Post-War Development of the German Economy Research Paper

Post-War Development of the German Economy - Research Paper Example There was a little any expectation of a recovery in light of the fact that a significantly enormous level of the German populace of working age was dead toward the finish of the war and around then Germany was taking a gander at the outside world for a wide range of helps for the reclamation of its economy. There is no uncertainty about the way that German economy was seriously hit by the war, yet the long stretches of planning additionally added to the crushed state of the economy. Adolf Hitler forced value controls on German populace in 1936 so as to begin his arrangements for the war and gain wares and war materials for the military at the least expensive costs; after 3 years, rationings were additionally forced on the German populace. Induction was likewise forced on the German populace so as to get together a huge military which radically influenced the work segment and the non-military ventures couldn't discover work to keep their plants running. After Nazis destruction and Hit ler’s demise, the Allied Control Authority which was framed by the succeeding unified powers under the legislatures of the United States, Britain, France and the Soviet Union, to run the undertakings of government in Germany. The Allied Control Authority held a portion of the approaches of the Nazi Germany for the rebuilding of the economy; these strategies included apportioning, value controls and induction of a wide range of assets for guaranteeing fast financial recuperation (Bidwell). A bewildering truth was the low ascent in the average cost for basic items file, which was just 31 percent high when contrasted with the qualities in 1938. The purpose for this was the way that value controls had been forced in Germany throughout the previous 12 years by at that point. Another significant perception in such manner was the way that the measure of riches in the German economy was additionally five to multiple times higher than the sum in the years prior to the war. So the fund amental worry about the economy was creation levels which had tumbled to definitely low qualities. A rich economy regarding cash, value controls unblemished and low creation levels; every one of these components pointed towards one significant issue _ deficiencies (Smith). During the war and post war years the Germans were just delivering weapons, types of gear and materials required for the war; the mechanical and farming creation was low. During the war years, the fundamental wellspring of nourishment for the Germans was the provisions seized from the involved nations. In addition the outsiders were likewise brought to German grounds for cultivating purposes. This ‘system’ of food creation served the German populace and the military well during the war years yet when the war finished the German apportioning framework was left with extremely low supplies of food; extraordinarily inadequate to satisfy the requirements of the German populace. The United States Army contr ibuted by dispatching enormous shipments of food to take care of the detainees of war and the German populace, anyway this was insufficient and more guide as far as food was required for fulfilling the food needs yet the global network was not ready to give help to Germany when there were additionally meriting and blameless individuals on the planet who were likewise influenced definitely by the war. Different components which contributed were the dissolving of the German Red Cross, though the International Red Cross and other worldwide guide offices were not permitted to work freely

Cuts the Word Peace Essay Example | Topics and Well Written Essays - 1000 words

Cuts the Word Peace - Essay Example This exposition gives different definitions about psychological warfare and follows back its inception. Further, it looks to clarify changed sorts and types of psychological warfare and its belongings to the general public, condition, and government. Psychological oppression bears itself the words decimation and savagery. To a few, it implies demise and hellfire. Likely, everywhere throughout the world, this word has gone each edge of the general public. In reality, psychological oppression can be found anyplace, as long as there is life. Various different backgrounds particularly the kids, presumably whenever asked, with regards to what they comprehend about it would reply, â€Å"terrorism is the thing that the ‘Justice League’ (hero characters) battling against.† Or, other younger students may state, â€Å"Oh! It’s something I play with in the PC; don’t you play counter strike and plants versus zombies?† The perilous impact realized by fear mongering has entered even into the youthful little hearts. It appears as though everybody knows it, even a multi year old kid. Since the start of the written history, fear mongering has been developing with its importance and picture. As innovation develops, there are numerous sorts of fear mongering rising in like a base of plant that massively increments long. Maybe, it would keep on developing more until it arrives at the profundity of cutoff points. The term psychological oppression originates from the root word ‘terror,’ which means overmastering dread (â€Å"Terror†). Be that as it may, on the off chance that someone would ask who made dread? ... Along these lines, fear based oppression was utilized to oppose occupation. All nations upon the essence of the earth have seen and even some had taken an interest in the demonstration of fear based oppression like intrusion and war. The September 11, 2001 assault in the US World Trade Center is one work of fear based oppression. The psychological oppressors behind this horrible thing threatened the legislature and the general public. Political pioneers, examiners, and even the understudies of Political Science discipline realize this is a game played by a solitary or gathering of people intending to upset the administration and decimate its very establishment - the ordinary citizens. Thus, here psychological oppression is characterized as â€Å"the destroyer.† A kid playing counter-strike appreciates the rush that the game makes. He may state, â€Å"This is acceptable, I like the sentiment of turning into a terrorist.† moreover, psychological oppression brings ‘h orror’ in the brains of the ones who are enamored with playing abnormal games. It resembles â€Å"putting the repulsiveness in the brains of the crowd, and not really on the screen† (Garrison 12). Likewise, dread, repulsiveness, and fear are to some degree interchangeable to the term psychological oppression. In an author’s perspective, where they as a rule characterize fear mongering with brief models, outlines and furnish the reader’s with a scene ‘like horror’. They used to guarantee that this term is a political demonstration. Some portrayed this word â€Å"as both strategy and system, a wrongdoing and a blessed obligation; an advocated response to persecution and an unpardonable abomination† (â€Å"What Is Terrorism†). Moreover, the FBI used to see the term as the unlawful utilization of power to encourage political or social goals through brutality. Be that as it may, these days, fear based oppression has been into numerou s structures - either little or incredible. Truth be told, it has arrived at the outside of the internet. The

Affective Foreshadowing

Full of feeling Foreshadowing Foretelling is an abstract gadget utilized in both Of Mice and Men and The Pearl. Hinting is the point at which a section or occasion in a story proposes something before it happens.In The Pearl the tunes of insidiousness anticipate the occasions that would soon happen.After hearing the tunes in his mind, something perilous or awful would happen to Kino. For instance on page thirty-six it peruses, He smelled the breeze and he tuned in for any remote sound of mystery or crawling, and his eye looked through the haziness, for the music of underhandedness was sounding in his mind and he was wild and afraid.⠝ Soon after Kino got in a battle with somebody who was attempting to take the pearl. Kino wound up cutting this individual. Anticipating was likewise utilized when the appraisers disclosed to Kino that the pearl was useless. Kino depended on these men to be completely forthright, after they lied it indicated how they rest of the town would most likely act.Of Mice and Men (1939 film )

