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Historical, Cultural, and Legal Influences on Specific Situations

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KEM2 — KEM2 TASK 3: INFLUENCES ON SCHOOL SETTING
FOUNDATIONS OF EDUCATION — D166
PRFA — KEM2
TASK OVERVIEWSUBMISSIONSEVALUATION REPORT
COMPETENCIES
2048.1.5 : Historical, Cultural, and Legal Influences on Specific Situations
The graduate explains the historical, cultural or legal influences on specific situations within the current school context.
INTRODUCTION
Not all school settings are the same. Public schools, private schools, and charter schools each function differently. No matter the type of school, a teacher must understand how historical, cultural, and legal influences affect how the school functions and addresses challenges. In this task, you will explore a common school function or challenge (e.g., development of school calendar, procurement of resources, management of class size, addressing chronic absenteeism, engaging parents) by examining the historical, cultural, and legal influences on a specific school setting.

REQUIREMENTS
Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. The originality report that is provided when you submit your task can be used as a guide.
You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.
Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc., unless specified in the task requirements. All other submissions must be file types that are uploaded and submitted as attachments (e.g., .docx, .pdf, .ppt).
A. Select one of the following school settings:
• public school
• private school
• charter school
B. Describe one school function or challenge that commonly occurs in the school setting selected in part A (e.g., development of school calendar, procurement of resources, management of class size, addressing chronic absenteeism, engaging parents).
C. Describe how an example of each of the following influences informs the way in which the school setting selected in part A would address the school function or challenge described in part B: • historical influence
• cultural influence
• legal influence
D. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
E. Demonstrate professional communication in the content and presentation of your submission.
File Restrictions
File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ‘ ( )
File size limit: 200 MB
File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z
RUBRIC
GENERAL TEACHING DISPOSITIONS AS INDICATED IN THE WGU TEACHERS COLLEGE CODE OF ETHICS:
NOT EVIDENT
The submission demonstrates consistently unprofessional or unethical behavior or disposition as outlined in the WGU Teachers College Code of Ethics.
APPROACHING COMPETENCE
The submission demonstrates behavior or disposition that conflicts with the professional and ethical standards outlined in the WGU Teachers College Code of Ethics.
COMPETENT
The submission demonstrates behavior and disposition that align with the professional and ethical standards outlined in the WGU Teachers College Code of Ethics.
A:SCHOOL SETTING
NOT EVIDENT
1 school setting is not provided.
APPROACHING COMPETENCE
The 1 provided school setting is not selected from the given list.
COMPETENT
The 1 provided school setting is selected from the given list.
B:SCHOOL SITUATION
NOT EVIDENT
1 school function or challenge is not described.
APPROACHING COMPETENCE
The 1 school function or challenge described would not commonly occur in the school setting selected in part A.
COMPETENT
The 1 school function or challenge described would commonly occur in the school setting selected in part A.
C:INFLUENCES ON SCHOOL SITUATION
NOT EVIDENT
A descriiption of an example of each of the given influences is not provided.
APPROACHING COMPETENCE
The descriiption identifies an example of each of the given influences, but the descriiption does not make a valid connection between each identified example and the way in which the school setting selected in part A would address the school function or challenge described in part B.
COMPETENT
The descriiption identifies an example of each of the given influences and makes a valid connection between each identified example and the way in which the school setting selected in part A would address the school function or challenge described in part B.
D:SOURCES
NOT EVIDENT
The submission does not include both in-text citations and a reference list for sources that are quoted, paraphrased, or summarized.
APPROACHING COMPETENCE
The submission includes in-text citations for sources that are quoted, paraphrased, or summarized and a reference list; however, the citations or reference list is incomplete or inaccurate.
COMPETENT
The submission includes in-text citations for sources that are properly quoted, paraphrased, or summarized and a reference list that accurately identifies the author, date, title, and source location as available.
E:PROFESSIONAL COMMUNICATION
NOT EVIDENT
Content is unstructured, is disjointed, or contains pervasive errors in mechanics, usage, or grammar. Vocabulary or tone is unprofessional or distracts from the topic.
APPROACHING COMPETENCE
Content is poorly organized, is difficult to follow, or contains errors in mechanics, usage, or grammar that cause confusion. Terminology is misused or ineffective.
COMPETENT
Content reflects attention to detail, is organized, and focuses on the main ideas as prescribed in the task or chosen by the candidate. Terminology is pertinent, is used correctly, and effectively conveys the intended meaning. Mechanics, usage, and grammar promote accurate interpretation and understanding.

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