ECA 380- Manual - Week 5
pdf
keyboard_arrow_up
School
Ashford University *
*We aren’t endorsed by this school
Course
380
Subject
Communications
Date
Feb 20, 2024
Type
Pages
25
Uploaded by ChiefStraw9270
P E R S O N A L L E A D E R S H I P M A N U A L ANNA LEEBECK PORTFOLIUM LINK ECA 380: Becoming an Early Education Leader in Today’
s Society Personal Leadership Manual
Week 5
P E R S O N A L L E A D E R S H I P M A N U A L Week 5: Personal Leadership Manual
Anna Leebeck ECA 380: Becoming an Early Childhood Education Leader in Today’s Society
Dr. Christie Riley June 19, 2023
P E R S O N A L L E A D E R S H I P M A N U A L Table of Contents
Personal Leadership Vision –
Script .........
Error! Bookmark not defined.
Five Program Goals .....................................................................
3
Leadership Style Poster ..............................................................
5
Welcome Newsletter ....................................................................
6
Yearly Plan for Learning ..............................................................
8
Resource List .............................................................................
12
Statement of Advocacy ..............................................................
14 References…………………………………………………………
15
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
P E R S O N A L L E A D E R S H I P M A N U A L 1 Personal Leadership Vision
Leadership by definition means leading a group of people to a common goal (Oxford Dictionary, 2023). This program creates opportunities for future educators to re-examine and re-evaluate their goals, leadership styles, and their plans going forward. The following five points will explain why this author feels these goals are the most important for moving forward. These goals included commitment, communication, engaging classroom, patience, and a love for learning. The first leadership point this author believes is of the utmost importance is that of commitment and motivation. This area focuses on educators and leaders being accountable, stimulating, wanting to make a difference, excitement, and determination (University, 2022). When leaders are accountable, they take ownership of the good and bad that happens and look for ways to improve. Leaders who are motivated demonstrate increased performance, stronger well-being, and a sense of purpose (Souders, 2019)
. The next main point that this author believes should be a focus is that of communication and connections. Leaders and educators who focus on this main area have a greater ability to network, collaborate, use active listening skills, inspire others passion and interests, as well as possess sensitivity (University, 2022) The third point this author believes should be a focus is the ability to create an engaging classroom and strong community presence (University, 2022). Leaders who focus on this area are approachable to staff, students, and parents, they support inclusive learning environments, and are positive role models. Educators who possess the above skills create meaningful relationships with stakeholders as well a establish environments that support frequent asking of questions (
Developing Positive Relationships with Key Stakeholders
, n.d.). Another area of importance for leaders is patience. This seems like a small point to focus on, however leaders and educators who emphasis patience strengthens the following: •
Relationships •
Compassion, Chapter 1 1 2 3 4 5
P E R S O N A L L E A D E R S H I P M A N U A L 2 •
sustainability, •
hope, •
achievable and realistic goals (University, 2022) The final area this author feels should be focused on is that love of learning. Leaders who possess a love of learning look for ways to keep students motivated and engaged, display genuine interest in the whole learning process, challenge students to reach higher potentials than they can imagine (University, 2022). The above listed five points are what this author believes to be important for all leaders and educators to focus on and learn from as they grow. The goals which include commitment, communication, engaging classroom, patience, and a love for learning create ownership, build relationships, encourage learning, and create excitement for students, staff, and stakeholders. Of course, these are not the only areas that leaders should focus on, however this author believes they are five of the most important. 6 7
P E R S O N A L L E A D E R S H I P M A N U A L 3 Five Program Goals
s a future educator and leader there are so many areas that will support program goals for students, staff, and the community. The five this author has chosen include relationships, curriculum, families, community relationships, and leadership. The following paragraphs will explain why these are important program goals. Developing Peer Relationships
Peer relationships are one of the goals that should be of utmost importance to every program. Teachers who focus on building relationships support students’
needs and meet them in a warm, safe, and protective environment where they can interact with same age range peers (NAEYC, 2019). Curriculum
The next area of program focus is the necessity of a high-quality curriculum. Programs which focus on this area include activities to keep students engaged, involved, and excited to learn (NAEYC, 2019). High quality curriculums and te
