Advocacy Action Plan: Parts 3, 4 and 5 Education Essay
Please read my instructions: this is a 5 part plan. I ordered part 1 already which you delivered. I ordered part 2 to be delivered in 10 days. Im now requesting in this order to have the writer who is doing part 2 (order #0***) to finish the project and do part 3, 4 and 5 once he finishes part 2 as everything has to flow.
Advocacy Action Plan
Assessment Context: The assessment measures the candidate’s understanding and application of culturally responsive practices regarding classroom equity. The minimum cut score for this critical assessment is 131.5 points.
Note: This course includes this assignment as a critical assessment documenting your learning on the national standards listed below.
In this project, you will generate a five-part advocacy plan to ensure that your community of learners is fully supported and engaged in learning opportunities that meet their diverse, individual needs.
Submit the following components:
Introduction: Setting the Stage -----The writer i requested already did this part- I will attach it for reference so the rest flows.
Set the stage by introducing your advocacy plan components with your classroom/teaching/professional context. This will include information on your learners’ backgrounds (e.g., race, culture, SES, language, special learning needs) as well as your geographic location. Also address any particularly “hot button” issues or current events in your local community that have the potential to inform your students’ classroom experiences (e.g., you live in an area where police/community relations are strained).
Part 1. The Educator’s Impact- The writer already did this part 1- i will email it.
Section One: This section is comprised of your personal reflection on your life experiences that inform and impact your background that you bring with you to the classroom/educational setting. These topics will vary depending on who you are and where you live, but may include things like your race, your childhood experiences in school, your geographic location as a child or adult, your family’s history with schooling, and so on. Be sure to consider how these issues do or could impact your teaching/educational leadership and make these connections explicit for the reader. (9i InTASC)
Section Two: Reflect on your own strengths and challenges as an educator committed to equality in the learning environment. What areas do you still need or want to learn more about to improve your practice with students/learners? Identify at least two resources or experiences that you need to have/use to address these gaps. Present a short rationale for your choices and your action plan to engage in that work. (9e InTASC)
Part 2. Educational Norms/Professional Interactions (3L InTASC)--- (I placed the order for this part 2 to be delivered in 10 days --order 00071571. I am requesting the same writer who is currently working on order 00071571, to continue this order and type PART 3, 4 and 5 once he finishes part 2 which is order 00071571.
One of the challenges in the classroom/educational setting can be effective communication that works well for a variety of learners and a variety of messages. One strategy to help you ensure that your communication strategies are responsive and supportive is to develop classroom/educational setting norms that can guide your work as a community of learners.
In this section, develop a set of norms for communication that are appropriate for the age/content that you teach or lead. Be sure to identify exactly how you believe these strategies support the context you described in the introduction to your advocacy action plan. Your choices need to be attentive to the cultural dynamics that are present in your classroom/setting.
Part 3: Peer-to-Peer Relationships (3o InTASC) --3 pages
How do you model and encourage effective peer-to-peer relationships? Describe and explain how you will teach a strategy to your students that encourages relationships that are accepting and responsive to student diversity. Target the choices you make to the age/content that you teach( 14-18 yrs old-foreign language SPANISH). If you teach adolescents (I DO-high school), you might focus on the power of language to include or exclude. If you teach young children, you might focus on strategies for learning to include others in games at recess. Choose one idea and develop it well, ensuring that you are detailing both why you have chosen it and how you would enact it.
Part 4: Family/Student Support (3a InTASC) --3-4 Pages
You will write this piece of your advocacy action plan as a recommendation to your administration or school grade level team to support family/community collaboration to meet student learning needs. If you work in an educational setting outside of a school, please adjust the audience of your piece accordingly (you might write this for a manager or supervisor instead of principal).
Reflecting on the resources and community supports that you identified during the course readings and activities, identify three effective ways to involve or include families in your students’ learning experiences. Address how these will provide opportunities for family engagement that may not be typically present in your school/educational setting (do not just report on what currently exists in the school site). Be sure that these are approaches that foster collaboration with families and can or would be supported by your school/educational site.
