need help with this assignment – a year ago
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– a year ago
In this t, you will apply the SLEEPP systemic decision-making model from Chapter 23 of [_The Handbook of Systemic Family Therapy_Links to an external site.](https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/lists/2471910970006731?auth=SAML§ion=2471911030006731) to this vignett…
Immediate access to the full model answer, formatted citations, and rubric breakdown.
Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →In this t, you will apply the SLEEPP systemic decision-making model from Chapter 23 of [_The Handbook of Systemic Family Therapy_Links to an external site.](https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/lists/2471910970006731?auth=SAML§ion=2471911030006731) to this vignette. Then, you will following the instructions provided.
### **Vignette**
Jim has been a marriage and family therapist for 10 years working mostly with couples. Recently, he began work with a new couple, John and Sally. During John's initial session with the couple, he noticed bruises on John's neck. Prior to the first session, all necessary consent forms were completed and reviewed by Jim. The couple identifies themselves as being in a dominant-submissive relationship in which Sally is dominant and John is submissive. John is a 35-year-old divorcee and self-proclaimed heterosexual who likes to explore bondage sexually. Sally is 23 years old and identifies as bisexual. Although John identifies as a submissive, Sally does not identify as a sadomasochist.
Although Jim has treated hundreds of couples, including sexual intimacy issues, he has never dealt with BDSM sexual preferences. Jim asks to meet with each partner alone for 10 minutes. During that time, he inquiries about John's safety. John assures Jim that he has consented to the physical intimacy actions and that he feels safe. Later, Jim attends his normal Al-Anon meeting, which he has attended for years due to sibling addiction issues. There at the meeting John shows up for the first time. After the meeting, John approaches Jim and asks if they can talk privately about some issues he did not share at the session in the couple's first visit. Although Jim disagrees with this lifestyle choice, Jim wonders what his ethical responsibilities are pertaining to treating John and Sally.
Instructions You will wri that addresses each of the following:
– Who would you consult with in making your decision?
– Using the SLEEPP model, identify each step you would take with an explanation of how your action for each step relates to ethical imperatives in the [AAMFT Code of EthicsLinks to an external site.](https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/lists/2471910970006731?auth=SAML§ion=2471911010006731) and applicable standards and sub-standards.
– Which legal implication, if any, did you identify and consider?
– Be sure to identify in each step the feedback from each client (enhance this step), which led to you reevaluating the ethical decision.
– What sociocultural factors did you identify?
– How did the concept of power play into the process?
– How did you consider principles that led you to consider the decision from opposing points of view?
– What is your conclusion of the ethical decision in this case study?
– a year ago
**Readings**: _Standards Deconstructed: High School Functions_ (located in Course Materials module) – pp. 16-37 **Reading Response 6**: Respond to the following questions. The _Standards Deconstructed_ document provides more detailed information about the CCSSM. To respond to this week's reading, yo…
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Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →**Readings**: _Standards Deconstructed: High School Functions_ (located in Course Materials module) – pp. 16-37
**Reading Response 6**:
Respond to the following questions.
The _Standards Deconstructed_ document provides more detailed information about the CCSSM. To respond to this week's reading, you will do a 3-2-1.
1. Provide at least **three** specific examples of how the _Standards Deconstructed_ document supported your understanding of the Standards. In other words, what are three things that you learned about the meaning of the Standards from reading the _Deconstructed_ document?
2. Describe at least **two** ideas related to the teaching of the Standards that you take away from the reading. In other words, if you were responsible for teaching the standards covered in the reading, what are two ideas that you would implement in your instruction?
3. What is **one** question that you still have about these Standards?
– [\
\
StandardsDeconstructionFunctions1.pdf](https://www.sweetstudy.com/files/standardsdeconstructionfunctions1-pdf "StandardsDeconstructionFunctions1.pdf")
– 2 years ago
– 2 years ago **files (6)** – ## WellnessInHealthCareWorksheet.docx – ## HowtoDesignanEthicalOrganization.pdf – EuthnasiaAssistedSuicideandPalliativeSedation.pdf – SmokingNormsRegulationofECigs.pdf – EthicsWithouttheSermonBook.pdf – AssistedSuicideArticle.pdf **## WellnessInHealthCareWorksheet.docx*…
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Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →– 2 years ago
**files (6)**
– ## WellnessInHealthCareWorksheet.docx
– ## HowtoDesignanEthicalOrganization.pdf
– EuthnasiaAssistedSuicideandPalliativeSedation.pdf
– SmokingNormsRegulationofECigs.pdf
– EthicsWithouttheSermonBook.pdf
– AssistedSuicideArticle.pdf
**## WellnessInHealthCareWorksheet.docx**
**Wellness in Health Care**
Name:
Professor:
Date:
An important part of health care is the wellness of health care providers. Negligence in these areas can result in a tangible reduction in effective care for patients. It can also affect the work environment and pour over into other areas in the life of a provider. However, there are tools available and ways to aid in the mental, physical, and spiritual wellness of practitioners.
For this assignment, review the scenario and respond to the provided prompts. Along with the textbook, use a minimum of two scholarly sources from the GCU Library.
**_Scenario_**
Dr. Davis frequently works long shifts in the Emergency Department. Recently, he began picking up extra shifts to provide coverage due to understaffing. Within the last 6 months, two providers have left. Until additional staff are hired, those remaining are left to cover the vacated shifts. Additionally, Dr. Davis has a wife, twin girls who are eight, and son who is not yet one year old. The extra hours are beginning to take a toll. Dr. Davis has always had lots of energy and is very positive in the workplace. However, as of late, Dr. Davis seems to be acting differently with patients. Within the last week, his mood has transitioned from being joyful and engaging to being sad, disengaged, and distant. Dr. Davis has also been heard making comments about not feeling appreciated by the organization. It is clear that there should be concern regarding Dr. Davis's mental state and well-being.
With this scenario in mind, please answer the following questions:
1.
**Explain how working together as a team can have a positive impact on a medical professional's health and wellness. What could staff do to help Dr. Davis feel more appreciated and supported? (200-300 words)**
| |
| — |
| <Text> |
2.
**Discuss the impact that spiritual wellness can have on a medical professional's stress. How might spiritual wellness be emphasized more in the workplace? (200-300 words)**
| |
| — |
| <Text> |
3.
**Identify ways in which burnout and stress can be reduced. What can employers do to help? (200-300 words)**
| |
| — |
| <Text> |
4.
**Given the scenario above, how would you make sure that the proper people were made aware to step in and help Dr. Davis? (200-300 words)**
| |
| — |
| <Text> |
**References:**
| |
| — |
| <Text> |
© 2019. Grand Canyon University. All Rights Reserved.
© 2019. Grand Canyon University. All Rights Reserved.
## image1.jpeg
**## HowtoDesignanEthicalOrganization.pdf**
144 Harvard Business Review
May–June 2019
How to Design an
Ethical Organization
_HBR_MayJun19
Harvard Business Review
May–June 2019 145
Nicholas Epley
Professor, Booth School
of Business
Amit Kumar
Assistant professor,
University of Texas
at Austin
PHOTOGRAPHER STEVEN DERKS ETHICS
AUTHORS
IDEA IN BRIEF
THE PROBLEM
Unethical behavior
ruins reputations,
harms employee
morale, and increases
regulatory costs—
not to mention
damages society’s
trust in business. Yet
corporate scandals
are a recurring reality.
WHAT DOESN’T WORK
Compliance
programs take a
legalistic approach
to ethics that
focuses on individual
accountability—but
a large body of
behavioral science
research suggests that
even well-meaning
and well-informed
individuals are
ethically malleable.
A BETTER WAY
Leaders must design
workplace contexts
that encourage good
behavior. Keeping
prosocial values
top of mind for
employees as they
make decisions will
reduce the likelihood
of transgressions
while making workers
happier and more
productive.
From Volkswagen’s emissions fiasco to Wells Fargo’s deceptive
sales practices to Uber’s privacy intrusions, corporate wrongdoing
is a continuing reality in global business. Unethical behavior takes a
significant toll on organizations by damaging reputations, harming
employee morale, and increasing regulatory costs—not to mention
the wider damage to society’s overall trust in business. Few executives
set out to achieve advantage by breaking the rules, and most
companies have programs in place to prevent malfeasance at all
levels. Yet recurring scandals show that we could do better.
START HERE
146 Harvard Business Review
May–June 2019
Interventions to encourage ethical behavior are often
based on misperceptions of how transgressions occur,
and thus are not as e!ective as they could be. Compliance
programs increasingly take a legalistic approach to ethics
that focuses on individual accountability. They’re designed
to educate employees and then punish wrongdoing among
the “bad apples” who misbehave. Yet a large body of behav-
ioral science research suggests that even well-meaning and
well-informed people are more ethically malleable than one
might guess. When watching a potential emergency unfold,
for example, people are much more likely to intervene if they
are alone than if other bystanders are around—because they
think others will deal with the situation, believe that others
are more quali"ed to help, or fail to recognize an emergency
because others don’t look alarmed. Small changes to the
context can have a signi"cant e!ect on a person’s behav-
ior. Yet people in the midst of these situations tend not to
recognize the in#uence of context. In Stanley Milgram’s
famous obedience experiments, participants who were
told by an authority "gure to deliver increasingly powerful
electric shocks to another person progressed to a much
higher voltage than other people predicted they themselves
would deliver. Context is not just powerful, researchers have
learned; it is surprisingly powerful.
Pillars of an Ethical Culture
CREATI NG AN ET H ICA L culture thus requires thinking about
ethics not simply as a belief problem but also as a design prob-
lem. We have identi"ed four critical features that need to be
addressed when designing an ethical culture: explicit values,
thoughts during judgment, incentives, and cultural norms.
EXPLICIT VALUES > Strategies and practices should be
anchored to clearly stated principles that can be widely
shared within the organization. A well-crafted mission
statement can help achieve this, as long as it is used correctly.
Leaders can refer to it to guide the creation of any new
strategy or initiative and note its connection to the compa-
ny’s principles when addressing employees, thus reinforcing
the broader ethical system. Employees should easily be
able to see how ethical principles in#uence a company’s
practices. They’re likely to behave di!erently if they think
the organization is being guided by the ethos of Mr. Rogers,
the relentlessly kind PBS show host, versus that of Gordon
Gekko, the relentlessly greedy banker in the "lm Wall Street.
Indeed, in one experiment, 70% of participants playing an
economic game with a partner cooperated for mutual gain
when it was called the Community Game, but only 30%
cooperated when it was called the Wall Street Game. This
dramatic e!ect occurred even though the "nancial incen-
tives were identical.
A mission statement should be simple, short, actionable,
and emotionally resonant. Most corporate mission state-
ments today are too long to remember, too obvious to need
stating, too clearly tailored for regulators, or too distant from
day-to-day practices to meaningfully guide employees. A
statement can’t be just words on paper; it must undergird not
only strategy but policies around hiring, "ring, promoting,
and operations so that core ethical principles are deeply
embedded throughout the organization. Patagonia’s mission
statement, for instance, is “Build the best product, cause
no unnecessary harm, use business to inspire and imple-
ment solutions to the environmental crisis.” Its Worn Wear
initiative implements its mission by enabling employees to
help consumers repair or recycle their products. Patagonia
also developed a standardized metric, posted on its website,
to evaluate the environmental impact of its entire supply
chain. Zappos says its number one core value is to “Deliver
WOW through service” to customers, according them respect
and dignity. It implements this value by not measuring the
average length of customer service calls (the industry stan-
dard), so employees can spend as much time with customers
as necessary. Mission statements like these help keep an
organization’s values crystal clear in employees’ minds.
THOUGHTS DURING JUDGMENT > Most people have
less di$culty knowing what’s right or wrong than they do
keeping ethical considerations top of mind when making
decisions. Ethical lapses can therefore be reduced in a
culture where ethics are at the center of attention. You might
know that it’s wrong to hurt someone else’s chances of being
hired but fail to think of the harm you cause to unknown
applicants when trying to help a friend, a family member,
or a business school classmate land a job. Behavior tends
to be guided by what comes to mind immediately before
Even well-meaning and well-informed people are
more ethically malleable than one might guess.
ETHICS
Harvard Business Review
May–June 2019 147
engaging in an action, and those thoughts can be meaning-
fully a!ected by context. Should someone remind you that
helping a friend necessarily hurts the chances of people you
don’t happen to know, you might think twice about whether
your advocacy e!orts are appropriate.
Several experiments make this point. In one, people were
more likely to tell the truth when an honor code came at the
beginning of a form—thereby putting ethics top of mind as
they completed the form—than when it was posted at the
end. In a large "eld experiment of approximately 18,000
U.S. government contractors, simply adding a box for "lers
to check certifying their honesty while reporting yielded
$28.6 million more in sales tax revenue than did a condition
that omitted the box. And in a simulation that asked MBA
students to play the role of "nancial adviser, having them
complete an ethics checklist before recommending potential
investment funds signi"cantly decreased the percentage
who recommended what turned out to be the Mado! feeder
fund. When ethics were top of mind, the students were more
alert to the possibility that the fund was too good to be true.
As a counterexample, Enron was notorious for its constant
focus on stock price, even posting it in the elevators. Re#ect-
ing on his own misdeeds, its former CFO Andy Fastow said,
“I knew it was wrong.… But I didn’t think it was illegal.… The
question I should have asked is not what is the rule, but what
is the principle.” People working in an ethical culture are
routinely triggered to think, Is it right? rather than Is it legal?
INCENTIVES > It is a boring truism that people do what
they’re incentivized to do, meaning that aligning rewards
with ethical outcomes is an obvious solution to many ethical
problems. That may sound simple (just pay people for acting
ethically), but money goes only so far, and incentive pro-
grams must provide a variety of rewards to be e!ective.
Along with earning an income, employees care about
doing meaningful work, making a positive impact, and
being respected or appreciated for their e!orts. In one
experiment, hospital sta! members were more likely to
follow correct handwashing procedures when a sign above
the sink reminded them of consequences to others (“Hand
hygiene prevents patients from catching diseases”) than
when it reminded them of personal consequences. Never-
theless, managers may easily overlook the importance of
non"nancial incentives. When asked how important such
incentives were to employees, customer service managers at
one Fortune 500 "rm tended to dramatically underestimate
what they meant to their reports.
In addition to aligning "nancial incentives with desired
outcomes, ethical cultures provide explicit opportunities to
bene"t others and reward people who do so with recogni-
tion, praise, and validation. If, for instance, your employees
are making people’s lives meaningfully better in some way,
pointing that out will encourage future ethical behavior.
It may even improve performance, because the reward is
aligned with ethical motivation. In one experiment, sales-
people for a large pharmaceutical company performed
dramatically better after participating in a prosocial bonus
system, which encouraged them to spend a small award on
their teammates, compared with a typical “proself” bonus
system, in which they spent the award on themselves.
This approach to incentives may have ancillary HR
bene"ts. People tend to underestimate both how positive
they will feel about connecting with others in a prosocial way
and the positive impact their behavior will have on others. In
a "eld experiment with Virgin Atlantic pilots, a bonus system
for increasing fuel economy was structured so that the bonus
went to a charity of their choosing. The resulting increase in
their job satisfaction was similar in magnitude to the e!ect
of moving from poor health to good health. Companies that
use prosocial incentives are likely to produce happier, more
satis"ed, and more loyal employees. An ethical culture not
only does good; it also feels good.
CULTURAL NORMS > Most leaders intuitively recog-
nize the importance of “tone at the top” for setting ethical
standards in an organization. Easily overlooked is “tone
in the middle,” which may actually be a more signi"cant
driver of employees’ behavior. Good leaders produce good
followers; but if employees in the middle of the organization
are surrounded by coworkers who are lying, cheating, or
stealing, they will most likely do the same, regardless of what
their bosses say. So-called descriptive norms—how peers
actually behave—tend to exert the most social in#uence. In
one "eld experiment conducted by a UK government agency,
13 versions of a letter were sent to delinquent taxpayers,
including versions that referenced moral principles, the ease
ETHICS
Money goes only so far; incentive programs must
provide a variety of rewards to be effective.
148 Harvard Business Review
May–June 2019
of paying taxes, or !nancial penalties. The most e"ective
letter compared the recipient’s behavior with that of fellow
citizens: “Nine out of ten people in the UK pay their taxes on
time. You are currently in the very small minority of people
who have not paid us yet.”
People often fail to appreciate the power of social norms.
When researchers were interested in determining how best
to encourage energy e#ciency among a group of Califor-
nians, for instance, they !rst asked a group of nearly 1,000
residents to predict the e"ectiveness of various approaches,
including appeals to environmental protection, personal
!nancial bene!ts, societal bene!ts, and social norms (what
percentage of neighbors conserved energy by using fans).
These residents expected that the environmental appeal
would be most persuasive and the social norm appeal least
persuasive. But when the researchers sent about 1,000 other
residents one of the four appeals, the social norm had by far
the biggest e"ect on reducing energy use.
Leaders can encourage an ethical culture by highlighting
the good things employees are doing. Although the natural
tendency is to focus on cautionary tales or “ethical black
holes,” doing so can make undesirable actions seem more
Harvard Business Review
May–June 2019 149
common than they really are, potentially increasing uneth-
ical behavior. To create more ethical norms, focus instead
on “ethical beacons” in your organization: people who are
putting the mission statement into practice or behaving in
an exemplary fashion.
Putting Ethical Design into Practice
A LE AD E R D E S I G NI NG an ethical culture should try to create
contexts that keep ethical principles top of mind, reward
ethics through formal and informal incentives and opportu-
nities, and weave ethics into day-to-day behavior. Precisely
how this is achieved will vary among organizations, but here
are a few examples.
HIRING > First impressions are inordinately powerful. For
many employees, an organization’s values were revealed
during the hiring process. Although interviews are typically
treated as opportunities for identifying the best candidate,
they also begin the acculturation process. At one Fortune 100
!rm, for instance, interview questions are designed around a
core value, such as putting customer needs !rst. In one inter-
view script, candidates are told of this value and then asked,
“Tell me about a time when you uncovered an unmet need
of a customer that you were able to address.” We don’t know
if this question identi!ed people who are good at treating
customers respectfully, but that’s not necessarily the point.
