Sit and get vs doing | Education homework help

20. The GSS

December 6: Final papers due!

CONCEPTUAL FRAMEWORK UNIT OUTCOMES:

CANDIDATE PROFICIENCES

Knowledge and Expertise in Practice – The Responsive Professional demonstrates knowledge of content disciplines and engages in effective pedagogical practice. The candidate: CF-K1 Knows, understands, and applies multiple theoretical perspectives about human development and learning. CF-K2 Demonstrates knowledge of content discipline and related standards. CF-K3 Knows and demonstrates appropriate use of instructional resources and methodologies for subject matter content. CF-K4 Plans and implements effective standards-based learning experiences. CF-K5 Applies a variety of appropriate and effective assessment techniques to facilitate and monitor student academic growth and program improvement. CF-K6 Demonstrates effective management skills. CF-K7 Uses and integrates technology as appropriate. CF-K8 Models and utilizes effective planning that incorporates higher order thinking. CF-K9 Identifies and articulates relevant education policies and laws. Reflection – The Responsive Professional actively, persistently, and carefully considers practice,

experiences, and available alternatives to guide decision-making. The candidate:

CF-R1 Reviews systematically one’s own educational practice and learns from experience. CF-R2 Uses assessment and evaluation to inform instruction. CF-R3 Searches persistently for information and solutions to problems. Diversity – The Responsive Professional articulates an understanding that beliefs, traditions, and values across and within cultures affect both learning and relationships with learners, their families, and

the community. The candidate:

CF-D1 Fosters inclusive learning environments in which diversity is valued and learners are taught to live harmoniously. CF-D2 Accommodates learning styles and individual needs through developmentally appropriate practices. CF-D3 Engages and involves students in relevant and challenging learning experiences. CF-D4 Exhibits respect for all types of diversity. CF-D5 Is informed about and responsive to cultural differences. Professionalism – The Responsive Professional actively seeks opportunities to grow professionally, collaborates to meet complex needs of learners, advocates educational principles, and models leadership skills. The candidate: CF-P1 Collaborates effectively with students, parents, and colleagues. CF-P2 Models appropriate behaviors and attitudes. CF-P3 Sustains commitment to professional growth. CF-P4 Demonstrates problem solving, interpersonal communication, and decision-making skills in leadership roles. CF-P5 Engages in service to the profession. CF-P6 Participates in educational advocacy. CF-P7 Participates in professional organizations, meetings, and conferences. University of Louisiana Lafayette College of Education

RESPONSIVE PROFESSIONAL DISPOSITIONS

Disp 1. Candidates demonstrate commitment to professionalism. Disp 2. Candidates identify and demonstrate appreciation of the importance of diversity and its impact. Disp 3. Candidates demonstrate a commitment to learning and to participation in professional organizations and currency in field. Disp 4. Candidates demonstrate self-direction in learning and practice. Disp 5. Candidates value the role of community and of the family in the learning process. Disp 6. Candidates demonstrate collaboration with other professionals to affect student learning. Disp 7. Candidates demonstrate a commitment to critical thinking and problem solving. Disp 8. Candidates value the use of data to inform decisions. The conceptual framework of the UL Lafayette College of Education is designed to expand upon the institution’s commitment to be a responsive university. Doctoral students are expected to demonstrate knowledge, skills, and dispositions associated with the four elements of a Responsive Professional. Responsive Professionals demonstrate expertise in knowledge and practice. They are reflective practitioners who respect diversity and demonstrate a commitment to professionalism.Course Policies and Procedures Emergency Evacuation Procedures A map of this floor is posted near the elevator marking the evacuation route and the Designated Route Area. This is an area where emergency service personnel will go first to look for individuals who need assistance in exiting the building. Student who may need assistance should identify themselves to the teaching faculty. Attendance Policy (Will discuss further at our first meeting) Academic Honesty The College of Education adheres to the policy on academic honesty as outlined on page 427 in the Undergraduate Bulletin (2003-2005) . Students Requiring Special Accommodations Students requiring special accommodations must register with the Office of Services for Students with Disabilities and provide official documentation to the instructor in a timely manner.

• SOCS 350 Week 5 Assignment: Reflection on Diversity
• FIN/571 FINAL EXAM (2015) 100% CORRECT ANSWERS
• I have a film appreciation course that requires a 5page paper with a presentation on the film pulp fiction.
• For A-plus Writer Only
• BUS 630-Week 4 Written assignment
• Character development
• accntng
• HSA 520
• ESSAY FOR kim woods
• paper