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EDU650: Teaching Learning and Leading in the 21st Century

EDU588: Week 5 – Journal

Week 5 – Journal

Retention Efforts

[WLOs: 1, 2] [CLOs: 1, 3]

Prior to completing this journal, read in your textbook Chapter 15, Student Retention and Institutional Success.

In your journal entry,

  • Provide the name and web address of a useful, electronically accessible resource on the strategies that colleges are using to support retention efforts.
  • Describe briefly the information available and the web address.
  • Describe three reasons why students may stop pursing their college degree.
  • Describe what your online resource provides that may be of use to assist students who stop pursuing degrees.  
  • Discuss how this activity has informed your ideas concerning the role you play in supporting student retention efforts.

Carefully review the Grading Rubric (Links to an external site.) for the criteria that will be used to evaluate your assignment.

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EDU650: Teaching Learning and Leading in the 21st Century

EDU588: Week 5 – Discussion

Week 5 – Discussion

Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Refer to the Discussion Forum Grading Rubric under the Settings icon above for guidance on how your discussion will be evaluated.

Avoiding Assumptions Based on “Single Stories” [WLO: 1] [CLOs: 1, 3]

Prior to beginning work on this discussion, read in your textbook Chapter 12, Critical Theoretical Perspectives, and view the video The Danger of a Single Story (Links to an external site.).

Formal theory is produced by scholars and, to the maximum extent possible, conforms to standard social science assumptions about knowledge and generalizability. Most developmental theories on student development are rooted in psychology and provide insight into how students make meaning, but may not always account for the social factors that can also influence student development. Therefore, as a student services professional, you must avoid making generalizations about student development based on your own set of values, beliefs, and assumptions. You must avoid making a single story and recognize that individuals working with the same student(s) within the same institution may have radically different understandings of what comprises student learning and development. As a result, what may end up being created are non-optimal levels of dissonance and support within the student experience.         

In your initial prompt,

  • Summarize the story of how you developed as a learner by sharing important experiences that affected your cognitive development. For example, what was your support system like in school and at home? Did you feel safe to take intellectual risks within your educational experiences? Why or why not?
  • Assess your “story” with a critical eye. How did your experiences reflect situations of privilege and/or marginalization? How might your experiences have been influenced by social factors related to power and oppression?
  • Explain how to validate the stories of others. How can you become better informed and more aware of the social factors that may influence a student’s development? Support your response.

Guided Response: In your responses to at least two peers, comment critically and constructively on the experiences of your peers that influenced their learning experiences as well as their privileged and marginalized identities. How were these similar to or different from your own experiences? Make connections to the theories described in Chapters 12. 

Though two replies are the basic expectation, for deeper engagement and application of the material, you are encouraged to provide responses to any comments or questions others have given to you (including your instructor) before Day 7. This ongoing engagement in the discussion will deepen the conversation while providing opportunities to demonstrate your content expertise, critical thinking, and real-world experiences with this topic. In addition to offering comments, encourage further conversation by questioning your peers about their responses.

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EDU650: Teaching Learning and Leading in the 21st Century

EDU588: Week 4 – Journal

Week 4 – Journal

Student Services Online

[WLO: 3] [CLO: 2]

Prior to beginning work on this journal, read How Connecting Student Services to Online Learning Can Close the Attainment Gap (Links to an external site.) in addition to all assigned textbook chapters.

In your journal, discuss the following:

  • Describe the most important benefits and challenges associated with offering student services in an online learning environment.
  • Identify on how to overcome those challenges.
  • Explain how student services can help students acclimate to the online learning environment.
  • Identify the main ways to utilize student services here at Ashford University.
  • Critically analyze one student service you have used and one that you have not used but might be helpful on your academic journey.

To explore the various student support teams available at Ashford University, access the Academic Support Team (Links to an external site.) resource and explore the various links found there.

Carefully review the Grading Rubric (Links to an external site.) for the criteria that will be used to evaluate your assignment.

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EDU650: Teaching Learning and Leading in the 21st Century

EDU588: Week 3 – Discussion

Week 3 – Discussion

Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Refer to the Discussion Forum Grading Rubric under the Settings icon above for guidance on how your discussion will be evaluated.

Mental Health [WLO: 1] [CLOs: 1, 3]

Prior to beginning work on this discussion, read from your textbook Chapter 27, Counseling and Helping Skills.

