EXPERT EDUCATOR GRADING RUBRIC Criteria Content 70% Biographical Information about the Expert / Interviewee (10 pts) Number of Interview Questions (10 pts) Type of Questions (10 pts) Relevance of Questions (10 pts) Responses (10 pts) Levels of Achievement Advanced Proficient Developing Not present 10 points 9 points 1 to 8 points 0 points A 6 to 7 sentence paragraph is provided that describes the interviewee, his or her position, and why he/she is a credible resource to recruit for the interview. A 4 to 5 sentence paragraph is provided that describes the interviewee, his or her position, and why he/she is a credible resource to recruit for the interview. Not enough biographical information is provided to highlight why the educator is a credible resource to recruit for the interview. No biographical information about the interviewee is provided. 10 points 9 points 1 to 8 points 0 points 8 to 10 questions are composed. 6-7 questions are composed. 1-5 questions are composed. No questions were composed. 10 points 9 points 1 to 8 points 0 points The questions are creative and open ended and lead to good discussion. The questions are open ended. Most of the questions are convergent and do not promote discussion. All questions were convergent. 10 points 9 points 1 to 8 points 0 points All questions are clearly related to the project topic. Most all questions are clearly related to the project topic. Few questions are relevant to the project topic. No questions are relevant to the project topic. 10 points 9 points 1 to 8 points 0 points All responses clearly represent the words of the interviewee. Responses appear to represent the words of the interviewee. Few responses appear to represent the words of the interviewee. Responses do not clearly represent the words of the interviewee. Project Question and Response (10 pts) Personal Analysis (10 pts) Structure 30% Format (10 pts) Mechanical errors in grammar or punctuation or spelling or capitalization (10 pts) 10 points 9 points 1 to 8 points 0 points A question and response addressed the project. The interviewee’s response included the positive aspects of the project AND what could be done to enhance the project. A question and response addressed the project. The interviewee’s response included the positive aspects of the project OR what could be done to enhance the project. A question and response addressed the project. More clarity should be provided on how the project could be enhanced. No question was provided about the project. 10 points 9 points 1 to 8 points 0 points The candidate provided rich description (a complete paragraph or more) about what he/she learned as a result of conducting the interview. The candidate provided minimal but adequate description about what he/she learned as a result of conducting the interview. The candidate did not provide enough detail to show evidence that he/she learned any new information as a result of conducting the interview. No analysis was provided. Advanced Proficient Developing Not present 10 points 9 points 1 to 8 points 0 points The directions were followed: the questions and responses were in the form of a transcript with the question in bold text and the responses in plan, “unbolded” text. The questions and responses were in the form of a transcript. The questions and responses were not in the form of a transcript (but they were comprehendible). The questions and responses were not in the form of a transcript (and they were not comprehendible). 10 points 9 points 1 to 8 points 0 points The assignment exhibits no mechanical errors. The assignment exhibits 2 or 3 mechanical errors. The assignment exhibits 4 to 7 mechanical errors. 8 or more mechanical errors evident. Sentence Structure in the Description of the Interviewee and the Personal Analysis. (10 pts) Total 10 points 9 points 1 to 8 points 0 points Sentence structure uses a variation of simple, compound, complex, and compound complex. Narrative is flowing and competent and represents the writing of a graduate student. Sentence structure mostly uses a variation of simple, compound, complex, and compound complex. Narrative is competent and represents the writing of a graduate student. Sentence structure is overly simple. Concepts and ideas in the narrative are unclear. The writing rambles and does not represent the writing of a graduate student. The narrative is not comprehendible. 