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EDAD 516 – Leading and Managing Human Resource

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EDAD 516 – Leading and Managing Human Resource

EDAD 516 – Leading and Managing Human Resource

 

 

 

 

 

 

 

REQUIRED TEXT

Rebore, R. (2015) Human Resources Administration in Education (10th ed.). Boston: Pearson.

 

 

 

 

COURSE OBJECTIVES AND STANDARDS ALIGNMENT

 

COURSE OBJECTIVES

STANDARDS

NELP

PSEL

CAEP

PgOtc

§  Analyze school demographic data to determine needs.

1, 3, 4, 6, 7

1, 3, 4, 6, 9

1

1, 3

§  Identify and analyze the various approaches in educational leadership

4

4

1

1

§  Ensure a system of accountability for every student’s academic success

1, 3, 4

1, 3, 4, 10

1

5

§  Use technology as a tool in the management of human resources, facilities, fiscal operations, legal issues, time management, scheduling, and operational practices

6

6, 7

1

6

§  Conduct a SWOT analyses for a school to determine human, and fiscal needs and operational resources.

6

6, 7

1

2

§  Understand and apply adult learning and motivational theories.

4, 7

4, 6, 7

1

4

§  Design needs assessment instruments to determine professional development needs of the staff.

6, 7

6, 7, 9

1

6

§  Develop a school improvement plan based on school data.

1, 4

1, 4, 10

1

2, 6

§  Assist in the development of instructional improvement plans and providing assistance to marginal personnel

1, 4, 7

1, 4, 6, 7

1

2, 5

§  Foster inclusively learning environments in which diversity is valued and learners are taught to live harmoniously.

1, 3

1, 3, 5

1

5

§  Conduct effective recruitment and selection practices for all personnel.

6, 7

6, 9

1

2

§  Ensure that all federal, state and local laws, policies and procedures are followed in leading and managing all stakeholders.

2, 3, 5

2, 3, 8

1

5

§  Conduct effective induction orientation and mentoring activities for human resources

7

6

1

2

§  Use data to inform decisions about human resources.

6

9

1

6

 

 

NATIONAL STANDARDS & STATE CODE OF ETHICS

 

 

NELP STANDARDS

http://3fl71l2qoj4l3y6ep2tqpwra.wpengine.netdna-cdn.com/wp-content/uploads/2018/10/NELP-Building-Standards.pdf

Standard 1: Mission, Vision, and Improvement

Candidates who successfully complete a building-level educational leadership preparation program understand and demonstrate the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to collaboratively lead, design, and implement a school mission, vision, and process for continuous improvement that reflects a core set of values and priorities that include data use, technology, equity, diversity, digital citizenship, and community.

 

Standard 2: Ethics and Professional Norms

Candidates who successfully complete a building-level educational leadership preparation program understand and demonstrate the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to understand and demonstrate the capacity to advocate for ethical decisions and cultivate and enact professional norms.

 

Standard 3: Equity, Inclusiveness, and Cultural Responsiveness   

Equity, Inclusiveness, and Cultural Responsiveness Candidates who successfully complete a building-level educational leadership preparation program understand and demonstrate the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to develop and maintain a supportive, equitable, culturally responsive, and inclusive school culture.

 

Standard 4: Learning and Instruction

Candidates who successfully complete a building-level educational leadership preparation program understand and demonstrate the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to evaluate, develop, and implement coherent systems of curriculum, instruction, data systems, supports, and assessment.

 

Standard 5: Community and External Leadership

Candidates who successfully complete a building-level educational leadership preparation program understand and demonstrate the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to engage families, community, and school personnel in order to strengthen student learning, support school improvement, and advocate for the needs of their school and community.

 

Standard 6: Operations and Management

Candidates who successfully complete a building-level educational leadership preparation program understand and demonstrate the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to improve management, communication, technology, school-level governance, and operation systems to develop and improve data-informed and equitable school resource plans and to apply laws, policies, and regulations.

