FEEDBACK PV3
Learning Objective 1.1: Describe leadership style and temperament.
Response vaguely or incompletely describes leadership style and temperament.
Criterion Feedback
Thank you for your description of leadership style and temperament. Please note that leadership style with benefit from support via competency resources. This is an expectation for each of the concepts presented in your paper.
Learning Objective 1.2 Explain how personal experiences and leadership style influences authentic leadership capacity.
Response demonstrates the same level of achievement as “2,” plus the following:
Response includes a critical analysis of personal experience, as it relates one’s own leadership capacity.
Criterion Feedback
Thank you for your description. You did a nice job in your applications.
Learning Objective 2.1: Explain how emotional intelligence applies to leadership in early childhood contexts.
Response provides a vague or incomplete explanation.
Criterion Feedback
I would encourage you to expand your discussion of emotional intelligence. Please also be sure to support these connections with competency resources, inclusive of in-text citations and references.
Learning Objective 3.1: Explain how emotional intelligence, authentic leadership, and knowledge of leadership style apply to leadership challenges.
Response clearly explains how emotional intelligence, authentic leadership, and knowledge of leadership style will be used to address both challenges presented in the scenario.
Response is supported by logical connections to the professional knowledge base.
Criterion Feedback
Thank you for your overview. You did a nice job in your application, particularly in the area of temperament.
Learning Objective 4.1: Apply strategies to address ethical challenges.
Response provides a vague or incomplete description of strategies to address the ethical dilemma presented in the scenario.
Criterion Feedback
Please be sure to apply the Code to each of the scenarios presented.
Learning Objective 5.1: Apply strategies for managing change in early childhood contexts.
Response provides a vague or irrelevant description of strategies to manage change and assist resistant staff.
Criterion Feedback
Good general description. I would encourage you to provide a bit more expansion, inclusive of connections to competency resources.
Written Communication PS 1.1: Use proper grammar, spelling, and mechanics.
Writing reflects competent use of standard edited American English.
Errors in grammar, spelling, and/or mechanics do not negatively impact readability.
Written Communication PS 1.2: Organize writing to enhance clarity.
Writing sufficiently integrates appropriate resources (which may include peer-reviewed resources) and content in support of ideas and argument.
Written Communication 1.3: Support writing with appropriate resources.
Writing loosely integrates some appropriate resources and content in support of ideas and argument.
Criterion Feedback
.
1. FEEDBACK PV3
Learning Objective 1.1: Describe leadership style and
temperament.
Response vaguely or incompletely describes leadership style
and temperament.
Criterion Feedback
Thank you for your description of leadership style and
temperament. Please note that leadership style with benefit from
support via competency resources. This is an expectation for
each of the concepts presented in your paper.
Learning Objective 1.2 Explain how personal experiences and
leadership style influences authentic leadership capacity.
Response demonstrates the same level of achievement as “2,”
plus the following:
Response includes a critical analysis of personal experience, as
it relates one’s own leadership capacity.
Criterion Feedback
Thank you for your description. You did a nice job in your
applications.
Learning Objective 2.1: Explain how emotional intelligence
applies to leadership in early childhood contexts.
Response provides a vague or incomplete explanation.
Criterion Feedback
I would encourage you to expand your discussion of emotional
intelligence. Please also be sure to support these connections
with competency resources, inclusive of in-text citations and
references.
2. Learning Objective 3.1: Explain how emotional intelligence,
authentic leadership, and knowledge of leadership style apply to
leadership challenges.
Response clearly explains how emotional intelligence, authentic
leadership, and knowledge of leadership style will be used to
address both challenges presented in the scenario.
Response is supported by logical connections to the
professional knowledge base.
Criterion Feedback
Thank you for your overview. You did a nice job in your
application, particularly in the area of temperament.
Learning Objective 4.1: Apply strategies to address ethical
challenges.
Response provides a vague or incomplete description of
strategies to address the ethical dilemma presented in the
scenario.