100 EDUC 696 Interview Assignment ASSIGNMENT INSTRUCTIONS: For your project, you had to use resources that were already published. Now that your project is complete and submitted, you can do further research on this topic. Set up a meeting to interview a classroom teacher, special education teacher, resource teacher, specialist, guidance counselor, principal, central office administrator, or other professional personnel that you feel would be an expert on the topic of your project. It is preferred that the interview be conducted in person, but by phone will work if necessary Create a list of interview questions (at least 8 but no more than 10) addressing your project topic. Please be sure the questions are open-ended and encourage discussion. As one of your questions, show the expert your final project and seek/his her feedback on what you did well and what you could do to enhance it. Type up the summary of what you learned during the interview. Be sure to include: 1) Information about the interviewee: describe his/her position and why you feel he/she was a credible resource to recruit for the interview. (Should be written in paragraph(s) form.) 2) The interview questions that you composed* 3) The responses you received* 4) Finally, conclude with what you gained by participating in this activity. (Should be written in paragraph(s) form.) *Part 2 and 3 should be in the form of a transcript (state the question in bold text and the response in unbolded text.) As such, the assignment should include the following sections: (1) Title page, (2) Description of Interviewee, (3) Transcript of Interview, (4) Personal Analysis. GRADING: Be sure to view the rubric to see the specifics for how you will be assessed for this assignment. Submit the assignment to the link provided in Blackboard. Anti-Bullying Program EDUC 696 Introduction ❖Bullying, according to Jungert, Piroddi & Thornberg (2016) is a repeated aggression towards a weaker person. ❖There are several forms of bullying such as verbal, physical, sexual, emotional, social and cyber bullying. ❖All these forms of bullying have adverse effects on a student and therefore, there is need to formulate anti-bullying program to help teachers handle bullying at school. Appropriateness of the Program ❖An anti-bullying program is appropriate since bullying is a common in schools and it poses a serious health problem to students Connolly et al, 2015). ❖Yang, Nelson-Gardell & Guo (2018) say that bullying among youth occurs between 12 to 18 years and that cyber bullying is prevalent at 15.5% and 34.5% for traditional bullying. ❖Hymel & Swearer (2015) state that bullying in schools has been existent for more than 150 years. ❖According to Jimenez-Barbero et al (2016), even though in recent years researchers have increased their focus on bullying in schools, the vice has been there for years. ❖Hesapçioğlu, Meraler & Ercan (2018) affirm that peer bullying is common among the youth and that 30% of youths in 79 countries reported to have been bullied. ❖These studies indicate that bullying is an issue that is prevalent in schools and hence the need to address it. Continuation Hesapçioğlu, Meraler & Ercan (2018) say that given bullying is an issue that affects students worldwide and it affects both the bully and the bullied, there is need for development of measures to combat bullying. This anti-bullying program uses current studies on bullying to educate teachers and students on the prevalence of bullying, its effects and why it should be stopped. Since bullying occurs at school most of the time, the interventions mechanisms should involve teachers since they wield authority at school (Maunder & Crafter, 2018; De Luca, Nocentini, & Menesini, 2019). Bullying in schools has negative impacts to both the bully and the bullied and some of the effects are lowering self-esteem of students and negative school experience (Von Grundherr et al, 2017). Project Description Teachers and counsellors will use the anti-bullying program to minimize cases of bullying in schools. For this project, a PowerPoint presentation will be used to educate on bullying and a poster will be displayed in school for awareness purposes. Rationale Bullying has been a trending issue in the past few years and it has negatively affected students as asserted by Smith, Bauman & Wong (2019) that it lowers esteem of students, causes depression and also suicidal tendencies. I chose anti-bullying program because there is need to manage bullying in order to protect students from the adverse impacts of bullying. The school environment where bullying takes place should be structured to provide conducive learning environment for all students and hence the need for anti-bullying program in schools. The anti-bullying program is relevant to education since it aims at empowering students, teachers and counsellors in minimizing bullying. I aspire to be an educational researcher and this program helps me in developing relevant skills for starting changes in schools. Statement of Purpose ❖The purpose of this presentation is to highlight methods that can be used by teachers, students and counselors to fight bullying in schools. ❖The presentation is accompanied by an educative poster that will be placed in strategic places in schools for educating students on the need to stop bullying and how to relate well with others. ❖The presentation is designed for an average fifth grade student and therefore will suit almost all levels of education. ❖The topics that will be covered in the presentation are: Continuation 1. 