Edu 695 Effective Communication - snaptutorial.com

EDU 695 All Assignments
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EDU 695 Week 1 Assignment 21st Century Framework Revision NEW
EDU 695 Week 2 Assignment 21st Century Skills and Standards NEW
EDU 695 Week 3 Assignment Learning and Innovation Skills and
Student Assessment NEW
EDU 695 Week 4 Assignment Research and Educational Change NEW -
Only Cover Letter - NO Personal CV
EDU 695 Week 5 Assignment Leadership in the 21st Century Support
Systems NEW
EDU 695 Week 6 Assignment Final Paper and ePortfolio NEW

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EDU 695 All DQs
EDU 695 Week 1 DQ 1 Diversity Through 21st Century Teaching and
Learning NEW
EDU 695 Week 2 DQ 1 Common Core State Standards NEW
EDU 695 Week 2 DQ 2 Common Core Presentation NEW
EDU 695 Week 3 DQ 1 Critical Thinking and Problem Solving NEW

EDU 695 Week 3 DQ 2 Creativity and Innovation NEW
EDU 695 Week 4 DQ 1 Share Your Action Research Study NEW
EDU 695 Week 5 DQ 1 Working Together to Achieve a Common Goal
NEW
EDU 695 Week 5 DQ 2 Professional Learning Communities NEW
EDU 695 Week 5 DQ 3 Link Your ePortfolio NEW
EDU 695 Week 6 DQ 1 Reflecting on Your Coursework NEW
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EDU 695 Entire Course
EDU 695 Week 1 Assignment 21st Century Framework Revision NEW
EDU 695 Week 1 DQ 1 Diversity Through 21st Century Teaching and
Learning NEW
EDU 695 Week 2 Assignment 21st Century Skills and Standards NEW
EDU 695 Week 2 DQ 1 Common Core State Standards NEW
EDU 695 Week 2 DQ 2 Common Core Presentation NEW
EDU 695 Week 3 Assignment Learning and Innovation Skills and
Student Assessment NEW
EDU 695 Week 3 DQ 1 Critical Thinking and Problem Solving NEW

EDU 695 Week 3 DQ 2 Creativity and Innovation NEW
EDU 695 Week 4 Assignment Research and Educational Change NEW -
Only Cover Letter - NO Personal CV
EDU 695 Week 4 DQ 1 Share Your Action Research Study NEW
EDU 695 Week 5 Assignment Leadership in the 21st Century Support
Systems NEW
EDU 695 Week 5 DQ 1 Working Together to Achieve a Common Goal
NEW
EDU 695 Week 5 DQ 2 Professional Learning Communities NEW
EDU 695 Week 5 DQ 3 Link Your ePortfolio NEW
EDU 695 Week 6 Assignment Final Paper and ePortfolio NEW

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EDU 695 Week 1 Assignment 21st Century
Framework Revision NEW
This assignment re-introduces you to the framework of 21st Century
Skills that you will consider each week as you work to redesign prior
coursework for your ePortfolio. Note that a similar format is followed
for each of the assignments in this course. You will upload this
assignment to the course for evaluation and to your ePortfolio
(Pathbrite).
Specifically, after reviewing the Framework for 21st century learning,
you will redesign or modify a prior assignment from one of your courses

in the MAED program that represents your mastery of the MAED
program learning outcomes 1, 2, and 3. An assignment you may want to
redesign could be in the form of a lesson plan or teaching unit you
previously created for a course. Your redesign of the assignment must
show a representation of 21st-century learning through incorporation of
student outcomes and support systems, which are defined as follows:
• Student Outcomes: Learning and Innovations Skills (critical thinking,
communication, collaboration, and creativity), Core Subjects 3Rs and
21st Century Themes, Information, Media, and Technology Skills, Life
and Career Skills.
• Support Systems: Standards and assessments, curriculum and
instruction, professional development, learning environments.
When selecting an assignment to redesign, think about how the
assignment should consider the diverse strengths, differences, cultures,
and communities of students while offering a safe, collaborative,
engaging, and inclusive learning environment.
If you do not have previous work to use for this assignment, please
contact your instructor for guidelines on how to proceed. As needed,
refer to the MAED program learning outcomes (PLOs) list. Create your
assignment to meet the content and written communication expectations
noted 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 – Outcomes (2 Points): Redesign of the lesson plan or
teaching unit includes at least one component of the following 21st
Century Student Outcomes: Core Subjects and 21st Century Themes,
Learning and Innovation Skills, Information, Media, and Technology
Skills, and Life and Career Skills.
• Redesign – Support Systems (1 Point): Redesign of the lesson plan or
teaching unit includes at least one component of the following 21st
Century Support Systems: 21st Century Standards, Assessment for 21st
Century Skills, 21st Century Curriculum and Instruction, and 21st
Century Learning Environments.
• 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): For each revision, summarize in
a paragraph how you revised the activity to address the components of
21st Century Student Outcomes and 21st Century Support systems.