Top For and against Essay Topics Choices

Top For and against Essay Topics Choices Getting the Best for and Against Essay Topics Social science essays provide you with an opportunity to present your opinion and speak up. The most effective persuasive essays persuade the reader to agree with a certain point of view, perspective or maybe to take a particular action. Find out more about the very first decade of film production to discover what themes were most common. If you're not assigned a specific theme, you can go on looking for the inspiring topics all on your own. Thus, if you believe that you're incapable of writing an excellent paper, then the correct choice is going to be to ask professionals to do. If you still struggle to find something which it is possible to write about, you always have the option to consider our professional quick essay writing service. When it has to do with writing an argumentative essay, the most significant issue to do is to select a topic and an argument you can really get behind. for and Against Essay Topics - the Conspiracy Since you may see, writing an argumentative essay on the majority of the available topics is a time-consuming process which demands a great deal of efforts and skills it's well worth trying as you are able to get unforgettable experience. The main aim of topic choice for a proposal essay is to show the idea can be put into place in practice. Don't forget that studying isn't always a critical matter and in addition, there are fun cause and effect essay topics you're able to refer to. The option of compare and contrast essay topics isn't a simple task because you must clearly show your analytical skills. To begin with, if you're arranging a persuasive speech, you ought to think about a topic that may create mental pictures in the minds of your audience. The point is that someone with a wide ranging vocabulary ought to be in a position to speak about any of the common essay topics easily using words that are particular to that topic. Furthermore, you would like to select an essay topic that's going to let you demonstrate your skills to the best of your ability. Getting a great deal of practice throughout high school will guarantee you are ready to write on several topics in a lot of disciplines. Things You Should Know About for and Against Essay Topics An argumentative essay is a particular kind of essay which requires students to argue with the present points of view so as to show the truth of their own position. The primary aim of description essay is to describe something, be it an individual, a circumstance or simply something you wish to tell people about. You always intui tively understand once an intriguing essay idea is really the ideal idea for you. Then it's time for the conclusion. You're able to consist of secondary sources and share arguments about the topic. So make certain that you decide on a subject, which has values in it. You will likely find a different and terrific topic you will love to write about. You could be given the topic straight away by your professor, or perhaps you be free to select the topic yourself. On the exact same note, it may be an examination or analysis of a specific issue, based on expository essay topics you may choose. One other important element when picking a persuasive speech topic is to select a topic that may provoke your audience a little. To start with, you should select the topic from the descriptive speech topics you are going to be interested in. It can be challenging to think of a topic off the surface of your head. The Definitive Approach for for and Against Essay Topics Informative essays are somewhat more descriptive. Nobody really wishes to compose an essay. To assist you craft an intriguing essay, below are some excellent persuasive topics for you to pick from. To discover argumentative essay topics easy on various platforms, you want to comprehend about the argumentative essay. You don't need to acquire super technical with legal argumentative essays, but make certain to do your homework on what the recent laws about your preferred topic actually say. Don't forget your topic reflexes the principal reason you chose to compose your essay. It's possible for you to use any as the subject of your essay particularly when you're not assigned any specific theme. You must settle on a persuasive essay topic that permits you to present the greatest possible case. If you're tasked to write a college essay, you're not alone. The role of assigning an essay to middle school students is to make awareness and permit them to develop writing skills. There are a number of exemplification essay topics for college students which you could adopt but of course not all of these will be applicable for your undertaking. There are a few exemplification essay topics for college students you could adopt but, naturally, not all them will be applicable to your undertaking.

High School Preparation Tips for Business Majors

Admission requirements at schools all over the nation are getting more and more difficult to meet. Many schools have minimum GPA requirements, prerequisites that need to be completed in preparation for college classes, and other requirements that are more stringent than ever before. The application process is also more competitive nowadays. A single school can reject more than 10,000 students during every round of applications. Business schools - even at the undergraduate level - have an application process that is even more competitive than some of the other common college majors. The best way to increase your chances of acceptance is to plan ahead. If you are still in high school and are thinking about majoring in business, there are several ways in which you can prepare. Take the Right Classes The classes you will need to take as an active business major will depend on the school and the program that you choose to attend. However, there are certain classes that are required for every business major. Preparing for these classes while you are still in high school will make everything a lot easier. It will also give you an edge over other applicants when you are trying to get admitted into a quality business program. Some of the classes you will want to take while you are in high school include: EnglishSpeech/CommunicationsMath and Accounting If your high school offers computer classes, business law classes, or any other classes that directly relate to business, you will want to take these too. Develop Leadership Skills Developing leadership skills while you are still in high school will be very beneficial when it comes time to apply to different schools. Admissions committees value business applicants who can demonstrate leadership potential. You can acquire leadership experience in school clubs, volunteer programs, and through an internship or summer job. Many business schools also value an entrepreneurial spirit. Dont be afraid to start your own business while you are still in high school.   Research Your Options If you want to be a business major, it is never too early to begin researching careers, scholarships, and schools. You will find numerous resources on this site and in other places around the web. You can also speak to your guidance counselor. Most counselors have information on hand and can help you develop a plan of action. Sometimes the best way to get accepted to college is to find a school that is the right fit for your style of learning, academic capabilities, and career aspirations. Remember, not every school is equal. They all offer a different curriculum, different opportunities, and different learning environments. Take time to find the one that works for you.