Criterion Feedback
Please be sure to apply the Code to each of the scenarios
presented.
Learning Objective 5.1: Apply strategies for managing change
in early childhood contexts.
Response provides a vague or irrelevant description of
strategies to manage change and assist resistant staff.
Criterion Feedback
Good general description. I would encourage you to provide a
bit more expansion, inclusive of connections to competency
resources.
3. Written Communication PS 1.1: Use proper grammar, spelling,
and mechanics.
Writing reflects competent use of standard edited American
English.
Errors in grammar, spelling, and/or mechanics do not negatively
impact readability.
Written Communication PS 1.2: Organize writing to enhance
clarity.
Writing sufficiently integrates appropriate resources (which
may include peer-reviewed resources) and content in support of
ideas and argument.
Written Communication 1.3: Support writing with appropriate
resources.
Writing loosely integrates some appropriate resources and
content in support of ideas and argument.
Criterion Feedback
Please see my feedback regarding additional opportunities for
incorporation of resources.
Written Communication 1.4: Apply APA style to written work.
APA conventions for attribution of sources, structure,
formatting, etc., are generally applied correctly in most
instances. Sources are generally cited appropriately and
accurately.
2/28/2020 Assessment Instructions - PV003: Leadership in the
Early Childhood Field
https://tempolearning.brightspace.com/d2l/le/content/6714/view
Content/2062/View 1/2
4. Overview
For each part of this Assessment:
1. Use the Assessment documents and video as required.
2. Reflect the criteria provided in the Rubric.
3. Adhere to the required assignment length.
Use the APA Paper Template for reference. All submissions
must follow the conventions of scholarly writing. Properly
formatted APA citations and references must be provided where
appropriate.
Professional Skills: Written Communication is assessed in this
Competency. You are strongly encouraged to use
the Writing Checklist and to review the rubric prior to
submitting.
This Assessment requires submission of one (1) document that
includes both parts of the Assessment. Save this file as
PV003_firstinitial_lastname (for example, PV003_J_Smith).
When you are ready to upload your completed Assessment,
use the Assessment tab on the top navigation bar.
Instructions
Before 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.
Rubric
5. In Part I of this Performance Task, you will complete a
leadership inventory and reflect on your own leadership style
and
temperament. You will use this information to complete Part II,
a Performance Task, in which you take on the role of a
director at an early childhood care center who is responsible for
leading change and dealing with ethical dilemmas.
Access the following to complete this Assessment:
Overview of Early Childhood Care Center
Parental Letter
Memo to Center Staff
Humanmetrics. (2014). Jung typology test. Retrieved from
http://www.humanmetrics.com/cgi-win/JTypes2.asp
National Association for the Education of Young Children
(NAEYC). (2011). Code of ethical conduct and statement of
commitment (Position Statement Update). Retrieved
from
http://www.naeyc.org/files/naeyc/image/public_policy/Ethics%2
0Position%20Statement2011_09202013update.pdf
This assessment has two-parts. Click each of the items below to
complete this assessment.
1. Complete the leadership inventory (Jung Typology Test)
provided.
2. Using information gathered from the personality inventory
and from your own experience, write a 2- to 3-page
Reflection in which you:
6. a. Describe your own leadership style and temperament, along
with the insights you gained from completing the
inventory and how you can apply these insights to leadership in
the early childhood field.
b. Explain how your own personal experiences and leadership
style might influence your authentic leadership
capacity.
c. Explain how emotional intelligence applies to leadership in
early childhood contexts.
