Description
Adult Learning and Professional Leadership Presentation |
Reading/Literacy specialists are responsible for teaching young students and the adult educators that lead them. Following an effective leadership model and understanding the principles of adult learning are important for reading/literacy specialists when working with a diverse range of people. Adult learning is said to be the heart of literacy leadership. To create professional development opportunities that honor adult learners, reading/literacy specialists need to understand and follow the principles of adult education.
Create a 10-12 slide digital presentation describing successful adult learning principles and professional learning and leadership models to present to other reading/literacy specialists as professional development. Focus on specific, research-based models and include the following in your presentation:
- Description of at least three principles of adult learning and their features.
- Description of at least three professional learning and leadership models and their features.
- Explanation of how the principles of adult learning and professional learning and leadership models described help guide your leadership approach while promoting career-long learning.
- Description of how the principles of adult learning and professional learning and leadership models described can be used to differentiate professional development for diverse adult learners.
- Description of how the adult learning principles and professional learning and leadership models apply to professional development and school culture.
- Title slide, reference slide, and presenter notes
Following the presentation, including a 250-500 word reflection describing the approach you plan to take when leading adult learners, is based on your digital presence. Explain how you will use adult learning principles and professional learning and leadership models to guide your leadership approach as a reading/literacy specialist. How does your plan for leading adult learners align with the GCU College of Education Professional Dispositions and enhance professional development and school culture?
Support your presentation and reflection with 3-5 scholarly resources. I will search for some sample r=presentations once Read Chapters 1 and 4.
Read “Becoming a WARM DEMANDER: Adopting an Equity-Centered Coaching Model for School Leaders,” by Safir, from Educational Leadership (2019).
Professional Dispositions of Learners
Read the “Professional Dispositions of Learners,” located on the About the College of Education web page.
URL:https://students.gcu.edu/Documents/15GCU0264-COEProDisposition-120115_v1.pf
Course Code
REA-560
Class Code
REA-560-O500
Criteria
Criteria
Percentage
100.0%
Description of Adult Learning Principles and
Professional Learning and Leadership Models
15.0%
Leadership Approach
15.0%
Differentiation
15.0%
Professional Development and School Culture
15.0%
Reflection
20.0%
Research
5.0%
Aesthetic Quality
5.0%
Format and Documentation of Sources (layout,
citations, footnotes, references, bibliography,
etc., as appropriate to assignment and style)
5.0%
Mechanics of Writing (includes spelling,
punctuation, and grammar)
5.0%
Total Weightage
100%
Assignment Title
Adult Learning and Professional Leadership Presentation
No Submission (0.00%)
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Total Points
45.0
Insufficient (69.00%)
Adult learning principles and professional learning and
leadership models and their features are inaccurately
described.
Explanation of your personal leadership approach and how
the principles of adult learning and professional learning and
leadership models described help guide this approach are
unrealistic.
Ineffectively or incompletely describes differentiation
practices for professional development that are irreverently
based on adult learning principles and professional learning
and leadership models.
The application of adult learning principles and professional
learning and leadership models to professional development
and school culture is ineffectively discussed.
Approach to be taken when leading adult learners is
unconvincingly based on adult learning principles and
learning and leadership models. Discussion of how the plan
aligns with professional dispositions and enhances
professional development and school culture is unrealistic or
insufficient.
Sources provided do not support the claims of the
presentation or are not credible.
Design detracts from purpose. Text and visuals are too
simplistic, cluttered, or busy. Little to no creativity or
inventiveness is present.
Documentation of sources is inconsistent and/or incorrect, as
appropriate to assignment and style, with numerous
formatting errors.
Presentation and speaker’s notes include surface errors that
are pervasive enough that they impede communication of
meaning. Inappropriate sentence construction is used.
Approaching (74.00%)
Adult learning principles and professional learning and
leadership models and their features are minimally described.
Explanation of your personal leadership approach and how
the principles of adult learning and professional learning and
leadership models described help guide this approach do not
demonstrate best practices.
Over simplistically describes differentiation practices for
professional development that are superficially based on
adult learning principles and professional learning and
leadership models.
