To prepare for this discussion, read the assigned textbook chapters and the article,  Emotional Intelligence. (Links to an external site.)  Evaluate your level of emotional intelligence by completing the “Leader's Self-Insight 5.2” questionnaire in the textbook. Reflect on what the results suggest about you as a leader and what observations others might make of you that are in your blind spot. You are not required to share your specific results when discussing this activity, but are welcome to, if you are comfortable doing so.

To successfully complete this discussion, your post should minimally include the following:

· Identify a specific career or profession and evaluate which elements of emotional intelligence (EI) you consider most essential to be an effective leader in that chosen career or profession. Include specific examples from realistic work/professional scenarios demonstrating how those EI elements are necessary for leaders in that setting.

· Based on the information in the text discussing how emotions influence performance, create at least one example of how negative emotions influence work performance.

· Take the role of a leader in the industry/profession of your choice. You’ve assigned your employees/supervisees to work on projects in groups. One of the members of your team comes to you and asks to be reassigned because one of the members in their assigned group is “so negative, always complaining, and constantly oversharing about all of the drama in their personal lives.” Using either your own results from the “Leader's Self-Insight 5.2” questionnaire or those of a fictitious leader, formulate two brief scripts demonstrating how your chosen leader would respond to (1) the employee who requests reassignment and (2) the employee who was described as being negative.

· Support ideas you share in your post with a minimum of three credible  scholarly and peer-reviewed sources (Links to an external site.)  published within the last ten years and document your sources by including APA-formatted  citations  (Links to an external site.) and  references (Links to an external site.) .

Post your initial response of 500 words or more by Day 3 (Thursday). Respond to at least two of your peers by Day 7 (Monday). Replies to your classmates’ initial postings should be a minimum of 250 words each.

Lesson Plan Template (edTPA Task 1) 4-page limit

TASK 1: PLANNING COMMENTARY

Respond to the prompts below (no more than 9 single-spaced pages, including prompts) by typing your responses within the brackets. Do not delete or alter the prompts. Pages exceeding the maximum will not be scored.

1. Central Focus

a. Describe the central focus and the essential literacy strategy for comprehending OR composing text you will teach in the learning segment.

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b. Given the central focus, describe how the standards and learning objectives within your learning segment address

· the essential literacy strategy

· related skills that support use of the strategy

· reading/writing connections

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c. Explain how your plans build on each other to help students make connections between the essential literacy strategy to comprehend OR compose text and related skills that support use of the strategy in meaningful contexts.

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2. Knowledge of Students to Inform Teaching

For each of the prompts below (2a–b), describe what you know about your students with respect to the central focus of the learning segment.

Consider the variety of learners in your class who may require different strategies/support (e.g., students with IEPs or 504 plans, English language learners, struggling readers, underperforming students or those with gaps in academic knowledge, and/or gifted students).

a. Prior academic learning and prerequisite skills related to the central focus—Cite evidence of what students know, what they can do, and what they are still learning to do.

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b. Personal, cultural, and community assets related to the central focus—What do you know about your students’ everyday experiences, cultural and language backgrounds and practices, and interests?

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3. Supporting Students’ Literacy Learning

Respond to prompts 3a–c below. To support your justifications, refer to the instructional materials and lesson plans you have included as part of Literacy Planning Task 1. In addition, use principles from research and/or theory to support your justifications.

a. Justify how your understanding of your students’ prior academic learning and personal, cultural, and community assets (from prompts 2a–b above) guided your choice or adaptation of learning tasks and materials. Be explicit about the connections between the learning tasks and students’ prior academic learning, their assets, and research/theory.

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b. Describe and justify why your instructional strategies and planned supports are appropriate for the whole class, individuals, and/or groups of students with specific learning needs.

Consider the variety of learners in your class who may require different strategies/support (e.g., students with IEPs or 504 plans, English language learners, struggling readers, underperforming students or those with gaps in academic knowledge, and/or gifted students).

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c. Describe common developmental approximations or common misconceptions within your literacy central focus and how you will address them.

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4. Supporting Literacy Development Through Language

As you respond to prompts 4a–d, consider the range of students’ language assets and needs—what do students already know, what are they struggling with, and/or what is new to them?

a. Language Function. Using information about your students’ language assets and needs, identify one language function essential for students to develop and practice the literacy strategy within your central focus. Listed below are some sample language functions. You may choose one of these or another more appropriate for your learning segment.

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b. Identify a key learning task from your plans that provides students with opportunities to practice using the language function in ways that support the essential literacy strategy. Identify the lesson in which the learning task occurs. (Give lesson day/number.)