The Effects Of Physical Exercise On The Brain Essay

The human brain is constantly changing where many new neurons are formed while others neurons die and new synapses are created while other synapses are removed (Spalding et al., 2013). Some dendrites will withdraw while other dendrites continue branching (Killgore et al., 2013). The processes driving the reshaping of the brain are neuroplasticity and neurogenesis. Neuroplasticity is the brain’s lifelong ability to rewire neural connections to compensate for diseases and injuries or in response to changes in the environment, whereas neurogenesis is the ability to create new neurons and neural connections. This dynamic process of remodeling gray matter is determined mainly by a person’s genetics and can slow down due to age (Denes, 2016). However, recent scientific evidence demonstrates other non-genetic factors that can significantly improve the development of the brain and slow down neurodegeneration (Kays et al., 2012). Physical exercise has always been linked to a per son’s physical health, but many recent scientific studies shows physical exercise can also keep a person’s brain sharp. Exercise affects the brain in numerous ways by creating a flourishing environment for brain growth, aiding the release of numerous hormones, and fighting against depression, stress, and anxiety. Neurodegeneration occurs from the shrinkage of the brain, specifically the gray and white matter. Gray matter in the brain is comprised of cell bodies, dendrites, and axon terminals of neurons,Show MoreRelatedThe Effects Of Physical Exercise On Brain Health1572 Words   |  7 PagesThe Effects of Mental Exercise and Physical Exercise on Brain Health Physical exercise does not only promote physical appearance and the body’s health, it also promotes brain health. The brain is a dynamic organ that replaces and repairs neurons throughout life. When people engage in exercise, rarely do they think about the potential affects it has on their brain. People that work out utilize various amounts of motor skills that have been acquired gradually through practice. Those utilized motorRead MorePhysical Exercise and Cognitive Functioning in Children1691 Words   |  7 Pagesat if physical exercise will help the healthy cognitive development in children and adolescence and this paper will illustrate that the same facts are true for children and adolescence, and will stress the importance of exercise for children optimal brain development and growth. The current studies show that physical activity has a positive effect on attention, neuroplasticity and intellectual development in children and adolescence. The studies also seem to show the importance of physical activityRead MorePhysical Activity And Brain Plasticity1299 Words   |  6 Pages In the article â€Å"Physical activity and brain plasticity in late adulthood† by Kirk I. Erickson, PhD, Ariel G. Gildengers, MD and Meryl A Butters, PhD provides insight to research on the effects of physical activity on the human brain in late adulthood. The article provides and overview of cognitive functioning in older adults. The purpose of the research in the article is to demonstrate how physical activity and other risk factors such as education, obesity, smoking, hypertension, diabetesRead MoreEffects Of Exercise On Brain Health1623 Words   |  7 Pagesdemonstrate that through the normal ageing process alterations to the brain in structure and function are directly related to cognitive changes (Glisky, 2007). With an increasing ageing population strategies for prevention of disease and age related cognitive decline are necessary to improve quality of l ife and reduce the associated healthcare costs (Australian Government Productivity Commission [AGPC], 2013). Physical exercise is known to be crucial in maintaining physiological health; it can alsoRead MoreEffect Of Exercise On Health1499 Words   |  6 PagesThe Effect of Exercise Upon Health The philosopher Plato (427-347 BC) said: â€Å"Lack of activity destroys the good condition of every human being, while movement and methodical physical exercise save it and preserve it† (Vina, Sanchis†Gomar, Martinez†Bello, Gomez†Cabrera, 2012, p. 2). Exercise has several benefits; it enhances the overall health of a person. It is important for strengthening the muscles, building bones, and maintaining a healthy weight. Besides, humans are not becoming any youngerRead MoreWhile Joe Was Watching Tv One Day Eating Doritos He Was1555 Words   |  7 Pagesthe benefits of exercise?† He then took the time to research. A lack of physical activity leads to muscular reduction, weight gain, loss of bone strength, organ failure, and it can lead to an elevated risk for the leading causes of death, such as heart related problems and diabetes (Davis). An inactive life is bad for the human body, and very detrimental to one s health and lifestyle. On the contrary, m any physical, mental, and health benefits come with exercise. Exercise has physical benefits suchRead MoreWe Need Exercise Too Keep The Body System Healthy Essay1404 Words   |  6 PagesMost of the time when exercise is being performed it is perceived that it’s because we need to get healthy, or stay healthy. When the word healthy comes to mind the first instinct is to think of the health of the body, to lose weight, tone the muscles, increase strength. Today there is a big focus on exercise for its many benefits that have been found in recent years. Focuses are on weight, diet, and reducing the risk of disease in the future. This is true, we need exercise too keep the body systemsRead More Does Exercise Help the Brain? Essay examples1735 Words   |  7 Pagesrun: does exercise really help the brain? Should I go run a marathon, join a yoga class, or head off to the gym? Is it really worth the time and effort? Afterall, sitting down and watching television can seem just as appealing. Why even bother working out? The reasons to work out may be greater than you think. Physical activity can make you feel good, keep you in shape, keep you healthy, but now researchers also are finding biological evidence that exercise benefits specific brain mechanismsRead MoreThe Flavored Of Music And Exercise1668 Words   |  7 PagesConcoction of Music and Exercise Music has a greater impact in our lives than we realize. Music is everywhere we go and is listened to on a daily basis, which affects us in different ways. Music is incorporated into different aspects of living such as a work environment, sports games, while studying, in the car, or while doing exercise. Incorporating music into exercise has been proven to make exercising in any environment more fun, boost one’s mood, increasing motivation, and varying heart rateRead MoreThe Effects Of Physical Activities On The Human Body1572 Words   |  7 Pagesof regular physical activity. One of the major concerns of Americans’ today is to stay healthy. Because people are being threatened by several health issues that are creating problems making changes how people lives. Mostly the population suffers from health problems aggravated from unhealthy lifestyle and not doing enough physical activity. Among many health problems, the major ones that we face every day are cardiovascular diseases, obesity, mental issues, and diabetes etc. The physical activity

