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©2017 Walden University 1 BP1005: Identity as an Early Childhood Professional: Integrate critical perspectives to inform a personal identity as an early childhood professional. Assessment Rubric 0 Not Present 1 Needs Improvement 2 Meets Expectations Topic 1: Developing a Professional Digital Identity Apply designated Professional Digital Identity Guidelines, as indicated on the Professional Website Review Checklist, to all required website content. LO1: Apply Professional Digital Identity Guidelines to online content. Response is not present. Response is incomplete and/or inaccurately applies Professional Digital Identity Guidelines specific to the required website content. Response demonstrates complete, logical, and accurate application of Professional Digital Identity Guidelines specific to the required website content. Topic 2: Defining Professional Beliefs, Interests, and Goals Develop three core professional beliefs about the early childhood profession, early childhood education, and/or young children that are shaping your identity as an early childhood professional. Response is not present. Response is vague, inaccurate, illogical, and/or incomplete, lacking details related to shaping the identity of an early childhood professional. Core professional beliefs are clear, logical, complete, and related to shaping the identity of an early childhood professional. ©2017 Walden University 2 LO1: Develop core early childhood professional beliefs. Explain the knowledge or practice that informs each of your beliefs, such as key contributors to the early childhood field; research about children and families; professional standards; professional ethics; and/or professional passion for positive social change. In other words, draw on the knowledge and commitment you have gained thus far in your professional journey. LO2: Explain how professional knowledge or practice informs core professional beliefs. Response is not present. Response is inaccurate, illogical, and/or incomplete. Response lacks details that explain the knowledge and practice that informs each core professional belief. Response is an accurate, logical, and complete explanation of knowledge or practice that informs each core professional belief. Explain how each of your core beliefs informs, shapes, and/or influences your current practice and will inform, shape, Response is not present. Response is inaccurate, illogical, and/or incomplete. Response lacks details that explain how each core professional beliefs informs, shapes, and/or influences Response is an accurate, logical, and complete explanation of how each core professional belief informs, shapes, and/or influences current and/or future professional practice. ©2017 Walden University 3 and/or influence your future professional practice. LO3: Exp.

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©2017 Walden University 1
BP1005: Identity as an Early Childhood Professional: Integrate
critical perspectives to inform a personal identity as an
early childhood professional.
Assessment Rubric
0
Not Present
1
Needs Improvement
2
Meets Expectations
Topic 1: Developing a Professional Digital Identity
Apply designated
Professional Digital
Identity Guidelines, as
indicated on the
Professional Website
Review Checklist, to all
required website
content.
LO1: Apply Professional
Digital Identity
Guidelines to online
content.
Response is not present.
Response is incomplete
and/or inaccurately applies
Professional Digital Identity
Guidelines specific to the
required website content.
Response demonstrates
complete, logical, and accurate
application of Professional Digital
Identity Guidelines specific to the
required website content.
Topic 2: Defining Professional Beliefs, Interests, and Goals
Develop three core
professional beliefs
about the early
childhood profession,
early childhood
education, and/or
young children that are
shaping your identity
as an early childhood
professional.
Response is not present.
Response is vague,
inaccurate, illogical, and/or
incomplete, lacking details
related to shaping the identity
of an early childhood
professional.
Core professional beliefs are
clear, logical, complete, and
related to shaping the identity of
an early childhood professional.
©2017 Walden University 2
LO1: Develop core early
childhood professional
beliefs.
Explain the knowledge
or practice that
informs each of your
beliefs, such as key
contributors to the
early childhood field;
research about
children and families;
professional
standards;
professional ethics;
and/or professional
passion for positive
social change. In other
words, draw on the
knowledge and
commitment you have
gained thus far in your
professional journey.
LO2: Explain how
professional knowledge
or practice informs core
professional beliefs.
Response is not present.
Response is inaccurate,
illogical, and/or incomplete.
Response lacks details that
explain the knowledge and
practice that informs each core
professional belief.
Response is an accurate, logical,
and complete explanation of
knowledge or practice that informs
each core professional belief.
Explain how each of
your core beliefs
informs, shapes,
and/or influences your
current practice and
will inform, shape,
Response is not present.
Response is inaccurate,
illogical, and/or incomplete.
Response lacks details that
explain how each core
professional beliefs informs,
shapes, and/or influences
Response is an accurate, logical,
and complete explanation of how
each core professional belief
informs, shapes, and/or influences
current and/or future professional
practice.
©2017 Walden University 3
and/or influence your
future professional
practice.
LO3: Explain how core
professional beliefs
inform, shape, and/or
influence current and/or
future professional
practice.
current and/or future practice.
Relate at least one of
your core beliefs
directly to advocacy
for positive social
change for young
children and families.
LO4: Explain how core
beliefs relate to
advocacy for positive
social change for young
children and families.
Response is not present.
Response is inaccurate,
illogical, and/or incomplete.
Response lacks details that
explain how core beliefs relate
to advocacy for positive social
change for young children and
families.
Response is an accurate, logical,
and complete explanation of how
each core professional belief
relates to advocacy for positive
social change for young children
and families.
