1.  Summarize strategic planning in your own words. Illustrate your summary by using real-world examples of tools you have seen used effectively in strategic planning.

2.  Imagine you are an information technology (IT) project manager in your city. Explain IT project management and how that information can aid you in your current or future career.

3.  Consider the scenario below.

A lively discussion is under way at Sunrise Software, where you are a project manager. The main question is whether the person-days concept has limitations. In other words, if a task will require 100 person-days, does it matter whether two people in 50 days, five people in 20 days, 10 people in 10 days, or some other combination that adds up to 100 performs the work?

Two programmers on the project seem to think it doesn’t matter. On the other hand, one of the project’s systems analysts says it is ridiculous to think that any combination would work. To support his point, this extreme example was offered: Could 100 people accomplish a task estimated at 100 person-days in one day? (Tilley, 2020, p. 80)

Reference

Tilley, S. (2020). Systems analysis and design (12th ed.). Cengage Learning. https://online.vitalsource.com/#/books/9780357117897

Conclude whether the strategic planning of the systems analyst is appropriate in this scenario. Explain your answer.

4.  Describe three of your favorite strategic planning tools and how you can apply them in your current or future profession.

PLEASE USE CASES ATTACHED

Should Californians be able to require higher welfare standards for farm animals that are raised in other states if products from those animals are to be sold in California? 

Pork producers are challenging a law that California voters adopted in 2018 via ballot initiative with over 63% approval. It set new conditions for raising hogs, veal calves and egg-laying chickens, whose meat or eggs are sold in California. The state represents about 15% of the U.S. pork market.
At most commercial hog farms, pregnant sows are kept in “gestation crates” that measure 2 feet by 7 feet – enough room for the animals to sit, stand and lie down, but not enough to turn around. California’s law requires that each sow must have at least 24 square feet of floor space – nearly double the amount that most now get. It does not require farmers to raise free-range pigs, just to provide more square feet when they keep hogs in buildings.
The National Pork Producers Council argues that this requirement imposes heavy compliance costs on farmers across the U.S., since large hog farms may house thousands of sows and that it restricts interstate commerce.

Farmers and animal welfare advocates understand that if California wins, states with the most progressive animal welfare policies – primarily West Coast and Northeast states – will be able to effectively set national standards for the well-being of many agricultural animals, including chickens, dairy and cattle. Conceivably, California might also be able to require basic conditions for human labor, such as minimum wage standards, associated with products sold in California.

Nine other states have already adopted laws requiring pork producers to phase out gestation crates.

• How would John Marshall analyze the constitutional issue presented by the California law? Would Marshall probably uphold the law or not?
• How would the Cooley standard by applied here?  Under that standard, would the law be constitutional or not?
• Does this law discriminate against interstate commerce?
• What factors would go into modern balancing analysis?  Would the law likely be upheld or not?

 750 words.

Observe an early childhood classroom that includes children with exceptionalities, paying attention to Response to Intervention (RTI) or Multi-Tiered System of Support (MTSS) preparation and procedures.  Many times RTI in early childhood is done outside of the classroom environment, so observing an inclusive or resource room is acceptable. Additionally, interview the early childhood classroom teacher about his or her RTI or MTSS preparation and procedures.

Your interview should address the following questions:

• Who are the key stakeholders in a RTI or MTSS meeting? What is the role of each individual?
• How do you document assessment results and other data specific to RTI or MTSS? What does your data collection process entail?
• How is your RTI or MTSS system organized?
• How are the assessment results and other data used to develop behavioral and academic interventions? How do you identify and select the interventions? How do you provide support to teachers?
• What are the legal implications of the RTI or MTSS process?
• How can data collection be used to form a Functional Behavior Assessment (FBA) for a student who is having behavior issues?
• What collaborative communities have been provided at the site and also to help support the families?

In 250-500 words, summarize and reflect upon your interview and explain how you will use your findings in your future professional practice.

For this assignment, take on the role of principal at the school of your choice. Plan a morning of activities that you could implement to welcome your six new teachers before the school year starts.

Create an agenda that includes a combination of presentations and activities that introduce new or beginning teachers to each other, the campus, the school culture (vision, mission, values, rituals, and routines), instructional methods, and other duties as required.

In a 500-750 word agenda, include a brief description of the room set-up, and then describe the following for each session that will be conducted that morning:

1. Topic title
2. Facilitator’s name and title, chosen from your school’s administration or other campus leaders
3. A brief description of the session
4. Materials required
5. Time allotted for the session
6. Rationale for the session that explains: the purpose of the session; how it promotes a culture of collaboration, trust, high expectations for student learning, continuous improvement; and why the particular leader was selected to facilitate the session

Part 2: New Teacher Mentoring Plan

In 750-1,000 words, create a mentoring plan for the beginning teachers to be mentored by your school’s more experienced and proficient teachers.

Include the following in your plan:

• Purpose: Identify the purpose of the mentoring plan.
• Criteria: Identify basic criteria for being a mentor teacher.
• Timeline: Outline a mentoring sequence for the coming year to include at least two coaching sequences (pre-conference, observation, post-conference) for the beginning teacher to meet with and be observed by the mentor. Include time for the beginning teacher to observe the mentor teacher within at least one of the coaching sequences.
• Induction Activities: Develop three activities for the mentor teacher and beginning teacher, in addition to those listed in the timeline, to implement at any point in the school year, which will nurture a culture of collaboration, trust, learning, and high expectations. Support each activity with 1-2 references.  
• Professional Development Topics: Identify specific professional development topics such as time on task, classroom management, etc. for discussion that will help to ensure teacher and organizational time is focused to support quality instruction and student learning.
• Budgetary Implications: Identify any budgetary implications for the mentor position.
• Servant Leadership: Explain how you will remain a servant leader throughout the mentoring program. Explain your role in supporting teachers, and how you serve them for the betterment of the community.