part 3: collaboration and implementation -higher education:finance


  

PART 3: Collaboration and Implementation  

Examine the process of planning and collaboration needed to implement your department’s initiatives, and assess the impact of your department’s new operations on other departments.

Collaboration:

Describe how you will need to collaborate and consult with colleagues within and across departments. 

What kind of strategic partnerships will you develop to ensure a more competitive and financially sound department? What resources and support would you seek from these partnerships?

Planning

Briefly describe the strategies anticipated for implementing your department’s proposals, considering the budget cycle, factors that affect the budget process, and the structure of financial management. 

What are some challenges and opportunities in the process of planning and management?

What options exist within the department and institution if you are faced with unanticipated and unbudgeted major expense?

Impact on other departments: 

Describe the potential impact of your department’s proposals on other programs, departments, faculty, and staff. Describe your plan to address any anticipated impact. 

***I have attached part 1 and 2 for you to view also this assignment in a word document***



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Collaboration with families | SPD- 545


Zoe is a second grader with autism spectrum disorders. Zoe’s father recently passed away in a tragic car accident.  Zoe, her mom, and two older brothers have temporarily relocated from out-of-state and are now living in her grandparents’ house in a small, rural community.

Because the family had been living out-of state, Zoe has never interacted with her grandparents. She has challenges responding to social cues, including her name and in understanding gestures.  She also engages in repetitive body movements.  She is fond of her set of dolls and likes lining them up.  When Zoe is agitated, her mother plays Mozart, which seems to have a calming effect.  Zoe also enjoys macaroni and cheese.

Her grandparents do not understand Zoe’s attempts at communicating.  Zoe does not respond well to crowded and noisy environments. Zoe’s mom is working outside the home for the first time. 

Because of the move, Zoe has transferred to a new school, which does not currently have any students with ASD. Although her mom is generally very involved with Zoe’s education, she is away from the home much of the time due to a long commute for her new job is a neighboring city.

Zoe’s grandparents are eager and willing to help in any way they can.

Imagine you are serving as an ASD consultant at Zoe’s new school. Using the COMPASS model, create a COMPASS Action Plan for Zoe by complete the following tasks:

  1. Identify the personal challenges for Zoe;
  2. Identify the environmental challenges for Zoe;
  3. Identify potential supports; and
  4. Identify and prioritize teaching goals.

In addition, include a 250-500-word rationale that explains how your action plan for Zoe demonstrates collaboration in a respectful, culturally responsive way while promoting understanding, resolving conflicts, and building consensus around her interventions.



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Collaboration and communication action plan


      

Marco is a Mexican-American eighth grade student who has been identified as having an emotional/behavioral disorder, specifically mood disorder NOS (Not Otherwise Specified). Currently, he participates in a general education inclusive classroom. During his annual IEP meeting, the team reviewed recent test scores and determined he qualifies for the gifted program in English language arts (ELA) only. Therefore, Marco will continue to participate in the inclusive classroom for the remainder of his courses.

Marco has continued to be successful in all his inclusive classes; however, he is struggling in his new gifted setting for ELA. Mrs. Stone, the gifted teacher, was not able to be present during the IEP meeting. She has never worked with a student who has an IEP prior to having Marco as a student in her classroom. Marco has mentioned that he is the only Hispanic or Latino student in the gifted class, and this has made him feel uncomfortable. He has stated that Mrs. Stone does not include him in the classroom conversations and speaks abruptly to him, but not to the other students.

After one month of Marco being in the gifted class, Mrs. Stone has requested that a paraprofessional be present to support him. At the IEP meeting, the IEP team had determined that a paraprofessional was not necessary because Marco should be able to be successful in the gifted classroom without this level of support. After meeting with Marco previously on classroom concerns, and the request from Mrs. Stone, as the special education teacher, you completed a walk-through observation of the gifted classroom. You did notice that Marco was isolated in a corner and the teacher did not interact with him. In addition to the walk-through, you just received a phone call from Marco’s parents stating Mrs. Stone told Marco that he does not belong in this class. At this point, Marco no longer wants to be in the class because he does not feel welcome. 

The principal has come to you, the special education teacher, for assistance with supporting Mrs. Stone and Marco in being successful. The IEP team is scheduling another meeting to discuss goals and ideas to help Marco be successful in the gifted ELA classroom. The support of a paraeducator is part of the discussion as a possibility for Marco.

Long-Term Goal: 

Provide long-term goal due date.

Action Plan Short-Term Goals and Steps to Achieve the Long-Term Goal

  

Short-Term Goal 1:

(This goal should support the long-term goal of, and   address communication and collaboration between Marco’s   gifted teacher and special education teacher, specifying positives in working   with the student in their classrooms, as well as challenges that may arise.

 

Content

Justification

As   applicable, justify content.

 

Activities/Strategies

What activities/strategies will help   implement the goal?

 

Resources

What resources are needed to implement   the goal?

 

Timeline

What is an appropriate timeline to   achieve the goal?