Identify at least two
specific areas within
the early childhood
field that are of special
interest to you; and,
for each area of
Ad

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©2017 Walden University 1 BP1005 Identity as an Early.docx

  • 1. ©2017 Walden University 1 BP1005: Identity as an Early Childhood Professional: Integrate critical perspectives to inform a personal identity as an early childhood professional. Assessment Rubric 0 Not Present 1 Needs Improvement 2 Meets Expectations Topic 1: Developing a Professional Digital Identity Apply designated Professional Digital Identity Guidelines, as indicated on the Professional Website Review Checklist, to all required website content. LO1: Apply Professional Digital Identity
  • 2. Guidelines to online content. Response is not present. Response is incomplete and/or inaccurately applies Professional Digital Identity Guidelines specific to the required website content. Response demonstrates complete, logical, and accurate application of Professional Digital Identity Guidelines specific to the required website content. Topic 2: Defining Professional Beliefs, Interests, and Goals Develop three core professional beliefs about the early childhood profession, early childhood education, and/or young children that are shaping your identity as an early childhood professional. Response is not present.
  • 3. Response is vague, inaccurate, illogical, and/or incomplete, lacking details related to shaping the identity of an early childhood professional. Core professional beliefs are clear, logical, complete, and related to shaping the identity of an early childhood professional. ©2017 Walden University 2 LO1: Develop core early childhood professional beliefs. Explain the knowledge or practice that informs each of your beliefs, such as key contributors to the early childhood field; research about children and families; professional standards; professional ethics; and/or professional passion for positive
  • 4. social change. In other words, draw on the knowledge and commitment you have gained thus far in your professional journey. LO2: Explain how professional knowledge or practice informs core professional beliefs. Response is not present. Response is inaccurate, illogical, and/or incomplete. Response lacks details that explain the knowledge and practice that informs each core professional belief. Response is an accurate, logical, and complete explanation of knowledge or practice that informs each core professional belief. Explain how each of your core beliefs informs, shapes, and/or influences your current practice and will inform, shape, Response is not present.
  • 5. Response is inaccurate, illogical, and/or incomplete. Response lacks details that explain how each core professional beliefs informs, shapes, and/or influences Response is an accurate, logical, and complete explanation of how each core professional belief informs, shapes, and/or influences current and/or future professional practice. ©2017 Walden University 3 and/or influence your future professional practice. LO3: Explain how core professional beliefs inform, shape, and/or influence current and/or future professional practice. current and/or future practice. Relate at least one of
  • 6. your core beliefs directly to advocacy for positive social change for young children and families. LO4: Explain how core beliefs relate to advocacy for positive social change for young children and families. Response is not present. Response is inaccurate, illogical, and/or incomplete. Response lacks details that explain how core beliefs relate to advocacy for positive social change for young children and families. Response is an accurate, logical, and complete explanation of how each core professional belief relates to advocacy for positive social change for young children and families. Identify at least two specific areas within the early childhood field that are of special interest to you; and, for each area of
  • 7. interest, briefly explain why it interests you. LO5: Explain professional interests Response is not present. Response is inaccurate, illogical, and/or incomplete. Response lacks rationale for each one or both interests. Response accurately, logically, and completely identifies areas of interest and includes rationale. ©2017 Walden University 4 within the early childhood field. Provide links to at least two online resources, such as articles or websites, that have expanded your knowledge and that you also recommend to others, such as colleagues and/or families; and, provide a brief description (i.e., one or two sentences) of the
  • 8. content of each resource as a guide for visitors to your site. LO6: Identify resources that inform knowledge of the early childhood field. Response is not present. Response is inaccurate, illogical, and/or incomplete. Response is accurate, and logical for the required number of resources and links. Formulate two goals related to your professional practice and/or growth in your work as an early childhood professional. LO7: Formulate goals for professional practice and growth as an early Response is not present. Response is vague, inaccurate, illogical, and/or incomplete. Goals for professional practice and/or growth are clear and
  • 9. related to work as an early childhood professional. ©2017 Walden University 5 childhood professional. Explain why each goal has particular meaning for you as an early childhood professional. LO8: Explain the significance of professional goals. Response is not present. Response is vague, illogical, and/or incomplete, and it lacks details explaining why each goal is personally significant. Response clearly and logically explains why each goal is personally significant. For at least one goal, explain how you aim to achieve it.
  • 10. LO9: Explain how professional goals can be achieved. Response is not present. Response is vague, inaccurate, and/or illogical. Response clearly and logically explains a plan to achieve a professional goal. Exceeds Expectations: Self-Reflection and Assessment LO1: Describe a professional identity comprising a professional profile, core professional beliefs, professional Explanations of the professional profile and core professional beliefs, interests, and goals demonstrate awareness of and adherence to guidelines for professionalism online. All parts of the website contribute to establishing a professional identity that demonstrates self-reflection and self- assessment in a thoughtful explanation of core professional beliefs and specific areas of professional interest. It also demonstrates professional goal setting that identifies areas for practice and/or growth to increase effectiveness as an early
  • 11. childhood professional. ©2017 Walden University 6 interests, and professional goals to increase effectiveness as an early childhood professional. 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)
  • 12. 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. Sentences 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
  • 13. Paragraphs, or lack of paragraphs, impede Construction of the main idea and/or supporting paragraphs Main idea and/or supporting paragraphs effectively convey ©2017 Walden University 7 central idea. (AWE 2; Paragraph Level Skills) reader’s access to ideas. limit reader’s access to ideas. 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
  • 14. appropriately paraphrased and uses direct quotes as applicable. Technology: Use technology effectively. 0 Not Present 1 Needs Improvement 2 Meets Expectations LO1: Apply the features of technology programs (i.e., Excel, Word, PowerPoint) to communicate information effectively. Technology program is not applied appropriately. Technology program includes multiple formatting issues and/or is difficult to interpret. Technology program includes proper formatting. Data can be easily read and interpreted.
