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  • [Solved] Matlab

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  • [Solved] TA2

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    READ THE ATTACHMENTS!!! – ## Introduction.docx – ## Task2InstructionalGuide.docx – ## Rubric.docx **## Introduction.docx** Introduction For this task, you will write a paper evaluating how leaders’ behaviors, attitudes, and styles influence the achievement of organizational goals and organizational …

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    Assignment Prompt & Instructions

    READ THE ATTACHMENTS!!!

    – ## Introduction.docx

    – ## Task2InstructionalGuide.docx

    – ## Rubric.docx

    **## Introduction.docx**

    Introduction

    For this task, you will write a paper evaluating how leaders’ behaviors, attitudes, and styles influence the achievement of organizational goals and organizational culture. Specifically, you will focus on leaders’ toxic leadership behaviors and the ethical consequences of those behaviors on leadership effectiveness. By demonstrating knowledge of toxic leadership behaviors and their ethical consequences, you can minimize adverse effects on performance and positively and proactively influence organizational culture to achieve individual and organizational goals.

    Requirements

    Your submission must represent your original work and understanding of the course material. Most performance assessment submissions are automatically scanned through the University’s similarity checker. Students are strongly encouraged to wait for the similarity report to generate after uploading their work and then review it to ensure Academic Authenticity guidelines are met before submitting the file for evaluation.

    _You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course._

    Write a paper
    _(_
    _**suggested length of 15 pages**)_ in which you evaluate how leaders’ behaviors, attitudes, and styles influence the achievement of organizational goals by doing the following:

    A.  Describe
    **three** toxic leadership behaviors that a leader could exhibit, including a specific example of each toxic leadership behavior.

    _Note: Where examples are asked for in this assessment, you may use hypothetical or real-world examples, as long as all identifying information is removed from any real-world examples used._

    1.  Explain how
    _each_ of the toxic leadership behaviors could influence leadership effectiveness and organizational culture, including
    **two** specific examples of how the toxic leadership behaviors have influenced leadership effectiveness and organizational culture.

    2.  Explain how
    _each_ of the toxic leadership behaviors could have ethical consequences for leadership effectiveness, including
    **two** specific examples of a situation in which a toxic leadership behavior had ethical consequences for leadership effectiveness.

    3.  Support your responses for parts A, A1, and A2 with a scholarly source.

    B.  Recommend
    **three** action items to prevent the toxic leadership behaviors described in part A.

    1.  Explain how these action items can prevent negative consequences of the toxic leadership behaviors within an organization, including specific examples of how
    _each_ action item would prevent the negative consequences (three total examples).

    2.  Explain how these action items improve leadership effectiveness and organizational culture in terms of motivation, development, or innovation.

    3.  Support your responses to parts B, B1, and B2 with a scholarly source.

    C.  Analyze how power and influence are used to achieve organizational goals by doing the following:

    1.  Explain how positive leadership behaviors help an organization achieve its goals.

    2.  Explain how toxic leadership behaviors inhibit an organization’s ability to achieve its goals.

    3.  Support your responses to parts C1 and C2 with a scholarly source.

    D.  Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.

    E.  Demonstrate professional communication in the content and presentation of your submission.

    **## Task2InstructionalGuide.docx**

    ## C203 Instructional Guide for Task 2

    _In this task, you will examine toxic leadership behaviors and develop recommendations to prevent them. You will also analyze how leadership behaviors affect organizational culture and performance. This instructional guide will provide instructional guidance on each section of the task to help you navigate and successfully complete Task 2 for C203._

    Please keep in mind a few tips, you can write in any format you like. There is NO sample paper, please discard that information if you see it somewhere. We allows students to write in any format you choose (i.e. MLA, APA, or CHI). Please refer to the Academic Formatting Guide to assist with formatting and setting up your paper correctly.

    **Helpful Submission Tip(s) for Task 2:**

    While not required, I strongly recommend that you format your paper following the rubric structure. Please label each section clearly with headings such as A, B1, B2, B3, etc.. This makes it much easier to align your responses directly with each rubric prompt.

    Using this approach will also benefit you if the task is returned for revisions, as you (and the evaluator) can quickly locate the specific section that needs adjustment.

    Additionally, I suggest using a ledger format (bullet points, clear subheadings, or tables as appropriate) to help organize your information within each section. This structure will make your paper more reader-friendly and ensure that all required elements are addressed clearly and efficiently.

    Remember, the goal is to make your work as easy as possible to evaluate, while still maintaining professional formatting. You’ve got this!

    ## Section A: Toxic Leadership Behaviors

    **A. Describe Three Toxic Leadership Behaviors:**
    Select 3 toxic leadership behaviors. Provide one specific example for each behavior. Support your descriptions with one scholarly source (journal article, book, or credible resources).

    **A1. Explaining Influence on Leadership Effectiveness and Organizational Culture:** Explain how each toxic behavior negatively impacts leadership effectiveness and organizational culture. Include two specific examples to illustrate these impacts. Use one scholarly source to support your explanation.

    **A2. Ethical Consequences:**
    Discuss the ethical consequences of each toxic leadership behavior. Provide two specific situations where ethical issues resulted from toxic leadership behaviors. Support your discussion with one scholarly source.

    **Tip:** Use real or fictional examples that clearly demonstrate the ethical and organizational consequences of toxic leadership.

    ## Section B: Action Items to Prevent Toxic Leadership

    **B. Recommend Three Action Items:**
    List three practical steps an organization can take to prevent toxic leadership behaviors. Each recommendation should directly address the behaviors you described in Section A. Support your recommendations with one scholarly source.
    **B2. Preventing Negative Consequences:**
    Explain how each of the three action items will prevent the negative effects of toxic leadership behaviors. Provide one specific example for each action item. Support with one scholarly source.

    **B3. Improving Leadership Effectiveness and Culture:**
    Explain how the recommended action items will improve leadership effectiveness and organizational culture. Focus on improvement areas such as motivation, development, or innovation. Provide two opportunities for growth or improvement the organization has not yet utilized.

    ## Section C: Power and Influence in Leadership

    **C1. Positive Leadership Behaviors:**
    Explain how positive leadership behaviors help organizations achieve their goals. Tie this explanation to the action items you recommended in Section B. Support your explanation with one scholarly source.

    **C2. How Toxic Behaviors Inhibit Organizational Goals:**
    Analyze how toxic leadership behaviors prevent organizations from reaching their goals. Support your analysis with at least one scholarly source.

    ## References

    · Include all sources cited throughout your paper.

    · Follow APA formatting guidelines for all in-text citations and references.

    · Please use the Academic Formatting Guide to assist with formatting.

    **## Rubric.docx**

    Rubric

    **A:Toxic Leadership Behaviors**

    **Competent**

    The submission identifies 3 toxic leadership behaviors that a leader could exhibit within an organization and logically describes each of those behaviors, including a specific example of each of the behaviors.

    **A1:Influence of Toxic Leadership Behaviors**

    **Competent**

    The explanation logically describes how each of the toxic leadership behaviors described in part A could influence leadership effectiveness and organizational culture. The explanation includes 2 specific examples of how the toxic leadership behaviors have influenced leadership effectiveness and organizational culture.

    **A2:Ethical Consequences of Toxic Leadership Behaviors**

    **Competent**

    The explanation logically describes how the toxic leadership behaviors described in part A could have ethical consequences for leadership effectiveness. The explanation includes 2 specific examples of a situation in which a toxic leadership behavior has ethical consequences for leadership effectiveness.

    **A3:Toxic Leadership Behaviors Scholarly Source**

    **Competent**

    The source provided is scholarly and logically supports each of the responses for parts A, A1, and A2.

    **B:Action Item Recommendations**

    **Competent**

    The recommendation identifies 3 relevant action items to prevent the toxic leadership behaviors described in part A.

    **B1:Preventing Negative Consequences**

    **Competent**

    The explanation logically describes how the action items from part B can prevent the negative consequences of the toxic leadership behaviors within an organization. The explanation includes a specific example of a potential negative consequence that each action item would prevent and logically describes how the action item would prevent that negative consequence.

    **B2:Improving Motivation, Development, or Innovation**

    **Competent**

    The explanation logically describes how the action items from part B can improve leadership effectiveness and organizational culture in terms of motivation, development, or innovation.

    **B3:Action Items Scholarly Source**

    **Competent**

    The source provided is scholarly and logically supports each of the responses for parts B, B1, and B2.

    **C1:Positive Leadership Behaviors and Organizational Goals**

    **Competent**

    The explanation logically describes how positive leadership behaviors help an organization achieve its goals.

    **C2:Toxic Leadership Behaviors and Organizational Goals**

    **Competent**

    The explanation logically describes how toxic leadership behaviors inhibit an organization’s ability to achieve its goals.

    **C3:Achieving Organizational Goals Scholarly Source**

    **Competent**

    The source provided is scholarly and logically supports each of the responses for parts C1 and C2.

