EDU 234 Teacher-Family Scenarios Assignment Rubric [Instructors may add the point value] Proficient Acceptable Unsatisfactory Content Perspectives Scenario evaluations are complete, detailed and addresses all areas of the assignment thoroughly. Scenario evaluations are complete, but may lack detail or be very brief. Scenarios are not complete, lacks detail and does not address all areas of the assignment. Developmentally Appropriate Perspectives contains clear, meaningful, developmentally appropriate references to course materials. Perspectives care complete and address developmentally appropriate but may lack detail or be very brief. Perspectives are incomplete or do not demonstrate developmental appropriateness. Conventions and References Grammar, spelling, sentence structure and word choice are correct throughout. Fewer than 5 errors are present. More than 5 errors are present. Directions: Using the Family-Teacher Perspectives Reframing Scenarios form you will evaluate each scenario and complete each of the columns identifying the Teacher’s Perspective, the Family Perspective and then in the final column you will detail how you as the teacher would work to resolve the differences in perspective. When writing your perspectives statement, you should consider a child’s developmental stages related to the age provided. The resources below given can help you develop your resolution. Discussion Board Rubric Participation is measured by posting an initial post/thread in a timely fashion, allowing other students time to respond. You should make a minimum of 3 postings in total: One initial post and at least two thoughtful responses to different classmates. Your participation will be graded as follows: A Discussion (90-100 points) A-level postings: B Discussion (80-89 points) B-level postings: C Discussion (70-79 points) C-level postings: D Discussion (60-69 points) D-level postings: F Discussion (0-59 points) Initial post is made in a timely fashion, giving others the opportunity to respond. (Thursday by 11:59pm) (20 points) Initial post made, but not always in a timely fashion to allow others time to respond. Initial post is not made in a timely fashion to allow others time to respond. Initial post is not made in a timely fashion and/or post not made at all. Initial post is not made. OR The quality of the initial post is not relevant to the course/ prompt given. Significant spelling and grammar errors included. (points) Initial post makes connections to the course content and/or other experiences. Post is a minimum of 7 sentences and includes a text reference (30 points) Initial post makes connections to the course content and/or other experiences, but connections are unclear, not firmly established or are not obvious. Required length is not met Initial post is generally accurate, considers the content of the prompt but the information delivered is limited and lacks detail. Post does not meet the length requireme ...

1. EDU 234 Teacher-Family Scenarios Assignment Rubric
[Instructors may add the point value]
Proficient
Acceptable
Unsatisfactory
Content Perspectives
Scenario evaluations are complete, detailed and addresses all
areas of the assignment thoroughly.
Scenario evaluations are complete, but may lack detail or be
very brief.
Scenarios are not complete, lacks detail and does not address all
areas of the assignment.
Developmentally
Appropriate
Perspectives contains clear, meaningful, developmentally
appropriate references to course materials.
Perspectives care complete and address developmentally
appropriate but may lack detail or be very brief.
Perspectives are incomplete or do not demonstrate
developmental appropriateness.
Conventions and References
Grammar, spelling, sentence structure and word choice are
correct throughout.
Fewer than 5 errors are present.
More than 5 errors are present.
Directions: Using the Family-Teacher Perspectives Reframing
Scenarios form you will evaluate each scenario and complete
each of the columns identifying the Teacher’s Perspective, the
Family Perspective and then in the final column you will detail
how you as the teacher would work to resolve the differences in
perspective. When writing your perspectives statement, you
should consider a child’s developmental stages related to the

2. age provided. The resources below given can help you develop
your resolution.
Discussion Board Rubric
Participation is measured by posting an initial post/thread in a
timely fashion, allowing other students time to respond.
You should make a minimum of 3 postings in total:
One initial post and at least two thoughtful responses to
different classmates.
Your participation will be graded as follows:
A Discussion
(90-100 points)
A-level postings:
B Discussion
(80-89 points)
B-level postings:
C Discussion
(70-79 points)
C-level postings:
D Discussion
(60-69 points)
D-level postings:
F Discussion
(0-59 points)
Initial post is made in a timely fashion, giving others the
opportunity to respond. (Thursday by 11:59pm)
(20 points)
Initial post made, but not always in a timely fashion to allow
others time to respond.
Initial post is not made in a timely fashion to allow others time
to respond.

