Essay 5

EDU131Rubric-11.docx

Assessment Name: EDU 131 Service Learning Assignment

Student Name: _____________________________ Date: __________________

This assessment is used in every section of EDU 131, designed to focus on Standards #2 Building Family and Community Relationships, Standard #6 Becoming a Professional

Standard or Supportive Skill

Key Elements

Below Expectations

D/F

Approaches Expectations

B/C

Meets Expectations

Comments

Awareness of Purpose of Service

Student expresses no empathy and awareness regarding children and family issues.

Student expresses some empathy and awareness regarding children and family issues.

Student expresses and authentic empathy and awareness regarding children and family issues.

Standard 2:

Building Family and Community Relationships

Responsibility to the community (civic engagement)

2b) Supporting and engaging families through respectful, reciprocal relationships.

Student expresses no insight into children and family issues pertinent to the service experience and demonstrates no awareness of a personal sense of responsibility in serving children and families.

points

Student engages a few times with children and family and demonstrates moderate awareness of a personal sense of responsibility in service children and families.

points

Student frequently seen engaging with children and family and demonstrates a great deal of awareness of a personal sense of responsibility in serving children and families.

points

Supportive Skill 5:

Skills in identifying and using professional resources

Student does not express or know how to identify or use resources.

points

Student expresses some ideas on how to identify or use resources to connect colleagues and families.

points

Student expresses with a great deal of detail how to identify or use resources to connect colleagues and families.

points

Standard 2:

Building Family and Community Relationships

Application of course concepts to service learning (academics)

2a) Knowing about and understanding diverse family and community characteristics

Student expresses no connection between course concepts related to children and family and service experience Student expresses no understanding of family and community characteristics.

points

Student expresses some connection between course concepts related to children and family and service experience. Student expresses moderate understanding of family and community characteristics.

points

Student expresses connection between course concepts related to children and family and service experience. Student expresses a deeper understanding of family and community characteristics.

points

Application of course concepts to service learning (academics)

2c) Involve families and communities in their children’s development and learning

Student does not express and understanding of the relationship and collaboration between families and the organization in understanding children’s development and learning.

points

Student expresses with some detail the relationship and collaboration between families and the organization in understanding children’s development and learning.

points

Student expresses with detail the relationship and collaboration between families and the organization in understanding children’s development and learning.

points

Supportive Skill 4: Making connections between prior knowledge/experience and new learning

Student does not reflect on the experience and does not make connections between prior knowledge experience/new learning.

points

Student reflects in some ways on the experience and makes connections between prior knowledge/ experience and new learning.

points

Student reflects in a meaning way on the experience and makes connections between prior knowledge/ experience and new learning.

points

Standard 2:

Building Family and Community Relationships

Impact on Student’s personal life (personal growth)

2b) Supporting and engaging families and communities through respectful, reciprocal relationships

Student expresses no connection between service to children, family and self, and demonstrates no change in attitudes perspectives, beliefs, or understanding that promote respectful reciprocal relationships and of own skills.

points

Student engages a few times children and families, and expresses some connection between service to children family and self, and demonstrates some change in attitudes perspectives, beliefs, or understanding that promote respectful reciprocal relations and of own skills.

points

Students frequently seen engaging with children and family, expresses a great deal of connection between service to children, family and self, and demonstrates change in attitudes, perspectives, beliefs or understanding that promote respectful reciprocal relationships and of own skill.

points

Critical thinking (Academics) Overall essay

2c) Demonstrating cultural competence and effective collaboration to involve families and communities in their children’s development and learning

Student does not reflect on diversity and cultural issues neither ask questions nor show no awareness of multiple perspectives related to children and families. Opinions are state with no analysis and support.

points

Student reflects with some examples on diversity and cultural issues and asks some questions and show some awareness of multiple perspectives related to children and families. Opinions are stated with some analysis and support.

points

Student reflects genuinely on diversity and cultural issues and asks many questions and shows a great deal of awareness of multiple perspectives related to children and families. Opinions are state with much analysis and support.

points

Standard 6:

Becoming a Professional

6a) Identifying and involving oneself with the early childhood field

Student does not describe his/her involvement with the project focused on serving children and families in an early childhood program.

points

Student provides some description of his/her involvement with the project focused on serving children and families in an early childhood program.

points

Student accurately describes with the project focuses on serving children and families in an early childhood program.

points

6b) Knowing about and upholding ethical standard and other professional guideline

Student does not give examples on the use of the code of ethics to describe responsibilities and challenges.

points

Student gives some examples on the use of the code of ethics to describe the responsibilities and challenges.

points

Student gives concrete examples on the use of the code of ethics to describe responsibilities and challenges.

points

6c) Engaging in continuous, collaborative learning to inform practice

Student does not express how the service learning experience contributes to his/her continuous learning.

points

Student provides some examples on how the service learning experience contributes to his/her continuous learning.

points

Student articulates accurately how the service learning experience contributes to his/her continuous learning.

points

6d) Integrating knowledge, reflective, and critical perspectives on early education.

Student is not knowledgeable on what early learning opportunities are available in the community.

points

Student provides an example of an early learning opportunity available in the community.

points

Student provides more than one example of early learning opportunities available in the community.

points

TOTAL

/100

2a: Well-prepared students possess knowledge and understanding of diverse family and community characteristics and of the many influences on families and communities. Family theory and research provide a knowledge base. Socioeconomic conditions: families and communities, Family theory and research provide a knowledge base, Socioeconomic conditions: family structures, relationships, stresses, and supports (including the impact of having a child with special needs): home language; cultural values; ethnicity; community resources, cohesiveness and organization- knowledge of these and other factors creates a deeper understanding of young children’s lives

2b: Understand how to build positive relationships, taking families’ preferences and goals into account and incorporating knowledge of families’ language and culture. Know and demonstrate a variety of communication skills to foster such relationships, emphasizing informal conversations while also including appropriate uses of conferencing and technology to share children’s’ work and to communicate with families.

2c: Students develop cultural competence as they build relations with diverse families, including those whose children have disabilities or special characteristics or learning needs; families who are facing multiple challenges in their lives; families who are facing multiple challenges in their lives; and families whose languages and cultures may differ from those of the early childhood professional; also understand that their relationships with families include assisting families in finding needed resources, such as mental health services, health care, adult education, English language instruction, and economic assistance that may contribute directly or indirectly to their children’s positive development and learning.