    **D:** [**Sources**](https://lrps.wgu.edu/provision/71484321)

    **Competent**

    The submission includes in-text citations for sources that are properly quoted, paraphrased, or summarized and a reference list that accurately identifies the author, date, title, and source location as available.

    **E:** [**Professional Communication**](https://lrps.wgu.edu/provision/27641407)

    **Competent**

    This submission includes satisfactory use of grammar, sentence fluency, contextual spelling, and punctuation, which promote accurate interpretation and understanding.

    **## Rubric.docx**

    Rubric

    **A:Toxic Leadership Behaviors**

    **Competent**

    The submission identifies 3 toxic leadership behaviors that a leader could exhibit within an organization and logically describes each of those behaviors, including a specific example of each of the behaviors.

    **A1:Influence of Toxic Leadership Behaviors**

    **Competent**

    The explanation logically describes how each of the toxic leadership behaviors described in part A could influence leadership effectiveness and organizational culture. The explanation includes 2 specific examples of how the toxic leadership behaviors have influenced leadership effectiveness and organizational culture.

    **A2:Ethical Consequences of Toxic Leadership Behaviors**

    **Competent**

    The explanation logically describes how the toxic leadership behaviors described in part A could have ethical consequences for leadership effectiveness. The explanation includes 2 specific examples of a situation in which a toxic leadership behavior has ethical consequences for leadership effectiveness.

    **A3:Toxic Leadership Behaviors Scholarly Source**

    **Competent**

    The source provided is scholarly and logically supports each of the responses for parts A, A1, and A2.

    **B:Action Item Recommendations**

    **Competent**

    The recommendation identifies 3 relevant action items to prevent the toxic leadership behaviors described in part A.

    **B1:Preventing Negative Consequences**

    **Competent**

    The explanation logically describes how the action items from part B can prevent the negative consequences of the toxic leadership behaviors within an organization. The explanation includes a specific example of a potential negative consequence that each action item would prevent and logically describes how the action item would prevent that negative consequence.

    **B2:Improving Motivation, Development, or Innovation**

    **Competent**

    The explanation logically describes how the action items from part B can improve leadership effectiveness and organizational culture in terms of motivation, development, or innovation.

    **B3:Action Items Scholarly Source**

    **Competent**

    The source provided is scholarly and logically supports each of the responses for parts B, B1, and B2.

    **C1:Positive Leadership Behaviors and Organizational Goals**

    **Competent**

    The explanation logically describes how positive leadership behaviors help an organization achieve its goals.

    **C2:Toxic Leadership Behaviors and Organizational Goals**

    **Competent**

    The explanation logically describes how toxic leadership behaviors inhibit an organization’s ability to achieve its goals.

    **C3:Achieving Organizational Goals Scholarly Source**

    **Competent**

    The source provided is scholarly and logically supports each of the responses for parts C1 and C2.

    **D:** [**Sources**](https://lrps.wgu.edu/provision/71484321)

    **Competent**

    The submission includes in-text citations for sources that are properly quoted, paraphrased, or summarized and a reference list that accurately identifies the author, date, title, and source location as available.

    **E:** [**Professional Communication**](https://lrps.wgu.edu/provision/27641407)

    **Competent**

    This submission includes satisfactory use of grammar, sentence fluency, contextual spelling, and punctuation, which promote accurate interpretation and understanding.

    **## Introduction.docx**

    Introduction

    For this task, you will write a paper evaluating how leaders’ behaviors, attitudes, and styles influence the achievement of organizational goals and organizational culture. Specifically, you will focus on leaders’ toxic leadership behaviors and the ethical consequences of those behaviors on leadership effectiveness. By demonstrating knowledge of toxic leadership behaviors and their ethical consequences, you can minimize adverse effects on performance and positively and proactively influence organizational culture to achieve individual and organizational goals.

    Requirements

    Your submission must represent your original work and understanding of the course material. Most performance assessment submissions are automatically scanned through the University’s similarity checker. Students are strongly encouraged to wait for the similarity report to generate after uploading their work and then review it to ensure Academic Authenticity guidelines are met before submitting the file for evaluation.

    _You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course._

    Write a paper
    _(_
    _**suggested length of 15 pages**)_ in which you evaluate how leaders’ behaviors, attitudes, and styles influence the achievement of organizational goals by doing the following:

    A.  Describe
    **three** toxic leadership behaviors that a leader could exhibit, including a specific example of each toxic leadership behavior.

    _Note: Where examples are asked for in this assessment, you may use hypothetical or real-world examples, as long as all identifying information is removed from any real-world examples used._

    1.  Explain how
    _each_ of the toxic leadership behaviors could influence leadership effectiveness and organizational culture, including
    **two** specific examples of how the toxic leadership behaviors have influenced leadership effectiveness and organizational culture.

    2.  Explain how
    _each_ of the toxic leadership behaviors could have ethical consequences for leadership effectiveness, including
    **two** specific examples of a situation in which a toxic leadership behavior had ethical consequences for leadership effectiveness.

    3.  Support your responses for parts A, A1, and A2 with a scholarly source.

    B.  Recommend
    **three** action items to prevent the toxic leadership behaviors described in part A.

    1.  Explain how these action items can prevent negative consequences of the toxic leadership behaviors within an organization, including specific examples of how
    _each_ action item would prevent the negative consequences (three total examples).

    2.  Explain how these action items improve leadership effectiveness and organizational culture in terms of motivation, development, or innovation.

    3.  Support your responses to parts B, B1, and B2 with a scholarly source.

    C.  Analyze how power and influence are used to achieve organizational goals by doing the following:

    1.  Explain how positive leadership behaviors help an organization achieve its goals.

    2.  Explain how toxic leadership behaviors inhibit an organization’s ability to achieve its goals.

    3.  Support your responses to parts C1 and C2 with a scholarly source.

    D.  Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.

    E.  Demonstrate professional communication in the content and presentation of your submission.

    **## Task2InstructionalGuide.docx**

    ## C203 Instructional Guide for Task 2

    _In this task, you will examine toxic leadership behaviors and develop recommendations to prevent them. You will also analyze how leadership behaviors affect organizational culture and performance. This instructional guide will provide instructional guidance on each section of the task to help you navigate and successfully complete Task 2 for C203._

    Please keep in mind a few tips, you can write in any format you like. There is NO sample paper, please discard that information if you see it somewhere. We allows students to write in any format you choose (i.e. MLA, APA, or CHI). Please refer to the Academic Formatting Guide to assist with formatting and setting up your paper correctly.

    **Helpful Submission Tip(s) for Task 2:**

    While not required, I strongly recommend that you format your paper following the rubric structure. Please label each section clearly with headings such as A, B1, B2, B3, etc.. This makes it much easier to align your responses directly with each rubric prompt.

    Using this approach will also benefit you if the task is returned for revisions, as you (and the evaluator) can quickly locate the specific section that needs adjustment.

    Additionally, I suggest using a ledger format (bullet points, clear subheadings, or tables as appropriate) to help organize your information within each section. This structure will make your paper more reader-friendly and ensure that all required elements are addressed clearly and efficiently.

    Remember, the goal is to make your work as easy as possible to evaluate, while still maintaining professional formatting. You’ve got this!

    ## Section A: Toxic Leadership Behaviors

    **A. Describe Three Toxic Leadership Behaviors:**
    Select 3 toxic leadership behaviors. Provide one specific example for each behavior. Support your descriptions with one scholarly source (journal article, book, or credible resources).

    **A1. Explaining Influence on Leadership Effectiveness and Organizational Culture:** Explain how each toxic behavior negatively impacts leadership effectiveness and organizational culture. Include two specific examples to illustrate these impacts. Use one scholarly source to support your explanation.

    **A2. Ethical Consequences:**
    Discuss the ethical consequences of each toxic leadership behavior. Provide two specific situations where ethical issues resulted from toxic leadership behaviors. Support your discussion with one scholarly source.

    **Tip:** Use real or fictional examples that clearly demonstrate the ethical and organizational consequences of toxic leadership.

    ## Section B: Action Items to Prevent Toxic Leadership

    **B. Recommend Three Action Items:**
    List three practical steps an organization can take to prevent toxic leadership behaviors. Each recommendation should directly address the behaviors you described in Section A. Support your recommendations with one scholarly source.
    **B2. Preventing Negative Consequences:**
    Explain how each of the three action items will prevent the negative effects of toxic leadership behaviors. Provide one specific example for each action item. Support with one scholarly source.

    **B3. Improving Leadership Effectiveness and Culture:**
    Explain how the recommended action items will improve leadership effectiveness and organizational culture. Focus on improvement areas such as motivation, development, or innovation. Provide two opportunities for growth or improvement the organization has not yet utilized.

    ## Section C: Power and Influence in Leadership

    **C1. Positive Leadership Behaviors:**
    Explain how positive leadership behaviors help organizations achieve their goals. Tie this explanation to the action items you recommended in Section B. Support your explanation with one scholarly source.

    **C2. How Toxic Behaviors Inhibit Organizational Goals:**
    Analyze how toxic leadership behaviors prevent organizations from reaching their goals. Support your analysis with at least one scholarly source.

