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EDLE 7000 (Principles of Instructional Leadership)

KEY ASSESSMENT: THE LEADERSHIP FOUNDATION

(Submit to CourseDen)

The student will apply learning from across all modules of EDLE 7000 to respond to a scenario of a troubled school where he or she has recently been named as Leader (the new Instructional Coach, Assistant Principal or Principal). The charge from the superintendent and board is to “turn the school around.” The key assessment allows the student to reflect on and synthesize learning from the entire semester to navigate a difficult but not unusual situation in a troubled K-12 school. The scenario is one that any school leader may encounter.

Learning Goals 1. Understand “self as leader,” to include articulating one’s core values and leadership style. 2. Integrate leadership theory, core values, leadership style/s, and communication skills to achieve desired outcomes. 3. Deepen your personal leadership growth and development by meeting with your Sponsor to discuss your written document, the Key Assessment: The Leadership Foundation.

INSTRUCTIONS

1. Read the Oak Grove School scenario. 2. Write Part 1, The Reflective Analysis. 3. Write Part 2, The Challenging Conversations. 4. Write Part 3, Summary of Sponsor’s Feedback 5. Submit the Key Assessment: The Leadership Foundation to CourseDen. You have two options for this assignment.  You can choose to complete the narrative template that has been prepared for you or design a presentation using the shared template and video introducing yourself as a new leader to the faculty of the school.

SCENARIO – THE OAK GROVE SCHOOL

The superintendent has hired you to be an impactful leader at this school (as the new Instructional Coach, Assistant Principal or Principal) effective July 1. The Oak Grove School is in a low-income, diverse community that includes a small but vocal activist group that is working hard to improve their citizens’ living conditions and opportunities, despite the usual social problems that accompany poverty. These activists are sincere, although some community members – to include many educators at Oak Grove – perceive them as strident and difficult. The student body is characterized by high absenteeism, lower than expected achievement, and excessive discipline problems. Parents don’t want to send their children to Oak Grove but have few options to do otherwise. You are replacing a laissez-faire leader who mostly kept the operations side of the school running smoothly (e.g., buses ran on time, facilities were well-maintained, basic supplies were stocked, paperwork was submitted to the system office on time, teacher evaluations were completed in a perfunctory manner). The principal claimed to have an open-door policy, but few teachers sought help because the message when they tried was, “The principal is busy right now, but can see you later.” The assistant principal handled all discipline problems, which consumed far too much time. When not addressing behavior issues directly, the assistant principal walked the halls and campus grounds, trying to provide a sense of safety for teachers, staff, and students. In truth, the former principal focused on managerial functions, neglecting responsible leadership to create a culture to support learning. As a result, teachers gravitated toward “like” groups: ● The Stars. These teachers try to maintain a positive outlook. Their students achieve academically despite the non-existent instructional leadership. ● The Mediocre Middle. These teachers attempt to see sparks of hope, but are overwhelmed with the non-supportive environment. They go through the motions daily to help students learn, but produce unsatisfactory results. ● The Downhearted. This group makes up a significant proportion of the faculty. They mostly have given up on their students, describing them as “ignorant, lazy, and too poor to learn.” These teachers put little effort into instruction, their students likewise put little effort into learning, and achievement is abysmal. During the interview process, you shared your core beliefs and attitudes about school leadership. Indeed, the hiring committee openly declared that Oak Grove needs a strong leader to “turn this school around.” The Superintendent’s Charge You are aware that your new job (as instructional coach, assistant principal, or principal) will be challenging because of Oak Grove’s negative history, division among the faculty, and dissatisfaction among parents and the community. However, you are encouraged by Superintendent Foster’s words when you accepted the job. She bluntly declared, “We hired you, because we believe you are the ‘best fit’ leader to turn this school around. Most everyone thinks that your values mesh well with the community. Our parents and best teachers appreciate your commitment to learning and teaching. You know who you are as a person and leader. Throughout the interview process, we heard about your core values and liked how those values stabilize and influence your decision-making. You handled tough questions smoothly, which makes us think that you’ll have a calming presence with our more ‘passionate’ stakeholders. We’re convinced that you will stand firm when push-back comes your way, which it will from some quarters. But this school and its community are filled with good people who want to see you succeed. You can count on their support. So, here’s your mandate: Turn this school around.” Early Conversations with the Three Teacher Groups The three teacher groups talked with you during your first week on the job. The Stars met you for coffee. The Mediocre Middle caught you in the hallway. The Downhearted arranged for a representative to schedule a face-to-face appointment with you in your office. ·       The Stars:   These teachers met you for coffee to warn you about potential divisions among the faculty. They also wanted to encourage you to stand strong. One teacher said it for the group, “We’ve tried to work with the other teachers, but they’ve never been much interested in changing things for the better. So we stick together and do what’s best for our students. We enjoy working together and are very glad you’re here. We’ll stand with you.” ·       The Mediocre Middle:   Several teachers from this group caught you in the hallway to give you a heads-up. “Oak Grove is a hard place to be. We really want to make a difference for our students, but we just haven’t gotten support. It’s so discouraging. Most of us feel isolated and alone.” ·       The Downhearted:  One teacher made an appointment to deliver the following message to you personally, face-to-face. “We teachers care about your success as our new principal and don’t want you to be caught off-guard. You need to know what’s really going on here. These students don’t have what it takes to learn at the level that the system is pushing for. They’re missing chunks of critical background skills. They ditch school all the time. We can’t teach because they constantly disrupt instruction. Some of us heard you talk about your values and ideas during your interview, but new people are always idealistic. We just don’t want you to come in here all inspired and then be devastated when things don’t work out.”

