Week 4 Assignment

 

Research of Educational Change

One aspect of professional development that educators can participate in is that of educational conferences. While you may at some point have participated in an educational conference as an attendee, you have the opportunity in this assignment to think as a presenter! This assignment will also provide you the opportunity to create or revise your Curriculum Vitae (CV) and cover letter.

In this assignment, you will take your discussion presentation you prepared for the staff meeting and convert it into a poster that you could use at an academic conference. As well, often when submitting a poster proposal you include a CV and cover letter that highlight your experience and research interests. If you created a CV and cover letter for a course in your program sequence, you may take this opportunity to revise and update those artifacts.

Historically, a conference poster session involves use of a large poster-board style document as a reference when speaking with conference attendees about your research or practical experiences with a topic. Increasingly, the poster session involves handouts in digital format transferred through QR codes or another medium and may involve a television or other screen display to communicate your research at an academic conference. Always, your poster presentation contains a title, introduction of the research question/s, overview of the research approach, results from the study or experience, and planned next steps in applying or expanding the study or experience. Additionally, the poster provides information about literature related to the poster topic, usually a selected listing of previously published articles that are important to the research, and a brief acknowledgement to those who helped with the study.

Your poster, in whatever format it is presented at the conference, is effective if it can be scanned and comprehended at a high level in around five minutes. Usually you will be present with your poster to explain points and answer questions in an authentic conference experience.

Using the

Poster Presentation Template

, create your assignment to meet the content and written communication expectations below. Upload your assignment to the course for evaluation and to your

Folio

.

NOTE: Including your CV or Cover Letter in your Folio is optional

Content Expectations- Two Parts

Part One:

• Introduction (1 point): In 100-200 words, use this section to interest your audience in the issue or question of the study while using minimal background information and definitions.
• Materials and Methods (1 point): In 50-100 words, describe the procedure used in the study to collect data.
• Study Results (1 point): In 50-100 words, state the research questions, describe how they were supported by the research, and then include visuals (e.g., graphic/charts/diagrams) to illustrate the parts or results of the study.
• Conclusion (1.5 point): In no more than 200 words, provide the concluding remarks about the study while explaining the major result in such a way as to convince the audience why the outcome is interesting. Describe the relevance of the findings to the field of education and/or beyond, describe other directions this study could lead to, and summarize the changes you would make to the study had you been the researcher.
• Relevant Literature Cited (.5 points): Use full citations in APA for all primary works consulted from the literature to inform and support the purpose of the study.

Part Two:

• Create – Curriculum Vitae (1.5 points): In three to four pages your CV should include your name, an overview of your education, your academic and related employment (especially teaching, editorial, or administrative experience), your research projects and/or research interests (including conference papers and publications), and your departmental and community service.
• Create – Cover Letter (1.5 points): In no more than one page your cover letter should include; heading, introduction, argument, and closing.

Written Communication Expectations

• APA Formatting (.5 points): Use APA formatting consistently throughout the assignment.
• Syntax and Mechanics (.5 points): Display meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar.
• Page Requirement (.5 points): Includes a CV and Cover Letter that are no more than 4 to 5 pages in length.
• Source Requirement (.5 points): References three scholarly sources in addition to the course textbook.

For information related to APA style, including samples and tutorials, please visit the

Ashford Writing Center (Links to an external site.)

.

Next Steps: Review and Submit the Assignment

Review your assignment with the Grading Rubric to be sure you have achieved the distinguished levels of performance for each criterion. Next, submit the assignment for evaluation no later than Day 7.

All sources on the references page need to be used and cited correctly within the body of the assignment.

Carefully review the

Grading Rubric (Links to an external site.)

for the criteria that will be used to evaluate your assignment.

Sharon A. Mitchell

Phone:  (470)458-5308

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Email:sharonlee918@gmail.com

EDUCATION:

Ashford University, Bachelor of Science- Early Childhood Education, May 2014

Shorter University, Associate in Arts- Early Childhood Education, May 2012

Atlanta Technical College, Diploma- Child Development, May 2000

University of Arizona, Masters Education & Leadership, Exp. March 2021

AREAS OF STRENGTH

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More than 22 years in Early Education

.

Dedicated, self-motivated, passionate, professional. Able to work with students from diverse backgrounds. Trained in Second Steps; competent in providing support for children with social emotional and special needs. Knowledgeable of NAEYC, DECAL, Bright from the Start, Head Start and Georgia Pre-K Standards. Recognized for Leadership and commitment to Early Education Experienced in facilitating workshops and serving as mentor to new teachers. Excellent time-management skills; complete assessments and documentation in a timely matter.

