The nature of public universities has changed over time, although their missions have largely remained the same. Some public universities—many of which include large, public research universities—are now considered to be some of the most elite universities in the world (e.g., University of California, Berkeley, University of California, Los Angeles, or the University of Virginia). These prestigious public universities have highly competitive admissions criteria, often requiring very high SAT and ACT scores for acceptance.
Respond to Tobin’s (2009) statement in the textbook about the purpose of higher education systems:
America’s public flagship universities were created to meet the social and economic development of the states that chartered them, to serve as the great equalizer and preserver of an open, upwardly mobile society to provide “an uncommon education for the common man.” Any resident, regardless of socioeconomic status, who fulfilled a standard set of academic requirements, would, in theory, be admitted to one of the state’s public higher education institutions. In principle, the flagship university of the late 19th and early 20th century was an institution that served everybody, but in an era when few people completed high school (and many who did pursued non-college proprietary curriculum), the notion of the “people’s university” was more of a symbol than a reality. (p. 11)
Explain whether you believe the notion of the “people’s university” is more of a symbol than a reality today.
******** Guidelines for Submission: Your paper must be submitted as a one- to two-page (plus a cover sheet and reference page) Microsoft Word document with double spacing, 12-point Times New Roman font, one-inch margins, and at least two sources cited in APA format (following the APA Manual 6th Edition). Ensure that the cover sheet and reference page are also in APA format. *****do not go pass 2 pages****
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Supervisors who utilize opportunities to guide teachers’ decision-making through reflection are engaged in a form of on-the-job mentoring which is an ideal scenario for promoting teacher growth as well as successful program outcomes. This apprenticeship approach is known as reflective supervision. In this discussion, we will apply ideas about ethical leadership, mentoring, and reflective supervision to common early childhood settings in a practical context. Begin by watching the following two-minute video on using reflective supervision as program benefit: Lessons in Leadership: Reflective Supervision (Links to an external site.). After watching this short video and reading Chapter 7, consider a time when you, or someone you know well, took on the duties of managing or leading in an educational or related organization.
In your initial post,
Identify two key skills or competencies (see Table 7.1) that a manager or leaders needs to exhibit in an effective early childhood program and describe why these skills are needed.
Discuss a strength that you have observed in a leader who is/was able to help teachers identify and discuss the vision and direction in which an early childhood program should go.
Describe two factors that contribute to the success of a person serving as a manager or leader in a school that would also contribute to their ability to serve as a successful mentor to teachers.
Answer the following question: What concerns do you have about your ability to fulfill the various roles and responsibilities as a manager who is also a mentor?
This video provides information on the topics of reflective supervision from the early childhood perspective and is required for the first discussion this week.
Notes:
The delicate balance of mentoring someone is not creating them in your own image, but giving them the opportunity to create themselves.
— Steven Spielberg
Reflective Supervision
Supervisors who take the responsibility to guide teachers’ decision-making through reflection are engaged in a form of apprenticeship or on-the-job mentoring known as reflective supervision (Scott Heller & Gilkerson, 2009). This week we will explore the purpose and process of reflective supervision. Additionally, we will identify skills used in supervisory roles that may transfer to the roles of mentoring and coaching. (Please refer to chapter one for characteristics of mentoring and supervising and the importance of clarification of roles.)
As supervisors, we have the opportunity to offer a mentor/coaching relationship to those we supervise. When, as leaders, if we are playing both the supervisor AND mentor role some important guidelines to remember are:
Be clear about your role as well comfortable with the question, “What hat are you wearing now, supervisor or mentor?”
Be able to promote reflection and professional growth in a teacher, without judgment or criticism.
Have the ability to demonstrate competencies in “. . . wondering, responding with empathy yet sharing knowledge if a crisis arises, inviting contemplation rather than imposing solutions, recognizing parallel process, supporting curiosity, remaining open, and recognizing the power of relationship as it affects health and growth” (Michigan Association for Infant Mental Health, 2004 as cited in Weatherston, Weigand, & Weigand, 2010, p. 25).
Be sure the teacher is open to having the supervisor or leader in the role of helping them reflect on immediate daily experiences. The teachers need to feel comfortable in sharing their thoughts, feelings, and responses to what they are observing and doing with children and families will be helpful to promoting both the children’s and their own growth and development.
Make sure a teacher understands when you making suggestions as a mentor or requirements as a supervisor.
Do not have any “secret agendas.” The main role of coaching needs to be on the individual development of the teacher, without influence of other people’s goals or affairs.
Supervision can be a place where a living profession breathes and learns.
Because literacy is foundational for all content areas, it needs to be assessed regularly in all content areas, both formally and informally. Assessments can range from a formal pencil/paper test to an informal read aloud, questioning, and classroom discussion. It is important for teachers to use a variety of assessments in the classroom to ensure they have an accurate picture of each student’s current literacy levels.
Research four types of literacy assessments and create a matrix including the following:
Two formal and two informal literacy assessments and rationales to explain their use, and how to avoid misuse during implementation.
Examples of three appropriate literacy assessment tools for your content area and a rationale for each.
Examples of three technology resources with a rationale for how each supports literacy assessment.
An explanation of how you would use the data from a formal and an informal literacy assessment to plan future instruction.
Support your findings with a minimum of three scholarly resources.
