Description
COMPETENCIES
2046.2.4 : Building an Inclusive School Community
The graduate implements communication strategies that promote cultural awareness, build inclusive school environments, and facilitate student success.
INTRODUCTION
In this task, you will create a communication plan around a hypothetical initiative of your choice based on an analysis of your current school setting. This plan should be relevant for your degree program. The communication plan should promote cultural awareness, build an inclusive school environment, and facilitate student success. As a teacher, promoting cultural awareness enables students from all backgrounds to be successful in a variety of educational settings.
REQUIREMENTS
Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. The originality report that is provided when you submit your task can be used as a guide.
You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.
Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc., unless specified in the task requirements. All other submissions must be file types that are uploaded and submitted as attachments (e.g., .docx, .pdf, .ppt).
A. Create an original communication plan to implement a change or initiative promoting cultural awareness, relevant to your degree program and educational setting, by doing the following:
1. Identify one subgroup of students based on demographic data from your school site who will be the intended focus for your communication plan.
Note: Subgroups can be any group of students who share similar characteristics, such as racial or ethnic identification, gender identification, socioeconomic status, physical or learning disabilities, language abilities, or school-assigned classifications (e.g., first generation, special education, gifted and talented, 504 status, English learners).
2. Describe the communication plan’s change or initiative by doing the following:
a. Describe one communication practice or policy in your plan that promotes cultural awareness and is relevant to the subgroup identified in part A1. Support your description with one academic source.
b. Describe one communication practice or policy in your plan that promotes a culturally inclusive educational environment and is relevant to the subgroup identified in part A1. Support your description with one academic source.
c. Describe one communication practice or policy in your plan that promotes student success and is relevant to the subgroup identified in part A1. Support your description with one academic source.
d. Describe one strategy to incorporate the cultural perspectives of families and community stakeholders and is relevant to the subgroup identified in part A1. Support your description with one academic source.
3. Describe three communication strategies that will be employed in the communication plan that are relevant to the subgroup identified in part A1.
a. Submit two artifacts of communication strategies as part of your plan. Both artifacts should align to the communication plan’s change or initiative and be appropriate for the subgroup described in part A1.
Note: Artifacts could be items like a parent survey conducted at a community event or a parent newsletter.
4. Summarize the purpose of your communication plan and how it will implement the change or initiative promoting cultural awareness.
B. Acknowledge sources, using APA-formatted in-text citations and references, for content that is quoted, paraphrased, or summarized.
C. Demonstrate professional communication in the content and presentation of your submission.
File Restrictions
File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ‘ ( )
File size limit: 200 MB
File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z
RUBRIC
SOE PROFESSIONAL DISPOSITIONS AND ETHICS:
NOT EVIDENT
The submission demonstrates consistently unprofessional or unethical behavior or disposition as outlined in the SOE Professional Dispositions and Ethics.
APPROACHING COMPETENCE
The submission demonstrates behavior or disposition that conflicts with the professional and ethical standards outlined in the SOE Professional Dispositions and Ethics.
COMPETENT
The submission demonstrates behavior and disposition that align with the professional and ethical standards outlined in the SOE Professional Dispositions and Ethics.
A1:SUBGROUP (NELP 3, PSEL 3, INTASC IV)
NOT EVIDENT
1 subgroup of students as the focus of the communication plan is not identified.
APPROACHING COMPETENCE
The 1 subgroup of students identified for the communication plan is based on irrelevant demographic data.
COMPETENT
The 1 subgroup of students identified for the communication plan is based on relevant demographic data.
A2A:CULTURAL AWARENESS (NELP 3, PSEL 3, INTASC IV)
NOT EVIDENT
1 communication practice or policy to promote cultural awareness is not described.
APPROACHING COMPETENCE
1 communication practice or policy is described, but it does not promote cultural awareness or is not relevant to the subgroup identified in part A1. Or the description is not supported by 1 academic source.
COMPETENT
1 communication practice or policy is described, and it promotes cultural awareness and is relevant to the subgroup identified in part A1. The description is supported by 1 academic source.
A2B:INCLUSIVE EDUCATIONAL ENVIRONMENT (NELP 3, PSEL 3, INTASC IV)
NOT EVIDENT
1 communication practice or policy to promote a culturally inclusive educational environment is not described.