Essay About Supervision free essay sample

University School of Education Supervision of Instruction EDPL 240 / 340 Room: Lalumiere 288; Tuesdays, 4:30 – 7:10 Spring, 2007 Instructor: Martin Scanlan, Ph. D. E-mail: martin. [emailprotected] edu Phone: 414-288-4434 Office hours: Schroeder Room 194 Tuesdays, 1:00 – 3:00, or by appointment Course description: Supervision of instruction focuses on creating and sustaining effective teaching and learning environments for students and educators. This course is designed to provide teachers, content specialists, and administrators with an introduction to how instructional leadership and supervision can enhance student learning and sustain school improvement. This course treats supervision as an instructional process, the aim of which is to improve instruction. Major topics include the meaning of supervision, supervision as leadership and as human relations, developing the supervision program, supervisory techniques, and evaluation in supervision. (3 credits) Required text: 1. Bransford, J. , Brown, A. , Cocking, R. (Eds. ). (2000). How people learn: Brain, mind, experience, and school (Expanded Edition ed. ). Washington, D. C. : National Academy Press. This text is also available electronically at http://www. nap. edu/books/0309070368/html/ 2. Glickman, C. , Gordon, S. , Ross-Gordon, J. M. (2007). SuperVision and instructional leadership: A developmental approach (7th ed. ). Boston, MA: Pearson Education, Inc. 3. Other required readings will be available electronically on the course web site. This web site will also be used for various administrative tasks (e. g. discussion forum, assignment submission and grading, group coordination, quizzes). Since we will use this site extensively, access to a computer connected to the internet is required for successful completion of this course. EDPL 240 / 340 Supervision of Instruction - Page 1 of 25 NOTE: All writing in class should be formatted according to the Publication Manual of the American Psychological Association (5th ed. . If necessary, students should purchase this text. Recommended texts: Students are required to select a book for an independent essay review. Some suggested texts: 1. Bredeson, P. (2002). Designs for learning: A new architecture for professional development in schools. Thousand Oaks, California: Corwin Press. 2. Danielson, C. (1996). Enhancing professional practice: A framework for teaching. Alexandria, VA: Association for Supervision and Curriculum Development. 3. Peterson, K. Peterson, C. (2006). Eff ective teacher evaluation: A guide for principals. Thousand Oaks, California: Corwin Press. 4. Reeves, D. (2006). The learning leader: How to focus school improvement for better results. Alexandria, VA: Association for Supervision and Curriculum Development. 5. Tomlinson, C. A. , McTighe, J. (2006). Integrating differentiated instruction and understanding by design: Connecting content and kids. Alexandria, VA: Association for Supervision and Curriculum Development. Course Standards and Performance Indicators This course will include content and skills to meet the following Wisconsin Standards and Indicators for Administrator Development and Licensure : The administrator has an understanding of and demonstrates competence in the 10 teacher standards. (#1) The administrator leads by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared by the school community. (#2) The administrator manages by advocating, nurturing and sustaining a school culture and instructional program conducive to pupil learning and professional growth. (#3). Students will be expected to regularly contribute to discussions, present new information, analyze supervisory situations, and work collaboratively with other members of the class. Assessments: 1) 2) 3) 4) 5) 6) Participation: Class Presentation: Critical Task 11: Critical Task 12: Critical Task 13: Essay Book Review: 10% of final grade 15% of final grade 20% of final grade 20% of final grade 20% of final grade 15% of final grade Ongoing Weeks 7 – 11 Due Week 6 Due Week 9 Due Week 12 Due Week 14 : Participation (10% of final grade): The typical class meeting will consist of a discussion of required readings, and an in-class activity such as a guest speaker, a case study discussion or simulation. Since class discussions are vital to the success of the class, your attendance and participation are important and will contribute to your final course grade. Attendance: Given that most learning takes place via discussion, activities, and other experiences in the classroom, please att end all class sessions, arrive on time, stay the entire class, and return promptly from breaks. If an emergency situation occurs when you must miss all or part of a class, please let me know in writing before your absence. Preparation: Students are expected to carefully prepare all readings and to participate in class discussions from an informed perspective. For each class meeting, students should have generated at least three (3) questions or insights regarding the reading assignment and be prepared to initiate or facilitate class discussion. Participation: Participation in class requires coming prepared and will include leading discussions, role-playing, and actively listening to colleagues. Successful class discussions involve tolerance and respect for the diversity of opinions expressed by your colleagues. While overt expressions of intolerance, such as sneers, eye rolling and dismissive gestures, are clearly objectionable, subtler behaviors, such as zoning out or dominating class discussion are also not acceptable. Opening and Closing of the Class Session: All participants are asked to lead a fiveminute opening and closing ritual for one class period. This is a ritual that can signal that our class is ready to begin, and at the end of the class, signal the transition out of the class. This ritual, aligned with the Ignatian pedagogy that imbues Marquette University, attempts to help us be mindful and reflective in our pursuit of knowledge and theory. Please try to tie your opening and closing to our course content. Examples of openings and closings include reading / sharing copies of a favorite quote or short reading, a EDPL 240 / 340 Supervision of Instruction - Page 4 of 25 favorite song on CD or tape, or a sacred moment in an educational setting that held particular significance to you. Participation Grading: Participation and attendance will be graded pass/fail weekly. You will only be notified if you receive a failing grade. An unexcused absences is automatically a failing grade. Students who receive 2 failing grades in participation will be required to conference with the professor to discuss the concerns. : Oral Presentation on a topic related to supervision. (15% of final grade) Students will choose to research a topic related to the course themes that they believe would be beneficial to present to other educators. Students will then prepare an annotated bibliography of 5 – 8 journal articles from within the past 5 years. Students are required to conduct a research consultation with a reference librarian to facilitate this review. Finally, students will prepare a 20 – 30 minut e class presentation on this topic. The presentation should incorporate technology and be modeled in a manner to be presented to colleagues in your school setting, such as at a faculty, board, or home/school meeting. See Attachment A for a complete description/rubric. 