achers able to implement them support students’ retention of information and building real world skills to better prepare them to be world changers as they move forward (
The 4 Features of a High-Quality Curriculum - Connections Academy®
, 2022) Families
The next program goal should focus on families and developing relationships between the school and families (NAEYC, 2019). Family relationships support and encourage the development of children across all settings, not just the school environment. These relationships create a mutual respect, trust, and comfort for families to be fully engaged in the learning process. Studies have found that when families are engaged, students learn more efficiently and successfully (
How Family Engagement Leads to Student Success
, n.d.) Chapter 2 A
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
P E R S O N A L L E A D E R S H I P M A N U A L 4 Community Relationships
The fourth program goal area this author feels should be of emphasis is that of community relationships. These are important relationships to all programs for facilities to support growth, support to families, and find needed resources for the students, families, and facility (NAEYC, 2019). Strong community relationships can build a sense of belonging among all the students, teachers, parents, and stake holders (
The Case for Community Engagement
, n.d.) Recently this author was afforded the luxury of seeing community relationships in action, as police, firefighters, and school board members came into the buildings across the district to support and encourage the ¨Read Across America¨ program (
2022-2023 Read across America Calendar | NEA
, n.d.) The community also came together for career day at our school this year, when the Navy, Firemen, Police, Sanitation workers, and Department of Transportation brought backhoe equipment for students to see, and touch. These types of activities allow for real world connections and create excitement in learning more about the society in which they live. Leadership & Management
Finally, this author chooses leadership and management as another strong area of focus for all programs. The reason this is so important is that by creating opportunities offered to staff on a regular basis, keeps them engaged, current on most recent knowledge, and maintains high quality educational standards (NAEYC, 2019). Recently as a long-term substitute (LTS) this author was afforded th opportunity to sit in on a professional development day that focused on specially designed instruction (SDI). Although this author understood what SDI was and how it is to be utilized, by the leaders at this school affording this author this opportunity, they created a more knowledge for an LTS. This allowed for better support for students and equal opportunities for everyone.
P E R S O N A L L E A D E R S H I P M A N U A L 5 Personal Leadership Poster
Chapter 3
P E R S O N A L L E A D E R S H I P M A N U A L 6 Welcome Newsletter
Newsletter The newsletter can be accessed through the link, it was used primarily in ECD 310: Exceptional Learning and Inclusion, however, has been slightly re-worked. About Me (Early Childhood Education Teacher)
Anna Leebeck I have worked at FBES for the past four years and have enjoyed every moment of it. I am completing my Bachelors of Arts in Early Childhood Education Administration and am an Early Childhood educator. Teaching preschool aged children to engage in their environment and learn from their peers is a passion of mine. Also teaching children of all
abilities to interact with each other in a positive manner, all while encouraging self-agency and modeling inclusion of everyone. Our Vision Develop students who will change the world. Meet all students and families where they are and create world changers as they grow into critical thinkers and change the world through our caring and nurturing environment.
Chapter 4
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
P E R S O N A L L E A D E R S H I P M A N U A L 7 Yearly Plan for Learning
rite a brief introduction to your yearly plan. In a paragraph, discuss the significance and overall objectives of the plan. January
Regulate Managing Behaviors This professional development will focus on providing students with strategies to regulate their behaviors within the classroom setting. Behaviors manifest out of frustration, and often outside influences. Teachers need to be aware of ways to handle these outbursts or meltdowns. The objectives for this include: •
Understanding emotions •
Providing coping mechanisms •
Controlling behaviors (self-regulation) •
Developing ability to think flexibility (
Regulate- Managing Behaviors SPS ECSE.pptx
, n.d.) Staff will be engaged by participating in question-and-answer sessions in both small and large group settings. Although there will be some push back that they already know this, and it is a waste of time, as a strong leader, this author would encourage those veterans to share with the new teachers. If they get talking and focusing on strategies to manage behaviors, then this PD will be a success. February
Co-Teaching This professional development focuses on co-teaching within the classroom. This will divide the labor between two teachers while complementing each other´s particular skills and/or strengths (
College of Education and Human Development
, 2021)
.