 

Persons   Responsible 

What stakeholders will be responsible in   helping to achieve the goal and how will they collaborate?

 

Evidence   of Success

How will the goal be measured?

 

Short-Term Goal 2:

(The goal should support the long-term goal, and address   collaborative coaching for the gifted teacher to   include research-based instructional strategies and recommendations that relate   to Marcos’ disabilities, inclusive learning practices, and cultural diversity). 

 

Content

Justification

As   applicable, justify content.

 

Activities/Strategies

What activities/strategies will help   implement the goal?

 

Resources

What resources are needed to implement   the goal?

 

Timeline

What is an appropriate timeline to   achieve the goal?

 

Persons   Responsible 

What stakeholders will be responsible in   helping to achieve the goal 

 

Evidence   of Success

How will the goal be measured?

 

Short-Term Goal 3:

(This goal should support the long-term goal, and provide   collaborative coaching and guidance for the paraeducator to support the   gifted teacher and student.) 

 

Content

Justification

As   applicable, justify content.

 

Activities/Strategies

What activities/strategies will help   implement the goal?

 

Resources

What resources are needed to implement   the goal?

 

Timeline

What is an appropriate timeline to   achieve the goal?

 

Persons   Responsible 

What stakeholders will be responsible in   helping to achieve the goal and how will they collaborate?

 

Evidence   of Success

How will the goal be measured?

 

Short-Term Goal 4:

(This goal should support the   long-term goal, and identify communication   strategies to use with the student’s parents that demonstrate elements of   effective collaboration.)

 

Content

Justification

As   applicable, justify content.

 

Activities/Strategies

What activities/strategies will help   implement the goal?

 

Resources

What resources are needed to implement   the goal? 

 

Timeline

What is an appropriate timeline to   achieve the goal?

 

Persons   Responsible 

What stakeholders will be responsible in   helping to achieve the goal and how will they collaborate?

 

Evidence   of Success

How will the goal be measured?

Rationales:

In 150-200 words, explain how your plan for collaboration with colleagues will benefit and promote Marco’s well-being.

In 150-200 words, explain what complex human issues could arise and how those challenges are met with this plan.



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In-service presentation: communication and collaboration


 

Based on Document #1: Observation Report of a Co-Teaching Classroom and the information provided in Barrera and Kramer’s “Cultural Competency as Skilled Dialogue,” create an in-service presentation on effective communication and collaboration techniques, incorporating the information provided in the scenario as well as from the professional knowledge base. Part II of this assessment is an oral presentation that is 5-7 minutes in length and accompanied by 7-10 PowerPoint slides. The presentation must include:

  1. An overview of at least three effective respectful, reciprocal, and responsive communication and collaboration strategies, and a rationale for why you chose the strategies.
  2. An explanation of the benefits of applying respectful, reciprocal, and responsive strategies when communicating with colleagues and other professionals.
  3. An explanation of at least one strategy for resolving conflict in the workplace. Include examples relevant to the early childhood professionals in the scenario.



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Key components in collaboration and consultations | Learning for individuals with learning disabilities


 

Part 1: Components in Collaboration Matrix

For this part of the assignment, complete Part 1 of the “Key Components in Collaboration and Consultations Template.” Summarize each key component of collaboration, based on information from your topic readings. In addition, explain how the key components tie into general and special education teachers’ roles and responsibilities to support the learning for individuals with disabilities.

Part 2: Collaboration and Consultations Reflective Questions

Respond to each prompt listed in Part 2 of the “Key Components in Collaboration and Consultations Template” using 100-150 words. Support each response with a minimum of one scholarly resource and reference the matrix you complete in Part 1 where applicable. Use the “References” section of the template to list your sources.



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Collaboration with parents and community


Chapter 1 focuses on the family-centered approach to early childhood education, highlighting the importance- of the partnership between the family, the early childhood program, and the community to maximize a child’s development and learning.  You will create a one page to two page fact sheet (not including title and reference pages) you can provide to the families in your program that explains the values and challenges of a family-centered approach.

The content on your fact sheet should”

a.  Summarize the components of a family centered approach.

b.  Describe five benefits of a family-centered approach.

C.  Describe two potential obstacles to overcome in a family-centered approach.

D.  Recommend two strategies to overcome obstacles and enlist the support of parents.

In addition to the required content, please be creative with your fact sheet.  Keep in mind that this is a resource to be used in the classroom, so make it parent friendly and engaging.  You may wish to add visuals and pictures.  Be sure to also use at least one scholarly source in addition to the text to support the ideas, and cite all references in APA format.

My text is Collaboration with Families and Communities, Francis Wardle, PH.D Red Rocks Community College and University of Phoenix Bridgepoint Education, Inc. Copywright 2013 Please make sure that you write the text source in APA style.



