| Course Code | Class Code | Assignment Title | Total Points |
| ELM-250 | ELM-250-O500 | Professionalism as an Educator | 40.0 |
| Criteria | Percentage | No Submission (0.00%) | Insufficient (65.00%) | Approaching (75.00%) | Acceptable (85.00%) | Target (100.00%) | Comments | Points Earned |
| Criteria | 100.0% |
| Students | 15.0% | Not addressed. | Descriptions of professional behavior are poor and give a weak explanation of how to behave professionally for positive, collaborative relationships with students. | Descriptions of professional behavior are sufficient and give a basic explanation of how to behave professionally for positive, collaborative relationships with students. | Descriptions of professional behavior are clear and give a descriptive explanation of how to behave professionally for positive, collaborative relationships with students. | Descriptions of professional behavior are thorough and give an in-depth explanation of how to behave professionally for positive, collaborative relationships with students. |
| Students' Families | 15.0% | Not addressed. | Descriptions of professional behavior are underdeveloped and give a vague explanation of how to behave professionally for positive, collaborative relationships with students' families. | Descriptions of professional behavior are effective and give a broad explanation of how to behave professionally for positive, collaborative relationships with students' families. | Descriptions of professional behavior are sound and give a effective explanation of how to behave professionally for positive, collaborative relationships with students' families. | Descriptions of professional behavior are comprehensive and give a substantial explanation of how to behave professionally for positive, collaborative relationships with students' families. |
| Coworkers | 15.0% | Not addressed. | Descriptions of professional behavior are insufficient and give a minimal explanation of how to behave professionally for positive, collaborative relationships with coworkers. | Descriptions of professional behavior demonstrate basic competence and give a moderate explanation of how to behave professionally for positive, collaborative relationships with coworkers. | Descriptions of professional behavior are used well and give a solid explanation of how to behave professionally for positive, collaborative relationships with coworkers. | Descriptions of professional behavior are quality and give a specific explanation of how to behave professionally for positive, collaborative relationships with coworkers. |
| Administrators | 15.0% | Not addressed. | Descriptions of professional behavior are ineffective and give an inadequate explanation of how to behave professionally for positive, collaborative relationships with administrators. | Descriptions of professional behavior sufficient and give a basic explanation of how to behave professionally for positive, collaborative relationships with administrators. | Descriptions of professional behavior are considerable and give a relevant explanation of how to behave professionally for positive, collaborative relationships with administrators. | Descriptions of professional behavior are substantial and give an insightful explanation of how to behave professionally for positive, collaborative relationships with administrators. |
| Reflection | 15.0% | Not addressed. | Reflection minimally summarizes personal professionalism as an educator and ability to display the behaviors described in the table. Evidence of reflection is weak. | Reflection sufficiently summarizes personal professionalism as an educator and ability to display the behaviors described in the table. Evidence of reflection is moderate. | Reflection clearly summarizes personal professionalism as an educator and ability to display the behaviors described in the table. Evidence of reflection is suitable. | Reflection thoroughly summarizes personal professionalism as an educator and ability to display the behaviors described in the table. Evidence of reflection is extensive. |
| Mechanics of Writing (includes spelling, punctuation, grammar, language use) | 15.0% | Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used. | Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) and/or word choice are present. Sentence structure is correct but not varied. | Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed. | Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech. | Writer is clearly in command of standard, written, academic English. |
| Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) | 10.0% | Not addressed. | Documentation of sources is inconsistent and/or incorrect, as appropriate to assignment and style, with numerous formatting errors. | Sources are documented, as appropriate to assignment and style, although some formatting errors are present. | Sources are documented, as appropriate to assignment and style, and format is mostly correct. | Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error. |
| Total Weightage | 100% |
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