Read and Respond to Kami

Secondary Post Instructions

Review at minimum two of your classmate’s posted plans. Discuss and identify how your peers’ plan implements high quality ethical and spiritual leadership principles.

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Week 6 Discussion: Curriculum Guidelines for Addressing Ethical and Spiritual Needs
1 day ago

Higher education prioritizes campus diversity which entails students from a broad range of backgrounds stemming from educational experiences, interests, social, and cultural motivations, and educational and physical disabilities. One way that universities and colleges strive to meet educational visions of campus diversity is by supporting students through its curriculum. For instance, institutions offer a diversified curriculum that helps all students achieve academic success. As Ball State University (2020) states, “a diversified curriculum can help bridge differences, both on campus and society. Learning about the diversity of U.S. and global cultural traditions brings groups of students together rather than dividing them.” In order to bring students together, educational leaders must implement plans that support all students from a variety of different backgrounds.

Educational leaders must create leadership plans that delivers curriculum and that implements support help to students with disabilities in higher education. For instance, as an educational leader, I would implement a plan that focuses on maximizing engagement through a strength-based approach (Noble & McGrath, 2007). According to Seligman (2002, as cited in Noble & McGrath,2007), “when individuals engage their strengths they have a greater sense of wellbeing.” Students who lack academic self-esteem and have learning disorders need to prioritize their strengths instead of their weaknesses because strengths make learning easier, quicker, and effortless (2020).

Hence, as an educational leader I would implement Gardner’s model of Multiple Intelligences which fosters an environment that focuses on the strengths of staff and students. For example, the model helps teachers and students celebrate student differences and develops a differentiated curriculum. The differentiated curriculum gives students different entry points into the curriculum based on their strengths (Noble & McGrath. 2007). According to Noble and McGrath (2007), “The MI framework encourages teachers to develop a greater range of learning and assessment tasks….” Multiple Intelligence also highlights the importance of student skills and the differentiated curriculum caters to students from diverse backgrounds (2020). Therefore, the model is an excellent plan to implement in higher education because it delivers curriculum to students with learning disorders without diminishing curriculum for students without disabilities.

By fostering a leadership plan that prioritizes student and staff strengths, educators are able to achieve the educational ethical standards of 1) commitment to the student and 2) commitment to the profession (NEA, 2020). For example, the differentiated curriculum allows educators to be committed to the students. The curriculum improves student engagement and learning, student behavior, and parent participation (Noble & McGrath, 2007). Furthermore, the Multiple Intelligence theory allows educators to be committed to their profession through staff and faculty collaboration and helps them value their colleague’s different strengths (Noble, 2002 as cited in Noble and McGrath, 2007).

In my plan, I will utilize technology to foster the Multiple Intelligence model to support student and staff strengths. To implement the leadership plan, I will utilize technology to create a presentation on how I will deliver differentiated curriculum on campus, engage parent participation, and encourage staff and faculty collaboration. In addition, technology will be used to create a learning environment that supports a diversified student body. For instance, professors will encourage group work and use technology tools to generate random groups. The groups will allow students to utilize other students’ strengths to complete a project and students will be more acceptable of their group’s differences.

Lastly, the organization and its faculty and staff will support the leadership plan by fostering an environment that promotes faculty and staff collaboration. Faculty and staff will work together to support students and encourage levels of intelligences: verbal-linguistic, logical-mathematical, spatial-visual, bodily-visual, musical, interpersonal, intrapersonal, naturalist, and existential intelligence (Northern Illinois University, 2020). For instance, higher educational institutions will encourage students to interact in musical programs which will give students an appreciation for music. Additionally, staff and faculty will collaborate to encourage students to think critically and logically inside and outside of the classroom environment.

 

References

Humphreys et al. (2020). Diversity and the college curriculum: how colleges & universities are preparing students for a changing world. Ball State University. Retrieved from https://www.bsu.edu/campuslife/counselingcenter/additionalservices/diversityresources/creatingtheinclusiveclassroom/diversityandthecollegecurriculum

NEA (2020). Code of ethics. National Education Association. Retrieved from https://www.nea.org/resource-library/code-ethics

Noble, T. & McGrath, H. (2007). Maximizing engagement through a strengths-based approach. The Positive Educational Practices Framework: Leadership Transforming Schools Through Optimism [PDF file]. Retrieved from http://dro.deakin.edu.au/eserv/DU:30019313/mcgrath-thepositiveeducationalpractices-2007.pdf

Northern Illinois University (2020). Howard Gardner’s theory of multiple intelligence. Center for Innovative Teaching and Learning. Retrieved from https://www.niu.edu/citl/resources/guides/instructional-guide/gardners-theory-of-multiple-intelligences.shtml

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