  • 15. CL3002 Sources TEXTBOOK: THE WELCOMING CLASSROOM: BUILDING STRONG HOME-TO-SCHOOL CONNECTIONS FOR EARLY LEARNING The Welcoming Classroom: Building Strong Home-to-School Connections for Early Learning Ernst, J. D. (2014). The welcoming classroom: Building strong home-to-school connections for early learning. Lewisville, NC: Gryphon House. Chapter 1, “Your Role In Engaging Families” · “Adopting a Strengths-Based Approach” (pp. 11–13) · “Understanding and Defining Families” (pp. 14–18) POLICY BRIEF: HOW POVERTY AND DEPRESSION IMPACT A CHILD’S SOCIAL AND EMOTIONAL COMPETENCE How Poverty and Depression Impact a Child’s Social and Emotional Competence Winer, A. C., & Thompson, R. A. (n.d.). How poverty and depression impact a child's social and emotional competence [Policy brief]. Retrieved from http://poverty.ucdavis.edu/policy-brief/how-poverty- and-depression-impact-childs-social-and-emotional-competence ARTICLE: SAME, DIFFERENT, AND DIVERSE:
  • 16. UNDERSTANDING CHILDREN WHO ARE DUAL LANGUAGE LEARNERS (DLLS) Same, Different, and Diverse: Understanding Children Who are Dual Language Learners (DLLs) Head Start. (2014). Same, different, and diverse: Understanding children who are dual language learners (DLLs). Retrieved from https://eclkc.ohs.acf.hhs.gov/culture- language/article/same-different-diverse-understanding-children- who-are-dual-language ARTICLE: CHALLENGING MYTHS ABOUT YOUNGER ENGLISH LANGUAGE LEARNERS Challenging Myths About Younger English Language Learners Espinoza, L. M. (2013). Challenging common myths about young English language learners. An update to the Seminal 2008 Report [Policy brief FCD 8]. Retrieved from https://www.fcd-us.org/prek-3rd-challenging-common- myths-about-dual-language-learners-an-update-to-the-seminal- 2008-report/ Note: You will need to download this document. VIDEO: CONNECT FOUNDATIONS OF INCLUSIONS BIRTH TO FIVE CONNECT Foundations of Inclusions Birth to Five CONNECT: The Center to Mobilize Early Childhood Knowledge. (2014, November 3). CONNECT Foundations of Inclusion birth to five [Video file]. Retrieved from https://connectmodules.dec-sped.org/connect- modules/resources/videos/foundations-of-inclusion-birth-to- five/
  • 17. ARTICLE: RESEARCH SYNTHESIS POINTS ON QUALITY INCLUSIVE PRACTICES Research Synthesis Points on Quality Inclusive Practices National Professional Development Center on Inclusion. (2011). Research synthesis points on quality inclusive practices. Retrieved from http://npdci.fpg.unc.edu/sites/npdci.fpg.unc.edu/files/resources/ NPDCI-ResearchSynthesisPointsInclusivePractices-2011_0.pdf RESEARCH BRIEF: STATE PRE-KINDERGARTEN State Pre-Kindergarten Issacs, J. (2008b). State pre-kindergarten [Research brief 1]. Retrieved from https://www.brookings.edu/wp- content/uploads/2016/07/09_early_programs_brief1.pdf RESEARCH BRIEF: HEAD START Head Start Issacs, J., & Roessel, E. (2008b). Head Start [Research brief 2]. Retrieved from https://www.brookings.edu/wp- content/uploads/2016/07/09_early_programs_brief2.pdf RESEARCH BRIEF: EARLY HEAD START Early Head Start Issacs, J., & Roessel, E. (2008a). Early Head Start [Research brief 3]. Retrieved from
  • 18. https://www.brookings.edu/wp- content/uploads/2016/07/09_early_programs_brief3.pdf RESEARCH BRIEF: NURSE HOME VISITING Nurse Home Visiting Issacs, J. (2008a). Nurse home visiting [Research brief 5]. Retrieved from https://www.brookings.edu/wp- content/uploads/2016/07/09_early_programs_brief5.pdf POSITION STATEMENT: EARLY CHILDHOOD INCLUSION: A SUMMARY Early Childhood Inclusion: A Summary Division for Early Childhood of the Council for Exceptional Children & National Association for the Education of Young Children. (2009). Early childhood inclusion: A summary. Retrieved from http://www.naeyc.org/files/naeyc/file/positions/DEC_NAEYC_ ECSummary_A.pdf Time Estimate: 20 min ARTICLE: INVESTING IN YOUNG CHILDREN: A FACT SHEET ON EARLY CARE AND EDUCATION PARTICIPATION, ACCESS, AND QUALITY Investing in Young Children: A Fact Sheet on Early Care and Education Participation, Access, and Quality Schmit, S., Matthews, H., Smith, S., & Robbins, T. (2013). Investing in young children: A fact sheet on early care and educationparticipation, access, and quality [Fact sheet]. Retrieved from
  • 19. http://www.nccp.org/publications/pub_1085.html Time Estimate: 30 minMaking Connections What is the role of high-quality preschools in mitigating the effects of poverty in the lives of young children and their families? Take time to review these resources to assist you in completing your Competency Assessment and to help you decide the role you want to take moving forward in your career as an early childhood professional. ARTICLE: REDUCING POVERTY’S EFFECTS THROUGH EARLY CHILDHOOD INTERVENTIONS Reducing Poverty’s Effects Through Early Childhood Interventions Magnuson, K. (2013). Reducing the effects of poverty through early childhood interventions. Retrieved from http://www.irp.wisc.edu/publications/fastfocus/pdfs/FF17- 2013.pdf Time Estimate: 25 min ARTICLE: HOW PRESCHOOL FIGHTS POVERTY How Preschool Fights Poverty Lamy, C. E. (2013). How preschool fights poverty. Retrieved from http://www.ascd.org/publications/educational- leadership/may13/vol70/num08/How-Preschool-Fights- Poverty.aspx Time Estimate: 20 min BLOG: CHILDREN AND POVERTY: THE ROLE OF PRESCHOOL
  • 20. Children and Poverty: The Role of Preschool Lamy, C. (2014, April 3). Children and poverty: The role of preschool [Blog post]. Retrieved from http://preschoolmatters.org/2014/04/03/children-and- poverty-the-role-of-preschool/ Time Estimate: 15 min CL3002: Policies that Support Culturally Responsive Early Childhood Settings: Analyze how current policy issues and trends impact early childhood settings and the diverse populations of children and families they serve. Written Response Submission Form Your Name: First and last Your E-Mail Address: Your e-mail here Instructions Write your responses where it reads “Enter your response here.” Write as much as needed to satisfy the requirements indicated. Each item contains the Rubric, which will be used to evaluate your responses. At the end of the template, you will list the references you used to support your responses.
