BP1005 Professional website

Submission Feedback

Overall Feedback

Hi Taraneisha,

First LOVE your photo with your kids :-) Good start on this and your website looks fabulous. However. please go back into the instructions and not the added detail that is required to meet expectations in Parts 2, 3, & 4.

Here is a summary:

Part 2 – 3 distinct Core Beliefs each beginning with a belief statement followed by all bulleted details for each on. I suggest a paragraph for each one to make sure you are fully addressing all detail for each one.

Part 3 - While you have 2 distinct interest areas described you only have one annotated resource per interest and you are required to have 2 for each one for a total of 4 in this section. For clarity I suggest separate paragraphs for each interest (see examples)

Part 4. You appear to have 2 goals however there is a lack of detail for both (see bullets in instructions and examples below please.

Please CONNECT with me in the Competency with questions and when ready to request your next attempt.

Kindly ~ mm

 EXAMPLES:

https://sites.google.com/view/professional-l-adams/home

https://sites.google.com/view/matthews-professional-site/professional-goals

https://sites.google.com/view/angelicamcgeachy/my-professional-goals-for-practice-and-growth

https://sites.google.com/view/christopher-whitaker-portfolio/goals

https://sites.google.com/lakesideearlylearning.org/kayley-spencer-ece/home

INTEREST AREA 1

I am particularly interested in infant development and the importance of play.

As an early childhood educator, one question that many people ask me is "what are you teaching the babies and how?" I often reply that we of course are not teaching advanced math or science, but that we are setting the foundation for all future learning through play and play-based experiences. The following links have expanded my knowledge on how and why our teaching of children comes down to playing: Resource1) https://www.zerotothree.org/resources/313-stages-of-play-from-6-12-months-discovering-connections

This resource breaks down some of the different things that children at this age are typically learning and practicing during their play and how to extend this leaning (Zero to Three, 2015). 

Resource 2) https://www.zerotothree.org/resources/1081-tips-on-playing-with-babies-and-toddlers

This resource breaks down tips and strategies on how to effectively engage with and extend children's play in meaningful ways (Zero to Three, 2016).

INTEREST AREA 2

I am also interested in developing children's language and literacy skills.

There is a prevailing, yet misguided, body of thought that we should not provide books to infants as all they will do is destroy them. However, depriving children of books at a young age will stunt their relationships with books, language, and literacy as they grow. The following links have expanded my knowledge on this topic:

Resource 1) https://www.zerotothree.org/resources/307-is-it-too-early-to-begin-reading-to-my-6-month-old

This question and answer entry reaffirms that books and literacy have a place in the lives of all children, no matter how young, and encourages parents to allow their children to engage with books as is appropriate for their age and developmental stage (Zero to Three, 2016).

Resource 2)  https://www.zerotothree.org/resources/1502-5-ways-to-raise-a-reader-starting-from-birth

This parent resource outlines how to create a solid foundation of literacy for children from a young age (Zero to Three, 2016).

Rubric Criteria

0 - Not Present

1 - Needs Improvement

2 - Meets Expectations

Learning Objective 1.1 - Apply Professional Digital Identity Guidelines to online content.

Response is not present.

Response is incomplete and/or inaccurately applies Professional Digital Identity Guidelines specific to the required website content.

Response demonstrates complete, logical, and accurate application of Professional Digital Identity Guidelines specific to the required website content.

Learning Objective 2.1 - Develop core early childhood professional beliefs.

Response is not present.

Response is vague, inaccurate, illogical, and/or incomplete, lacking details related to shaping the identity of an early childhood professional.

Core professional beliefs are clear, logical, complete, and related to shaping the identity of an early childhood professional.

Criterion Feedback

3 distinct Core Beliefs each beginning with a belief statement followed by all bulleted details for each on. I suggest a paragraph for each one to make sure you are fully addressing all detail for each one.

Learning Objective 2.2 - Explain how professional knowledge or practice informs core professional beliefs.

Response is not present.