The objective of this professional development focuses on the different types of co-teaching:
1.
One teaches, one observes-Best to use when you want to collect data. 2.
Station teaching-Strategy that allows you to teach/practice multiple skills of a curriculum. Chapter 5 W
P E R S O N A L L E A D E R S H I P M A N U A L 8 3.
Parallel teaching-Strategy that allows teachers to reduce the student teacher ratio to present the same lesson. 4.
Alternative teaching-Best to use when remediation is needed. 5.
Team teaching-Strategy that allows for both teachers to utilize their strengths to teach during one lesson. Great to use when teaching a new concept. 6.
One teacher, one assist-Strategy that allows one teacher to instruct freely through the lesson (Silver & Moore, n.d.). Staff will engage in small and large group work sessions, as well as collaboration to discuss ways that all of these have been used in their classroom. This will benefit teachers by lessening the load and providing the opportunity to assist students with all specially designed instruction (SDI) that is needed.
March
Conducting FBAs & Developing BIPS Studies have shown there has been an increase in challenging behaviors within the classroom setting (Guardino & Fullerton, 2010). The purpose of this PD is to assist Special Education teachers assistance in creating Functional Behavior Assessments (FBA) and Behavior Intervention Plans (BIP).
The objectives for this professional development will include:
•
Using the FBA to develop interventions ensures persistent behaviors are met with appropriate interventions •
Punitive and exclusionary discipline forms are still the preferred methods for many schools despite researched based evidence demonstrating function-based interventions for behavior support have substantially higher outcomes. •
Training the right staff memebers in the skills needed to provide effective behavior support will create a culture where the School Capacity will be able design and implement effective individualized positive behavior support as needed. •
Efficient teaming, data systems and processes to promote BIP development, implementation and evaluation will improve School Systems by streamlining the process. •
Students with challenging behavior need supportive school-wide culture of support this can be acoomplished through common training all staff to create a common language for understanding behavior and intervention implementation (Hum, 2016). Staff will engage in this PD opportunity by discussing openly the challenging behaviors they currently are observing. We will allow teachers time to talk openly, and honestly without fear of repercussions. A strong leader will provide teachers with opportunities with the understanding and ability to practice the development of an FBA and BIP to support students and staff.
April
Formative Assessment Recently the preschool program in the building adapted the STREAMin3 curriculum and this professional development will focus on the necessity of doing the required formative assessment. ¨
Observation and assessment tools can be a powerful way to monitor progress by assessing the strengths of a program and planning to best support the needs of children and teachers¨(
Observation and Assessment - STREAMin3
, 2022).
What this PD will focus on includes:
P E R S O N A L L E A D E R S H I P M A N U A L 9 •
quick check-ins that are easy to use on a regular basis. •
simple-to-use observation checklists for leaders to use during their regular classroom observations. •
powerful way to assess the strengths. •
provide targeted support to educators (
Observation and Assessment - STREAMin3
, 2022) The benefit to this PD is that staff will have a strong assessment tool to look for gaps in education and acquire support from the STREAMin3 curriculum coaches at Virginia Commonwealth University (VCU) Early Childhood Education (ECE) department. Staff having this support will allow for buy in to the requirement to utilize the assessment.
May
Electronic Portfolio Covid 19 was a pandemic that forced educators to find easier ways to do things virtually. In years past individual paper portfolios were required of all teachers who serviced students with special needs. The district provided the list of necessary items to create the student portfolio, and a Lead Early Childhood Special Education teacher, named Stephanie Morris, decided there had to be an easier way electronically (S. Morris, personal communication, May 20, 2023).
The objectives of this professional development include:
•
Saving the environment •
Ease of access for administrators •
Updates as you update (no need to upload to another drive and/or print) •
Administrators and peers can sign off right in the portfolio. •
Portfolios are available to show parents at IEP meetings (S. Morris, personal communication, May 20, 2023). The buy-in for the staff will be the ability to build the portfolio once, link in the necessary information (like data sheets) and have those sheets update automatically (Morris, 2022). Teachers, once they get the hang of it, will see the amount of time that is saved when doing these required portfolios.