Highlighting values in the interview reveals their importance
to the organization. It is one piece of a broader system that
draws attention to ethics.
EVALUATION > Ethics can also be woven into the design of
performance evaluations to highlight their importance to an
organization as well as to reward and encourage good behav-
ior. At Johnson & Johnson, for instance, each executive’s
360-degree evaluation is built on the four components of
the company’s famous credo, which expresses commitment
to customers, employees, communities, and stakeholders.
In one version of the evaluation we saw, each executive was
rated on items such as “nurtures commitment to our Credo,”
“confronts actions that are, or border on, the unethical,”
and “establishes an environment in which uncompromising
integrity is the norm.”
COMPENSATION > Aligning !nancial incentives with eth-
ical outcomes may sound easy in principle, but it is tricky in
practice. This is where a mission statement can help. South-
west Airlines has used an executive scorecard to tie compen-
sation to its four core values: every employee matters, every
"ight matters, every customer matters, and every share-
holder matters. Each value is demonstrated by an objective
measurement—“every employee matters” by voluntary
turnover; “every "ight matters” by ontime performance. This
scorecard highlights how well core ethical values align with
business success, helps keep employees’ attention on them,
and suggests the behaviors needed to realize them.
Leaders can reward ethical actions by showing employees
the positive impact of their work on others and recognizing
their actions in presentations and publications. They can also
create opportunities within the organization to behave ethi-
cally toward colleagues. In one recent !eld experiment, man-
agers were randomly assigned to perform !ve acts of kindness
for certain fellow employees over a four-week period. Not only
did this increase the number of kind acts observed within the
organization, but recipients were more likely than controls
to subsequently do kind things for other employees, demon-
strating that ethical behavior can be contagious. These acts
of kindness improved well-being for those performing them
as well as for recipients. Perhaps most important, depressive
symptoms dropped dramatically among both groups com-
pared with the control condition, a result that continued for at
least three months beyond the initial one-month intervention.
Ethics, by Design
NO COMPAN Y WILL ever be perfect, because no human
being is perfect. Indeed, some companies we’ve used as
examples have had serious ethical lapses. Real people are not
purely good or purely evil but are capable of doing both good
and evil. Organizations should aim to design a system that
makes being good as easy as possible. That means attending
carefully to the contexts people are actually in, making ethi-
cal principles foundational in strategies and policies, keeping
ethics top of mind, rewarding ethical behavior through a
variety of incentives, and encouraging ethical norms in day-
to-day practices. Doing so will never turn an organization full
of humans into a host of angels, but it can help them be as
ethical as they are capable of being. HBR Reprint R1903K
NICHOLAS EPLEY is the John Templeton Keller Professor of
Behavioral Science at the University of Chicago Booth School of
Business and the author of Mindwise: How We Understand What
Others Think, Believe, Feel, and Want (Knopf, 2014). AMIT KUMAR is
an assistant professor of marketing and psychology at the University
of Texas at Austin.
ETHICS
150 Harvard Business Review
May–June 2019
Copyright © Harvard Business Publishing. All Rights Reserved. This content is intended for
individual research use only, subject to the following:
Unless permission is expressly granted in a separate license, this content may NOT be used
for classroom or teaching use, which includes teaching materials, electronic reserves, course
packs or persistent linking from syllabi. Please consult your institution's librarian about the
nature of relevant licenses held by your institution and the restrictions that may or may not
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Unless permission is expressly granted in a separate license, this content may NOT be used in
corporate training and/or as corporate learning materials. For corporate users, please consult
the specific terms of your company's license(s) for complete information and restrictions.
For more information and teaching resources from Harvard Business Publishing including
Harvard Business School Cases, eLearning products, and business simulations please visit
hbsp.harvard.edu.
**EuthnasiaAssistedSuicideandPalliativeSedation.pdf**
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**SmokingNormsRegulationofECigs.pdf**
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**## WellnessInHealthCareWorksheet.docx**
**Wellness in Health Care**
Name:
Professor:
Date:
An important part of health care is the wellness of health care providers. Negligence in these areas can result in a tangible reduction in effective care for patients. It can also affect the work environment and pour over into other areas in the life of a provider. However, there are tools available and ways to aid in the mental, physical, and spiritual wellness of practitioners.
For this assignment, review the scenario and respond to the provided prompts. Along with the textbook, use a minimum of two scholarly sources from the GCU Library.
**_Scenario_**
Dr. Davis frequently works long shifts in the Emergency Department. Recently, he began picking up extra shifts to provide coverage due to understaffing. Within the last 6 months, two providers have left. Until additional staff are hired, those remaining are left to cover the vacated shifts. Additionally, Dr. Davis has a wife, twin girls who are eight, and son who is not yet one year old. The extra hours are beginning to take a toll. Dr. Davis has always had lots of energy and is very positive in the workplace. However, as of late, Dr. Davis seems to be acting differently with patients. Within the last week, his mood has transitioned from being joyful and engaging to being sad, disengaged, and distant. Dr. Davis has also been heard making comments about not feeling appreciated by the organization. It is clear that there should be concern regarding Dr. Davis's mental state and well-being.
With this scenario in mind, please answer the following questions:
1.
**Explain how working together as a team can have a positive impact on a medical professional's health and wellness. What could staff do to help Dr. Davis feel more appreciated and supported? (200-300 words)**
| |
| — |
| <Text> |
2.
**Discuss the impact that spiritual wellness can have on a medical professional's stress. How might spiritual wellness be emphasized more in the workplace? (200-300 words)**
| |
| — |
| <Text> |
3.
**Identify ways in which burnout and stress can be reduced. What can employers do to help? (200-300 words)**
| |
| — |
| <Text> |
4.
**Given the scenario above, how would you make sure that the proper people were made aware to step in and help Dr. Davis? (200-300 words)**
| |
| — |
| <Text> |
**References:**
| |
| — |
| <Text> |
© 2019. Grand Canyon University. All Rights Reserved.
© 2019. Grand Canyon University. All Rights Reserved.
## image1.jpeg
**## HowtoDesignanEthicalOrganization.pdf**
144 Harvard Business Review
May–June 2019
How to Design an
Ethical Organization
_HBR_MayJun19
Harvard Business Review
May–June 2019 145
Nicholas Epley
Professor, Booth School
of Business
Amit Kumar
Assistant professor,
University of Texas
at Austin
PHOTOGRAPHER STEVEN DERKS ETHICS
AUTHORS
IDEA IN BRIEF
THE PROBLEM
Unethical behavior
ruins reputations,
harms employee
morale, and increases
regulatory costs—
not to mention
damages society’s
trust in business. Yet
corporate scandals
are a recurring reality.
WHAT DOESN’T WORK
Compliance
programs take a
legalistic approach
to ethics that
focuses on individual
accountability—but
a large body of
behavioral science
research suggests that
even well-meaning
and well-informed
individuals are
ethically malleable.
A BETTER WAY
Leaders must design
workplace contexts
that encourage good
behavior. Keeping
prosocial values
top of mind for
employees as they
make decisions will
reduce the likelihood
of transgressions
while making workers
happier and more
productive.
From Volkswagen’s emissions fiasco to Wells Fargo’s deceptive
sales practices to Uber’s privacy intrusions, corporate wrongdoing
is a continuing reality in global business. Unethical behavior takes a
significant toll on organizations by damaging reputations, harming
employee morale, and increasing regulatory costs—not to mention
the wider damage to society’s overall trust in business. Few executives
set out to achieve advantage by breaking the rules, and most
companies have programs in place to prevent malfeasance at all
levels. Yet recurring scandals show that we could do better.
START HERE
146 Harvard Business Review
May–June 2019
Interventions to encourage ethical behavior are often
based on misperceptions of how transgressions occur,
and thus are not as e!ective as they could be. Compliance
programs increasingly take a legalistic approach to ethics
that focuses on individual accountability. They’re designed
to educate employees and then punish wrongdoing among
the “bad apples” who misbehave. Yet a large body of behav-
ioral science research suggests that even well-meaning and
well-informed people are more ethically malleable than one
might guess. When watching a potential emergency unfold,
for example, people are much more likely to intervene if they
are alone than if other bystanders are around—because they
think others will deal with the situation, believe that others
are more quali"ed to help, or fail to recognize an emergency
because others don’t look alarmed. Small changes to the
context can have a signi"cant e!ect on a person’s behav-
ior. Yet people in the midst of these situations tend not to
recognize the in#uence of context. In Stanley Milgram’s
famous obedience experiments, participants who were
told by an authority "gure to deliver increasingly powerful
electric shocks to another person progressed to a much
higher voltage than other people predicted they themselves
would deliver. Context is not just powerful, researchers have
learned; it is surprisingly powerful.
Pillars of an Ethical Culture
CREATI NG AN ET H ICA L culture thus requires thinking about
ethics not simply as a belief problem but also as a design prob-
lem. We have identi"ed four critical features that need to be
addressed when designing an ethical culture: explicit values,
thoughts during judgment, incentives, and cultural norms.
EXPLICIT VALUES > Strategies and practices should be
anchored to clearly stated principles that can be widely
shared within the organization. A well-crafted mission
statement can help achieve this, as long as it is used correctly.
Leaders can refer to it to guide the creation of any new
strategy or initiative and note its connection to the compa-
ny’s principles when addressing employees, thus reinforcing
the broader ethical system. Employees should easily be
able to see how ethical principles in#uence a company’s
practices. They’re likely to behave di!erently if they think
the organization is being guided by the ethos of Mr. Rogers,
the relentlessly kind PBS show host, versus that of Gordon
Gekko, the relentlessly greedy banker in the "lm Wall Street.
Indeed, in one experiment, 70% of participants playing an
economic game with a partner cooperated for mutual gain
when it was called the Community Game, but only 30%
cooperated when it was called the Wall Street Game. This
dramatic e!ect occurred even though the "nancial incen-
tives were identical.
A mission statement should be simple, short, actionable,
and emotionally resonant. Most corporate mission state-
ments today are too long to remember, too obvious to need
stating, too clearly tailored for regulators, or too distant from
day-to-day practices to meaningfully guide employees. A
statement can’t be just words on paper; it must undergird not
only strategy but policies around hiring, "ring, promoting,
and operations so that core ethical principles are deeply
embedded throughout the organization. Patagonia’s mission
statement, for instance, is “Build the best product, cause
no unnecessary harm, use business to inspire and imple-
ment solutions to the environmental crisis.” Its Worn Wear
initiative implements its mission by enabling employees to
help consumers repair or recycle their products. Patagonia
also developed a standardized metric, posted on its website,
to evaluate the environmental impact of its entire supply
chain. Zappos says its number one core value is to “Deliver
WOW through service” to customers, according them respect
and dignity. It implements this value by not measuring the
average length of customer service calls (the industry stan-
dard), so employees can spend as much time with customers
as necessary. Mission statements like these help keep an
organization’s values crystal clear in employees’ minds.
THOUGHTS DURING JUDGMENT > Most people have
less di$culty knowing what’s right or wrong than they do
keeping ethical considerations top of mind when making
decisions. Ethical lapses can therefore be reduced in a
culture where ethics are at the center of attention. You might
know that it’s wrong to hurt someone else’s chances of being
hired but fail to think of the harm you cause to unknown
applicants when trying to help a friend, a family member,
or a business school classmate land a job. Behavior tends
to be guided by what comes to mind immediately before
Even well-meaning and well-informed people are
more ethically malleable than one might guess.
ETHICS
Harvard Business Review
May–June 2019 147
engaging in an action, and those thoughts can be meaning-
fully a!ected by context. Should someone remind you that
helping a friend necessarily hurts the chances of people you
don’t happen to know, you might think twice about whether
your advocacy e!orts are appropriate.
Several experiments make this point. In one, people were
more likely to tell the truth when an honor code came at the
beginning of a form—thereby putting ethics top of mind as
they completed the form—than when it was posted at the
end. In a large "eld experiment of approximately 18,000
U.S. government contractors, simply adding a box for "lers
to check certifying their honesty while reporting yielded
$28.6 million more in sales tax revenue than did a condition
that omitted the box. And in a simulation that asked MBA
students to play the role of "nancial adviser, having them
complete an ethics checklist before recommending potential
investment funds signi"cantly decreased the percentage
who recommended what turned out to be the Mado! feeder
fund. When ethics were top of mind, the students were more
alert to the possibility that the fund was too good to be true.
As a counterexample, Enron was notorious for its constant
focus on stock price, even posting it in the elevators. Re#ect-
ing on his own misdeeds, its former CFO Andy Fastow said,
“I knew it was wrong.… But I didn’t think it was illegal.… The
question I should have asked is not what is the rule, but what
is the principle.” People working in an ethical culture are
routinely triggered to think, Is it right? rather than Is it legal?
INCENTIVES > It is a boring truism that people do what
they’re incentivized to do, meaning that aligning rewards
with ethical outcomes is an obvious solution to many ethical
problems. That may sound simple (just pay people for acting
ethically), but money goes only so far, and incentive pro-
grams must provide a variety of rewards to be e!ective.
Along with earning an income, employees care about
doing meaningful work, making a positive impact, and
being respected or appreciated for their e!orts. In one
experiment, hospital sta! members were more likely to
follow correct handwashing procedures when a sign above
the sink reminded them of consequences to others (“Hand
hygiene prevents patients from catching diseases”) than
when it reminded them of personal consequences. Never-
theless, managers may easily overlook the importance of
non"nancial incentives. When asked how important such
incentives were to employees, customer service managers at
one Fortune 500 "rm tended to dramatically underestimate
what they meant to their reports.
In addition to aligning "nancial incentives with desired
outcomes, ethical cultures provide explicit opportunities to
bene"t others and reward people who do so with recogni-
tion, praise, and validation. If, for instance, your employees
are making people’s lives meaningfully better in some way,
pointing that out will encourage future ethical behavior.
It may even improve performance, because the reward is
aligned with ethical motivation. In one experiment, sales-
people for a large pharmaceutical company performed
dramatically better after participating in a prosocial bonus
system, which encouraged them to spend a small award on
their teammates, compared with a typical “proself” bonus
system, in which they spent the award on themselves.
This approach to incentives may have ancillary HR
bene"ts. People tend to underestimate both how positive
they will feel about connecting with others in a prosocial way
and the positive impact their behavior will have on others. In
a "eld experiment with Virgin Atlantic pilots, a bonus system
for increasing fuel economy was structured so that the bonus
went to a charity of their choosing. The resulting increase in
their job satisfaction was similar in magnitude to the e!ect
of moving from poor health to good health. Companies that
use prosocial incentives are likely to produce happier, more
satis"ed, and more loyal employees. An ethical culture not
only does good; it also feels good.
CULTURAL NORMS > Most leaders intuitively recog-
nize the importance of “tone at the top” for setting ethical
standards in an organization. Easily overlooked is “tone
in the middle,” which may actually be a more signi"cant
driver of employees’ behavior. Good leaders produce good
followers; but if employees in the middle of the organization
are surrounded by coworkers who are lying, cheating, or
stealing, they will most likely do the same, regardless of what
their bosses say. So-called descriptive norms—how peers
actually behave—tend to exert the most social in#uence. In
one "eld experiment conducted by a UK government agency,
13 versions of a letter were sent to delinquent taxpayers,
including versions that referenced moral principles, the ease
ETHICS
Money goes only so far; incentive programs must
provide a variety of rewards to be effective.
148 Harvard Business Review
May–June 2019
of paying taxes, or !nancial penalties. The most e"ective
letter compared the recipient’s behavior with that of fellow
citizens: “Nine out of ten people in the UK pay their taxes on
time. You are currently in the very small minority of people
who have not paid us yet.”
People often fail to appreciate the power of social norms.
When researchers were interested in determining how best
to encourage energy e#ciency among a group of Califor-
nians, for instance, they !rst asked a group of nearly 1,000
residents to predict the e"ectiveness of various approaches,
including appeals to environmental protection, personal
!nancial bene!ts, societal bene!ts, and social norms (what
percentage of neighbors conserved energy by using fans).
These residents expected that the environmental appeal
would be most persuasive and the social norm appeal least
persuasive. But when the researchers sent about 1,000 other
residents one of the four appeals, the social norm had by far
the biggest e"ect on reducing energy use.
Leaders can encourage an ethical culture by highlighting
the good things employees are doing. Although the natural
tendency is to focus on cautionary tales or “ethical black
holes,” doing so can make undesirable actions seem more
Harvard Business Review
May–June 2019 149
common than they really are, potentially increasing uneth-
ical behavior. To create more ethical norms, focus instead
on “ethical beacons” in your organization: people who are
putting the mission statement into practice or behaving in
an exemplary fashion.
Putting Ethical Design into Practice
A LE AD E R D E S I G NI NG an ethical culture should try to create
contexts that keep ethical principles top of mind, reward
ethics through formal and informal incentives and opportu-
nities, and weave ethics into day-to-day behavior. Precisely
how this is achieved will vary among organizations, but here
are a few examples.
HIRING > First impressions are inordinately powerful. For
many employees, an organization’s values were revealed
during the hiring process. Although interviews are typically
treated as opportunities for identifying the best candidate,
they also begin the acculturation process. At one Fortune 100
!rm, for instance, interview questions are designed around a
core value, such as putting customer needs !rst. In one inter-
view script, candidates are told of this value and then asked,
“Tell me about a time when you uncovered an unmet need
of a customer that you were able to address.” We don’t know
if this question identi!ed people who are good at treating
customers respectfully, but that’s not necessarily the point.
Highlighting values in the interview reveals their importance
to the organization. It is one piece of a broader system that
draws attention to ethics.
EVALUATION > Ethics can also be woven into the design of
performance evaluations to highlight their importance to an
organization as well as to reward and encourage good behav-
ior. At Johnson & Johnson, for instance, each executive’s
360-degree evaluation is built on the four components of
the company’s famous credo, which expresses commitment
to customers, employees, communities, and stakeholders.
In one version of the evaluation we saw, each executive was
rated on items such as “nurtures commitment to our Credo,”
“confronts actions that are, or border on, the unethical,”
and “establishes an environment in which uncompromising
integrity is the norm.”