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Looking back journal – due in 10 hours 1 page | ECE 313 Collaboration with Parents & Community | Ashford University


due in 10 hours 1 page

Journal

Looking Back

Some say our society is creating children who are more independent today than those who were growing up 20 years ago; others contend children today lack independence.  Based on your own experiences and/or your ECE coursework, reflect on this idea and share your opinion of child development in our society today



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2 discussions – due in 6 hours – 250 words each | ECE 313 Collaboration with Parents & Community | Ashford University


 Elevator Speech

Throughout this course, one of the main goals has been a focus on the importance of effective communication and collaboration with the families of infants and pre-school aged children. Throughout your career, you will need to utilize effective communication skills with colleagues, families, and children. As a professional, you will also need to communicate your beliefs to potential employers.  

An elevator speech is an excellent way to convey your skills while networking and seeking employment. Typically, an elevator speech is a one-minute summary of who you are, why you are qualified, and what you have to offer the organization or industry. A brief sales pitch will ensure that you are prepared to discuss your career goals whenever the opportunity presents itself. Some examples of where you could use your elevator speech are at a networking event, during a job interview, at a back-to-school parent meeting, or in a social setting.  

Watch The Elevator Pitch (Links to an external site.) video and design a one-minute sales pitch that is tailored toward your chosen career path. It is recommended that you utilize one of the following voice recording options to hear your elevator speech and share it with your classmates. 

  1. Voki (Links to an external site.)
  2. PowerPoint
  3. YouTube (Links to an external site.)

Once you have completed your recording, share your pitch with the class by copying and pasting the link of your recording into the body of your initial post. If you are having trouble recording your elevator speech, please contact your instructor. 

 Diversity and Common Obstacles

Chapter 10 begins, “in today’s United States, there is no typical family; rather, there is a vast diversity of family structures in which children develop and learn” (Wardle, 2013, p. 274).  Our classroom, families, and children are reflective of this statement.  Early care and education programs have a crucial role in supporting all families and “by supporting the family, we support the child” (Wardle, 2013, p. 283).

Reflecting on these quotes from the textbook, choose two common obstacles that families face from the list below and explain how you will work with families to overcome this obstacle. 

Common obstacles:

  1. Poverty
  2. Children with developmental delays 
  3. Problems with substance abuse by family member
  4. Grandparents raising children and generational issues
  5. Lack of extended family support
  6. Communication difficulties
  7. Cultural conflicts between the family and program
  8. New immigrant status

For each of the obstacles you have chosen, complete the following prompt with critical thought and elaboration.  Each obstacle should have a minimum of two ways that you will support families who are facing the challenge.  

Prompt:
As an early childhood educator, in an effort to support families who ________________, I will _____________.



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Collaboration | Education homework help


  

Write a 1,000–1,200-word paper that discusses principal and teacher leadership and their connection to the development of a collaborative culture in schools. Must use 2 current sources and include in text citations. In your paper:

1. Using current literature as your foundation, describe “teacher leadership” and its importance to collaboration in the school. Provide specific examples of your teacher leadership behaviors or your observation of teacher leadership behaviors employed by others that have fostered a collaborative culture.

2. Using current literature and personal experience, describe the leadership practices and behaviors principals employ to nurture and develop teacher leadership. Provide specific examples of your experience with a principal(s) who has demonstrated these practices and behaviors.



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Week 3 discussion 1 working together to support collaboration


ee full S 

In this discussion, your instructor will assign and post your mock professional learning community (PLC) group of approximately two to three peers. Once your group has been identified, begin collaborating with the group in this discussion and in the Ethics in Research discussion. In this discussion, your first step is to get to know your partners in your mock PLC.

Initial Response: In your assigned discussion group posting area, post an initial response that addresses the following areas:

  • Post      a brief introduction of your professional and/or educational background      and current or future goal within the education profession.

I am a lead contact supervisor  with the U.S. Department of Treasury. As a Mid-Level Manager with demonstrated leadership, organizational, and business acumen with over 36+ years of service with the Internal Revenue Service. I lead, develop and educate a team of eighteen employees. I am organized, results-oriented with a proven track record in directing teams and process improvement initiatives, particularly strong in customer service, staff development, employee engagement, training, and evaluations.  I have a BA in “Applied Behavior Science” and an MA in “Organizational Management,” specializing in Organizational Leadership. Currently, I am pursuing a dual Masters of Arts in Education,” specializing in Family and Community & Instructional and Curriculum.  I may retire from the government within three to four years. Within a year, I would like to become a part-time substitute teacher. I may pursue a Doctorate degree and teach college online /virtually. My dream is to own a daycare facility in my community.   

Group Leader:As a group, identify a leader. The leader will then

  • Complete      and attach the Group      Agreement documentPreview the document.
  • Post      your group name.
  • List      each member of your group and which of the bulleted points listed in the      Ethics in Research Discussion each member of the group will be working on.
  • Identify      what mode of communication you will use to work together to complete and      disseminate the discussion points. Use the Group      Agreement documentPreview the document      as your guide while collaborating in the Ethics in Research Discussion.



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