Jacqueline Jenkins

  Blog: Scholar Practitioners Who Impact Future Change Jacqueline Jenkins May 6, 2021 https://jenkinsjacqueline.blogspot.com/   Explain your responsibility as a practitioner to lead evaluation initiatives. It’s my responsibility to help all stakeholders understand the primary purpose of the evaluations and how important the data they provide. As a Professionals, I want to help young children achieve success and to have every opportunity afforded to them. As a Professionals, it’s my responsibility to understand the evaluation and material to present all the information to all of the stakeholders. Leadership is an essential part of being a responsible scholar-practitioner. According to Kouzes &Posner, a crucial component of leadership is choice. Regardless of how extensively a person is trained in leadership skills or how they are thrust into a leadership position, they must make a conscious choice to accept that role (Kouzes & Posner,2007). Explain what might be my

  Scholar Practitioners as Program Evaluators Evaluating and for early childhood program?   Will this course help prepare me for Administrative Leadership in the Early Head Start and Head Start education program? Everything that I learn how to evaluate and accomplish these goals, I will become a leader and advocate this information gained from this course transition into Early Head Start and Head Start programs Education for young children.  This course will provide research on assessing and evaluating education programs and what criteria should be a measurement tool.  This course will help promote positive outcomes for young children and their families. I feel like Supporting Early Childhood Programs’ is perhaps the most vital course in the E.Ds. in Early Childhood Education program.  As I move to the completion of this degree program, this will help prepare me to lead in education. Evaluate program policies in the area of early childhood development in learning in education. Be

  Assessing for Development, Emerging Knowledge, Intervention and Modification. Using Assistive Technology.   Technology is something that is always changing, and it will continue to change. Assistive technologies can be described as “any item, piece of equipment or product system” that is used in the classrooms to improve the “functional capabilities of young children with disabilities (” Gpat.org,2018). The purpose of assistive technologies is to help those whose lives are affected by a disability. Teachers use technology to help young children with disabilities to modify their lesson plan to adapt to their needs. Using technology in the classroom is a critical issue educators facing using technology in the classroom. Using technology should foster young children’s learning, imagination, and creativity. Using technology should complement other activities and social interactions of young children. The two technology are for age group two. I will be talking about the (HATCH) this t

  https://jenkinsjacqueline.blogspot.com/    Hello everyone, thank you for viewing my blog. I have two interventions one is a boy named Tyler and a girl named Amy. I am asking for help in deciding the best researched-based assessment for my students in these two scenarios. These scenarios are not giving away what the assessment I chose to use nor what my colleagues suggested I use. This will inform various assessments to create meaningful lesson plans and curriculum for our students and their future. The more assessments available, parents and stakeholders can review data and make choices in the best interest of the child. The tasks can be completed authentic, and young children will be successful.   This information provided gives a purposeful assessment as defined by Ebbeck, Teo, Tan, & Goh. (2014). Tyler is a 6-year-old boy in the second grade. Tyler lives with both parents and his older brother; he is 8 years old. Tyler had been diagnosed with Autism, and he receives spec

  The State of Georgia has a very long history as a leader in promoting early learning and development outcomes for young children. Georgia introduced its latest set of high-quality, research-based first learning standards for children birth to age five called the Georgia Early Learning and Development Standards (GELDS). The GELDS program promotes quality learning experiences for children. They are a set of appropriate, attainable standards that are flexible enough to support children’s individual rates of development, approaches to learning, and cultural context. The GELDS are a continuum of skills, behaviors, and concepts that children develop throughout this time of life. They are divided into age groups and serve as a framework for learning. (, 2013). The GELDS are aligned with the Head Start Early Learning Outcomes Framework, the Georgia Standards of Excellence. Georgia Dept of Early Learning. How-to guide early learning staff in assessing assessment information to meet children&#