    ## References

    · Include all sources cited throughout your paper.

    · Follow APA formatting guidelines for all in-text citations and references.

    · Please use the Academic Formatting Guide to assist with formatting.

    **## Rubric.docx**

    Rubric

    **A:Toxic Leadership Behaviors**

    **Competent**

    The submission identifies 3 toxic leadership behaviors that a leader could exhibit within an organization and logically describes each of those behaviors, including a specific example of each of the behaviors.

    **A1:Influence of Toxic Leadership Behaviors**

    **Competent**

    The explanation logically describes how each of the toxic leadership behaviors described in part A could influence leadership effectiveness and organizational culture. The explanation includes 2 specific examples of how the toxic leadership behaviors have influenced leadership effectiveness and organizational culture.

    **A2:Ethical Consequences of Toxic Leadership Behaviors**

    **Competent**

    The explanation logically describes how the toxic leadership behaviors described in part A could have ethical consequences for leadership effectiveness. The explanation includes 2 specific examples of a situation in which a toxic leadership behavior has ethical consequences for leadership effectiveness.

    **A3:Toxic Leadership Behaviors Scholarly Source**

    **Competent**

    The source provided is scholarly and logically supports each of the responses for parts A, A1, and A2.

    **B:Action Item Recommendations**

    **Competent**

    The recommendation identifies 3 relevant action items to prevent the toxic leadership behaviors described in part A.

    **B1:Preventing Negative Consequences**

    **Competent**

    The explanation logically describes how the action items from part B can prevent the negative consequences of the toxic leadership behaviors within an organization. The explanation includes a specific example of a potential negative consequence that each action item would prevent and logically describes how the action item would prevent that negative consequence.

    **B2:Improving Motivation, Development, or Innovation**

    **Competent**

    The explanation logically describes how the action items from part B can improve leadership effectiveness and organizational culture in terms of motivation, development, or innovation.

    **B3:Action Items Scholarly Source**

    **Competent**

    The source provided is scholarly and logically supports each of the responses for parts B, B1, and B2.

    **C1:Positive Leadership Behaviors and Organizational Goals**

    **Competent**

    The explanation logically describes how positive leadership behaviors help an organization achieve its goals.

    **C2:Toxic Leadership Behaviors and Organizational Goals**

    **Competent**

    The explanation logically describes how toxic leadership behaviors inhibit an organization’s ability to achieve its goals.

    **C3:Achieving Organizational Goals Scholarly Source**

    **Competent**

    The source provided is scholarly and logically supports each of the responses for parts C1 and C2.

    **D:** [**Sources**](https://lrps.wgu.edu/provision/71484321)

    **Competent**

    The submission includes in-text citations for sources that are properly quoted, paraphrased, or summarized and a reference list that accurately identifies the author, date, title, and source location as available.

    **E:** [**Professional Communication**](https://lrps.wgu.edu/provision/27641407)

    **Competent**

    This submission includes satisfactory use of grammar, sentence fluency, contextual spelling, and punctuation, which promote accurate interpretation and understanding.

    **## Introduction.docx**

    Introduction

    For this task, you will write a paper evaluating how leaders’ behaviors, attitudes, and styles influence the achievement of organizational goals and organizational culture. Specifically, you will focus on leaders’ toxic leadership behaviors and the ethical consequences of those behaviors on leadership effectiveness. By demonstrating knowledge of toxic leadership behaviors and their ethical consequences, you can minimize adverse effects on performance and positively and proactively influence organizational culture to achieve individual and organizational goals.

    Requirements

    Your submission must represent your original work and understanding of the course material. Most performance assessment submissions are automatically scanned through the University’s similarity checker. Students are strongly encouraged to wait for the similarity report to generate after uploading their work and then review it to ensure Academic Authenticity guidelines are met before submitting the file for evaluation.

    _You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course._

    Write a paper
    _(_
    _**suggested length of 15 pages**)_ in which you evaluate how leaders’ behaviors, attitudes, and styles influence the achievement of organizational goals by doing the following:

    A.  Describe
    **three** toxic leadership behaviors that a leader could exhibit, including a specific example of each toxic leadership behavior.

    _Note: Where examples are asked for in this assessment, you may use hypothetical or real-world examples, as long as all identifying information is removed from any real-world examples used._

    1.  Explain how
    _each_ of the toxic leadership behaviors could influence leadership effectiveness and organizational culture, including
    **two** specific examples of how the toxic leadership behaviors have influenced leadership effectiveness and organizational culture.

    2.  Explain how
    _each_ of the toxic leadership behaviors could have ethical consequences for leadership effectiveness, including
    **two** specific examples of a situation in which a toxic leadership behavior had ethical consequences for leadership effectiveness.

    3.  Support your responses for parts A, A1, and A2 with a scholarly source.

    B.  Recommend
    **three** action items to prevent the toxic leadership behaviors described in part A.

    1.  Explain how these action items can prevent negative consequences of the toxic leadership behaviors within an organization, including specific examples of how
    _each_ action item would prevent the negative consequences (three total examples).

    2.  Explain how these action items improve leadership effectiveness and organizational culture in terms of motivation, development, or innovation.

    3.  Support your responses to parts B, B1, and B2 with a scholarly source.

    C.  Analyze how power and influence are used to achieve organizational goals by doing the following:

    1.  Explain how positive leadership behaviors help an organization achieve its goals.

    2.  Explain how toxic leadership behaviors inhibit an organization’s ability to achieve its goals.

    3.  Support your responses to parts C1 and C2 with a scholarly source.

    D.  Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.

    E.  Demonstrate professional communication in the content and presentation of your submission.

    **## Task2InstructionalGuide.docx**

    ## C203 Instructional Guide for Task 2

    _In this task, you will examine toxic leadership behaviors and develop recommendations to prevent them. You will also analyze how leadership behaviors affect organizational culture and performance. This instructional guide will provide instructional guidance on each section of the task to help you navigate and successfully complete Task 2 for C203._

    Please keep in mind a few tips, you can write in any format you like. There is NO sample paper, please discard that information if you see it somewhere. We allows students to write in any format you choose (i.e. MLA, APA, or CHI). Please refer to the Academic Formatting Guide to assist with formatting and setting up your paper correctly.

    **Helpful Submission Tip(s) for Task 2:**

    While not required, I strongly recommend that you format your paper following the rubric structure. Please label each section clearly with headings such as A, B1, B2, B3, etc.. This makes it much easier to align your responses directly with each rubric prompt.

    Using this approach will also benefit you if the task is returned for revisions, as you (and the evaluator) can quickly locate the specific section that needs adjustment.

    Additionally, I suggest using a ledger format (bullet points, clear subheadings, or tables as appropriate) to help organize your information within each section. This structure will make your paper more reader-friendly and ensure that all required elements are addressed clearly and efficiently.

    Remember, the goal is to make your work as easy as possible to evaluate, while still maintaining professional formatting. You’ve got this!

    ## Section A: Toxic Leadership Behaviors

    **A. Describe Three Toxic Leadership Behaviors:**
    Select 3 toxic leadership behaviors. Provide one specific example for each behavior. Support your descriptions with one scholarly source (journal article, book, or credible resources).

    **A1. Explaining Influence on Leadership Effectiveness and Organizational Culture:** Explain how each toxic behavior negatively impacts leadership effectiveness and organizational culture. Include two specific examples to illustrate these impacts. Use one scholarly source to support your explanation.

    **A2. Ethical Consequences:**
    Discuss the ethical consequences of each toxic leadership behavior. Provide two specific situations where ethical issues resulted from toxic leadership behaviors. Support your discussion with one scholarly source.

    **Tip:** Use real or fictional examples that clearly demonstrate the ethical and organizational consequences of toxic leadership.

    ## Section B: Action Items to Prevent Toxic Leadership

    **B. Recommend Three Action Items:**
    List three practical steps an organization can take to prevent toxic leadership behaviors. Each recommendation should directly address the behaviors you described in Section A. Support your recommendations with one scholarly source.
    **B2. Preventing Negative Consequences:**
    Explain how each of the three action items will prevent the negative effects of toxic leadership behaviors. Provide one specific example for each action item. Support with one scholarly source.

    **B3. Improving Leadership Effectiveness and Culture:**
    Explain how the recommended action items will improve leadership effectiveness and organizational culture. Focus on improvement areas such as motivation, development, or innovation. Provide two opportunities for growth or improvement the organization has not yet utilized.

    ## Section C: Power and Influence in Leadership

    **C1. Positive Leadership Behaviors:**
    Explain how positive leadership behaviors help organizations achieve their goals. Tie this explanation to the action items you recommended in Section B. Support your explanation with one scholarly source.

    **C2. How Toxic Behaviors Inhibit Organizational Goals:**
    Analyze how toxic leadership behaviors prevent organizations from reaching their goals. Support your analysis with at least one scholarly source.

    ## References

    · Include all sources cited throughout your paper.

    · Follow APA formatting guidelines for all in-text citations and references.

    · Please use the Academic Formatting Guide to assist with formatting.