Part I: Leadership Inventory and Reflection
http://academicguides.waldenu.edu/writingcenter/templates/gen
eral
https://tempolearning.brightspace.com/d2l/le/content/6667/Hom
e
https://tempolearning.brightspace.com/d2l/lor/viewer/viewFile.d
2lfile/6714/162,-1/
https://tempolearning.brightspace.com/d2l/lor/viewer/viewFile.d
2lfile/6714/236,-1/
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2lfile/6714/237,-1/
https://tempolearning.brightspace.com/d2l/lor/viewer/viewFile.d
2lfile/6714/238,-1/
http://www.humanmetrics.com/cgi-win/JTypes2.asp
http://www.naeyc.org/files/naeyc/image/public_policy/Ethics%2
0Position%20Statement2011_09202013update.pdf
https://tempolearning.brightspace.com/content/enforced/6714-
PV003_DEV/Assessment.html?d2lSessionVal=LDGlm6EZxhtRi
V9Ufh5ojhB9K&ou=6714&d2l_body_type=3#collapse_acc_1
2/28/2020 Assessment Instructions - PV003: Leadership in the
7. Early Childhood Field
https://tempolearning.brightspace.com/d2l/le/content/6714/view
Content/2062/View 2/2
It is strongly recommended that you review all Learning
Resources and complete the Learning Activities prior
to attempting the Assessment.
For Part II of this Performance Task, you will explain how you
apply emotional intelligence and authentic leadership
to handle ethical challenges and manage change.
Imagine that you are the new director of Little Flower Child
Care Center. Review the “Overview of Early Childhood
Care Center” document to learn more about your staff and their
leadership style and temperament. You are faced
with two concerns from parents regarding staff at your center:
1. Families are concerned about the ethical reliability of a staff
member who was arrested for driving while
intoxicated (DWI). The DWI arrest was published in the local
newspaper and a constituent of parents voiced
outrage. Families of the children in the center are calling for the
teacher’s resignation. (See the “Parental Letter”
document.)
2. Another group of parents have voiced concerns about staff
members who are texting on their mobile phones
while caring for their children. You have issued a new policy
banning cell phones during work hours, except in the
case of emergency. Many of your staff members are unhappy
with this change and have voiced their resistance
to you during a weekly staff meeting. They say that it is an
unfair rule that disrespects their personal freedom and
family obligations. Nancy Ruiz, Leeza Knowles, and Danielle
8. Freed are particularly vocal about their discontent
with the new policy. See the “Memo to Center Staff” document.
Using the information from the three documents and your
knowledge of the “Code of Ethical Conduct” in the early
childhood care field write a 2- to 3-page response in which you:
1. Provide a detailed explanation of the strategies you will use
to address the ethical dilemma of the DWI.
2. Explain how you will manage the change regarding cell
phone use at the center.
3. Explain how your actions are informed by your understanding
of authentic leadership, emotional intelligence,
leadership style and temperament, and the NAEYC “Code of
Ethical Conduct.”
Part II: Applying Leadership Principles
https://tempolearning.brightspace.com/content/enforced/6714-
PV003_DEV/Assessment.html?d2lSessionVal=LDGlm6EZxhtRi
V9Ufh5ojhB9K&ou=6714&d2l_body_type=3#collapse_acc_2
8
Title of the Paper in Full Goes Here
Student Name Here
Walden University
Abstract
This is the abstract, which is typed in block format with no
indentation. The abstract briefly summarizes your paper in 120
words or less. Through your abstract, your readers should be
9. able to fully understand the content and the implications of the
paper. Also, note that writing this section after the paper itself
may be helpful. See section 2.04 APA for tips and more
information on writing abstracts. This template was updated
April 25, 2016.
Title of the Paper
This template’s margins, page numbers, and page breaks are set
for you, and you do not need to change them. Do not add any
extra spaces between the heading and the text (you may want to
check Spacing under Format, Paragraph in your word processor,
and make sure that it is set to 0”). Instead, just double space as
usual, indent a full ½ inch (preferably using the tab button), and
start typing. The introduction should receive no specific
heading because readers assume that the first section functions
as your paper’s introduction.
After considering these formatting issues, you will need to
construct a thesis statement, which lets readers know how you
synthesized the literature into a treatise that is capable of
advancing a new point of view. This statement provides readers
with a lens for understanding the forthcoming research
presented in the body of your essay (after all, each piece of
literature should support and apply to this thesis statement).
