1500words due in 8 hours, fixed $25 Assignment #6 Policy Analysis (15 points) Assume you have been appointed as a school principal and are in the process of reviewing the district policy manual. Your task will be to compare one policy (e.g., dress code, personnel evaluation, discipline, student performance, homework, etc.) of your choice with a similar policy from another district by describing the purpose of the policies and identifying the purpose of the policies and identifying similarities, differences, and the alignment to the district vision. In a narrative format, address each of the following questions. You may copy and paste these policies as appendixes to the assignment, but focus your attention to analyzing these policies in a narrative format. This assignment should be no more than 5-8 pages in length and include at least 3 references (in addition to the text for this course) from the professional literature to support your position. Part 1- Interviews After reviewing this assignment, develop a series of questions regarding the various sections of the assignment. Then you are to interview at least two principals or district personnel. You may try to get one from another district other than your own. You may gather the data for the Field Experience paper at the same time you are gathering this information. Be sure to use the APA personal communication citation method when referring to the interviews. Part II- Description of Policies Include the following: What is the need for the policy? How are the two policies similar? How are the two policies different? What are the strengths and shortcomings of each policy? How does the policy match the vision of the school/district? How does this policy affect the various cultures and diversity of the school population? Does the policy take into account the ability of the district and school personnel to combine impartiality, sensitivity to student diversity, and ethical considerations in their interactions with others? How would you change the policies? Part III- Quality of Communication Be sure to use the format for all FSEHS assignments and support your plan with at least three citations in the body of the paper with matching references. Note to Course Instructor: This course assignment has been designated as a Key Assessment for which the program collects data on the performance of the candidate. After reviewing the Candidates assignment, please link to the Assessment System at http://fischlerschool.nova.edu/assess. Log in with your NSU login name (e.g., in the e-mail address smith@nova.edu, smith is the login name) and NSU password. Please enter the evaluation results on the specified criteria (bolded areas of the rubric) for each candidates assignment online. Policy Analysis Assessment Rubric Not Met = 0 Met = 1 Exceeded =2 Part I- Interviews The candidate failed to interview two different administrators. The candidate interviewed two different administrators. The candidate interviewed more than two different administrators. Part II Description of Policies (ELCC 1.1) The candidate demonstrated little or no ability to describe the need for the policy, the similarities and differences of the policies (ELCC 1.1b), the alignment of the policy to the vision (ELCC 1.2b), the strengths and shortcomings of the policies, and how the policies should be changed. The candidate described the need for the policies, the similarities and differences of the policies (ELCC1.1b), the alignment of the vision with he policy (ELCC 1.2b), the strengths and shortcomings of the policies, and how the policies should be changed citing at least one specific example. The candidate described the need for the policies, the similarities and differences of the policies (ELCC1.1b), the alignment of the vision with he policy (ELCC 1.2b), the strengths and shortcomings of the policies, and how the policies should be changed citing more than one specific example. Assessing School Culture (ELCC 2.1) The candidate did not assess the school culture using multiple methods and implemented context-appropriate strategies that capitalize on the diversity (e.g., populations, language, disability, gender, race, socio economic) of the school community to improve school programs and culture. The candidate did assess the school culture using multiple methods and implemented context-appropriate strategies that capitalize on the diversity (e.g., populations, language, disability, gender, race, socio economic) of one or more groups of the school community to improve school programs and culture. The candidate did assess the school culture using multiple methods and implemented context-appropriate strategies that capitalize on the diversity (e.g., populations, language, disability, gender, race, socio economic) of one or more groups of the school community to improve school programs and culture. Part III- Ethics (ELCC 5.2) The candidate demonstrated little or no references regarding the ability of district and school personnel to combine impartiality, sensitivity to student diversity, and ethical considerations in their interactions with others (ELCC 5.2a) The candidate analyzed policies citing one specific reference regarding the ability of district and school personnel to combine impartiality, sensitivity to student diversity, and ethical considerations in their interactions with others (ELCC 5.2a) The candidate analyzed policies citing more than one specific reference regarding the ability of district and school personnel to combine impartiality, sensitivity to student diversity, and ethical considerations in their interactions with others (ELCC 5.2a) Part IV- Quality of Communication The candidate demonstrated little or no ability to adhere to high quality written communication that demonstrated the proper use of conventions of English language with four or more errors. The candidate employed quality written communication that demonstrated the proper use of conventions of English language with one-three errors. The candidate employed high quality written communication that demonstrated the proper use of conventions of English language with zero errors. Format The candidate demonstrated little or no ability to adhere to the FSEHS Written Assignment Format and APA guidelines with numerous errors. The candidate adhered to the FSEHS Written Assignment Format and APA guidelines with few errors. The candidate adhered to the FSEHS Written Assignment Format, APA. And SGAD, if applicable with no errors. References The candidate failed to use 3 references from the professional literature to support his or her position. The candidate used 3 references from the professional literature to support his or her position. The candidate used more than 3 references from the professional literature to support his or her position. Students receiving less than 9 total points shall be listed as Not Met (corresponds to less than a B on the assignment). Students receiving 9-11 points shall be listed as MET (corresponds to a B or B+ on the assignment). Students receiving 12-15 points shall be listed as EXCEEDS (corresponds to a A or A- on the assignment). APA, 2 sources

1500words due in 8 hours, fixed $25
Assignment #6 Policy Analysis (15 points)

Assume you have been appointed as a school principal and are in the process of reviewing the district policy manual. Your task will be to compare one policy (e.g., dress code, personnel evaluation, discipline, student performance, homework, etc.) of your choice with a similar policy from another
district by describing the purpose of the policies and identifying the purpose of the policies and identifying similarities, differences, and the alignment to the district vision. In a narrative format, address each of the following questions. You may copy and paste these policies as appendixes to the assignment, but focus your attention to analyzing these policies in a narrative format. This assignment should be no more than 5-8 pages in length and include at least 3 references (in addition to the text for this course) from the professional literature to support your position.