3: Critical Task 11: 5-Year Professional Development Plan for Beginning Teachers (20% of final grade) – due 2/20 See Attachment B for a full description/rubric of this task. 4: Critical Task 12: Case Study and Analysis of Professional Growth Plan for School (20% of final grade) – due 3/13 See Attachment C for a full description/rubric of this task. : Critical Task 13: Evaluation of Teacher Using Supervisory Model (20% of final grade) – due 4/3 See Attachment D for a full description/rubric of this task. 6: Essay book review (15% of final grade) This essay book review (3000 – 4000 words) will review a book chosen by the student within the context of the goals and objectives of this course. The review should integrate key concept s addressed throughout the course and serve as an opportunity to articulate a cohesive vision of how instructional leadership and supervision can enhance student learning and sustain school improvement. Essay Book Review Rubric Presents key concepts of book Integrates key concepts / literature from class Articulates vision of teaching / learning community Writing quality TOTAL /5 points /5 points /5 points /5 points /20 points EDPL 240 / 340 Supervision of Instruction - Page 5 of 25 NOTE: All assignments must be submitted electronically as Word attachments through D2L and/or emailed to the instructor, on or before the stated deadline. ? Technical accuracy (spelling, grammar, usage, citations, paragraphing, etc. ) will be required. APA formatting should be used. ? Mature composition skills (clarity, cohesiveness, varied sentence structure, appropriate vocabulary, etc. ) will also be expected. If you are taking the class as EDPL 340, contact me about assessment adjustments. Grading procedures: This course follows policies of Marquette University on grading and academic honesty addressed in detail in the Graduate Bulletin: http://www. marquette. edu/grad/current/bulletin. shtml Specific grading for each of the student responsibilities is described above. A = Excellent (94 – 100%) AB = 90 – 93% B = Satisfactory (84 – 89%) BC = 80 – 83% C = Minimally acceptable (70 – 79%) F = Failure (below 70%) NOTE: After you receive your graded work, you may choose to revise and resubmit it. Revisions need to be shown using â€Å"track changes† tool on the originally graded document. Revisions should be resubmitted in a timely manner, not all at once at the end of the semester. -Guiding ethos: This course is aligned with the mission of the School of Education, which promotes an Ignatian view of educators as intellectual, moral, and spiritual leaders, guided by ethics of care and social justice. Inclusion: This course is conducted in a manner that affirms the dignity of each individual regardless of age, culture, faith, ethnicity, race, gender, sexual orientation, language, disability or social class (Marquette University, 2006). Accommodations. Please let me know if you need any special accommodations in the curriculum, instruction, or assessments in this course to enable you to fully participate. Contact me as early in the course as practicable about such accommodations. I will try to maintain the confidentiality of the information that you share with me. If you need to miss class because of a religious observance, please let me know at least two weeks in advance. Campus resources. If you have questions about campus policies and services you may wish to contact the Marquette Office of Disability Services, Alumni Memorial Union room 317 (www. marquette. edu/oses/disabilityservices/index. shtml; 414-288-1645) EDPL 240 / 340 Supervision of Instruction - Page 6 of 25 CALENDAR: Session 1 2 3 4 5 6 7 8 9 10 11 12 Date 1/16 1/23 1/30 2/6 2/13 2/20 2/27 3/6 3/13 3/20 3/27 4/3 4/10 Topic Introduction / Course Overview Conceptual frameworks for effective instructional leadership Adult development Organizational / social context of schools Interpersonal Skills Interpersonal Skills Technical Skills Tasks of Supervision Tasks of Supervision Cognition and learning Cognition and learning Teaching Teaching Independent Work Week School Improvement Theories and models of organizational change Function of Supervision Readings n/a Glickman 1, 2, 3 Glickman 4, 5 Tyack Tobin, 1994 Glickman 6, 7, 8, 9 Glickman 10, 11, 12 Glickman 13, 14, 15 Glickman 16, 17, 18 Glickman 19, 20 BowersSipe, 2005 Bransford 1, 2, 3 Bransford 4, 5 Bransford 6, 7 Bransford 8, 9 Goldstein, 2004 Zepeda, 2004 Hirsh, 2005 Glickman 21, 22 Bernauer, 2002 n/a Assignment ISLLC selfassessment Critical Task 11 Presentations Presentations Critical Task 12 Presentations Presentations 13 14 15 4/17 4/24 5/1 Critical Task 13 Essay Book Review EDPL 240 / 340 Supervision of Instruction - Page 7 of 25 Attachment A: Oral Presentation on a topic related to supervision. (15% of final grade) Directions: 1)Choose to research a topic of interest to you related to the course themes. Possible topics include (but are not limited to) the following: ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? Characteristics of Effective Teaching Peer Coaching Cognitive Coaching Differentiated Supervision Mentoring Models Gender and Racial Differences in Career Development Adult Learning Styles Teacher Motivation Self-Directed Development Merit Pay and Supervision Teacher Evaluation and Student Learning 360 Degree Feedback PI-34 (Professional Development Plan) Supervision Models in Alternative Settings (e. g. , counseling programs, resource centers, specialized schools, higher education, etc. ) Supervision of Co-Curricular, Extra-Curricular and Non-Exempt Personnel 2) Using research tools such as ERIC and/or Proquest, research this topic. Students are required to conduct a research consultation to facilitate this research. 3) Prepare an annotated bibliography of 5 – 8 journal articles from within the past 5 years. Each annotation will be a maximum of 200 words. ) Prepare a 20 – 30 minute class presentation on this topic. The presentation should incorporate technology and be modeled in a manner to be presented to colleagues in your school setting, such as at a faculty, board, or home/school meeting. 5)On the day of your presentation, submit a copy of the annotated bibliography and presentation outline to each class member and to the instructor. Oral Presentatio n Rubric Literature Annotations Integration of Class Concepts Class presentation Outline TOTAL 5 points 5 points 5 points 5 points /20 points EDPL 240 / 340 Supervision of Instruction - Page 8 of 25 Attachment B: Marquette University School of Education Educational Policy and Leadership Master’s in Educational Leadership – EDLE EDPL 240 Supervision of Instruction Critical Task #11 5-Year Professional Development Plan for Beginning Teachers Standards Addressed: NCA Goal #2 – Apply psychological, historical, and educational research literature to improve educational service in a school or organization. Wisconsin Standard 1 – The administrator has an understanding of and demonstrates competence in the teacher standards. Wisconsin Standard 2 – A school administrator is an educational leader who promotes the success of all students by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community. The administrator has knowledge and understanding of: 2. 