Module 12 Final Critique
You will select and evaluate a policy/initiative/program of a specific school, district or education organization (K-12).
The policy should address an at least two foci from module 2 through 11.
Equity Foci
Module 3 – Curriculum (e.g. stratified curriculum/programming – AIG; vocational; AP/IB
Module 4 – Race/Ethnicity (e.g. diversity enrollment initiatives; cultural competency training; culturally responsive teaching; asset-based pedagogy; anti-racism curriculum; DEI
Module 5 – Socioeconomics (e.g. Title I programming; federal student aid; whole child school-based services – health, dental, counseling, etc.; school meal programs; early childhood education; school transportation; school choice)
Module 6 – Language (e.g. dual language immersion programs; ESL)
Module 7 – Gender/Sex (e.g. Title IX)
Module 8 – Ability (g. IDEA; individualized learning plans)
Module 9/10/11 – Excellence driven market-oriented initiatives (e.g. standards-based assessment policy; school choice [magnets; charters; intra-district; inter-district; private school; homeschool]; voucher programs;
Your analysis will include:
Overview of the school, district or education organization
Overview of the policy/initiative/program selected
Outcomes
Effectiveness of distinct practices intended to promote equity and excellence
Recommendations
Three recommendations (evidenced-based) for further implementation to promote equitable learning opportunities and academic excellence
Estimated Time for Completion: 7 hours
Course Objectives
Analyze the philosophical perspectives, major historical developments, and landmark cases that underpin approaches to education in the United States.
Analyze the impact of federal and state-level educational reform on equity and excellence in education while considering the influence of social, political, and economic contexts.
Evaluate dispositional and professional norms within an educational organization setting and make recommendations for improvement.
Analyze a school in New Orleans using an equity perspective to develop evidence-based recommendations that promote excellence, equity, inclusivity, and cultural responsiveness.
Instructions
Final Critique Overview
Final Critique Graphic OrganizerDownload Final Critique Graphic Organizer
Your analysis should include the following:
Introduction
Overview of school/district/ education organization
Demographics of student population/community and leadership/faculty/teachers/staff, etc.
Overview of the initiative/policy/reform
Initiative/policy/reform’s intended purpose/goal
Implementation and Outcomes
How is the policy/program/initiative implemented?
Effectiveness (or not)/ outcome of the initiative/policy/reform to promote equity, inclusivity, and cultural responsiveness
Recommendations
Three recommendations (evidenced-based) for further implementation to promote equitable learning opportunities and academic excellence
Critique Specifications:
Written option
Length: 5 pages (not including the reference pages)
Format: Double-spaced, 12 pt font, Times New Roman, 1″ margins
Number of sources required: minimum of 7
Academic Style Guide Requirements: APA
Include a Reference page
Video
Video record your responses. 10-minute recording limit. Vlog must address each critique prompt and include references in APA format. Minimum of 7 sources
Presentation
Poster/Illustration (e.g., Canva product, comic strip, Prezi; PowerPoint). Poster presentation/illustration must address each critique prompt. Include references in APA format. Minimum of 7 sources.
Submit this assignment by December 10 at 11:59 pm Central.
Module 12 Assignment: Final Course Reflection
Due: Sun May 5, 2024 11:59pmDue: Sun May 5, 2024 11:59pm
Ungraded, 100 Possible Points100 Points Possible
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Available: Jan 9, 2024 12:00am until May 11, 2024 11:59pmAvailable: Jan 9, 2024 12:00am until May 11, 2024 11:59pm
Details
Final Course Reflection
Background and Overview
Reflection is an important part of the learning process. There may have been topics in this course you learned very easily and can already make connections to how the information will be valuable to you in your career. There may also be topics that were more difficult to grasp. Reflect on your learning in this course.
Estimated Time for Completion: 2 hours
Target Course Objectives
Analyze the philosophical perspectives, major historical developments, and landmark cases that underpin approaches to education in the United States.
Analyze the impact of federal and state-level educational reform on equity and excellence in education while considering the influence of social, political, and economic contexts.
Evaluate dispositional and professional norms within an educational organization setting and make recommendations for improvement.
Analyze a school in New Orleans using an equity perspective to develop evidence-based recommendations that promote excellence, equity, inclusivity, and cultural responsiveness.
Instructions
Drawing on your readings and content from the course, reflect on how the course has influenced your understanding of your work in education as it relates to educational equity and excellence. What were “aha” learnings for you? What was your perspective on the purpose of education at the beginning of the course? How has your understanding of the historical and philosophical underpinnings connected to formalized education influenced your approach to your specific work? How has your thinking expanded, shifted, and/or deepened? What are the implications for your work moving forward? Your reflection should reference at least four readings or concepts from the course.
Submission format: Select a format to submit your final course reflection.
Essay format – 2 pages; Double-spaced; 12 pt font; Times New Roman; 1″ margins
Video – video record your responses. 5-minute recording limit.
Poster/Illustration (e.g., Canva product, comic strip, Prezi)
Each format must adequately address all reflection prompts.
Specification Summary:
Number of sources required: minimum of 4
Submit this assignment by Sunday at 11:59 pm Central.
Mendez v. Westminster School District. (1946). National Archives. Retrieved from
https://www.archives.gov/education/lessons/mendez-case
Kober, N. (2020). History and Evolution of Public Education in the US. Center on Education Policy. https://files.eric.ed.gov/fulltext/ED606970.pdf
Culturally Sustaining Pedagogy – Educator Excellence (CA Dept of Education). (2017). Ca.gov. https://www.cde.ca.gov/pd/ee/culturallysustainingped.asp
Brown v. Board of Education of Topeka (1954). Oyez. Retrieved May 3, 2023, from https://www.oyez.org/cases/1940-1955/347us483
History – Brown v. Board of Education Re-enactment. (2023). United States Courts. https://www.uscourts.gov/educational-resources/educational-activities/history-brown-v-board-education-re-enactment
Black, D. W. (2020, September 22). America’s Founders Recognized the Need for Public Education. Democracy Requires Maintaining That Commitment. Time; Time. https://time.com/5891261/early-american-education-history/
Asset-Based Pedagogies – Educator Excellence (CA Dept of Education). (2022). Ca.gov. https://www.cde.ca.gov/pd/ee/assetbasedpedagogies.asp
Horace Mann, “The Necessity of Education in a Republican Government,” Speech Text – Voices of Democracy. (2016, July 5). Voices of Democracy. https://voicesofdemocracy.umd.edu/horace-mann-the-necessity-of-education-in-a-republican-government-speech-text/
A completely incomplete History of Education in the United States. (2023). Padlet. https://padlet.com/molly1alex/a-completely-incomplete-history-of-education-in-the-united-s-hbpat1yqpi6mo24m
