Leadership in the 21st-Century Support Systems

Leadership in the 21st-Century Support Systems

This assignment requires you to make connections between 21st-century support systems, specifically 21st Century Professional Development components. As the emphasis is on professional development, consider prior coursework that included collaboration, self-reflection, and other components pertaining to your growth as a practitioner and how that may contribute to student outcomes. There are several approaches you could take with this assignment. However, it is recommended the assignment you select to redesign includes at least one of the components found on the 21st Century Professional Development link and listed here: Highlights ways teachers can seize opportunities for integrating 21st century skills, tools, and teaching strategies into their classroom practice — and help them identify what activities they can replace/de-emphasize.

Balances direct instruction with project-oriented teaching methods.

Illustrates how a deeper understanding of subject matter can actually enhance problem-solving, critical thinking, and other 21st century skills.

Enables 21st century professional learning communities for teachers that model the kinds of classroom learning that best promotes 21st century skills for students.

Cultivates teachers’ ability to identify students’ particular learning styles, intelligences, strengths, and weaknesses.

Helps teachers develop their abilities to use various strategies (such as formative assessments) to reach diverse students and create environments that support differentiated teaching and learning.

Supports the continuous evaluation of students’ 21st century skills development.

Encourages knowledge sharing among communities of practitioners, using face-to-face, virtual, and blended communications.

Uses a scalable and sustainable model of professional development.

For example, you may redesign an instructional plan with assessment plans embedded throughout, or a full assessment plan including a summative assessment that demonstrates either points f or g, both focusing on student assessment. On the other hand, you might select a previous assignment that focused on professional collaboration and/or PLCs and modify it to support points d, h, or i. If you do not have previous assignments to use in this assignment, please contact your instructor for guidelines on how to proceed. As needed, refer to the MAED program learning outcomes (PLOs) list as needed. Upload your assignment to the course for evaluation and to your ePortfolio (Pathbrite).

Create your assignment to meet the content and written communication expectations below.

Content Expectations The Redesign expectations explain what you are required to do with the prior coursework you choose to redesign. The Summary expectations are for the separate written portion of this assignment. Redesign – 21st Century Professional Development (3 Points): Redesign of an instructional plan with assessment plans embedded throughout, or a full assessment plan with a summative assessment that includes integration of 21st Century Skills, teaching strategies, project-oriented teaching methods, problem-solving, and critical thinking.

Summary – Introduction/Conclusion (1 Point): A one paragraph introduction to the summary that concisely presents the scope and organization of the summary writing, as well as a one paragraph conclusion that recaps your summary’s key points.

Summary – Modification (1 Point): In one paragraph, summarize the changes you made to your activity to meet the redesign expectations for this assignment. Explicitly state how your redesign assignment provides evidence of mastery of PLOs 5 and 7

Summary – Reflection (1 Point): Summarize, in one paragraph, your experience with the redesign in terms of challenges you encountered and how you overcame those challenges.

Written Communication Expectations Page Requirement (.5 points): Two to four pages, not including title and references pages.

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.

Source Requirement (.5 points): References three scholarly sources in addition to the course textbook. All sources on the references page need to be used and cited correctly within the body of the assignment.

Masters of Arts in Education
Program Learning Outcomes
(Effective 2014)
PLO 1
Instructional Planning for
Learner Development
The MAED graduate designs appropriate and challenging learning
experiences informed by analysis of how learners develop
individually across the cognitive, linguistic, social, emotional, and
physical patterns to promote student learning and growth.
PLO 2
Differentiated Practice for
Diverse Learners
The MAED graduate employs differentiated instructional practices
aligned with learner strengths and differences, diverse cultures, and
diverse communities to promote student learning in a safe,
collaborative, engaging, inclusive, 21st century learning
environment.
PLO 3
Assessment for Learning
in the 21st Century
The MAED graduate designs a variety of evidence-based
assessments used for ongoing evaluation of student progress, and to
guide teacher and learner decision making.
PLO 4
Leading Change through
Research
The MAED graduate executes an action research study that draws on
the research and methods of various disciplines to address local or
global educational issues.
PLO 5
Dynamic Curriculum and
Instruction in the 21st
Century
The MAED graduate designs learner-centered instruction aligned
with Common Core State Standards, digital age standards (NETS-S),
and 21st Century skills to promote learner achievement and growth.
PLO 6
Professional Growth,
Leadership, and Ethical
Practice in the 21st
Century
The MAED graduate engages in continuous professional growth
through leadership in educational environments and the
demonstration of legal and ethical behavior in professional practices.
PLO 7
Content Knowledge
The MAED graduate uses knowledge of subject matter and central
concepts of the discipline(s) to create technology-enriched learning
environments that promote learner achievement and innovation.
PLO 8
Communication and
Collaboration in a Digital
Age
The MAED graduate effectively communicates and collaborates
with various stakeholders through written communication, verbal
communication, and a variety of current and emerging digital age
tools to ensure learner growth and to advance the profession.
PLO 9
Information, Media, and
Technology Skills
The MAED graduate uses a range of digital technology tools to
research, organize, evaluate, and communicate information while
exhibiting an understanding of ethical and legal issues surrounding
the use of information technologies.

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