Leading and Developing Teams
Jmbeng74
LD002_Rubric.pdf
©2014 Walden University 1
CECS LD002: Leading and Developing Teams
Apply effective strategies for managing, leading, and developing teams in early childhood contexts.
Assessment Rubric
0 Not Present
1 Needs Improvement
2 Meets Expectations
3 Exceeds Expectations
Sub-Competency 1: Apply strategies for creating effective teams.
Learning Objective 1.1: Explain how to organize effective teams.
Explanation is missing.
Explanation is vague or incomplete.
Response includes a logical explanation of how to pair the teachers in the scenario with a rationale for the choices. Response is supported by logical connections to the professional knowledge base.
Demonstrates the same level of achievement as “2,” plus the following: A relevant example from personal or professional experience.
Sub-Competency 2: Analyze strategies for addressing team conflict.
Learning Objective 2.1: Apply strategies for addressing conflict.
Response is missing.
Response includes a vague or incomplete explanation of strategies to handle the conflicts in all three scenarios.
Response includes a clear explanation of strategies to handle the conflicts in all three scenarios. Strategies are supported by logical connections to the professional knowledge base.
Demonstrates the same level of achievement as “2,” plus the following: A relevant example from personal or professional experience.
Sub-Competency 3: Apply strategies for building consensus among teams.
Learning Objective 3.1: Describe strategies used to build consensus among teams.
Description is missing.
Description is vague or incomplete.
Response provides a clear description of two relevant strategies for building consensus.
Demonstrates the same level of achievement as “2,” plus the following: A relevant example from
©2014 Walden University 2
0 Not Present
1 Needs Improvement
2 Meets Expectations
3 Exceeds Expectations
Strategies are supported by logical connections to the professional knowledge base.
personal or professional experience.
Sub-Competency 4: Apply strategies for a team approach to decision making and problem solving.
Learning Objective 4.1: Describe strategies for fostering a team approach to problem solving and decision making.
Description is missing. Description is vague or incomplete.
Description includes two relevant strategies for fostering a team approach to problem solving and decision making. Strategies are supported by logical connections to the professional knowledge base.
Demonstrates the same level of achievement as “2,” plus the following: A relevant example from personal or professional experience.
Sub-Competency 5: Apply strategies for responding to cultural differences among teams.
Learning Objective 5.1: Describe strategies for responding to cultural differences among teams.
Description is missing.
Description is vague or incomplete.
Response includes a clear description of two relevant strategies for responding to cultural diversity among the staff in the scenario. Response includes a clear rationale for using these strategies to improve team effectiveness. Response is supported by logical connections to the professional knowledge base.
Demonstrates the same level of achievement as “2,” plus the following: More than two relevant strategies for responding to cultural diversity among the staff in the scenario.
©2014 Walden University 3
0 Not Present
1 Needs Improvement
2 Meets Expectations
3 Exceeds Expectations
PS001: Communication: Demonstrate graduate-level writing skills. 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
APA conventions for attribution of sources, structure, formatting, etc., are applied correctly and consistently throughout the paper. Sources are consistently cited
©2014 Walden University 4
0 Not Present
1 Needs Improvement
2 Meets Expectations
3 Exceeds Expectations
appropriately and accurately.
appropriately and accurately.
Learning Objective PS 1.5: Use appropriate vocabulary and tone for the audience and purpose.
Vocabulary and tone are inappropriate and negatively impact clarity of concepts to be conveyed.
Vocabulary and tone have limited relevance to the audience.
Vocabulary and tone are generally appropriate for the audience and support communication of key concepts.
Vocabulary and tone are consistently tailored to the audience and effectively and directly support communication of key concepts.
PS005: Critical Thinking: Use critical-thinking and problem-solving skills to analyze professional issues and inform best practice.
Learning Objective PS 5.2: Generate reasonable and appropriate assumptions.
Assumptions are missing. Response does not adequately present and discuss key assumptions in an original argument.
Response presents and discusses key assumptions in an original argument.
Response justifies the reasonableness and need for assumptions in an original argument.
Learning Objective PS 5.4: Use problem-solving skills.
Problems and solutions are not identified.
Response presents solutions, but they are ineffective in addressing the specific problem.
Response presents solutions that are practical and work in addressing the specific problem.
Response presents compelling supporting arguments for proposed solutions.