As a student services professional, you will be required not only to support the academic success of your students, but also to support their emotional well-being and mental health, this although you may not be specifically trained as a professional counselor.                                                                                          

Consider the following scenario:

You are an advising counselor. One of your first-year students makes an appointment with you to talk about scheduling for the next school year. You have developed a strong rapport with this student and he confesses that he has been struggling with depression and has had thoughts of suicide. While he does seem to be making steady academic progress, he says he has had a hard time making friends and feels quite lonely.

In your initial post,

  • Describe how you would handle this situation.
  • Justify your actions, citing argument and evidence from Chapter 27 of the textbook and another credible source.
  • Identify some concerns or challenges you might face in helping this student.
  • Explain how you would overcome them.

Guided Response: In your responses to at least two of your peers, comment critically and constructively on how they propose to handle the situation. Offer insights and suggestions for overcoming concerns and challenges in dealing with students who have mental health disorders.

Though two replies are the basic expectation, for deeper engagement and application of the material, you are encouraged to provide responses to any comments or questions others have given to you (including your instructor) before Day 7. This ongoing engagement in the discussion will deepen the conversation while providing opportunities to demonstrate your content expertise, critical thinking, and real-world experiences with this topic. In addition to offering comments, encourage further conversation by questioning your peers about their responses

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EDU650: Teaching Learning and Leading in the 21st Century

EDU588: Week 2 – Assignment

Week 2 – Assignment

Schedule Interview

[WLO: 2] [CLOs: 1, 2, 3]

Prior to beginning work on this assignment, read this week’s required textbook content, Chapters 4, 5, and 6. Also, review once again all the assignments relating to the Final Paper assignment and interview, specifically

  • Week 1 Analytical Paper assignment
  • Week 2 Schedule Interview assignment
  • Week 4 Conduct and Report on the Interview assignment
  • Week 6 Student Services as a Profession final paper

Also, review once again the list of Required Questions for the Interview  download. Recall that during the interview you will pose at least these five required questions and two or three more on a topic you selected in the Week 1 Analytical Paper assignment.

Now that you have thought about selecting an interviewee, selected a topic area, and begun to refine an associated student services issue, it is time to contact your interviewee to propose and schedule the interview, which must take place on or before Day 2 of Week 4.

Specifications for the interview are

  • The interviewee must be a student service practitioner in admissions, advising, tutoring, or other student support service.
  • The interview must occur over one continuous interval in a single day
  • The interview must be conducted by phone or face-to-face
  • The interview must take at least one hour.

In the Schedule Interview paper,

  • Specify the date, time, and if relevant, place of the interview.
  • Identify the mode of communication (phone, face-to-face, or other).
  • Summarize your communication with the interviewee when you arranged the interview.
  • Summarize your planned purpose and strategy for the interview—what do you want to find out and how to you intend to lead the interview to obtain this knowledge?

The Schedule Interview paper

For further assistance with the formatting and the title page, refer to APA Formatting for Word 2013 (Links to an external site.).

Review the Writing Center’s Grammarly (Links to an external site.) page before you submit your written assignment. Set up a Grammarly account (if you have not already done so), and use Grammarly to review a rough draft of your assignment. Then, carefully review all issues identified by Grammarly and revise your work as needed.

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EDU650: Teaching Learning and Leading in the 21st Century

EDU588: Week 2 – Discussion

Week 2 – Discussion

Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Refer to the Discussion Forum Grading Rubric under the Settings icon above for guidance on how your discussion will be evaluated.

An Ethical Dilemma [WLO: 1] [CLO: 3]

Prior to beginning this discussion, be sure you have read Chapters 4, 5, and 6 in the course textbook, the article, Standing Firm on Slippery Slopes: Understanding Ethical Boundaries in Student Affairs Work, and the ACPA Statement of Ethical Principals and Standards (Links to an external site.). Then read A Quick Wink: A Case Study About Sexual Harassment in Higher Education (Links to an external site.), which will serve as the basis for an ethical dilemma, which will be your initial post for this discussion.

A career in student services will expose you to situations related to ethical decision making. Sometimes those decisions can be determined by referring to the ethical code provided by your institution. Other times, deciding what is the correct and ethical decision is more difficult with all viable choices seeming to embody ethical problems, and you will have to make judgment calls based on a nuanced interpretation of ethical codes and principles.