Part 5: Identifying Your Role as an Educational Advocate for Students--3-4 pages
Throughout this course, you have developed a set of skills that deepens your understanding about your students and their lives and the impact that your teaching has on their experiences. What are you going to do with this knowledge? Educators are advocates for their students by default—you can choose to be proactive with this knowledge and work in areas/issues that are particularly meaningful for you. What role do you choose to take? How do you intend to advocate for your students? Identify at least two ways that you believe you can be a voice for your students and discuss how you envision yourself taking on this role.
Note: Please submit the entire advocacy action plan as one Word file with clear headers to identify each part of the plan. Please be sure to include appropriate in-text citations and references at the end of each section (not at the end of the entire plan) to support your ideas.
This course includes this assignment as a critical assessment documenting your learning on the national standards described below. For information on the critical assessment policy, please review the course syllabus. Be sure to review the rubric for the assignment.
InTASC Standards
Standard #3: Learning Environments
The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.
3(a) The teacher collaborates with learners, families, and colleagues to build a safe, positive learning climate of openness, mutual respect, support, and inquiry.
3(l) The teacher understands how learner diversity can affect communication and knows how to communicate effectively in differing environments.
3(o) The teacher values the role of learners in promoting each other’s learning and recognizes the importance of peer relationship in establishing a climate of learning.
Standard #9: Professional Learning and Ethical Practice
The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and action on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.
9(e) The teacher reflects on his/her personal biases and accesses resources to deepen his/her own understanding of cultural, ethnic, gender, and learning differences to build stronger relationships and create more relevant learning experiences.
9(i) The teacher understands how personal identity, worldview, and prior experience affect perceptions and expectations, and recognizes how they may bias behaviors and interactions with others.
Support your statements with evidence from the required studies and your research. Cite and reference your sources in APA style.
Advocacy Action Plan: Parts 3, 4 and 5
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Advocacy Action Plan: Parts 3, 4 and 5
Part 3: Peer-to-Peer Relationships (3o InTASC)
The interactions among peers within the classroom are an important and normal aspect of the learning process. Such relationships have a significant influence on the learning habits of children. Effective relationships and social interactions amongst the learners have a positive effect not only on academic success but also on success later in life (Alder, 2015). As an educator, I model and encourage effective peer-to-peer relationships by using the power of language to exclude and include. I have chosen this idea because my classroom has adolescent students from diverse cultural and linguistic backgrounds, and it is vital for them to use culturally-appropriate language when interacting with each other so that the other student does not feel offended. If a student feels offended, this may hinder the development of effective peer-to-peer interactions and relationships with other students.
I will teach this strategy in various ways. For example, I will create a culturally responsive classroom and promote the use of culture-fair language. I will post classroom rules in all the relevant languages, including English and Spanish considering that the vast majority of the learners in my classroom speak Spanish. The diversity of language would be celebrated. In the conventional classrooms, Alder (2015) stated that children who do not speak English as their first language usually feel lost, marginalized, and even pressured into abandoning their native language in favor of the English language. However, in classrooms that are culturally sensitive, diversity of language is cherished (Cruz & Petersen, 2015). In such a classroom, the level of instructional materials that the teacher provides to the Spanish students and other students who are not fluent in English is adapted to their level of fluency in the English language. Creating a culturally-responsive classroom will encourage the students always to use culturally-fair or culturally-appropriate language when interacting with students from other cultures in the classroom. This means they will always be mindful of their choice of words and exclude words that might be offensive to other students.
