06 Jun The goal of the Session Long Project (SLP) was to develop a policy brief
The goal of the Session Long Project (SLP) was to develop a policy brief. You conducted your own research to develop a policy brief that impacts the field of education and composed a specific section of the policy brief for each SLP assignment. This assignment required a significant amount of time dedicated to locating references and research related to the topic of the policy brief. The components are outlined below:
SLP 1: Title and Executive Summary
SLP 2: Context of Scope of Problem
SLP 3: Policy Alternatives
SLP 4: Policy Recommendations
SLP 5: Reflection
Incorporate any feedback from your instructor from SLP 4. Use the questions below to write a 3-page reflective essay:
Feedback: “Look to strengthen the analysis by more directly comparing the policy alternatives before transitioning into the recommendations section. While each alternative is well explained, a more explicit evaluation of costs, implementation barriers, stakeholder concerns, and potential unintended consequences would demonstrate a higher level of policy analysis. Overall, nice job with this paper!”
1. What did you learn from this exercise?
2. How will this exercise inform your professional practice?
3. How did the exploration of the research on the topic shape the policy brief?
4. How do you view your ability as a leader to interpret law and policy?
a. Do you have more to learn? Explain.
b. Will your understanding shape your day-to-day practice?
5. How does policy impact equity and access to education?
Upload the final policy brief and reflective essay as a single document to the SLP 5 DropBox. (13 pages)
SLP Assignment Expectations
This assignment is designated as a Signature Assignment to assess the Institutional Learning Outcome (7):
Function with integrity and make ethical decision in their workplaces and fields of study
The rubric for this assignment is modified to accommodate the assessment of ILO 7.
Ethical Self-Awareness: Understanding Different Ethical Perspectives/Concepts: Student discusses in detail/analyzes both core beliefs and the origins of the core beliefs and discussion has greater depth and clarity.
Different Perspectives: Understanding Different Ethical Perspectives/Concepts: Student can state the many possibilities in difference of beliefs and work to include all understandings.
Ethical Issue Recognition: Student can recognize ethical issues when presented in a complex, multilayered (gray) context AND can recognize cross-relationships among the issues.
Application of Ethical Perspectives/Concepts: Student can independently apply ethical perspectives/concepts to an ethical question, accurately, and is able to consider full implications of the application.
Evaluation of Different Ethical Perspectives/Concepts: Student states a position and can state the objections to, assumptions and implications of and can reasonably defend against the objections to, assumptions and implications of different ethical perspectives/concepts, and the student’s defense is adequate and effective.
Professionalism/Timeliness: Demonstrates excellence in taking responsibility for learning, adhering to course requirement policies and expectations. Assignment submitted on time or collaborated with professor for an approved extension on due date.
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