Capella University Modeling and Leading in Education Plan Discussion

Capella University Modeling and Leading in Education Plan Discussion

Capella University Modeling and Leading in Education Plan assignment paper help

Question Description
4-6 pages length

APA Format

GRADING RUBRIC MUST BE FOLLOWED TO THE LETTER

Overview

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

Instructions

Part 1: Modeling and Leading in Education Plan

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Address the following in your Modeling and Leading in Education Plan:

Briefly describe the plan you will be promoting in your presentation.

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

Resources: Persuasion and Credibility
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PERSUASION AND CREDIBILITY
PERSUASIVE SPEECH STRUCTURE
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