    **## Rubric.docx**

    Rubric

    **A:Toxic Leadership Behaviors**

    **Competent**

    The submission identifies 3 toxic leadership behaviors that a leader could exhibit within an organization and logically describes each of those behaviors, including a specific example of each of the behaviors.

    **A1:Influence of Toxic Leadership Behaviors**

    **Competent**

    The explanation logically describes how each of the toxic leadership behaviors described in part A could influence leadership effectiveness and organizational culture. The explanation includes 2 specific examples of how the toxic leadership behaviors have influenced leadership effectiveness and organizational culture.

    **A2:Ethical Consequences of Toxic Leadership Behaviors**

    **Competent**

    The explanation logically describes how the toxic leadership behaviors described in part A could have ethical consequences for leadership effectiveness. The explanation includes 2 specific examples of a situation in which a toxic leadership behavior has ethical consequences for leadership effectiveness.

    **A3:Toxic Leadership Behaviors Scholarly Source**

    **Competent**

    The source provided is scholarly and logically supports each of the responses for parts A, A1, and A2.

    **B:Action Item Recommendations**

    **Competent**

    The recommendation identifies 3 relevant action items to prevent the toxic leadership behaviors described in part A.

    **B1:Preventing Negative Consequences**

    **Competent**

    The explanation logically describes how the action items from part B can prevent the negative consequences of the toxic leadership behaviors within an organization. The explanation includes a specific example of a potential negative consequence that each action item would prevent and logically describes how the action item would prevent that negative consequence.

    **B2:Improving Motivation, Development, or Innovation**

    **Competent**

    The explanation logically describes how the action items from part B can improve leadership effectiveness and organizational culture in terms of motivation, development, or innovation.

    **B3:Action Items Scholarly Source**

    **Competent**

    The source provided is scholarly and logically supports each of the responses for parts B, B1, and B2.

    **C1:Positive Leadership Behaviors and Organizational Goals**

    **Competent**

    The explanation logically describes how positive leadership behaviors help an organization achieve its goals.

    **C2:Toxic Leadership Behaviors and Organizational Goals**

    **Competent**

    The explanation logically describes how toxic leadership behaviors inhibit an organization’s ability to achieve its goals.

    **C3:Achieving Organizational Goals Scholarly Source**

    **Competent**

    The source provided is scholarly and logically supports each of the responses for parts C1 and C2.

    **D:** [**Sources**](https://lrps.wgu.edu/provision/71484321)

    **Competent**

    The submission includes in-text citations for sources that are properly quoted, paraphrased, or summarized and a reference list that accurately identifies the author, date, title, and source location as available.

    **E:** [**Professional Communication**](https://lrps.wgu.edu/provision/27641407)

    **Competent**

    This submission includes satisfactory use of grammar, sentence fluency, contextual spelling, and punctuation, which promote accurate interpretation and understanding.

    – 1
    – 2
    – 3

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    I need help with the assignment – ## RequriedResourcesforweek6assingmentfortempletandshortvideo.docx – ## familynighttemplet.docx – ## Week6assigmentwithinstructionandRubric.docx **## RequriedResourcesforweek6assingmentfortempletandshortvideo.docx** **Elementary and Middle School Mathematics** **Req…

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    I need  help with the assignment

    – ## RequriedResourcesforweek6assingmentfortempletandshortvideo.docx

    – ## familynighttemplet.docx

    – ## Week6assigmentwithinstructionandRubric.docx

    **## RequriedResourcesforweek6assingmentfortempletandshortvideo.docx**

    **Elementary and Middle School Mathematics**

    **Required**

    **Van De Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2022).**
    **_Elementary and middle school mathematics_ (11th ed.). Pearson. ISBN-13:  9780136818038**

    **I Notice/I Wonder**

    **Required**

    **Read “I Notice/I Wonder,” located on the National Council of Teachers of Mathematics website.**

    **https://johansonconsulting.files.wordpress.com/2019/01/questioning-notice-and-wonder.pdf**

    ****Partnering for Improved Parent Mathematics Engagement****

    ****Required****

    ****Read “Partnering for Improved Parent Mathematics Engagement,” by Mangram and Metz, from****
    ****_School Community_****

    ****… Read More****

    ****https://files.eric.ed.gov/fulltext/EJ1184914.pdf****

    ****High-Leverage Practices in Special Education: Collaboration: Research Syntheses****

    ****Required****

    ****Read “High-Leverage Practices in Special Education: Collaboration: Research Syntheses,” located on the High****

    ****… Read More****

    ****https://highleveragepractices.org/sites/default/files/2020-10/Collaborationfinal.pdf****

    ****Engaging Families for Math Success****

    ****Required****

    ****Read “Engaging Families for Math Success,” by Cox and Friedman, located on the Regional Educational Laboratory****

    ****… Read More****

    ****https://ies.ed.gov/ncee/edlabs/regions/appalachia/blogs/blog14_engaging-families-for-math-success.asp****

    ****Family Math****

    ****Required****

    ****Explore “Family Math,” located on the National Association for Family, School, and Community Engagement web****

    ****… Read More****

    ****https://nafsce.org/page/familymath****

    ****Engaging Families in Children’s Math Learning Adds Up****

    ****Required****

    ****Read “Engaging Families in Children’s Math Learning Adds Up,” by Anastasopoulos, located on the****

    ****… Read More****

    ****https://www.edc.org/blog/engaging-families-childrens-math-learning-adds****

    ****Collaborating on Equitable Teaching Practices in Math****

    ****Required****

    ****Read “Collaborating on Equitable Teaching Practices in Math,” by Garcia and Wagner, located on Edutopia****

    ****… Read More****

    ****https://www.edutopia.org/article****

    **## familynighttemplet.docx**

    ### Benchmark – Family Math Night

    | | |
    | — | — |
    | **Standard** | |

    ## Activity 1: I Notice – I Wonder

    | | | |
    | — | — | — |
    | #### Pictures or Images<br>_One of the math-related pictures or problems._ | |
    | **I Notice, I Wonder T-Chart**<br>_Create a T-Chart with five possible observations families might make_<br>_**and** five questions about what they see and wonder._ | **I Notice…(Observations)** | **I Wonder…(Questions)** |
    | | | |
    | **Differentiation**<br>_How will you differentiate this activity for diverse families and cultures?_ | |

    ## Activity 2: Video

    | | |
    | — | — |
    | **Video Link**<br>_Use technology tools to creatively put together a video that demonstrates through visual communication examples, how to use a visual model or manipulatives and the standard algorithm to solve a problem._ | |
    | **Learning Objective**<br>_That aligns with the standards_ | |
    | **Math Practice Problems**<br>_Share a link or a picture of the problems you will use._ | |
    | **Differentiation**<br>_How will you differentiate this activity for diverse families and cultures?_ | |

    ## Activity 3: Take-Home Math Activity

    | | |
    | — | — |
    | **Link or Picture**<br>_Share a link or a picture of the activity you created._ | |
    | **Directions**<br>_Include student-friendly directions to complete the activity._ | |
    | **Differentiation**<br>_How will you differentiate this activity for diverse families and cultures?_ | |

    ## Reflection

    | |
    | — |
    | |

    **## Week6assigmentwithinstructionandRubric.docx**

    Benchmark

    Requires Lopeswrite

    Assessment Description

    Family involvement in education is proven to have a profoundly positive influence on children’s learning and overall growth and development. Effective teachers involve and educate families in various ways that support student learning in mathematics.

    For an upcoming Family Math Night that your school is hosting, each grade-level team is tasked with planning activities and creating resources for families who can attend in person. Choose a K-8 mathematics standard to focus on, specific to the grade, and then, using the “Benchmark – Family Math Night” template, plan the following activities aligned to that standard:

    · “
    **I Notice – I Wonder Activity”:** Find two images relating to the math standard or a math problem that students and families can note their observations of and ask questions about. The I Notice – I Wonder method helps students and families understand and make sense of math problems and approaches to solving them. Additionally, choose one of the images and create a mock-up of possible observations families might make.

    ·
    **Video**: Create a helpful 2-4 minute how-to video for students and families based on a K-8 standard. Using the selected mathematics standard, write an aligned learning objective. Create or find a mathematics problem aligned with the purpose. Use technology tools to creatively create a video that demonstrates, through visual communication and examples, how to apply a visual model or manipulatives and the standard algorithm to solve a problem.

    ·
    **Take-Home Math Activity**: Create a take-home math activity aligned to the same mathematics standard that families can work on together. Submit the activity, a link to the digital activity, or a picture of the activity that you created.

    In 500-750 words, describe and reflect on the following:

    · Describe how the Family Math Night you planned for your classroom will educate and engage families in math and why that is important.

    · Explain how you would collaborate with your colleagues to plan the Math Family Night effectively.  How would you ensure you work together to develop rigorous learning experiences that promote creativity, critical analysis, and multiple perspectives?

    · Describe how you would collaborate with stakeholders (students, families, communities, colleagues, and other professionals) to establish a positive and supportive learning environment and promote student growth and development through Math Family Night.