Explicitly state how your redesign assignment provides evidence of
mastery of PLO’s 1, 2, and 3.
• Summary – Reflection (1 Point): In one page, reflect on your
experience with the redesign in terms of challenges you encountered and
how you overcame those challenges, including any difficulties
experienced in revising to address the components of 21st Century
Student Outcomes and 21st Century Support systems.
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): Reference 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.

For information related to APA style, including samples and tutorials,
please visit the Ashford Writing Center.
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EDU 695 Week 1 DQ 1 Diversity Through 21st
Century Teaching and Learning NEW
Diversity Through 21st-Century Teaching and Learning
There is a broad range of experiences brought to the school every day by
cultural, linguistic, and ethnically diverse students. These unique

diversities compel the development and use of different teaching
strategies to target each student as an individual. In this discussion, you
will explore the concept of supporting diversity through 21st-century
teaching and learning. This discussion is also intended to support your
performance on the Week One Assignment.
Initial Post - Select three of the five prompts below, and then discuss
how the Framework for 21st century learning can be applied to each
prompt using specific examples of the actions you would take to apply
the framework. Your response to each of the three prompts should be
one paragraph.
a. Analyze how you can maintain high standards and demonstrate high
expectations for all ethnically, culturally, and linguistically diverse
students in the classroom.
b. Reflect on ways in which you will choose culturally relevant
curriculum and instructional materials that recognize, incorporate, and
reflect students’ heritage and the contributions of various ethnic groups.
c. Discuss how you would differentiate instruction for the inclusion of
various learning styles.
d. Reflect on ways in which you would modify instruction for special
education students.

e. Discuss how you would modify instruction to meet the needs of
students who are designated second language learners.
Guided Response: Respond to at least two peers. Ask questions of your
peers about their responses to encourage further conversation. In your
responses, consider including a question about the inclusion of 21st-
century skills in a diverse classroom. Though two replies is the basic
expectation, for deeper engagement and learning, you are encouraged to
provide responses to any comments or questions others have given to
you, including the instructor. Responding to the replies given to you will
further the conversation and provide additional opportunities for you to
demonstrate your content expertise, critical thinking, and real-world
experiences with this topic.
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EDU 695 Week 2 Assignment 21st Century Skills
and Standards NEW

21st-Century Skills and Standards
In this assignment, you need to think about 21st century support
systems, the Common Core State Standards (CCSS), and International
Society for Technology in Education Student (ISTE-S) standards and
their relationship with quality instructional planning, delivery, and
learner achievement. Using the Framework for 21st century learning as a
resource, you will redesign or modify a prior activity, such as a lesson
plan or curriculum project, that you created in a prior course. The
redesigned coursework need to be a representation of your mastery of
the MAED program learning outcomes 5 and 7. This assignment will be
uploaded to the course for evaluation and to your ePortfolio (Pathbrite).
If you do not have previous projects 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.
Create your assignment to meet the content and written communication
expectations below.