In your initial post, use the format for solving an ethical dilemma presented in Chapter 6 of the course textbook to address each of the following item relating to A Quick Wink: A Case Study About Sexual Harassment in Higher Education (Links to an external site.):

  • Ethical dilemma: State the ethical dilemma of this case study.
  • Guidance from the profession: Review the ACPA Statement of Ethical Principals and Standards (Links to an external site.) and state what standards might help guide your ethical decision.
  • Context: Relevant parties and time, place, and manner: Describe the relevant parties involved in this ethical dilemma.
  • Options: Consider at least two different options for handling this ethical dilemma.
  • Application of principles and consequences: Based on the seven principles identified by the Council for Advancement of Standards in Higher Education (CAS), identify which principles are utilized for each option.
  • Identify the potential consequences of each option.

Guided Response: In your responses to peers, comment on the solutions to the dilemma posed by your peers, ask questions about the options they offered, and suggest modifications or alternatives to their solutions.

Though two replies are the basic expectation, for deeper engagement and application of the material, you are encouraged to provide responses to any comments or questions others have given to you (including your instructor) before Day 7. This ongoing engagement in the discussion will deepen the conversation while providing opportunities to demonstrate your content expertise, critical thinking, and real-world experiences with this topic. In addition to offering comments, encourage further conversation by questioning your peers about their responses.

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EDU650: Teaching Learning and Leading in the 21st Century

EDU650: Week 6 – Final Project

Week 6 – Final Project

Final Project: The Big Interview

[WLO: 1] [CLOs: 1, 2, 3, 4]

The Final Project requires you to integrate the work you undertook throughout the course into a video presentation. Using any video presentation tool (e.g., Screencast-O-Matic (Links to an external site.), or VoiceThread (Links to an external site.)), you will capture your voice and a slide presentation on video.

Be sure to submit your Final Project by Day 7 of this week as that is the last day of this course.

Prepare

From the three scenarios listed below, choose the one that most interests you:

  • Corporate Trainer: No Excuses University is looking for someone to handle the day-to-day human resources training and onboarding training requirements for its Dallas office. They need someone with a background in education and master’s degree in education. Along with foundational knowledge of education, they are seeking competence and confidence in front of the camera to support virtual and face-to-face corporate training. You have been asked to submit the initial introduction of your skills and abilities through a multimedia interview presentation instead of interviewing in person.
  • Military Training Officer: The military training command is expanding and adding a new training billet to the European Sector, based in Kaiserslautern, Germany. This new training officer position will instruct troops from all five branches as they arrive in the country. The Atlantic area commander has heard you are completing a master’s degree in education and has asked that you apply. Your application will be presented to admirals and generals from each branch. You have been asked to submit a multimedia interview presentation instead of interviewing multiple times in person. This position comes with a field promotion to the next grade/level and is a highly-coveted position for a career military officer.
  • K-12 Teacher: A school has been taken over by the state for poor performance. Based on the topics covered and the assignments you completed in this course, the new principal has asked you to interview for the lead teacher position. This position would make you a part of the leadership team representing your grade level and give you greater ability to enact significant changes across the school. You are one of only 20 candidates asked to apply for this prestigious position. You have been asked to submit a multimedia interview presentation instead of interviewing in person.

Reflect

Consider how you will land the job by reflecting on your strengths and the reasons why you would be a good candidate for the scenario you chose. Reflect on the topics you have covered during this course and how you can weave these important concepts, strategies, and ideas into the interview:

  • Culture of universal achievement
  • 21st-century teaching skills
  • Instructional management planning
  • Collaboration
  • Standards alignment
  • Multiple intelligences
  • Lesson planning
  • Assessment for learning
  • Data management

Content InstructionsSlide Presentation

With a total of 12 slides, create a slide presentation that you will present in an 8- to 10-minute video interview to your potential employer. In your video slide presentation,