Part 1- Interviews
After reviewing this assignment, develop a series of questions regarding the various sections of the assignment. Then you are to interview at least two principals or district personnel. You may try to get one from another district other than your own. You may gather the data for the Field Experience paper at the same time you are gathering this information. Be sure to use the APA personal communication citation method when referring to the interviews.

Part II- Description of Policies

Include the following:
What is the need for the policy?
How are the two policies similar?
How are the two policies different?
What are the strengths and shortcomings of each policy?
How does the policy match the vision of the school/district?
How does this policy affect the various cultures and diversity of the school population?
Does the policy take into account the ability of the district and school personnel to combine impartiality, sensitivity to student diversity, and ethical considerations in their interactions with others?
How would you change the policies?

Part III- Quality of Communication
Be sure to use the format for all FSEHS assignments and support your plan with at least three citations in the body of the paper with matching references.

Note to Course Instructor: This course assignment has been designated as a Key Assessment for which the program collects data on the performance of the candidate. After reviewing the Candidates assignment, please link to the Assessment System at http://fischlerschool.nova.edu/assess. Log in with your NSU login name (e.g., in the e-mail address smith@nova.edu, smith is the login name) and NSU password. Please enter the evaluation results on the specified criteria (bolded areas of the rubric) for each candidates assignment online.
Policy Analysis Assessment Rubric



Not Met = 0
Met = 1
Exceeded =2
Part I- Interviews
The candidate failed to interview two different administrators.
The candidate interviewed two different administrators.
The candidate interviewed more than two different administrators.
Part II Description of Policies (ELCC 1.1)
The candidate demonstrated little or no ability to describe the need for the policy, the similarities and differences of the policies (ELCC 1.1b), the alignment of the policy to the vision (ELCC 1.2b), the strengths and shortcomings of the policies, and how the policies should be changed.
The candidate described the need for the policies, the similarities and differences of the policies (ELCC1.1b), the alignment of the vision with he policy (ELCC 1.2b), the strengths and shortcomings of the policies, and how the policies should be changed citing at least one specific example.
The candidate described the need for the policies, the similarities and differences of the policies (ELCC1.1b), the alignment of the vision with he policy (ELCC 1.2b), the strengths and shortcomings of the policies, and how the policies should be changed citing more than one specific example.
Assessing School Culture (ELCC 2.1)
The candidate did not assess the school culture using multiple methods and implemented context-appropriate strategies that capitalize on the diversity (e.g., populations, language, disability, gender, race, socio economic) of the school community to improve school programs and culture.
The candidate did assess the school culture using multiple methods and implemented context-appropriate strategies that capitalize on the diversity (e.g., populations, language, disability, gender, race, socio economic) of one or more groups of the school community to improve school programs and culture.
The candidate did assess the school culture using multiple methods and implemented context-appropriate strategies that capitalize on the diversity (e.g., populations, language, disability, gender, race, socio economic) of one or more groups of the school community to improve school programs and culture.
Part III- Ethics (ELCC 5.2)
The candidate demonstrated little or no references regarding the ability of district and school personnel to combine impartiality, sensitivity to student diversity, and ethical considerations in their interactions with others (ELCC 5.2a)
The candidate analyzed policies citing one specific reference regarding the ability of district and school personnel to combine impartiality, sensitivity to student diversity, and ethical considerations in their interactions with others (ELCC 5.2a)
The candidate analyzed policies citing more than one specific reference regarding the ability of district and school personnel to combine impartiality, sensitivity to student diversity, and ethical considerations in their interactions with others (ELCC 5.2a)
Part IV- Quality of Communication
The candidate demonstrated little or no ability to adhere to high quality written communication that demonstrated the proper use of conventions of English language with four or more errors.
The candidate employed quality written communication that demonstrated the proper use of conventions of English language with one-three errors.
The candidate employed high quality written communication that demonstrated the proper use of conventions of English language with zero errors.
Format
The candidate demonstrated little or no ability to adhere to the FSEHS Written Assignment Format and APA guidelines with numerous errors.
The candidate adhered to the FSEHS Written Assignment Format and APA guidelines with few errors.
The candidate adhered to the FSEHS Written Assignment Format, APA. And SGAD, if applicable with no errors.
References
The candidate failed to use 3 references from the professional literature to support his or her position.
The candidate used 3 references from the professional literature to support his or her position.
The candidate used more than 3 references from the professional literature to support his or her position.


Students receiving less than 9 total points shall be listed as Not Met (corresponds to less than a B on the assignment).
Students receiving 9-11 points shall be listed as MET (corresponds to a B or B+ on the assignment).
Students receiving 12-15 points shall be listed as EXCEEDS (corresponds to a A or A- on the assignment).

APA,
2 sources