Capstone Project: Preventing Power Struggles in School-Age Group Settings

Instructional Problem

Staff often rely on reactive discipline when faced with challenging behaviors, which can escalate conflict and erode trust. This course addresses the need for proactive, relationship-based strategies that prevent power struggles before they begin.

Learning Outcomes

1. Identify at least two common stressors that lead to power struggles.

2. Describe at least two proactive strategies to prevent escalation and promote cooperation.

3. Apply a reflection cycle to track and adjust strategies over time.

Instructional Framework

The course is grounded in Merrill’s First Principles of Instruction and KIT’s Ready, Set, Support! model. It follows the ADDIE-aligned KIT Course Development Process: Plan, Design, Develop, and Publish.

Course Features

• Micro-videos (≤7 minutes)

• Interactive blocks (scenarios, process steps, knowledge checks)

• Downloadable tools (Proactive Plan Cards, Stressor Look-For List, Implementation Tracker)

• Accessibility supports (captions, transcripts, alt text)

Course Products

• Capstone Presentation – Preventing Power Struggles in School‑Age Group Settings

  • Purpose: Summarizes the instructional challenge, design process, and final deliverables.

  • Function: Used for final defense and stakeholder review via Zoom.

• Curriculum Review Form – Preventing Power Struggles in School‑Age Group Settings

  • Purpose: Documents instructional need, learning outcomes, and alignment with KIT standards.

  • Function: Serves as the formal planning and approval tool for KIT Academy.

• Video Lesson Slide Deck – Preventing Power Struggles in School‑Age Group Settings

  • Purpose: Provides visual support for asynchronous micro‑videos.

  • Function: Guides narration and visual storytelling in Rise 360.

• Articulate Rise 360 Course – Preventing Power Struggles in School‑Age Group Settings

  • Purpose: Main instructional module for learners.

  • Function: Delivers interactive, self‑paced training with embedded scenarios and planning tools.

• Tip Sheet – Preventing Power Struggles in School‑Age Group Settings

  • Purpose: Quick‑reference guide for staff implementing strategies.

  • Function: Summarizes proactive strategies in a printable format for daily use.

• Course Handout – Preventing Power Struggles in School‑Age Group Settings

  • Purpose: Companion resource for learners.

  • Function: Reinforces key concepts, reflection prompts, and links to extended learning.

Development Highlights

• Weekly accountability meetings with KIT’s Curriculum & Evaluation Manager

• Iterative feedback cycles and script refinement

• Scenario-based learning and branching interactions

Lessons Learned

• Balancing perfectionism with iteration

• Designing for generalized learners vs. personal students

• Importance of backups and credential continuity

Reflection

Completing this capstone while teaching the ADDIE model at UNC Greensboro allowed me to refine my instructional design practice in real time. The challenges I faced became teachable moments for my students, and the project itself became a living example of theory in action. This experience deepened my understanding of how theory and practice intersect, highlighting the importance of adaptability and responsiveness in instructional design. It reinforced the value of iterative development and continuous feedback, not only in creating effective learning experiences but also in fostering professional growth. Moreover, the project underscored the critical role of empathy and learner-centered approaches when addressing complex behavioral challenges, inspiring me to advocate for more proactive and supportive educational environments.