 

Standard 7: Building Professional Capacity

Candidates who successfully complete a building-level educational leadership preparation program understand and demonstrate the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to build the school’s professional capacity, engage staff in the development of a collaborative professional culture, and improve systems of staff supervision, evaluation, support, and professional learning.

 

Standard 8: Internship

Candidates successfully complete an internship under the supervision of knowledgeable, expert practitioners that engages candidates in multiple and diverse school settings and provides candidates with coherent, authentic, and sustained opportunities to synthesize and apply the knowledge and skills identified in NELP standards 1–7 in ways that approximate the full range of responsibilities required of building-level leaders and enable them to promote the current and future success and well-being of each student and adult in their school.

 

 

 

Professional Standards for Educational Leadership Programs Standards

http://npbea.org/wp-content/uploads/2017/06/Professional-Standards-for-Educational-Leaders_2015.pdf

 

STANDARD 1. MISSION, VISION, AND CORE VALUES:  Effective educational leaders develop, advocate, and enact a shared mission, vision, and core values of high-quality education and academic success and well-being of each student.

 

STANDARD 2. ETHICS AND PROFESSIONAL NORMS: Effective educational leaders act ethically and according to professional norms to promote each student’s academic success and well-being.

 

STANDARD 3. EQUITY AND CULTURAL RESPONSIVENESS:  Effective educational leaders strive for equity of educational opportunity and culturally responsive practices to promote each student’s academic success and well-being.

 

STANDARD 4. CURRICULUM, INSTRUCTION, AND ASSESSMENT:  Effective educational leaders develop and support intellectually rigorous and coherent systems of curriculum, instruction, and assessment to promote each student’s academic success and well-being.

 

STANDARD 5. COMMUNITY OF CARE AND SUPPORT FOR STUDENTS:  Effective educational leaders cultivate an inclusive, caring, and supportive school community that promotes the academic success and well-being of each student.

 

STANDARD 6. PROFESSIONAL CAPACITY OF SCHOOL PERSONNEL:  Effective educational leaders develop the professional capacity and practice of school personnel to promote each student’s academic success and well-being.

 

STANDARD 7.  PROFESSIONAL COMMUNITY FOR TEACHERS AND STAFF:  Effective educational leaders foster a professional community of teachers and other professional staff to promote each student’s academic success and well-being.

 

STANDARD 8. MEANINGFUL ENGAGEMENT OF FAMILIES AND COMMUNITY:  Effective educational leaders engage families and the community in meaningful, reciprocal, and mutually beneficial ways to promote each student’s academic success and well-being.

 

STANDARD 9. OPERATIONS AND MANAGEMENT:  Effective educational leaders manage school operations and resources to promote each student’s academic success and well-being.

 

STANDARD 10. SCHOOL IMPROVEMENT:  Effective educational leaders act as agents of continuous improvement to promote each student’s academic success and well-being.

 

CAEP STANDARDS – ADVANCED PROGRAMS

 

Standard A.1:  The provider ensures that candidates for professional specialties develop a deep understanding of the critical concepts and principles of their field of preparation and, by completion, are able to use professional specialty practices flexibly to advance the learning of all P-12 students toward attainment of college- and career-readiness standards.

 

Standard A.2:  The provider ensures that effective partnerships and high-quality clinical practice are central to preparation so that candidates develop the knowledge, skills, and professional dispositions appropriate for their professional specialty field.

 

Standard A.3:  The provider demonstrates that the quality of advanced program candidates is a continuing and purposeful part of its responsibility so that completers are prepared to perform effectively and can be recommended for certification where applicable.

 

Standard A. 4:  The provider documents the satisfaction of its completers from advanced preparation programs and their employers with the relevance and effectiveness of their preparation.