  • 21. Scenario You are a director of a preschool center, where the majority of children and families served currently live below the poverty threshold. In a team meeting about a child named Aidan—who has challenging behaviors, such as kicking and biting—you hear one of the teachers, Mr. Paul, say, “I think Aidan’s behavior stems from a lack of attention and positive interactions at home.” Everyone on the team shares the knowledge that Aidan lives in poverty and comes from a single-parent home. The team is also aware the Aidan’s father not only works two jobs, but has shared that he struggles with depression. Use this scenario for Items 1 and 2. Item 1 Explain to Mr. Paul how the context of Aidan’s development, including that he is experiencing poverty and his father is under stress, may impact Aidan’s development and learning. (1–2 paragraphs) Your Response Enter your response here.Rubric 0 Not Present 1 Needs Improvement 2 Meets Expectations Topic 1: Supporting Child and Family Diversity Explain to Mr. Paul how the context of Aidan’s development, including that he is experiencing poverty and his father is under stress, may impact Aiden’s development and learning. LO1: Explain possible impacts of poverty and parental stress on children’s development and learning. Response is missing.
  • 22. Response is vague, inaccurate, and/or incomplete. Response is clear, accurate, and complete. Item 2 Draft a response to Mr. Paul that is culturally responsive, supports building respectful relationships with families, and reflects viewing children and families from a strength-based lens. (1–2 paragraphs)Your Response Enter your response here.Rubric 0 Not Present 1 Needs Improvement 2 Meets Expectations Topic 1: Supporting Child and Family Diversity Draft a response to Mr. Paul’s that is culturally responsive, supports building respectful relationships with families, and reflects viewing children and families from a strength-based lens. LO2: Apply culturally-responsive, strength-based approaches within early childhood contexts. Response is missing. Response is vague, inaccurate, and/or incomplete. Response is clear, accurate, and complete. Scenario You are a childcare provider and teach in an inclusive classroom that serves children with and without exceptionalities. One of the children, Anna, who has been identified with an Intellectual Disability, is extremely social and has many friends in the class. She has recently become close with Kayla, who is a very shy child but interacts animatedly when she is playing or working with Anna. One day
  • 23. Kayla comes to school with birthday invitations for three of her classmates. You notice that Anna does not receive an invitation. When Kayla’s mother comes to pick her up, you inquire about the birthday invitation, mentioning how close Kayla and Anna have become. Kayla’s mother frowns and expresses concern that Kayla’s emerging social skills will regress if she spends too much time with Anna. She explains that in her home country, children with exceptionalities are not often seen in school. Item 3 Draft a response to Kayla’s mother that reframes her concerns about Anna and Kayla’s relationship into one that emphasizes a strength-based view of young children and their interactions. (1 paragraph) Your Response Enter your response here.Rubric 0 Not Present 1 Needs Improvement 2 Meets Expectations Topic 1: Supporting Child and Family Diversity Draft a response to Kayla’s mother that reframes her concerns about Anna and Kayla’s relationship into one that emphasizes a strength-based view of young children and their interactions. LO2: Apply culturally-responsive, strength-based approaches within early childhood contexts. Response is missing. Response is vague, inaccurate, and/or incomplete. Response is clear, accurate, and complete. Scenario Your first grade class is very diverse, and many of the children
  • 24. are learning English. Their families have immigrated from Mexico, Guatemala, South Korea, and Pakistan. Your dual- language approach has proven very successful for all of your young learners, and the newest child, Yosung, appears to be thriving. However, Yosung’s mother, Song Mi, has requested that Yosung speak and learn only English at school. She has heard that full immersion programs are more beneficial for children learning English. Song Mi, is concerned with her child’s assimilation into the United States, fears his speaking Korean will be detrimental to his ability to “fit in.” This is particularly concerning to her as she has struggled in her own mastery of the English language, and feels that she has experienced bias because of these challenges. You set up a meeting to speak with Song Mi. Item 4 Using a strengths-based approach, address Song Mi’s concerns about her son’s language development by describing at least two benefits of dual language development for young children. (1 paragraph)Your Response Enter your response here.Rubric 0 Not Present 1 Needs Improvement 2 Meets Expectations Topic 1: Supporting Child and Family Diversity Using a strengths-based approach, address Song Mi’s concerns about her son’s language development by describing at least two benefits of dual language development for young children. LO3: Apply a strengths-based approach to explain the benefits of dual language development for young children. Response is missing.