Points to consider…

As you write, keep in mind: ·       Throughout the key assessment as noted in the instructions and rubric, cite leadership theories and mindframes that resonate with you (e.g., Hersey- Blanchard Situational Leadership, Blake and Mouton’s Managerial Grid, Transactional Leadership, Transformational Leadership). ·       Refer to the one or two leadership style/s that best fit you (i.e., Daniel Goleman’s six leadership styles). ·       Refer to other readings on leadership from this semester (e.g., Chaleff’s work on Followership, Schein’s work on culture, Lassiter, Fisher, Frey & Smith’s text on How Leadership Works) as it makes sense to do so.  ·       Follow the APA Style Guide (American Psychological Association) to cite sources that support your analysis. ·       Refer to both the instructions below and rubric as you write your key assessment.

INSTRUCTIONS: Key Assessment – The Leadership Foundation  USING SLIDES AND VIDEO RECORDING

The slides presentation is a summary of your first faculty meeting with your new staff.  You will use the suggested layout listed below (you may adjust the design but not the content expected for each slide) to describe yourself as leader, core values, and leadership style and how your personality, core values, and leadership style will guide your work with three groups of teachers in your school. Be sure to review the rubric and include the appropriate number of citations to reference connections to course work that support your statements and approach. After you develop the slides, you will record a brief summary taking the viewer through the slides presentation. This recording should be between 7 and 10 minutes. Use this opportunity to introduce yourself as the new leader (instructional coach, assistant principal, or principal depending on your current role) to help connect with teachers, share your vision as a leader, and build collaboration and relationships with your new team.  Suggested layout of slides: 1.     Intro slide 2.     Discuss your strengths as noted through the different self-analyses that you have conducted.  Remember to cite the tool that you are discussing. 3.     Discuss how these connect to you as a leader and to at least two leadership theories (see Module 1 reading material) 4.     Share your core values and what you deeply believe in 5.     Share your personal goal for leadership 6.     Discuss your leadership styles per Daniel Goleman’s work and the work from our text.  7.     Share how you will leverage your leadership style  (Goleman) and mindframes to improve the school 8.     Address the needs of the school based on three types of teachers: a.     Stars b.     Mediocre Middle c.     The Downhearted Include words that you will say to them using what you have learned about effective communication, feedback and coaching, your core values and leadership theories. 9.      Incorporate your Mentor/Sponsor’s feedback into the slides.    Share your slides presentation with your mentor and discuss how your values, mindframes and leadership styles (and theories) would work at a school like Oak Grove.  An example of how to incorporate it into the slides presentation is “A close mentor once told me…” ) 10. References – Cite references following the APA Style Guide (American Psychological Association).