Excellent Communication Skills (Verbal/written)
Supervision/Team Leader/Team Player

Training/Mentoring/Coaching

Goal Driven/Problem Solver

Concise Decision Making Skills

Financial Management

Punctuality Prioritizing Tasks/Self Motivated

Computer Skills: Microsoft Word

Certifications: First Aid & CPR, Childhood Development Associate, 40 hour Center Director Credential, Career level 8 in PDR

WORK EXPERIENCE

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Sheltering Arms Learning Center, East Lake Center, June 2018-Present

Curriculum Specialist

Works in the center to ensure quality education standards; acts as a role model in regard to teaching techniques, discipline and professional growth and development; acts as a liaison between teaching staff and center management; maintains center resource and supply areas. Serves as a member of the Center Management Team, taking responsibility for center operations in the absence of the Center Director and Family Support Coordinator. Provides on site staff training and assists with area and agency wide training.

· Routinely observes in classroom using Sheltering Arms classroom observation forms, monthly focus checklists, NAEYC, ITERS, ECERS, CLASS, RRFTS and other related curriculum observation checklists.

· Assists teachers in self-evaluation and goal setting, follows up on previous goals.

· Serves as a mentor teacher working in classrooms when there is a teacher shortage or need for technical assistance.

· Models and provides coaching for developmentally appropriate practice for teachers in the classrooms.

· Meets regularly as part of the management team to share concerns and progress.

· Conducts lead teacher meetings at least twice a month.

· Assists Center Director in establishing agenda for staff meeting.

· Assists Center Director and Lead Teachers in conducting new teacher orientation.

· Assists Center Director with classroom teacher performance appraisals.

· Checks lesson plans weekly and gives feedback and approval.

· Works one-on-one with classroom staff to foster continued professional growth and development.

· Keeps track of educational materials and makes them available to staff as needed (resource books, training manuals, etc.)

· Ensures that resource and supply areas are organized and orderly.

· Checks classroom inventories and assists Center Director in ordering appropriate materials.

· Provides on site staff training for teachers and parents and assists with area and agency training.

· Follows up with teachers who have received training to ensure implementation in the classroom.

· Trains staff on and monitors developmental assessment data entry and use in weekly lesson plans.

· Meets regularly with Director Of Curriculum and Instruction to share curriculum concerns and assist in development of curriculum materials necessary for the implementation of the educational program.

· Participates in staff and parent meetings, as needed.

· Keeps informed of current information on child development by reading and attending conferences and workshops.

 

Sheltering Arms Early Education Center, East Lake Center, October 2013-June 2018

· Georgia Pre-K Lead Teacher/Georgia Pre K Coordinator

· Maintain a safe and healthy learning environment.

· Provide an integrated curriculum that meets the needs of individual children

· Plan and implement experiences that promote language and literacy development

· Utilized Teacher Strategies, GELDS, Creative Curriculum

· Assess children’s needs and developmental progress on an ongoing basis.

· Maintain weekly lesson plans.

· Knowledgeable of developmental stages.

· Promote communication with parents through progress notes, monthly newsletters, and parent conferences.

· Use positive guidance techniques and self-esteem building techniques

· Complete development assessment and screenings

· Knowledgeable of NAEYC, DECAL, Bright from the Start, Head Start and Pre-K Standards, Evaluate staff performance, supervise coach and encourage staff, assess training needs, plan and implement activities to meet the physical, emotional, intellectual and social needs of the children in the program, oversees Pre K program to ensure that Quality Rated status is obtained.

· Build Partnerships with the East Lake Foundations/ Partners within the community for Operational Story Book and Week of the Young Child.

· Hourly Counts, Playground Health and Safety Checklist and Ratio.

· Active Supervision.

· Implementing STEAM in the Summer Camp Program.

Sheltering Arms Early Education Center East Lake Center- September 2005– October 2013

Lead Preschool Teacher

.

· Recruited staff through community outreach and overseeing the interview, hiring and orientation process

· Focused on establishing and maintaining on-going marketing efforts to sustain enrollment.

· Lead the center to achieve Quality Rated status in Georgia.

· Lead staff in implementation of developmentally appropriate curriculum.

· CLASS Teacher-Child Interactions.

· Utilized Creative Curriculum and Teacher Strategies.

· Created Lesson Plans.

· Maintained a Safe And Healthy Environment.

Sheltering Arms Early Learn Center, East Lake- March 2001 – 2005

Lead Teacher/ Infant & Toddler

· CLASS Teacher-Child Interactions.

