Interview Assignment

Interview Assignment

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EXPERT EDUCATOR GRADING RUBRIC Criteria Content 70% Biographical Information about the Expert / Interviewee (10 pts) Number of Interview Questions (10 pts) Type of Questions (10 pts) Relevance of Questions (10 pts) Responses (10 pts) Levels of Achievement Advanced Proficient Developing Not present 10 points 9 points 1 to 8 points 0 points A 6 to 7 sentence paragraph is provided that describes the interviewee, his or her position, and why he/she is a credible resource to recruit for the interview. A 4 to 5 sentence paragraph is provided that describes the interviewee, his or her position, and why he/she is a credible resource to recruit for the interview. Not enough biographical information is provided to highlight why the educator is a credible resource to recruit for the interview. No biographical information about the interviewee is provided. 10 points 9 points 1 to 8 points 0 points 8 to 10 questions are composed. 6-7 questions are composed. 1-5 questions are composed. No questions were composed. 10 points 9 points 1 to 8 points 0 points The questions are creative and open ended and lead to good discussion. The questions are open ended. Most of the questions are convergent and do not promote discussion. All questions were convergent. 10 points 9 points 1 to 8 points 0 points All questions are clearly related to the project topic. Most all questions are clearly related to the project topic. Few questions are relevant to the project topic. No questions are relevant to the project topic. 10 points 9 points 1 to 8 points 0 points All responses clearly represent the words of the interviewee. Responses appear to represent the words of the interviewee. Few responses appear to represent the words of the interviewee. Responses do not clearly represent the words of the interviewee. Project Question and Response (10 pts) Personal Analysis (10 pts) Structure 30% Format (10 pts) Mechanical errors in grammar or punctuation or spelling or capitalization (10 pts) 10 points 9 points 1 to 8 points 0 points A question and response addressed the project. The interviewee’s response included the positive aspects of the project AND what could be done to enhance the project. A question and response addressed the project. The interviewee’s response included the positive aspects of the project OR what could be done to enhance the project. A question and response addressed the project. More clarity should be provided on how the project could be enhanced. No question was provided about the project. 10 points 9 points 1 to 8 points 0 points The candidate provided rich description (a complete paragraph or more) about what he/she learned as a result of conducting the interview. The candidate provided minimal but adequate description about what he/she learned as a result of conducting the interview. The candidate did not provide enough detail to show evidence that he/she learned any new information as a result of conducting the interview. No analysis was provided. Advanced Proficient Developing Not present 10 points 9 points 1 to 8 points 0 points The directions were followed: the questions and responses were in the form of a transcript with the question in bold text and the responses in plan, “unbolded” text. The questions and responses were in the form of a transcript. The questions and responses were not in the form of a transcript (but they were comprehendible). The questions and responses were not in the form of a transcript (and they were not comprehendible). 10 points 9 points 1 to 8 points 0 points The assignment exhibits no mechanical errors. The assignment exhibits 2 or 3 mechanical errors. The assignment exhibits 4 to 7 mechanical errors. 8 or more mechanical errors evident. Sentence Structure in the Description of the Interviewee and the Personal Analysis. (10 pts) Total 10 points 9 points 1 to 8 points 0 points Sentence structure uses a variation of simple, compound, complex, and compound complex. Narrative is flowing and competent and represents the writing of a graduate student. Sentence structure mostly uses a variation of simple, compound, complex, and compound complex. Narrative is competent and represents the writing of a graduate student. Sentence structure is overly simple. Concepts and ideas in the narrative are unclear. The writing rambles and does not represent the writing of a graduate student. The narrative is not comprehendible. 100 EDUC 696 Interview Assignment ASSIGNMENT INSTRUCTIONS: For your project, you had to use resources that were already published. Now that your project is complete and submitted, you can do further research on this topic. Set up a meeting to interview a classroom teacher, special education teacher, resource teacher, specialist, guidance counselor, principal, central office administrator, or other professional personnel that you feel would be an expert on the topic of your project. It is preferred that the interview be conducted in person, but by phone will work if necessary Create a list of interview questions (at least 8 but no more than 10) addressing your project topic. Please be sure the questions are open-ended and encourage discussion. As one of your questions, show the expert your final project and seek/his her feedback on what