Response is inaccurate, illogical, and/or incomplete. Response lacks details that explain the knowledge and practice that informs each core professional belief.

Response is an accurate, logical, and complete explanation of knowledge or practice that informs each core professional belief.

Criterion Feedback

3 distinct Core Beliefs each beginning with a belief statement followed by all bulleted details for each on. I suggest a paragraph for each one to make sure you are fully addressing all detail for each one.

Learning Objective 2.3 - Explain how core professional beliefs inform, shape, and/or influence current and/or future professional practice.

Response is not present.

Response is inaccurate, illogical, and/or incomplete. Response lacks details that explain how each core professional beliefs informs, shapes, and/or influences current and/or future practice.

Response is an accurate, logical, and complete explanation of how each core professional belief informs, shapes, and/or influences current and/or future professional practice.

Criterion Feedback

3 distinct Core Beliefs each beginning with a belief statement followed by all bulleted details for each on. I suggest a paragraph for each one to make sure you are fully addressing all detail for each one.

Learning Objective 2.4 - Explain how core beliefs relate to advocacy for positive social change for young children and families.

Response is not present.

Response is inaccurate, illogical, and/or incomplete. Response lacks details that explain how core beliefs relate to advocacy for positive social change for young children and families.

Response is an accurate, logical, and complete explanation of how each core professional belief relates to advocacy for positive social change for young children and families.

Criterion Feedback

3 distinct Core Beliefs each beginning with a belief statement followed by all bulleted details for each on. I suggest a paragraph for each one to make sure you are fully addressing all detail for each one.

Learning Objective 2.5 - Explain professional interests within the early childhood field.

Response is not present.

Response is inaccurate, illogical, and/or incomplete. Response lacks rationale for each one or both interests.

Response accurately, logically, and completely identifies areas of interest and includes rationale.

Criterion Feedback

Please clarify and describe each Interest area separately.

Learning Objective 2.6 - Identify resources that inform knowledge of the early childhood field.

Response is not present.

Response is inaccurate, illogical, and/or incomplete.

Response is accurate, and logical for the required number of resources and links.

Criterion Feedback

A total of 4 annotated resources are required - 2 for each interest area - see examples below please.

Learning Objective 2.7 - Formulate goals for professional practice and growth as an early childhood professional.

Response is not present.

Response is vague, inaccurate, illogical, and/or incomplete.

Goals for professional practice and/or growth are clear and related to work as an early childhood professional.

Learning Objective 2.8 - Explain the significance of professional goals.

Response is not present.

Response is vague, illogical, and/or incomplete, and it lacks details explaining why each goal is personally significant.

Response clearly and logically explains why each goal is personally significant.

Learning Objective 2.9 - Explain how professional goals can be achieved.

Response is not present.

Response is vague, inaccurate, and/or illogical.

Response clearly and logically explains a plan to achieve a professional goal.

Mastery Rubric

No

Yes

Learning Objective 1 - Describe a professional identity comprising a professional profile, core professional beliefs, professional interests, and professional goals to increase effectiveness as an early childhood professional.

Explanations of the professional profile and core professional beliefs, interests, and goals does not demonstrate awareness of and adherence to guidelines for professionalism online. All parts of the website does not contribute to establishing a professional identity that demonstrates self-reflection and self-assessment in a thoughtful explanation of core professional beliefs and specific areas of professional interest. It also doesn't demonstrates professional goal setting that identifies areas for practice and/or growth to increase effectiveness as an early childhood professional.

Explanations of the professional profile and core professional beliefs, interests, and goals demonstrate awareness of and adherence to guidelines for professionalism online. All parts of the website contribute to establishing a professional identity that demonstrates self-reflection and self-assessment in a thoughtful explanation of core professional beliefs and specific areas of professional interest. It also demonstrates professional goal setting that identifies areas for practice and/or growth to increase effectiveness as an early childhood professional.