3. Initial post is not made in a timely fashion and/or post not made
at all.
Initial post is not made.
OR
The quality of the initial post is not relevant to the course/
prompt given.
Significant spelling and grammar errors included.
(points)
Initial post makes connections to the course content and/or
other experiences. Post is a minimum of 7 sentences and
includes a text reference
(30 points)
Initial post makes connections to the course content and/or
other experiences, but connections are unclear, not firmly
established or are not obvious. Required length is not met
Initial post is generally accurate, considers the content of the
prompt but the information delivered is limited and lacks detail.
Post does not meet the length requirements.
Initial post is unclear or contains incomplete connections
between course content/prompt. Post does not meet the length
requirements.

4. At least two responses are made to classmates.
(20 points)
At least two responses made to classmates.
At least one response made to classmates.
Peer responses are not present.
Responses extend discussions or poses new information not
previously voiced. Responses are a minimum of 5 sentences.
(20 points)
Responses are given but are very vague. Minimum length
requirement is not met.
Response is given but does not enhance the subject matter.
Minimum length requirement is not met.
Peer responses are not present.
No grammar and spelling errors noted.
(10 points)
Includes a minimum number of grammar and spelling errors

5. Some grammar and spelling errors included.
Significant spelling and grammar errors included.
EDU 234 – Family-Teacher Perspectives Reframing Scenarios
Situation
Teacher Perspective
Family Perspective
As the teacher, what do you do to resolve these differences in
perspective?
EXAMPLE:
Juanita’s mom picks up her toddler at the end of the day. It’s
the third day in a row her daughter has come home messy and
with dirty clothes (grass stains and finger paint).
It’s important to offer toddlers multiple sensory experiences
throughout the day. Sensory experiences support early learning,
growth and development.
We spend money on her clothes and we need to keep them
looking nice. We do not go right home after I pick her up and I
do not want people thinking I do not keep my daughter clean.
As the teacher I would share that we have many opportunities
throughout our day to explore the world around us and that
sometimes those activities are messy. However, I do understand
her concerns and can make sure that she is in clean clothes prior
to pick-up. I can also encourage mom to consider play clothes
for school if possible. I can also ensure that Juanita wears a
smock during painting and other messy play.
1. Micah, 1 ½ years old, is biting multiple children in the
classroom every day.

6. 2. Sarah, 17 months old, has been bitten by another child
multiple times this week.
3. When she dropped off her 20-month-old, Malika, that
morning, she mentioned to her friend, Angela (who cares for
Malika), how impossible Malika has been in the mornings. She
drags her feet, doesn’t want to get dressed, pitches a fit about
which outfit to wear—it’s been practically impossible to get her
out the door. Angela seemed really surprised. “Wow, she is an
angel here. I tell her it’s time to go out and she runs over to the
coat hook, pulls down her coat, and puts it on. She is really
cooperative.”
4. Aldo stopped arrived to pick up his toddler, Blanca. When he
tells Blanca it is time to go home, she shouts, “No! Stay with
Ms. Nita!” and goes to hide under the table. After calling to her ,
Aldo finally had to crawl reach under the table and pull her out.
Blanca was screaming the whole time.
5. George is 13 months old. His mom comes into the room and
asks you when you think her child will be ready to move to
toddlers. She is a bit upset and stressing that she doesn’t want
her child to stay with all of these babies when he is almost
walking.

7. Adapted from: csefel.vanderbilt.edu
Resources for scenarios:
· https://www.virtuallabschool.org/infant-toddler/family-
engagement/lesson-3
·
https://www.childrenslearninginstitute.org/media/81298/module
1_zhandout_responsivecaregivingscenarios.pdf