INSTRUCTIONS: Key Assessment – The Leadership Foundation for the NARRATIVE Reflection

PART 1. THE REFLECTIVE ANALYSIS Each of these three sections should be approximately 400 words. Organize Part 1 using the italicized subheaders below. 1a. “Self as Leader.” (Approximately 400 words). Write one paragraph that discusses your results from two leadership assessments  completed in EDLE 7000. They are:  ·       Myers-Briggs Type Inventory (MBTI). Name your 4-letter type (e.g., ENTP, The Visionary), the two-letter functional pair (i.e., NT), and associated strengths and blind spots. ·       Leadership Goals Based on Leadership Practices –  Include strengths and areas for growth.  ·       In the second paragraph, discuss what you’ve learned about yourself from the MBTI and Goleman’s style analysis within the context of at least two leadership theories that resonate with you. The leadership theories must be ones learned in EDLE 7000, Modules 1.1 through 1.4, with in-text citations that refer to readings from the course only. Your discussion should NAME the theories (and possibly the theorists themselves) and explain briefly why they resonate with you, based on what you know about yourself per the MBTI and Leadership Goals.  1b. Core Values (Approximately 400 words). The Core Values section should begin by listing your 5-6 core values identified in the Core Values Exercise completed this term. Follow the core values with your Personal Leadership Statement completed in the Core Values assignment. Format both as follows, using italics and underlining where noted: ·       Core Values: determination, gratitude, insightfulness, optimism, sustainability, responsibility ·       Personal Leadership Statement: To be an insightful and responsible leader who shows determination and gratitude, and inspires optimism in teachers and students to sustain high academic achievement. [Student exemplar provided with permission from Adam Gagliotti] ·       Follow these with a discussion of at least two leadership theories that most closely resonate with your core values, making explicit the connections between them. You may use the same two theories noted in section 1a – “Self as Leader,” provided that the discussion expands what you wrote in 1a. In-text citations are required. Only use leadership theories learned in EDLE 7000 and cite only readings from this semester’s course. ·       Explain briefly how your understanding of these connections will help you navigate your new position as  a leader of the Oak Grove School. 1c. Leadership Style. (Approximately 400 words). In what ways will your leadership style support this challenging situation (i.e., “turn the school around”)? ·       Using Daniel Goleman’s six leadership styles, discuss your leadership style, its strengths and weaknesses. His six styles are Coercive (or Commanding), Pace-Setting, Authoritative, Affiliative, Democratic, and Coaching. ·       Explain how you will leverage your leadership strengths – per Goleman – to tackle turning around the Oak Grove School. PART 2. THE CHALLENGING CONVERSATIONS Part 2 is based on the Oak Grove School scenario. Develop three sections, one each for the three groups of teachers. Organize Part 2 by using three sub-headers: (1) The Stars, (2) The Mediocre Middle, and (3) the Downhearted. Begin each section with a Conversation Table, followed by a 300-word paragraph (approximately). The table addresses the explicit use of communication techniques. The paragraph discusses how you will apply your knowledge of leadership theories (at least two), relevant core values from the Core Values assignment, and what you have learned about yourself through other course materials as applicable to the conversation with the group of teachers. Apply only those leadership theories studied in this course and reference those readings appropriately.  