4 information sources, data collection, and data analysis strategies Wisconsin Standard 3 – The administrator manages by advocating, nurturing, and sustaining a school culture and instructional program conducive to pupil learning and staff rofessional growth. The administrator has knowledge and understanding of: 3. 8 adult learning and professional development models The administrator believes in, values, and is committed to: 3. 16 professional development as an integral part of school improvement The administrator facilitates processes and engages in activities ensuring that: 3. 21 professional development promotes a focus on student learning consis tent with the school vision and goals 3. 6 life long learning is encouraged and modeled Task Description: Write a 5-year professional development plan for a beginning teacher. Directions: Introduction: Brief description of the school’s professional community, including the following as applicable: EDPL 240 / 340 Supervision of Instruction - Page 9 of 25 †¢ †¢ †¢ School’s vision / mission statement (Required) Size and experience levels of faculty (Required) Description of PI-34 implementation plan Analysis: Professional Development Plan for Initial Educators based on Wisconsin Teacher Standards #1 Content The teacher understands the central concepts, tools of inquiry, and structures of the disciplines he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for pupils. * †¢ †¢ †¢ Description of school’s Formal Professional Support addressing this standard: Description of school’s Informal Professional Support addressing this standard: Description of school’s Professional Support Needs linked to this standard: 2 Pupil growth and development The teacher understands how children with broad ranges of ability learn and provides instruction that supports their intellectual, social, and personal development. * #3 Learning styles The teacher understands how pupils differ in their approaches to learning and the barriers that impede learning and can adapt instruction to meet the diverse needs of pupils , including those with disabilities and exceptionalities. * #4 Classroom instruction The teacher understands and uses a variety of instructional strategies, including the use of technology, to ncourage children’s development of critical thinking, problem solving, and performance skills. * #5 Classroom management The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation. * #6 Communication The teacher uses effective verbal and nonverbal communication techniques as well as instructional media and technology to foster active inquiry, collaboration, and supportive interaction in the classroom. #7 Lesson planning The teacher organizes and plans systematic instruction based upon knowledge of subject matter, pupils, the community, and curriculum goals. * EDPL 240 / 340 Supervision of Instruction - Page 10 of 25 #8 Assessment The te acher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the pupil. #9 Reflection The teacher is a reflective practitioner who continually evaluates the effect of his or her choices and actions on pupils, parents, professionals in the learning community and others and who actively seeks out opportunities to grow professionally. * #10 Community The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support pupil learning and well being and acts with integrity, fairness, and in an ethical manner. Reflective Summary Please describe the ways in which this analysis increased your understanding of, appreciation for, and commitment to †¢ †¢ †¢ †¢ various adult learning and professional development models professional development as an integral part of school improvement the relationship between professional development, student learning, and a school’s mission and goals the importance of encouraging and modeling lifelong learning. Rating Scale Rating Scale Key: U = Unsatisfactory; S = Satisfactory; E = Exemplary Criteria for passing this critical task (Check one): o Demonstrates Mastery (All ratings exemplary or satisfactory) o Does Not Demonstrate Mastery (One or more ratings unsatisfactory) EDPL 240 / 340 Supervision of Instruction - Page 11 of 25 Scoring Rubric Critical Task #11 EDLE 5-Year Professional Development Plan for Beginning Teacher (EDPL 240) UNSATISFACTORY SATISFACTORY EXEMPLARY SCORE Project Introduction Missing required information regarding school’s professional community (outlined on template) Supplies all required information regarding school’s professional community Provides indepth information / insights regarding overview of school community Lists 3 illustrations Describes of professional thoughtfully development/support analyzes 3 or needs for each WI more teacher standard; illustrations of Description professional demonstrates development understanding and support/needs commitment to adult for each WI learning and standard; professional Description and development as part analysis of school demonstrates improvement plan. advanced understanding and consistent commitment to adult learning and professional development as part of school improvement plan. Identifies sources for Incorporates data gathered from multiple, varied 1-2 sources. information sources into the data collection process. WI 3. 8/WI 3. 16 Wisconsin Teacher Standards – demonstrates understanding of and commitment to adult learning and professional development as part of school improvement. Lists 0-1 illustrations of professional development support needs for each WI teacher standards; Does not demonstrate understanding and commitment to adult learning professional development as part of school improvement plan. WI 2. 4 Unclear or missing Data source attribution for collection data collection. demonstrates understanding of information sources, data collection, and data analysis strategies. EDPL 240 / 340 Supervision of Instruction - Page 12 of 25 WI 3. 26 Reflective summary models life long learning. Minimally reflects on 0-2 indicators listed on template as framework for project assessment; makes no connections that model life long learning. Reflection on 3-4 project assessment indicators. akes connections that model life long learning. WI 3. 