• Redesign – ISTE-S Standard (1 Point): Redesign a lesson plan or
curriculum project that reflects a minimum of one ISTE-S standard
labeled with number, title, and objective(s). For example:
Creativity and Innovation
o Apply existing knowledge to generate new ideas, products and
processes.
• Redesign – Grade Level / CCSS Alignment (1 Point): Redesign a
lesson plan or curriculum project that clearly labels a grade level and
content specific CCSS (Math or English Language Arts) which is
aligned with a minimum of one Core Subject and 21st Century Themes
and a minimum of one Learning and Innovation Skill, one Information,
Media, & Technology Skill, and evidence of at least one Life and Career
Skill.
• Summary – Introduction/Conclusion (1 Point): In one paragraph,
provide an introductory summary that concisely presents the scope and
organization of the summary writing and a one-paragraph conclusion
that summarizes the key points of your summary.
• Summary – Modification (1 Point): In one paragraph, summarize the
changes you made to address ISTE-S, CCSS, and 21st Century Skills

and how your activity addresses each. Explicitly state how your redesign
assignment provides evidence of master of PLO’s 5 and 7.
• Summary – Evaluation (1 Point): In one paragraph, evaluate the
appropriate 21st century support system components that align with your
redesigned activity and, using examples, evaluate how each influences
learner-centered instruction and the creation of a technology-enriched
learning environment promoting learner achievement and innovations.
21st century support systems include: 21st century standards, assessment
for 21st century skills, 21st century curriculum and instruction, and 21st
century learning environments.
• Summary – Reflection (1 Point): In one paragraph, summarize your
how you overcame those challenges.

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EDU 695 Week 2 DQ 1 Common Core State
Standards NEW
Common Core State Standards
Common Core State Standards (CCSS) establish clear expectations for
student learning and are the standards for a set of learning for all
students in the United States regardless of geographic location. This

discussion is focused on CCSS and the role these standards take in the
school setting.
There are two parts to this discussion as explained below.
• Part One: First, in one paragraph, summarize your understanding of
the foundation of the CCSS for Math and English Arts. Next, adopting
the perspective of a teacher leader, in at least two paragraphs, evaluate
how CCSS (Math and English Language Arts) can be used to influence
the use of technology-enhanced differentiated instructional strategies to
support the needs of all learners. Finally, in one paragraph, justify why it
is important to have purposeful planning of differentiated instructional
strategies to promote student learning and provide at least one specific
example to support your justification.
• Part Two: Include a link to your ePortfolio (Pathbrite) in your initial
post along with a one-paragraph reflection about your experience with
the redesign for the Week One Assignment in terms of challenges you
encountered and how you overcame those challenges. Be sure to include
any difficulties you experienced in revising to meet the components of
21st century student outcomes and 21st century support systems.
Guided Response: Respond to at least two peers. In your responses,
include a question about your peer’s technology-enhanced instructional
strategies and offer an additional resource that supports an alternative
viewpoint. Additionally, discuss your peer’s point of view and whether

it is in direct correlation or contrast to yours about the CCSS. Finally,
address your peer’s discussion of the challenges he or she faced in the
redesign for the Week One Assignment offering supportive ideas for
how your peer could overcome these challenges for future redesigns in
this course.
Though two replies is the basic expectation, for deeper engagement and
learning, you are encouraged to provide responses to any comments or
questions others have given to you, including the instructor. Responding
to the replies given to you will further the conversation and provide
additional opportunities for you to demonstrate your content expertise,
critical thinking, and real-world experiences with this topic.
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EDU 695 Week 2 DQ 2 Common Core
Presentation NEW

Common Core Presentation
In the Common Core State Standards discussion for Week Two, you
describe the foundation of CCSS and discuss how CCSS can be used to
influence the use of technology-enhanced instructional strategies to
support the needs of all learners. Here, you continue the discussion on
CCSS, but from the perspective of linking report cards to the CCSS. It is
common to think about how creating report cards that are linked to
CCSS will define expectations for student learning, communicate
student progress to parents, provides a consistent approach to assessment
evaluations, and focuses on academic achievement. As needed, review
the Hunt Institute video below (click this link to view the video
transcript), which covers the history and development of the CCSS.
For this discussion, you will adopt the role of a school leader and create
a digital presentation using the software of your choice (e.g.,
PowerPoint, Present.me, YouTube, Prezi, Jing, SlideRocket, or another
program). Your audience for this presentation can be either a school
board or a stakeholder directly in the school setting, such as teachers,
other staff, or students. If you use software other than PowerPoint,