    · Explain how you designed activities that purposefully engage students in creative and critical thinking within your Math Family Night and how these skills can be applied as interdisciplinary skills across content areas.

    APA Style is not required, but solid academic writing is expected.

    This assignment uses a rubric. Review the rubric before beginning the assignment to familiarize yourself 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.

    _This benchmark assignment assesses the following programmatic competencies:_

    _MA in Elementary Education_

    _1.3 Collaborate with learners, families, communities, colleagues, and other professionals to establish a positive and supportive learning environment and promote learner growth and development. [InTASC 1(c), 1(j), 1(k), 2(g), 3(a), 3(c), 3(e), 3(k), 3(n), 3(q), 3(r); TPE 1.2, 2.1; AAQEP 2a; MC1, MC4]_

    _2.3 Collaborate with colleagues to effectively develop rigorous learning experiences that promote creativity, critical analysis, and multiple perspectives. [InTASC 4(a), 4(p), 5(d); ISTE-E 4a; TPE 3.1, 3.4; MC1]_

    _3.4 Design instruction that purposefully engages learners in creative and critical thinking and applying interdisciplinary skills across content areas. [InTASC 7(h), 8(f); TPE 1.5, 4.3; MC2]_

    **Rubric Criteria**

    **I Notice – I Wonder Activity**

    45 points

    **Criteria Description**

    **5. Target**

    45 points

    The activity features a realistic image related to the math standard, and the T-Chart includes thorough and thought-provoking possible observations and questions related to the image.

    **4. Acceptable**

    39.15 points

    The activity has a clear image related to the math standard, and the T-Chart includes a variety of possible observations and questions related to the image.

    **3. Approaching**

    33.3 points

    The activity has an unclear image that somewhat relates to the math standard, and the T-Chart lacks details of possible observations and related questions regarding the image.

    **No Submission**

    0 points

    Not addressed.

    **Take-Home Activity**

    45 points

    **Criteria Description**

    **5. Target**

    45 points

    The take-home activity effectively aligns with the math standard, and the excellent student-friendly directions provide families with a thorough and creative way to practice and learn math together.

    **4. Acceptable**

    39.15 points

    The take-home activity aligns correctly with the math standard, and it provides suitable, student-friendly directions that effectively and reasonably offer families a way to practice and learn math together.

    **No Submission**

    0 points

    Not addressed.

    **Take-Home Activity Family Math Night**

    30 points

    **Criteria Description**

    **5. Target**

    30 points

    Thoroughly explains how Family Math Night educates and engages families in math, highlighting its importance.

    **4. Acceptable**

    26.1 points

    Articulates how Family Math Night educates and engages families in math, and explains the importance reasonably well.

    **3. Approaching**

    22.2 points

    Offers a basic outline of how Family Math Night educates and engages families, with a limited explanation of its importance.

    **No Submission**

    0 points

    Not addressed.

    **Collaboration with Colleagues (B)**

    30 points

    **Criteria Description**

    (C2.3)

    **5. Target**

    30 points

    Reflection provides a thorough description of collaboration with colleagues to effectively plan the Math Family Night, including how to work together to develop rigorous learning experiences that promote creativity, critical analysis, and multiple perspectives..

    **4. Acceptable**

    26.1 points

    Reflection provides a complete and logical description of collaboration with colleagues to plan the Math Family Night effectively, including how to collaborate in developing rigorous learning experiences that foster creativity, critical thinking, and diverse perspectives.

    **3. Approaching**

    22.2 points

    Reflection provides an unfocused and underdeveloped description of collaboration with colleagues to effectively plan the Math Family Night, including how to work together to develop rigorous learning experiences that promote creativity, critical analysis, and multiple perspectives.

    **No Submission**

    0 points

    Not addressed.

    **Collaboration with Stakeholders (B)**

    30 points

    **Criteria Description**

    (C1.3)

    **5. Target**

    30 points

    A thorough description of how to collaborate with all stakeholders to establish a positive and supportive learning environment, promoting student growth, is included.

    **4. Acceptable**

    26.1 points

    A comprehensive and logical description of how to collaborate with all stakeholders to establish a positive and supportive learning environment, promoting student growth, is included.

    **3. Approaching**

    22.2 points

    An unfocused and underdeveloped description of how to collaborate with all stakeholders to establish a positive and supportive learning environment and promote student growth is included.

    **No Submission**

    0 points

    Not addressed.

    **Creative and Critical Thinking (B)**

    45 points

    **Criteria Description**

    (C3.4)

    **5. Target**

    45 points

    Reflection includes a thorough description of how the planned activities demonstrate and promote creativity, critical thinking, and insight, and explains how these skills can be applied across various content areas.

    **4. Acceptable**

    39.15 points

    Reflection includes a complete and logical description of how the planned activities demonstrate and promote creativity and critical thinking. Clearly, it explains how these skills can be applied across various content areas.

    **3. Approaching**

    33.3 points

    Reflection includes an unfocused and underdeveloped description of how the planned activities demonstrate and promote creativity and critical thinking, and minimally explains how the skills can be applied across content areas.

    **No Submission**

    0 points

    Not addressed.

    **Template Format**

    15 points

    **Criteria Description**

    **5. Target**

    15 points

    Content is well-presented and easy to read. All template and format elements are correct. The full standard (wording and code) is clearly included in each section.

    **4. Acceptable**

    13.05 points

    Content is clear. The appropriate template is fully used. There are very few errors in formatting style.

    **3. Approaching**

    11.1 points

    Content is unfocused. An appropriate template is used, but the formatting includes several errors or lacks clarity. The full standard or wording and code (wording and code) is missing from one of the sections.

    **## Week6assigmentwithinstructionandRubric.docx**

    Benchmark

    Requires Lopeswrite

    Assessment Description

    Family involvement in education is proven to have a profoundly positive influence on children’s learning and overall growth and development. Effective teachers involve and educate families in various ways that support student learning in mathematics.

    For an upcoming Family Math Night that your school is hosting, each grade-level team is tasked with planning activities and creating resources for families who can attend in person. Choose a K-8 mathematics standard to focus on, specific to the grade, and then, using the “Benchmark – Family Math Night” template, plan the following activities aligned to that standard:

    · “
    **I Notice – I Wonder Activity”:** Find two images relating to the math standard or a math problem that students and families can note their observations of and ask questions about. The I Notice – I Wonder method helps students and families understand and make sense of math problems and approaches to solving them. Additionally, choose one of the images and create a mock-up of possible observations families might make.

    ·
    **Video**: Create a helpful 2-4 minute how-to video for students and families based on a K-8 standard. Using the selected mathematics standard, write an aligned learning objective. Create or find a mathematics problem aligned with the purpose. Use technology tools to creatively create a video that demonstrates, through visual communication and examples, how to apply a visual model or manipulatives and the standard algorithm to solve a problem.

    ·
    **Take-Home Math Activity**: Create a take-home math activity aligned to the same mathematics standard that families can work on together. Submit the activity, a link to the digital activity, or a picture of the activity that you created.

    In 500-750 words, describe and reflect on the following:

    · Describe how the Family Math Night you planned for your classroom will educate and engage families in math and why that is important.

    · Explain how you would collaborate with your colleagues to plan the Math Family Night effectively.  How would you ensure you work together to develop rigorous learning experiences that promote creativity, critical analysis, and multiple perspectives?

    · Describe how you would collaborate with stakeholders (students, families, communities, colleagues, and other professionals) to establish a positive and supportive learning environment and promote student growth and development through Math Family Night.

    · Explain how you designed activities that purposefully engage students in creative and critical thinking within your Math Family Night and how these skills can be applied as interdisciplinary skills across content areas.

    APA Style is not required, but solid academic writing is expected.

    This assignment uses a rubric. Review the rubric before beginning the assignment to familiarize yourself 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.

    _This benchmark assignment assesses the following programmatic competencies:_

    _MA in Elementary Education_

    _1.3 Collaborate with learners, families, communities, colleagues, and other professionals to establish a positive and supportive learning environment and promote learner growth and development. [InTASC 1(c), 1(j), 1(k), 2(g), 3(a), 3(c), 3(e), 3(k), 3(n), 3(q), 3(r); TPE 1.2, 2.1; AAQEP 2a; MC1, MC4]_

    _2.3 Collaborate with colleagues to effectively develop rigorous learning experiences that promote creativity, critical analysis, and multiple perspectives. [InTASC 4(a), 4(p), 5(d); ISTE-E 4a; TPE 3.1, 3.4; MC1]_

    _3.4 Design instruction that purposefully engages learners in creative and critical thinking and applying interdisciplinary skills across content areas. [InTASC 7(h), 8(f); TPE 1.5, 4.3; MC2]_

    **Rubric Criteria**

    **I Notice – I Wonder Activity**

    45 points

    **Criteria Description**

    **5. Target**

    45 points

    The activity features a realistic image related to the math standard, and the T-Chart includes thorough and thought-provoking possible observations and questions related to the image.