you did well and what you could do to enhance it. Type up the summary of what you learned during the interview. Be sure to include: 1) Information about the interviewee: describe his/her position and why you feel he/she was a credible resource to recruit for the interview. (Should be written in paragraph(s) form.) 2) The interview questions that you composed* 3) The responses you received* 4) Finally, conclude with what you gained by participating in this activity. (Should be written in paragraph(s) form.) *Part 2 and 3 should be in the form of a transcript (state the question in bold text and the response in unbolded text.) As such, the assignment should include the following sections: (1) Title page, (2) Description of Interviewee, (3) Transcript of Interview, (4) Personal Analysis. GRADING: Be sure to view the rubric to see the specifics for how you will be assessed for this assignment. Submit the assignment to the link provided in Blackboard. EXPERT EDUCATOR GRADING RUBRIC Criteria Content 70% Biographical Information about the Expert / Interviewee (10 pts) Number of Interview Questions (10 pts) Type of Questions (10 pts) Relevance of Questions (10 pts) Responses (10 pts) Levels of Achievement Advanced Proficient Developing Not present 10 points 9 points 1 to 8 points 0 points A 6 to 7 sentence paragraph is provided that describes the interviewee, his or her position, and why he/she is a credible resource to recruit for the interview. A 4 to 5 sentence paragraph is provided that describes the interviewee, his or her position, and why he/she is a credible resource to recruit for the interview. Not enough biographical information is provided to highlight why the educator is a credible resource to recruit for the interview. No biographical information about the interviewee is provided. 10 points 9 points 1 to 8 points 0 points 8 to 10 questions are composed. 6-7 questions are composed. 1-5 questions are composed. No questions were composed. 10 points 9 points 1 to 8 points 0 points The questions are creative and open ended and lead to good discussion. The questions are open ended. Most of the questions are convergent and do not promote discussion. All questions were convergent. 10 points 9 points 1 to 8 points 0 points All questions are clearly related to the project topic. Most all questions are clearly related to the project topic. Few questions are relevant to the project topic. No questions are relevant to the project topic. 10 points 9 points 1 to 8 points 0 points All responses clearly represent the words of the interviewee. Responses appear to represent the words of the interviewee. Few responses appear to represent the words of the interviewee. Responses do not clearly represent the words of the interviewee. Project Question and Response (10 pts) Personal Analysis (10 pts) Structure 30% Format (10 pts) Mechanical errors in grammar or punctuation or spelling or capitalization (10 pts) 10 points 9 points 1 to 8 points 0 points A question and response addressed the project. The interviewee’s response included the positive aspects of the project AND what could be done to enhance the project. A question and response addressed the project. The interviewee’s response included the positive aspects of the project OR what could be done to enhance the project. A question and response addressed the project. More clarity should be provided on how the project could be enhanced. No question was provided about the project. 10 points 9 points 1 to 8 points 0 points The candidate provided rich description (a complete paragraph or more) about what he/she learned as a result of conducting the interview. The candidate provided minimal but adequate description about what he/she learned as a result of conducting the interview. The candidate did not provide enough detail to show evidence that he/she learned any new information as a result of conducting the interview. No analysis was provided. Advanced Proficient Developing Not present 10 points 9 points 1 to 8 points 0 points The directions were followed: the questions and responses were in the form of a transcript with the question in bold text and the responses in plan, “unbolded” text. The questions and responses were in the form of a transcript. The questions and responses were not in the form of a transcript (but they were comprehendible). The questions and responses were not in the form of a transcript (and they were not comprehendible). 10 points 9 points 1 to 8 points 0 points The assignment exhibits no mechanical errors. The assignment exhibits 2 or 3 mechanical errors. The assignment exhibits 4 to 7 mechanical errors. 8 or more mechanical errors evident. Sentence Structure in the Description of the Interviewee and the Personal Analysis. (10 pts) Total 10 points 9 points 1 to 8 points 0 points Sentence structure uses a variation of simple, compound, complex, and compound complex. Narrative is flowing and competent and represents the writing of a graduate student. Sentence structure mostly uses a variation of simple, compound, complex, and compound complex. Narrative is competent and represents the writing of a graduate student. Sentence structure is overly simple. Concepts and ideas in the narrative are unclear. The writing rambles and does not represent the writing of a graduate student. The narrative is not comprehendible. 