Consider how you will approach each group of teachers. Anticipate their concerns and give thought to how you might respond when they share their thoughts, hopes and fears, and likely their frustrations, as well. You should expect that each meeting will be challenging in its own way; however, these initial meetings will be the first of your efforts to build relationships with each group. Your short-term goal is to get them to engage with you willingly and – to some extent – with each other. The Conversation Tables allow you to apply effective communication skills/techniques with each group of teachers as appropriate. An example of a table is shown below. Use this exact template in your key assessment, i.e., four columns with the four headers in all caps: (1) Teacher Comments, Leader’s Comments, Linguistic Skills Employed, and Leader’s Thinking.  Note: ·       Enter examples of comments the teachers may say and examples of how you might respond.  ·       Include three rows of remarks. Each row might address a different thought or issue.  ·       Enter specific cognitive coaching techniques into the Linguistic Skills Employed column. Examples may include presuppositions; the language of inquiry by asking mediational questions and avoiding “why” questions; probing and clarifying vague nouns, pronouns, or universal quantifiers; avoiding modal operators such as “should, must, necessary, can’t, have to, ought,” etc., as they imply there is a certain way to do things.  ·       In the Leader’s Thinking column, enter what guided your choice of remarks, questions, and linguistic tools. Include your thoughts about the teachers’ comments, but thoughts you won’t voice out loud yet. ·       Conversation Table: The Stars STARS’ COMMENTS LEADER’S COMMENTS LINGUISTIC SKILLS EMPLOYED LEADER’S THINKING 1.Good morning. We appreciate the time you’re giving us today. 2. I’ve been looking forward to meeting with all of you. Tell me, what have you thinking about? It’s always exciting when new leadership comes into a school. The leader begins with an open-ended question to evoke the teachers’ intentions. The leader is not sure whether the Stars want to talk about their progress, their problems at the school, or something else. 3.I know you’ve invested a lot of time and effort to support the students here at Oak Grove. The leader applies a positive presupposition by acknowledging their efforts to date. The leader wants to empower the Stars – in an encouraging way – to reflect on their excellent work. Encouraging reflection is a powerful learning tool for professionals. 4.Yes, we’ve worked hard with our kids. Other teachers?  Well… we can’t really say what they have done. 5.Why don’t you describe several examples of things you have done that have been successful? The leader applies language specificity to help the teachers go beyond “we’ve worked hard with our kids.”  The leader also uses the power of plurals in the response. The leader wants the Stars to be specific in their description of examples of successful work they’ve done with their students.   The use of plurals (i.e., exampleS, thingS) implies that more than one alternative exists and that the teachers can consider and evaluate them. Also, plurals are more invitational because the Stars are not expected to come up with the one “right” answer.   The leader also noted the Stars’ use of the vague pronoun “they” and will circle back to it later. PART 3. THE SPONSOR’S FEEDBACK.  (Approximately 400 words) Schedule a face-to-face meeting with your Sponsor/Supervisor/Mentor. Before the meeting, provide him or her the scenario and copies of your drafts for Part 1: The Reflective Analysis and Part 2: The Challenging Conversations. During your face-to-face meeting, ask for their feedback on what you have written.  Questions to discuss with your Sponsor might include: ·       What are your thoughts on a leader who holds the core values that I do? ·       There are many different leadership theories and styles. To what extent do you think my leadership style is a “good fit” for  Oak Grove School? Or any other type of school? After your meeting, summarize the conversation. Attend to the following points: ·       Describe the key ideas that emerge from the meeting. ·       Include the Sponsor’s recommendations for your ongoing leadership development.