 

Standard A. 5:  The provider maintains a quality assurance system comprised of valid data from multiple measures, including evidence of candidates’ and completer’ positive impact on P-12 student learning and development. The provider supports continuous improvement that is sustained and evidence-based, and that evaluates the effectiveness of its completers. The provider uses the results of inquiry and data collection to establish priorities, enhance program elements and capacity, and test innovations to improve completers’ impact on P-12 student learning and development.

 

 

 

 

MISSISSIPPI PRINCIPAL EVALUATION SYSTEM

 

1.      Facilitate the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by all stakeholders.

2.      Advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth.

3.      Ensuring management of the organization, operation, and resources for a safe, efficient, and effective learning environment.

4.      Collaborating with faculty and community members, responding to diverse community interest and needs, and mobilizing community resources.

5.      Acting with integrity, fairness, and in an ethical manner.

6.      Understanding, responding to, and influencing the political, social, economic, legal, and cultural context.

 

 

MISSISSIPPI CODE OF ETHICS

 

Standard 1: Professional Conduct An educator should demonstrate conduct that follows generally recognized professional standards.

 

Standard 2: Trustworthiness An educator should exemplify honesty and integrity in the course of professional practice and does not knowingly engage in deceptive practices regarding

 

Standard 3: Unlawful Acts An educator shall abide by federal, state, and local laws and statutes and local school board policies.

 

Standard 4: Educator/Student Relationships An educator should always maintain a professional relationship with all students, both in and outside the classroom.

 

Standard 5: Educator/Collegial Relationships An educator should always maintain a professional relationship with colleagues, both in and outside the classroom.

 

Standard 6: Alcohol, Drug and Tobacco Use or Possession An educator should refrain from the use of alcohol and/or tobacco during the course of professional practice and should never use illegal or unauthorized drugs.

 

Standard 7: Public Funds and Property An educator shall not knowingly misappropriate, divert, or use funds, personnel, property, or equipment committed to his or her charge for personal gain or advantage.

 

Standard 8: Remunerative Conduct An educator should maintain integrity with students, colleagues, parents, patrons, or businesses when accepting gifts, gratuities, favors, and additional compensation.

 

Standard 9: Maintenance of Confidentiality An educator shall comply with state and federal laws and local school board policies relating to confidentiality of student and personnel records, standardized test material, and other information covered by confidentiality agreements.

 

Standard 10: Breach of Contract or Abandonment of Employment An educator should fulfill all of the terms and obligations detailed in the contract with the local school board or educational agency for the duration of the contract.

 

 

Week 5: Performance Evaluation

Reading: Chapter 7 Text and PowerPoint; Mississippi Professional Growth System: Teacher Growth Rubric and Principal Growth Rubric

Assignment 1:  See the SLLA scenario in the Appendix.  Submit completed assignment.

 

 

Week 7: Collective Negotiations

Reading: Chapter 9-10 Text and PowerPoint; Article: Collective Bargaining

Teachers and administrators want input concerning the priorities established by the school board when these affect their salaries, fringe benefits, and working conditions. Collective negotiations may be defined as the process by which representatives of the school board meet with representatives of the school district to make proposals and counterproposals for the purpose of agreeing on salaries, fringe benefits, and working conditions for a specific period of time.  In this module, you will understand how this affects your salary and benefits as an educator.  We will begin some discussion on the legal issues of the human resources director.

Assignment 1: Internship #27  Meet with the district/school attendance officer(Jackson Public Schools District/Lanier High School in Jackson, MS).  Discuss the rules, procedures, and ramifications of attendance on law, finance, and general school/district operations. Include the highlights and / summary of the meeting in the portfolio. (NELP 6.1; PSEL 4e, 9b, 9f, 9g)

*Start this week preparing for your final assignment due next week which is a district recruitment plan. 

Week 8: Legal, Ethical, and Policy Issues

Reading: Chapter 10 Text and PowerPoint; District Recruitment Plans

 

The final module discusses various legal, ethical, and policy issues related to human resources in a school district.  As a district leader, it is imperative that you know the state and district policy and the law to avoid unnecessary litigation being brought upon the district because you operated outside of policy. 