100 EDUC 696 Interview Assignment ASSIGNMENT INSTRUCTIONS: For your project, you had to use resources that were already published. Now that your project is complete and submitted, you can do further research on this topic. Set up a meeting to interview a classroom teacher, special education teacher, resource teacher, specialist, guidance counselor, principal, central office administrator, or other professional personnel that you feel would be an expert on the topic of your project. It is preferred that the interview be conducted in person, but by phone will work if necessary Create a list of interview questions (at least 8 but no more than 10) addressing your project topic. Please be sure the questions are open-ended and encourage discussion. As one of your questions, show the expert your final project and seek/his her feedback on what you did well and what you could do to enhance it. Type up the summary of what you learned during the interview. Be sure to include: 1) Information about the interviewee: describe his/her position and why you feel he/she was a credible resource to recruit for the interview. (Should be written in paragraph(s) form.) 2) The interview questions that you composed* 3) The responses you received* 4) Finally, conclude with what you gained by participating in this activity. (Should be written in paragraph(s) form.) *Part 2 and 3 should be in the form of a transcript (state the question in bold text and the response in unbolded text.) As such, the assignment should include the following sections: (1) Title page, (2) Description of Interviewee, (3) Transcript of Interview, (4) Personal Analysis. GRADING: Be sure to view the rubric to see the specifics for how you will be assessed for this assignment. Submit the assignment to the link provided in Blackboard. 1 THE MAIN FOLDER Liberty University EDUC 696 Santanna Coleman 04/21/19 THE MAIN FOLDER Introduction The main folder is a virtual location in a computer where you can access documents, any kind of data, application as well as other mini-folders. Folders are used in organizations as well as institutions to store and properly organize data information and files in a computer. There is no limit in folder creation in a computer thus making it easy to create as many folders as possible as long as they are necessary without consuming a lot of space in the disc. The reason why folders are very important is that they act as pointers to file locations in a computer’s filing system. Folders can be hidden thus effective for security purposes. They are very effective to provide useful aid in data arrangement as well as organizing information according to their preferences. Project Description The project focuses on creating a main folder which entails information that acts as guidelines used by the school principal.( Gardner, Atkinson,et all . 2019 ( The main folder will serve as the central operating point to the learning institution leadership which will contain their day to day obligations, directives, duties and their symbolic meaning to the whole institution. In other words the project involves the creation of a guide summary as the main folder where the knowledge of database and the computer usage will be applied not like the other common folder but controlled folder that has the security key in procedure that is only used by the principal, the deputy principal or any other teacher who is permitted to act on behalf of the principal. The project is set to incorporate the over loll information that the principal is entitled to throughout the school management activities which involves the indoors school activities and the outdoor activities, therefore, creating a smooth run of the institution as it is stipulated by the law THE MAIN FOLDER of education and the institutions of power. Sometimes principal duties are feel of challenges despite of their topmost position mostly while leading the whole administration individuals for instance where there matters to be communicated or when a problem arises and there is need for a quick attention and maybe he find s hand to bring the solution since the information is much leaked, the main folder is set to supply him with the procedures on how to offer the solution and also coming out with permanent solutions. (Faust 2019). The same can be applied by any other person including the deputy principal who is permitted to play the role of the principal at some points in the institution if the principal is not available. The Rationale The main reason why I choose this subject topic for my project is to provide a vivid picture of how main folders are helpful in the school. Folders are mainly important in an institution since it makes it easier for staff members, teachers as well as the board of directors to access information concerning the students and the entire school easily. Creating folders concerning the school schedule will be helpful to the principal where it will minimize cases of lateness or confusion in day to day activities. Having a folder which can be accessed by the school staff helps the school principal to have an easy time away from school since everything will go as planned back in the school. (Cartagena, et all 2015). Having a sub-folders that indicate the numbers of meetings the principal is expected to attend as well as the