVIDENT
A recommendation of 1 culturally responsive teaching strategy is not provided.
APPROACHING COMPETENCE
The recommendation of 1 culturally responsive teaching strategy would not adequately promote positive change. Or the submission does not justify how the change would result in a more equitable school experience for the identified students. Or the chosen strategy is not applicable for the students identified in part A. Or the recommendation is not supported by 1 academic source.
COMPETENT
The recommendation of 1 culturally responsive teaching strategy would adequately promote positive change. The submission justifies how the change would result in a more equitable school experience for the group of students identified in part A. The recommendation is supported by 1 academic source.
C1:IMPLEMENTING A CULTURALLY RESPONSIVE TEACHING STRATEGY (NELP 3, NELP 4)
NOT EVIDENT
A description of 1 potential issue that may arise when implementing the strategy from part C is not provided.
APPROACHING COMPETENCE
The description of 1 potential issue that may arise when implementing the strategy from part C does not address how the effective implementation of the strategy would be ensured for the given school or the students identified in part A.
COMPETENT
The description of 1 potential issue that may arise when implementing the strategy from part C addresses how the effective implementation of the chosen strategy would be ensured for the given school and the students identified in part A.
D:SOURCES
NOT EVIDENT
The submission does not include both in-text citations and a reference list for sources that are quoted, paraphrased, or summarized.
APPROACHING COMPETENCE
The submission includes in-text citations for sources that are quoted, paraphrased, or summarized and a reference list; however, the citations or reference list is incomplete or inaccurate.
COMPETENT
The submission includes in-text citations for sources that are properly quoted, paraphrased, or summarized and a reference list that accurately identifies the author, date, title, and source location as available.
E:PROFESSIONAL COMMUNICATION
NOT EVIDENT
Content is unstructured, is disjointed, or contains pervasive errors in mechanics, usage, or grammar. Vocabulary or tone is unprofessional or distracts from the topic.
APPROACHING COMPETENCE
Content is poorly organized, is difficult to follow, or contains errors in mechanics, usage, or grammar that cause confusion. Terminology is misused or ineffective.
COMPETENT
Content reflects attention to detail, is organized, and focuses on the main ideas as prescribed in the task or chosen by the candidate. Terminology is pertinent, is used correctly, and effectively conveys the intended meaning. Mechanics, usage, and grammar promote accurate interpretation and understanding.