submit notes for each slide as part of your post. If you use PowerPoint,
be sure to include notes for each talking point on slides in the notes
section for each slide. The presentation needs to be six to eight slides,
excluding the title and references slides, and cite at least one scholarly
source in addition to the required resources for this week.
Ensure that your presentation:
• Explains the purpose of CCSS.
• Explains how the CCSS are used within a school for teaching and
learning.
• Justifies why creating report cards based on the CCSS is important in
the school or district (depending on the role you chose to take as noted
in the initial post directions above).
• Summarizes your understanding of how embedding evidence-based
assessment in the curriculum can help guide teachers and learners in
decision making.
Guided Response: Respond to at least two peers. Ask questions of your
peers about their responses to encourage further conversation about their
presentation in relation to yours. Critically discuss the variations in your
presentation content and what may account for those differences aside

from intended audience. Though two replies is the basic expectation, for
deeper engagement and learning, you are encouraged to provide
responses to any comments or questions others have given to you,
including the instructor. Responding to the replies given to you will
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EDU 695 Week 3 Assignment Learning and
Innovation Skills and Student Assessment NEW
Learning and Innovation Skills and Student Assessment

This assignment requires you to make connections between high-quality
assessment and learning and innovation skills. Additionally, using the
Framework for 21st century learning as a resource, you will redesign or
modify a prior activity from one of your courses in the MAED program
representing program learning outcome 3, 4, 5, and 7. There are several
approaches you could take with this assignment. For example, you may
redesign an instructional plan with assessment plans embedded
throughout or a full assessment plan including a summative assessment
you may have constructed. These are just two ideas out of numerous
possibilities. If you do not have previous assignments to use in this
assignment, please contact your instructor for guidelines on how to
proceed. Refer to the MAED program learning outcomes (PLOs) list as
needed. Upload your assignment to the course for evaluation and to your
ePortfolio (Pathbrite).
expectations below.
• Redesign - Alignment and Mastery (1 Point): Redesign an
instructional plan with assessment plans embedded throughout, or a full
assessment plan as noted above including a summative assessment that

could be selected to include alignment between specific skills, CCSS,
and objectives and includes criteria for mastery.
• Redesign - Learning and Innovation Skills (1 Point): Redesign an
instructional plan with assessment plans embedded throughout, or a full
assessment plan as noted above including a summative assessment that
could be selected to include specific learning and innovation skills from
either/each of; creativity and innovation, critical thinking and problem
solving, and/or communication and collaboration.
introduction to a summary that concisely presents the scope and
• 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 PLO’s 3, 5, and 7.
• Summary – Evaluation (1 Point): In one paragraph, evaluate how
your assessment promotes Learning & Innovation Skills, assess how it
could be used as a tool for ongoing evaluation of student progress, and
evaluate how it could be used as a guide for teacher and student decision
making.

• Summary – Reflection (1 Point): Summarize, in one paragraph, your
• 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.
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EDU 695 Week 3 DQ 1 Critical Thinking and
Problem Solving NEW
Critical Thinking and Problem Solving
In Week Two, you created a presentation on why linking assessments
with report cards that reflect CCSS is imperative. In this discussion, you
expand on your knowledge about CCSS and debate the idea of whether
creating high-quality assessments is necessary. Note that some educators
argue that it is not enough to just create a link between assessments and
report cards, but that assessments need to be high level and should
require students to synthesize their learning instead of only
demonstrating mastery by rote memory. Alternatively, some educators
argue that high-quality assessments cost more than lower quality
assessments (Eisner, 2001; Matthews, 2006; Pulfrey, Buch, &Butera,

2011). One possible reason for this viewpoint is that higher-level
assessments often include performance tasks and/or essays that require
teacher scoring, and thus a great deal of time is spent on evaluating
students’ work. Conversely, lower-level assessments measuring basic
knowledge through multiple-choice and true/false responses; they can be
measured using technology and take considerably less time and
resources to measure.
First, choose a side from the two opposing viewpoints described above
and discuss one of these two points:
a. Can the American education system afford assessments for deeper
learning?
b. Can the American education system afford not to have such high-
quality assessments?
Next, discuss if it is necessary to share assessment items, rubrics and
21st-century practices with fellow colleagues.

