Walden University Has Been Committed To Social Change Since ✓ Solved

Walden University Has Been Committed To Social Change Since It

Walden University has been committed to social change since it was founded in 1970. As part of this commitment, students in most every program and specialization are encouraged to actively engage in social action and to become an agent of change. What does it mean to be an agent of change? As a professional in an educational field, you have chosen to make a difference in the lives of children and students, which is an example of social change.

For this Discussion, you will analyze how you will continue to use data in creating and supporting effective educational practices. You will also examine your own social change profile and how you can become an educational agent of change. To prepare: Review Walden University’s mission and vision statements, the Callahan et al. paper (2012), and the Fullan (2016) chapters for this module. Consider the impact of data-driven positive social change on government leaders, teachers, and educators. Read the Hargreaves & Ainscow (2015) article and consider their ideas about leading from the middle.

How might the concepts explored and insights you have gained in this course impact your future goals and your development as a leader of educational change and an agent of social change? Complete Walden’s short, interactive, online quiz, “What Kind of Social Change Agent Are You? Did your kind of social change agent surprise you, or was it in line with your own thinking?

A response to the following: How will you continue to use data to inform your decisions in creating and supporting effective educational practices? How do you envision yourself becoming an educational agent of change in your future professional practice? What goals will you set for yourself following graduation to impact children, students, and your community?

Be sure to include an explanation of how your kind of social change agent profile generated from the Walden quiz aligns with your goals. How will Walden’s mission and vision, the goals in the Callahan et al. (2012) paper, and Fullan’s (2016) thoughts on educational change influence your views and practices in the future?

For this Discussion, and all scholarly writing in this course and throughout your program, you will be required to use APA style and provide reference citations.

Paper For Above Instructions

As a future leader in education, it is essential to recognize the role data plays in meaningful educational practices. Being an agent of social change means actively engaging in the process of using data to inform decisions that affect student learning and overall community impact. The integration of data can substantially influence strategies for enhancing educational practices and outcomes.

The mission and vision of Walden University emphasize social change through education, which aligns with my own aspirations. I aim to be an agent of change in my future role as an educator. The integration of data will be pivotal in shaping my pedagogical approaches. Data-driven decision-making is fundamental for understanding the educational landscape, assessing student needs, and developing interventions that cater to diverse learning profiles.

Consideration of Fullan's (2016) insights on educational change highlights the necessity of collaborative professional development and the importance of top-down and bottom-up approaches in driving systemic change. For instance, utilizing data not only benefits student learning but also fosters a culture of continuous improvement among educators. It establishes accountability and empowers educators to implement evidence-based practices that lead to measurable outcomes. By prioritizing data in decision-making, I can facilitate proactive interventions and adaptable teaching strategies that promote academic success among students.

The Callahan et al. (2012) paper reinforces the idea that social change occurs at multiple levels, necessitating a holistic view of education. Data can serve as a bridge connecting educational stakeholders—teachers, administrators, policymakers, and the community. My role as an educational agent of change involves a commitment to collaboration based on data insights. Engaging all stakeholders in discussions on data interpretation and implications can enhance collective efficacy in addressing educational disparities.

As I reflect on my social change agent profile, revealed through Walden's interactive quiz, I find that I resonate with the analytics-driven agent. This profile underlines my belief in the power of evidence-based practices and the necessity of leveraging data to instigate meaningful change. This perspective not only aligns with my personal teaching philosophy but also emphasizes the need for measurable impacts on students and communities.

In terms of goals following graduation, I intend to pursue further professional development opportunities that deepen my understanding of data analysis and its application in educational settings. These goals encompass participation in workshops, conferences, and collaborative projects focused on data-driven practices. Additionally, I plan to implement regular data reviews as part of my teaching practice to assess and refine my strategies continually.

Furthermore, I envision establishing community partnerships that utilize data-driven insights to address educational inequities. For instance, collaborating with local organizations can facilitate program development targeted towards specific needs identified through data. Such partnerships aim to foster community engagement while enhancing educational access and equity.

In conclusion, my commitment as an educational agent of change will be anchored in a robust understanding of data-driven decision-making. By utilizing Walden University’s mission and insights from seminal texts by Fullan (2016) and Callahan et al. (2012), I aim to foster a culture of continuous improvement and social equity within education. My future endeavors as an educator will reflect a commitment to data-informed practices that ultimately empower students and communities.

References

• Callahan, D., Wilson, E., Birdsall, I., Estabrook-Fishinghawk, B., Carson, G., Ford, S., & Yob, I. (2012). Expanding our understanding of social change: A report from the definition task force of the HLC Special Emphasis Project. Minneapolis, MN: Walden University.
• Fullan, M. (2016). The new meaning of educational change (5th ed.). New York, NY: Teachers College Press.
• Hargreaves, A., & Ainscow, M. (2015). The top and bottom of leadership and change. Phi Delta Kappan, 97(3), 43–48.
• Walden University. (2013). What kind of social change agent are you? Retrieved from [URL]
• Walden University. (2017b). Who we are. Retrieved from [URL]
• Walden University. (2015a). Professional dispositions. Minneapolis, MN: Author.
• Walden University. (2015b). Diversity proficiencies. Minneapolis, MN: Author.
• Walden University. (2015c). Technology proficiencies. Minneapolis, MN: Author.
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