Once you have established your thesis, begin constructing the
introduction. An easy template for writing an introduction
follows:
1.
Start with what has been said or done regarding the topic.
2.
Explain the problem with what has been said or done.
3.
Offer a solution in a concise thesis statement that can be
supported by the literature.
10. 4.
Explain how the thesis brings about social change.
Level 1 Heading
This text will be the beginning of the body of the essay. Even
though this section has a new heading, make sure to connect
this section to the previous one so readers can follow along with
the ideas and research presented. The first sentence in each
paragraph should transition from the previous paragraph and
summarize the main point in the paragraph. Make sure each
paragraph contains only one topic, and when you see yourself
drifting to another idea, make sure you break into a new
paragraph. Also, avoid long paragraphs (more than three-fourths
of a page) to help hold readers’ attention; many shorter
paragraphs are better than a few long ones. In short, think this:
new idea, new paragraph.
Another Level 1 Heading
Here is another Level 1 heading. Note that, when you add
additional headings, you should use the APA levels available in
the Styles area of your toolbar. If you enter them manually
instead, you may need to delete the automatic indent that
appears because Word thinks you are beginning a new
paragraph. Again, the topic sentence of this section should
explain how this paragraph is related or a result of what you
discussed in the previous section. Consider using transitions
between sentences to help readers see the connections between
ideas. Below are a few examples of how to transition from one
statement to another (or in some cases, one piece of literature to
another):
1. Many music teachers at Olson Junior High are concerned
about losing their jobs (J. Thompson, personal communication,
July 3, 2013), largely due to the state’s recent financial
cutbacks of fine arts programs (Babar, 2007).
2. Obesity affects as much as 17% of the total population of
11. children, an increase which may lead to other chronic health
problems (Hera, 2008; Sinatra, 2008).
For more examples, see some of the transitions handouts on the
Writing Center’s website.
Level 2 Heading
The Level 2 heading designates a subsection of the previous
section. Using headings is a great way to organize a paper and
increase its readability, so be sure to review heading rules on
APA 3.02 and 3.03 in order to format them correctly. For
shorter papers, using one or two levels is all that is needed. You
would use Level 1 (centered, bold font with both uppercase and
lowercase) and Level 2 (left aligned, bold, both uppercase and
lowercase). This template provides examples of APA’s four
heading levels, but remember that at least two headings on the
same level are needed before the next heading level. For
example, a paper must have at least two level 3 headings before
a level 4 heading.
Level 3 heading.Note that you should write Level 3 and 4
headings in sentence case, meaning that only the first word and
any proper nouns are capitalized. The number of headings
needed in a particular paper is not set, but longer papers may
benefit from another heading level, such as this Level 3 heading
(which is an indented, bold, lowercase paragraph heading).
Level 4 heading. One crucial area in APA is learning how to
cite in academic work. Make sure to cite source information
throughout your paper to avoid plagiarism. This practice is
critical: you need to give credit to your sources and avoid
copying others’ work at all costs. Look at APA starting at 6.01
for guidelines on citing source information in your text.
Level 4 heading.You will want to include at least two of each
kind of heading in your paper, hence this additional paragraph
modeling effective heading usage. See below for further tips on
12. using headings effectively.
Level 3 heading.Again, if you choose to use Level 3 or 4
headings, at least two of each heading level should appear in the
paper. Otherwise, if only one heading appears, your readers may
question the need for a heading at all. If you find yourself
questioning whether or how to use headings, consider
consulting your instructor or committee chair for his or her
input.
Level 1 Heading
APA can seem difficult to master, but following the general
rules becomes easier with use. The Writing Center also offers
numerous resources on its website and by email to help.
And so forth until the conclusion…..