The application of adult learning principles and professional
learning and leadership models to professional development
and school culture is minimally discussed.
Approach to be taken when leading adult learners is vaguely
based on adult learning principles and learning and leadership
models. Discussion of how the plan aligns with professional
dispositions and enhances professional development and
school culture is weak.
Submission includes only 1-2 sources, sources do not fully
support claims, or sources are not all credible.
Design is fairly clean, with some exceptions. Audience may
not be readily apparent. Visuals do not fully support the
message.
Sources are documented, as appropriate to assignment and
style, although some key formatting and citation errors are
present.
Presentation and speaker’s notes include frequent and
repetitive mechanical errors that distract the reader.
Sentence structure is lacking.
Acceptable (87.00%)
Adult learning principles and professional learning and
leadership models and their features are clearly and
reasonably described.
The presentation includes a detailed explanation of your
personal leadership approach. How the principles of adult
learning and professional learning and leadership models
described help guide this approach is sound and relevant
examples that focus on promoting career-long learning are
included.
Competently describes differentiation practices for
professional development that are directly based on adult
learning principles and professional learning and leadership
models.
The application of adult learning principles and professional
learning and leadership models to professional development
and school culture is effectively discussed.
Approach to be taken when leading adult learners is clearly
based on adult learning principles and learning and leadership
models. Discussion of how the plan aligns with professional
dispositions and enhances professional development and
school culture is relevant.
Research is relevant and generally supports the information
presented. All of the criteria stated in the assignment are
addressed.
Design is clean, and audience is apparent. Purposeful
integration of appropriate objects, charts, and/or graphs
supports the message and enhance the presentation.
Sources are documented, as appropriate to assignment and
style, and format is mostly correct.
Presentation and speaker’s notes include some mechanical
errors, but they do not hinder comprehension. Effective
sentence structures are used.
Target (100.00%)
Adult learning principles and professional learning and
leadership models are accurately described and specific
features of each are discussed.
The presentation includes a sophisticated explanation of your
personal leadership approach. How the principles of adult
learning and professional learning and leadership models
described help guide this approach is insightful and unique
examples that focus on promoting career-long learning are
included.
Expertly describes differentiation practices for professional
development that are extensively based on adult learning
principles and professional learning and leadership models.
The application of adult learning principles and professional
learning and leadership models to professional development
and school culture is thoughtfully discussed.
Approach to be taken when leading adult learners is skillfully
based on adult learning principles and learning and leadership
models. Discussion of how the plan aligns with professional
dispositions and enhances professional development and
school culture is thought-provoking.
Research is supportive of the information presented. Sources
are timely, distinctive and clearly address all of the criteria
stated in the assignment.
Comments
Design is professional, visually appealing and clearly catered
to the audience. Skillful handling of text and visuals creates a
distinctive and effective presentation.
Sources are completely and correctly documented, as
appropriate to assignment and style. Format is free of error.
Presentation and speaker’s notes are virtually free of
mechanical errors. Sentence structures are engaging.
Points Earned
Purchase answer to see full
attachment
REA-560
Class Code
REA-560-O500
Criteria
Criteria
Percentage
100.0%
Description of Adult Learning Principles and
Professional Learning and Leadership Models
15.0%
Leadership Approach
15.0%
Differentiation
15.0%
Professional Development and School Culture
15.0%
Reflection
20.0%
Research
5.0%
Aesthetic Quality
5.0%
Format and Documentation of Sources (layout,
citations, footnotes, references, bibliography,
etc., as appropriate to assignment and style)
5.0%
Mechanics of Writing (includes spelling,
punctuation, and grammar)
5.0%
Total Weightage
100%
Assignment Title
Adult Learning and Professional Leadership Presentation
No Submission (0.00%)
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Total Points
45.0
Insufficient (69.00%)
Adult learning principles and professional learning and
leadership models and their features are inaccurately
described.
Explanation of your personal leadership approach and how
the principles of adult learning and professional learning and
leadership models described help guide this approach are
unrealistic.
Ineffectively or incompletely describes differentiation
practices for professional development that are irreverently
based on adult learning principles and professional learning
and leadership models.
