Marketing Early Childhood Program

©2014 Walden University 1

CECS MP002: Marketing Early Childhood Programs

Assessment Rubric

0 Not Present

1 Needs Improvement

2 Meets Expectations

3 Exceeds Expectations

Part I: Leveraging the Enthusiasm of Your Community

Sub-Competency 1: Apply strategies to encourage family and staff promotion of early childhood programs within the community.

Learning Objective 1.1: Explain the role of families and staff in promoting positive public relations for early childhood programs.

Explanation is missing. Explanation is vague or incomplete.

Response clearly explains the role of families and staff in promoting early childhood programs. Rationale for the importance of this role is clear and logical.

Demonstrates the same level of achievement as “2” plus the following: Rationale is compelling and persuasive.

Learning Objective 1.2: Develop talking points to assist families and staff in in promoting early childhood programs.

Response is missing. Response is vague or incomplete.

Response provides clear and logical talking points that effectively highlight an early childhood program.

Demonstrates the same level of achievement as “2” plus the following: Talking points are compelling and persuasive.

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 Information is disorganized Organization of Organization of Organization of

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0 Not Present

1 Needs Improvement

2 Meets Expectations

3 Exceeds Expectations

PS 2.2: Organize information to be presented.

to a degree that impedes audience understanding.

information minimally supports audience understanding.

information generally enhances audience understanding of concepts.

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

Part II: Developing Marketing Materials

Sub-Competency 2: Create effective marketing materials.

Learning Objective 2.1: Develop an advertisement to attract new families to early childhood programs.

Advertisement is missing. Advertisement provides limited information about the program or is vague or poorly organized.

Advertisement clearly communicates critical information about the program. Advertisement is appropriate for the purpose and the audience.

Demonstrates the same level of achievement as “2” plus the following: Advertisement is persuasive and dynamic and uses its structure to convey a specific purpose.

Learning Objective 2.2: Evaluate strategies for identifying and attracting (includes advertising as a way of attracting) families with young children.

Explanation is not present. Response is vague, illogical, and/or irrelevant to the audience or the purpose.

Response clearly explains why the advertisement will be effective in attracting children and families to the center. Response provides a clear and logical rationale for the medium chosen. Response describes at least two additional marketing materials that contribute to a larger marketing strategy.

Demonstrates the same level of achievement as “2” plus the following: Response describes more than two additional marketing materials that contribute to a larger marketing strategy.

Part III: Employing Public Relations Strategies

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0 Not Present

1 Needs Improvement

2 Meets Expectations

3 Exceeds Expectations

Sub-Competency 3: Develop public relations strategies to promote a positive image of an early childhood center.

Learning Objective 3.1: Develop a response to counter negative publicity related to an early childhood program.

Response is missing. Response is vague, poorly organized, or written in a tone that is inappropriate for the purpose.

Response provides a clear defense of the program’s guiding philosophy while maintaining a positive tone.

Demonstrates the same level of achievement as “2” plus the following: Provides a compelling defense of the program using connections to the professional knowledge base.

Learning Objective 3.2: Describe proactive strategies for promoting positive publicity related to an early childhood program.

Response is missing. Response is vague or incomplete

Response clearly describes two appropriate proactive strategies for generating positive publicity for the program. Strategies are supported by logical connections to the professional knowledge base regarding public relations.

Demonstrates the same level of achievement as “2” plus the following: Response describes more than two proactive strategies that demonstrate a strong understanding of public relations in early childhood education settings.

Part IV: Enlarging Your Network Sub-Competency 4: Analyze strategies for networking and collaborating with local, state, and national agencies that serve young children and families.

Learning Objective 4.1: Identify organizations and/or agencies that early childhood programs can partner with to promote the healthy growth and development of

Response is missing. Response is vague or incomplete.

Response identifies two organizations and/or agencies that can serve as effective partners in promoting healthy child development and learning, including a web link for each.

Demonstrates the same level of achievement as “2” plus the following: Response identifies more than two organizations and/or agencies.

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0 Not Present

1 Needs Improvement

2 Meets Expectations

3 Exceeds Expectations

children.

Learning Objective 4.2: Explain how collaborating with local, state, and national agencies and/or organizations can promote healthy development and learning.

Response is missing. Response is vague or incomplete.

Response provides a clear and logical explanation of how collaborating with the two agencies and/or organizations identified would promote healthy development and learning and why partnering with them would benefit the center.

Demonstrates the same level of achievement as “2” plus the following: Response provides a compelling rationale for partnering with these agencies and includes specific examples of how the partnership might benefit children and families.

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, 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

Writing sufficiently integrates appropriate resources (which may include peer-reviewed

Writing effectively integrates appropriate resources (which may include peer-reviewed

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0 Not Present

1 Needs Improvement

2 Meets Expectations

3 Exceeds Expectations

argument. resources) and content in support of ideas and argument.

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 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.