COMPENSATION > Aligning !nancial incentives with eth-
ical outcomes may sound easy in principle, but it is tricky in
practice. This is where a mission statement can help. South-
west Airlines has used an executive scorecard to tie compen-
sation to its four core values: every employee matters, every
"ight matters, every customer matters, and every share-
holder matters. Each value is demonstrated by an objective
measurement—“every employee matters” by voluntary
turnover; “every "ight matters” by ontime performance. This
scorecard highlights how well core ethical values align with
business success, helps keep employees’ attention on them,
and suggests the behaviors needed to realize them.
Leaders can reward ethical actions by showing employees
the positive impact of their work on others and recognizing
their actions in presentations and publications. They can also
create opportunities within the organization to behave ethi-
cally toward colleagues. In one recent !eld experiment, man-
agers were randomly assigned to perform !ve acts of kindness
for certain fellow employees over a four-week period. Not only
did this increase the number of kind acts observed within the
organization, but recipients were more likely than controls
to subsequently do kind things for other employees, demon-
strating that ethical behavior can be contagious. These acts
of kindness improved well-being for those performing them
as well as for recipients. Perhaps most important, depressive
symptoms dropped dramatically among both groups com-
pared with the control condition, a result that continued for at
least three months beyond the initial one-month intervention.
Ethics, by Design
NO COMPAN Y WILL ever be perfect, because no human
being is perfect. Indeed, some companies we’ve used as
examples have had serious ethical lapses. Real people are not
purely good or purely evil but are capable of doing both good
and evil. Organizations should aim to design a system that
makes being good as easy as possible. That means attending
carefully to the contexts people are actually in, making ethi-
cal principles foundational in strategies and policies, keeping
ethics top of mind, rewarding ethical behavior through a
variety of incentives, and encouraging ethical norms in day-
to-day practices. Doing so will never turn an organization full
of humans into a host of angels, but it can help them be as
ethical as they are capable of being. HBR Reprint R1903K
NICHOLAS EPLEY is the John Templeton Keller Professor of
Behavioral Science at the University of Chicago Booth School of
Business and the author of Mindwise: How We Understand What
Others Think, Believe, Feel, and Want (Knopf, 2014). AMIT KUMAR is
an assistant professor of marketing and psychology at the University
of Texas at Austin.
ETHICS
150 Harvard Business Review
May–June 2019
Copyright © Harvard Business Publishing. All Rights Reserved. This content is intended for
individual research use only, subject to the following:
Unless permission is expressly granted in a separate license, this content may NOT be used
for classroom or teaching use, which includes teaching materials, electronic reserves, course
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Unless permission is expressly granted in a separate license, this content may NOT be used in
corporate training and/or as corporate learning materials. For corporate users, please consult
the specific terms of your company's license(s) for complete information and restrictions.
For more information and teaching resources from Harvard Business Publishing including
Harvard Business School Cases, eLearning products, and business simulations please visit
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**EuthnasiaAssistedSuicideandPalliativeSedation.pdf**
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**SmokingNormsRegulationofECigs.pdf**
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**EthicsWithouttheSermonBook.pdf**
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**AssistedSuicideArticle.pdf**
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**## WellnessInHealthCareWorksheet.docx**
**Wellness in Health Care**
Name:
Professor:
Date:
An important part of health care is the wellness of health care providers. Negligence in these areas can result in a tangible reduction in effective care for patients. It can also affect the work environment and pour over into other areas in the life of a provider. However, there are tools available and ways to aid in the mental, physical, and spiritual wellness of practitioners.
For this assignment, review the scenario and respond to the provided prompts. Along with the textbook, use a minimum of two scholarly sources from the GCU Library.
**_Scenario_**
Dr. Davis frequently works long shifts in the Emergency Department. Recently, he began picking up extra shifts to provide coverage due to understaffing. Within the last 6 months, two providers have left. Until additional staff are hired, those remaining are left to cover the vacated shifts. Additionally, Dr. Davis has a wife, twin girls who are eight, and son who is not yet one year old. The extra hours are beginning to take a toll. Dr. Davis has always had lots of energy and is very positive in the workplace. However, as of late, Dr. Davis seems to be acting differently with patients. Within the last week, his mood has transitioned from being joyful and engaging to being sad, disengaged, and distant. Dr. Davis has also been heard making comments about not feeling appreciated by the organization. It is clear that there should be concern regarding Dr. Davis's mental state and well-being.
With this scenario in mind, please answer the following questions:
1.
**Explain how working together as a team can have a positive impact on a medical professional's health and wellness. What could staff do to help Dr. Davis feel more appreciated and supported? (200-300 words)**
| |
| — |
| <Text> |
2.
**Discuss the impact that spiritual wellness can have on a medical professional's stress. How might spiritual wellness be emphasized more in the workplace? (200-300 words)**
| |
| — |
| <Text> |
3.
**Identify ways in which burnout and stress can be reduced. What can employers do to help? (200-300 words)**
| |
| — |
| <Text> |
4.
**Given the scenario above, how would you make sure that the proper people were made aware to step in and help Dr. Davis? (200-300 words)**
| |
| — |
| <Text> |
**References:**
| |
| — |
| <Text> |
© 2019. Grand Canyon University. All Rights Reserved.
© 2019. Grand Canyon University. All Rights Reserved.
## image1.jpeg
**## HowtoDesignanEthicalOrganization.pdf**
144 Harvard Business Review
May–June 2019
How to Design an
Ethical Organization
_HBR_MayJun19
Harvard Business Review
May–June 2019 145
Nicholas Epley
Professor, Booth School
of Business
Amit Kumar
Assistant professor,
University of Texas
at Austin
PHOTOGRAPHER STEVEN DERKS ETHICS
AUTHORS
IDEA IN BRIEF
THE PROBLEM
Unethical behavior
ruins reputations,
harms employee
morale, and increases
regulatory costs—
not to mention
damages society’s
trust in business. Yet
corporate scandals
are a recurring reality.
WHAT DOESN’T WORK
Compliance
programs take a
legalistic approach
to ethics that
focuses on individual
accountability—but
a large body of
behavioral science
research suggests that
even well-meaning
and well-informed
individuals are
ethically malleable.
A BETTER WAY
Leaders must design
workplace contexts
that encourage good
behavior. Keeping
prosocial values
top of mind for
employees as they
make decisions will
reduce the likelihood
of transgressions
while making workers
happier and more
productive.
From Volkswagen’s emissions fiasco to Wells Fargo’s deceptive
sales practices to Uber’s privacy intrusions, corporate wrongdoing
is a continuing reality in global business. Unethical behavior takes a
significant toll on organizations by damaging reputations, harming
employee morale, and increasing regulatory costs—not to mention
the wider damage to society’s overall trust in business. Few executives
set out to achieve advantage by breaking the rules, and most
companies have programs in place to prevent malfeasance at all
levels. Yet recurring scandals show that we could do better.
START HERE
146 Harvard Business Review
May–June 2019
Interventions to encourage ethical behavior are often
based on misperceptions of how transgressions occur,
and thus are not as e!ective as they could be. Compliance
programs increasingly take a legalistic approach to ethics
that focuses on individual accountability. They’re designed
to educate employees and then punish wrongdoing among
the “bad apples” who misbehave. Yet a large body of behav-
ioral science research suggests that even well-meaning and
well-informed people are more ethically malleable than one
might guess. When watching a potential emergency unfold,
for example, people are much more likely to intervene if they
are alone than if other bystanders are around—because they
think others will deal with the situation, believe that others
are more quali"ed to help, or fail to recognize an emergency
because others don’t look alarmed. Small changes to the
context can have a signi"cant e!ect on a person’s behav-
ior. Yet people in the midst of these situations tend not to
recognize the in#uence of context. In Stanley Milgram’s
famous obedience experiments, participants who were
told by an authority "gure to deliver increasingly powerful
electric shocks to another person progressed to a much
higher voltage than other people predicted they themselves
would deliver. Context is not just powerful, researchers have
learned; it is surprisingly powerful.
Pillars of an Ethical Culture
CREATI NG AN ET H ICA L culture thus requires thinking about
ethics not simply as a belief problem but also as a design prob-
lem. We have identi"ed four critical features that need to be
addressed when designing an ethical culture: explicit values,
thoughts during judgment, incentives, and cultural norms.
EXPLICIT VALUES > Strategies and practices should be
anchored to clearly stated principles that can be widely
shared within the organization. A well-crafted mission
statement can help achieve this, as long as it is used correctly.
Leaders can refer to it to guide the creation of any new
strategy or initiative and note its connection to the compa-
ny’s principles when addressing employees, thus reinforcing
the broader ethical system. Employees should easily be
able to see how ethical principles in#uence a company’s
practices. They’re likely to behave di!erently if they think
the organization is being guided by the ethos of Mr. Rogers,
the relentlessly kind PBS show host, versus that of Gordon
Gekko, the relentlessly greedy banker in the "lm Wall Street.
Indeed, in one experiment, 70% of participants playing an
economic game with a partner cooperated for mutual gain
when it was called the Community Game, but only 30%
cooperated when it was called the Wall Street Game. This
dramatic e!ect occurred even though the "nancial incen-
tives were identical.
A mission statement should be simple, short, actionable,
and emotionally resonant. Most corporate mission state-
ments today are too long to remember, too obvious to need
stating, too clearly tailored for regulators, or too distant from
day-to-day practices to meaningfully guide employees. A
statement can’t be just words on paper; it must undergird not
only strategy but policies around hiring, "ring, promoting,
and operations so that core ethical principles are deeply
embedded throughout the organization. Patagonia’s mission
statement, for instance, is “Build the best product, cause
no unnecessary harm, use business to inspire and imple-
ment solutions to the environmental crisis.” Its Worn Wear
initiative implements its mission by enabling employees to
help consumers repair or recycle their products. Patagonia
also developed a standardized metric, posted on its website,
to evaluate the environmental impact of its entire supply
chain. Zappos says its number one core value is to “Deliver
WOW through service” to customers, according them respect
and dignity. It implements this value by not measuring the
average length of customer service calls (the industry stan-
dard), so employees can spend as much time with customers
as necessary. Mission statements like these help keep an
organization’s values crystal clear in employees’ minds.
THOUGHTS DURING JUDGMENT > Most people have
less di$culty knowing what’s right or wrong than they do
keeping ethical considerations top of mind when making
decisions. Ethical lapses can therefore be reduced in a
culture where ethics are at the center of attention. You might
know that it’s wrong to hurt someone else’s chances of being
hired but fail to think of the harm you cause to unknown
applicants when trying to help a friend, a family member,
or a business school classmate land a job. Behavior tends
to be guided by what comes to mind immediately before
Even well-meaning and well-informed people are
more ethically malleable than one might guess.
ETHICS
Harvard Business Review
May–June 2019 147
engaging in an action, and those thoughts can be meaning-
fully a!ected by context. Should someone remind you that
helping a friend necessarily hurts the chances of people you
don’t happen to know, you might think twice about whether
your advocacy e!orts are appropriate.
Several experiments make this point. In one, people were
more likely to tell the truth when an honor code came at the
beginning of a form—thereby putting ethics top of mind as
they completed the form—than when it was posted at the
end. In a large "eld experiment of approximately 18,000
U.S. government contractors, simply adding a box for "lers
to check certifying their honesty while reporting yielded
$28.6 million more in sales tax revenue than did a condition
that omitted the box. And in a simulation that asked MBA
students to play the role of "nancial adviser, having them
complete an ethics checklist before recommending potential
investment funds signi"cantly decreased the percentage
who recommended what turned out to be the Mado! feeder
fund. When ethics were top of mind, the students were more
alert to the possibility that the fund was too good to be true.
As a counterexample, Enron was notorious for its constant
focus on stock price, even posting it in the elevators. Re#ect-
ing on his own misdeeds, its former CFO Andy Fastow said,
“I knew it was wrong.… But I didn’t think it was illegal.… The
question I should have asked is not what is the rule, but what
is the principle.” People working in an ethical culture are
routinely triggered to think, Is it right? rather than Is it legal?
INCENTIVES > It is a boring truism that people do what
they’re incentivized to do, meaning that aligning rewards
with ethical outcomes is an obvious solution to many ethical
problems. That may sound simple (just pay people for acting
ethically), but money goes only so far, and incentive pro-
grams must provide a variety of rewards to be e!ective.
Along with earning an income, employees care about
doing meaningful work, making a positive impact, and
being respected or appreciated for their e!orts. In one
experiment, hospital sta! members were more likely to
follow correct handwashing procedures when a sign above
the sink reminded them of consequences to others (“Hand
hygiene prevents patients from catching diseases”) than
when it reminded them of personal consequences. Never-
theless, managers may easily overlook the importance of
non"nancial incentives. When asked how important such
incentives were to employees, customer service managers at
one Fortune 500 "rm tended to dramatically underestimate
what they meant to their reports.
In addition to aligning "nancial incentives with desired
outcomes, ethical cultures provide explicit opportunities to
bene"t others and reward people who do so with recogni-
tion, praise, and validation. If, for instance, your employees
are making people’s lives meaningfully better in some way,
pointing that out will encourage future ethical behavior.
It may even improve performance, because the reward is
aligned with ethical motivation. In one experiment, sales-
people for a large pharmaceutical company performed
dramatically better after participating in a prosocial bonus
system, which encouraged them to spend a small award on
their teammates, compared with a typical “proself” bonus
system, in which they spent the award on themselves.
This approach to incentives may have ancillary HR
bene"ts. People tend to underestimate both how positive
they will feel about connecting with others in a prosocial way
and the positive impact their behavior will have on others. In
a "eld experiment with Virgin Atlantic pilots, a bonus system
for increasing fuel economy was structured so that the bonus
went to a charity of their choosing. The resulting increase in
their job satisfaction was similar in magnitude to the e!ect
of moving from poor health to good health. Companies that
use prosocial incentives are likely to produce happier, more
satis"ed, and more loyal employees. An ethical culture not
only does good; it also feels good.
CULTURAL NORMS > Most leaders intuitively recog-
nize the importance of “tone at the top” for setting ethical
standards in an organization. Easily overlooked is “tone
in the middle,” which may actually be a more signi"cant
driver of employees’ behavior. Good leaders produce good
followers; but if employees in the middle of the organization
are surrounded by coworkers who are lying, cheating, or
stealing, they will most likely do the same, regardless of what
their bosses say. So-called descriptive norms—how peers
actually behave—tend to exert the most social in#uence. In
one "eld experiment conducted by a UK government agency,
13 versions of a letter were sent to delinquent taxpayers,
including versions that referenced moral principles, the ease
ETHICS
Money goes only so far; incentive programs must
provide a variety of rewards to be effective.
148 Harvard Business Review
May–June 2019
of paying taxes, or !nancial penalties. The most e"ective
letter compared the recipient’s behavior with that of fellow
citizens: “Nine out of ten people in the UK pay their taxes on
time. You are currently in the very small minority of people
who have not paid us yet.”
People often fail to appreciate the power of social norms.
When researchers were interested in determining how best
to encourage energy e#ciency among a group of Califor-
nians, for instance, they !rst asked a group of nearly 1,000
residents to predict the e"ectiveness of various approaches,
including appeals to environmental protection, personal
!nancial bene!ts, societal bene!ts, and social norms (what
percentage of neighbors conserved energy by using fans).
These residents expected that the environmental appeal
would be most persuasive and the social norm appeal least
persuasive. But when the researchers sent about 1,000 other
residents one of the four appeals, the social norm had by far
the biggest e"ect on reducing energy use.
Leaders can encourage an ethical culture by highlighting
the good things employees are doing. Although the natural
tendency is to focus on cautionary tales or “ethical black
holes,” doing so can make undesirable actions seem more
Harvard Business Review
May–June 2019 149
common than they really are, potentially increasing uneth-
ical behavior. To create more ethical norms, focus instead
on “ethical beacons” in your organization: people who are
putting the mission statement into practice or behaving in
an exemplary fashion.
Putting Ethical Design into Practice
A LE AD E R D E S I G NI NG an ethical culture should try to create
contexts that keep ethical principles top of mind, reward
ethics through formal and informal incentives and opportu-
nities, and weave ethics into day-to-day behavior. Precisely
how this is achieved will vary among organizations, but here
are a few examples.
HIRING > First impressions are inordinately powerful. For
many employees, an organization’s values were revealed
during the hiring process. Although interviews are typically
treated as opportunities for identifying the best candidate,
they also begin the acculturation process. At one Fortune 100
!rm, for instance, interview questions are designed around a
core value, such as putting customer needs !rst. In one inter-
view script, candidates are told of this value and then asked,
“Tell me about a time when you uncovered an unmet need
of a customer that you were able to address.” We don’t know
if this question identi!ed people who are good at treating
customers respectfully, but that’s not necessarily the point.
Highlighting values in the interview reveals their importance
to the organization. It is one piece of a broader system that
draws attention to ethics.
EVALUATION > Ethics can also be woven into the design of
performance evaluations to highlight their importance to an
organization as well as to reward and encourage good behav-
ior. At Johnson & Johnson, for instance, each executive’s
360-degree evaluation is built on the four components of
the company’s famous credo, which expresses commitment
to customers, employees, communities, and stakeholders.
In one version of the evaluation we saw, each executive was
rated on items such as “nurtures commitment to our Credo,”
“confronts actions that are, or border on, the unethical,”
and “establishes an environment in which uncompromising
integrity is the norm.”
COMPENSATION > Aligning !nancial incentives with eth-
ical outcomes may sound easy in principle, but it is tricky in
practice. This is where a mission statement can help. South-
west Airlines has used an executive scorecard to tie compen-
sation to its four core values: every employee matters, every
"ight matters, every customer matters, and every share-
holder matters. Each value is demonstrated by an objective
measurement—“every employee matters” by voluntary
turnover; “every "ight matters” by ontime performance. This
scorecard highlights how well core ethical values align with
business success, helps keep employees’ attention on them,
and suggests the behaviors needed to realize them.
Leaders can reward ethical actions by showing employees
the positive impact of their work on others and recognizing
their actions in presentations and publications. They can also
create opportunities within the organization to behave ethi-
cally toward colleagues. In one recent !eld experiment, man-
agers were randomly assigned to perform !ve acts of kindness
for certain fellow employees over a four-week period. Not only
did this increase the number of kind acts observed within the
organization, but recipients were more likely than controls
to subsequently do kind things for other employees, demon-
strating that ethical behavior can be contagious. These acts
of kindness improved well-being for those performing them
as well as for recipients. Perhaps most important, depressive
symptoms dropped dramatically among both groups com-
pared with the control condition, a result that continued for at
least three months beyond the initial one-month intervention.