Guided Response: Respond to at least two peers. Find one peer who has
the same argument you chose and one peer who chose the viewpoint you
did not. Debate how your viewpoint is different. If your viewpoint is
similar to that of your peers discuss the similarities. Evaluate your peers’
responses to the use of multimedia resources with regard to critical
thinking and problem solving. Though two replies is the basic
expectation, for deeper engagement and learning, you are encouraged to
provide responses to any comments or questions others have given to
you, including the instructor. Responding to the replies given to you will
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EDU 695 Week 3 DQ 2 Creativity and
Innovation NEW

Creativity and Innovation
Educators strive to create a classroom that instills creativity and
innovation. In this discussion, you will think about the creative and
innovative instructional approach known as the the flipped classroom
while making direct connections to the Common Core State Standards
and teacher decision making based on student assessments. Reflecting
on your previous discussion on CCSS in Week Two as well as your
previous discussions from EDU671: Fundamentals of Educational
Research about the flipped classroom, you will complete the three parts
of this discussion’s initial post.
There are three parts to this discussion, which are described below.
Part 1

• Discuss how the flipped classroom idea can be used in conjunction
with CCSS (Math or English Language Arts)
• Describe ways you could incorporate technology used in the flipped
classroom idea to support the Framework for 21st century learning in the
classroom as it relates to decision making based on student assessments.
Part 2
Now, think about assessments you have created or used in the past to
address the following:
• Discuss if a school or teacher should use a multimedia resource that
is absolutely amazing in delivering both content and assessment, but is
not accessible.

• Evaluate whether the resource must be excluded from a course if
there are no reasonably equivalent accessible alternatives.
Part 3
• Attach a link to your electronic portfolio.
• In one paragraph, reflect on your experience with the redesign in
terms of challenges you encountered during the Week Two Assignment
and how you overcame those challenges including any difficulties
experienced in revising to meet the components of one ISTE-S standard
and the CCSS (Math or English Language Arts) which are aligned with
a minimum of one Core Subject and 21st Century Themes and a
minimum of one Learning and Innovation Skill, one Information,
Media, & Technology Skill, and evidence of at least one Life and Career
Skill.

Guided Response: Respond to at least two peers. Your replies should
include a question about the incorporation of CCSS and the Framework
for 21st Century learning in your peers’ posts and should offer an
additional resource for consideration that supports an alternative
viewpoint. Though two replies is the basic expectation, for deeper
engagement and learning, you are encouraged to provide responses to
any comments or questions others have given to you, including the
instructor. Responding to the replies given to you will further the
conversation and provide additional opportunities for you to demonstrate
your content expertise, critical thinking, and real world experiences with
this topic.
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EDU 695 Week 4 Assignment Research and
Educational Change NEW Only Cover Letter
NO Personal CV

Ashford 5: - Week 4 - Assignment
Research and 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 a 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.
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 to your question, overview of your approach, results from
your study or experience, and your 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 your
research, and a brief acknowledgement to those who helped you 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
(Pathbrite).
Note: Including your CV or Cover Letter in your ePortfolio 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 your study while using minimal
background information and definitions.
• Materials and Methods (1 point): In 50-100 words, describe the
procedure you used to collect data.
• Study Results (1 point): In 50-100 words, state your research
questions, describe how they were supported by your research, and then
include visuals (e.g., graphic/charts/diagrams) to illustrate the parts or
results of your study.
• Conclusion (1 point): In no more than 200 words, provide the
concluding remarks about your study while explaining your major result
in such a way as to convince your audience why the outcome is
interesting. Describe the relevance of your 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 in
retrospect.
• Relevant Literature Cited (.5 points): Use full citations in APA for all
primary works you consulted from the literature to inform and support
the purpose of your study.

• Acknowledgement (.5 points): In 30-50 words, provide an
acknowledgement to individuals or groups who supported or contributed
to your study.
Part Two:
• Create – Curriculum Vitae (.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.
comprehension and organization of syntax and mechanics, such as
• Page Requirement (.25 points): Includes a CV and Cover Letter that
are no more than 4 to 5 pages in length.