2. 3. 4. 5. 6. 7. 8. Definitions of bullying Different forms of bullying Reasons why people bully The cycle of bullying Effects of bullying Ways of preventing bullying Dealing with bullies School anti-bullying policies Research Base ❖Journal articles will be the primary resources for this project. ❖I will use the Liberty University Library link to access journals related to bullying in schools. ❖I am also a member of Education Resources Information Center (ERIC which is a digital library with scholarly articles related to education and I will use this library to look for articles about bullying. ❖Google scholar is also another library that will be beneficial to my research since it has many educational resources. ❖There is also Pacer’s National Bullying Prevention center and Stomp out Bullying websites that focused on bullying and anti-bullying programs and these websites will be beneficial to my research. ❖In this project, I will be trying to find the link between bullying and current issues like race and ethnicity ❖There are also issues like emotional and physical abuse of children and I will be seeking the connection of these aspects to bullying in schools. Projected Applications of the Project ❖This anti-bullying program will be used by teachers to guide students on how to handle bullies and also bring awareness in schools about bullying. ❖The poster and the PowerPoint presentations will be used by teachers as teaching aids to sensitize the students about the bullying menace. ❖The program can be used by teachers to sensitize students of any grade since the language is comprehensible and hence easily understood. ❖The teacher has to understand the information contained in the presentations and posters so that they can tweak it to meet the needs of their audience. Projected Outcomes ❖The projected outcomes of this project are increased awareness on bullying in schools and a reduction in bullying incidences. ❖A survey will be conducted before and after the implementation of the program to measure the success of the project. ❖Students and teachers will be questioned on their knowledge of bullying, interventions for bullying that are currently available and a follow-up survey will be conducted to determine the impacts of the intervention. ❖Also, the reporting of bullying is measured before and after the intervention to determine whether the interventions were effective in reducing occurrences of bullying or not. References • Connolly, J., Josephson, W., Schnoll, J., Simkins-Strong, E., Pepler, D., & MacPherson, A. et al. (2014). Evaluation of a Youth-Led Program for Preventing Bullying, Sexual Harassment, and Dating Aggression in Middle Schools. The Journal of Early Adolescence, 35(3), 403-434. Doi: 10.1177/0272431614535090 • De Luca, L., Nocentini, A., & Menesini, E. (2019). The Teacher’s Role in Preventing Bullying. Frontiers in Psychology, 10. Doi: 10.3389/fpsyg.2019.01830 Continuation • Hesapçıoğlu, S., Meraler, H., & Ercan, F. (2017). Bullying in schools and its relation with depressive symptoms, self-esteem, and suicidal ideation in adolescents. Anatolian Journal of Psychiatry, 1. Doi: 10.5455/apd.268900 • Hymel, S., & Swearer, S. (2015). Four decades of research on school bullying: An introduction. American Psychologist, 70(4), 293-299. Doi: 10.1037/a0038928 • Jiménez-Barbero, J. A., Ruiz-Hernández, J. A., Llor-Zaragoza, L., Pérez-García, M., & LlorEsteban, B. (2016). Effectiveness of anti-bullying school programs: A metaanalysis. Children and Youth Services Review, 61, 165–175. Doi: 10.1016/j.childyouth.2015.12.015 Continuation • Jungert, T., Piroddi, B., & Thornberg, R. (2016). Early adolescents' motivations to defend victims in school bullying and their perceptions of student–teacher relationships: A selfdetermination theory approach. Journal of Adolescence, 53, 75-90. Doi: 10.1016/j.adolescence.2016.09.001 • Maunder, R., & Crafter, S. (2018). School bullying from a sociocultural perspective. Aggression and Violent Behavior, 38, 13-20. Doi: 10.1016/j.avb.2017.10.010 • Smith, P., Bauman, S., & Wong, D. (2019). Challenges and Opportunities of Anti-Bullying Intervention Programs. International Journal of Environmental Research and Public Health, 16(10), 1810. Doi: 10.3390/ijerph16101810 Continuation • Von Grinder, M., Geisler, A., Stoiber, M., & Schäfer, M. (2016). School Bullying and Moral Reasoning Competence. Social Development, 26(2), 278-294. Doi: 10.1111/sode.12199 • Yang, F., Nelson-Gardell, D., & Guo, Y. (2018). The role of strains in negative emotions and bullying behaviors of school-aged children. Children and Youth Services Review, 94, 290-297. Doi: 10.1016/j.childyouth.2018.10.016
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