time and venue is very efficient. The folders will be of great help in analyzing all the activities expected to take place in the school during every specific term. The principal will have a chance to evaluate the school activities and ensure they don’t collide with his personal schedule. Considering that as the principal I am still a math teacher is very important since I am faced with great responsibilities thus prone to forget on some activities I am expected to do. The THE MAIN FOLDER main folder will help me organize my daily activities and separate my class work with any other duty. Creating this folder will be effective to my deputy principal who is expected to take over the leadership when I am not in school. (Epstein, Sanders et all 2018) As the school principal, I have matters only I, can address some are not even known by the deputy, the folder will be of aid to fill in the deputy on the different issues that may be going on in the school. The folder will act as a guideline to my deputy when I am not available thus all the school activities will go on as intended Statement of the purpose. The project being a technique of improving or making the work more effective am planning to utilize my main folder idea by first creating a folder summary that will include coming up with power point well prepared document files which consist of highlights in all significant areas there making the information precise and simple to my deputy to access and maybe use it when am away for other school matters. The most information that is on my slides includes the contact information of all the members of the union whom the deputy or acting stuff enquire in case of any emergency or problems that may need quick reactions. There is summary that spells out the procedures that includes for example the supervision of the each faculty member the students as the main clients, the issues to do with handling the budgets and the communicating with faculty and the parents, the necessary ways the students should be displayed in case they do not adhere to the school rules and regulation which normally depends on which type of indisplinerly case the student has violated, and also the procedures on designing and creating the new programs on the school. There will be also a list of students who needs special monitoring which has been as a result of behavioral concerns and stipulates the extra monitoring on how they handle themselves on all activities such as the school functions and the sports competitions.( Russell & Crocker 2016 ) Finally, the slides contain the acting principal compliments THE MAIN FOLDER informing me as the principal on what the matters that require priorities on attention and also briefing me on how the day was while I was away and which solutions were taken to solve the arising matters. Research-based. For the success and quality of my project, I am at using the education journals that have a target on the potent strategies to the acting principal, the school administration strategic plans planning technique and the organizations that principal plays a major role at. I also choose to use journals from scholarly articles and the other particular magazines that contains ideas on the school leadership and development.( Aykac, & Msengi 2019) I will choose to expand my research on the database usage where there is wide range involvement on the database so as to make sure the type of the database used is correspondence to impact quality as the number one point of objective and also to contain the essential information that will raise my thinking to other learning institutions all over. My project, however, has a close relationship with the modern technology which involves the Microsoft usage and this makes its achievement simple and easier to apply since most of the learning institution including my school as the number one have changed in terms of technology whereby every kind of information is recorded by feeding on the computer inform of data where emits secure and readily available at any point of need. (Takeda, 2019). The project aims in maximum use of the rapidly growing technology on schools to modernize the system of education with an objective of observing the principals rules and regulations to offer him or her with ample time may deal with family and the other issues that needs him most at home. However, despite the urge, there is a lot of issues that accompany the achievement of the project which includes the auto dated information’s that is available on the journals and also there would be toils to choose between THE MAIN FOLDER the best information since there is much of recorded information which has no proof it’s applicable in the educational systems. However during the research time I will sure the measure of the sources where I will collect or dig my information from in order to ensure quality and perfect work is achieved, and also the necessary consultations are made from the heroes of education and also the specialists on the computer systems and applications so as to have a clear way to the growth of the project idea not only on my school by also to the other learning institutions globally. Projected Application After all protocols and the project research, the results are my goals and I will definitely start applying them to my institution