Ethics, by Design
NO COMPAN Y WILL ever be perfect, because no human
being is perfect. Indeed, some companies we’ve used as
examples have had serious ethical lapses. Real people are not
purely good or purely evil but are capable of doing both good
and evil. Organizations should aim to design a system that
makes being good as easy as possible. That means attending
carefully to the contexts people are actually in, making ethi-
cal principles foundational in strategies and policies, keeping
ethics top of mind, rewarding ethical behavior through a
variety of incentives, and encouraging ethical norms in day-
to-day practices. Doing so will never turn an organization full
of humans into a host of angels, but it can help them be as
ethical as they are capable of being. HBR Reprint R1903K
NICHOLAS EPLEY is the John Templeton Keller Professor of
Behavioral Science at the University of Chicago Booth School of
Business and the author of Mindwise: How We Understand What
Others Think, Believe, Feel, and Want (Knopf, 2014). AMIT KUMAR is
an assistant professor of marketing and psychology at the University
of Texas at Austin.
ETHICS
150 Harvard Business Review
May–June 2019
Copyright © Harvard Business Publishing. All Rights Reserved. This content is intended for
individual research use only, subject to the following:
Unless permission is expressly granted in a separate license, this content may NOT be used
for classroom or teaching use, which includes teaching materials, electronic reserves, course
packs or persistent linking from syllabi. Please consult your institution's librarian about the
nature of relevant licenses held by your institution and the restrictions that may or may not
apply.
Unless permission is expressly granted in a separate license, this content may NOT be used in
corporate training and/or as corporate learning materials. For corporate users, please consult
the specific terms of your company's license(s) for complete information and restrictions.
For more information and teaching resources from Harvard Business Publishing including
Harvard Business School Cases, eLearning products, and business simulations please visit
hbsp.harvard.edu.
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I need this assignment completed by Saturday April 26, 2025 by 10:00 Pm – a year ago **files (4)** – ## Assessmentinstructionsweek8.docx – ## WritingResearchPapers.docx – ## Week8EssayExample.docx – ## RubricCriteri1week8.docx **## Assessmentinstructionsweek8.docx** Assessment Traits Requires Lopesw…
Immediate access to the full model answer, formatted citations, and rubric breakdown.
Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →I need this assignment completed by Saturday April 26, 2025 by 10:00 Pm
– a year ago
**files (4)**
– ## Assessmentinstructionsweek8.docx
– ## WritingResearchPapers.docx
– ## Week8EssayExample.docx
– ## RubricCriteri1week8.docx
**## Assessmentinstructionsweek8.docx**
Assessment Traits
Requires Lopeswrite
Assessment Description
Use O*Net Online as well as a minimum of three scholarly, peer-reviewed resources to write a 750-1,000-word, five-paragraph essay that focuses on your intended professional career.
Research current statistics related to the profession including:
· Salary
· Job opportunities in your area
· Advancement opportunities and retention
· Benefits and rewards
· And anything more you find relevant
In your essay, explain the main tasks being done in this job, what skills are required, and if any social/interpersonal skills, mathematical skills, spatial skills, manual dexterity, or other unique skills are required. Additionally, be sure to discuss if any licenses, certifications, degrees, or special or unusual training is needed for this job. If so, include detailed information on how to qualify for this.
Lastly, examine the following questions in your essay: what part does honesty, integrity, or a code of ethics play in the performance of this work?
Make sure you’re utilizing the feedback from your instructor on your annotated bibliography and outline as you write your final essay.
**_This essay should be written in third person._**
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.
**## WritingResearchPapers.docx**
Writing Research Papers. Make a Quick List.
Hi Class
How is everyone doing with their essay that is due this week?
Below is all you will need to write this essay. Please do not make it harder than it is. Do not describe the challenges of the profession (this would be another paper), do not describe what you want to be or how great the profession is. Your job is to provide information in a clear and unbiased way. That is all. Think you are writing a “manual” to someone who knows nothing about the profession.
Remember not to use I, me, we, ours, us, you. Read your paper out loud. You will be surprised on how many mistakes you catch simply by reading the essay out loud.
Paragraph 1= Introduction to the profession. Clearly outline the profession.
Paragraph 2= Skills, education, licenses, exams needed to become this professional. Use a Peer Reviewed article for this paragraph (it must come from the GCU library). The order of paragraphs 2 and 3 can be interchanged. Just make sure the information for each is clear.
Paragraph 3= Salary, demand, opportunities in this profession. Use O*Net for this paragraph.
[O*NET OnLine (onetonline.org)](https://www.onetonline.org/) Take the time to explore this website. It provides a lot of information.
Paragraph 4= The role code of ethics, integrity and honesty play in this profession. Use a Peer Reviewed article for this paragraph (it must come from the GCU library).
Paragraph 5= Conclusion. Summary of all 3 main paragraphs.
## image1.jpeg
**## Week8EssayExample.docx**
2
**Becoming A Great Elementary Education Teacher**
Donna Smith
Grand Canyon University
UNV 303-0500 University Success
Tania Radda
July 15th, 2024
**Becoming A Great Elementary Education Teacher**
As an elementary school teacher, the career requires more than a degree and state certification. The candidate must also possess inter-based skills and personal qualities to develop into a great teacher. Teachers must provide leadership, excellent communication and critical thinking skills, reasoning and problem-solving skills along with a strong ethical and moral character. Excelling as an elementary teacher requires formal training and education, but also the initiative and determination to master an inter-based set of skills and exhibit the traits of a positive role model and mentor for all others to learn from. As Hirsh pointed out, “Great teachers are the most important school-based ingredient for student success” (Hirsh, 2011, p. 18 Vol. 32). The rewards of becoming a teacher are limitless and for each person to determine the value. Teachers are placed in a role model position and must create a high standard and value within the system and encourage other members to achieve the same. As a teacher, the role is not just educating, but providing students, parents, faculty and the community with an example of what a great teacher provides for the school and community. While formal training, education and certification are the basics of requirements these inter-based skills must also be addressed. Earning a bachelor’s degree and getting state licensing will vary from state to state, be sure to research and investigate colleges of choice and the state requirements.
Over the years there has been a large push to refine education and promote the importance of these inter-based skills, but currently it is up to the individual. A bachelor’s degree requiring 4 years of education will vary by state and educational fulfillment requirements. According to Chard & Cibulka (2013, p. 52), “the state statutes governed by its preparation programs that are controlled by the institutions of higher education within the state are not preparing teachers for the classrooms. Most states meet a list of requirements for certification that reads like a shopping list”. It’s important to research and investigate the licensing and certification process. Contact the Department of Education in each state, speak with districts, administrators and current teachers in the locations of interest. Most districts have a teacher certification assistant that can be a valuable resource. Using the State of Florida as an example, they require a 4-year bachelor’s degree and passing the Florida Teachers Exam and the certification process. A required passing grade of 200 points on the multiple-choice section and an 8 out of 12 points is needed on the general knowledge portion. The average passing rate on the first attempt is 75%. Application is then made for a Florida Educator Certificate with a 4-step process. Completing the initial application, submitting an official statement of status of eligibility, employment in a Florida elementary or secondary school and submitting fingerprints and a background check. The initial process takes up to 10 weeks with another 10 weeks to process. Fees start at $75 for the application with additional fees for processing. The state also requires educators to complete a pre-service field experience or internship consisting of 60 hours, plus a 12-week student teaching program. During this time a temporary certificate may be applied for. Candidates that have an interest in obtaining a master’s degree may want to consider gaining experience in the classroom before deciding to move into administrative roles or higher education. Along with academic requirements, teachers need to address the inter-based skills and their ethical and moral values. The next consideration for the profession is salary, job statistics, job demands, and benefits.
As an entry level elementary school teacher in the state of Florida, the following statistical information may help guide new teachers to the right career path. Florida has some of the largest metropolis cities as well as a vast number of large spans of rural areas. This topography provides for a vast difference of educational job opportunities and salaries. Choosing a location could directly influence personal options regarding salary and job availabilities. Data from the National Center for O*Net Development reports, the annual salary state-wide ranges between $48,370 and $79,420 with an average of $56,850 compared to the US average of $63,680. By city the annual median fluctuates from $48,420 to $82,560 with larger and more affluent areas earning the in higher range. In 2022, employment was listed at 1,425,000 with little to no change in projected growth (2022-2023), however, there were 96,000 job openings. When compared to the US trends, Florida showed a projected growth of 10% between 2020-2030 (O*NET OnLine, 2024). While school districts vary, many offer state health insurance plans with expansive coverage and options for short- and long-term disability insurance and life insurance. Florida has a state retirement system after 30 years of service or age 62. Some districts offer incentive bonuses and extracurricular job opportunities such as tutoring, summer school and special program teaching. Along with salary and job market details, another aspect of teaching is personal and professional ethics, integrity and honesty, which is the underlaying foundation of the job.
Educators must possess and develop their own moral compass of ethics, integrity, honesty, principles, and values to develop into great teachers and ensuring students absorb and develop their own foundations from example. The teaching profession requires educators to adhere to multiple sets of codes of conduct and ethics. The National Association of Educators has a set of principles for a code of ethics for educators to follow. The Florida Department of Education has a rule in place for professional conduct for the education profession and each district has a code of ethics policy. Teachers must possess the insight to process, except and evaluate the differences between professional standards and the actuality of a daily classroom. For good teachers to be great teachers there must be a high level of ethics, integrity and honesty for a teacher to succeed in this task. Castner states, “I refer to teachers’ ethical commitments as their fidelity in teaching young children. It’s the teacher’s commitment that sets the standards for upholding these qualities.” (Castner, 2022, p. 239). Developing these skills and qualities requires consistent attention to self-reflection, honesty and patience and the ability to see oneself and how interactions, reactions and responses with others are perceived. Observe students, parents, staff, and partners and evaluate the relationship. Seek advice and constructive criticism from others that possess high standards of these qualities. Access how to become more proficient and how to sharpen these qualities to use as tools in becoming a great teacher.
The teaching profession encompasses a vast amount of research into the profession so the candidate can make informative decisions about job benefits and salaries, educational and certification requirements and ethical responsibility all needed to achieve excellence as an educator. Research, commitment to the process, proactive involvement in all aspects of training is imperative to the success of standing in the front of the first classroom of eager students and knowing the standards of transforming into a great teacher. To be a great educator it requires the aptitude to master the art of a responsible individual with the ability to exhibit and teach both educational criteria and interpersonal skills and ethics to create well-rounded and educated students.
The ultimate success of becoming a great teacher is being a promoter and advocate of the high standards that should be set by all educators in the profession and witnessing the mastery of developing young minds that will set forth into adulthood from this tutelage. It is the great teachers’ job to mold and create the next generation.
**References**
Castner, D. J. (2022). Fidelity in teaching young children: Two stories of professional integrity.
_Journal of Research in Childhood Education_, 36(2), 239–254.
[https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2021-66180-001&site=eds-live&scope=site](https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2021-66180-001&site=eds-live&scope=site)
Chard, D & Cibulka, J (2013). The Quest for Better Educators. (2013).
_Education Next,_ 13(4), 50–57.
[https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=edb&AN=90265726&site=eds-live&scope=site](https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=edb&AN=90265726&site=eds-live&scope=site)
Hirsh, S. (2011). What Makes a Good Teacher? The Bill & Melinda Gates Foundation Digs for Answers with Its Measures of Effective Teaching Project.
_Journal of Staff Development_, 32(6), 18–20.
[https://doi-org.lopes.idm.oclc.org/https://www.learningforward.org/news/articleDetails.cfm?articleID=2378](https://doi-org.lopes.idm.oclc.org/https://www.learningforward.org/news/articleDetails.cfm?articleID=2378)
National Center for O*NET Development. 25-2021.00 – Elementary School Teachers, Except Special Education.
_O*NET OnLine_. Retrieved June 29, 2024, from
[https://www.onetonline.org/link/summary/25-2021.00](https://www.onetonline.org/link/summary/25-2021.00)
**## RubricCriteri1week8.docx**
**Rubric Criteria**
collapse all Rubric CriteriaCollapse All
**Current statistics related to intended profession**
21 points
**Criteria Description**
Research current statistics related to intended profession including salary, job opportunities in, advancement opportunities and retention, benefits and rewards, and any other relevant information.
**5. Target**
21 points
Essay includes numerous current and relevant statistics for the future career. Research is detailed and thorough, showing great insight into the chosen future career.
**4. Acceptable**
17.85 points
Essay includes clear and thorough research on current statistics related to intended profession. Research shows a clear understanding of the chosen field.
**3. Approaching**
15.75 points
Essay includes some brief research on current statistics related to intended profession, and demonstrates a basic understanding of the chosen field.
**2. Insufficient**
13.65 points
Essay includes inadequate research on current statistics related to intended profession. Information does not demonstrate that proper research into chosen field has been completed.
**1. Unsatisfactory**
0 points
Essay does not include research on current statistics related to intended profession.
**Skills and Qualifications**
42 points
**Criteria Description**
Explain the main tasks being done in this job, what skills are required, and if any social/ interpersonal skills, mathematical skills, spatial skills, manual dexterity, or other unique skills are required. Discuss any licenses, certifications, degrees, or special training needed with detailed information on how to qualify for this.
**5. Target**
42 points
Essay explains numerous tasks and relevant necessary skills for the future career. Explanation is detailed and thorough, showing great insight into the chosen future career. Essay thoroughly discusses licenses, certifications, or special training needed to qualify for a job in the chosen field in detail. Discussion shows a deep understanding of requirements to be employed in the chosen field.
**4. Acceptable**
35.7 points
Essay clearly and thoroughly explains numerous tasks and relevant necessary skills for the future career, and discusses licenses, certifications, or special training needed to qualify for a job in the chosen field in detail. Discussion shows an understanding of the requirements to be employed in the chosen field.
**3. Approaching**
31.5 points
Essay briefly explains basic tasks and necessary skills for the future career, and briefly discusses licenses, certifications, or special training needed to qualify for a job in the chosen field. Discussion shows a basic understanding of the requirements to be employed in the chosen field.
**2. Insufficient**
27.3 points
Essay inadequately explains tasks or necessary skills for the future career, and does not discuss licenses, certifications, or special training needed to qualify for a job in the chosen field. Explanation does not demonstrate that proper research into chosen field has been completed.
**1. Unsatisfactory**
0 points
Essay does not explain any tasks or skills required for the future career and does not discuss any licenses, certifications, or special training needed to qualify for a job in the chosen field.
**Role that honesty, integrity, or a code of ethics plays in this profession**
35 points
**Criteria Description**
Discuss the role that honesty, integrity, or a code of ethics plays in this profession.
**5. Target**
35 points
Essay answers the question in great detail. Response is thorough and shows a deep understanding of how honesty, integrity and/or a code of ethics impacts work in the chosen field.
**4. Acceptable**
29.75 points
Essay clearly answers the question. Response is informed and shows a thorough understanding of how honesty, integrity and/or a code of ethics impacts work in the chosen field.
**3. Approaching**
26.25 points
Essay answers the question appropriately. Response is brief and shows a basic understanding of how honesty, integrity and/or a code of ethics impacts work in the chosen field.
**2. Insufficient**
22.75 points
Essay begins to answer the question; however, the response is unclear or does not appropriately address how honesty, integrity or a code of ethics impacts work in the chosen field.
**1. Unsatisfactory**
0 points
Essay does not address or answer the question.
**Thesis, Position, or Purpose**
9.8 points
**Criteria Description**
Thesis Development and Purpose
**5. Target**
9.8 points
The thesis, position, or purpose is clearly communicated throughout and clearly directed to a specific audience.
**4. Acceptable**
8.33 points
The thesis, position, or purpose is adequately presented. An awareness of the appropriate audience is demonstrated.
**3. Approaching**
7.35 points
The thesis, position, or purpose is discernable in most aspects but is occasionally weak or unclear. There is limited awareness of the appropriate audience.
**2. Insufficient**
6.37 points
The thesis, position, or purpose is unfocused or confused. There is very little awareness of the intended audience.
**1. Unsatisfactory**
0 points
The thesis, position, or purpose is not discernible. No awareness of the appropriate audience is evident.
**Development, Structure, and Conclusion**
11.2 points
**Criteria Description**
Advances position or purpose throughout writing; conclusion aligns to and evolves from development.
**5. Target**
11.2 points
The thesis, position, or purpose is logically advanced throughout. The progression of ideas is coherent and unified. A clear and logical conclusion aligns to the development of the purpose.
**4. Acceptable**
9.52 points
The thesis, position, or purpose is advanced in most aspects. Ideas clearly build on each other. Conclusion aligns to the development of the purpose.
**3. Approaching**
8.4 points
Limited advancement of thesis, position, or purpose is discernable. There are inconsistencies in organization or the relationship of ideas. Conclusion is simplistic and not fully aligned to the development of the purpose.
**2. Insufficient**
7.28 points
Writing lacks logical progression of the thesis, position, or purpose. Some organization is attempted, but ideas are disconnected. Conclusion is unclear and not supported by the overall development of the purpose.
**1. Unsatisfactory**
0 points
No advancement of the thesis, position, or purpose is evident. Connections between paragraphs are missing or inappropriate. No conclusion is offered.
**Evidence**
7 points
**Criteria Description**
Selects and integrates evidence to support and advance position/purpose; considers other perspectives.
**5. Target**
7 points
Specific and appropriate evidence is included. Relevant perspectives of others are clearly considered.
**4. Acceptable**
5.95 points
Relevant evidence that includes other perspectives is used.
**3. Approaching**
5.25 points
Evidence is used but is insufficient or of limited relevance. Simplistic explanation or integration of other perspectives is present.
**2. Insufficient**
4.55 points
Evidence is limited or irrelevant. The interpretation of other perspectives is superficial or incorrect.
**1. Unsatisfactory**
0 points
Evidence to support the thesis, position, or purpose is absent. The writing relies entirely on the perspective of the writer.
**Mechanics of Writing**
7 points
**Criteria Description**
Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.
**5. Target**
7 points
No mechanical errors are present. Appropriate language choice and sentence structure are used throughout.
