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Competency CL3005: Access, Equity, and Positive Social Change: Apply strategies to promote access, equity, and positive social change for young children, families, and early childhood professionals.
Assessment Rubric 0
Not Present 1
Needs Improvement 2
Meets Expectations Topic 1: Strategies to Reduce Bias Explain how biases can influence relationships with children and families. Include what biases are, how they impact values and beliefs, and why reflecting on and understanding bias is integral to working with children and families, and growing as a professional. LO1: Explain what bias is; how bias can influence early childhood professionals’ relationships with children and families; and why understanding bias is integral to professional practice and growth.
Response is not present.
Explanation of what bias is; how bias can influence early childhood professionals’ relationships with children and families; and why understanding bias is integral to professional practice and growth is vague, inaccurate, and/or incomplete.
Response includes a clear, accurate, complete description of what bias is; how bias can influence early childhood professionals’ relationships with children and families; and why understanding bias is integral to professional practice and growth.
Also explain three specific research-
Response is not present.
Explanation of research-based strategies that help identify
Response includes a clear, accurate and complete
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based strategies early childhood professionals can use to identify their own biases and mitigate their influence. LO2: Explain research-based strategies that help identify biases and mitigate their influence.
biases and mitigate their influence is vague, inaccurate, and/or incomplete.
explanation of research-based strategies that help identify biases and mitigate their influence.
Topic 2: Strategies to Support Access, Equity, and Positive Social Change for Young Children and Families Explain why early
childhood professionals, programs, and services should support access, equity and positive social change for young children and families.
LO1: Explain why early
childhood professionals, programs, and services should support access, equity and positive social change for young children and families.
Response is not present.
Explanation of why early childhood professionals, programs, and services should support access, equity and positive social change for young children and families is vague, inaccurate, and/or incomplete.
Response includes a clear, accurate, and complete explanation of why early childhood professionals, programs, and services should support access, equity and positive social change for young children and families.
Also, explain two specific research-based practices early childhood
Response is not present.
Explanation of research-based practices early childhood professionals can implement to support social justice within
Response includes a clear, accurate, and complete explanation of research-based practices early childhood
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professionals can implement to support social justice within early childhood settings. LO2: Explain research-based practices early childhood professionals can implement to support social justice within early childhood settings.
early childhood settings is vague, inaccurate, and/or incomplete.
professionals can implement to support social justice within early childhood settings.
Topic 3: Strategies to Promote Access, Equity, and Positive Social Change for Professionals and the Early Childhood Field Explain the role of the early childhood field in supporting and advancing access and equity for all young children and their families. LO1: Explain the role of the early childhood field in supporting and advancing access and equity for all young children and their families.
Response is not present. Explanation of the role of the early childhood field in supporting and advancing access and equity for all young children and their families is vague, inaccurate, and/or incomplete.
Response clearly, accurately, and completely explains the role of the early childhood field in supporting and advancing access and equity for all young children and their families.
Also, explain two specific research-
Response is not present. Explanation of research-based strategies early childhood
Response clearly, accurately, and completely explains research-
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based strategies early childhood professionals can engage in to help ensure that the field supports access, equity, and positive social change through program design and/or practice. LO2: Explain research-based strategies early childhood professionals can engage in to help ensure that the field supports access, equity, and positive social change through program design and/or practice.
professionals can engage in to help ensure that the field supports access, equity, and positive social change through program design and/or practice is vague, inaccurate, and/or incomplete.
based strategies early childhood professionals can engage in to help ensure that the field supports access, equity, and positive social change through program design and/or practice.
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. Exceeds Expectations: Inquiry and Analysis.
LO1: Synthesize current, in-depth, information from
Blog posts synthesize current, in-depth information from multiple, credible sources related to supporting access, equity, and positive social change for young children, families, early childhood professionals, and the early childhood field.
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multiple, credible sources.
Yes
No
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)
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.
Sentence 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;
Paragraphs, or lack of paragraphs, impede reader’s access to
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.
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Paragraph Level Skills) ideas. 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.
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.