Unit 3 Informative Essay Assignment

In your essay assignment for this unit, due in Module 10, you will be creating an informative essay, meant to inform or explain a topic. Use these instructions  to help you complete your first draft of this essay.

Purpose, Topic, and Audience

What are you curious about? We report and explain information when we want to understand an issue and share this understanding with others. Your purpose in this essay is to learn about a topic and explain it to others. The ability to accurately summarize information is important in most academic papers and in many professional settings. This type of writing appears in many academic and professional genres, such as public service announcements, brochures, magazine articles, internet sites, business reports, white papers, proposals, and briefs. In this assignment, though, you will write an academic essay following MLA format for an audience of peers: college students who would like to learn more about your topic. Please remember, however, that you should not use one of the topics to avoid as discussed in our Topic Ideas and Topics to Avoid for Your Unit 3 Informative Essay resource.

Evidence/Content

You may build on the experience you wrote about in Unit 2 or start on a new topic (See Topic Ideas for Your Unit 3 Informative Essay in the Unit 3 introductory module if you need help!). Once you decide on a topic, be sure to include what you already know about the subject. Then, use a variety of reliable sources to help you learn—web sites, interviews, magazine articles, or newspaper articles. All sources must be accessed through the GALILEO databases or community, educational, or government websites; include three to five sources total, one of which must be a peer-reviewed journal article. The best databases to use in GALILEO are Academic Search Premiere and ProQuest. You may not use any books unless you get prior approval, and you must not use AI to find sources, as AI often misrepresents what sources say.

Organization

Your organization should be logical and help the reader follow your ideas. Consider the guidelines of quantity, quality, relevance, and manner as you select and organize your material, but also remember to move beyond just reporting to explaining your information (show reasons for, connections within, or implications of the information you present).

Clarity, Readability, and Format

Write with your audience (engaged, intelligent adults) in mind, striving for academic English and effective style. Write in the third person only. Please do not use the first or second person in this essay. Your essay should follow MLA format and be submitted as a Microsoft Word file or PDF. Cite all ideas and facts with in-text citations, all words from sources with quotation marks and in-text citations, and a Works Cited page in MLA format for every source that informed your essay.

Requirements

Your essay should meet the following markers for success:

• Effective overview of the topic and its main ideas, with clearly articulated and specific thesis;
• Well introduced, contextualized, accurately represented, and explained textual evidence in each body paragraph;
• Strong organization, including topic sentences, logical relation of points within paragraphs, and transition sentences;
• Use of clear and straightforward language with little error;
• Evidence of critical thinking and synthesis, not just summary;
• Informed use of three to five credible sources, one of which must be a peer-reviewed journal article;
• Full attribution of all summarized, paraphrased, or quoted source materials through use of signal phrases, in-text citations, and works cited page;
• Completed development of a 3-5 page final draft in full MLA document format.

Grading Criteria

• Your ability to communicate a thesis: in this case a clear articulation of the topic to be explained, ideally with the points you will address to explain it;
• On the development and support of the main ideas in your paragraphs, including the use of properly introduced, contextualized, and analyzed information from your sources;
• On the organization of your work, and how effectively you have structured the synthesis of your information;
• On the clarity of your writing, and whether any errors of grammar or spelling, or places where the writing is awkward, remain after revision;
• On your use of full and correct MLA document formatting and complete and proper MLA citation for all quoted, summarized, or paraphrased source materials;
• On whether you have successfully addressed any aspects of the work that were confusing or needed further development in your rough draft.

Submissions

Your final draft must:

• Be in MLA document format, complete with running header, block header, and appropriate font, indentation, and line spacing.
• Be submitted as a Word .DOC or .DOCX file, or as a .PDF.

TOPIC

Topic Ideas for Your Personal Narrative Essay

For this essay, you will brainstorm ideas for your work and share these ideas with your classmates and professor to get feedback. The good news is that you are the expert in your own life and on what has been meaningful to you, so we hope you’ll have any number of great ideas! However, if you’re struggling to come up with a topic, here are some sample ideas. Use these to come up with something new!

• The day I challenged myself to do something I thought I couldn’t do
• An unexpected encounter or event that changed my perspective on life
• The experience of moving to a new place and adjusting to a new environment
• A difficult decision I had to make that shaped who I am today
• A mistake I made and had to face
• A moment when I had to confront my fears and overcome them
• An event that involved a special pet
• A vacation mishap or something unique that happened on a journey
• Meeting or losing a friend
• A realization I had about myself or someone close to me that had a profound impact on my life
• An experience of culture shock that challenged my assumptions and expanded my worldview
• A time when I had to stand up for myself or for someone else in the face of adversity

Topics to Avoid

Because this course includes dual-enrolled students who may be under the age of 18, it is important that all writing topics remain appropriate for a mixed-age, academic setting. Avoid subjects that are explicitly sexual, graphically violent, or otherwise unsuitable for minors. In addition, steer clear of overly personal topics that could make you or others uncomfortable, such as detailed accounts of trauma or sensitive private matters.

When in doubt, choose topics that allow for thoughtful analysis and academic discussion while respecting the boundaries of our shared learning environment. If you are unsure whether a topic is appropriate, please check with your instructor before beginning your assignment.

