Explain the differences between active leadership and reflective leadership. What are the settings or conditions under which each might be most appropriate?
Discuss defined competencies from an Nurse Administrators point of view regarding the regulatory bodies and main organizations within nursing, including those identified in this week’s learning activity. Include the following questions: How are competencies used in health care environments?
September 18, 2021Previous history of any psychiatric conditions, learning difficulties, or a diagnosis of attention deficit hyperactivity disorder.
September 18, 2021Explain the differences between active leadership and reflective leadership. What are the settings or conditions under which each might be most appropriate?
Explain the differences between active leadership and reflective leadership. What are the settings or conditions under which each might be most appropriate?
Textbook1. Collaboration, Consultation, and Teamwork for Students with Special Needs
Read chapters 14 and 15 of Collaboration, Consultation, and Teamwork for Students with Special Needs.
http://gcumedia.com/digital-resources/pearson/2012/collaboration-consultation-and-teamwork-for-students-with-special-needs_ebook_7e.php
Electronic Resource1. Collaborative Crusader: Creating a Twenty-First-Century Learning Community for Teachers
Read “Collaborative Crusader: Creating a Twenty-Fist-Century Learning Community for Teachers,” by Bernard, located on the Edutopia website.
http://www.edutopia.org/collaboration-age-technology-lisa-huff
Additional Material1. Taskstream Submission
Your Taskstream submission for this course will include your Clinical Field Experience Form and the “Collaboration and Communication Action Plan (Benchmark Assessment).” Though these items are to be submitted to your instructor in LoudCloud separately, they are to be submitted in Tasksteam as one submission (two documents in one submission).
(Benchmark Assignment) Collaboration and Communication Action Plan
Complete a 750-1,000-word action plan and supporting rationale based on the following scenario:
John is a Hispanic student who has been identified as having an emotional/behavioral disorder, specifically OCD. During his annual IEP meeting, the team reviewed recent test scores and determined he qualifies for the gifted program in the area of ELA only. He will continue to participate in the inclusion classroom for the remainder of his courses. He is very successful in all of his inclusion classes. The gifted teacher was not able to be present during the IEP meeting. She has never worked with a student who has an IEP before. John is the only Hispanic student in the gifted class, which tends to make him uncomfortable. He says the teacher does not include him in the classroom conversations and speaks abruptly to him, but not to the other students.
After one month of John being in the gifted class, the gifted teacher has requested that a paraprofessional be present to support John. The IEP team determined that this was not necessary. John should be able to be successful in the gifted classroom without a paraprofessional. The principal did a walk through observation of the gifted classroom and he noticed that John was isolated in a corner and the teacher did not interact with him. In addition, the principal received a phone call from John’s parents stating the gifted teacher told John, “You do not belong in this class!” John no longer wants to be in the class because he does not feel welcome.
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