June
Reflection Self-reflection is necessary for educators at all levels. This professional development was utilized as a show and tell, how your instruction was implemented, and the impact of children within your classroom setting. This professional development will focus on the following areas: •
Collaboration on something each teacher has been working on within their classroom. •
Share the teaching practice and explain it to other teachers and paraprofessionals. •
Examples of how these strategies were implemented into the schedule (i.e., songs, puppets, books, etc) •
The impact on students and learning from the beginning to the end of the year. The staff will be able to talk openly and freely about these focus areas, and the direction of the PD will be
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
P E R S O N A L L E A D E R S H I P M A N U A L 10 educator led, not administration led. This allows for collaboration in all areas, with support from each other (
SPS ECSE Share Your Journey Activity.docx
, 2023) July
Developing Aligned IEPS Individualized learning plans (IEPs) need to align with the necessary specially designed instruction (SDI) of each student. Over the years teachers have gotten away from following this procedure. This PD will all educators to focus on the ¨why¨ this needs to happen both legally and in the best interest of the student. The objectives of this PD support the following: •
The ability to b
alance the students’ needs and the requirements of state standards
•
Raise expectations, create collaborative instruction, and increase exposure to curricular content. •
The partnership between special and general education teachers was substantial when they facilitated a student with an aligned IEP (
Current Legislative Requirements
, 2004) Staff will engage together and build an IEP that aligns with the student´s needs. This will allow for greater collaboration, and support for each co-
teacher’s job with
in the classroom setting. Teachers will have increased access to curriculum content and strategies to streamline instruction for students (
Current Legislative Requirements
, 2004) August
Data Collection and Progress Reporting Data collection and progress reporting serve several purposes both legally and informational for parents. Correct data collection will give clarity and support the specially designed instruction (SDI) being provided. This PD is necessary to explain to educators that every single thing happening within the classroom does not need to be listed, but the SDI being provided must be documented and explained. The objective of this professional development includes: •
Gain a concrete understanding of data and how we present it. •
Identify the difference between Qualitative vs. Quantitative data. •
Become familiar with the 5 types of informal data collection methods and how to select one. •
Summarize and present Progress (Victoria , 2019) Staff buy in will be supported through examples shown of how to collect data, and how to create graphs which can be utilized for progress reporting. Correct progress reporting for parents gives them a accurate view of how their student is progressing or not progressing and how they are able to support at home.
P E R S O N A L L E A D E R S H I P M A N U A L 11 September
Write Professional Development Topic Here Establishing routines and transitions within the classroom environment because they help students feel safe, secure, and welcome. These routines also establish the expectations and lower challenging behaviors which allow for elevated student engagement in learning (Ostrosky et al., n.d.) The objectives of this professional development include: •
Clear expectations-
routines help children understand and remember what to do. •
Consistent Routines- help children engage successfully in the classroom. •
Different medias to support transitions and routines-things such as songs and talking points help avoid wait times that can lead to unacceptable behaviors (
Transitions and Routines
, 2023) Staff participation in this PD will allow for collaboration on what works with their peers. Although leaders want teachers to do what works best within their individual classrooms, some educators need support in even establishing routines, and understanding what does and does not work. October
Serve and Return Serve and return is the back-and-forth exchange between students or teachers and students
(
Serve and Return - Google Drive
, 2022). Back and forth exchanges strengthen children's early brain development, teach them how to self-regulate, cope with their emotions, and lay the building blocks for later development. Sensitive and responsive educators create an environment that is strong in serving and returnexperiences for students. (
Serve and Return - Google Drive
, 2022). The objectives of this PD include: •
Focus on the child •
Follow the child’s lead
•
Practice everyday (
Serve and Return - Google Drive
, 2022). Staff will be inspired by this professional development through reciprocal interaction with their peers and support with examples from administration. These types of verbal interactions increase brain development, create opportunities for higher reasoning, and allow for scaffolding to take place as students grow (Holmstrand , 2019). November
SDI –
Specially Designed Instruction Specially designed Instruction (SDI) is instruction and accommodations directly related to what an individual student needs. This SDI addresses IEP goals, looks at their disability in order to provide modifications to support access to the General Education curriculum and classroom (
Specially Designed Instruction
, 2023).