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c. Additional Language Demands. Given the language function and learning task identified above, describe the following associated language demands (written or oral) students need to understand and/or use:

· Vocabulary or key phrases

· Plus at least one of the following:

· Syntax

· Discourse

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d. Language Supports. Refer to your lesson plans and instructional materials as needed in your response to the prompt.

· Identify and describe the planned instructional supports (during and/or prior to the learning task) to help students understand, develop, and use the identified language demands (function, vocabulary or key phrases, discourse, or syntax).

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5. Monitoring Student Learning

In response to the prompts below, refer to the assessments you will submit as part of the materials for Literacy Planning Task 1.

a. Describe how your planned formal and informal assessments will provide direct evidence that students can use the essential literacy strategy to comprehend OR compose text AND related skills throughout the learning segment.

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b. Explain how the design or adaptation of your planned assessments allows students with specific needs to demonstrate their learning.

Consider the variety of learners in your class who may require different strategies/support (e.g., students with IEPs or 504 plans, English language learners, struggling readers, underperforming students or those with gaps in academic knowledge, and/or gifted students).

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EDUC 554

edTPA Literacy Instruction Task 1 Grading Rubric

Note: As this is a proprietary assessment, we are required to use the edTPA rubrics in LiveText.

EDUC 554

edTPA Literacy Instruction Task 1 Grading Rubric

Note: As this is a proprietary assessment, we are required to use the edTPA rubrics in LiveText.

EDUC 554

edTPA Literacy Instruction Task 1 Assignment Instructions

edTPA Practice Task 1 PLANNING – ELE and Secondary “edTPA is a performance-based, subject-specific assessment and support system used by teacher preparation programs throughout the United States to emphasize, measure, and support the skills and knowledge that all teachers need from Day 1 in the classroom.”

http://www.edtpa.com/PageView.aspx?f=GEN_AboutEdTPA.html

As part of the teacher preparation program at Liberty University, the School of Education desires that all of our students build a strong understanding of research-based practices for use in the classroom. Many states across the US require students to complete and submit an edTPA portfolio as part of their licensure program. EdTPA programs focus on three main tasks:

· Task 1: PLANNING. Planning for Instruction and Assessment

· Task 2: INSTRUCTION. Instructing and Engaging Students in Learning

· Task 3: ASSESSMENT. Assessing Student Learning

For the purposes of this assignment, we will take a closer look at Task 1.

Procedures : *templates provided in LiveText

· Select a class and complete the Context for Learning * template.

· Prepare a learning segment of 3 consecutive lesson plans, using Lesson Plan *template - ELE -literacy (reading comprehension or writing composition only) lessons - Secondary –lessons in the content of your endorsement - SPE –see separate instructions

· Submit each lesson plan in Canvas and make revisions based on feedback.

· Respond to prompts in the Planning Commentary * template prior to teaching the learning segment.

· Teach one lesson in your field experience placement.

Context for Learning and Planning Commentary :

· Type your responses in the *templates between the brackets [ ] using Arial 11-point font. Single space with 1” margins on all sides.

· Incorporate formal language in complete sentences and paragraphs.

· Refer to Planning Commentary sample responses provided.

· Context for Learning - at least 3 pages, and must not exceed 4 pages including prompts.

· Planning Commentary- at least 6 pages, and must not exceed 9 pages including prompts.

· Respond to prompts prior to teaching the lesson.

Lessons Plans and materials :

· Type lesson plans in each section of Lesson Plan *template, using Arial 11-point font and single space with 1” margins on all sides.

· Submit 3 lesson plans in one file; no more than 4 pages per lesson.

· Within the file, label each lesson plan (Lesson 1, Lesson 2, etc.)

· Submit no more than 5 pages of KEY instructional materials per lesson plan.

· Submit all instructional materials (except assessments) in 1 file, labeled by lesson within the file (Lesson 1 Instructional Materials, etc.), in order of use.

· Submit assessments in 1 file (no page limit), labeled by lesson within the file (Lesson 1 Assessments, etc.), in order of use. For assessments that are not written work, please include the directions/prompts that will be given to students by the teacher.

In total, you will submit five different files for this assignment. Submit all five files in Canvas, as well as in LiveText.

Task 1: Part A: Context for Learning

Task 1: Part B: Lesson Plans for Learning Segment (all three lesson plans in one file)

Task 1: Part C: Instructional Materials

Task 1: Part D: Assessments

Task 1: Part E: Planning Commentary

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