**4. Acceptable**
5.95 points
Few mechanical errors are present. Suitable language choice and sentence structure are used.
**3. Approaching**
5.25 points
Occasional mechanical errors are present. Language choice is generally appropriate. Varied sentence structure is attempted.
**2. Insufficient**
4.55 points
Frequent and repetitive mechanical errors are present. Inconsistencies in language choice or sentence structure are recurrent.
**1. Unsatisfactory**
0 points
Errors in grammar or syntax are pervasive and impede meaning. Incorrect language choice or sentence structure errors are found throughout.
**Paper Format**
7 points
**Criteria Description**
Uses appropriate style, such as APA, MLA, etc., for college, subject, and level; documents sources using citations, footnotes, references, bibliography, etc., appropriate to assignment and discipline.
**5. Target**
7 points
No errors in formatting or documentation are present.
**4. Acceptable**
5.95 points
Appropriate format and documentation are used with only minor errors.
**3. Approaching**
5.25 points
Appropriate format and documentation are used, although there are some obvious errors.
**2. Insufficient**
4.55 points
Appropriate format is attempted, but some elements are missing. Frequent errors in documentation of sources are evident.
**1. Unsatisfactory**
0 points
Appropriate format is not used. No documentation of sources is provided.
**Total** 140 points
**## RubricCriteri1week8.docx**
**Rubric Criteria**
collapse all Rubric CriteriaCollapse All
**Current statistics related to intended profession**
21 points
**Criteria Description**
Research current statistics related to intended profession including salary, job opportunities in, advancement opportunities and retention, benefits and rewards, and any other relevant information.
**5. Target**
21 points
Essay includes numerous current and relevant statistics for the future career. Research is detailed and thorough, showing great insight into the chosen future career.
**4. Acceptable**
17.85 points
Essay includes clear and thorough research on current statistics related to intended profession. Research shows a clear understanding of the chosen field.
**3. Approaching**
15.75 points
Essay includes some brief research on current statistics related to intended profession, and demonstrates a basic understanding of the chosen field.
**2. Insufficient**
13.65 points
Essay includes inadequate research on current statistics related to intended profession. Information does not demonstrate that proper research into chosen field has been completed.
**1. Unsatisfactory**
0 points
Essay does not include research on current statistics related to intended profession.
**Skills and Qualifications**
42 points
**Criteria Description**
Explain the main tasks being done in this job, what skills are required, and if any social/ interpersonal skills, mathematical skills, spatial skills, manual dexterity, or other unique skills are required. Discuss any licenses, certifications, degrees, or special training needed with detailed information on how to qualify for this.
**5. Target**
42 points
Essay explains numerous tasks and relevant necessary skills for the future career. Explanation is detailed and thorough, showing great insight into the chosen future career. Essay thoroughly discusses licenses, certifications, or special training needed to qualify for a job in the chosen field in detail. Discussion shows a deep understanding of requirements to be employed in the chosen field.
**4. Acceptable**
35.7 points
Essay clearly and thoroughly explains numerous tasks and relevant necessary skills for the future career, and discusses licenses, certifications, or special training needed to qualify for a job in the chosen field in detail. Discussion shows an understanding of the requirements to be employed in the chosen field.
**3. Approaching**
31.5 points
Essay briefly explains basic tasks and necessary skills for the future career, and briefly discusses licenses, certifications, or special training needed to qualify for a job in the chosen field. Discussion shows a basic understanding of the requirements to be employed in the chosen field.
**2. Insufficient**
27.3 points
Essay inadequately explains tasks or necessary skills for the future career, and does not discuss licenses, certifications, or special training needed to qualify for a job in the chosen field. Explanation does not demonstrate that proper research into chosen field has been completed.
**1. Unsatisfactory**
0 points
Essay does not explain any tasks or skills required for the future career and does not discuss any licenses, certifications, or special training needed to qualify for a job in the chosen field.
**Role that honesty, integrity, or a code of ethics plays in this profession**
35 points
**Criteria Description**
Discuss the role that honesty, integrity, or a code of ethics plays in this profession.
**5. Target**
35 points
Essay answers the question in great detail. Response is thorough and shows a deep understanding of how honesty, integrity and/or a code of ethics impacts work in the chosen field.
**4. Acceptable**
29.75 points
Essay clearly answers the question. Response is informed and shows a thorough understanding of how honesty, integrity and/or a code of ethics impacts work in the chosen field.
**3. Approaching**
26.25 points
Essay answers the question appropriately. Response is brief and shows a basic understanding of how honesty, integrity and/or a code of ethics impacts work in the chosen field.
**2. Insufficient**
22.75 points
Essay begins to answer the question; however, the response is unclear or does not appropriately address how honesty, integrity or a code of ethics impacts work in the chosen field.
**1. Unsatisfactory**
0 points
Essay does not address or answer the question.
**Thesis, Position, or Purpose**
9.8 points
**Criteria Description**
Thesis Development and Purpose
**5. Target**
9.8 points
The thesis, position, or purpose is clearly communicated throughout and clearly directed to a specific audience.
**4. Acceptable**
8.33 points
The thesis, position, or purpose is adequately presented. An awareness of the appropriate audience is demonstrated.
**3. Approaching**
7.35 points
The thesis, position, or purpose is discernable in most aspects but is occasionally weak or unclear. There is limited awareness of the appropriate audience.
**2. Insufficient**
6.37 points
The thesis, position, or purpose is unfocused or confused. There is very little awareness of the intended audience.
**1. Unsatisfactory**
0 points
The thesis, position, or purpose is not discernible. No awareness of the appropriate audience is evident.
**Development, Structure, and Conclusion**
11.2 points
**Criteria Description**
Advances position or purpose throughout writing; conclusion aligns to and evolves from development.
**5. Target**
11.2 points
The thesis, position, or purpose is logically advanced throughout. The progression of ideas is coherent and unified. A clear and logical conclusion aligns to the development of the purpose.
**4. Acceptable**
9.52 points
The thesis, position, or purpose is advanced in most aspects. Ideas clearly build on each other. Conclusion aligns to the development of the purpose.
**3. Approaching**
8.4 points
Limited advancement of thesis, position, or purpose is discernable. There are inconsistencies in organization or the relationship of ideas. Conclusion is simplistic and not fully aligned to the development of the purpose.
**2. Insufficient**
7.28 points
Writing lacks logical progression of the thesis, position, or purpose. Some organization is attempted, but ideas are disconnected. Conclusion is unclear and not supported by the overall development of the purpose.
**1. Unsatisfactory**
0 points
No advancement of the thesis, position, or purpose is evident. Connections between paragraphs are missing or inappropriate. No conclusion is offered.
**Evidence**
7 points
**Criteria Description**
Selects and integrates evidence to support and advance position/purpose; considers other perspectives.
**5. Target**
7 points
Specific and appropriate evidence is included. Relevant perspectives of others are clearly considered.
**4. Acceptable**
5.95 points
Relevant evidence that includes other perspectives is used.
**3. Approaching**
5.25 points
Evidence is used but is insufficient or of limited relevance. Simplistic explanation or integration of other perspectives is present.
**2. Insufficient**
4.55 points
Evidence is limited or irrelevant. The interpretation of other perspectives is superficial or incorrect.
**1. Unsatisfactory**
0 points
Evidence to support the thesis, position, or purpose is absent. The writing relies entirely on the perspective of the writer.
**Mechanics of Writing**
7 points
**Criteria Description**
Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.
**5. Target**
7 points
No mechanical errors are present. Appropriate language choice and sentence structure are used throughout.
**4. Acceptable**
5.95 points
Few mechanical errors are present. Suitable language choice and sentence structure are used.
**3. Approaching**
5.25 points
Occasional mechanical errors are present. Language choice is generally appropriate. Varied sentence structure is attempted.
**2. Insufficient**
4.55 points
Frequent and repetitive mechanical errors are present. Inconsistencies in language choice or sentence structure are recurrent.
**1. Unsatisfactory**
0 points
Errors in grammar or syntax are pervasive and impede meaning. Incorrect language choice or sentence structure errors are found throughout.
**Paper Format**
7 points
**Criteria Description**
Uses appropriate style, such as APA, MLA, etc., for college, subject, and level; documents sources using citations, footnotes, references, bibliography, etc., appropriate to assignment and discipline.
**5. Target**
7 points
No errors in formatting or documentation are present.
**4. Acceptable**
5.95 points
Appropriate format and documentation are used with only minor errors.
**3. Approaching**
5.25 points
Appropriate format and documentation are used, although there are some obvious errors.
**2. Insufficient**
4.55 points
Appropriate format is attempted, but some elements are missing. Frequent errors in documentation of sources are evident.
**1. Unsatisfactory**
0 points
Appropriate format is not used. No documentation of sources is provided.
**Total** 140 points
**## Assessmentinstructionsweek8.docx**
Assessment Traits
Requires Lopeswrite
Assessment Description
Use O*Net Online as well as a minimum of three scholarly, peer-reviewed resources to write a 750-1,000-word, five-paragraph essay that focuses on your intended professional career.
Research current statistics related to the profession including:
· Salary
· Job opportunities in your area
· Advancement opportunities and retention
· Benefits and rewards
· And anything more you find relevant
In your essay, explain the main tasks being done in this job, what skills are required, and if any social/interpersonal skills, mathematical skills, spatial skills, manual dexterity, or other unique skills are required. Additionally, be sure to discuss if any licenses, certifications, degrees, or special or unusual training is needed for this job. If so, include detailed information on how to qualify for this.
Lastly, examine the following questions in your essay: what part does honesty, integrity, or a code of ethics play in the performance of this work?
Make sure you’re utilizing the feedback from your instructor on your annotated bibliography and outline as you write your final essay.
**_This essay should be written in third person._**
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.
**## WritingResearchPapers.docx**
Writing Research Papers. Make a Quick List.
Hi Class
How is everyone doing with their essay that is due this week?
Below is all you will need to write this essay. Please do not make it harder than it is. Do not describe the challenges of the profession (this would be another paper), do not describe what you want to be or how great the profession is. Your job is to provide information in a clear and unbiased way. That is all. Think you are writing a “manual” to someone who knows nothing about the profession.
Remember not to use I, me, we, ours, us, you. Read your paper out loud. You will be surprised on how many mistakes you catch simply by reading the essay out loud.
Paragraph 1= Introduction to the profession. Clearly outline the profession.
Paragraph 2= Skills, education, licenses, exams needed to become this professional. Use a Peer Reviewed article for this paragraph (it must come from the GCU library). The order of paragraphs 2 and 3 can be interchanged. Just make sure the information for each is clear.
Paragraph 3= Salary, demand, opportunities in this profession. Use O*Net for this paragraph.
[O*NET OnLine (onetonline.org)](https://www.onetonline.org/) Take the time to explore this website. It provides a lot of information.
Paragraph 4= The role code of ethics, integrity and honesty play in this profession. Use a Peer Reviewed article for this paragraph (it must come from the GCU library).
Paragraph 5= Conclusion. Summary of all 3 main paragraphs.
## image1.jpeg
**## Week8EssayExample.docx**
2
**Becoming A Great Elementary Education Teacher**
Donna Smith
Grand Canyon University
UNV 303-0500 University Success
Tania Radda
July 15th, 2024
**Becoming A Great Elementary Education Teacher**
As an elementary school teacher, the career requires more than a degree and state certification. The candidate must also possess inter-based skills and personal qualities to develop into a great teacher. Teachers must provide leadership, excellent communication and critical thinking skills, reasoning and problem-solving skills along with a strong ethical and moral character. Excelling as an elementary teacher requires formal training and education, but also the initiative and determination to master an inter-based set of skills and exhibit the traits of a positive role model and mentor for all others to learn from. As Hirsh pointed out, “Great teachers are the most important school-based ingredient for student success” (Hirsh, 2011, p. 18 Vol. 32). The rewards of becoming a teacher are limitless and for each person to determine the value. Teachers are placed in a role model position and must create a high standard and value within the system and encourage other members to achieve the same. As a teacher, the role is not just educating, but providing students, parents, faculty and the community with an example of what a great teacher provides for the school and community. While formal training, education and certification are the basics of requirements these inter-based skills must also be addressed. Earning a bachelor’s degree and getting state licensing will vary from state to state, be sure to research and investigate colleges of choice and the state requirements.
Over the years there has been a large push to refine education and promote the importance of these inter-based skills, but currently it is up to the individual. A bachelor’s degree requiring 4 years of education will vary by state and educational fulfillment requirements. According to Chard & Cibulka (2013, p. 52), “the state statutes governed by its preparation programs that are controlled by the institutions of higher education within the state are not preparing teachers for the classrooms. Most states meet a list of requirements for certification that reads like a shopping list”. It’s important to research and investigate the licensing and certification process. Contact the Department of Education in each state, speak with districts, administrators and current teachers in the locations of interest. Most districts have a teacher certification assistant that can be a valuable resource. Using the State of Florida as an example, they require a 4-year bachelor’s degree and passing the Florida Teachers Exam and the certification process. A required passing grade of 200 points on the multiple-choice section and an 8 out of 12 points is needed on the general knowledge portion. The average passing rate on the first attempt is 75%. Application is then made for a Florida Educator Certificate with a 4-step process. Completing the initial application, submitting an official statement of status of eligibility, employment in a Florida elementary or secondary school and submitting fingerprints and a background check. The initial process takes up to 10 weeks with another 10 weeks to process. Fees start at $75 for the application with additional fees for processing. The state also requires educators to complete a pre-service field experience or internship consisting of 60 hours, plus a 12-week student teaching program. During this time a temporary certificate may be applied for. Candidates that have an interest in obtaining a master’s degree may want to consider gaining experience in the classroom before deciding to move into administrative roles or higher education. Along with academic requirements, teachers need to address the inter-based skills and their ethical and moral values. The next consideration for the profession is salary, job statistics, job demands, and benefits.
As an entry level elementary school teacher in the state of Florida, the following statistical information may help guide new teachers to the right career path. Florida has some of the largest metropolis cities as well as a vast number of large spans of rural areas. This topography provides for a vast difference of educational job opportunities and salaries. Choosing a location could directly influence personal options regarding salary and job availabilities. Data from the National Center for O*Net Development reports, the annual salary state-wide ranges between $48,370 and $79,420 with an average of $56,850 compared to the US average of $63,680. By city the annual median fluctuates from $48,420 to $82,560 with larger and more affluent areas earning the in higher range. In 2022, employment was listed at 1,425,000 with little to no change in projected growth (2022-2023), however, there were 96,000 job openings. When compared to the US trends, Florida showed a projected growth of 10% between 2020-2030 (O*NET OnLine, 2024). While school districts vary, many offer state health insurance plans with expansive coverage and options for short- and long-term disability insurance and life insurance. Florida has a state retirement system after 30 years of service or age 62. Some districts offer incentive bonuses and extracurricular job opportunities such as tutoring, summer school and special program teaching. Along with salary and job market details, another aspect of teaching is personal and professional ethics, integrity and honesty, which is the underlaying foundation of the job.
Educators must possess and develop their own moral compass of ethics, integrity, honesty, principles, and values to develop into great teachers and ensuring students absorb and develop their own foundations from example. The teaching profession requires educators to adhere to multiple sets of codes of conduct and ethics. The National Association of Educators has a set of principles for a code of ethics for educators to follow. The Florida Department of Education has a rule in place for professional conduct for the education profession and each district has a code of ethics policy. Teachers must possess the insight to process, except and evaluate the differences between professional standards and the actuality of a daily classroom. For good teachers to be great teachers there must be a high level of ethics, integrity and honesty for a teacher to succeed in this task. Castner states, “I refer to teachers’ ethical commitments as their fidelity in teaching young children. It’s the teacher’s commitment that sets the standards for upholding these qualities.” (Castner, 2022, p. 239). Developing these skills and qualities requires consistent attention to self-reflection, honesty and patience and the ability to see oneself and how interactions, reactions and responses with others are perceived. Observe students, parents, staff, and partners and evaluate the relationship. Seek advice and constructive criticism from others that possess high standards of these qualities. Access how to become more proficient and how to sharpen these qualities to use as tools in becoming a great teacher.
The teaching profession encompasses a vast amount of research into the profession so the candidate can make informative decisions about job benefits and salaries, educational and certification requirements and ethical responsibility all needed to achieve excellence as an educator. Research, commitment to the process, proactive involvement in all aspects of training is imperative to the success of standing in the front of the first classroom of eager students and knowing the standards of transforming into a great teacher. To be a great educator it requires the aptitude to master the art of a responsible individual with the ability to exhibit and teach both educational criteria and interpersonal skills and ethics to create well-rounded and educated students.
The ultimate success of becoming a great teacher is being a promoter and advocate of the high standards that should be set by all educators in the profession and witnessing the mastery of developing young minds that will set forth into adulthood from this tutelage. It is the great teachers’ job to mold and create the next generation.
**References**
Castner, D. J. (2022). Fidelity in teaching young children: Two stories of professional integrity.
_Journal of Research in Childhood Education_, 36(2), 239–254.
[https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2021-66180-001&site=eds-live&scope=site](https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2021-66180-001&site=eds-live&scope=site)
Chard, D & Cibulka, J (2013). The Quest for Better Educators. (2013).
_Education Next,_ 13(4), 50–57.
[https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=edb&AN=90265726&site=eds-live&scope=site](https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=edb&AN=90265726&site=eds-live&scope=site)
Hirsh, S. (2011). What Makes a Good Teacher? The Bill & Melinda Gates Foundation Digs for Answers with Its Measures of Effective Teaching Project.
_Journal of Staff Development_, 32(6), 18–20.
[https://doi-org.lopes.idm.oclc.org/https://www.learningforward.org/news/articleDetails.cfm?articleID=2378](https://doi-org.lopes.idm.oclc.org/https://www.learningforward.org/news/articleDetails.cfm?articleID=2378)
National Center for O*NET Development. 25-2021.00 – Elementary School Teachers, Except Special Education.
_O*NET OnLine_. Retrieved June 29, 2024, from
[https://www.onetonline.org/link/summary/25-2021.00](https://www.onetonline.org/link/summary/25-2021.00)
**## RubricCriteri1week8.docx**
**Rubric Criteria**
collapse all Rubric CriteriaCollapse All
**Current statistics related to intended profession**
21 points
**Criteria Description**
Research current statistics related to intended profession including salary, job opportunities in, advancement opportunities and retention, benefits and rewards, and any other relevant information.