P E R S O N A L L E A D E R S H I P M A N U A L 12 The focus of this PD include: •
The definition of SDI •
Special Ed teacher is ultimately in charge. •
Why this is important for the Gen Ed teacher to understand and support also (Silver & Moore, 2022) Staff will engage in the development of SDI by working together to understand how to creat SDI, look at co-teaching models and understand how to support the student and ensure access to the General Education setting. December
Building Relationships One of the biggest deterrents to parental involvement is a lack of a relationship with the teachers. Teachers think they are communicating by sending home notes; however, studies have shown that parents want and need more (Baker et al., 2016). Important factors included in this PD: •
Start with the positive •
Honesty is the best policy •
Communicate often and using various platforms •
Learn their names •
Listen to the parent The above factors seem like common sense, however parents over the last decade are more and more upset with teacher communication (Polikoff, 2020). One activity that would help students understand different platforms for communication would be to help them set up their own Dojo or REMIND accounts to talk to parents in as close to real time as possible. Give examples of ways to talk to parents. .
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
P E R S O N A L L E A D E R S H I P M A N U A L 13 Resource List
urpose of this list to give educators a virtual library of tools that can be used to support many facets of the challenges they face daily. In addition to the five specific resource topics listed, TedEd) is also a resource for many motivational leadership educational opportunities(
Education Leadership Lessons
, n.d). Schoolwide and Parental Communication
https://www.classdojo.com/
ClassDojo This is a communication tool that streamlines the ability to communicate between staff and parents in as close to real time as possible. By using a schoolwide classroom for staff it allows quick dissemination of information separate from the use of division-wide email while still providing a record. Policy / Procedures
https://www.instructure.com/canvas
Canvas Since Covid 19, many K-12 school divisions have begun using Canvas as an electronic blackboard. By creating a school wide Canvas classroom that houses not only the staff handbook for easy reference, but any building specific information makes it a quick and easy reference point. Approved Data Forms http://acentral.education/learning-library/accommodation-data-collection-forms
Accommodation Central One issue for teachers is how to collect and store data in differing situations. This site not only breaks down the options (Choose, Use, Review) for the differing type of data to be collected Chapter 6 P
P E R S O N A L L E A D E R S H I P M A N U A L 14 but it offers prebuilt forms for staff to fill out - streamlining the process, allowing educators to spend more time collecting data and less time processing data. Team Building
https://www.weareteachers.com/team-building-activities/
We are Teachers –
25 Team Building activities While often found to have relevant teaching memes, we are Teachers often offers solid options for a myriad of teaching tools. This list was compiled to develop team building and could be used either at a grade specific level or a larger staff meeting to build cohesion. Teacher Support Miscellaneous Resources to Support Leaders
https://www.edutopia.org/
Edutopia Edutopia is a wide-ranging site for resources to support the newest or most veteran of teachers. Implementing new methodologies with old, allows for continued community development while using real-world, real project-
based examples to heighten the teaching experience and outcomes.