  • Introduce yourself and the position for which you are applying.
  • Describe culture of universal achievement and why it is important (from Week 1). Make reference to your readings.
  • Describe the 21st-century skills (communication, collaboration, critical thinking, creativity) you possess and how you will use them (from Week 1). Make reference to the course readings.
  • Share your example of an instructional management plan (from Week 2). Consider sharing your rules and expectations.
  • Explain the value of collaboration and how you use it with peers (from Week 2). Make reference to the course readings.
  • Explain standards alignment regarding instructional planning (from Week 3). Make reference to the course readings.
  • Summarize multiple intelligence and why is it important to understand (from Week 3). Make reference to the course readings.
  • Discuss your approach to instructional planning as it relates to backwards design or traditional model (from Week 4). Make reference to the course readings.
  • Discuss your approach to assessment for learning and how you assess learners (from Week 4). Discuss both formative and summative assessments. Make reference to the course readings.
  • Explain the value of data and data management (from Week 5). Make reference to the course readings.
  • Conclude with a wrap up of your interview and an explanation for why you are the best candidate for the position.

Each of the above topics must be represented by one slide in your slide presentation. Your slides should only include the key words that you will elaborate on within your video presentation.  Additionally, include a slide that lists the references, in APA style, used in your presentation. Be sure that those sources are cited within your presentation slides. Consider using the references from the previous weeks’ assignments. You must use as least three scholarly sources.

Your slide presentation must be at least 12 slides (including the references slide) highlighting the main points of the above topics that you will speak to in more detail in the video interview.

In the notes section of the slide, written out in a Word document or a piece of paper, include a script of what you will be saying in the interview. Use this script as you record your slides to make your presentation as seamless as possible.  This will help to ensure you stay within the 8-10 minutes.

Content Instructions: Video Interview

After you have created your slide presentation, record your video interview of you presenting your slides using a multimedia tool of your choice: Screencast-O-Matic (Links to an external site.), or VoiceThread (Links to an external site.).

You will submit the recorded video interview to your instructor for grading, not the slide presentation.

Please follow the submission instructions below to submit your video interview:

  • Add your Final Project to Folio: One of the first things you will want to add to your Folio is your Final Project (i.e., video interview) from this class. What a wonderful media tool for potential employers to get to know you.
    • Archive your link to your video in your e-portfolio by uploading to your Folio account.
      • Select “Add new project” and follow the step-by-step instructions.
    • Once uploaded, add a title (EDU650: Final Project: The Big Interview) and a one- to two-sentence description.
    • Please note: Once assignments are uploaded to your e-portfolio, they are considered artifacts and will be referenced as such.
  • Submit your assignment to Waypoint in the classroom: Submit a Word document to include these two links:

Carefully review the Grading Rubric (Links to an external site.) for the criteria that will be used to evaluate your assignment.

Presentation and Formatting Expectations

  • The slide presentation must be 12 slides in length (not including title slide) and formatted according to APA Style as outlined in the Ashford University Writing Center’s How to Make a PowerPoint Presentation (Links to an external site.)
  • The slide presentation must include a separate title slide with the following:
    • Title of presentation
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted
  • Must use at least three scholarly and/or credible sources (Links to an external site.) in addition to the Teaching and Learning (Newman, 2019) and No Excuses University (Lopez, 2012) textbooks (for a total of at least five cited references). You will use scholarly sources to support your view, your position. Doing this assists in supporting your point of view.
  • The video interview must be 8 to 10 minutes in length.

Thank you, and congratulations as you wrap up your first graduate course here in the College of Education!

Carefully review the Grading Rubric (Links to an external site.) for the criteria that will be used to evaluate your assignment.

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EDU650: Teaching Learning and Leading in the 21st Century

EDU650: Week 6 – Discussion Forum

Week 6 – Discussion Forum

Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Refer to the Discussion Forum Grading Rubric under the Settings icon above for guidance on how your discussion will be evaluated.

Your Individual Support Plan (ISP) Peer Feedback [WLO: 2] [CLO: 5]

Formulating a plan is the first step in meeting your career aspirations. As you begin planning your strategy for success, consider the position you hope to attain with your official studies in the field of education. It is important to have a plan and support its success. You begin by preparing, then you reflect and then you take action in meeting your ISP! Because you will be setting goals, you will revisit your ISP at critical points of your program. Let’s get to planning!

“The greatest danger for most of us is not that our aim is too high and we miss it, but that it is too low and we reach it.” (Michelangelo, as cited in Lopez, 2013))

Prepare

Formulating a plan is the first step in meeting your career aspirations. As you begin planning your strategy for success, be sure to read the following:

  • Newman, R. (2019). Teaching and learning in the 21st century: Connecting the dots (2nd ed.)
    • Chapter 13: Leading and Learning for Success
  • This week’s lesson on individual career planning.