Next Steps: Review and Submit the Assignment
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EDU 695 Week 4 DQ 1 Share Your Action
Research Study NEW

Share Your Action Research Study
Action research is a form of inquiry in which a problem is identified and
a series of actions are planned as a way of gaining deeper understanding
of the range of possible solutions. The purpose of this discussion is to
promote reciprocal sharing of your final action research report with
others in your community of practice (your peers in this course) who
would value the knowledge you have gained through the action research
process. In this discussion, you will create a presentation using the
software of your choice (e.g., PowerPoint, Google Docs, Present.me,
YouTube, Prezi, Jing, SlideRocket, or another program) to present your
findings to your school at an after school staff meeting. Include speaker
notes if using PowerPoint. If using a program other than PowerPoint,
submit a document with speaker notes included for each slide.
There are two parts to this discussion.
Part 1: Share the process and results of the action research planned in
EDU671 and conducted in EDU675. At a minimum:
• Describe the purpose of your study by writing a statement that
completes the following sentence, “The purpose of this study is to…”
(two to three sentences).
• Post your research question(s) - Include definitions of key technical
terms, if necessary. (one to three sentences)

• Outcomes/Results The “so what?” of your study—Answers to your
research questions. (three to four sentences)
• Assuming you would conduct another cycle of this study, what
specific modifications or adjustments would you make, and why? (three
to four sentences)
• Explain why this study is important to the school and the students. (
two to three sentences)
• Explain why this study is important it is important for teachers and
other educational practitioners to become researchers of their own
practice. (two to three sentences)
Part 2:
• Attach a link to your ePortfolio (Pathbrite).
• In one paragraph, reflect on your experience with the redesign of the
Week Three Assignment in terms of challenges you encountered and
how you overcame those challenges. Also include how your assessment
promotes learning and innovation skills and how it could be used as a
tool for ongoing evaluation of student progress.
Use the PowerPoint Template as a guide to help create a high quality
presentation.
Alternate: If you do not have your own completed action research to
utilize, you will take a slightly different approach to complete this

discussion: Using the Ashford University Library, locate and analyze a
peer-reviewed educational action research study. You will follow the
same guidelines in Part 1 of the discussion to create a presentation to
share in the discussion forum. An added part to your presentation is
reference to the article.
Guided Response: Respond to at least two peers. In your replies, take on
the role of a teacher listening to the presentation. Ask questions about
your peer’s action research study and offer an additional resource for
consideration that supports an alternative viewpoint. Though two replies
is the basic expectation, for deeper engagement and learning, you are
encouraged to provide responses to any comments or questions others
have given to you, including the instructor. Responding to the replies
given to you will further the conversation and provide additional
opportunities for you to demonstrate your content expertise, critical
thinking, and real-world experiences with this topic.
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EDU 695 Week 5 Assignment Leadership in the
21st Century Support Systems NEW
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 of 21st Century Professional Development (as listed
below):
a. 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.

b. Balances direct instruction with project-oriented teaching methods.
c. Illustrates how a deeper understanding of subject matter can actually
enhance problem-solving, critical thinking, and other 21st century skills.
d. Enables 21st century professional learning communities for teachers
that model the kinds of classroom learning that best promotes 21st
century skills for students.
e. Cultivates teachers’ ability to identify students’ particular learning
styles, intelligences, strengths, and weaknesses.
f. 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.
g. Supports the continuous evaluation of students’ 21st century skills
development.
h. Encourages knowledge sharing among communities of practitioners,
using face-to-face, virtual, and blended communications.
i. 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
(Pathbrite).
expectations below.
• 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.
introduction to the summary that concisely presents the scope and
• 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

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EDU 695 Week 5 DQ 1 Working Together to
Achieve a Common Goal NEW

Working Together to Achieve a Common Goal
In this discussion, your instructor will assign and post your mock
professional learning community (PLC) group of approximately two to
three peers. Once your group has been identified, begin collaborating
with the group in this discussion and in the Professional Learning
Communities discussion for this week. In this discussion, your first step
is to get to know your partners in your mock PLC.
Post a brief introduction of your professional and/or educational
background and current grade you teach or would like to teach.
Guided Response. As a group, identify a leader. The leader will then:
a. Complete and attach the Group Agreement document.
b. Post your group name.
c. List each member of your group and which of the bulleted points
listed in discussion two each member of the group will be working on.