  • 25. Response is vague, inaccurate, and/or incomplete. Response is clear, accurate, and complete. Item 5 Explain at least 2 evidence-based reasons supporting high- quality inclusion for children with and without exceptionalities. (1–2 paragraphs) Your Response Enter your response here.Rubric 0 Not Present 1 Needs Improvement 2 Meets Expectations Topic 2: Policies and Practices Designed to Support Diverse Child and Family Populations Explain at least 2 evidence-based reasons supporting high- quality inclusion for children with and without exceptionalities. LO1: Explain research supporting high-quality inclusion for children with and without exceptionalities. Response is missing. Response is vague, inaccurate, and/or incomplete. Response is clear, accurate, and complete. Item 6 Eun Yung, a first-time single mother who just graduated from high school, is currently looking for a job in hospitality. Her
  • 26. daughter, Janie, is 9 months old. Eun Yung confides to you that, although she absolutely loves being a mother, she is overwhelmed. The job search is discouraging, she is living far below the poverty line, and she is concerned that she is not providing for Janie in the ways she would like, which may impact her daughter’s future negatively. Explain two culturally responsive early childhood program policies and/or practices that would support families in this type of situation. (1–2 paragraphs for each response) Your Response Enter your response here.Rubric 0 Not Present 1 Needs Improvement 2 Meets Expectations Topic 2: Program Policies and Practices Designed to Support Diverse Child and Family Populations Explain two culturally responsive early childhood program policies and/or practices that would support families in this type of situation. LO2; Explain culturally responsive early childhood program policies and/or practices responsive to the unique needs of children and families. Response is missing. Response is vague, inaccurate, and/or incomplete. Response is clear, accurate, and complete. Item 7 Emilia and Juan have recently emigrated to the United States from Mexico and currently are learning English. They have two adorable 3-year-old twins, Enrique and Carlos. They explain to you that they are concerned about both of their boys for several reasons. First, they cannot afford to send them to the daycare
  • 27. center near their home and, while Carlos is achieving many developmental milestones, including speaking Spanish, Enrique has yet to achieve the same. Enrique often exhibits challenging behavior, such as screaming and running away from them. They are not sure what to do to help Enrique and to ensure that their boys learn English before sending them to kindergarten. Explain two culturally responsive early childhood program policies and/or practices that would support the family described in this scenario. (1–2 paragraphs) Your Response Enter your response here.Rubric 0 Not Present 1 Needs Improvement 2 Meets Expectations Topic 2: Program Policies and Practices Designed to Support Diverse Child and Family Populations Explain two culturally responsive early childhood program policies and/or practices that would support the family in this scenario LO2: Explain culturally responsive, early childhood program policies and/or practices that are responsive to the unique needs of children and families. Response is missing. Response is vague, inaccurate, and/or incomplete. Response is clear, accurate, and complete. You are an early childhood education advocate in a rural community in Maine, where many residents struggle with access to resources. In recent discussions with several of the community’s early childhood program directors, you have learned that enrollment is very low, even though there are many
  • 28. state policies and funding streams in place that support access to quality early care and education. You decide to hold a community meeting to share much needed information. Use this scenario for Items 9 and 10. Item 8 Explain at least 2 positive, long-term impacts high-quality preschools can have on young children, families, and communities determined by longitudinal research studies. (1–2 paragraphs). Your Response Enter your response here.Rubric 0 Not Present 1 Needs Improvement 2 Meets Expectations Topic 3: Impact of Trends and Policies on Early Childhood Settings Explain at least 2 positive, long-term impacts high-quality preschools can have on young children, families, and communities determined by longitudinal research studies. LO1: Explain research that evidences how early childhood programs support healthy development and learning for young children and benefit families and communities. Response is missing. Response is vague, inaccurate, and/or incomplete. Response is clear, accurate, and complete. Item 9 You are a preschool director whose program includes many families who are immigrants and speak languages other than English in their homes. The policies and practices within your
  • 29. program are culturally and linguistically responsive, and your goal is to meaningfully engage families as partners in their children’s education. You are hosting a family night soon and want to highlight the importance of culturally and linguistically responsive programming. Explain at least 2 key points you want to communicate to the families. (1–2 paragraphs). Your Response Enter your response here.Rubric 0 Not Present 1 Needs Improvement 2 Meets Expectations Topic 3: Impact of Trends and Policies on Early Childhood Settings Explain at least 2 key points you want to communicate to the families. LO2: Explain benefits of culturally and linguistically responsive programming. Response is missing. Response is vague, inaccurate, and/or incomplete. Response is clear, accurate, and complete. Item 10 You are the director of an inclusive preschool serving children with and without disabilities. You want to share your vision of high-quality early childhood inclusion with your teachers, families, and the community. Explain how the three NAEYC/DEC defining features of high-quality early childhood
  • 30. inclusion influence quality inclusive programming in early childhood settings. (2–3 paragraphs)Your Response Enter your response here.Rubric 0 Not Present 1 Needs Improvement 2 Meets Expectations Topic 3: Impact of Trends and Policies on Early Childhood Settings Explain how the three NAEYC/DEC defining features of high- quality early childhood inclusion influence quality inclusive programming in early childhood settings. LO3: Explain how the NAEYC/DEC defining features of high- quality early childhood inclusion influence quality inclusive programming in early childhood settings. Response is missing. Response is vague, inaccurate, and/or incomplete. Response is clear, accurate, and complete. References Provide a citation for each resource you used to write your response to this Assessment. A sample citation is provided below : · Robertson, C. (2016). Safety, nutrition, & health in early education (6th ed.). Boston, MA: Cengage Learning. Mastery Rubric In order to achieve mastery of this Competency, you must achieve a “2” on every rubric row in addition to meeting the additional expectation indicated in the Mastery Rubric.
  • 31. Exceeds Expectations: In-Depth Analysis: Explores issues through analysis of evidence that results in informed judgments. LO1: Analyze multiple, relevant sources to identify the importance of policy and trends on practices supporting diverse populations of young children and their families within early childhood settings. Responses to the items synthesizes information from multiple, relevant sources to demonstrate a thorough understanding of the relationship between policies and trends and practices supporting diverse populations of children and families within early childhood settings. · Yes · No Professional Skill Building The faculty Assessor will provide feedback based on the following Professional Skill: Written and Oral Communication. Although the feedback is here to inform the development of your skills, it is not a barrier to achieving the Competency, unless the writing is too poor to be able to score the content of the Assessment. Review the rubric and check your work based on the learning objectives listed. If you are concerned that you will not meet these expectations yet, reach out to your Coach so he or she can work with you to further develop this important professional skill. It is highly recommended that you use this opportunity to practice this important skill in the context of this Competency Assessment in order to receive feedback about your current level of proficiency. Written Communication: Write with clarity, coherence, and purpose.
  • 32. 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. Sentences 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.
  • 33. LO6: Identify sources (AWE 2; Credit to source) Sources are missing. Writing inconsistently identifies or misrepresents sources. Writing clearly identifies the source of nonoriginal material and/or ideas. ©2017 Walden University 12 image1.png image2.png image3.png image4.png GUIDELINES AND RESOURCES FOR BUILDING YOUR PROFESSIONAL WEBSITE Follow these guidelines for building your professional website using the New Google Sites tools. Getting Ready: Technology Requirements You will need the following to access the New Google Sites: • Chrome Browser Download at https://www.google.com/chrome/browser/desktop/index.html • Gmail Account Address Sign up for new account (if needed): https://accounts.google.com/SignUpWithoutGmail?hl=en
  • 34. Accessing New Google Sites • From your Chrome web browser, go to http://sites.google.com/new for the Sites home screen. • On the Sites home screen, locate the red circle with a white plus sign “+” in the bottom right corner. • Click the circle +, and a new website page will automatically open. Creating Your Professional Website • Use the New Google Sites tools and options to edit the web page for your professional site in order to include the required content for this Assessment. • Watch the video resource, How to Use the New Google Sites, as needed, for help with specific New Google Sites features and tools. • Use the My Professional Website model (https://sites.google.com/view/myprofessionalwebsitemodel/ho me) for guidance in providing the required website content for this Performance Task and, if you choose, optional items on your website. Resources • Teacher’s Tech. (2016, June 24). How to use the new Google
  • 35. sites [Video file]. Retrieved from https://www.youtube.com/watch?v=Dm8nEq4jVJg • Walden University. (n.d.). My professional website. Retrieved February 16, 2017, from https://sites.google.com/view/myprofessionalwebsitemodel/hom e https://www.google.com/chrome/browser/desktop/index.html https://accounts.google.com/SignUpWithoutGmail?hl=en http://sites.google.com/new https://sites.google.com/view/myprofessionalwebsitemodel/hom e https://www.youtube.com/watch?v=Dm8nEq4jVJg https://sites.google.com/view/myprofessionalwebsitemodel/hom e Professional Website Review Checklist 1. DEVELOPING A PROFESSIONAL DIGITAL IDENTITY Check to make sure you have applied the following Professional Digital Identity Guidelines to: My Professional Profile: ____The type of information I’ve shared is appropriate for an early childhood professional and does not violate my privacy or
  • 36. that of others. ____ I am comfortable with anyone reading and sharing the information I’ve provided. ____ All of the images I’ve included on my website are respectful and present everyone, including me, in a professional manner. ____ I have written permission to post all photos of children and adults. All Areas of My Website ____ I have followed the moral and ethical practices of early childhood professionals based on the NAEYC Code of Ethical Conduct and Statement of Commitment. ____ I have checked for proper grammar, spelling, and punctuation. ____ I have made sure that information I’ve shared about the early childhood field and myself is accurate. ____ I am comfortable with and proud of what I have posted and the knowledge that my website may “live” online for years to come. 2. DEFINING PROFESSIONAL BELIEFS, INTERESTS, AND GOALS Check to make sure you have completed the required content for your website professionally in these sections: My Core Professional Beliefs ____My beliefs represent established principles and practices of the early childhood field. ____Explanations of my core beliefs represent my own writing and are referenced and cited properly.
  • 37. My Professional Areas of Interest and Recommended Resources ____ My areas of interest represent established and respected areas of the early childhood field. ____ Resources that I have recommended for each area of interest come from respected professional organizations, journals, etc., and they can be trusted for accuracy. ____ I have cited each resource and checked that each URL I’ve included links to the appropriate resource. My Professional Goals for Practice and Growth ____My goals illustrate professionalism and dedication to the early childhood field. ____My goals are expressed clearly, and I have tried to make sure they will not be misunderstood or inferred as biased in any way. (For example, specific references to challenges working with children, families, or other peers are clearly respectful.) BP1005 Sources WEBSITES: GUIDELINES FOR ONLINE PROFESSIONALISM Guidelines for Online Professionalism Kimmons, R. (n.d.). Online professionalism, K-12 Technology Integration. Retrieved February 17, 2020, from https://k12techintegration.pressbooks.com/app/uploads/sites/472 96/2016/09/K-12-Technology-Integration-1474477952.pdf Note: Chapter reading begins on page 44. Time Estimate: 30 min 11 Tips for protecting your privacy Webwise.ie. (n.d.). 11 Tips for protecting your privacy. Retrieved February 16, 2017, from
  • 38. https://www.webwise.ie/teachers/facebook-for-teachers/ Time Estimate: 10 min VIDEO: YOUR ONLINE LIFE: PERMANENT AS A TATTOO Your Online Life: Permanent as a Tattoo TED. (2013, February). Juan Enriquez: Your online life: Permanent as a tattoo [Video file]. Retrieved from https://www.ted.com/talks/juan_enriquez_how_to_think_about_ digital_tattoos Time Estimate: 6 minMaking Connections Knowing the rules about using material on your website that is not your own is another aspect of professionalism. For example, you might find a great photo of young children or an inspirational passage about early childhood that you want to post. This resource offers guidelines for sharing other people’s work in ways that protect their rights and demonstrate your commitment to professionalism. WEBSITE: COPYRIGHT DO’S AND DON’TS Copyright Do’s and Don’ts Library of Congress. (n.d.). Copyright and primary sources. Retrieved February 16, 2017, from http://www.loc.gov/teachers/usingprimarysources/copyright.htm l Time Estimate: 10 minMaking Connections The National Association for the Education of Young Children (NAEYC) Code of Ethical Conduct and Statement of Commitment guides ethical practice with children, families, colleagues, and others in the early childhood field. Review this inspiring document for guidance to ensure all parts of your website reflect moral and ethical practice in the field. DOCUMENT: NAEYC CODE OF ETHICAL CONDUCT AND STATEMENT OF COMMITMENT
  • 39. NAEYC Code of Ethical Conduct and Statement of Commitment National Association for the Education of Young Children (NAEYC). (2011). Code of ethical conduct and statement of commitment (Position statement). Retrieved from http://www.naeyc.org/files/naeyc/image/public_policy/Ethics%2 0Position%20Statement2011_09202013update.pdf Time Estimate: 30 min AUDIO: ADVOCACY AND LEADERSHIP FOR POSITIVE SOCIAL CHANGE Advocacy and Leadership for Positive Social Change Walden University, LLC. (Producer). (2013). Advocacy and leadership for positive change [Audio file]. Baltimore, MD: Author. · “Using Passion to Create Productive Change” · “Advocacy in Early Childhood” · “Courage and Social Change” Time Estimate: 60 min FEATURED PROFESSIONAL WEBSITES Center on the Developing Child at Harvard University Center on the Developing Child at Harvard University. (n.d.). Retrieved February 16, 2017, from http://developingchild.harvard.edu National Association for the Education of Young Children (NAEYC) National Association for the Education of Young Children (NAEYC). (n.d.). Retrieved February 16, 2017, from http://www.naeyc.org Zero to Three Zero to Three. (n.d.). Retrieved February 16, 2017, from
  • 40. http://www.zerotothree.org Time Estimate: 60 minMaking Connections Here are other professional organizations that you may know or choose to investigate for areas of interest and recommended resources for your website. Consider how these sites might connect with your core beliefs; for instance, the many ways Head Start models the importance of collaborating with families to benefit young children. PROFESSIONAL WEBSITES OF ORGANIZATIONS IN THE EARLY CHILDHOOD FIELD American Academy of Pediatrics American Academy of Pediatrics. (n.d.). Retrieved February 16, 2017, from https://www.aap.org/en-us/Pages/Default.aspx Annie E. Casey Foundation (AECF) Annie E. Casey Foundation (AECF). (n.d.). Retrieved February 16, 2017, from http://www.aecf.org/ Division for Early Childhood (DEC) Division for Early Childhood (DEC). (n.d.). Retrieved February 16, 2017, from http://www.dec-sped.org National Child Care Association (NCCA) National Child Care Association (NCCA). (n.d.). Retrieved February 16, 2017, from http://www.nccanet.org National Head Start Association (NHSA) National Head Start Association (NHSA). (n.d.). Retrieved February 16, 2017, from http://www.nhsa.org National Institute for Early Education Research (NIEER) National Institute for Early Education Research (NIEER). (n.d.). Retrieved February 16, 2017, from http://nieer.org
  • 41. WestEd WestEd. (n.d.). Retrieved February 16, 2017, from http://www.wested.org Time Estimate: 60 min TEXTBOOK: PROFESSIONALISM IN EARLY CHILDHOOD EDUCATION Professionalism in Early Childhood Education Feeney, S. (2012). Chapter 6: Doing Your Best for Children. Professionalism in early childhood education (pp. 86–96) Upper Saddle River, NJ: Pearson. Time Estimate: 15 min BP1005: Assessment Instructions Review the details of your assessment including the rubric. You will have the ability to submit the assessment once you earn a score of 80% or better on all of the related sub-competency quizzes and engage with your Faculty Subject Matter Expert (SME) in a substantive way about the competency.OverviewFor this Performance Task, you will create a website that expresses your current identity as an early childhood professional.Professional Skills: Written Communication and Technology are assessed in this Competency. Access the following to complete this Assessment: · Guidelines and Resources for Building Your Professional Website · Professional Website Review ChecklistYour response to this Performance Task should reflect the criteria provided in the Rubric and adhere to the required website components. This Assessment requires submission of one (1) file. Save your file as follows, BP1005_ firstinitial_lastname (for example,