Reflect

As you consider your career goals in education, reflect on the following:

  • The position you hope to attain.
  • The key competencies needed for this position/industry.
  • The barriers or obstacles that might challenge you accomplishing your goals.
  • At least three goals you want to accomplish this year.

Content Instructions

  • Development Goals: Identify at least three professional development goals for your profession or a profession you hope to obtain in the future.
  • Development Activity, Support and Target Date: Identify development activities, support, and target dates, which will help you in developing as an education professional.
    • If the goals are for a profession, these can be hypothetical activities, support, and target dates.
  • Provide a summary for why you chose those goals and why they are important to you.
  • Use the example below as you write your career goals in education:
    • Development Goal: Build my network by joining Ashford CHAMPS mentoring network.
    • Development Activity: Attend quarterly virtual meetings
    • Support: Ashford CHAMPS Mentors
    • Target Date: By the end of the quarter

Guided Response: Respond to at least two of your peers. Provide feedback on your peer’s career plan and at least one suggestion to further assist your colleague in tackling his or her development plan. Be sure also to respond to any questions that your instructor might pose. Continue to monitor the discussion forum through Day 7 and respond with robust dialogue to anyone who replies to your initial post.

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EDU650: Teaching Learning and Leading in the 21st Century

EDU650: Look Ahead: Final Project

Look Ahead: Final Project

[WLO: 1] [CLOs: 1, 2, 3, 4]

The Final Project due in Week 6 requires you to integrate the work completed throughout the course into a video presentation. Using any video presentation tool (e.g., Screencast-O-Matic (Links to an external site.), or VoiceThread (Links to an external site.)), you will capture your voice and slides on video.

This week, you are required to review the Final Project requirements included below and to begin working on your video presentation. Although there is no graded activity to be submitted this week, you are encouraged to begin working on your video presentation as early as possible.

Prepare

From the three scenarios listed below, choose the one that most interests you:

  • Corporate Trainer: No Excuses University is looking for someone to handle the day-to-day human resources training and onboarding training requirements for its Dallas office. They need someone with a background in education and master’s degree in education. Along with foundational knowledge of education, they are seeking competence and confidence in front of the camera to support virtual and face-to-face corporate training. You have been asked to submit the initial introduction of your skills and abilities through a multimedia interview presentation instead of interviewing in person.
  • Military Training Officer: The military training command is expanding and adding a new training billet to the European Sector, based in Kaiserslautern, Germany. This new training officer position will instruct troops from all five branches as they arrive in the country. The Atlantic area commander has heard you are completing a master’s degree in education and has asked that you apply. Your application will be presented to admirals and generals from each branch. You have been asked to submit a multimedia interview presentation instead of interviewing multiple times in person. This position comes with a field promotion to the next grade/level and is a highly-coveted position for a career military officer.
  • K-12 Teacher: A school has been taken over by the state for poor performance. Based on the topics covered and the assignments you completed in this course, the new principal has asked you to interview for the lead teacher position. This position would make you a part of the leadership team representing your grade level and give you greater ability to enact significant changes across the school. You are one of only 20 candidates asked to apply for this prestigious position. You have been asked to submit a multimedia interview presentation instead of interviewing in person.

Reflect

Consider how you will land the job by reflecting on your strengths and the reasons why you would be a good candidate for the scenario you chose. Reflect on the topics you have covered during this course and how you can weave these important concepts, strategies, and ideas into the interview:

  • Culture of universal achievement
  • 21st-century teaching skills
  • Instructional management planning
  • Collaboration
  • Standards alignment
  • Multiple intelligences
  • Lesson planning
  • Assessment for learning
  • Data management

Content Instructions:

With a total of 12 slides, create a slide presentation that you will present in an 8- to 10-minute video interview to your potential employer. In your video slide presentation,

  • Introduce yourself and the position for which you are applying.
  • Describe culture of universal achievement and why it is important (from Week 1). Make reference to your readings.
  • Describe the 21st-century skills (communication, collaboration, critical thinking, creativity) you possess and how you will use them (from Week 1). Make reference to the course readings.
  • Share your example of an instructional management plan (from Week 2). Consider sharing your rules and expectations.
  • Explain the value of collaboration and how you use it with peers (from Week 2). Make reference to the course readings.
  • Explain standards alignment regarding instructional planning (from Week 3). Make reference to the course readings.
  • Summarize multiple intelligence and why is it important to understand (from Week 3). Make reference to the course readings.
  • Discuss your approach to instructional planning as it relates to backwards design or traditional model (from Week 4). Make reference to the course readings.
  • Discuss your approach to assessment for learning and how you assess learners (from Week 4). Discuss both formative and summative assessments.Make reference to the course readings.
  • Explain the value of data and data management (from Week 5). Make reference to the course readings.
  • Conclude with a wrap up of your interview and an explanation for why you are the best candidate for the position.