 

 

Assignment 1:  Create a district recruitment plan.  See details in Appendix.

 

Assignment 2: Internship #13 Assist in the supervision of students at various intervals during the day, and also during bus/transportation supervision. Prepare a summary of your findings, concerns and any recommendations made to improvement the process.  (NELP 3.3; PSEL 3b, 3d, 3g, 3h, 5e, 7b)

Assignment 3: Internship #28   Meet with the director of maintenance/ head custodian and review job responsibilities and schedules of staff.  Shadow/ observe one custodian and / or maintenance person for a period of time (one hour, more if possible).A brief report from the meeting and observation, including the needs, concerns, and overall assessment of work performed, will be included in the notebook. Submit summary. (NELP 7.3; PSEL 3h, 4e 6g, 7a, 7f)

 

 

APPENDIX

 

SLLA Scenario

In Mississippi, in order to gain Administration Certification (486 license) licensure, one must complete an educational leadership program AND pass the School Leaders Licensure Assessment (SLLA).  One of the components of the SLLA is the constructed response.  The following scenario is similar to the type of questions you will see on the exam.  You will have only minutes to complete these types of questions.  Although I want you to be as detailed as possible when completing this for this assignment, see how quickly you can come up with your response.  Be sure to review the information providing in the three supporting documents to help formulate your response.

Questions 1-3

 

Questions 1, 2, and 3 relate to a case. The case is presented as a scenario accompanied by three documents.

 

Scenario

 

A new principal has been assigned to Susan Abernathy School, an elementary school that enjoys an excellent reputation in the area, a rigorous curriculum in all grades, and a high level of parent participation. The district has embarked on a major initiative in cooperative learning. By and large, the community has been quite supportive. In recent years, the school has experienced rapid growth as a result of extensive real estate development in the area, and many new teachers have been added to the faculty. Most of the new teachers have less than three years of experience in the classroom. One change evident in the student population over the past five years has been that a much smaller proportion of students now participates in lessons, classes, sports activities, and other educational and personal opportunities outside the scope of public school.

 

Documents (on following pages)

 

Document 1: School fact sheet

 

Document 2: Achievement data for the current year and the previous three years

 

Document 3: Excerpts from a school improvement plan (completed by the previous principal)

 

Questions  TO DO WRITER

 

Read all of the documents presented in this section and consider the scenario given above. Using information from the documents, address each of the following questions:

  1. What does the principal need to do to help the new faculty successfully integrate into the existing professional culture?

 

  1. Based on review of the school improvement plan and achievement data, what are the steps the principal needs to take to assure that cooperative learning is being implemented effectively in classrooms?

 

  1. Describe how the principal would assess the effectiveness of the cooperative learning program. Include how this might impact classroom teachers and the assessments conducted within a classroom.

 

Submit your responses to Questions 1-3 in Canvas for this assignment.

 

Document 1 for Case

 

School Fact Sheet

  • Susan Abernathy School is one of 15 elementary schools in Falling Oaks School District. It is seven years old and was built in anticipation of an increasing population.

 

  • The school’s population has been steadily increasing over the past five years. The number of classes per grade level has increased from four to five for grades kindergarten through three, and the average number of students per class has increased to 26 compared to 21 students per class five years ago.

 

  • The number of students who are enrolled in basic-skills classes (selected by scores on district assessments) has increased dramatically over the past five years, from about 4 students to about 20 students at each grade level.

 

  • The school has an active parent organization that, among other things, has conducted a successful fund-raising campaign and donated the profits to the school’s computer program.

 

  • Some of the leaders of the parent organization have made a point of requesting certain teachers for their children. While this is theoretically counter to district policy, most of the requests have been honored.

 

  • The district has conducted extensive research on cooperative learning and its positive effect on student achievement.

 

  • The school’s total budget for professional development for the year is $3,500.