d. Identify what mode of communication you will use to work together
to complete and disseminate the discussion points. Use the Group
Agreement document as your guide for your collaboration. Individually,
you will attach and post your section in the Professional Learning
Communities discussion for this week.
**************************************************
EDU 695 Week 5 DQ 2 Professional Learning
Communities NEW
Professional Learning Communities

One component of the 21st Century Professional Development
framework encourages sharing knowledge with fellow faculty, using
face-to-face, virtual and blended communications. When we think of
sharing knowledge, we often think of using professional learning
communities. In several of your courses, the concept of a professional
learning community (PLC) is presented and elaborated on. A
professional learning community consists of individuals with an interest
in eduction. The focus of a professional learning community can be
taking measures to ensure students learn, creating a culture of
collaboration in the school, for school improvement and more (DuFour,
2004). In this discussion, you will deliberate about the use of
professional learning communities as they relate to the 21st Century
Professional Development framework with an emphasis on technology.
Initial Post: Think about the 21st Century Professional Development
framework and technology when working in your mock professional
learning community. Next, imagine your state legislatures have asked
the non-partisan Legislative Analyst’s Office to advise them regarding
the creation of a blended professional learning community across the
districts within the state. As an educator who is well versed in
employing critical thinking, problem solving and 21st-century skills in
the classroom, you have been selected to participate with a group of
other teachers to inform and persuade the Analyst’s Office of why the
incorporation of technology to work collaboratively with other teachers
in the state is important.
Work with your mock PLC group to come up with a supported argument
based on personal experiences and scholarly literature in which you:

• Discuss how you could incorporate and implement the use of
technology to create a blended professional learning community across
districts within your state to share knowledge with fellow faculty on how
a deeper understanding of subject matter can actually enhance problem
solving, critical thinking, and other 21st-century skills.
• Discuss how creating a professional learning community can increase
the ways teachers seize opportunities for integrating 21st-century skills,
tools and teaching strategies into their classroom practice — and help
them identify what activities they can replace or de-emphasize.
Guided Response: Respond to at least two peers. In your responses, ask
a question about the 21st Century Professional Development framework
with regard to professional learning communities and offer an additional
resource for consideration that supports an alternative viewpoint.
Though two replies is the basic expectation, for deeper engagement and
**************************************************

EDU 695 Week 5 DQ 3 Link Your ePortfolio
NEW
Link Your ePortfolio
In this discussion, you will attach a link to your ePortfolio and reflect on
your redesign activity from the Week Four Assignment. Your instructor
will not post individual replies to all learners. Instead, the instructor will
post a synthesis of the redesign activity on Day 7 (Monday). The
instructor will find common themes and challenges associated with the
assignment from Week Four to provide feedback to the class as a whole.
Although your instructor will not provide individual feedback, you will
be graded on whether or not you attached the link to your ePortfolio
(Pathbrite), your reflection of the assignment, and your responses to
peers.

Initial Post: Attach a link to your electronic portfolio. Next, in one
page,reflect on the major result of your study and why the outcome is
interesting, describe the relevance of your 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 in
retrospect.
Guided Response: Respond to at least one peer. In your reply, ask
questions about their responses to encourage further conversation.
Though one reply is the basic expectation, for deeper engagement and
**************************************************

EDU 695 Week 6 Assignment Final Paper and
ePortfolio NEW
Final Paper and ePortfolio
You will create an ePortfolio that includes redesigned activities from
prior coursework in the Masters of Arts in Education (MAED) Program
that demonstrate your competency with the nine Program Learning
Outcomes, which are also the Course Learning Outcomes for EDU 695.
Additionally, you will write a narrative reflection of your experience
with the program and the ePortfolio construction. The overarching goal
of this Final Paper and ePortfolio assignment is to showcase learning
from the MAED Program in a consolidated, web-based format that can
easily be shared with anyone: colleagues, potential or current employers,
friends, family members, and others. For the ePortfolio, you use a
system called Pathbrite. Within this ePortfolio, you will tell the story of
your educational journey and value of your personal MAED experience
as it applies to the labor market. Remember, the ePortfolio is your
chance to show what you know and are able to do in the practice of
teaching and learning with technology. You will submit a link to your