  • 42. BP1005_ J_Smith).You may submit a draft of your assignment to the Turnitin Draft Check area to check for authenticity. When you are ready to upload your completed Assessment, use the Assessment tab on the top navigation menu.InstructionsBefore submitting your Assessment, carefully review the rubric. This is the same rubric the assessor will use to evaluate your submission and it provides detailed criteria describing how to achieve or master the Competency. Many students find that understanding the requirements of the Assessment and the rubric criteria help them direct their focus and use their time most productively.My Professional WebsiteTo complete this Assessment: · Build Your Website Using New Google Sites · Follow the Guidelines and Resources for Building Your Professional Website document for tips and reminders. · Access the resource links provided in the document for specific guidance. · Write the Required Content for Your Professional Website · Be sure to: · Apply designated Professional Digital Identity Guidelines, as indicated, on the Professional Website Review Checklist to all required website content. · Complete the following sections of your website:RubricThis assessment has four-parts.Part 1: My Professional Profile Introduce yourself to your website’s visitors. Describe your background and the experiences that prompted your interest in the early childhood field. Explain why you have enrolled in the BS in Early Childhood Studies, including who and/or what inspired you to do so.Note: You may choose to post a digital photo of yourself with your profile. Remember, if children who are not your own children appear in the photo, you must provide a signed photo release form for each child. Your coach can provide copies of the required form.Part 2: My Core Professional Beliefs Develop three core professional beliefs about the early childhood profession, early childhood education, and/or young
  • 43. children that are shaping your identity as an early childhood professional. Make sure you: Explain the knowledge or practice that informs each of your beliefs, such as key contributors to the early childhood field; research about children and families; professional standards; professional ethics; and/or professional passion for positive social change. In other words, draw on the knowledge and commitment you have gained thus far in your professional journey. Explain how each of your core beliefs informs, shapes, and/or influences your current practice and will inform, shape, and/or influence your future professional practice. Relate at least one of your core beliefs directly to advocacy for positive social change for young children and families.Note: You may choose to use any or all of the following prompts to guide you in writing your core beliefs: I believe... I believe this because... This belief influences (will influence) my professional work by... This belief is helping to shape my professional identity by...Part 3: My Professional Interests and Recommended Resources Share your interests and knowledge. Your website is an ideal place for demonstrating this aspect of professionalism. For this part of your website: Identify at least two specific areas within the early childhood field that are of special interest to you. (Note: You may include as many areas of interest as you choose, but you are required to provide two.) These may be whole areas, such as infant and toddler development, or particular topics, issues, or trends within the field. For each area of interest: Briefly explain why it interests you. Aim to provide information that can interest others (e.g., if it’s controversial, briefly explain the differing views). Provide links to at least two online resources, such as articles or
  • 44. websites, that have expanded your knowledge and that you also recommend to others, such as colleagues and/or families. (Note: You may provide more than two, but you are required to provide two resources and links per area of interest.) Also, provide a brief description (i.e., one or two sentences) of the content of each resource, as a guide for visitors to your site.Part 4: My Professional Goals for Practice and Growth Formulate two goals related to your professional practice and/or growth in your work as an early childhood professional. Explain why each goal has particular meaning for you as an early childhood professional. For at least one goal, explain how you aim to achieve it.Note: Your goals can be as general or as specific or as short term or as long term, as you choose. For example, you may have a goal of becoming a certified kindergarten teacher in your state. You may be setting your sights on a position in the field that will require moving on to a master’s degree when you complete this program. Or, your goals may be very immediate, such as finding and working with a mentor to guide and strengthen your professional development, or applying your current knowledge to advocate on an issue that affects young children and families in your community or beyond. Think about setting goals that can help you be proactive in guiding your own professional journey today and throughout your career. Complete the Professional Website Review Checklist Use the Professional Website Review Checklist to ensure the following: You have applied designated Professional Digital Identity Guidelines to all required website content. All four of the required parts of your website effectively promote your identity as an early childhood professional. Submit 1 file (BP1005_ firstinitial_lastname) that contains: The URL for your website, and The text as it appears on your website in a Microsoft Word document. Make sure to include:
  • 45. Part 1: My Professional Profile Part 2: My Core Professional Beliefs Part 3: My Professional Interests and Recommended Resources Part 4: My Professional Goals for Practice and Growth image1.png