Effective Program Planning

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CECS LD005: Effective Program Planning

Plan elements of effective early childhood programs, including mission and vision statements, a family handbook, a plan for family and

community involvement, and a design for the indoor and outdoor physical environment.

Assessment Rubric

0 Not Present

1 Needs Improvement

2 Meets Expectations

3 Exceeds Expectations

Part I: Family Handbook

Sub-Competency 1: Create effective vision and mission statements with corresponding goals.

Learning Objective 1.1: Compose vision and mission statements that align with the principles of early childhood development.

Mission and vision statements are missing.

Mission and vision statements are vaguely related to one or more principles of child development.

Mission and vision statements are aligned with one or more principles of child development.

Demonstrates the same level of achievement as “2,” plus the following: Mission and vision statements are clearly aligned two or more principles of child development.

Learning Objective 1.2: Design vision and mission statements that meet the cultural values and needs of communities.

Mission and vision statements are missing.

Mission and vision statements reflect a vague awareness of the cultural context of the community served by the program.

Mission and vision statements reflect the cultural context of the community served by the program.

Demonstrates the same level of achievement as “2,” plus the following: Mission and vision statements are supported with data related to community needs.

Learning Objective 1.3 Compose goal statements that directly support/align with vision and mission.

Goal statements are missing.

Goal statements are vaguely aligned with at least some elements of the vision and mission statements.

Goal statements are aligned with key elements of the vision and mission statements.

Demonstrates the same level of achievement as “2,” plus the following: Goal statements are logically connected to each other and to the professional knowledge

0 Not Present

1 Needs Improvement

2 Meets Expectations

3 Exceeds Expectations

base.

Learning Objective 1.4 Compose goals that include measureable and results-oriented objectives

Goals are missing. Goals include objectives that are difficult to measure and/or unrealistic.

Goals include specific measurable, attainable objectives. Objectives are aligned to goals.

Demonstrates the same level of achievement as “2,” plus the following: Goals include criteria for successful results.

Sub-Competency 2: Develop policies and procedures for early childhood programs.

Learning Objective 2.1: Develop policies and procedures related to health, safety, and nutrition.

Policies and procedures related to health, safety, and nutrition are missing.

Policies and procedures related to health, safety, and nutrition are outlined, but are incomplete and/or unclear.

Policies and procedures related to health, safety, and nutrition are clear and cohesive.

Demonstrates the same level of achievement as “2,” plus the following: Policies and procedures delineate responsibilities and expectations of the program and the family.

Learning Objective 2.2: Develop policies and procedures related to enrollment, attendance, tuition, and fees.

Policies and procedures related to enrollment, attendance, tuition, and fees are missing.

Policies and procedures related to enrollment, attendance, tuition, and fees are outlined, but are incomplete and/or unclear.

Policies and procedures related to enrollment, attendance, tuition, and fees are clear and detailed.

Demonstrates the same level of achievement as “2,” plus the following: Policies and procedures delineate responsibilities and expectations of the program and the family.

Learning Objective 2.3: Develop policies and procedures related to curriculum and daily activities.

Policies and procedures related to curriculum and daily activities are missing.

Policies and procedures related to curriculum and daily activities are outlined, but are incomplete and/or unclear.

Policies and procedures related to curriculum and daily activities are clear and detailed.

Demonstrates the same level of achievement as “2,” plus the following: Policies and procedures delineate responsibilities and expectations of the program and the family.

0 Not Present

1 Needs Improvement

2 Meets Expectations

3 Exceeds Expectations

Learning Objective 2.4: Develop policies and procedures that adhere to the legal requirements and ethical obligations of operating early childhood programs.

Policies and procedures are missing.

Policies and procedures vaguely allude to legal and ethical obligations of operating early childhood programs.

Policies and procedures generally adhere to legal and ethical obligations of operating early childhood programs.

Demonstrates the same level of achievement as “2,” plus the following: Where appropriate, policies and procedures provide rationales that explicitly reference relevant laws or ethical principles.

Learning Objective 2.5: Develop policies and procedures that are developmentally appropriate for the children served.

Policies and procedures are missing.

Policies and procedures vaguely relate to the developmental levels of the children served by the program.

Policies and procedures are appropriate to the developmental levels of the children served by the program.

Demonstrates the same level of achievement as “2,” plus the following: Policies and procedures provide rationales that explicitly reference relevant principles of child development.

Sub-Competency 3: Explain practices that encourage family involvement and community connections.

Learning Objective 3.1: Describe practices that encourage family engagement in the program.

Description is missing. Practices provide avenues for surface-level involvement by families in the life of the program and in the learning and development of the children served. Avenues for authentic family engagement are limited.

Practices provide multiple avenues for authentic family engagement in the life of the program and in the learning and development of the children served. Connections are drawn between these practices and the professional knowledge base.

Demonstrates the same level of achievement as “2,” plus the following: Practices are culturally relevant and promote the building of respectful and reciprocal relationships with families.

