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.RubricThis assessment has four parts. Click each of the items below to complete this assessment.Part I: Overcoming Bias In order to be an effective early childhood educator and anti-bias advocate, it is necessary, first and foremost, to recognize and challenge one’s own biases. While this may not seem difficult on a surface level, there are, in fact, various strategies and practices for recognizing the overt and more subtle or covert biases one may possess.In two to three pages, address the following:
Describe yourself, including any relevant information about your own social identity and culture. Explain how your own identity and/or culture might influence your professional practice. If applicable, share your own experiences with privilege, oppression, and/or bias.
Identify three strategies that you will use in order to explore and overcome your own biases.
Explain why you chose these strategies and how exploring and overcoming your own biases can positively impact the children and families with whom you work.
Part II: Addressing Bias and Promoting Equity in Early Childhood ClassroomsBias and discrimination affect people from all walks of life. In the early childhood field, bias and discrimination are especially troublesome, as they can have long-term impacts that can continue to affect children through adulthood. Read Document #1: Madison Place Preschool Scenario prior to beginning Part II.In three to four pages, complete the following:
Describe four strategies that you will use in order to address bias and promote equity among the young children in your classroom.
Explain why you chose these strategies, and how they will help address bias and promote equity.
Describe how you will implement these strategies to advocate for positive social change on behalf of the children in your classroom.
Describe one way you will partner with families and/or the community in your advocacy efforts.
Part III: Access, Equity, and Promoting Change in Early Childhood OrganizationsWhile advocating for access, equity, and change in early childhood classrooms is an important first step, early childhood settings support this advocacy effort on an organizational level.In two to three pages, complete the following:
Describe how you will advocate for anti-bias curriculum in your early childhood setting or one in which you might work.
Explain why anti-bias curriculum should be adopted in in this setting.
Explain why access and equity at the organizational level are important to developing early childhood programs that help promote the growth and development of children, families, and communities.
Include a description of at least one organization with whom you might partner to promote access, equity, and social change for young children and families in your early childhood setting or one in which you might work, and explain why you have chosen this organization.
Part IV: The Positive Impacts of Promoting Access, Equity, and ChangeIn two pages, describe the significant and lasting impacts that access and equity can have on children, families, communities, and a global society.Specifically, your response should include the following:
An explanation of the benefits of advocating for access, equity, and change on children’s healthy development and learning.
An explanation of how advocating for access and equity in early childhood classrooms and programs can benefit children, families, and communities, and provide a specific example.
A recommendation for developmentally appropriate learning experiences for the following, with an explanation of how these recommendations reflect the principles of developmentally appropriate practice.
Three families arrive an hour after preschool starts on a regular basis
Dual-language learners, most of whom are less fluent in English than they are in their primary languages
Three children in your classroom seem to be behind their peers developmentally. After meeting with the families, you discover that they live in poverty and some adult members of the family do not have high school diplomas
rubric.pdf
cr003_assessment_madisonplacepreschoolscenario.docx
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CR003 Access, Equity, and Promoting Change
Assessment Rubric
0
Not Present
1
Needs Improvement
2
Meets Expectations
Part I: Overcoming bias
Sub-Competency 1: Apply strategies for overcoming personal bias and promoting equity and social justice.
Learning Objective 1.1: Description of identity
Response vaguely
Response thoroughly
Describe one’s own
and/or culture is missing.
describes one’s culture
describes one’s own
social identity and
and social identity.
culture and social identity.
culture, and how it
might influence
Response identifies an
Response identifies one
professional practice.
irrelevant or unclear way
relevant way one’s own
one’s own culture and
culture and social identity
social identity might
might influence
influence professional
professional practice.
practice.
Learning Objective 1.2:
Describe strategies for
exploring and
overcoming bias.
Description of strategies
for exploring and
overcoming bias is missing.
Response identifies fewer
than three strategies for
exploring and overcoming
bias, or response identifies
three strategies, but they
are inappropriate.
Response provides an
unclear rationale for the
strategies chosen.
Response is supported by
superficial connections to
the professional
knowledge base.
©2014 Walden University
Response identifies three
appropriate strategies for
exploring and/or
overcoming bias.
Response provides a clear
rationale for the strategies
chosen.
3
Exceeds Expectations
Demonstrates the same
level of achievement as
“2,” plus the following:
Response identifies
multiple ways one’s own
culture and social identity
might influence
professional practice and
supports each answer with
thoughtful reasoning.
Demonstrates the same
level of achievement as
“2,” plus the following:
Response connects answer
to a personal or
professional experience
using examples of
successful strategies.