P E R S O N A L L E A D E R S H I P M A N U A L 15 Statement of Advocacy
See the Week 5 Statement of Advocacy Exemplar for help completing this section. nclusion is a position I feel strongly about that needs to be addressed. Now this word in the education field implies the grouping of both typically developing and neurotypical developing students within one classroom setting (CENTRE, 2022). However, what this author feels inclusion is for Early Childhood Education is that students with special needs in program classrooms or preschool rooms are not always included in the school activities and programs. As a Long-Term Substitute in an Early Childhood Special Education (ECSE) classroom for the past three months this author has seen these little ones get overlooked, forgotten about, and at times ignored when school activities are being planned. It took their teachers indignation to push for the opportunities to offer their students what the rest of the school was receiving. Seon Yeong Yu and Eunjin Cho (2022) wrote an article that addressed teachers’
feelings towards inclusion and the push for more students with special needs to be included within the General Education setting. Recently there has been pushback form Early Childhood Educators to ensure that support for students and educators are at the top of the list. This is the time when brain growth is at its fastest (
Brain Development
, n.d.) and these educators are demanding more inclusive environments and activities for their students (Molina Roldán et al., 2021). Recently a group of local ECSE educators had a watch party to view the local school board meeting as they presented the climate of the school includes survey results from staff, parents, and students (
Virginia School Survey of Climate and Working Conditions | Virginia Department of Criminal Justice Services
, 2023). While watching this graphically enticing slide show the teachers were more enraged than before. The school district administrators discussed the necessity of increased family involvement activities for the upcoming 2023-24 school year (
June 8, 2023 - School Board Meeting Suffolk Public Schools
, 2023). Everyone in the hall clapped and cheered. What failed to be mentioned is that two of the five buildings within the district that have ECSE classrooms were actually family engagement activities every month. As this author sat here and listened, because as a long-term substitute maybe this author’s
opinion was not as popular or necessary, however the other teachers asked for my opinion. This author expressed the concerns that what the district is looking to improve was overlooked because it was preschool that did it and it does not matter (Leebeck, 2023). Chapter 7 I
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
16 Some barriers to getting support for preschoolers is staff that is inadequately trained, respect for the educators, and overcrowded classrooms (Carol et al., 2019) With more and more states increasing funding for preschool classrooms across the country, school districts are going to need to up their games to keep teachers and parents satisfied that their students are receiving fair and equitable treatment (Noble, 2021). Early childhood educators will need to continue to ensure that students are included, respected, and not overlooked. As an educator it will be my responsibility and job to be their voice and ensure that they are treated fairly.
17 References
2022-2023 Read Across America Calendar | NEA
. (n.d.). Www.nea.org. Retrieved June 19, 2023, from https://www.nea.org/professional-excellence/student-engagement/read-across-america/2022-
2023-calendar Adams, D., Harris, A., & Jones, M. (2016). Teacher-Parent Collaboration for an Inclusive Classroom: Success for Every Child. In Malaysian Online Journal of Educational Sciences
. https://files.eric.ed.gov/fulltext/EJ1106456.pdf August 3, K. K. on, & Svg, 2018 contest-Social share-Links. (2018, August 3). 10 Team-Building Activities Your Whole School Staff Will Love
. WeAreTeachers. https://www.weareteachers.com/team-building-activities/ Baker, T., Wise, J., Kelley, G., & Skiba, R. (2016). Identifying barriers: Creating solutions to improve family engagement. School Community Journal