APPROACHING COMPETENCE
1 communication practice or policy is described, but it does not promote a culturally inclusive educational environment or is not relevant to the subgroup identified in part A1. Or the description is not supported by 1 academic source.
COMPETENT
1 communication practice or policy is described, and it promotes a culturally inclusive educational environment and is relevant to the subgroup identified in part A1. The description is supported by 1 academic source.
A2C:STUDENT SUCCESS (NELP 3, PSEL 3, INTASC IV)
NOT EVIDENT
1 communication practice or policy to promote student success is not described.
APPROACHING COMPETENCE
1 communication practice or policy is described, but it does not promote student success or is not relevant to the subgroup identified in part A1. Or the description is not supported by 1 academic source.
COMPETENT
1 communication practice or policy is described, and it promotes student success and is relevant to the subgroup identified in part A1. The description is supported by 1 academic source.
A2D:FAMILY AND COMMUNITY PERSPECTIVES (NELP 3, PSEL 3, INTASC IV)
NOT EVIDENT
1 strategy to incorporate the cultural perspectives of families and community stakeholders is not described.
APPROACHING COMPETENCE
1 strategy is described, but it does not incorporate the cultural perspectives of families or community stakeholders. Or the strategy described is not relevant to the subgroup identified in part A1. Or the description is not supported by 1 academic source.
COMPETENT
1 strategy is described, and it incorporates the cultural perspectives of both families and community stakeholders, and it is relevant to the subgroup identified in part A1. The description is supported by 1 academic source.
A3:COMMUNICATION STRATEGIES (NELP 3, PSEL 3, INTASC IV)
NOT EVIDENT
A description of 3 communication strategies is not provided.
APPROACHING COMPETENCE
1 or more of the 3 communication strategies described are not relevant to the subgroup identified in part A1.
COMPETENT
All 3 communication strategies described are relevant to the subgroup identified in part A1.
A3A:ARTIFACTS (NELP 3, PSEL 3, INTASC IV)
NOT EVIDENT
2 artifacts of communication strategies are not submitted.
APPROACHING COMPETENCE
1 or both artifacts of communications strategies submitted do not align to the communications plan’s change or initiative, or 1 or both artifacts are not appropriate for the subgroup identified in part A1.
COMPETENT
Both artifacts of communication strategies submitted align to the goal of the communication plan’s change or initiative, and both artifacts are appropriate for the subgroup identified in part A1.
A4:PURPOSE OF COMMUNICATION PLAN SUMMARY (NELP 3, PSEL 3, INTASC IV)
NOT EVIDENT
A summary of the purpose of the communication plan is not provided.
APPROACHING COMPETENCE
A summary of the purpose of the communication plan does not include how the plan will implement the change or initiative, or the information provided is not appropriate for promoting cultural awareness.
COMPETENT
A summary of the purpose of the communication plan includes how the plan will implement the change or initiative, and the information provided is appropriate for promoting cultural awareness.
NOT EVIDENT
The submission does not include in-text citations and references according to APA style for content that is quoted, paraphrased, or summarized.
APPROACHING COMPETENCE
The submission includes in-text citations and references for content that is quoted, paraphrased, or summarized but does not demonstrate a consistent application of APA style.
COMPETENT
The submission includes in-text citations and references for content that is quoted, paraphrased, or summarized and demonstrates a consistent application of APA style.
NOT EVIDENT
Content is unstructured, is disjointed, or contains pervasive errors in mechanics, usage, or grammar. Vocabulary or tone is unprofessional or distracts from the topic.
APPROACHING COMPETENCE
Content is poorly organized, is difficult to follow, or contains errors in mechanics, usage, or grammar that cause confusion. Terminology is misused or ineffective.
COMPETENT
Content reflects attention to detail, is organized, and focuses on the main ideas as prescribed in the task or chosen by the candidate. Terminology is pertinent, is used correctly, and effectively conveys the intended meaning. Mechanics, usage, and grammar promote accurate interpretation and understanding.
Please respond to each question using he rubric as a guide. Please follow the structural format of the assignment. Please do not assume, if you have question or concerns reach out to me ASAP. I have attached the scenario below. My professor is a hard grader, so please provide the best response. Thank you; much appreciated.