The application of adult learning principles and professional
learning and leadership models to professional development
and school culture is ineffectively discussed.
Approach to be taken when leading adult learners is
unconvincingly based on adult learning principles and
learning and leadership models. Discussion of how the plan
aligns with professional dispositions and enhances
professional development and school culture is unrealistic or
insufficient.
Sources provided do not support the claims of the
presentation or are not credible.
Design detracts from purpose. Text and visuals are too
simplistic, cluttered, or busy. Little to no creativity or
inventiveness is present.
Documentation of sources is inconsistent and/or incorrect, as
appropriate to assignment and style, with numerous
formatting errors.
Presentation and speaker’s notes include surface errors that
are pervasive enough that they impede communication of
meaning. Inappropriate sentence construction is used.
Approaching (74.00%)
Adult learning principles and professional learning and
leadership models and their features are minimally described.
Explanation of your personal leadership approach and how
the principles of adult learning and professional learning and
leadership models described help guide this approach do not
demonstrate best practices.
Over simplistically describes differentiation practices for
professional development that are superficially based on
adult learning principles and professional learning and
leadership models.
The application of adult learning principles and professional
learning and leadership models to professional development
and school culture is minimally discussed.
Approach to be taken when leading adult learners is vaguely
based on adult learning principles and learning and leadership
models. Discussion of how the plan aligns with professional
dispositions and enhances professional development and
school culture is weak.
Submission includes only 1-2 sources, sources do not fully
support claims, or sources are not all credible.
Design is fairly clean, with some exceptions. Audience may
not be readily apparent. Visuals do not fully support the
message.
Sources are documented, as appropriate to assignment and
style, although some key formatting and citation errors are
present.
Presentation and speaker’s notes include frequent and
repetitive mechanical errors that distract the reader.
Sentence structure is lacking.
Acceptable (87.00%)
Adult learning principles and professional learning and
leadership models and their features are clearly and
reasonably described.
The presentation includes a detailed explanation of your
personal leadership approach. How the principles of adult
learning and professional learning and leadership models
described help guide this approach is sound and relevant
examples that focus on promoting career-long learning are
included.
Competently describes differentiation practices for
professional development that are directly based on adult
learning principles and professional learning and leadership
models.
The application of adult learning principles and professional
learning and leadership models to professional development
and school culture is effectively discussed.
Approach to be taken when leading adult learners is clearly
based on adult learning principles and learning and leadership
models. Discussion of how the plan aligns with professional
dispositions and enhances professional development and
school culture is relevant.
Research is relevant and generally supports the information
presented. All of the criteria stated in the assignment are
addressed.
Design is clean, and audience is apparent. Purposeful
integration of appropriate objects, charts, and/or graphs
supports the message and enhance the presentation.
Sources are documented, as appropriate to assignment and
style, and format is mostly correct.
Presentation and speaker’s notes include some mechanical
errors, but they do not hinder comprehension. Effective
sentence structures are used.
Target (100.00%)
Adult learning principles and professional learning and
leadership models are accurately described and specific
features of each are discussed.
The presentation includes a sophisticated explanation of your
personal leadership approach. How the principles of adult
learning and professional learning and leadership models
described help guide this approach is insightful and unique
examples that focus on promoting career-long learning are
included.
Expertly describes differentiation practices for professional
development that are extensively based on adult learning
principles and professional learning and leadership models.
The application of adult learning principles and professional
learning and leadership models to professional development
and school culture is thoughtfully discussed.
Approach to be taken when leading adult learners is skillfully
based on adult learning principles and learning and leadership
models. Discussion of how the plan aligns with professional
dispositions and enhances professional development and
school culture is thought-provoking.
Research is supportive of the information presented. Sources
are timely, distinctive and clearly address all of the criteria
stated in the assignment.
Comments
Design is professional, visually appealing and clearly catered
to the audience. Skillful handling of text and visuals creates a
distinctive and effective presentation.
Sources are completely and correctly documented, as
appropriate to assignment and style. Format is free of error.
Presentation and speaker’s notes are virtually free of
mechanical errors. Sentence structures are engaging.
Points Earned
Purchase answer to see full
attachment
Categories: