QP3004

QP3004_Rubric.pdf

Competency QP3004: Effective Teaching and Leadership Practice in Early Childhood Programs: Analyze Effective Teaching and Leadership Practices in Early Childhood Programs.

Assessment Rubric

0 Not Present

1 Needs Improvement

2 Meets Expectations

Topic 1: Effective Teaching

Summarize how the teacher interprets and demonstrates at least two of the five Guidelines for Developmentally Appropriate Practice LO1: Explain how specific Guidelines for Developmentally Appropriate Practice are interpreted and demonstrated in an authentic early childhood setting.

Response is not present.

Explanation of how specific Guidelines for Developmentally Appropriate Practice are interpreted and demonstrated in an authentic early childhood setting is vague, inaccurate, and/or incomplete.

Response provides a clear, accurate, and complete explanation of how specific Guidelines for Developmentally Appropriate Practice are interpreted and demonstrated in an authentic early childhood setting.

Analyze how the information you learn from the interview and observation compare with the research-based information in the resource. Offer two possible areas of improvement. LO2: Analyze how practice in an authentic setting compares to research-based information regarding Guidelines for

Response is not present.

Analysis of how practice in an authentic setting compares to research-based information regarding Guidelines for Developmentally Appropriate Practice is vague, inaccurate, and/or incomplete.

Response provides a clear, accurate, and complete analysis of how practice in an authentic setting compares to research-based information regarding Guidelines for Developmentally Appropriate Practice.

Developmentally Appropriate Practice.

LO3: Recommend areas of improvement.

Response is not present.

Recommended areas of improvement are vague, inaccurate, incomplete, and/or inappropriate.

Recommendations of areas of improvement are clear, accurate, complete, and appropriate.

Explain how the teacher interprets and demonstrates three of the twelve Characteristics of Effective Early Childhood Teachers. LO4: Explain how characteristics of effective early childhood teachers are interpreted and demonstrated.

Response is not present.

Explanation of how characteristics of effective early childhood teachers are interpreted and demonstrated is vague, and/or incomplete.

Response provides a clear and complete explanation of how characteristics of effective early childhood teachers are interpreted and demonstrated.

Based on what you have learned and observed about characteristics of effective early childhood teachers, analyze which characteristics you possess and which three you would most like to improve upon in your own practice. LO5: Analyze characteristics of effective early childhood teachers.

Response is not present.

Analysis of characteristics of effective early childhood teachers is vague, inaccurate, and/or incomplete.

Response provides a clear and complete analysis of characteristics of effective early childhood teachers.

Topic 2: Effective Leadership

Choose eight characteristics, capabilities, practices, and/or understandings of effective leaders in early childhood settings to list in the assessment chart below. Add two leadership characteristics, capabilities, practices, and/or understandings of your own to the assessment chart. LO1: Identify characteristics, capabilities, practices, and understandings of effective leaders in early childhood settings

Response is not present.

Characteristics, capabilities, practices, and understandings of effective leaders in early childhood settings are vague, inaccurate, and/or incomplete.

Response clearly and completely identifies characteristics, capabilities, practices, and understandings of effective leaders in early childhood settings.

Summarize the director’s thinking about effective leadership. LO2: Explain early childhood leaders’ perspectives on and understanding of effective leadership in early childhood settings.

Response is not present.

Explanation of early childhood leader’s perspectives on and understanding of effective leadership in early childhood settings is vague and/or incomplete.

Response clearly and completely explains an early childhood leader’s perspectives on and understanding of effective leadership in early childhood settings.

Analyze what you have learned from the resources, your experience developing the assessment, and your discussion with the early childhood leader in order to create your philosophy of effective leadership in early childhood settings. LO3: Develop a philosophy of effective leadership in early childhood settings based on an analysis of research and experience.

Response is not present.

A philosophy of effective leadership in early childhood settings based on an analysis of research and experience is vague, inaccurate, and/or incomplete.

Response clearly, accurately, and completely analyzes research and experience in order to develop a philosophy of effective leadership in early childhood settings.

Written Communication: Write with clarity, coherence, and purpose.

0 Not Present

1 Needs Improvement

2 Meets Expectations

LO1: 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.

Sentence structure effectively conveys meaning to the reader.

LO2: 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.

LO3: 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 main idea and/or supporting paragraphs limit reader’s access to ideas.

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

LO4: Use supporting material to support a claim. (AWE 2; Use of Evidence)

Supporting materials are not present.

Supporting material is used inconsistently or inappropriately.

Supporting material is used to enhance meaning. Writing is appropriately paraphrased and uses direct quotes as applicable.

LO6: Identify sources (AWE 2; Credit to source)

Sources are missing. Writing inconsistently identifies or misrepresents sources.

Writing clearly identifies the source of non-original material and/or ideas.

Mastery Rubric

Exceeds Expectations: In-Depth Analysis: Explores issues through analysis of evidence that result in informed conclusions.

LO1: Synthesizes in- depth information from multiple, relevant sources.

Responses synthesize information from multiple, relevant sources to demonstrate a thorough understanding of effective early childhood teaching and effective leadership in early childhood settings.

 Yes

 No