Response is supported by
logical connections to the
professional knowledge
base.
1
Learning Objective 1.3:
Explain how exploring
personal bias can
positively impact
professional practice.
0
Not Present
Explanation of how
exploring personal bias can
positively impact
professional practice is
missing.
1
Needs Improvement
Response provides a vague
explanation regarding how
exploring personal bias can
positively impact work
with children and families.
2
Meets Expectations
Response provides a clear
explanation regarding how
exploring personal bias can
positively impact work
with children and families.
Response provides unclear
rationales for the
explanation.
Responses are supported
by logical connections to
the professional
knowledge base.
Responses are supported
by superficial connections
to the professional
knowledge base.
Part II: Addressing bias and promoting equity in early childhood classrooms
Sub-Competency 2: Apply strategies to overcome bias and promote equity in early childhood classrooms.
Learning Objective 2.1: Description of strategies
Response is incomplete or Response thoroughly
Describe strategies for for addressing bias and
describes inappropriate
describes four appropriate
addressing bias and
promoting equity in early
strategies for addressing
strategies for addressing
promoting equity in
childhood classrooms is
bias and promoting equity bias and promoting equity
early childhood
missing.
in early childhood
in early childhood
classrooms.
classrooms.
classrooms.
Learning Objective 2.2:
©2014 Walden University
Description of best
Response provides an
unclear rationale for the
strategies chosen.
Response provides a
thorough rationale for the
chosen strategies.
Response is supported by
superficial connections to
the professional
knowledge base.
Response vaguely explains
Response is supported by
logical connections to the
professional knowledge
base.
Response clearly explains
3
Exceeds Expectations
Demonstrates the same
level of achievement as
“2,” plus the following:
Response connects answer
to a personal or
professional experience
using examples of
successful strategies.
Demonstrates the same
level of achievement as
“2,” plus the following:
Response connects answer
to a personal or
professional experience
using examples of
successful strategies.
Demonstrates the same
2
Describe best practices
for implementing antibias strategies in early
childhood classroom
settings.
Learning Objective 2.3:
Describe ways to
partner with families
and communities to
overcome bias and
promote equity in early
childhood classroom
settings.
0
Not Present
practices for implementing
anti-bias strategies in early
childhood classroom
settings is missing.
1
Needs Improvement
how to implement antibias strategies in early
childhood classrooms.
Response provides an
unclear rationale for the
strategies chosen.
Description of ways to
partner with families and
communities to overcome
bias and promote equity in
early childhood classroom
settings is missing.
Response is supported by
superficial connections to
the professional
knowledge base.
Response vaguely explains
one appropriate way to
partner with families
and/or the community to
overcome bias and
promote equity.
Response provides an
unclear rationale for the
strategies chosen.
2
Meets Expectations
how to implement antibias strategies in early
childhood classrooms.
Response is supported by
logical connections to the
professional knowledge
base.
Response clearly explains
one appropriate way to
partner with families
and/or the community to
overcome bias and
promote equity.
Response is supported by
logical connections to the
professional knowledge
base.
Response is supported by
superficial connections to
the professional
knowledge base.
Part III: Access, equity, and promoting change in early childhood organizations
Sub-Competency 3: Apply strategies to advocate for children, families, and communities.
Learning Objective 3.1: Description of how to
Response vaguely
Response clearly describes
Describe how to
advocate for anti-bias
describes one way to
one way to advocate for
advocate for anti-bias
curriculum in early
advocate for anti-bias
anti-bias curriculum in
©2014 Walden University
3
Exceeds Expectations
level of achievement as
“2,” plus the following:
Response connects answer
to a personal or
professional experience
using examples of
successful strategies.
Demonstrates the same
level of achievement as
“2,” plus the following:
Response connects answer
to a personal or
professional experience
using examples of
successful strategies.
Demonstrates the same
level of achievement as
“2,” plus the following:
3
curriculum in early
childhood programs.
Learning Objective 3.2:
Explain why access and
equity are important to
early childhood
programs.
0
Not Present
childhood programs is
missing.
Explanation of why access,
equity, and change are
important to early
childhood programs is
missing.
1
Needs Improvement
curriculum in early
childhood programs.
2
Meets Expectations
early childhood programs.
Response provides a vague
rationale for adopting antibias curriculum in early
childhood programs
Response provides a
compelling rationale for
adopting anti-bias
curriculum in early
childhood programs.
Response is supported by
superficial connections to
the professional
knowledge base.
Response makes vague
connections between the
importance of advocacy
efforts and early childhood
programs.
Response is supported by
logical connections to the
professional knowledge
base.