    **4. Acceptable**

    39.15 points

    The activity has a clear image related to the math standard, and the T-Chart includes a variety of possible observations and questions related to the image.

    **3. Approaching**

    33.3 points

    The activity has an unclear image that somewhat relates to the math standard, and the T-Chart lacks details of possible observations and related questions regarding the image.

    **No Submission**

    0 points

    Not addressed.

    **Take-Home Activity**

    45 points

    **Criteria Description**

    **5. Target**

    45 points

    The take-home activity effectively aligns with the math standard, and the excellent student-friendly directions provide families with a thorough and creative way to practice and learn math together.

    **4. Acceptable**

    39.15 points

    The take-home activity aligns correctly with the math standard, and it provides suitable, student-friendly directions that effectively and reasonably offer families a way to practice and learn math together.

    **No Submission**

    0 points

    Not addressed.

    **Take-Home Activity Family Math Night**

    30 points

    **Criteria Description**

    **5. Target**

    30 points

    Thoroughly explains how Family Math Night educates and engages families in math, highlighting its importance.

    **4. Acceptable**

    26.1 points

    Articulates how Family Math Night educates and engages families in math, and explains the importance reasonably well.

    **3. Approaching**

    22.2 points

    Offers a basic outline of how Family Math Night educates and engages families, with a limited explanation of its importance.

    **No Submission**

    0 points

    Not addressed.

    **Collaboration with Colleagues (B)**

    30 points

    **Criteria Description**

    (C2.3)

    **5. Target**

    30 points

    Reflection provides a thorough description of collaboration with colleagues to effectively plan the Math Family Night, including how to work together to develop rigorous learning experiences that promote creativity, critical analysis, and multiple perspectives..

    **4. Acceptable**

    26.1 points

    Reflection provides a complete and logical description of collaboration with colleagues to plan the Math Family Night effectively, including how to collaborate in developing rigorous learning experiences that foster creativity, critical thinking, and diverse perspectives.

    **3. Approaching**

    22.2 points

    Reflection provides an unfocused and underdeveloped description of collaboration with colleagues to effectively plan the Math Family Night, including how to work together to develop rigorous learning experiences that promote creativity, critical analysis, and multiple perspectives.

    **No Submission**

    0 points

    Not addressed.

    **Collaboration with Stakeholders (B)**

    30 points

    **Criteria Description**

    (C1.3)

    **5. Target**

    30 points

    A thorough description of how to collaborate with all stakeholders to establish a positive and supportive learning environment, promoting student growth, is included.

    **4. Acceptable**

    26.1 points

    A comprehensive and logical description of how to collaborate with all stakeholders to establish a positive and supportive learning environment, promoting student growth, is included.

    **3. Approaching**

    22.2 points

    An unfocused and underdeveloped description of how to collaborate with all stakeholders to establish a positive and supportive learning environment and promote student growth is included.

    **No Submission**

    0 points

    Not addressed.

    **Creative and Critical Thinking (B)**

    45 points

    **Criteria Description**

    (C3.4)

    **5. Target**

    45 points

    Reflection includes a thorough description of how the planned activities demonstrate and promote creativity, critical thinking, and insight, and explains how these skills can be applied across various content areas.

    **4. Acceptable**

    39.15 points

    Reflection includes a complete and logical description of how the planned activities demonstrate and promote creativity and critical thinking. Clearly, it explains how these skills can be applied across various content areas.

    **3. Approaching**

    33.3 points

    Reflection includes an unfocused and underdeveloped description of how the planned activities demonstrate and promote creativity and critical thinking, and minimally explains how the skills can be applied across content areas.

    **No Submission**

    0 points

    Not addressed.

    **Template Format**

    15 points

    **Criteria Description**

    **5. Target**

    15 points

    Content is well-presented and easy to read. All template and format elements are correct. The full standard (wording and code) is clearly included in each section.

    **4. Acceptable**

    13.05 points

    Content is clear. The appropriate template is fully used. There are very few errors in formatting style.

    **3. Approaching**

    11.1 points

    Content is unfocused. An appropriate template is used, but the formatting includes several errors or lacks clarity. The full standard or wording and code (wording and code) is missing from one of the sections.

    **## RequriedResourcesforweek6assingmentfortempletandshortvideo.docx**

    **Elementary and Middle School Mathematics**

    **Required**

    **Van De Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2022).**
    **_Elementary and middle school mathematics_ (11th ed.). Pearson. ISBN-13:  9780136818038**

    **I Notice/I Wonder**

    **Required**

    **Read “I Notice/I Wonder,” located on the National Council of Teachers of Mathematics website.**

    **https://johansonconsulting.files.wordpress.com/2019/01/questioning-notice-and-wonder.pdf**

    ****Partnering for Improved Parent Mathematics Engagement****

    ****Required****

    ****Read “Partnering for Improved Parent Mathematics Engagement,” by Mangram and Metz, from****
    ****_School Community_****

    ****… Read More****

    ****https://files.eric.ed.gov/fulltext/EJ1184914.pdf****

    ****High-Leverage Practices in Special Education: Collaboration: Research Syntheses****

    ****Required****

    ****Read “High-Leverage Practices in Special Education: Collaboration: Research Syntheses,” located on the High****

    ****… Read More****

    ****https://highleveragepractices.org/sites/default/files/2020-10/Collaborationfinal.pdf****

    ****Engaging Families for Math Success****

    ****Required****

    ****Read “Engaging Families for Math Success,” by Cox and Friedman, located on the Regional Educational Laboratory****

    ****… Read More****

    ****https://ies.ed.gov/ncee/edlabs/regions/appalachia/blogs/blog14_engaging-families-for-math-success.asp****

    ****Family Math****

    ****Required****

    ****Explore “Family Math,” located on the National Association for Family, School, and Community Engagement web****

    ****… Read More****

    ****https://nafsce.org/page/familymath****

    ****Engaging Families in Children’s Math Learning Adds Up****

    ****Required****

    ****Read “Engaging Families in Children’s Math Learning Adds Up,” by Anastasopoulos, located on the****

    ****… Read More****

    ****https://www.edc.org/blog/engaging-families-childrens-math-learning-adds****

    ****Collaborating on Equitable Teaching Practices in Math****

    ****Required****

    ****Read “Collaborating on Equitable Teaching Practices in Math,” by Garcia and Wagner, located on Edutopia****

    ****… Read More****

    ****https://www.edutopia.org/article****

    **## familynighttemplet.docx**

    ### Benchmark – Family Math Night

    | | |
    | — | — |
    | **Standard** | |

    ## Activity 1: I Notice – I Wonder

    | | | |
    | — | — | — |
    | #### Pictures or Images<br>_One of the math-related pictures or problems._ | |
    | **I Notice, I Wonder T-Chart**<br>_Create a T-Chart with five possible observations families might make_<br>_**and** five questions about what they see and wonder._ | **I Notice…(Observations)** | **I Wonder…(Questions)** |
    | | | |
    | **Differentiation**<br>_How will you differentiate this activity for diverse families and cultures?_ | |

    ## Activity 2: Video

    | | |
    | — | — |
    | **Video Link**<br>_Use technology tools to creatively put together a video that demonstrates through visual communication examples, how to use a visual model or manipulatives and the standard algorithm to solve a problem._ | |
    | **Learning Objective**<br>_That aligns with the standards_ | |
    | **Math Practice Problems**<br>_Share a link or a picture of the problems you will use._ | |
    | **Differentiation**<br>_How will you differentiate this activity for diverse families and cultures?_ | |

    ## Activity 3: Take-Home Math Activity

    | | |
    | — | — |
    | **Link or Picture**<br>_Share a link or a picture of the activity you created._ | |
    | **Directions**<br>_Include student-friendly directions to complete the activity._ | |
    | **Differentiation**<br>_How will you differentiate this activity for diverse families and cultures?_ | |

    ## Reflection

    | |
    | — |
    | |

    **## Week6assigmentwithinstructionandRubric.docx**

    Benchmark

    Requires Lopeswrite

    Assessment Description

    Family involvement in education is proven to have a profoundly positive influence on children’s learning and overall growth and development. Effective teachers involve and educate families in various ways that support student learning in mathematics.

    For an upcoming Family Math Night that your school is hosting, each grade-level team is tasked with planning activities and creating resources for families who can attend in person. Choose a K-8 mathematics standard to focus on, specific to the grade, and then, using the “Benchmark – Family Math Night” template, plan the following activities aligned to that standard:

    · “
    **I Notice – I Wonder Activity”:** Find two images relating to the math standard or a math problem that students and families can note their observations of and ask questions about. The I Notice – I Wonder method helps students and families understand and make sense of math problems and approaches to solving them. Additionally, choose one of the images and create a mock-up of possible observations families might make.

    ·
    **Video**: Create a helpful 2-4 minute how-to video for students and families based on a K-8 standard. Using the selected mathematics standard, write an aligned learning objective. Create or find a mathematics problem aligned with the purpose. Use technology tools to creatively create a video that demonstrates, through visual communication and examples, how to apply a visual model or manipulatives and the standard algorithm to solve a problem.

