Discussion: Capella University Modeling and Leading in Education Plan

Discussion: Capella University Modeling and Leading in Education Plan

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Discussion: Capella University Modeling and Leading in Education Plan

Question Description
4-6 pages length

APA Format



As a leader in your school, you may be asked to develop action plans in the implementation of a variety of initiatives. In this assignment, discuss your ideas for presenting a plan of action to a diverse group of stakeholders, including colleagues, decision makers, parents, and community members.


Part 1: Plan

Address the following in your plan:

Briefly describe the plan you will be promoting in your presentation.
Your plan should involve the implementation of an educational innovation, preferably related to educational technology.
Analyze the makeup of the stakeholder audience to which you would present your plan of action; this group could include colleagues, decision makers, parents, and community members.
Provide a rationale for your choice of occasion and venue for the presentation.
For example, would you present to the school faculty at a faculty meeting? Or would you present to the school board at a board meeting?
Justify the topics you would address with this group at this occasion and venue.
Analyze the main points that would be needed to persuade all stakeholders.
How could you address their key concerns? How will you support your contentions? Will you refer to the professional literature or personal experience? Why or why not?
Write a 3-minute introduction designed to grab your audience’s attention and persuade them to listen attentively to your presentation.
Resources: The Process of School Change
Change in schools has been studied from various models, including Systems Theory, Fullan’s Educational Change Model, and Rogers’ Diffusion of Innovation Theory. From these resources, you will examine varying and divergent views on how educational change occurs. You are encouraged to pay close attention to the roles and responsibilities of individuals and groups who engage in and impact the change process.
Gundy, M. S., & Berger, M. J. (2016). Towards a model supporting educational change. International Journal of Information and Education Technology, 6(3), 232–235. Retrieved from http://www.ijiet.org/vol6/691-EI1006.pdf
Loogma, K., Tafel-Viia, K., & Ümarik, M. (2013). Conceptualising educational changes: A social innovation approach. Journal of Educational Change, 14(3), 283–301.
Moreno, C., Luria, D., & Mojkowski, C. (2013). The latest twist on spreading innovation: One school at a time. Phi Delta Kappan, 95(3), 8–11.
Ogawa, R. T. (2015). Change of mind: How organization theory led me to move from studying educational reform to pursuing educational design. Journal of Educational Administration, 53(6), 794–804.
Stoll, L. (2013). Systemwide reform under pressure: A global perspective on learning and change. Journal of Educational Administration, 51(4), 564–570.
White, D. G., & Levin, J. A. (2016). Navigating the turbulent waters of school reform guided by complexity theory. Complicity, 13(1), 43–80.
Wood, P. (2017). Overcoming the problem of embedding change in educational organizations: A perspective from normalization process theory. Management in Education, 31(1), 33–38.
Resources: Stakeholders and Sustainable Innovation
A rationale is a justification. As such, it must go beyond verification—the citing of examples that support your contentions. Stakeholders who are being asked to commit time and energy to a change initiative are less interested in how the innovation worked in other settings than they are in seeing how it would work in their own situation and why. That explicit alignment emerges from a critical analysis of the specifics of the culture into which you are proposing to intrude with your innovation, and that analysis must reflect theory and best practice from the professional literature.
Collinson, V., & Cook, T. (2013). Organizational learning: Leading innovations. International Journal of Educational Leadership and Management, 1(1). Retrieved from http://dx.doi.org/10.4471/ijelm.2013.03
Iriti, J., Bickel, W., Schunn, C. & Stein, M. K. (2016). Maximizing research and development resources: Identifying and testing “load-bearing conditions” for educational technology innovations. Educational Technology, Research and Development, 64(2), 245–262.
Paxton, D., & Van Stralen, S. (2015). Developing collaborative and innovative leadership: Practices for fostering a new mindset. The Journal of Leadership Education, 14(4), 11–25.
Schultz, K., & McGinn, K. C. (2013). “No one cares about this community more than us”: The role of listening, participation, and trust in a small urban district. Urban Education, 48(6), 767–797.
Research Guide – Education Technology and Innovation
Through these resources, you will examine how stakeholders can engage in and sustain change and how to persuade them to do so.

Resources: Persuasion and Credibility

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You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.


Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.
Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality

Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes

I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.
LopesWrite Policy

For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

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