21 Professional development plan promotes a focus on student learning consistent with school vision and goals. Professional development plan includes minimal examples that focus on student learning; professional development plan is not clearly connected to or consistent with school goals. Professional development plan includes 3-4 examples that focus on student learning; professional development plan is connected to and consistent with school vision and goals. Submits indepth summary reflection that incorporates all assessment indicators; makes relevant and thoughtful connections that model life long learning. Professional development plan includes multiple examples that focus on student learning; professional development plan is clearly and thoughtfully connected to and consistent with school vision and goals. Professional Writing: Multiple errors in grammar, spelling, and usage; weak organization. Occasional technical errors; average organization and composition style. Error free; clear, coherent, and mature organization/composition style. Student Name: Evaluator: Date: Rating: ID: EDPL 240 / 340 Supervision of Instruction - Page 13 of 25 Criteria for passing this critical task: (check one): o Demonstrates Mastery (All ratings are satisfactory or exemplary. ) o Does Not Demonstrate Mastery (One or more ratings are unsatisfactory. ) EDPL 240 / 340 Supervision of Instruction - Page 14 of 25 Attachment C: Marquette University School of Education Educational Policy and Leadership Master’s in Educational Leadership – EDLE EDPL 240 – Supervision of Instruction Critical Task #12 Case Study and Analysis of Professional Growth Plan for School Standards Addressed: NCA Goal #2 – Apply psychological, historical, and educational research literature to improve educational service in a school or organization. Wisconsin Standard 3 – The administrator manages by advocating, nurturing, and sustaining a school culture and instructional program conducive to pupil learning and staff professional growth. The administrator has knowledge and understanding of: 3. 5 principles of effective instruction 3. 7 diversity and its meaning for educational programs 3. 11 school cultures The administrator facilitates processes and engages in activities ensuring that: 3. 25 diversity is considered in developing learning experiences 3. 2 curricular, co-curricular, and ex tra-curricular programs are designed, implemented, evaluated, and refined 3. 37 multiple sources of information regarding performance are used by staff and students Task Description: Directions: I. Introduction: Brief overview of the status of the school’s formal School Professional Improvement Plan, including, e. g. , general components, process for development and review, date of implementation, etc. Analysis: Focus on specific School Improvement issues linked to Wisconsin Standard for Administrator Development and Licensure #3 A. Curriculum design, implementation, evaluation, and refinement 1. Description of ways in which this issue has been addressed in the School’s Professional Improvement Plan or II. EDPL 240 / 340 Supervision of Instruction - Page 15 of 25 2. Personal analysis of this issue, incorporating data gathered from interviews, documents, observations, etc. a. b. Description of current school strengths Description of needs / recommendations B. Utilization of multiple information sources for performance assessment by staff 1. Description of ways in which this issue has been addressed in the School’s Professional Improvement Plan or 2. Personal analysis of this issue, incorporating data gathered from interviews, documents, observations, etc. a. b. Description of current school strengths Description of needs / recommendations C. Utilization of multiple information sources for performance assessment by students 1. Description of ways in which this issue has been addressed in the School’s Professional Improvement Plan or 2. Personal analysis of this issue, incorporating data gathered from interviews, documents, observations, etc. a. b. Description of current school strengths Description of needs / recommendations D. Instructional effectiveness 1. Description of ways in which this issue has been addressed in the School’s Professional Improvement Plan or 2. Personal analysis of this issue, incorporating data gathered from interviews, documents, observations, etc. a. b. Description of current school strengths Description of needs / recommendations E. Diversity awareness, consideration, and incorporation into educational programming EDPL 240 / 340 Supervision of Instruction - Page 16 of 25 1. Description of ways in which this issue has been addressed in the School’s Professional Improvement Plan or 2. Personal analysis of this issue, incorporating data gathered from interviews, documents, observations, etc. a. b. Description of current school strengths Description of needs / recommendations F. Professional development for faculty and staff 1. Description of ways in which this issue has been addressed in the School’s Professional Improvement Plan or 2. Personal analysis of this issue, incorporating data gathered from interviews, documents, observations, etc. a. b. Description of current school strengths Description of needs / recommendations G. Design, implementation, evaluation, and refinement of co-curricular and extracurricular programs 1. Description of ways in which this issue has been addressed in the School’s Professional Improvement Plan or 2. Personal analysis of this issue, incorporating data gathered from interviews, documents, observations, etc. a. b. III. Reflective Summary To what extent do you believe that, in your educational organization, the general school culture and instructional climate are conducive to pupil learning and staff professional growth (#3)? Rating Scale: Rating Scale Key: U – Unsatisfactory; S = Satisfactory; E = Exemplary Description of current school strengths Description of needs / recommendations EDPL 240 / 340 Supervision of Instruction - Page 17 of 25 Criteria for passing this critical task (Check one): o Demonstrates Mastery (All ratings exemplary or satisfactory) o Does Not Demonstrate Mastery (One or more ratings unsatisfactory) EDPL 240 / 340 Supervision of Instruction - Page 18 of 25 Scoring Rubric Critical Task #12 EDLE Case Study and Analysis of Professional Growth Plan for School (EDPL 240) UNSATISFACTORY SATISFACTORY EXEMPLARY SCORE Project Introduction Provides indepth information / insights regarding School’s Improvement Plan WI 3. 32/WI Lists 0 – 1 example for Provides at least 2 Describes 3. Analysis Option #1 or examples for thoughtfully Analysis of #2 a b, related to Analysis Option #1 analyzes 3 or School’s School Professional or #2 a b, related more examples Profes sional Improvement Plan to School for Analysis Improvement issues A-G (described Professional Option #1 or #2 Plan – on template and linked Improvement Plan a b, related curricular, co- to WI Standard #3 issues A-G to SPIP issues curricular, indicators) A-G and extracurricular programs are designed, implemented, evaluated and refined; professional improvement plan demonstrates understanding of effective instruction. WI 3. 35 Lists 0-1 example of Provides at least 2 Describes Professional how diversity is examples of how thoughtfully Improvement considered in diversity is analyzes 3 or Plan considers professional considered in more examples diversity in improvement plan. professional of how developing improvement plan. diversity is learning considered in experiences. rofessional improvement Missing appropriate information regarding School Professional Improvement Plan (described on template) Supplies basic information regarding status of School’s Professional Improvem ent Plan EDPL 240 / 340 Supervision of Instruction - Page 19 of 25 plan. WI 3. 