ePortfolio and attach your paper portion of the assignment in a Week Six
discussion for preliminary feedback by peers and the instructor before
the final submission. The earlier you submit in the Week Six discussion
the more opportunity you have for input from your peers and instructor
to improve your work before the final submission of this assignment.
Creating the Final Paper and ePortfolio
Please include a link to the ePortfolio (Pathbrite) within the paper
portion of this assignment. As needed, refer to the MAED program
learning outcomes (PLOs) list. Then, create your final assignment to
meet the content and written communication expectations below.
• ePortfolio Components (5 Points): Include at least one artifact
demonstrating mastery for each of the nine MAED Program Learning
Outcomes (PLOs).
• ePortfolio Design (3 Points): Design the ePortfolio to be professional
in appearance. Be sure to exemplify effective and ethical uses of
technology so that the ePortfolio logically organized in a visually
appealing way.
• Narrative – Ranking (5 Points): Rank and discuss the importance of
each Program Learning Outcome to your individual work setting,
including an explanation of each ranking and its value to you in your
learning environment or your position. Discuss how you currently use

each PLO in your work setting and, if PLOs are not used, discuss ways
you might begin to use them in your current or future work setting. If
you are unemployed or otherwise do not work in a teaching role, you
can either (a) use a previous work location, or (b) imagine the perfect
work location (e.g., your dream job), and use that fictional work center
to rank and discuss each PLO. The overall goal of this section of the
narrative is to rank each PLO according to its importance to you as an
educator or potential educator, starting by listing the most important
PLO to you first.
• Narrative – Challenges/Solutions (5 Points): Discuss the design and
development challenges you experienced while creating this ePortfolio
in Pathbrite and explain how you overcame those challenges. If you feel
that you did not face any challenges during your design/redesign, please
state that there were no challenges and clearly support this statement
with a discussion of the details, or reflect and think deeply about your
design/redesign process and offer a detailed narrative of how the process
excelled. Examples of challenges include: (a) getting accustomed to
specific technology to communicate and showcase your learning, (b)
difficulty ranking the PLOs, (c) finding creative ways to display your
newly learned skill sets, and (d) tying together concepts and theories into
one cohesive digital collection. When you explain how you resolved or
worked around challenges you need to consider how you became
proficient in using various digital tools, how you linked PLOs to your
job responsibilities, how Internet searches uncovered new ways to utilize
your talents, how peer collaboration produced ways to effectively
consolidate multiple concepts and theories in one package, and how
ePortfolio examples sparked creative thought.

• Page Requirement (.5 points): Include one page per discussion of
each of the nine MAED Program Learning Outcomes and a tenth page
for the narrative response for a total of ten pages (not including the title
and reference pages).
comprehension and organization of syntax and mechanics, such as
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.
**************************************************
EDU 695 Week 6 DQ 1 Reflecting on Your
Coursework NEW
Reflecting on Your Coursework

This discussion is your opportunity to receive feedback on the Week Six
Final Paper and ePortfolio Assignment. Remember, submitting this
information earlier in the week is advised to allow peers and the
instructor ample time to offer feedback to you that you can use to revise
your final assignment before submission.
Initial Post – In your initial post, submit a link to your ePortfolio
(Pathbrite) from the Week Six Assignment and attach your draft
document of the final assignment to the message. In the message of your
initial post:
• In at least one paragraph, discuss your takeaways from this course.
What new learning transpired for you in this course? What will you
carry with you to your current or future classroom?
• In at least one paragraph, discuss how action research can influence
educational change within the classroom, district, and nationwide.
Guided Response: Respond to at least two peers. Consider reviewing the
Grading Rubric for the Week Six Assignment and using language from
the rubric in your feedback to peers about their projects. For optimal
engagement with your learning peers, you are encouraged to re-engage
in the discussion by replying to posts made in response to you by the
instructor and peers. Timely feedback to peers will be most helpful to
them in the finalization of their Week Six Assignment!

**************************************************

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