    ·
    **Take-Home Math Activity**: Create a take-home math activity aligned to the same mathematics standard that families can work on together. Submit the activity, a link to the digital activity, or a picture of the activity that you created.

    In 500-750 words, describe and reflect on the following:

    · Describe how the Family Math Night you planned for your classroom will educate and engage families in math and why that is important.

    · Explain how you would collaborate with your colleagues to plan the Math Family Night effectively.  How would you ensure you work together to develop rigorous learning experiences that promote creativity, critical analysis, and multiple perspectives?

    · Describe how you would collaborate with stakeholders (students, families, communities, colleagues, and other professionals) to establish a positive and supportive learning environment and promote student growth and development through Math Family Night.

    · Explain how you designed activities that purposefully engage students in creative and critical thinking within your Math Family Night and how these skills can be applied as interdisciplinary skills across content areas.

    APA Style is not required, but solid academic writing is expected.

    This assignment uses a rubric. Review the rubric before beginning the assignment to familiarize yourself 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.

    _This benchmark assignment assesses the following programmatic competencies:_

    _MA in Elementary Education_

    _1.3 Collaborate with learners, families, communities, colleagues, and other professionals to establish a positive and supportive learning environment and promote learner growth and development. [InTASC 1(c), 1(j), 1(k), 2(g), 3(a), 3(c), 3(e), 3(k), 3(n), 3(q), 3(r); TPE 1.2, 2.1; AAQEP 2a; MC1, MC4]_

    _2.3 Collaborate with colleagues to effectively develop rigorous learning experiences that promote creativity, critical analysis, and multiple perspectives. [InTASC 4(a), 4(p), 5(d); ISTE-E 4a; TPE 3.1, 3.4; MC1]_

    _3.4 Design instruction that purposefully engages learners in creative and critical thinking and applying interdisciplinary skills across content areas. [InTASC 7(h), 8(f); TPE 1.5, 4.3; MC2]_

    **Rubric Criteria**

    **I Notice – I Wonder Activity**

    45 points

    **Criteria Description**

    **5. Target**

    45 points

    The activity features a realistic image related to the math standard, and the T-Chart includes thorough and thought-provoking possible observations and questions related to the image.

    **4. Acceptable**

    39.15 points

    The activity has a clear image related to the math standard, and the T-Chart includes a variety of possible observations and questions related to the image.

    **3. Approaching**

    33.3 points

    The activity has an unclear image that somewhat relates to the math standard, and the T-Chart lacks details of possible observations and related questions regarding the image.

    **No Submission**

    0 points

    Not addressed.

    **Take-Home Activity**

    45 points

    **Criteria Description**

    **5. Target**

    45 points

    The take-home activity effectively aligns with the math standard, and the excellent student-friendly directions provide families with a thorough and creative way to practice and learn math together.

    **4. Acceptable**

    39.15 points

    The take-home activity aligns correctly with the math standard, and it provides suitable, student-friendly directions that effectively and reasonably offer families a way to practice and learn math together.

    **No Submission**

    0 points

    Not addressed.

    **Take-Home Activity Family Math Night**

    30 points

    **Criteria Description**

    **5. Target**

    30 points

    Thoroughly explains how Family Math Night educates and engages families in math, highlighting its importance.

    **4. Acceptable**

    26.1 points

    Articulates how Family Math Night educates and engages families in math, and explains the importance reasonably well.

    **3. Approaching**

    22.2 points

    Offers a basic outline of how Family Math Night educates and engages families, with a limited explanation of its importance.

    **No Submission**

    0 points

    Not addressed.

    **Collaboration with Colleagues (B)**

    30 points

    **Criteria Description**

    (C2.3)

    **5. Target**

    30 points

    Reflection provides a thorough description of collaboration with colleagues to effectively plan the Math Family Night, including how to work together to develop rigorous learning experiences that promote creativity, critical analysis, and multiple perspectives..

    **4. Acceptable**

    26.1 points

    Reflection provides a complete and logical description of collaboration with colleagues to plan the Math Family Night effectively, including how to collaborate in developing rigorous learning experiences that foster creativity, critical thinking, and diverse perspectives.

    **3. Approaching**

    22.2 points

    Reflection provides an unfocused and underdeveloped description of collaboration with colleagues to effectively plan the Math Family Night, including how to work together to develop rigorous learning experiences that promote creativity, critical analysis, and multiple perspectives.

    **No Submission**

    0 points

    Not addressed.

    **Collaboration with Stakeholders (B)**

    30 points

    **Criteria Description**

    (C1.3)

    **5. Target**

    30 points

    A thorough description of how to collaborate with all stakeholders to establish a positive and supportive learning environment, promoting student growth, is included.

    **4. Acceptable**

    26.1 points

    A comprehensive and logical description of how to collaborate with all stakeholders to establish a positive and supportive learning environment, promoting student growth, is included.

    **3. Approaching**

    22.2 points

    An unfocused and underdeveloped description of how to collaborate with all stakeholders to establish a positive and supportive learning environment and promote student growth is included.

    **No Submission**

    0 points

    Not addressed.

    **Creative and Critical Thinking (B)**

    45 points

    **Criteria Description**

    (C3.4)

    **5. Target**

    45 points

    Reflection includes a thorough description of how the planned activities demonstrate and promote creativity, critical thinking, and insight, and explains how these skills can be applied across various content areas.

    **4. Acceptable**

    39.15 points

    Reflection includes a complete and logical description of how the planned activities demonstrate and promote creativity and critical thinking. Clearly, it explains how these skills can be applied across various content areas.

    **3. Approaching**

    33.3 points

    Reflection includes an unfocused and underdeveloped description of how the planned activities demonstrate and promote creativity and critical thinking, and minimally explains how the skills can be applied across content areas.

    **No Submission**

    0 points

    Not addressed.

    **Template Format**

    15 points

    **Criteria Description**

    **5. Target**

    15 points

    Content is well-presented and easy to read. All template and format elements are correct. The full standard (wording and code) is clearly included in each section.

    **4. Acceptable**

    13.05 points

    Content is clear. The appropriate template is fully used. There are very few errors in formatting style.

    **3. Approaching**

    11.1 points

    Content is unfocused. An appropriate template is used, but the formatting includes several errors or lacks clarity. The full standard or wording and code (wording and code) is missing from one of the sections.

    **## RequriedResourcesforweek6assingmentfortempletandshortvideo.docx**

    **Elementary and Middle School Mathematics**

    **Required**

    **Van De Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2022).**
    **_Elementary and middle school mathematics_ (11th ed.). Pearson. ISBN-13:  9780136818038**

    **I Notice/I Wonder**

    **Required**

    **Read “I Notice/I Wonder,” located on the National Council of Teachers of Mathematics website.**

    **https://johansonconsulting.files.wordpress.com/2019/01/questioning-notice-and-wonder.pdf**

    ****Partnering for Improved Parent Mathematics Engagement****

    ****Required****

    ****Read “Partnering for Improved Parent Mathematics Engagement,” by Mangram and Metz, from****
    ****_School Community_****

    ****… Read More****

    ****https://files.eric.ed.gov/fulltext/EJ1184914.pdf****

    ****High-Leverage Practices in Special Education: Collaboration: Research Syntheses****

    ****Required****

    ****Read “High-Leverage Practices in Special Education: Collaboration: Research Syntheses,” located on the High****

    ****… Read More****

    ****https://highleveragepractices.org/sites/default/files/2020-10/Collaborationfinal.pdf****

    ****Engaging Families for Math Success****

    ****Required****

    ****Read “Engaging Families for Math Success,” by Cox and Friedman, located on the Regional Educational Laboratory****

    ****… Read More****

    ****https://ies.ed.gov/ncee/edlabs/regions/appalachia/blogs/blog14_engaging-families-for-math-success.asp****

    ****Family Math****

    ****Required****

    ****Explore “Family Math,” located on the National Association for Family, School, and Community Engagement web****

    ****… Read More****

    ****https://nafsce.org/page/familymath****

    ****Engaging Families in Children’s Math Learning Adds Up****

    ****Required****

    ****Read “Engaging Families in Children’s Math Learning Adds Up,” by Anastasopoulos, located on the****

    ****… Read More****

    ****https://www.edc.org/blog/engaging-families-childrens-math-learning-adds****

    ****Collaborating on Equitable Teaching Practices in Math****

    ****Required****

    ****Read “Collaborating on Equitable Teaching Practices in Math,” by Garcia and Wagner, located on Edutopia****

    ****… Read More****

    ****https://www.edutopia.org/article****

    **## familynighttemplet.docx**

    ### Benchmark – Family Math Night

    | | |
    | — | — |
    | **Standard** | |

    ## Activity 1: I Notice – I Wonder

    | | | |
    | — | — | — |
    | #### Pictures or Images<br>_One of the math-related pictures or problems._ | |
    | **I Notice, I Wonder T-Chart**<br>_Create a T-Chart with five possible observations families might make_<br>_**and** five questions about what they see and wonder._ | **I Notice…(Observations)** | **I Wonder…(Questions)** |
    | | | |
    | **Differentiation**<br>_How will you differentiate this activity for diverse families and cultures?_ | |