· Learning Environments arrangements/development.

· Curriculum Implementation.

· Child Assessment.

· Classroom Management.

· Meeting All Children’s Needs.

· Working with Families to enhancing quality care.

· Professional Growth and Collaboration.

· Policies and Procedures based NAEYC, The Department of Early Childhood and Learning (DECAL) Head Start and State Regulations.

Highlights

· Increased enrollment from 40% to 85%

· Decreased the number of child related accidents

· Improved teacher awareness of curriculum and daily practices.

· Help with NAEYC Accreditation and Class Observation.

· Teacher Mentor for Sheltering Arms East Lake Center.

· Went through 2 NAEYC Reviews and 2 Quality Rated Reviews

· Class chosen for NAEYC Reviews and Quality Rated Reviews.

· NAEYC Accredited and Three Stars for Quality Rated at Sheltering Arms East Lake Center.

Name:_____________________________

C.R.A.A.P. Test Worksheet

The CRAAP Test* is a list of questions to help you evaluate the information you find. Select a source appropriate to your research topic. Use that source to answer the questions below to determine if it is appropriate to use.

Provide an MLA/APA citation for your source here:

 

Loraine Dunn, Susan Kontos (1997) What Does Research Tell Us?

Loraine Dunn and Susan Kontos

 … Professional preparation designed to help teachers implement developmentally appropriate practice can be quite effective … Academic environments in preschool:

Retrieved form:
Developmentally appropriate practice: What does research tell us?

What type of source is it? X Scholarly Article

1. Currency:
the timeliness of the information

When was the information published or posted?	Yes Published
Is it recent enough to be relevant to your thesis? Why or why not? Yes and No, it had some valid information about strong argument for developmentally appropriate practices, however it wasn’t resent enough information for me.	X:Yes □No Explain: The article was published In October, 1997 in an article from the University of Illinois: Clearinghouse on Elementary and Early Childhood Education
* Websites Only: How recently has the website been updated? N/A

 2. Relevance: the importance of the information for your needs

Does the information relate to your topic or answer your question? The information in the article talks about child-initiated environments and how children coup with cognitive development. And how this development enhanced through developmentally appropriate practices.	X: Yes □No Explain: Studies showed that inappropriate classrooms who did not implement (DAP) exhibited more total stress behaviors throughout the day and more stress behaviors during group times.
Is the information at an appropriate level? Yes	X:Yes □No Explain: It was based out of Early Childhood Classrooms.
Would you be comfortable using this source for a research paper? Yes I will	X:Yes □No Explain: I would be comfortable using this source because It shows research on the effects of planning (DAP) in early childhood.

 

3. Authority: the source of the information

Who is the creator or author?	Loraine Dunn and Susan Kontos
What are the author’s credentials or organizational affiliations?	Loraine Dunn is a professor in early childhood education at the University of Oklahoma where she teaches early childhood classes, oversees the child development laboratory, and makes student teaching placements. Her research has focused on child care program quality, developmentally appropriate practice, and children’s learning and development.
What are the author’s qualifications to write on this topic?	Susan J. Kontos, one of the country’s leading researchers in early childhood education and care Susan’s meticulous observational studies of children and teachers in early childhood programs helped shape current thinking about indicators of program quality and set high standards in classroom research Susan’s numerous contributions to the field included editorial positions with the Early Childhood Research Quarterly, Young Children, Early Childhood Research & Practice, and Child and Youth Care Forum
*Websites Only: does the URL reveal anything about the author or source? (examples: .com, .edu, .gov, .org, .net)

4. Accuracy: the reliability, truthfulness, and correctness of the content

Is the information supported by evidence?	X:Yes □No Explain: Sources in the bibliography are sited throughout the article.
Are there citations or a bibliography included?	□Yes □No
Are there spelling, grammar, or other typographical errors?	□Yes X: No
*Websites Only: Do all the links work?	X:Yes □No

5.  Purpose: the reason the information exists

Do the creator(s) make their intentions or purpose clear?	X:Yes □No
Does the point of view appear objective and impartial?	□Yes □No Explain:
Are there any political, ideological, cultural, religious, or personal bias?	□Yes X: No
Is the creator/author trying to sell you something?	□Yes X:No

Summary: The article discusses the correlation between assessments and students becoming critical thinkers in the “information age” (Baylon, 2014). The article also explores the relationship between formal and informal assessment and student performance. The article further provides information relating to how critical thinking skills helps students throughout their lives.

*The CRAAP Test was developed by California State University, Chico