The chosen strategy also entails prohibiting racist language and stereotypes in the classroom. I will not let such inappropriate language pass unchallenged. I will encourage the students to exclude racially offensive language and stereotypes in their verbal communications with other students in the classroom because if I do not discourage it, the offended students would be harmed in the following ways: firstly, they would be harmed by the limitations that they would feel in their capacity to work and live harmoniously with other students within the classroom and other people in the broader society. Secondly, they would be harmed by the humiliating description of their racial or ethnic category which might become part of the student’s self-concept (Brown, 2013). Both would hinder effective peer-to-peer relationships. I will strive to include language that is inclusive, unbiased and does not divide the learners needlessly, and then encourage the students to do the same in the social interactions. Jokes or slurs which focus on the student’s culture, language or ethnicity serve to reinforce prejudice and impede the development of effective peer-to-peer relationships (Cruz & Petersen, 2015). I will make it clear to all of them that I do not tolerate religious, cultural, ethnic or racial jokes or any other offensive slurs or jokes and then explain to them why. This will ensure that the learners exclude such offensive vocabulary in their language. This will, in turn, promote effective peer-to-peer relationships amongst the students.
Moreover, the selected strategy entails encouraging the students to learn the names of all the other students in the classroom and pronounce them rightly. They should completely avoid mispronouncing other students’ names as this may be deemed offensive by the other child and hinder the development of effective peer-to-peer relationships. To be able to properly pronounce the names of other students, especially those whose names may be difficult to pronounce, they should ask them how it is correctly pronounced. Furthermore, I will emphasize the unity by underscoring the similarities between the students to decrease discrimination, prejudice, as well as racism and allow them to be accepting and responsive to each other in their interactions and relationships. I will give them adequate proof that children who do not look like they are students just like them at the core. Such a perspective, as Alder (2015) pointed out, could be taught to the students in the classroom by fostering a culture of learning from each other instead of promoting a culture of passing judgment on differences in beliefs and values.
Also, the selected strategy entails encouraging the learners to view issues from different points of view. This is important as it will enable them to respect and to view more favorably the perspectives of other students, including the perspectives of those from a different cultural and linguistic background (Cruz & Petersen, 2015). I will teach them that differences in culture and views should not be feared and judged, but should instead be appreciated and cherished. This will then allow them to develop an effective peer-to-peer relationships and be responsive and accepting of student diversity.
Part 4: Family/Student Support (3a InTASC)
Strong family involvement in their children’s education and school is of great importance to the child’s success. Such family involvement should be a persistent, purposeful, comprehensive and ongoing process. In working with families, the objective is to allow them to support the learning of their children. Increased family involvement, as Brown (2013) pointed out, can result in improved student academic performance. There are three effective ways of including or involving parents in the learning experiences of students. These are described below:
The first effective way is to welcome parent volunteers in my classroom. Teachers can utilize parent volunteers in various important classroom activities about the curriculum. For example, parent volunteers can be used to assist the children with their homework, work with the adolescent student on a special project, provide tutoring in certain subjects such as language arts, and even translating something from English to Hispanic or another language (Lee & Buxton, 2014). Inviting parent volunteers is essential as it would give culturally-different parents the opportunity of seeing the way I always conduct my classroom, and the students would be able to see their parents as accepted and valued members of the school community. Inviting parents into the classroom is also important as it would enable them to share their concerns, experiences, and insights in the context of the classroom curriculum. This will provide opportunities for family engagement which might not be present in my school. In essence, the school should improve the recruitment, training, activities as well as schedules for involving families as volunteers at the school. Teachers should work with parent volunteers to support the learners and the school at large.
The second way is by involving parents in decision making. The school should include families and parents as participants in decision making processes at the school. Furthermore, schools should involve culturally-different parents in curriculum development. This is important as it will allow the schools to design a culturally-relevant curriculum that effectively meets the needs of the diverse students. Parents can be involved as cultural informants in the process of planning and implementation (Aleman, 2013). Also, families should be involved in school governance as well as in advocacy activities. Involving families could be done through parent organizations, committees, task forces, and school improvement teams or councils. Also, schools and educators should invite families and parents to take part in goal setting for their children.
Thirdly is by communicating with parents regularly and scheduling meetings and conferences with them. The school, including teachers, should comm...