0 Not Present

1 Needs Improvement

2 Meets Expectations

3 Exceeds Expectations

Learning Objective 3.2: Describe practices that promote community connections.

Description is missing. Practices provide surface- level avenues for connections between the program and the community it serves. Avenues for authentic community connection are limited.

Practices provide multiple avenues for authentic connections between the program and the community it serves. Connections are drawn between these practices and the professional knowledge base.

Demonstrates the same level of achievement as “2,” plus the following: Practices explicitly include connections related to the curriculum, as well as the sociocultural development of the children and families served.

Part II: Learning Environment Portfolio

Sub-Competency 4: Create learning environments that support developmentally appropriate practices.

Learning Objective 4.1: Design indoor learning environments.

Visual representations of indoor learning environments are missing.

Visual representations of indoor learning environments partially illustrate functional areas, quiet and active play areas, furnishings, and materials.

Visual representations of indoor learning environments clearly illustrate appropriate functional areas, quiet and active play areas, furnishings, and materials. Drawings and/or photographs clearly illustrate multiple elements of the learning environment.

Demonstrates the same level of achievement as “2,” plus the following: Drawings and/or photographs provide a comprehensive portrait of the indoor learning environment.

Learning Objective 4.2: Design outdoor learning environments.

Visual representations of outdoor learning environments are missing.

Visual representations of outdoor learning environments partially illustrate functional areas, quiet and active play areas, furnishings, and materials.

Visual representations of outdoor learning environments clearly illustrate appropriate equipment, activity/play areas, landscape features, and other elements with

Demonstrates the same level of achievement as “2,” plus the following: Drawings and/or photographs provide a comprehensive portrait of

0 Not Present

1 Needs Improvement

2 Meets Expectations

3 Exceeds Expectations

which children interact. Drawings and/or photographs clearly illustrate multiple elements of the learning environment.

the outdoor learning environment.

Learning Objective 4.3: Explain how specific features of learning environments support developmentally appropriate practice.

Explanation is missing.

Narrative provides vague or partial explanation of how the learning environments support developmentally appropriate practices. Narrative includes superficial examples that focus on specific elements within each environment.

Narrative provides clear explanation of how the learning environments support multiple developmentally appropriate practices. Narrative includes authentic examples that focus on specific elements within each environment. Narrative includes connections to the professional knowledge base.

Demonstrates the same level of achievement as “2,” plus the following: Narrative explains how these elements support child development across multiple domains.

Part III: Presentation

Sub-Competency 5: Explain the philosophy and purpose of an early childhood program to families and/or other stakeholders.

Learning Objective 5.1: Explain philosophies and purposes of early childhood programs to families and/or other stakeholders.

Explanation is missing. Explanation of the philosophy and purpose(s) of the program is vague.

Explanation of the philosophy and purpose(s) of the program is clear. Logical connections are made between the program’s philosophy and purpose and the needs of the children and families it

Demonstrates the same level of achievement as “2,” plus the following: Cohesive connections are made between the program’s philosophy and purpose and the needs of the children and families it

0 Not Present

1 Needs Improvement

2 Meets Expectations

3 Exceeds Expectations

serves. serves.

PS002: Oral Communication: Use effective oral presentation skills. Learning Objective PS 2.1: Use clear enunciation, correct pronunciation, comfortable pacing, and appropriate volume.

Presenter mumbles or speaks in a monotone, mispronounces words, and/or struggles to find appropriate pacing or volume.

Presenter inconsistently uses clear enunciation, correct pronunciation, comfortable pacing, and appropriate volume.

Presenter engages the audience through mostly clear enunciation, correct pronunciation, comfortable pacing, and appropriate volume.

Presenter enhances audience engagement through consistently clear enunciation, correct pronunciation, comfortable pacing, and appropriate volume.

Learning Objective PS 2.2: Organize information to be presented.

Information is disorganized to a degree that impedes audience understanding.

Organization of information minimally supports audience understanding.

Organization of information generally enhances audience understanding of concepts.

Organization of information significantly enhances audience understanding of both general and specific concepts, and promotes audience engagement.

PS003: Technology: Use technology tools effectively.

Learning Objective PS 3.1: Use images and layout of presentations to effectively communicate content to a specific audience.

Images and layout are inappropriate, hard to read, and/or impede audience understanding of key concepts.

Images or layout provide limited support for audience understanding of key concepts.

Images and layout generally support audience understanding of key concepts.

Images and design elements are used purposefully, and they effectively support audience engagement and understanding of key concepts.

PS001: Written 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,

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

0 Not Present

1 Needs Improvement

2 Meets Expectations

3 Exceeds Expectations

spelling, and/or mechanics do not negatively impact 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: Use appropriate vocabulary and tone for the audience and

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

0 Not Present

1 Needs Improvement

2 Meets Expectations

3 Exceeds Expectations

purpose. of key concepts.