Prepare this assignment according to the guidelines found in the APA Style Guide,
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My initial reaction to the author’s analogy was “wow.” I think it is way too judgemental. Much of what we do in life and society is ultimately our own decision but not everything has to be punishable. Some things are unavoidable and out of control. For someone who has contracted HIV and then later passes it along to their partner, in a heterosexual relationship how is that the fault of the other party? As far as the groups labeled as disposable, just because they have contracted a disease or illness does not mean that they can not heal from it or live productive lives with it so I think the word disposable is harsh. If that is the case, then we are all disposable because there will be something that causes harm or sickness to us whether we violate society’s norms or conform to them.
As a human service professional, first thing is to show empathy and understanding of other people’s situations. Blaming the victim is something that should never be done because that just makes it harder for them to cope with it. HSPs must make people knowledgeable of things that they don’t understand so that they aren’t spreading false information around. It is easy to combat or correct one or two people who share this same attitude, but once people start to speak false findings or thoughts and it sparks more people to believing the same things and it will make it harder the human service workers to control and get people to understand the actual facts.
Britteny’s Post:
As of reading this, I do believe people or responsible for their actions. Regardless of people’s actions, sometimes we understand what we are getting ourselves into. I mean, everyone has their own opinion and way of thinking. But I think it is a little cruel to judge someone regardless of how they contracted HIV. Blaming the victim is no form way to go about things, and especially punishment. When people are using drugs, they know they are putting themselves at risk—the people who or bisexual know that as well. I mean, there is no secret in today’s society HIV/AIDS is talk about a topic.
As a human service worker, when must understand the facts about HIV/AIDS. I will remain proficient and understand how this will affect this person’s life. I mean every faces obstacles, and blaming the victim is not it. You have to look at yourself and put yourself in their shoes and not judge. You never know what issues they are dealing with. As a human service worker, I would strive to be a safe zone and no judgment zone. That how would combat this situation by helping and knowing the knowledge and respecting my client’s rights.
Harris, H.,Maloney.,& Rother, F.( 2004). Human services: Contemporary issues and trends (3rd Ed.) Boston: Pearson. Retrieved from https://www.vitalsource.com
Joy’s post:
Good evening everyone,
In our textbook, chapter 15, “Failure to identify the contributing and resulting connections between substance abuse and the client’s presenting problems with health, the law, money, work, school, society, family, and self will spell a decisive failure in care, however well packaged the plan and well intentioned the delivery. This is some of the main areas to look at when helping the client. There are many people that do turn to the substance because of problems in their life. Even though substance abuse is not the answer. For example, with health, there are clients that does believe marijuana help them with pain in their joints.
I believe Human Service professionals should be required to have an additional certification in the treatment of this population because there will always be changes in people’s lives. Yes, the client will be getting treatment, but things could change, like with substance use. They may need a higher level of care. As a professional by knowing what to do after the changes would be great but not knowing what to do at that time would create a problem.
According to, “Martin et al. (2016) it is difficult to find a cultural group (e.g., ethnic, religious, geographical) in our country that does not have a practice or norm related to substance, even if that norm is abstinence (VakaLahi, 2001). This does show that as a human service profession, you’ll be in contact with people that are different so getting additional certification is important. It could help in many ways such as knowing about the population you are helping and knowing how to go about it.
Reference
Martin, J.L., Burrow-Sanchez, J.J., Iwamoto, D.K., Glidden-Tracey, C.E., & Vaughn, E.L. (2016). Counseling Psychology and Substance Use: Implications for Training, Practice, and Research. The Counseling Psychologies, 1-26. Retrieved from https://Doi.org/10.1177/0011000016667536.
Pouang’s Post:
I whole heartedly believe that Human Health Service workers need to have further licensing than they currently have when dealing with substance abuse. Most of the time substance abuse is brought on by some sort of underlying mental illness or problems in life. This would make sense to have a certification in at least counseling, this would allow you to counsel the person with substance abuse, and further recognize that a long term mental health plan could be put in place along with rehabilitation. Often people attend rehab and do not follow through with counseling to get to the bottom of the issue, this leads into a vicious cycle of being clean and relapsing. This has become clear to the Human Resource and Service Administration, HRSA is awarding more than $200 million to 1,208 health centers across the nation to increase access to high quality, integrated behavioral health services, including the prevention or treatment of mental health conditions and/or substance use disorders, including opioid use disorder through the Integrated Behavioral Health Services (IBHS) program (HHS Press Office, 2019). This means funds are being given to human health service providers, this is intended to train or integrate behavioral health services within human health services.
HHS Press Office. (2019, August 8). HHS awards nearly $400 million to combat the opioid crisis. HHS.gov. https://www.hhs.gov/about/news/2019/08/08/hhs-awards-nearly-400-million-to-combat-opioid-crisis.html
Example peer response:
Hello Jennifer,
Your response is very organized and very in-depth with details. I am specifically in favor of starting off your response with a quote and going into detail of accreditation and its involvement with human service workers. Not only would this successfully help you hook your audience, but also introduce a background on the importance of the human service worker having a certificate. I also agree with one of the points you made of “The worker is there to encourage, assist, and enhance the recovery process with specific skills, knowledge, humanity, and caring to promote a life that enpowers the recovering individual.” I agree with this quote because a certificate has a lot of components put into it than just your name on it. More specifically, a human service worker should always apply knowledge and a great deal of their assistance to the public and those suffering in it
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