Level 1 Heading
The conclusion section should recap the major points of your
paper. However, perhaps more importantly, the conclusion
should also interpret what you have written and what it means
in the bigger picture. To help write your concluding remarks,
consider asking yourself these questions: What do you want to
happen with the information you have provided? What do you
want to change? What is your ultimate goal in using this
information? What would it mean if the suggestions in your
paper were taken and used?
References
(Please note that the following references are intended as
examples only. Also, these illustrate different types of
references but are not all cited in the text. In your paper, be
sure every reference entry matches a citation, and every citation
refers to an item in the reference list.)
Alexander, G., & Bonaparte, N. (2008). My way or the highway
that I built. Ancient Dictators, 25(7), 14–31.
doi:10.8220/CTCE.52.1.23-91
13. Babar, E. (2007). The art of being a French elephant.
Adventurous Cartoon Animals,19, 4319–4392. Retrieved from
http://www.elephants104.ace.org
Bumstead, D. (2009). The essentials: Sandwiches and sleep.
Journals of Famous Loafers, 5, 565–582.
doi:12.2847/CEDG.39.2.51-71
Hansel, G., & Gretel, D. (1973). Candied houses and unfriendly
occupants. Thousand Oaks, CA: Fairy Tale Publishing.
Hera, J. (2008). Why Paris was wrong. Journal of Greek
Goddess Sore Spots, 20(4), 19-21. doi: 15.555/GGE.64.1.76-82
Laureate Education, Inc. (Producer). (2007). How to cite a
video: The city is always Baltimore [DVD]. Baltimore, MD:
Author.
Laureate Education, Inc. (Producer). (2010). Name of program
[Video webcast]. Retrieved from http://www.courseurl.com
Sinatra, F. (2008). Zing! Went the strings of my heart. Making
Good Songs Great, 18(3), 31–22. Retrieved from
http://articlesextollingrecordingsofyore.192/fs.com
Smasfaldi, H., Wareumph, I., Aeoli, Q., Rickies, F., Furoush,
P., Aaegrade, V., … Fiiel, B. (2005). The art of correcting
surname mispronunciation. New York, NY: Supportive
Publisher Press. Retrieved from
http://www.onewaytociteelectronicbooksperAPA7.02.com
White, S., & Red, R. (2001). Stop and smell the what now?
Floral arranging for beginners (Research Report No. 40-921).
Retrieved from University of Wooded Glen, Center for
Aesthetic Improvements in Fairy Tales website:
http://www.uwg.caift/~40_921.pdf
14. PV003
Overview of Staff at Little Flower Child Care Center
Nancy Rodriguez
Position: Head teacher (0- to 2-year-olds)
Degree/Education: Master’s in child development
Humanmetrics Jung Personality Typology: ESFJ (Extrovert,
Sensing, Feeling, Judging)
Notes: Nancy has been with Little Flower for over 10 years and
has enormous influence on the other staff.
Leeza Knowles
Position: Assistant teacher (0- to 2-year-olds)
Degree/Education: Bachelor’s in early childhood
Humanmetrics Jung Personality Typology: ISTP (Introvert,
Sensing, Thinking, Perceiving)
Notes: Leeza joined Little Flower 2 years ago and is well-loved
among children and families. She is a good friend of Danielle
Freed, who brought her on board last year.
Gregory Chung
Position: Head teacher (2- to 3-year-olds)
Degree/Education: Bachelor’s in psychology
Humanmetrics Jung Personality Typology: ENTJ (Extrovert,
Intuitive, Thinking, Judging)
Notes: Gregory has been at Little Flower for 3 years. He is a
favorite of some families, but there have been a few complaints
from both families and other staff because he is very set in his
ways about certain approaches to childcare.
Danielle Freed
Position: Assistant teacher (2- to 3-year-olds)
Degree/Education: High school diploma, previous childcare
experience
Humanmetrics Jung Personality Typology: ISFP (Introvert,
Sensing, Feeling, Perceiving)
Notes: Danielle joined Little Flower last year at the