 

  • There are two one-half days available for school-based staff development during the year.

 

 

Document 2 for Case

 

Achievement Data

Falling Oaks School District

 

Grade 3 Reading Test Data

 

Last Year

Mean of Three Previous Years

 

 

Combined

 

 

 

 

 

 

 

 

Number of Students

445

335

 

 

 

 

 

Percent Meeting Standard

71%

68%

 

 

 

 

 

Percent Slightly Below Standard

23%

28%

 

 

 

 

 

Percent Far Below Standard

6%

4%

 

 

 

 

 

 

Susan Abernathy School

 

Grade 3 Reading Test Data

 

 

Last Year

Mean of Three Previous Years

 

 

Combined

 

 

 

 

 

 

 

 

Number of Students

75

68

 

 

 

 

 

Percent Meeting Standard

73%

87%

 

 

 

 

 

Percent Slightly Below Standard

19%

11%

 

 

 

 

 

Percent Far Below Standard

8%

2%

 

 

 

 

 

 

Document 3 for Case

 

Excerpt from Current School Year Improvement Plan

 

School: Susan Abernathy

 

Goal #1: To improve implementation of cooperative learning in all classrooms

 

 

 

Activity

Responsibility

Date to Be

Cost

Evaluation

 

 

Completed

 

 

 

 

 

 

 

 

 

 

 

 

 

 

1.1.

Purchase books on cooperative

Principal

October

$75

Purchase orders

 

 

learning for the school’s

 

 

 

 

 

 

professional library.

 

 

 

 

 

 

 

 

 

 

 

 

1.2

Arrange for workshop on

Principal

November

$500

Workshop evaluations

 

 

cooperative learning for

 

 

 

 

 

 

fall staff development day.

 

 

 

 

 

 

 

 

 

 

 

 

1.3

Grade-level teams meet to

Team Leaders

December

None

Team meeting minutes

 

 

enhance plans for cooperative

 

 

 

 

 

 

learning in classrooms

 

 

 

 

 

 

 

 

 

 

 

 

1.4

Report card committee

Principal

March

None

Committee meeting

 

 

determines how to handle

 

 

 

minutes

 

 

cooperative learning activities

 

 

 

 

 

 

in grading.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

District Recruitment Plan Rubric (200 points)

Area of Focus

25-30 points

15-24 points

7-14 points

0-6 points

 

 

Vision for Recruitment and Retention

Includes a purpose and vision of recruitment and retention that is well articulated and related to the overall district vision

Includes a vision for recruitment that is related to the district vision

Includes a vision of recruitment but it does not mention retention or is not related to the district vision

The vision is not included or incomplete

 

 

Advertisement and Recruitment

Includes a systematic way to advertise for each type of vacant position: administrative, teaching, and classified.  Various forms of advertisement is included.  The plan includes a plethora of ways to recruit new candidates to the district.

A plan for advertising is including for most positions.  1-2 forms of advertisement is included.  The plan includes a couple of ways to recruit new candidates to the districts.

Advertisement only addresses a limited type of position and limited form of advertisement.  The plan includes 1 way to recruit new candidates.

Advertisement is not included or very limited.  Specific recruitment strategies are not included or limited.

Mentoring and Induction

Includes a detailed plan and strategies that differentiates mentoring and induction by type of position for 1-3 years with timelines.  Includes a system to induct, mentor, evaluate, improve, and recognize teachers.

Includes various strategies to mentor that includes most positions hired by the district for 1 year

Includes some strategies to mentor but limits to one type of position, such as just teacher mentoring, plan for mentoring is not comprehensive

There is not plan to mentor/induct new employees/people in new positions or plan is very limited

Hard to Fill positions and Minorities

The plan includes specific strategies that target hard-to-fill positions and critical shortage subject areas with timelines.  The plan includes specific strategies to recruit minorities.

The plan list ways to fill hard-to-fill positions and critical shortage subject areas.  The plan lists ways to recruit minorities.

