| Course Code | Class Code | Assignment Title | Total Points |
| ECS-560 | ECS-560-O500 | Classroom Culture and Relationships | 100.0 |
| Criteria | Percentage | No Submission (0.00%) | Insufficient (69.00%) | Approaching (74.00%) | Acceptable (87.00%) | Target (100.00%) | Comments | Points Earned |
| CRITERIA | 100.0% |
| Question 1: Collaboration | 10.0% | Not addressed. | Response poorly attempts to examine why collaboration is necessary to meet the needs of young learners and their families. Research support is absent or inappropriate, not related to code of ethics, teacher dispositions, and standards that apply. | Response inadequately examines why collaboration is necessary to meet the needs of young learners and their families. Support is limited and does not necessarily address code of ethics, teacher dispositions, and standards that apply. | Response examines why collaboration is necessary to meet the needs of young learners and their families with research support specific to code of ethics, teacher dispositions, and standards that apply. | Response thoroughly examines why collaboration is necessary to meet the needs of young learners and their families with insight and professionalism. Support provided is relevant and applicable and specific to code of ethics, teacher dispositions, and standards that apply. |
| Question 2: Relationships with Paraprofessionals | 15.0% | Not addressed. | Answer weakly addresses proposed actions when personality or philosophies may clash and details a plan to maintain a positive relationship and professional rapport with paraprofessionals. Provided strategies for student interactions and responses for paraprofessional to use are underdeveloped or unsuitable. | Answer minimally addresses proposed actions when personality or philosophies may clash and details a marginal plan to maintain a positive relationship and professional rapport with paraprofessionals. Strategies for student interactions and responses for paraprofessional use are also provided, but lack relevancy. | Answer addresses proposed actions when personality or philosophies may clash and details a plan to maintain a positive relationship and professional rapport with paraprofessionals. Strategies for appropriate student interactions and responses for paraprofessional to use are also provided. | Answer comprehensively addresses proposed actions when personality or philosophies may clash and insightfully details a plan to maintain a positive relationship and professional rapport with paraprofessionals. Compelling, expert strategies for appropriate student interactions and responses for paraprofessional to use are also provided. |
| Question 3: Paraprofessionals and Student Engagement | 10.0% | Not addressed. | An unfocused, irrelevant response attempts to discuss how to utilize paraprofessionals to maximize student engagement and help maintain a structured learning environment is provided. | A vague response discussing how to utilize paraprofessionals to maximize student engagement and help maintain a structured learning environment is provided. | Response discusses how to utilize paraprofessionals to maximize student engagement and help maintain a structured learning environment. | An advanced, thoughtful response discussing how to utilize paraprofessionals to maximize student engagement and help maintain a structured learning environment is provided. |
| Question 4: Paraprofessionals and Classroom Management | 15.0% | Not addressed. | Answer weakly details or presents an indistinct plan of action to gain classroom control, maintain professionalism, and address the paraprofessional's actions, omitting relevant details provided in the paraprofessional scenario. | Answer details a plan of action to gain classroom control, maintain professionalism, and address the paraprofessional's actions, but is inconsistent, and fails to appropriately detail the paraprofessional scenario provided. | Answer details a plan of action to gain classroom control, maintain professionalism, and address the paraprofessional's actions, appropriately detailing the paraprofessional scenario provided. | Answer carefully and skillfully details a plan of action to gain classroom control, maintain professionalism, and address the paraprofessional's actions, appropriately detailing the paraprofessional scenario provided. |
| Question 5: Building Rapport with Paraprofessionals | 15.0% | Not addressed. | Response poorly outlines strategies and procedures to gain support, build rapport, set limits and reduce absences, omitting relevant details provided in the paraprofessional scenario. Steps to take before seeking administration intervention are inappropriate, and a weak argument for when to contact administration is provided. | Response vaguely outlines strategies and procedures to gain support, build rapport, set limits and reduce absences, failing to appropriately detail the paraprofessional scenario provided. Steps to take before seeking administration intervention, along with an argument for when to contact administration is present, but presents clear faults. | Response outlines strategies and procedures to gain support, build rapport, set limits and reduce absences, appropriately detailing the paraprofessional scenario provided. Steps to take before seeking administration intervention, along with a clear, argument for when to contact administration is also provided. | Response exceptionally outlines strategies and procedures to gain support, build rapport, set limits and reduce absences, appropriately detailing the paraprofessional scenario provided. Professional, thoughtful steps to take before seeking administration intervention, along with a clear, compelling argument for when to contact administration is also provided. |
| Research | 5.0% | Not addressed. | Sources provided do not support the claims of the presentation or are not credible. | Submission includes only 1-2 sources, sources do not fully support claims, or sources are not all credible. | Research is relevant and generally supports the information presented. All of the criteria stated in the assignment are addressed. | Research is supportive of the information presented. Sources are timely, distinctive and clearly address all of the criteria stated in the assignment. |
| Argument Logic and Construction | 10.0% | Not addressed. | Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources. | Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility. | Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative. | Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative. |
| Mechanics of Writing (includes spelling, punctuation, grammar, language use) | 10.0% | Not addressed. | Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used. | Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied. | Submission includes some mechanical errors, but they do not hinder comprehension. A variety of effective sentence structures are used, as well as some practice and content-related language. | Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging. |
| Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) | 10.0% | Not addressed. | Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. | Sources are documented, as appropriate to assignment and style, although several minor 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% |
rnixon@12345
Rubric_Print_Format29.xlsx