, 26
(2). https://files.eric.ed.gov/fulltext/EJ1124003.pdf Brain Development
. (n.d.). First Things First. https://www.firstthingsfirst.org/early-childhood-
matters/brain-
development/#:~:text=90%25%20of%20Brain%20Growth%20Happens%20Before%20Kinderga
rten&text=Incredibly%2C%20it%20doubles%20in%20size Canvas Overview
. (2023). Instructure. https://www.instructure.com/canvas Chapter 8
18 Carol, V., Vooren, Bangalan, H., d, Cj, & Glowski, J. (2019). THE BENEFITS AND BARRIERS TO EARLY CHILDHOOD INCLUSION FOR CHILDREN WITH SPECIAL NEEDS AT ONE SCHOOL SITE . https://scholarworks.calstate.edu/downloads/ws859g305#:~:text=Barriers%20such%20as%20ins
ufficiently%20trained Central, A. (n.d.). Accommodation Data Collection Forms
. Accommodation Central. Retrieved June 19, 2023, from http://acentral.education/learning-library/accommodation-data-collection-forms CENTRE, H. A. (2022, January 31). Benefits of An Inclusive Classroom for Both Neurotypical Children and Children with Special Needs
. Healis Autism Centre. https://www.healisautism.com/post/benefits-inclusive-classroom-neurotypical-children-special-
needs ClassDojo. (2019). Learn all about ClassDojo
. ClassDojo. https://www.classdojo.com/ College of Education and Human Development
. (2021). Www.cehd.umn.edu; University of Minnesota . https://www.cehd.umn.edu/teaching/co-teaching/foundations/what/ Current Legislative Requirements
. (2004). William & Mary School of Education. https://education.wm.edu/centers/ttac/documents/articles/aligniepstate.pdf Developing Positive Relationships With Key Stakeholders
. (n.d.). AAMC. https://www.aamc.org/professional-development/affinity-groups/gfa/developing-positive-
relationships-key-stakeholders#:~:text=Practice%20Empathic%20Communication Editor. (2022, January 1). Challenges of Inclusive Education
. StudyQuirK. https://www.studyquirk.com/challenges-of-inclusive-education Education Leadership Lessons
. (n.d.). TED-Ed; Ted Conferences LLC. Retrieved June 19, 2023, from https://ed.ted.com/lessons?category=education-leadership
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
19 Gates, S. (2018, October 18). Benefits of Collaboration | NEA
. Www.nea.org. https://www.nea.org/professional-excellence/student-engagement/tools-tips/benefits-
collaboration#:~:text=Collaborative%20learning%20has%20been%20shown Guardino, C. A., & Fullerton, E. (2010). Changing Behaviors by Changing the Classroom Environment. TEACHING Exceptional Children
, 42
(6), 8
–
13. https://doi.org/10.1177/004005991004200601 Holmstrand , K. (2019, October 28). Serve and Return interactions Help the Child’s Brain to Develop
. Primeros Pasos. https://blogs.iadb.org/desarrollo-infantil/en/serve-and-return/ How Family Engagement Leads to Student Success
. (n.d.). Waterford.org. https://www.waterford.org/education/family-engagement/ Hum, J. (2016). Basic FBA to BIP Overview –
Basic FBA to BIP
. Basic FBA to BIP. https://basicfba.com/overview/ June 8, 2023 - School Board Meeting
. (2023, June 8). Www.youtube.com. https://www.youtube.com/live/FoVF56FZmpQ?feature=share Leebeck, A. (2023, June). UAGC - Week 4 Discussion
. Login.uagc.edu. https://uagc.instructure.com/courses/117572/discussion_topics/3259235?module_item_id=59721
42 Ludvik, D. (2018, August 29). Establishing healthy parent-teacher relationships for early learning success
. Early Learning Network. https://earlylearningnetwork.unl.edu/2018/08/29/parent-
teacher-relationships Molina Roldán, S., Marauri, J., Aubert, A., & Flecha, R. (2021). How Inclusive Interactive Learning Environments Benefit Students Without Special Needs. Frontiers in Psychology
, 12
(1). https://doi.org/10.3389/fpsyg.2021.661427
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
20 Morris, S. (2022). Electronic (paperless) Student Portfolio PD
. https://docs.google.com/presentation/d/1GHChlMw6oLHgYAWDzUCJmT-
tpJkQXesGk5M8Ed-T29k/edit?usp=sharing Morris, S. (2023, May 20). Digital Portfolios
(A. Leebeck, Interviewer) [Personal communication]. NAEYC. (2019). The 10 NAEYC Program Standards
. Naeyc.org. https://www.naeyc.org/our-
work/families/10-naeyc-program-standards Noble, A. (2021, November 9). The Cost for States to Expand Free Pre-K Under the Biden Plan