37 Data Collection – Multiple sources of information regarding performances are used by staff and students. WI 3. 11 Reflective summary demonstrates understanding of school culture. Professional Writing: Technical Skills Student Name: Evaluator: Date: Unclear or missing source attribution for data collection where needed or appropriate Identifies sources for data gathered from 1 – 2 sources Incorporates multiple, varied information sources into the data collection process Minimally reflects on the relationship between school culture and pupil learning / professional growth Multiple errors in grammar, spelling, and usage; weak organization Links several Standard #3 project indicators to reflection on school culture Occasional technical errors; average organization and composition style ID: Submits indepth summary reflection that incorporates all Standard #3 project indicators Error free; clear, coherent, and mature organization / composition style Rating: Criteria for passing this critical task: (check one): o Demonstrates Mastery (All ratings are satisfactory or exemplary. ) o Does Not Demonstrate Mastery (One or more ratings are unsatisfactory. ) EDPL 240 / 340 Supervision of Instruction - Page 20 of 25 Attachment D: Marquette University School of Education Educational Policy and Leadership Master’s in Educational Leadership – EDLE EDPL 240 Supervision of Instruction Critical Task #13 Evaluation of Teacher Using Supervisory Model Standards Addressed: NCA Goal #4 – Evaluate own leadership using a variety of educational frameworks and data sources. Wisconsin Standard 3 – The administrator manages by advocating, nurturing, and sustaining a school culture and instructional program conducive to pupil learning and staff professional growth. The administrator has knowledge and understanding of: 3. 3 applies motivational theories 3. 7 diversity and its meaning for educational programs 3. 8 adult learning and professional development models The administrator facilitates processes and engages in activities ensuring that: 3. 6 professional development as an integral part of school improvement 3. 21 professional development promotes a focus on student learning consi stent with the vision and goals 3. 26 life long learning is encouraged and modeled 3. 38 a variety of supervisory and evaluation models is employed Task Description: Employ a supervisory and evaluation model to observe and provide feedback for a teacher. Directions: II. Introduction: Brief description of the background details of this observation cycle, e. g. , who will be observed, how long has the person been teaching, what content area (s) will be involved, etc. Narrative Description and Analysis A. Pre-Conference †¢ Description of Pre-Conference III. EDPL 240 / 340 Supervision of Instruction - Page 21 of 25 Determination of the purpose of the observation, including the identification of specific teacher / student behaviors. †¢ Analysis of Pre-Conference Selection of an appropriate observation model (Glickman, Chapter 14). Reflection on pre-conference interpersonal skills, e. g. , listening, clarifying, encouraging, reflecting, presenting, problem-solving, negotiating, directing, standardizing, and reinforcing. Reflection on needed supervisory behaviors, e. g. , directive control, directive informational, collaborative, and / or nondirective B. Observation / Data Collection †¢ †¢ Description of Observation and Data Collection Analysis of Observation and Data Collection C. Post-Conference †¢ Description of Post-Conference Presentation of feedback and suggestions for improvement †¢ Analysis of Post-Conference Reflection on post-conference interpersonal skills, e. g. , listening, clarifying, encouraging, reflecting, presenting, problem-solving, negotiating, directing, standardizing, and reinforcing Reflection on clinical cycle supervisory behaviors, e. g. , directive control, directive informational, collaborative, and / or nondirective Reflection on overall effectiveness of the selected observation model IV. Reflective Summary Based on your completed clinical observation cycle, please describe the ways in which you believe that effective developmental supervision contributes to each of the following: EDPL 240 / 340 Supervision of Instruction - Page 22 of 25 †¢ †¢ †¢ Rating Scale Increased teacher motivation (#3. 3) Lifelong learning and professional development (#3. 26, #3. 8) Ongoing school improvement and student learning (#3. 16, #3. 21) Rating Scale Key: U – Unsatisfactory; S = Satisfactory; E = Exemplary Criteria for passing this critical task (Check one): o Demonstrates Mastery (All ratings exemplary or satisfactory) o Does Not Demonstrate Mastery (One or more ratings unsatisfactory) EDPL 240 / 340 Supervision of Instruction - Page 23 of 25 Scoring Rubric Critical Task #13 EDLE Evaluation of Teacher Using Supervisory Model (EDPL 240) UNSATISFACTORY SATISFACTORY EXEMPLARY SCORE WI 3. 38 Minimally describes Uses a variety of pre-conference session supervisory and with teacher evaluation models in pre-conference description/analysis. WI 3. 7 Demonstrates understanding of diversity and its meaning in description of observation data collection. WI 3. 3/3. 8/3. 38 Uses motivational theories, adult learning models, supervisory and evaluation models for post-conference. WI 3. 16/WI 3. 21/WI 3. 26 Reflective Summary focuses on professional development, life long learning and student learning. Professional Writing: Technical Skills Analyzes interpersonal skills, supervisory behaviors, reason for model selected Minimally describes Describes in detail Analyzes the the teacher observation the observation data to provide and provides basic session the data teacher information about data collected; provides feedback gained during the written suggestions consistent with session for teacher the purpose of improvement the observation Describes postconference session content Describes postconference content and supervisor / teacher interactions Analyzes interpersonal skills, supervisory behaviors, and effectiveness of observation model Submits indepth summary reflection that incorporates all project indicators Describes preconference session, including purpose for observation and selected model Offers a personal reflection on the clinical cycle experience Makes connections between the clinical cycle experience and 2 – 3 project indicators Multiple errors in grammar, spelling, and usage; weak organization Occasional technical errors; average organization and composition style ID: Error free; clear, coherent, and mature organization / composition style Student Name: EDPL 240 / 340 Supervision of Instruction - Page 24 of 25 Evaluator: Date: Rating: Criteria for passing this critical task: (check one): o Demonstrates Mastery (All ratings are satisfactory or exemplary. ) o Does Not Demonstrate Mastery (One or more ratings are unsatisfactory. ) EDPL 240 / 340 Supervision of Instruction - Page 25 of 25