Communicating and Collaborating with Agencies and Government Officials

©2014 Walden University 1

CC004 Communicating and Collaborating with Agencies and Government Officials

Assessment Rubric

0 Not Present

1 Needs Improvement

2 Meets Expectations

3 Exceeds Expectations

Part I: Advocacy Begins with Communication and Collaboration

Sub-Competency #1: Analyze advocacy issues that can benefit from the support of various agencies and government officials.

Learning Objective 1.1: Explain the importance of specific advocacy issues and their impact on the early childhood field.

Explanation is missing.

Response vaguely explains the importance of an advocacy issue, or explains an issue that is inappropriate based on community information, and/or is irrelevant to the early childhood field. Response vaguely explains the relevance of the advocacy issue in the community and on the early childhood field.

Response thoroughly explains one appropriate advocacy issue in the local community that is relevant to the early childhood field. Response thoroughly explains the relevance of the advocacy issue in the community and on the early childhood field. Response is supported by logical connections to the professional knowledge base.

Demonstrates the same level of achievement as “2,” plus the following: Response thoroughly explains more than one relevant advocacy issue.

Sub-Competency 2: Analyze local, regional, national, and international institutions, agencies, and/or organizations that support and advocate for young children and families.

Learning Objective 2.1: Describe agencies and/or organizations that support early childhood advocacy efforts.

Description is missing. Response vaguely or incompletely describes an advocacy agency and/or organization that supports the advocacy issue identified. Response provides a

Response thoroughly describes an appropriate advocacy agency and/or organization that supports the advocacy issue identified. Response provides a clear

Demonstrates the same level of achievement as “2,” plus the following: Response describes more than one relevant advocacy agency or organization to support

©2014 Walden University 2

0 Not Present

1 Needs Improvement

2 Meets Expectations

3 Exceeds Expectations

vague rationale for partnering with the agency and/or organization to address the advocacy issue identified.

rationale for partnering with the agency and/or organization to address the advocacy issue identified.

the advocacy issue.

Part II: Communicating and Collaborating with Agencies

Sub-Competency 3: Apply communication and collaboration skills within a variety of early childhood institutions, agencies, and/or organizations.

Learning Objective 3.1: Use communication and collaboration skills to gather support from advocacy agencies and/or organizations.

Letter is missing.

Letter to the agency and/or organization provides a vague or partial overview of the advocacy issue and its relevance to the community and the early childhood field. Letter includes a vague reference to the professional knowledge base, or current statistical data, to support the urgency of the advocacy issue. Letter includes a general suggestion regarding how to partner with the agency and/or organization to support the advocacy effort.

Letter to the agency and/or organization provides a comprehensive overview of the advocacy issue and its relevance to the community and the early childhood field. Letter includes a clear reference to the professional knowledge base, or current statistical data, to support the urgency of the advocacy issue. Letter includes a specific suggestion regarding how to partner with the agency and/or organization to support the advocacy effort.

Demonstrates the same level of achievement as “2,” plus the following: Response provides evidence of a response from a government official and/or evidence of sending the letter.

Part III: Communicating and Collaborating with Government Officials

©2014 Walden University 3

0 Not Present

1 Needs Improvement

2 Meets Expectations

3 Exceeds Expectations

Sub-Competency 3: Apply communication and collaboration skills within a variety of early childhood institutions, agencies, and/or organizations.

Learning Objective 3.2: Use communication and collaboration skills to gather support from government officials.

Letter is missing.

Letter to the government official provides a vague or incomplete overview of the advocacy issue and its relevance to the community and the early childhood field. Letter includes a vague reference to the professional knowledge base, or current statistical data, to support the urgency of the advocacy issue.

Letter to the government official provides a comprehensive overview of the advocacy issue and its relevance to the community and the early childhood field. Letter includes a clear reference to the professional knowledge base, or current statistical data, to support the urgency of the advocacy issue.

Demonstrates the same level of achievement as “2,” plus the following: Response provides evidence of a response from a government official and/or evidence of sending the letter.

Learning Objective 3.3: Explain the role of government officials in advancing an advocacy issue.

Explanation is missing.

Letter vaguely describes the agency and/or organization supporting the advocacy issue and the role of the government official in their partnership. Letter includes a general request of the government official regarding how he or she can support the advocacy effort.

Letter clearly describes the agency and/or organization supporting the advocacy issue and the role of the government official in their partnership. Letter includes a specific request of the government official regarding how he or she can support the advocacy effort.

Demonstrates the same level of achievement as “2,” plus the following: Relevant connections are made to a personal or professional experience that involves seeking support from government officials for advocacy efforts.

Professional Skill 001: Written Communication: Demonstrate graduate-level writing skills.

©2014 Walden University 4

0 Not Present

1 Needs Improvement

2 Meets Expectations

3 Exceeds Expectations

Learning Objective PS 1.1: Use proper grammar, spelling, and mechanics.

Multiple major and minor errors in grammar, spelling, and/or mechanics are highly distracting and seriously impact readability.

Multiple minor errors in grammar, spelling, and/or mechanics are distracting and negatively impact readability.

Writing reflects competent use of standard edited American English. Errors in grammar, spelling, and/or mechanics do not negatively impact readability.

Grammar, spelling, and mechanics reflect a high level of accuracy in standard American English and enhance readability.

Learning Objective PS 1.2: Organize writing to enhance clarity.

Writing is poorly organized and incoherent. Introductions, transitions, and conclusions are missing or inappropriate.

Writing is loosely organized. Limited use of introductions, transitions, and conclusions provides partial continuity.

Writing is generally well- organized. Introductions, transitions, and conclusions provide continuity and a logical progression of ideas.

Writing is consistently well-organized. Introductions, transitions, and conclusions are used effectively to enhance clarity, cohesion, and flow.

Learning Objective PS 1.3: Support writing with appropriate resources.

Writing does not integrate appropriate resources and content in support of ideas and argument.

Writing loosely integrates some appropriate resources and content in support of ideas and argument.

Writing sufficiently integrates appropriate resources (which may include peer-reviewed resources) and content in support of ideas and argument.

Writing effectively integrates appropriate resources (which may include peer-reviewed resources) and content to support and expand upon ideas and arguments.

Learning Objective PS 1.4: Apply APA style to written work.

APA conventions are not applied.

APA conventions for attribution of sources, structure, formatting, etc., are applied inconsistently.

APA conventions for attribution of sources, structure, formatting, etc., are generally applied correctly in most instances. Sources are generally cited appropriately and accurately.

APA conventions for attribution of sources, structure, formatting, etc., are applied correctly and consistently throughout the paper. Sources are consistently cited appropriately and accurately.

Learning Objective PS 1.5:

Vocabulary and tone are inappropriate and

Vocabulary and tone have limited relevance to the

Vocabulary and tone are generally appropriate for

Vocabulary and tone are consistently tailored to the

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0 Not Present

1 Needs Improvement

2 Meets Expectations

3 Exceeds Expectations

Use appropriate vocabulary and tone for the audience and purpose.

negatively impact clarity of concepts to be conveyed.

audience. the audience and support communication of key concepts.

audience and effectively and directly support communication of key concepts.