**5. Target**
21 points
Essay includes numerous current and relevant statistics for the future career. Research is detailed and thorough, showing great insight into the chosen future career.
**4. Acceptable**
17.85 points
Essay includes clear and thorough research on current statistics related to intended profession. Research shows a clear understanding of the chosen field.
**3. Approaching**
15.75 points
Essay includes some brief research on current statistics related to intended profession, and demonstrates a basic understanding of the chosen field.
**2. Insufficient**
13.65 points
Essay includes inadequate research on current statistics related to intended profession. Information does not demonstrate that proper research into chosen field has been completed.
**1. Unsatisfactory**
0 points
Essay does not include research on current statistics related to intended profession.
**Skills and Qualifications**
42 points
**Criteria Description**
Explain the main tasks being done in this job, what skills are required, and if any social/ interpersonal skills, mathematical skills, spatial skills, manual dexterity, or other unique skills are required. Discuss any licenses, certifications, degrees, or special training needed with detailed information on how to qualify for this.
**5. Target**
42 points
Essay explains numerous tasks and relevant necessary skills for the future career. Explanation is detailed and thorough, showing great insight into the chosen future career. Essay thoroughly discusses licenses, certifications, or special training needed to qualify for a job in the chosen field in detail. Discussion shows a deep understanding of requirements to be employed in the chosen field.
**4. Acceptable**
35.7 points
Essay clearly and thoroughly explains numerous tasks and relevant necessary skills for the future career, and discusses licenses, certifications, or special training needed to qualify for a job in the chosen field in detail. Discussion shows an understanding of the requirements to be employed in the chosen field.
**3. Approaching**
31.5 points
Essay briefly explains basic tasks and necessary skills for the future career, and briefly discusses licenses, certifications, or special training needed to qualify for a job in the chosen field. Discussion shows a basic understanding of the requirements to be employed in the chosen field.
**2. Insufficient**
27.3 points
Essay inadequately explains tasks or necessary skills for the future career, and does not discuss licenses, certifications, or special training needed to qualify for a job in the chosen field. Explanation does not demonstrate that proper research into chosen field has been completed.
**1. Unsatisfactory**
0 points
Essay does not explain any tasks or skills required for the future career and does not discuss any licenses, certifications, or special training needed to qualify for a job in the chosen field.
**Role that honesty, integrity, or a code of ethics plays in this profession**
35 points
**Criteria Description**
Discuss the role that honesty, integrity, or a code of ethics plays in this profession.
**5. Target**
35 points
Essay answers the question in great detail. Response is thorough and shows a deep understanding of how honesty, integrity and/or a code of ethics impacts work in the chosen field.
**4. Acceptable**
29.75 points
Essay clearly answers the question. Response is informed and shows a thorough understanding of how honesty, integrity and/or a code of ethics impacts work in the chosen field.
**3. Approaching**
26.25 points
Essay answers the question appropriately. Response is brief and shows a basic understanding of how honesty, integrity and/or a code of ethics impacts work in the chosen field.
**2. Insufficient**
22.75 points
Essay begins to answer the question; however, the response is unclear or does not appropriately address how honesty, integrity or a code of ethics impacts work in the chosen field.
**1. Unsatisfactory**
0 points
Essay does not address or answer the question.
**Thesis, Position, or Purpose**
9.8 points
**Criteria Description**
Thesis Development and Purpose
**5. Target**
9.8 points
The thesis, position, or purpose is clearly communicated throughout and clearly directed to a specific audience.
**4. Acceptable**
8.33 points
The thesis, position, or purpose is adequately presented. An awareness of the appropriate audience is demonstrated.
**3. Approaching**
7.35 points
The thesis, position, or purpose is discernable in most aspects but is occasionally weak or unclear. There is limited awareness of the appropriate audience.
**2. Insufficient**
6.37 points
The thesis, position, or purpose is unfocused or confused. There is very little awareness of the intended audience.
**1. Unsatisfactory**
0 points
The thesis, position, or purpose is not discernible. No awareness of the appropriate audience is evident.
**Development, Structure, and Conclusion**
11.2 points
**Criteria Description**
Advances position or purpose throughout writing; conclusion aligns to and evolves from development.
**5. Target**
11.2 points
The thesis, position, or purpose is logically advanced throughout. The progression of ideas is coherent and unified. A clear and logical conclusion aligns to the development of the purpose.
**4. Acceptable**
9.52 points
The thesis, position, or purpose is advanced in most aspects. Ideas clearly build on each other. Conclusion aligns to the development of the purpose.
**3. Approaching**
8.4 points
Limited advancement of thesis, position, or purpose is discernable. There are inconsistencies in organization or the relationship of ideas. Conclusion is simplistic and not fully aligned to the development of the purpose.
**2. Insufficient**
7.28 points
Writing lacks logical progression of the thesis, position, or purpose. Some organization is attempted, but ideas are disconnected. Conclusion is unclear and not supported by the overall development of the purpose.
**1. Unsatisfactory**
0 points
No advancement of the thesis, position, or purpose is evident. Connections between paragraphs are missing or inappropriate. No conclusion is offered.
**Evidence**
7 points
**Criteria Description**
Selects and integrates evidence to support and advance position/purpose; considers other perspectives.
**5. Target**
7 points
Specific and appropriate evidence is included. Relevant perspectives of others are clearly considered.
**4. Acceptable**
5.95 points
Relevant evidence that includes other perspectives is used.
**3. Approaching**
5.25 points
Evidence is used but is insufficient or of limited relevance. Simplistic explanation or integration of other perspectives is present.
**2. Insufficient**
4.55 points
Evidence is limited or irrelevant. The interpretation of other perspectives is superficial or incorrect.
**1. Unsatisfactory**
0 points
Evidence to support the thesis, position, or purpose is absent. The writing relies entirely on the perspective of the writer.
**Mechanics of Writing**
7 points
**Criteria Description**
Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.
**5. Target**
7 points
No mechanical errors are present. Appropriate language choice and sentence structure are used throughout.
**4. Acceptable**
5.95 points
Few mechanical errors are present. Suitable language choice and sentence structure are used.
**3. Approaching**
5.25 points
Occasional mechanical errors are present. Language choice is generally appropriate. Varied sentence structure is attempted.
**2. Insufficient**
4.55 points
Frequent and repetitive mechanical errors are present. Inconsistencies in language choice or sentence structure are recurrent.
**1. Unsatisfactory**
0 points
Errors in grammar or syntax are pervasive and impede meaning. Incorrect language choice or sentence structure errors are found throughout.
**Paper Format**
7 points
**Criteria Description**
Uses appropriate style, such as APA, MLA, etc., for college, subject, and level; documents sources using citations, footnotes, references, bibliography, etc., appropriate to assignment and discipline.
**5. Target**
7 points
No errors in formatting or documentation are present.
**4. Acceptable**
5.95 points
Appropriate format and documentation are used with only minor errors.
**3. Approaching**
5.25 points
Appropriate format and documentation are used, although there are some obvious errors.
**2. Insufficient**
4.55 points
Appropriate format is attempted, but some elements are missing. Frequent errors in documentation of sources are evident.
**1. Unsatisfactory**
0 points
Appropriate format is not used. No documentation of sources is provided.
**Total** 140 points
**## Assessmentinstructionsweek8.docx**
Assessment Traits
Requires Lopeswrite
Assessment Description
Use O*Net Online as well as a minimum of three scholarly, peer-reviewed resources to write a 750-1,000-word, five-paragraph essay that focuses on your intended professional career.
Research current statistics related to the profession including:
· Salary
· Job opportunities in your area
· Advancement opportunities and retention
· Benefits and rewards
· And anything more you find relevant
In your essay, explain the main tasks being done in this job, what skills are required, and if any social/interpersonal skills, mathematical skills, spatial skills, manual dexterity, or other unique skills are required. Additionally, be sure to discuss if any licenses, certifications, degrees, or special or unusual training is needed for this job. If so, include detailed information on how to qualify for this.
Lastly, examine the following questions in your essay: what part does honesty, integrity, or a code of ethics play in the performance of this work?
Make sure you’re utilizing the feedback from your instructor on your annotated bibliography and outline as you write your final essay.
**_This essay should be written in third person._**
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.
**## WritingResearchPapers.docx**
Writing Research Papers. Make a Quick List.
Hi Class
How is everyone doing with their essay that is due this week?
Below is all you will need to write this essay. Please do not make it harder than it is. Do not describe the challenges of the profession (this would be another paper), do not describe what you want to be or how great the profession is. Your job is to provide information in a clear and unbiased way. That is all. Think you are writing a “manual” to someone who knows nothing about the profession.
Remember not to use I, me, we, ours, us, you. Read your paper out loud. You will be surprised on how many mistakes you catch simply by reading the essay out loud.
Paragraph 1= Introduction to the profession. Clearly outline the profession.
Paragraph 2= Skills, education, licenses, exams needed to become this professional. Use a Peer Reviewed article for this paragraph (it must come from the GCU library). The order of paragraphs 2 and 3 can be interchanged. Just make sure the information for each is clear.
Paragraph 3= Salary, demand, opportunities in this profession. Use O*Net for this paragraph.
[O*NET OnLine (onetonline.org)](https://www.onetonline.org/) Take the time to explore this website. It provides a lot of information.
Paragraph 4= The role code of ethics, integrity and honesty play in this profession. Use a Peer Reviewed article for this paragraph (it must come from the GCU library).
Paragraph 5= Conclusion. Summary of all 3 main paragraphs.
## image1.jpeg
**## Week8EssayExample.docx**
2
**Becoming A Great Elementary Education Teacher**
Donna Smith
Grand Canyon University
UNV 303-0500 University Success
Tania Radda
July 15th, 2024
**Becoming A Great Elementary Education Teacher**
As an elementary school teacher, the career requires more than a degree and state certification. The candidate must also possess inter-based skills and personal qualities to develop into a great teacher. Teachers must provide leadership, excellent communication and critical thinking skills, reasoning and problem-solving skills along with a strong ethical and moral character. Excelling as an elementary teacher requires formal training and education, but also the initiative and determination to master an inter-based set of skills and exhibit the traits of a positive role model and mentor for all others to learn from. As Hirsh pointed out, “Great teachers are the most important school-based ingredient for student success” (Hirsh, 2011, p. 18 Vol. 32). The rewards of becoming a teacher are limitless and for each person to determine the value. Teachers are placed in a role model position and must create a high standard and value within the system and encourage other members to achieve the same. As a teacher, the role is not just educating, but providing students, parents, faculty and the community with an example of what a great teacher provides for the school and community. While formal training, education and certification are the basics of requirements these inter-based skills must also be addressed. Earning a bachelor’s degree and getting state licensing will vary from state to state, be sure to research and investigate colleges of choice and the state requirements.
Over the years there has been a large push to refine education and promote the importance of these inter-based skills, but currently it is up to the individual. A bachelor’s degree requiring 4 years of education will vary by state and educational fulfillment requirements. According to Chard & Cibulka (2013, p. 52), “the state statutes governed by its preparation programs that are controlled by the institutions of higher education within the state are not preparing teachers for the classrooms. Most states meet a list of requirements for certification that reads like a shopping list”. It’s important to research and investigate the licensing and certification process. Contact the Department of Education in each state, speak with districts, administrators and current teachers in the locations of interest. Most districts have a teacher certification assistant that can be a valuable resource. Using the State of Florida as an example, they require a 4-year bachelor’s degree and passing the Florida Teachers Exam and the certification process. A required passing grade of 200 points on the multiple-choice section and an 8 out of 12 points is needed on the general knowledge portion. The average passing rate on the first attempt is 75%. Application is then made for a Florida Educator Certificate with a 4-step process. Completing the initial application, submitting an official statement of status of eligibility, employment in a Florida elementary or secondary school and submitting fingerprints and a background check. The initial process takes up to 10 weeks with another 10 weeks to process. Fees start at $75 for the application with additional fees for processing. The state also requires educators to complete a pre-service field experience or internship consisting of 60 hours, plus a 12-week student teaching program. During this time a temporary certificate may be applied for. Candidates that have an interest in obtaining a master’s degree may want to consider gaining experience in the classroom before deciding to move into administrative roles or higher education. Along with academic requirements, teachers need to address the inter-based skills and their ethical and moral values. The next consideration for the profession is salary, job statistics, job demands, and benefits.
As an entry level elementary school teacher in the state of Florida, the following statistical information may help guide new teachers to the right career path. Florida has some of the largest metropolis cities as well as a vast number of large spans of rural areas. This topography provides for a vast difference of educational job opportunities and salaries. Choosing a location could directly influence personal options regarding salary and job availabilities. Data from the National Center for O*Net Development reports, the annual salary state-wide ranges between $48,370 and $79,420 with an average of $56,850 compared to the US average of $63,680. By city the annual median fluctuates from $48,420 to $82,560 with larger and more affluent areas earning the in higher range. In 2022, employment was listed at 1,425,000 with little to no change in projected growth (2022-2023), however, there were 96,000 job openings. When compared to the US trends, Florida showed a projected growth of 10% between 2020-2030 (O*NET OnLine, 2024). While school districts vary, many offer state health insurance plans with expansive coverage and options for short- and long-term disability insurance and life insurance. Florida has a state retirement system after 30 years of service or age 62. Some districts offer incentive bonuses and extracurricular job opportunities such as tutoring, summer school and special program teaching. Along with salary and job market details, another aspect of teaching is personal and professional ethics, integrity and honesty, which is the underlaying foundation of the job.
Educators must possess and develop their own moral compass of ethics, integrity, honesty, principles, and values to develop into great teachers and ensuring students absorb and develop their own foundations from example. The teaching profession requires educators to adhere to multiple sets of codes of conduct and ethics. The National Association of Educators has a set of principles for a code of ethics for educators to follow. The Florida Department of Education has a rule in place for professional conduct for the education profession and each district has a code of ethics policy. Teachers must possess the insight to process, except and evaluate the differences between professional standards and the actuality of a daily classroom. For good teachers to be great teachers there must be a high level of ethics, integrity and honesty for a teacher to succeed in this task. Castner states, “I refer to teachers’ ethical commitments as their fidelity in teaching young children. It’s the teacher’s commitment that sets the standards for upholding these qualities.” (Castner, 2022, p. 239). Developing these skills and qualities requires consistent attention to self-reflection, honesty and patience and the ability to see oneself and how interactions, reactions and responses with others are perceived. Observe students, parents, staff, and partners and evaluate the relationship. Seek advice and constructive criticism from others that possess high standards of these qualities. Access how to become more proficient and how to sharpen these qualities to use as tools in becoming a great teacher.
The teaching profession encompasses a vast amount of research into the profession so the candidate can make informative decisions about job benefits and salaries, educational and certification requirements and ethical responsibility all needed to achieve excellence as an educator. Research, commitment to the process, proactive involvement in all aspects of training is imperative to the success of standing in the front of the first classroom of eager students and knowing the standards of transforming into a great teacher. To be a great educator it requires the aptitude to master the art of a responsible individual with the ability to exhibit and teach both educational criteria and interpersonal skills and ethics to create well-rounded and educated students.
The ultimate success of becoming a great teacher is being a promoter and advocate of the high standards that should be set by all educators in the profession and witnessing the mastery of developing young minds that will set forth into adulthood from this tutelage. It is the great teachers’ job to mold and create the next generation.
**References**
Castner, D. J. (2022). Fidelity in teaching young children: Two stories of professional integrity.
_Journal of Research in Childhood Education_, 36(2), 239–254.
[https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2021-66180-001&site=eds-live&scope=site](https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2021-66180-001&site=eds-live&scope=site)
Chard, D & Cibulka, J (2013). The Quest for Better Educators. (2013).
_Education Next,_ 13(4), 50–57.
[https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=edb&AN=90265726&site=eds-live&scope=site](https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=edb&AN=90265726&site=eds-live&scope=site)
Hirsh, S. (2011). What Makes a Good Teacher? The Bill & Melinda Gates Foundation Digs for Answers with Its Measures of Effective Teaching Project.
_Journal of Staff Development_, 32(6), 18–20.
[https://doi-org.lopes.idm.oclc.org/https://www.learningforward.org/news/articleDetails.cfm?articleID=2378](https://doi-org.lopes.idm.oclc.org/https://www.learningforward.org/news/articleDetails.cfm?articleID=2378)
National Center for O*NET Development. 25-2021.00 – Elementary School Teachers, Except Special Education.
_O*NET OnLine_. Retrieved June 29, 2024, from
[https://www.onetonline.org/link/summary/25-2021.00](https://www.onetonline.org/link/summary/25-2021.00)
**## RubricCriteri1week8.docx**
**Rubric Criteria**
collapse all Rubric CriteriaCollapse All
**Current statistics related to intended profession**
21 points
**Criteria Description**
Research current statistics related to intended profession including salary, job opportunities in, advancement opportunities and retention, benefits and rewards, and any other relevant information.
**5. Target**
21 points
Essay includes numerous current and relevant statistics for the future career. Research is detailed and thorough, showing great insight into the chosen future career.
**4. Acceptable**
17.85 points
Essay includes clear and thorough research on current statistics related to intended profession. Research shows a clear understanding of the chosen field.
**3. Approaching**
15.75 points
Essay includes some brief research on current statistics related to intended profession, and demonstrates a basic understanding of the chosen field.
**2. Insufficient**
13.65 points
Essay includes inadequate research on current statistics related to intended profession. Information does not demonstrate that proper research into chosen field has been completed.
**1. Unsatisfactory**
0 points
Essay does not include research on current statistics related to intended profession.
**Skills and Qualifications**
42 points
**Criteria Description**
Explain the main tasks being done in this job, what skills are required, and if any social/ interpersonal skills, mathematical skills, spatial skills, manual dexterity, or other unique skills are required. Discuss any licenses, certifications, degrees, or special training needed with detailed information on how to qualify for this.
**5. Target**
42 points
Essay explains numerous tasks and relevant necessary skills for the future career. Explanation is detailed and thorough, showing great insight into the chosen future career. Essay thoroughly discusses licenses, certifications, or special training needed to qualify for a job in the chosen field in detail. Discussion shows a deep understanding of requirements to be employed in the chosen field.
