What Is Non-Cognitive Skill Development?

Locus of control refers to the generalized belief about the amount of control people have over their own lives (McShane & VonGlinow, 2000, p.191). This concept was originally developed by Julian Rotters in 1954 and is known to be a psychological term. In simpler terms, locus of control refers to an individual's perception about the underlying main causes of events in his/her life (Neill, 2006).

In the article, “How Kids Learn Resilience,” author Paul Tough introduces a staggering new statistic that 51 percent of public-school students in the United States fall below the federal government’s low-income cutoff (Tough, 2016). This shocking statistic to get our attention and address an even bigger problem involving the challenges of teaching low-income children. Before writing this article, Paul Tough wrote a book called, How Children Succeed. This book was written in 2012 and explored the benefits of teaching children non-cognitive skills. He talks about the success of his book and how schools across the country have been embracing the notion that educators should be teaching grit and self-control. However, while educators agree with

The formation of worldviews can contribute to the locus of control and responsibility (Sue & Sue, 2013). Rotter’s (1966) locus of control consist of internal and external control; Internal control involves shaping your own destiny by your own actions, whereas, External control implies the future is predetermined regardless of one’s actions (Sue & Sue, 2013).

What is psychosocial development? Psychosocial development is development on a social realm. Psychosocial development is how one develops their mind, maturity level, and emotions over the course of one’s life. The rate of development depends on different factors such as biological processes as well as environmental factors. A man named Erik Erikson who was a psychoanalyst who believed that early childhood successes and failures were responsible for influencing later developmental stages developed this theory. Erikson’s theory of psychosocial development is based around the theory that social experience has an impact over an entire lifespan. There are eight stages developmental stages of development in the psychosocial theory and I will

Students are able to see themselves as individuals with various skills and abilities, and understand that they can make choices about how they wish to move forward

Throughout the many years of the educational process, students are often met with different challenges that will test abilities and skills related to cognitive status and learning. The United States places much importance on education for children and young adults to move forward in order to ensure continued prosperity of the nation

Students are able to see themselves as individuals with various skills and abilities, and understand that they can make choices about how they wish to move forward

The purpose of this “Purpose, Reflective Practice, and Career Goals” paper is to reflect on how the Education Specialist program in Leadership in Educational Administration will help me to build upon my leadership skills and provide me with the knowledge and tools necessary to effectively lead a school district dedicated to improving student achievement. In this paper, I explain how the program aligns with my career goals of becoming a school district superintendent and the importance of lifelong learning for educators. According to Rüprich & Urhahne (2015), teachers should set goals. I consider myself a lifelong learner with the ability to build leadership capacity and support instruction. Additionally, the Paper highlights the benefits of the program at Capella University as well as the usefulness of the available resources and the impact they will have on my learning during this journey.

Jean Twenge and San Diego State University analyzed the questionnaires made by Julian Rotter in the late 1950s. This set of questions was to figure out how much control the student had based on the Internal-External Locus of Control Scale. The “internal locus of control” was the idea that a person is responsible for their own success, as “external locus of control” is the belief that an external force or good fortune determines a person’s future. For example, a question might be “(a) Whatever

The cognitive developmental theory comes from the work and research done by Jean Piaget which we believe is an empiricist approach which goes hand and hand with Piaget’s constructive approach. Empiricism is a theory that states that knowledge comes only or primarily from sensory experience. The constructive approach is viewed as children discovering all knowledge about the world through their own learning and knowledge. According to Piaget, children pass through these stages at different times in their lives and cannot skip a stage which causes them to be seen as invariant.

Locus of control-The extent to which people believe they have power over events/outcome in their lives. Locus of control can be divided into 2 sub categories:

According to the National Association of Colleges and Employers, “80.1% of employers are looking for people with leadership skills, 78.9% for the ability to work in a team and 70.2% for written communication skills.” Other important skills included, “technical, initiative, analytical/quantitative, and flexibility/adaptability.” Leadership skills are only acquired by a low percentage of students in high school and most students lack the proper verbal and written communication skills to be successful. While it is hard to teach these skills, students could be placed in certain situations, out of their comfort zone, to help develop their skills. Part of the reason these skills are not being taught is because the teachers do not have motivation or resources necessary to help students develop important

The authors are as followed: Gene E. Hall, Linda F. Quinn, and Donna M. Gollnick. Hall is a Professor of Urban Leadership at the University of Nevada, Las Vegas. Quinn is a full professor in the Department of Teaching and Learning, and Gollnick is the Chief Academic Officer of TEACH-NOW, an online education program in Washinton, DC. This all points to experience and credibility. All authors are collegiate professors, as well as Quinn and Gollnick are specialized in education. This gives the article credibility, strength, and is not bias.

Palmer Lake Elementary School refers to a public elementary school located in Brooklyn Park. The school has 678 students with majority being Whites and non-Hispanics. The teachers; population is between 40 and 50 teachers: 6 speech teacher, two reading teacher, 3 gym physical, two music teachers, 28 for regular classes, one media. Accordingly, the ratio of students to teachers is approximately 15:1. Each class has varying number of students ranging from 19 to 28 students. Approximately 54 percent of the students are male and 46 percent are female. The percentage of students eligible for subsidized lunch is 65. This essay examines the leadership skills and styles of Dr. Tim Brown after an interview in his office. Dr. Tim is the principal of Palmer Lake Elementary School and plays the following roles. First, he shapes the vision of academic success and instructional competence for all students and teachers respectively. Second, he plays the role of creating a climate and environment that is hospitable for learning. Third, he cultivates leadership in other teachers. Fourth, he is answerable to external stakeholders such as parents and state education authorities concerning the school’s performances and use of resources. Effective educational leadership is a continuous process that involves self-examination, learning from others, collaboration and sustainable use of resources to accomplish the goals and

20). Without a clear understanding of expectations, followers will have a difficult time making sense of goals, anticipated outcomes, and success criteria. As evidenced in observation data, Mr. Smith, Director of Elementary Education, provided direction for school administration, teachers, and instructional leaders at central office. He outlined professional development plans for elementary leadership for the 2016-2017 school year, developed a roll-out plan for standards-based reporting K-5, coordinated next steps for observation data related to school improvement planning, and established expectations for reporting student growth in literacy on a quarterly basis. Evident in his dialogue with teachers, administrators, and central office staff was his ability to listen to those in the trenches at the school level. While outlining expectations, goals, and success criteria, Mr. Smith understood that building a sense of community was critical; this leads to the next task of leadership – creating