Criterion Feedback

Hi Neisha,

First LOVE your photo with your kids :-) Good start on this and your website looks fabulous. However. please go back into the instructions and not the added detail that is required to meet expectations in Parts 2, 3, & 4.

Here is a summary:

Part 2 - 3 distinct Core Beliefs each beginning with a belief statement followed by all bulleted details for each on. I suggest a paragraph for each one to make sure you are fully addressing all detail for each one.

Part 3 - While you have 2 distinct interest areas described you only have one annotated resource per interest and you are required to have 2 for each one for a total of 4 in this section. For clarity I suggest separate paragraphs for each interest (see examples)

Part 4. You appear to have 2 goals however there is a lack of detail for both (see bullets in instructions and examples below please.

Please CONNECT with me in the Competency with questions and when ready to request your next attempt.

Kindly ~ mm

 EXAMPLES:

https://sites.google.com/view/professional-l-adams/home

https://sites.google.com/view/matthews-professional-site/professional-goals

https://sites.google.com/view/angelicamcgeachy/my-professional-goals-for-practice-and-growth

https://sites.google.com/view/christopher-whitaker-portfolio/goals

https://sites.google.com/lakesideearlylearning.org/kayley-spencer-ece/home

INTEREST AREA 1

I am particularly interested in infant development and the importance of play.

As an early childhood educator, one question that many people ask me is "what are you teaching the babies and how?" I often reply that we of course are not teaching advanced math or science, but that we are setting the foundation for all future learning through play and play-based experiences. The following links have expanded my knowledge on how and why our teaching of children comes down to playing: Resource1) https://www.zerotothree.org/resources/313-stages-of-play-from-6-12-months-discovering-connections

This resource breaks down some of the different things that children at this age are typically learning and practicing during their play and how to extend this leaning (Zero to Three, 2015). 

Resource 2) https://www.zerotothree.org/resources/1081-tips-on-playing-with-babies-and-toddlers

This resource breaks down tips and strategies on how to effectively engage with and extend children's play in meaningful ways (Zero to Three, 2016).

INTEREST AREA 2

I am also interested in developing children's language and literacy skills.

There is a prevailing, yet misguided, body of thought that we should not provide books to infants as all they will do is destroy them. However, depriving children of books at a young age will stunt their relationships with books, language, and literacy as they grow. The following links have expanded my knowledge on this topic:

Resource 1) https://www.zerotothree.org/resources/307-is-it-too-early-to-begin-reading-to-my-6-month-old

This question and answer entry reaffirms that books and literacy have a place in the lives of all children, no matter how young, and encourages parents to allow their children to engage with books as is appropriate for their age and developmental stage (Zero to Three, 2016).

Resource 2)  https://www.zerotothree.org/resources/1502-5-ways-to-raise-a-reader-starting-from-birth

This parent resource outlines how to create a solid foundation of literacy for children from a young age (Zero to Three, 2016).

Professional Skills Building

0 - Not Present

1 - Needs Improvement

2 - Meets Expectations

Written Communication 1.1: Construct complete and correct sentences (AWE 2; Sentence Level Skills)

Sentences are incoherent and impede reader’s access to ideas.

Sentences are incomplete and/or include fragments and run-on sentences, limiting reader’s access to ideas.

Sentences structure effectively conveys meaning to the reader.

Written Communication 1.2: Demonstrate the effective use of grammar and mechanics. (AWE 2; Sentence Level Skills)

Multiple inaccuracies in grammar and mechanics impede reader’s access to ideas.

Some inaccuracies in grammar and mechanics limit reader’s access to ideas.

Use of grammar and mechanics is straightforward and effectively conveys meaning to reader.

Written Communication 1.3: Create cohesive paragraphs with a clear central idea. (AWE 2; Paragraph Level Skills)

Paragraphs, or lack of paragraphs, impede reader’s access to ideas.

Construction of the main idea and/or supporting paragraphs limit reader’s access to ideas.

Main idea and/or supporting paragraphs effectively convey meaning to reader.