**4. Acceptable**
35.7 points
Essay clearly and thoroughly explains numerous tasks and relevant necessary skills for the future career, and discusses licenses, certifications, or special training needed to qualify for a job in the chosen field in detail. Discussion shows an understanding of the requirements to be employed in the chosen field.
**3. Approaching**
31.5 points
Essay briefly explains basic tasks and necessary skills for the future career, and briefly discusses licenses, certifications, or special training needed to qualify for a job in the chosen field. Discussion shows a basic understanding of the requirements to be employed in the chosen field.
**2. Insufficient**
27.3 points
Essay inadequately explains tasks or necessary skills for the future career, and does not discuss licenses, certifications, or special training needed to qualify for a job in the chosen field. Explanation does not demonstrate that proper research into chosen field has been completed.
**1. Unsatisfactory**
0 points
Essay does not explain any tasks or skills required for the future career and does not discuss any licenses, certifications, or special training needed to qualify for a job in the chosen field.
**Role that honesty, integrity, or a code of ethics plays in this profession**
35 points
**Criteria Description**
Discuss the role that honesty, integrity, or a code of ethics plays in this profession.
**5. Target**
35 points
Essay answers the question in great detail. Response is thorough and shows a deep understanding of how honesty, integrity and/or a code of ethics impacts work in the chosen field.
**4. Acceptable**
29.75 points
Essay clearly answers the question. Response is informed and shows a thorough understanding of how honesty, integrity and/or a code of ethics impacts work in the chosen field.
**3. Approaching**
26.25 points
Essay answers the question appropriately. Response is brief and shows a basic understanding of how honesty, integrity and/or a code of ethics impacts work in the chosen field.
**2. Insufficient**
22.75 points
Essay begins to answer the question; however, the response is unclear or does not appropriately address how honesty, integrity or a code of ethics impacts work in the chosen field.
**1. Unsatisfactory**
0 points
Essay does not address or answer the question.
**Thesis, Position, or Purpose**
9.8 points
**Criteria Description**
Thesis Development and Purpose
**5. Target**
9.8 points
The thesis, position, or purpose is clearly communicated throughout and clearly directed to a specific audience.
**4. Acceptable**
8.33 points
The thesis, position, or purpose is adequately presented. An awareness of the appropriate audience is demonstrated.
**3. Approaching**
7.35 points
The thesis, position, or purpose is discernable in most aspects but is occasionally weak or unclear. There is limited awareness of the appropriate audience.
**2. Insufficient**
6.37 points
The thesis, position, or purpose is unfocused or confused. There is very little awareness of the intended audience.
**1. Unsatisfactory**
0 points
The thesis, position, or purpose is not discernible. No awareness of the appropriate audience is evident.
**Development, Structure, and Conclusion**
11.2 points
**Criteria Description**
Advances position or purpose throughout writing; conclusion aligns to and evolves from development.
**5. Target**
11.2 points
The thesis, position, or purpose is logically advanced throughout. The progression of ideas is coherent and unified. A clear and logical conclusion aligns to the development of the purpose.
**4. Acceptable**
9.52 points
The thesis, position, or purpose is advanced in most aspects. Ideas clearly build on each other. Conclusion aligns to the development of the purpose.
**3. Approaching**
8.4 points
Limited advancement of thesis, position, or purpose is discernable. There are inconsistencies in organization or the relationship of ideas. Conclusion is simplistic and not fully aligned to the development of the purpose.
**2. Insufficient**
7.28 points
Writing lacks logical progression of the thesis, position, or purpose. Some organization is attempted, but ideas are disconnected. Conclusion is unclear and not supported by the overall development of the purpose.
**1. Unsatisfactory**
0 points
No advancement of the thesis, position, or purpose is evident. Connections between paragraphs are missing or inappropriate. No conclusion is offered.
**Evidence**
7 points
**Criteria Description**
Selects and integrates evidence to support and advance position/purpose; considers other perspectives.
**5. Target**
7 points
Specific and appropriate evidence is included. Relevant perspectives of others are clearly considered.
**4. Acceptable**
5.95 points
Relevant evidence that includes other perspectives is used.
**3. Approaching**
5.25 points
Evidence is used but is insufficient or of limited relevance. Simplistic explanation or integration of other perspectives is present.
**2. Insufficient**
4.55 points
Evidence is limited or irrelevant. The interpretation of other perspectives is superficial or incorrect.
**1. Unsatisfactory**
0 points
Evidence to support the thesis, position, or purpose is absent. The writing relies entirely on the perspective of the writer.
**Mechanics of Writing**
7 points
**Criteria Description**
Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.
**5. Target**
7 points
No mechanical errors are present. Appropriate language choice and sentence structure are used throughout.
**4. Acceptable**
5.95 points
Few mechanical errors are present. Suitable language choice and sentence structure are used.
**3. Approaching**
5.25 points
Occasional mechanical errors are present. Language choice is generally appropriate. Varied sentence structure is attempted.
**2. Insufficient**
4.55 points
Frequent and repetitive mechanical errors are present. Inconsistencies in language choice or sentence structure are recurrent.
**1. Unsatisfactory**
0 points
Errors in grammar or syntax are pervasive and impede meaning. Incorrect language choice or sentence structure errors are found throughout.
**Paper Format**
7 points
**Criteria Description**
Uses appropriate style, such as APA, MLA, etc., for college, subject, and level; documents sources using citations, footnotes, references, bibliography, etc., appropriate to assignment and discipline.
**5. Target**
7 points
No errors in formatting or documentation are present.
**4. Acceptable**
5.95 points
Appropriate format and documentation are used with only minor errors.
**3. Approaching**
5.25 points
Appropriate format and documentation are used, although there are some obvious errors.
**2. Insufficient**
4.55 points
Appropriate format is attempted, but some elements are missing. Frequent errors in documentation of sources are evident.
**1. Unsatisfactory**
0 points
Appropriate format is not used. No documentation of sources is provided.
**Total** 140 points
– a year ago **files (1)** – ## CI.docx **## CI.docx** **Discussion II Topic Issues and Trends in Curriculum and Instruction** Top of Form · Includes one substantive initial post using at least two scholarly or professional references with accompanying in-text citations to support any paraphrased, s…
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**files (1)**
– ## CI.docx
**## CI.docx**
**Discussion II Topic Issues and Trends in Curriculum and Instruction**
Top of Form
· Includes one substantive initial post using at least two scholarly or professional references with accompanying in-text citations to support any paraphrased, summarized, or quoted material.
· While we prefer not to assign word counts to posts, as a suggested best practice, your initial post should be at least 350 words.
· Includes an open-ended, thought-provoking question posed to classmates.
·
Response posts:
· Includes at least two substantive responses that each include at least 1 scholarly, professional, or textbook reference with accompanying in-text-citation to support any paraphrased, summarized, or quoted material.
· While we prefer not to assign word counts to posts, as a suggested best practice, at least two responses should be at least 200 words.
· Must be posted on two separate days of the week.
· Posted by Tuesday at 11:59 PM CST.
Summarize a current issue or trend in education that can be classified as a constant or variable of the hidden curriculum that you feel is present in your school or in your community. Discuss how this impacts your students or students in your community. For your response to your classmates, share whether their identified issue is also present in your school or community and if present, how it impacts your students. If it is not present, share how you anticipate it might impact your students.
Unit III Literature Review
This assignment is a four-page literature review. It measures your mastery of ULOs 1.1, 1.2, 1.3, and 3.1.
For this assignment, you will conduct a literature review based on the following research question:
What is the impact of past and/or present trends and influences, including technology, on:
· the curriculum of your chosen subject field, and
· evaluation of your effectiveness in teaching it in your state?
If you are not currently teaching, you may focus on a subject field of interest to you.
Your literature review must:
· Begin with an introduction in which you present your chosen subject field and outline the trends and influences as stated in the research question.
· Include a minimum of five reviewed sources.
· Critically evaluate each of your five chosen sources:
· Briefly explain how you evaluated your sources for credibility (i.e., the credentials of the researchers, the evidence of peer reviews, the fidelity of the research-design principles).
· Explain how each source is of value to the topic.
· Relate the value of each source to the research question.
· Compare and contrast findings from the selected sources.
· Identify any gaps and/or controversies surrounding the author's findings.
· Develop conclusions based on your findings. Identify areas that require further research.
Ensure your sources are high-quality, such as peer-reviewed articles and empirical studies (quantitative or qualitative), published within the last 5 years. You are required to have at least four sources that meet all these criteria, but you may also include additional sources published earlier than the 5-year limit if they provide a substantiative contribution to the review.
Your review should be at least four pages in length. In addition to the five reviewed sources, you must utilize at least four additional peer-reviewed or academically reliable resources to support your review. Two of these must come from the CSU Online Library.
Adhere to APA Style when constructing this literature review, including in-text citations and references for all sources that are used. Please note that no abstract is needed.
The following resources may assist you in this assignment:
· The CSU Writing Center's resource
[Literature Review Example](https://online.columbiasouthern.edu/bbcswebdav/pid-17270867-dt-asiobject-rid-126898835_1/xid-126898835_1) provides an example and helpful tips for constructing a literature review.
· The CSU Online Library also has extensive resources to help you. Consider visiting
[Research](https://libguides.columbiasouthern.edu/sb.php?subject_id=212657), where you can explore guides with information on locating and identifying appropriate research articles, or explore
[Video Tutorials: Complete List](https://libguides.columbiasouthern.edu/videotutorials) for a variety of database search and research skills tutorials.
Unit V Discussion Board
**Topic Issues and Trends in Curriculum and Instruction**
Top of Form
**Discussion Topic**
Top of Form
Initial post:
· Includes one substantive initial post using at least two scholarly or professional references with accompanying in-text citations to support any paraphrased, summarized, or quoted material.
· While we prefer not to assign word counts to posts, as a suggested best practice, your initial post should be at least 350 words.
· Includes an open-ended, thought-provoking question posed to classmates.
Response posts:
· Includes at least two substantive responses that each include at least 1 scholarly, professional, or textbook reference with accompanying in-text-citation to support any paraphrased, summarized, or quoted material.
· While we prefer not to assign word counts to posts, as a suggested best practice, at least two responses should be at least 200 words.
· Must be posted on two separate days of the week.
· .
Discuss how you see differentiated instruction as a best practice for maximizing student learning in the classroom. Explain how technology can be a part of your approach. Illustrate your discussion by offering real-world examples from your subject area or area of expertise. If you are not currently teaching, you may use any subject area of interest to you
Bottom of Form
· Unit IV Proposal
·
**Assignment Instructions**
· This assignment is a 3-page proposal with literature review. It measures your mastery of ULOs 1.2, 1.3 and 1.4
·
· For this assignment, you will develop a proposal, supported by a short literature review, to address two barriers or challenges to developing your students' digital literacy. The intended audience of your proposal is your school administration or board.
·
· First, identify and critically assess at least two barriers or challenges to developing your students' digital literacy within your classroom that are prevalent or specific to your school or community. Present a clear rationale or argument to support the need to address these issues.
·
· Next, for each barrier or challenge identified, compose a brief literature review by integrating critical and logical details from at least two sources of peer-reviewed literature to add insight and further support your rationale or argument.
·
· Then, you must propose at least one distinct resource for each of the challenges or barriers you assessed that you could use to address or mitigate the issue. Explain in detail how the resource will be used and how it could positively impact the issue. The resources may be specific to your subject field or more generalized in nature.
·
· Note: Alternatively, you may propose your resources and then utilize the literature review component to support your proposal and expected impacts.
·
· Your proposal must be well-developed, with insightful analysis, compelling arguments, and sound evidence. Sources used in the literature review must be peer-reviewed or academic in nature and published within the last five years.
·
· Your proposal should be at least three pages in length. In addition to the sources identified in the literature review section, you must incorporate three other peer-reviewed or academically credible sources to support your proposal.
·
· Adhere to APA Style when constructing this proposal, including in-text citations and references for all sources that are used. Please note that no abstract is needed.
Note; units VI-VIII ARE SENT TO YOU AFTER DISCUSSION V POSTED
To open Units VI-VIII, please follow the steps provided in the Unit V Verification link above
**## CI.docx**
**Discussion II Topic Issues and Trends in Curriculum and Instruction**
Top of Form
· Includes one substantive initial post using at least two scholarly or professional references with accompanying in-text citations to support any paraphrased, summarized, or quoted material.
· While we prefer not to assign word counts to posts, as a suggested best practice, your initial post should be at least 350 words.
· Includes an open-ended, thought-provoking question posed to classmates.
·
Response posts:
· Includes at least two substantive responses that each include at least 1 scholarly, professional, or textbook reference with accompanying in-text-citation to support any paraphrased, summarized, or quoted material.
· While we prefer not to assign word counts to posts, as a suggested best practice, at least two responses should be at least 200 words.
· Must be posted on two separate days of the week.
· Posted by Tuesday at 11:59 PM CST.
Summarize a current issue or trend in education that can be classified as a constant or variable of the hidden curriculum that you feel is present in your school or in your community. Discuss how this impacts your students or students in your community. For your response to your classmates, share whether their identified issue is also present in your school or community and if present, how it impacts your students. If it is not present, share how you anticipate it might impact your students.
Unit III Literature Review
This assignment is a four-page literature review. It measures your mastery of ULOs 1.1, 1.2, 1.3, and 3.1.
For this assignment, you will conduct a literature review based on the following research question:
What is the impact of past and/or present trends and influences, including technology, on:
· the curriculum of your chosen subject field, and
· evaluation of your effectiveness in teaching it in your state?
If you are not currently teaching, you may focus on a subject field of interest to you.
Your literature review must:
· Begin with an introduction in which you present your chosen subject field and outline the trends and influences as stated in the research question.
· Include a minimum of five reviewed sources.
· Critically evaluate each of your five chosen sources:
· Briefly explain how you evaluated your sources for credibility (i.e., the credentials of the researchers, the evidence of peer reviews, the fidelity of the research-design principles).
· Explain how each source is of value to the topic.
· Relate the value of each source to the research question.
· Compare and contrast findings from the selected sources.
· Identify any gaps and/or controversies surrounding the author's findings.
· Develop conclusions based on your findings. Identify areas that require further research.
Ensure your sources are high-quality, such as peer-reviewed articles and empirical studies (quantitative or qualitative), published within the last 5 years. You are required to have at least four sources that meet all these criteria, but you may also include additional sources published earlier than the 5-year limit if they provide a substantiative contribution to the review.
Your review should be at least four pages in length. In addition to the five reviewed sources, you must utilize at least four additional peer-reviewed or academically reliable resources to support your review. Two of these must come from the CSU Online Library.
Adhere to APA Style when constructing this literature review, including in-text citations and references for all sources that are used. Please note that no abstract is needed.
The following resources may assist you in this assignment:
· The CSU Writing Center's resource
[Literature Review Example](https://online.columbiasouthern.edu/bbcswebdav/pid-17270867-dt-asiobject-rid-126898835_1/xid-126898835_1) provides an example and helpful tips for constructing a literature review.
· The CSU Online Library also has extensive resources to help you. Consider visiting
[Research](https://libguides.columbiasouthern.edu/sb.php?subject_id=212657), where you can explore guides with information on locating and identifying appropriate research articles, or explore
[Video Tutorials: Complete List](https://libguides.columbiasouthern.edu/videotutorials) for a variety of database search and research skills tutorials.
Unit V Discussion Board
**Topic Issues and Trends in Curriculum and Instruction**
Top of Form
**Discussion Topic**
Top of Form
Initial post:
· Includes one substantive initial post using at least two scholarly or professional references with accompanying in-text citations to support any paraphrased, summarized, or quoted material.
· While we prefer not to assign word counts to posts, as a suggested best practice, your initial post should be at least 350 words.
· Includes an open-ended, thought-provoking question posed to classmates.
Response posts:
· Includes at least two substantive responses that each include at least 1 scholarly, professional, or textbook reference with accompanying in-text-citation to support any paraphrased, summarized, or quoted material.
· While we prefer not to assign word counts to posts, as a suggested best practice, at least two responses should be at least 200 words.
· Must be posted on two separate days of the week.
· .
Discuss how you see differentiated instruction as a best practice for maximizing student learning in the classroom. Explain how technology can be a part of your approach. Illustrate your discussion by offering real-world examples from your subject area or area of expertise. If you are not currently teaching, you may use any subject area of interest to you
Bottom of Form
· Unit IV Proposal
·
**Assignment Instructions**
· This assignment is a 3-page proposal with literature review. It measures your mastery of ULOs 1.2, 1.3 and 1.4
·
· For this assignment, you will develop a proposal, supported by a short literature review, to address two barriers or challenges to developing your students' digital literacy. The intended audience of your proposal is your school administration or board.
·
· First, identify and critically assess at least two barriers or challenges to developing your students' digital literacy within your classroom that are prevalent or specific to your school or community. Present a clear rationale or argument to support the need to address these issues.
·
· Next, for each barrier or challenge identified, compose a brief literature review by integrating critical and logical details from at least two sources of peer-reviewed literature to add insight and further support your rationale or argument.
·
· Then, you must propose at least one distinct resource for each of the challenges or barriers you assessed that you could use to address or mitigate the issue. Explain in detail how the resource will be used and how it could positively impact the issue. The resources may be specific to your subject field or more generalized in nature.
·
· Note: Alternatively, you may propose your resources and then utilize the literature review component to support your proposal and expected impacts.
·
· Your proposal must be well-developed, with insightful analysis, compelling arguments, and sound evidence. Sources used in the literature review must be peer-reviewed or academic in nature and published within the last five years.
·
· Your proposal should be at least three pages in length. In addition to the sources identified in the literature review section, you must incorporate three other peer-reviewed or academically credible sources to support your proposal.
·
· Adhere to APA Style when constructing this proposal, including in-text citations and references for all sources that are used. Please note that no abstract is needed.
Note; units VI-VIII ARE SENT TO YOU AFTER DISCUSSION V POSTED
To open Units VI-VIII, please follow the steps provided in the Unit V Verification link above
**NOTE**: All Persuasive Speeches are to be presented by the end of class on Friday, April 25. No speeches may be made up after that date. Post final outline and Reference page here. Final outlines and reference page must be posted on the day that the speech is given. **RUBRIC:** Persuasive Speech A…
Immediate access to the full model answer, formatted citations, and rubric breakdown.
Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →**NOTE**:
All Persuasive Speeches are to be presented by the end of class on Friday, April 25. No speeches may be made up after that date.
Post final outline and Reference page here. Final outlines and reference page must be posted on the day that the speech is given.
**RUBRIC:**
Persuasive Speech Assignment
Points Possible: 100
Time: 3-5 minutes
Instructions: The Persuasive Speech, like the Informative Speech, will require students to prepare and deliver a well-researched speech on a current issue or topic the student is interested in. However, this speech requires a persuasive element, in which students will attempt to persuade the audience of their argument.
Monroe’s Motivated Sequence will be used for the outline and structure of the speech. The steps for Monroe’s Motivated Sequence are as follows:
– Gaining attention,
– Demonstrating need,
– Satisfying that need through a solution,
– Visualizing the results, and a
– Call to action.
Students will also complete topic selection, thesis statement creation, research, outlining, properly citing, and including information in the outline, as well as oral citations in the speech.
THIS SPEECH MUST BE COMPLETED IN ORDER TO PASS THE COURSE.
Requirements:
The speech should be 3-5 minutes long.
– You must create an outline using Monroe’s Motivated Sequence. Both rough draft and final outlines must be completely filled out in order to earn proper credit. Please see the next page for outline format.
– You must use extemporaneous mode of delivery. You do not need to memorize your evidence (stats, quotes, etc., those are the only elements you may read directly from the cards). This is not a reading class. Utilize your key words/phrases.
– This speech requires research information from the SLCC Library database.
YOU MUST ORALLY CITE AT LEAST 3 DIFFERENT CREDIBLE SOURCES IN YOUR SPEECH IN ORDER TO SUPPORT YOUR ARGUMENT. Failure to use oral citations will result in a deduction of points from the final grade (15 points maximum).
Tips for Success:
– Begin researching early! Utilize the SLCC library resources available to you.
– Practice, practice, practice! The more we practice, the better speakers we become! The more comfortable you are with your speech, the more polished it will become. You can practice in front of your audience, friends, mirrors, whatever works best for you!
– Speak conversationally. Remember to speak extemporaneously (speaking from a prepared set of notes) and speak with confidence.
– Ask questions ahead of time! If you should have any questions at all about the assignment, please contact me. Have fun!
– Often, we feel a heavy burden of public speaking looming above us. Butterflies in our stomachs are perfectly normal. Your support for sub points should be labeled “expert testimony, example, statistic, personal testimony, lay testimony, definition, etc.” This part of the outline just needs a one word label for how you choose to support your sub point. All sub points need a support type.
You may use 1 key word notecard, and one notecard for each piece of evidence (support for sub points) you present. This means that you could have up to 7 notecards.
**Persuasive Speech Outline Worksheet—Monroe’s Motivated Sequence**
**(All points on the outline should complete sentences. Do not write out your entire speech, just one sentence per element.)**
**[Use this format]**
Student Name
CMCN1013(Section Number)
Dr. Samuel McPeek, Instructor
Date
Topic:
General Purpose: To Persuade
Immediate Purpose: By the end of my speech the audience should…
Outline
Introduction **(Step 1, Gain Attention):**
1. Attention-Getting Device:
2. Credibility and Audience Relevance Statement:
3. Thesis statement:
4. Preview of main points:
Transition to first main point:
Body:
1. Main Point 1: First point supporting your proposition (Step 2: Demonstrate Need)
2. Sub point: Support for sub point A
Transition:
1. Sub point: Support for sub point B
Transition:
1. Main Point 2: Second point supporting your proposition (Step 3: Satisfy need through a solution)
2. Sub point: Support for sub point A
Transition:
1. Sub point: Support for sub point B
Transition:
1. Main Point 3: Third point supporting your proposition (Step 4: Visualize the results)
2. Sub point: Support for sub point A
Transition:
1. Sub point: Support for sub point B
Transition to Conclusion:
Conclusion (Step 5, Call to action):
1. Review of Main Points:
2. Restate Thesis
3. Closing:
[NEW PAGE]
References
Please cite your sources on the last page of your outline (must be on its own page). APA is the required formatting for this class.
An example of how to cite these are listed below. A minimum of Three (3) sources from the SLCC library database are required. You may include more if you choose. The reference page should be the last page of your outline document.
– Sources should be organized alphabetically in accordance with the author’s last name. APA example for scholarly journal article:
Allen, A.L. (2015). How to properly market organic produce in a small Midwestern city: A qualitative analysis. _Health & Business, 44 (2),_ 136-175.
136-175.
Please use the Purdue OWL website to help you cite your information. As always, I can help you too! OWL Website.
The final draft must follow the format presented above. The outline and reference page must be double-spaced using a 12-point font. Only .doc or .docx submissions will be acceptable.
The final draft must be submitted on the day that the speech is given. Failure to submit a reference page will result in a ded
– A visual aid is required.
– A preliminary outline is to be submitted to the instructor before your speech. **– It is to be posted on Canvas on the assigned date.**
– The outline must be typed, in parallel format using complete sentences.
– You are required to hand in a typed outline and reference list on the day of your speech. The reference list presented in APA Style, must contain a minimum of three sources that will be used in your speech in the form of oral footnotes. Failure to submit the reference list on the day that you deliver your speech will result in a lowered grade. No late submissions will be accepted.
– 2 years ago
– a year ago **files (1)** – ## SLE.docx **## SLE.docx** **Discussion II Topic** School Law and Ethics Top of Form Initial post: · Includes one substantive initial post using at least two scholarly or professional references with accompanying in-text citations to support any paraphrased, summarized,…
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Order on TutorsGallery →– a year ago
**files (1)**
– ## SLE.docx
**## SLE.docx**
**Discussion II Topic** School Law and Ethics
Top of Form
Initial post:
· Includes one substantive initial post using at least two scholarly or professional references with accompanying in-text citations to support any paraphrased, summarized, or quoted material.
· While we prefer not to assign word counts to posts, as a suggested best practice, your initial post should be at least 350 words.
· Includes an open-ended, thought-provoking question posed to classmates.
Response posts:
· Includes at least two substantive responses that each include at least 1 scholarly, professional, or textbook reference with accompanying in-text-citation to support any paraphrased, summarized, or quoted material.
· While we prefer not to assign word counts to posts, as a suggested best practice, at least two responses should be at least 200 words.
· Must be posted on two separate days of the week.
· Posted by Tuesday at 11:59 PM CST.
So far in this course, you have learned about the relationship between the school environment and the legal system. Consider the perspective of a school leader who must ensure that the school’s policies and procedures are aligned with current law and are being applied equally to all students. What steps could you take to ensure that your school's risk management policies and procedures are being upheld ethically? How could you ensure that they are compliant with current legal statutes? Consider available resources such as legal counsel and the school district’s guidance.
Unit V Discussion Board
**Discussion Topic** Top of Form
· Includes one substantive initial post using at least two scholarly or professional references with accompanying in-text citations to support any paraphrased, summarized, or quoted material.
· While we prefer not to assign word counts to posts, as a suggested best practice, your initial post should be at least 350 words.
· Includes an open-ended, thought-provoking question posed to classmates.
· Posted by Saturday at 11:59 PM CST.
Response posts:
· Includes at least two substantive responses that each include at least 1 scholarly, professional, or textbook reference with accompanying in-text-citation to support any paraphrased, summarized, or quoted material.
· While we prefer not to assign word counts to posts, as a suggested best practice, at least two responses should be at least 200 words.
· Must be posted on two separate days of the week.
P-12 school administrators should make a consistent effort to learn, understand, and properly execute special education law, regulations, and procedures. All school personnel should be aware of how to properly interact
For this discussion, begin by describing the importance of offering special education programs and the value of understanding special education law.
Next, explain ways in which P-12 schools can enhance collaboration between general education and special education teachers. Describe the actions taken by P-12 school leadership to effectively address the needs of students with disabilities in inclusive classroom settings.
If no initial posts exist to allow for a response to be made, you may submit an additional initial post addressing another aspect of the unit topic.
Bottom of Form
Unit III Research Report
**Assignment Instructions**
This assignment measures your mastery of ULOs 1.1, 1.2, 1.3, 2.2, 2.4, and 2.5.
In this assignment, you will create a research report on P-12 policies and procedures.
Conduct research to evaluate the effectiveness of current programs at the local level by reviewing policies and procedures associated with special programs in a P-12 school. Locate outcomes associated with the program and relate the program's effectiveness to current data to identify issues that need improvement. Identify areas relating to ethical decision-making and legal requirements associated with special programs in a P-12 school.
Once you have identified an issue that you will research, you will develop a written research report. Explain the current research-based options, and summarize research analysis from published articles. Summarize the key points of the research proposal and address the potential gaps in the policies and procedures.
The research report should include the following sections:
**Introduction**: Describe your proposal and provide necessary context. Include historical context and a tentative thesis statement. What disagreements exist? What is the relevance of this topic?
**Background**: This section should describe your particular setting and problem, your school, its policies and procedures, guidelines from your state, legal structures, and/or any other structures in place within which you must work. Also, describe how your potential solution to the issue will be based on the reliability and validity of the data.
**Rationale/Purpose Statement**: Include a theoretical framework. Establish the significance of your research. How and why is your research relevant to its field? Does it fill a gap in the existing body of research? Does it underscore or emphasize existing research? Will it add new, original knowledge to the existing understanding of your subject?
**Research Questions**: This should be one overall question with five guiding questions. The research questions should be presented in a bulleted format.
**Research Plan**: Discuss the methods and sources you will use to conduct your research, including specific references to websites, databases, key texts, or authors that you feel are indispensable to your project. You will cite specific sources in your research plan. Keep in mind that your source material should come from the CSU Online Library databases and course materials. In this section, you should also discuss how you will judge the reliability and validity of the instruments of measurement and data you will review. Include a brief projected timeline and budget for implementation.
**Potential Bias**: Establish your ethos as a researcher here. Disclose your relationship to the project, persons involved, and so on. Where might your perspective be unconsciously skewed?
Your research report submission should be three to five pages, not counting the title and reference pages.
Use your textbook and a minimum of five scholarly sources specific to the issue you are addressing, at least two of which must come from the CSU Online Library. Adhere to APA Style when constructing this assignment, including in-text citations and references for all sources that are used. Please note that no abstract is needed.
The research report topic, research questions, and thesis statement should be grounded in the class theme and readings.
Note; units VI-VIII ARE SENT TO YOU AFTER DISCUSSION V POSTED
To open Units VI-VIII, please follow the steps provided in the Unit V Verification link above
Bottom of Form
**## SLE.docx**
**Discussion II Topic** School Law and Ethics
Top of Form
Initial post:
· Includes one substantive initial post using at least two scholarly or professional references with accompanying in-text citations to support any paraphrased, summarized, or quoted material.
· While we prefer not to assign word counts to posts, as a suggested best practice, your initial post should be at least 350 words.
· Includes an open-ended, thought-provoking question posed to classmates.
Response posts:
· Includes at least two substantive responses that each include at least 1 scholarly, professional, or textbook reference with accompanying in-text-citation to support any paraphrased, summarized, or quoted material.
· While we prefer not to assign word counts to posts, as a suggested best practice, at least two responses should be at least 200 words.
· Must be posted on two separate days of the week.
· Posted by Tuesday at 11:59 PM CST.
So far in this course, you have learned about the relationship between the school environment and the legal system. Consider the perspective of a school leader who must ensure that the school’s policies and procedures are aligned with current law and are being applied equally to all students. What steps could you take to ensure that your school's risk management policies and procedures are being upheld ethically? How could you ensure that they are compliant with current legal statutes? Consider available resources such as legal counsel and the school district’s guidance.
Unit V Discussion Board
**Discussion Topic** Top of Form
· Includes one substantive initial post using at least two scholarly or professional references with accompanying in-text citations to support any paraphrased, summarized, or quoted material.
· While we prefer not to assign word counts to posts, as a suggested best practice, your initial post should be at least 350 words.
· Includes an open-ended, thought-provoking question posed to classmates.
· Posted by Saturday at 11:59 PM CST.
Response posts:
· Includes at least two substantive responses that each include at least 1 scholarly, professional, or textbook reference with accompanying in-text-citation to support any paraphrased, summarized, or quoted material.
· While we prefer not to assign word counts to posts, as a suggested best practice, at least two responses should be at least 200 words.
· Must be posted on two separate days of the week.
P-12 school administrators should make a consistent effort to learn, understand, and properly execute special education law, regulations, and procedures. All school personnel should be aware of how to properly interact
For this discussion, begin by describing the importance of offering special education programs and the value of understanding special education law.
Next, explain ways in which P-12 schools can enhance collaboration between general education and special education teachers. Describe the actions taken by P-12 school leadership to effectively address the needs of students with disabilities in inclusive classroom settings.
If no initial posts exist to allow for a response to be made, you may submit an additional initial post addressing another aspect of the unit topic.
Bottom of Form
Unit III Research Report
**Assignment Instructions**
This assignment measures your mastery of ULOs 1.1, 1.2, 1.3, 2.2, 2.4, and 2.5.
In this assignment, you will create a research report on P-12 policies and procedures.
Conduct research to evaluate the effectiveness of current programs at the local level by reviewing policies and procedures associated with special programs in a P-12 school. Locate outcomes associated with the program and relate the program's effectiveness to current data to identify issues that need improvement. Identify areas relating to ethical decision-making and legal requirements associated with special programs in a P-12 school.
Once you have identified an issue that you will research, you will develop a written research report. Explain the current research-based options, and summarize research analysis from published articles. Summarize the key points of the research proposal and address the potential gaps in the policies and procedures.
The research report should include the following sections:
**Introduction**: Describe your proposal and provide necessary context. Include historical context and a tentative thesis statement. What disagreements exist? What is the relevance of this topic?
**Background**: This section should describe your particular setting and problem, your school, its policies and procedures, guidelines from your state, legal structures, and/or any other structures in place within which you must work. Also, describe how your potential solution to the issue will be based on the reliability and validity of the data.
**Rationale/Purpose Statement**: Include a theoretical framework. Establish the significance of your research. How and why is your research relevant to its field? Does it fill a gap in the existing body of research? Does it underscore or emphasize existing research? Will it add new, original knowledge to the existing understanding of your subject?
**Research Questions**: This should be one overall question with five guiding questions. The research questions should be presented in a bulleted format.
**Research Plan**: Discuss the methods and sources you will use to conduct your research, including specific references to websites, databases, key texts, or authors that you feel are indispensable to your project. You will cite specific sources in your research plan. Keep in mind that your source material should come from the CSU Online Library databases and course materials. In this section, you should also discuss how you will judge the reliability and validity of the instruments of measurement and data you will review. Include a brief projected timeline and budget for implementation.
**Potential Bias**: Establish your ethos as a researcher here. Disclose your relationship to the project, persons involved, and so on. Where might your perspective be unconsciously skewed?
Your research report submission should be three to five pages, not counting the title and reference pages.
Use your textbook and a minimum of five scholarly sources specific to the issue you are addressing, at least two of which must come from the CSU Online Library. Adhere to APA Style when constructing this assignment, including in-text citations and references for all sources that are used. Please note that no abstract is needed.
The research report topic, research questions, and thesis statement should be grounded in the class theme and readings.
Note; units VI-VIII ARE SENT TO YOU AFTER DISCUSSION V POSTED
To open Units VI-VIII, please follow the steps provided in the Unit V Verification link above
Bottom of Form
Write the Rationale and References section of your project. You need to pick at least two journal articles that you believe support the use of your strategy. In your write up state the strategy you are using and discuss what each journal article says about the strategy. In particular, focus on why t…
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Order on TutorsGallery →Write the Rationale and References section of your project. You need to pick at least two journal articles that you believe support the use of your strategy. In your write up state the strategy you are using and discuss what each journal article says about the strategy. In particular, focus on why the strategy works for students with disabilities and how does your particular student.
## Attachments
[SIP Part 6-Rationale and References.docx](https://westga.view.usg.edu/d2l/le/dropbox/3249158/4050466/DownloadAttachment?fid=249987015)(12.09 KB)
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ArmstrongS.SIPPart1-TargetChildScoringCriteria2.docx](https://www.sweetstudy.com/files/armstrongs-sippart1-targetchildscoringcriteria2-docx "ArmstrongS.SIPPart1-TargetChildScoringCriteria2.docx")
– [\
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ArmstrongReadingStrategies.docx](https://www.sweetstudy.com/files/armstrongreadingstrategies-docx "ArmstrongReadingStrategies.docx")
– a year ago
To create developmentally appropriate instruction, early childhood educators must understand the development, learning, and unique needs of students. Five developmental domains are important for child development: cognitive, social, emotional, physical, and linguistic. Early childhood special educat…
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Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →To create developmentally appropriate instruction, early childhood educators must understand the development, learning, and unique needs of students. Five developmental domains are important for child development: cognitive, social, emotional, physical, and linguistic. Early childhood special education professionals must be aware of specific milestones within each developmental domain and typical development that occurs during the early stages of growth. Children who display atypical developmental characteristics should be evaluated and their learning needs considered when creating instruction.
For this assignment, create a graphic organizer of appropriate learning activities to support developmental domains within the different age ranges during the early years of growth. Select three developmental domains (cognitive, social, emotional, physical, and linguistic) and address the following age ranges (birth-12 months, 12-24 months, 2-3 years, 4-5 years, and 6-8 years). Based on the appropriate developmental milestones, create learning activities that meet the developmental needs of students. Include the following in your graphic organizer:
– Developmental domain
– Age range
– Early learning standard (birth to preschool) or state standard (K-3)
– Developmentally appropriate learning activity
– Alignment to developmental milestones
In addition, write 250-500 words summarizing the following:
– Explain the difference between accommodation, modification, and differentiation.
– Discuss the types of data used to determine appropriate accommodations, modifications, and differentiation.
– Describe one example of accommodation, modification, and differentiation that would be appropriate to meet the developmental needs for students of the age/grade you intend to teach.
Support your graphic organizer and summary with 3-5 scholarly resources.
While APA Style format is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
– a year ago