. Route Fifty. https://www.route-fifty.com/health-human-services/2021/11/cost-states-expand-free-pre-k-
under-biden-plan/186722/ Observation and Assessment - STREAMin3
. (2022, November 11). STREAMin3; Rector and Visitors of the University of Virginia. https://streamin3.org/streamin%C2%B3-curriculum-model-2/how-it-
works/observation-and-assessment/ Ostrosky, M., Jung, Hemmeter, & Thomas. (n.d.). Center on the Social and Emotional Foundations for Early Learning WHAT WORKS BRIEFS 3 Helping Children Understand Routines and Classroom Schedules
. https://challengingbehavior.org/docs/whatworks/WhatWorksBrief_3.pdf Oxford Dictionary. (2023). Oxford Languages
. Oxford Languages; Oxford University Press. https://languages.oup.com/google-dictionary-en/ Polikoff, M. (2020, July 23). Parent dissatisfaction shows need to improve school communication during coronavirus pandemic
. Brookings. https://www.brookings.edu/blog/brown-center-
chalkboard/2020/07/23/parent-dissatisfaction-shows-need-to-improve-school-communication-
during-coronavirus-pandemic/ Regulate- Managing Behaviors SPS ECSE.pptx
. (n.d.). STREAMin3.org; University of Virginia. Retrieved June 19, 2023, from
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
21 https://docs.google.com/presentation/d/1tmETWXqSPK5idzYbsM2GdQGOTTlTcunF/edit#slide
=id.p3 Serve and Return - Google Drive
. (2022). Drive.google.com. https://drive.google.com/drive/folders/17y2-gu40TbQOg5_h3k9ca8dUQScxS-Do?usp=sharing Silver, J., & Moore, M. (n.d.). Copy of Know Your Role.pdf
. Google Docs. Retrieved June 19, 2023, from https://drive.google.com/file/d/1ROoESVMDC-
kYmbmg0iOYohNkgbGavpts/view?usp=sharing Silver, J., & Moore, M. (2022, November 30). PV- Specially Designing Your Instruction.pdf
. Google Docs. https://drive.google.com/file/d/1E7DTMEmUFtAWBf4HMAkDYThEplLrfWdX/view Souders, B. (2019, November 5). The Vital Importance and Benefits of Motivation
. PositivePsychology.com. https://positivepsychology.com/benefits-
motivation/#:~:text=Motivation%20reflects%20something%20unique%20about Specially Designed Instruction
. (2023). Council for Exceptional Children. https://exceptionalchildren.org/topics/specially-designed-instruction SPS ECSE Share your journey activity.docx
. (2023). Google Docs. https://docs.google.com/document/d/1ASiOGLuzgURetM5aBLHNqxf_cL7BfnG8/edit The 4 Features of a High-Quality Curriculum - Connections Academy®
. (2022, August 2). Www.connectionsacademy.com. https://www.connectionsacademy.com/support/resources/article/what-is-a-high-quality-
curriculum/#:~:text=These%20kinds%20of%20courses%20don The Case for Community Engagement
. (n.d.). Great Schools Partnership. https://www.greatschoolspartnership.org/resources/equitable-community-engagement/the-case-
for-community-engagement/#:~:text=Strong%20family%20engagement%20is%20linked
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
22 Transitions and Routines
. (2023). ECE Resource Hub; Virginia Commonwealth University. https://eceresourcehub.org/ece-resource-hub/strategy-library/transitions-and-routines/ University, G. (2022, October 25). Top 10 Teacher Leadership Skills and Qualities
. Goodwin University. https://www.goodwin.edu/enews/teacher-leadership-qualities-and-skills/ Victoria . (2019, May 31). 4 Benefits of Monitoring Student Progress in the Classroom
. Teach Starter. https://www.teachstarter.com/us/blog/4-benefits-monitoring-student-progress-classroom-us/ Virginia School Survey of Climate and Working Conditions | Virginia Department of Criminal Justice Services
. (2023). Www.dcjs.virginia.gov. https://www.dcjs.virginia.gov/virginia-center-school-
and-campus-safety/school-safety-survey/secondary-school-climate-survey Western Governors University. (2021, July 7). Harnessing Parent Teacher Collaboration
. Western Governors University. https://www.wgu.edu/blog/harnessing-parent-teacher-
collaboration2107.html#close Yu, S., & Cho, E. (2021). Preservice Teachers’ Attitudes
Toward Inclusion in Early Childhood Classrooms: A Review of the Literature. Early Childhood Education Journal
, 50
. https://doi.org/10.1007/s10643-021-01187-0
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help