Week 8 Final Project

Safety is very important in the fire service.  Looking at past incidents and learning from them can help a department be more vigilant in its safety measures.

After completing this week’s readings and conducting your research into this topic, write a paper that answers the following:

1. Research one (or more) NIOSH Fire Fighter Fatality Investigation reports that have impacted the way the fire service “does business”.

2. Discuss the issue presented in the NIOSH report or reports.

3. Discuss how the incident or incidents affected the fire service as a whole.

4. Discuss how the incident impacted your department or local department’s SOPs.

5. Did the incident produce legislation?

6. Were there any legal issues that resulted from this incident?

7. What recommendations were made in the NIOSH report or reports?

8. Was the Incident Command System functioning and was a Safety Officer present?

9. Discuss any additional recommendations to improve safety procedures in your department, your local area department, or the fire service as a whole?

10. Do not use the reports we have used in this class.

The NIOSH Fire Fighter Fatality Investigation reports can be found here:

Do not write this paper in the first person.

Assignment Requirements:

1. Four (4) Full APA Formatted Pages (This does not count the title page or the reference page)

2. Four (4) Academically Respected Sources (Good sources that are respected in this field)

3. APA 7th Edition (Guides located at the bottom of this page)

4. Word Document (Use Microsoft Word only) (Do not submit a PDF or a Pages document)Paper Expectations:

The Writing Assignment Expectations document I provided at the bottom of this page goes into detail on the following information.1. Page Number – The page number must appear in the upper right corner of the header on each page of the paper.

2. Title Page – APA 7th Edition3. Main Parts of the Paper – The main parts or sections of the paper include the Introduction, Body and Conclusion

4. Headings – Headings are required in the paper so that the reader can distinguish between your key points throughout the body of the paper.

5. Citing Sources – Cite your quoted and paraphrased material using APA 7th Edition6. Reference Page – Reference all material using APA 7th Edition and be sure to pay attention to the indentions for each source.

Page Setup:1. Times New Roman font throughout the paper2. 12 Point font size throughout the paper3. Double Spaced4. 1 inch Page Margins: Top, Bottom, Left and Right (Not 1.25 inches)

The instructions provided must be followed or points will be deducted.It is your responsibility to ensure your paper is formatted according to APA guidelines.

Week 8 Final Paper

Your final paper will consist of a consolidation study. You are to make a case either for or against the benefits of consolidation. You can use the fire department from your Week 4 paper or choose another fire department. In many areas of the country, fire departments are undergoing consolidation. As communities grow and populations increase, some fire departments are considering combining with other departments in order to avoid duplication of services, reduce costs, and a variety of other reasons.You are to choose a fire department (“Department A”) and analyze the services offered to the citizens. Assume that a neighboring department (“Department B”) provides similar fire services, although possibly at a different level. Your goal with this paper is to determine whether or not there are benefits to consolidating two fire departments into a single department.Assume your are a Fire Chief of “Department A” that is considering absorbing “Department B.” You are writing this paper to make a case to your City Council or County Council as to whether or not it would be advantageous to consolidate and absorb “Department B.”Part 1. Report on the overall budget of both fire departments. Include the populations covered, the size of the departments, number of stations, services offered, ISO rating, etc. Give an overall view of both of the departments’ budget.Part 2. Make an argument as to whether or not consolidation of services into a single department would make sense from a financial standpoint. Analyze whether or not it would make sense to combine budgets in order to offer the same fire services, or possibly even better fire services, to the citizens to be covered under the consolidated fire department.Part 3. Explain how you would handle the change from two fire departments into a single department. If you are for consolidation, how would your command structure change? How would you absorb the personnel from the other fire department? Would you keep the same staffing at all of the stations? Would you keep all the stations open, or are there some that could be closed? How would you handle fire prevention and inspection efforts? If you are against consolidation, explain why. These are only some of the issues you should cover. Feel free to include others.Your paper should be a minimum of four pages and should be submitted in APA format. Use your textbook, the internet, professional journals as well as information you gain from personal interviews. You must use a minimum of four sources

Discussion 3 – Topic from Chapters 4-7Instructions:

Choose one topic from the suggested list below, corresponding to Chapters 4-8. Create an initial post of at least 250 words explaining your selected topic. Use examples where applicable and demonstrate your understanding of the key terms, concepts, and their relevance to medical practice.