The plan mentions hard-to-fill positions but does not provide specific strategies.  The plan mentions minorities but does not provide specific strategies for recruiting them.

The plan does not mention hard-to-fill positions or information is very limited.  The plan does not include ways to recruit minorities.

Grow Your Own Initiative

Includes a detailed plan for the district to develop teachers, administrators, and other personnel from within the district or the district’s scope of influence to fill positions

Includes creative ways to develop teachers or other personnel from within the district to fill positions

Includes 1-2 ways to grow new personnel from within the district to fill positions

Does not include Grow Your Own Initiative or information is very limited

Data Analysis

The plan provides specific ways to collect and use qualitative and quantitative data in recruitment efforts and ways to assess

The plan collects data for the purpose of recruitment efforts

The plan collects data but has specific strategy for using data for recruitment efforts

The plan does not use data or is very limited in its use for recruitment efforts

Visual

The plan is visually appealing and is free of errors.  It includes charts, graphs, logic models, and other features to enhance information provided. (15-20 points)

The plan is visually appealing and free of most errors.  It includes some charts and graphs to enhance information provided.   (9-14 points)

The plan has a few errors.  There are 1-2 additional features to enhance information provided.  (4-8)

The plan contains several errors.  There are no additional features to enhance information provided.  (0-3 points)

 

 

Educational Leadership Preparation (NELP) Program

Recognition Standards -Building Level

 

Standard 1: Mission, Vision, and Improvement

Candidates who successfully complete a building-level educational leadership preparation program understand and demonstrate the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to collaboratively lead, design, and implement a school mission, vision, and process for continuous improvement that reflects a core set of values and priorities that include data use, technology, equity, diversity, digital citizenship, and community.

Component 1.1 Program completers understand and demonstrate the capacity to collaboratively evaluate, develop, and communicate a school mission and vision designed to reflect a core set of values and priorities that include data use, technology, equity, diversity, digital citizenship, and community.

Component 1.2 Program completers understand and demonstrate the capacity to lead improvement processes that include data use, design, implementation, and evaluation.

Standard 2: Ethics and Professional Norms

Candidates who successfully complete a building-level educational leadership preparation program understand and demonstrate the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to understand and demonstrate the capacity to advocate for ethical decisions and cultivate and enact professional norms.

Component 2.1 Program completers understand and demonstrate the capacity to reflect on, communicate about, cultivate, and model professional dispositions and norms (i.e., fairness, integrity, transparency, trust, digital citizenship, collaboration, perseverance, reflection, lifelong learning) that support the educational success and well-being of each student and adult. Component 2.2 Program completers understand and demonstrate the capacity to evaluate, communicate about, and advocate for ethical and legal decisions.

Component 2.3 Program completers understand and demonstrate the capacity to model ethical behavior in their personal conduct and relationships and to cultivate ethical behavior in others.

Standard 3: Equity, Inclusiveness, and Cultural Responsiveness   

Equity, Inclusiveness, and Cultural Responsiveness Candidates who successfully complete a building-level educational leadership preparation program understand and demonstrate the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to develop and maintain a supportive, equitable, culturally responsive, and inclusive school culture.

Component 3.1 Program completers understand and demonstrate the capacity to use data to evaluate, design, cultivate, and advocate for a supportive and inclusive school culture.

Component 3.2 Program completers understand and demonstrate the capacity to evaluate, cultivate, and advocate for equitable access to educational resources, technologies, and opportunities that support the educational success and well-being of each student.

Component 3.3 Program completers understand and demonstrate the capacity to evaluate, cultivate, and advocate for equitable, inclusive, and culturally responsive instruction and behavior support practices among teachers and staff.

Standard 4: Learning and Instruction

Candidates who successfully complete a building-level educational leadership preparation program understand and demonstrate the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to evaluate, develop, and implement coherent systems of curriculum, instruction, data systems, supports, and assessment.

 

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