so as to claim its worth and also answer the rhetorical question that was raised during the commencement of the research. The utilization of this project which was the main objective when I as the principal am away for other school matters and duties spelt to me as the principal. (Epstein & Sheldon 2019) The project idea is set to cut my involvement on all school activities paced on my desk since I will just need to leave an open folder in my desk to my deputy principal for him or her to handle any issue that may irises and because of one or two reasons am away from the school premises. The main folder will prevent me from many sacrifice that I make due to the emergencies that occur on the school premises such as the teachers meetings and other issues therefore preventing me from unawares that usually am found as victim also will help me not to be so bothering to my secretaries by adding them more tasks than usual in case of emergency arises therefore violating their freedom at work. There are many extended ways through which my project is set to change the over roll normal operation of the school which will start by saving much of time lost on emergencies and also the time misused instead of being in class to teach my mathematics lesson to lead by example as the example so as to motivate and challenge the teachers to work extra hard on their various THE MAIN FOLDER subjects therefore the project idea is a master contributor towards the teachers performance and the students as the main beneficiaries. To my deputy he will be able to carry out my duties responsibly using the main folder since all the required and the solutions to any arising matters on every day circumstances are well stipulated there under a PowerPoint summary file which is direct and easy to access at any time of need. With the application of this project Ideal its evidential that nothing will ever caught to me unaware and I will be having a smooth run to all the directives that are delegated to me as the leader and the person answerable to any matters pertaining the school. Project outcome. The major outcome of this project is filling my position while away as the principal by leaving all my leadership titles to the person available in the school compound while am away for other school issues outside the school. (Brinkman, Chard et all 2019) On other words, the projected results that included making my deputy principle feel recognized and feel may be at work and respected through sitting on the leadership position in driving all the principal issues or duties. It also bring the act of involvement of all the other teachers who may serve as the principal while my deputy is not there and me too am away for other commitments concerning the school. In other words the project did clear cut day for everyone involved including my deputy as the main subject, the staff and myself what makes everybody feel involved in all matters to do with the school leadership isolating no one. The achievement of this project brought a sense of flawless in all sectors on my school since there is proper coordination of events and also there is good relationship between the management and the other supporting stuff therefore working towards one goal of raising the school standards in terms of improving the student academic performance and the welfare of every person who is part of the performing organization under my leadership as the principal. Due to all THE MAIN FOLDER these every member will be appreciative and feel moral supported to work even smart to all their delegated responsibilities on achieving the school desired goals and mission of growth. THE MAIN FOLDER Reference Aykac, S., & Msengi, C. (2019). Influence of Parental Involvement on Students’ Success in Title I Charter School in Texas as Perceived by Middle School Principals. School Leadership Review, 14(1), 6. Brinckman, A., Chard, K., Gaffney, N., Hategan, M., Jones, M. B., Kowalik, K., … & Stodden, V. (2019). Computing environments for reproducibility: Capturing the “Whole Tale”. Future Generation Computer Systems, 94, 854-867. Cartagena, A. J. (2015). Tactile Learning: Touch and Touch Self-Efficacy in College Dance Instruction. Epstein, J. L., & Sheldon, S. (2019). The importance of evaluating programs of school, family and community partnerships. Aula abierta, 48(1), 31-42. Epstein, J. L., Sanders, M. G., Sheldon, S. B., Simon, B. S., Salinas, K. C., Jansorn, N. R., … & Hutchins, D. J. (2018). School, family, and community partnerships: Your handbook for action. Corwin Press. Epstein, J. L., Sanders, M. G., Sheldon, S. B., Simon, B. S., Salinas, K. C., Jansorn, N. R., … & Hutchins, D. J. (2018). School, family, and community partnerships: Your handbook for action. Corwin Press. Faust, A. (2019). Israelite Temples: Where Was Israelite Cult Not Practiced and Why. Religions, 10(2), 106. Gardner, V., & Atkinson, D. (2019). Birth control. In Kitty Marion. Manchester University Press. THE MAIN FOLDER Russell, S., & Crocker, D. (2016). The institutionalisation of restorative justice in schools: a critical sensemaking account. Restorative Justice, 4(2), 195-213. Takeda, J. (2019). EVALUATING SCHOOL LIBRARY COLLECTIONS AT THE SITE AND DISTRICT LEVEL AS A TOOL FOR ADVOCACY. Knowledge Quest, 47(3), 14-22.
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