Your initial post must include at least one credible source besides the textbook. While you are encouraged to cite and reference the textbook, this does not count as the required additional source. All in-text citations and references must be formatted in APA style, and you must include an APA-formatted reference list.

Chapter 7: The Respiratory System

1. Describe the major functions of the respiratory system, such as gas exchange and oxygen delivery.
2. Identify and describe the structures of the respiratory system, including the lungs, trachea, and alveoli.
3. Discuss common respiratory system diseases, such as asthma or chronic obstructive pulmonary disease (COPD), and their diagnostic and treatment procedures.
4. Explain the process of respiration and the medical terminology associated with it.

Notes for Students:

• Use credible sources such as peer-reviewed articles, reputable medical websites, or academic journals. Wikipedia or informal sources are not acceptable.
• Ensure your posts are respectful and professional and adhere to the course guidelines for communication.
• Important: Your engagement replies must address topics different from the one you selected for your initial post.

Example:

• If your initial post discusses “the structure and functions of the muscular system,” your replies could address topics such as:
  • “The differences between pulmonary and systemic circulation” from Chapter 5, or
  • “Common respiratory system diseases, such as asthma or chronic obstructive pulmonary disease (COPD)” from Chapter 7.You cannot engage with posts that also discuss the muscular system to maintain diversity in the discussion.

Literature Review: Part 2 Instructions:

Watch the video about the literature review before completing this assignment:

Writing the Literature Review Academic Skills, The University of Melbourne. (2017, September 21). Writing the literature review. [Video]. YouTube. https://www.youtube.com/watch?v=70n2-gAp7J0Links to an external site.

Review the last 15 articles from the approved list. Synthesize the information for each article, including the authors, the title, the type of research, the methodology used, the tool used, the results, and the practice recommendation. Add the literature review to your Practice Change Project. Submit the literature review via Canvas for your mentor to provide feedback.

Contribute a minimum of 5-6 pages. It should include at least 3 academic sources, formatted and cited in APA.

Be sure to review the academic expectations for your submission.

Submission Instructions:

Submit your assignment by 11:59 PM Eastern on Sunday. Review the rubric to determine how your assignment will be graded. Your assignment will be run through TurnItIn to check for plagiarism.

Literature Review Part 1 Instructions:

Watch the video about the literature review before completing this assignment:

Writing the Literature Review Academic Skills, The University of Melbourne. (2017, September 21). Writing the literature review. [Video]. YouTube. https://www.youtube.com/watch?v=70n2-gAp7J0Links to an external site.

Review the first 15 articles from the approved list of a total of 30. Synthesize the information for each article, including the authors, the title, the type of research, the methodology used, the tool used, the results, and the practice recommendation. Add the literature review to your Practice Change Project. Submit the literature review via Canvas for your mentor to provide feedback.

Contribute a minimum of 5-6 pages. It should include at least 3 academic sources, formatted and cited in APA.

Be sure to review the academic expectations for your submission.

Submission Instructions:

Submit your assignment by 11:59 PM Eastern on Sunday. Review the rubric to determine how your assignment will be graded. Your assignment will be run through TurnItIn to check for plagiarism

Literature Review: Part 2

Instructions:

Watch the video about the literature review before completing this assignment:

Writing the Literature Review

Academic Skills, The University of Melbourne. (2017, September 21). Writing the literature review. [Video]. YouTube. https://www.youtube.com/watch?v=70n2-gAp7J0Links to an external site.

Review the last 15 articles from the approved list. Synthesize the information for each article, including the authors, the title, the type of research, the methodology used, the tool used, the results, and the practice recommendation. Add the literature review to your Practice Change Project. Submit the literature review via Canvas for your mentor to provide feedback.

Contribute a minimum of 5-6 pages. It should include at least 3 academic sources, formatted and cited in APA.