    ## Activity 2: Video

    | | |
    | — | — |
    | **Video Link**<br>_Use technology tools to creatively put together a video that demonstrates through visual communication examples, how to use a visual model or manipulatives and the standard algorithm to solve a problem._ | |
    | **Learning Objective**<br>_That aligns with the standards_ | |
    | **Math Practice Problems**<br>_Share a link or a picture of the problems you will use._ | |
    | **Differentiation**<br>_How will you differentiate this activity for diverse families and cultures?_ | |

    ## Activity 3: Take-Home Math Activity

    | | |
    | — | — |
    | **Link or Picture**<br>_Share a link or a picture of the activity you created._ | |
    | **Directions**<br>_Include student-friendly directions to complete the activity._ | |
    | **Differentiation**<br>_How will you differentiate this activity for diverse families and cultures?_ | |

    ## Reflection

    | |
    | — |
    | |

    **## Week6assigmentwithinstructionandRubric.docx**

    Benchmark

    Requires Lopeswrite

    Assessment Description

    Family involvement in education is proven to have a profoundly positive influence on children’s learning and overall growth and development. Effective teachers involve and educate families in various ways that support student learning in mathematics.

    For an upcoming Family Math Night that your school is hosting, each grade-level team is tasked with planning activities and creating resources for families who can attend in person. Choose a K-8 mathematics standard to focus on, specific to the grade, and then, using the “Benchmark – Family Math Night” template, plan the following activities aligned to that standard:

    · “
    **I Notice – I Wonder Activity”:** Find two images relating to the math standard or a math problem that students and families can note their observations of and ask questions about. The I Notice – I Wonder method helps students and families understand and make sense of math problems and approaches to solving them. Additionally, choose one of the images and create a mock-up of possible observations families might make.

    ·
    **Video**: Create a helpful 2-4 minute how-to video for students and families based on a K-8 standard. Using the selected mathematics standard, write an aligned learning objective. Create or find a mathematics problem aligned with the purpose. Use technology tools to creatively create a video that demonstrates, through visual communication and examples, how to apply a visual model or manipulatives and the standard algorithm to solve a problem.

    ·
    **Take-Home Math Activity**: Create a take-home math activity aligned to the same mathematics standard that families can work on together. Submit the activity, a link to the digital activity, or a picture of the activity that you created.

    In 500-750 words, describe and reflect on the following:

    · Describe how the Family Math Night you planned for your classroom will educate and engage families in math and why that is important.

    · Explain how you would collaborate with your colleagues to plan the Math Family Night effectively.  How would you ensure you work together to develop rigorous learning experiences that promote creativity, critical analysis, and multiple perspectives?

    · Describe how you would collaborate with stakeholders (students, families, communities, colleagues, and other professionals) to establish a positive and supportive learning environment and promote student growth and development through Math Family Night.

    · Explain how you designed activities that purposefully engage students in creative and critical thinking within your Math Family Night and how these skills can be applied as interdisciplinary skills across content areas.

    APA Style is not required, but solid academic writing is expected.

    This assignment uses a rubric. Review the rubric before beginning the assignment to familiarize yourself 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.

    _This benchmark assignment assesses the following programmatic competencies:_

    _MA in Elementary Education_

    _1.3 Collaborate with learners, families, communities, colleagues, and other professionals to establish a positive and supportive learning environment and promote learner growth and development. [InTASC 1(c), 1(j), 1(k), 2(g), 3(a), 3(c), 3(e), 3(k), 3(n), 3(q), 3(r); TPE 1.2, 2.1; AAQEP 2a; MC1, MC4]_

    _2.3 Collaborate with colleagues to effectively develop rigorous learning experiences that promote creativity, critical analysis, and multiple perspectives. [InTASC 4(a), 4(p), 5(d); ISTE-E 4a; TPE 3.1, 3.4; MC1]_

    _3.4 Design instruction that purposefully engages learners in creative and critical thinking and applying interdisciplinary skills across content areas. [InTASC 7(h), 8(f); TPE 1.5, 4.3; MC2]_

    **Rubric Criteria**

    **I Notice – I Wonder Activity**

    45 points

    **Criteria Description**

    **5. Target**

    45 points

    The activity features a realistic image related to the math standard, and the T-Chart includes thorough and thought-provoking possible observations and questions related to the image.

    **4. Acceptable**

    39.15 points

    The activity has a clear image related to the math standard, and the T-Chart includes a variety of possible observations and questions related to the image.

    **3. Approaching**

    33.3 points

    The activity has an unclear image that somewhat relates to the math standard, and the T-Chart lacks details of possible observations and related questions regarding the image.

    **No Submission**

    0 points

    Not addressed.

    **Take-Home Activity**

    45 points

    **Criteria Description**

    **5. Target**

    45 points

    The take-home activity effectively aligns with the math standard, and the excellent student-friendly directions provide families with a thorough and creative way to practice and learn math together.

    **4. Acceptable**

    39.15 points

    The take-home activity aligns correctly with the math standard, and it provides suitable, student-friendly directions that effectively and reasonably offer families a way to practice and learn math together.

    **No Submission**

    0 points

    Not addressed.

    **Take-Home Activity Family Math Night**

    30 points

    **Criteria Description**

    **5. Target**

    30 points

    Thoroughly explains how Family Math Night educates and engages families in math, highlighting its importance.

    **4. Acceptable**

    26.1 points

    Articulates how Family Math Night educates and engages families in math, and explains the importance reasonably well.

    **3. Approaching**

    22.2 points

    Offers a basic outline of how Family Math Night educates and engages families, with a limited explanation of its importance.

    **No Submission**

    0 points

    Not addressed.

    **Collaboration with Colleagues (B)**

    30 points

    **Criteria Description**

    (C2.3)

    **5. Target**

    30 points

    Reflection provides a thorough description of collaboration with colleagues to effectively plan the Math Family Night, including how to work together to develop rigorous learning experiences that promote creativity, critical analysis, and multiple perspectives..

    **4. Acceptable**

    26.1 points

    Reflection provides a complete and logical description of collaboration with colleagues to plan the Math Family Night effectively, including how to collaborate in developing rigorous learning experiences that foster creativity, critical thinking, and diverse perspectives.

    **3. Approaching**

    22.2 points

    Reflection provides an unfocused and underdeveloped description of collaboration with colleagues to effectively plan the Math Family Night, including how to work together to develop rigorous learning experiences that promote creativity, critical analysis, and multiple perspectives.

    **No Submission**

    0 points

    Not addressed.

    **Collaboration with Stakeholders (B)**

    30 points

    **Criteria Description**

    (C1.3)

    **5. Target**

    30 points

    A thorough description of how to collaborate with all stakeholders to establish a positive and supportive learning environment, promoting student growth, is included.

    **4. Acceptable**

    26.1 points

    A comprehensive and logical description of how to collaborate with all stakeholders to establish a positive and supportive learning environment, promoting student growth, is included.

    **3. Approaching**

    22.2 points

    An unfocused and underdeveloped description of how to collaborate with all stakeholders to establish a positive and supportive learning environment and promote student growth is included.

    **No Submission**

    0 points

    Not addressed.

    **Creative and Critical Thinking (B)**

    45 points

    **Criteria Description**

    (C3.4)

    **5. Target**

    45 points

    Reflection includes a thorough description of how the planned activities demonstrate and promote creativity, critical thinking, and insight, and explains how these skills can be applied across various content areas.

    **4. Acceptable**

    39.15 points

    Reflection includes a complete and logical description of how the planned activities demonstrate and promote creativity and critical thinking. Clearly, it explains how these skills can be applied across various content areas.

    **3. Approaching**

    33.3 points

    Reflection includes an unfocused and underdeveloped description of how the planned activities demonstrate and promote creativity and critical thinking, and minimally explains how the skills can be applied across content areas.

    **No Submission**

    0 points

    Not addressed.

    **Template Format**

    15 points

    **Criteria Description**

    **5. Target**

    15 points

    Content is well-presented and easy to read. All template and format elements are correct. The full standard (wording and code) is clearly included in each section.

    **4. Acceptable**

    13.05 points

    Content is clear. The appropriate template is fully used. There are very few errors in formatting style.

    **3. Approaching**

    11.1 points

    Content is unfocused. An appropriate template is used, but the formatting includes several errors or lacks clarity. The full standard or wording and code (wording and code) is missing from one of the sections.

    – 1
    – 2
    – 3

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    Executive Solution Overview

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    Assignment Prompt & Instructions

    RCA is a tool designed to help identify not only what and how an event occurred,
    but also why it happened.
    Below is the article we will be doing the root cause analysis on. Please copy and paste the article in browser.
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    Assignment Prompt & Instructions

    Scholarly citations in the current APA format where appropriate.
    · 250 words.
    Three  (3 to 5 years old)  references
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