Each of the above topics must be represented by one slide in your slide presentation. Your slides should only include the key words that you will elaborate on within your video presentation.  Additionally, include a slide that lists the references, in APA style, used in your presentation. Be sure that those sources are cited within your presentation slides. Consider using the references from the previous weeks’ assignments. You must use as least three scholarly sources.

Your slide presentation must be at least 12 slides (including the references slide) highlighting the main points of the above topics that you will speak to in more detail in the video interview.

In the notes section of the slide, written out in a Word document or a piece of paper, include a script of what you will be saying in the interview. Use this script as you record your slides to make your presentation as seamless as possible.  This will help to ensure you stay within the 8-10 minutes.

After you have created your slide presentation, record your video interview with you presenting your slides, using a multimedia tool of your choice:  Screencast-O-Matic (Links to an external site.), or VoiceThread (Links to an external site.).

The recorded video interview is what you will be submitting to your instructor for grading, not the slide presentation.

Please review the full prompt in Week 6 and contact your instructor if you have questions about the Final Project.

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EDU650: Teaching Learning and Leading in the 21st Century

EDU650: Week 5 – Discussion Forum 2

Week 5 – Discussion Forum 2

Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Refer to the Discussion Forum Grading Rubric under the Settings icon above for guidance on how your discussion will be evaluated.

No Excuses University: Data Management Reflection [WLO: 3] [CLOs: 1, 2]

Damen Lopez, the founder of No Excuses University, suggests that for data-driven decisions to be made, we must first make data easily accessible and share it openly with each other. Data is just data until we present it as useful information! Once we can see data as useful information, then data becomes knowledge! When we have the knowledge of the data, possibilities are endless as it assists in guiding our decision-making process. This week you will examine data management in an educational setting.

“Don’t be buffaloed by experts and elites. Experts often possess more data than judgment.” (Colin Powell, as cited in Lopez, 2019)

Prepare

Prior to beginning work on this discussion forum, read Chapter 9 in No Excuses University on data management. You can also review the recommended resources for additional support.

Reflect

Within your own professional experiences, reflect on NEU’s data management concepts:

  • Data must be easily accessible.
  • Information about students (learners) needs to be openly shared.
  • Leaders must offer data that are deliberately arranged.

Content Instructions

Address each of the discussion points beginning with a description of any classroom and/or assessment experience you may have. If you do not have direct classroom experience, you may respond to these questions based on your own understanding of what occurs in schools, or a professional or volunteer position you have held outside of a school setting.

  • Describe some of the common reasons why educators keep their data private from each other. Suggest ways that you and your team might break down these barriers.
  • For those with classroom and assessment experience, describe how your current data are easily accessible, openly shared, and deliberately arranged.
  • For those without such experience, discuss the importance of the three pillars of data management and how you intend to apply this to your anticipated practice.
  • Share what you will do to make your system for data management exceptional. Provide at least two examples.

Be sure to make reference to your readings when responding to this discussion to support your analysis.

Guided Response: Respond to at least two of your classmates’ posts. Make an effort to select classmates with and without experience so as to think critically about both perspectives in relation to your own. Provide specific feedback regarding your classmates’ ideas for breaking down barriers. For those classmates with experience, discuss any similarities and differences you share regarding accessibility, sharing, and arrangement of your data. For those without experience, share how your perception is changed regarding the importance of the three pillars of data management and provide feedback about their ideas for applying them to their own practice. On each response to your peers, reflect on their ideas for making their system for data management exceptional. What recommendation can you make to further enhance their ideas?

Be sure also to respond to any questions that your instructor might pose. Continue to monitor the discussion forum through Day 7 and respond with robust dialogue to anyone who replies to your initial post.