Be sure to review the academic expectations for your submission.

Submission Instructions:

• Submit your assignment by 11:59 PM Eastern on Sunday.
• Review the rubric to determine how your assignment will be graded.
• Your assignment will be run through TurnItIn to check for plagiarism.

Assessment Guide BM632 Managing & Developing Innovation & Creativity BM632 PR1: Film presentation (10 minutes) with a written report (1200 words) Assignment Brief: Local Innovation Challenge (Individual Challenge). For BM632 Assignment, You are required to explore and propose an innovative idea that supports the growth, sustainability, or impact of a local independent organisation within your town centre. This could involve an existing small business, a charity, a not-for-profit organisation, or a completely new venture that you design.

The objective is to identify a clear gap, challenge, or unmet need within the local market and develop a creative, practical solution that demonstrates both originality and commercial or social viability. Your final submission (presentation video) should clearly communicate and “pitch” your idea, showcasing both your innovation thinking and professional communication skills.

Note: You must focus on independent organisations, local initiatives, or your own original idea. Large chains or franchises are not permitted.

What You Need to Do Define the Opportunity

Identify and clearly explain a specific local issue, customer need, or business opportunity. This may relate to:

Supporting independent local businesses through new offerings

Addressing sustainability or environmental concerns

Improving customer experience or accessibility

Creating a new start-up concept

Enhancing ethical or community-focused practices etc.

Conduct Research

Support your idea with relevant evidence, including:

Secondary (desk) research such as reports, articles, or market data

Primary research where appropriate (e.g. surveys, interviews, observations)

This research should justify the need for your proposed solution.

Generate and Select Ideas

Use creative thinking techniques to develop multiple potential solutions.

Evaluate these options and select the strongest idea based on:

Feasibility

Potential impact

Alignment with the identified problem/opportunity

Provide clear justification for your final choice.

Apply Innovation Frameworks

Demonstrate your understanding of innovation processes by applying at least one recognised model, such as:

Innovation funnel models (Tidd and Bessant, 2020)

Design thinking frameworks (Utley and Klebhan, 2021)

Show how your idea evolves through this process.

Use Problem-Solving Tools

Incorporate appropriate techniques to analyse and refine your idea, such as:

Brainstorming or mind mapping

Cause-and-effect analysis

Creative modification tools (e.g. SCAMPER)

Explain how these tools contributed to your development process.

Implementation Plan (12 Months)

Develop a structured plan outlining how your solution could be introduced over the next year. Include:

Key milestones and stages

Required resources (financial, human, physical)

Stakeholder involvement and collaboration

A clear timeline

Strategic and Project Considerations

Demonstrate your ability to think like a project manager or junior executive by including:

Basic business or operational planning

Stakeholder mapping and engagement strategies

Strategic considerations relevant to your idea

Risk and Innovation Audit

Evaluate potential risks and barriers to success. Consider:

Market demand and readiness

Legal or regulatory factors

Resource constraints

Community acceptance or participation

Suggest ways to mitigate these challenges

The goal of an executive summary is to summarize your Doctor of Nursing Practice (DNP) project, highlighting key points. The
executive summary should be no more than 10 pages, written in APA 7 format. For academic writing, be sure to include
appropriate citations and references. This is typically not part of an executive summary but should be included for
purposes of this document. The following checklist provides a tool to develop the DNP Project executive summary.
Instructions for students:
 Use this checklist to guide your writing as you type into the appropriate DNP Executive Summary template. Be sure to include
all elements from the checklist in the paper.
 When writing is completed, indicate on the checklist the page numbers from the actual document where appropriate content
is located.
 Respond to any comments in the comment history box. Do not delete previous comments. Add your responses in the
appropriate space.
Instructions for the DNP Project faculty advisor and second member.
 Provide specific feedback in the comment history column. Do not delete previous comments- just add your responses and
use some means to clearly identify your remarks (e.g., colored, bolded, or italicized text).
 If you made detailed comments on the draft using track changes and comments, you can refer to such comments in the draft
rather than copy the text into the checklist comment history section.