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Instructions:
Learning about the Stakeholder Letters and Proposals
Starting well is half the job.
— Korean proverb
Overview:
Teacher advocacy, as you learned last week, is a part of being a professional educator. Advocacy happens on both small and large scale levels, depending on the size and scope of the issue or proposed policy change. For the next project, you
are going to put teacher advocacy into practice. In doing so, you will determine how the issue you have been researching and writing about this semester relates to educational policy and reform and on what levels: local, state, regional, or
national. As an advocate, you will determine what needs to change, develop a proposal for change, and identify the audience of stakeholders who are in charge of policy change in the rhetorical situation you have determined. Writing for change
and advocating is a form of professional and public writing and is formal in nature.
For example, if I wanted to propose a modification to the recess and PE schedule at my elementary school, I would choose my administrator, superintendent, and/or school board as the audience. I would develop a proposal tailored to changes
at the local level and craft a letter to accompany the proposal. To develop my proposal, I would need to use my research from my annotated bibliography and potentially find additional sources. Additionally, I may want to research what other teachers have suggested by searching for example proposals online.
For example, if you researched literacy issues, your potential audience could include superintendents, principals, curriculum coordinators, or colleagues. But, if your issue is something larger than just the school, you will need to determine who
makes decisions about the issue. Say your issue was about state testing polices. You would need to know that the audience for this type of issue could be either the state superintendent of education or lawmakers or both.
In short, the project includes two parts: writing a proposal and writing a stakeholder letter. For the eighth week, you will focus on learning about proposal writing and drafting your proposal and letter.
Task One: Learning about the Stakeholder Letters and Proposals
Chapter 9 outlines why and how teachers Write for Change. You will want to read the chapter slowly and make notes as you read. Pay close attention to how the authors define the rhetorical situation 167-170.
On page 171, the authors provide advice for educators Before Writing a Proposal. Be sure you walk through the steps suggested by the authors in thinking through the proposal that you want to create.
On page 172-174, the authors provide step-by step planning processes to further develop your idea.
Pages 174-182 provide you with a completed example. You will notice that the proposal is preceded by the stakeholder letter, but that the bulk of the writing is focused on the parts of the proposal: Your proposal should include 10 sections, but the abstract is optional.
1. Stakeholder Letter in Business Letter Format
2. Abstract (optional)
3. Proposal Title
4. Introduction Overview and Background
5. Statement of the Problem(s)
6. Proposed Plan
7. Method
8. Feasibility
9. Personnel
10. Conclusion
11. End Matter
Task Two: Drafting & Further Research
Begin to make decisions about your own stakeholder letter and proposal. Think about your policy issue and determine the appropriate audience for your letter and proposal. To do this, you will want to review the chapter 9 consistently and
often that you can determine the ensure you are meeting the expectations for the type of writing youre doing.
Understanding who your audience is critical for your success on this project because your audience helps you determine what kinds of evidence you need to provide and what it would take to convince the policy maker(s) to enact change. You
may decide that your initial research was not sufficient for your audience, so you would need to do additional research.
Your goals this week are to do the reading for chapter 9, determine an audience for your stakeholder letter and proposal, begin outlining your letter and proposal, and conduct any additional research that you deem necessary.
Resources Beyond Our Book:
https://www.cde.ca.gov/fg/fo/fm/we.asp
https://pie-network.org/uploads/media_items/engaging-teachers-in-ed-reform.original.pdf
While this may not sound like a lot to do, I assure you that making the decisions for this project will take you time and careful thought as well as research.
A draft of your letter and proposal is going to be due by 7/11/2021. See your peer review discussion board for specific directions.
Learning about the Stakeholder Letters and Proposals
RUBRIC |
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Excellent Quality 95-100%
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Introduction
45-41 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Literature Support 91-84 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Methodology 58-53 points Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met. |
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Average Score 50-85% |
40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided. |
83-76 points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration. |
52-49 points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met. |
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Poor Quality 0-45% |
37-1 points The background and/or significance are missing. No search history information is provided. |
75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration. |
48-1 points There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met |
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Learning about the Stakeholder Letters and Proposals