Response makes clear
connections between the
importance of advocacy
efforts and early childhood
programs.
3
Exceeds Expectations
Response describes more
than one way to advocate
for anti-bias curriculum in
early childhood programs.
Demonstrates the same
level of achievement as
“2,” plus the following:
Response makes a
compelling case for access
and equity in a specific
early childhood context.
Response is supported by
Response is supported by
superficial connections to
logical connections to the
the professional
professional knowledge
knowledge base.
base.
Sub-Competency 4: Describe organizations that promote access, equity, and social change for young children and families.
Learning Objective 4.1: Description of
Response is incomplete or Response thoroughly
Demonstrates the same
Describe organizations organizations that
describes an inappropriate describes one organization level of achievement as
that promote access,
promote access, equity,
organization.
that promotes access,
“2,” plus the following:
equity, and positive
and positive social change
equity, and positive social
social change for young for young children and
Response is supported by
change for young children Response thoroughly
children and families.
families is missing.
superficial connections to
and families.
describes more than one
the professional
organization that
knowledge base.
Response includes a clear
promotes access, equity,
rationale for partnering
and positive social change
©2014 Walden University
4
0
Not Present
1
Needs Improvement
2
Meets Expectations
with the chosen
organization.
3
Exceeds Expectations
for young children and
families.
Part IV: The positive impacts of promoting access, equity, and change
Sub-Competency 5: Explain the benefits of positive social change in early childhood contexts and in the larger society.
Learning Objective 5.1: Explanation of the benefits Response vaguely explains Response clearly explains
Demonstrates the same
Explain the benefits of
of advocating for access
the benefits of advocacy in the benefits of advocacy in level of achievement as
advocating for access
and equity on children’s
regard to children’s
regard to children’s
“2,” plus the following:
and equity on
healthy development and
healthy development and
healthy development and
children’s healthy
learning is missing.
learning.
learning.
Response connects answer
development and
to a personal or
learning.
Response is supported by
Response is supported by
professional experience.
superficial connections to
logical connections to the
the professional
professional knowledge
knowledge base.
base.
Sub-Competency 6: Explain how early childhood professionals can positively impact issues of access, equity, and social change.
Learning Objective 6.1: Explanation of how
Response vaguely explains Response thoroughly
Demonstrates the same
Explain how advocacy
advocacy efforts benefit
how advocating for access explains how advocating
level of achievement as
efforts benefit children, children, families, and
and equity in early
for access and equity in
“2,” plus the following:
families, and
communities is missing.
childhood classrooms and
early childhood classrooms
communities.
programs can benefit
and programs can benefit
Response provides one
children, families, and
children, families, and
relevant example to
communities.
communities.
illustrate how advocating
for access and equity
benefits children, families,
and communities.
Professional Skill 001: Written Communication: Demonstrates graduate level writing skills.
Learning Objective
Multiple major and minor
Multiple minor errors in
Writing reflects competent Grammar, spelling, and
PS 1.1:
errors in grammar,
grammar, spelling, and/or use of standard edited
mechanics reflect a high
©2014 Walden University
5
Use proper grammar,
spelling, and
mechanics.
spelling, and/or mechanics
are highly distracting and
seriously impact
readability.
mechanics are distracting
and negatively impact
readability.
Learning Objective
PS 1.2:
Organize writing to
enhance clarity.
Writing is poorly organized
and incoherent.
Introductions, transitions,
and conclusions are
missing or inappropriate.
Writing is loosely
organized. Limited use of
introductions, transitions,
and conclusions provides
partial continuity.
Learning Objective
PS 1.3:
Support writing with
appropriate resources.
Writing does not integrate
appropriate resources and
content in support of ideas
and argument.
Writing loosely integrates
some appropriate
resources and content in
support of ideas and
argument.
Learning Objective
PS 1.4:
Apply APA style to
written work.
APA conventions are not
applied.
APA conventions for
attribution of sources,
structure, formatting, etc.,
are applied inconsistently.
Learning Objective
PS 1.5:
Use appropriate
vocabulary and tone
for the audience and
purpose.
Vocabulary and tone are
inappropriate and
negatively impact clarity of
concepts to be conveyed.
Vocabulary and tone have
limited relevance to the
audience.
©2014 Walden University
American English.
Errors in grammar,
spelling, and/or mechanics
do not negatively impact
readability.
Writing is generally wellorganized. Introductions,
transitions, and
conclusions provide
continuity and a logical
progression of ideas.
Writing sufficiently
integrates appropriate
resources (which may
include peer-reviewed
resources) and content in
support of ideas and
argument.
APA conventions for
attribution of sources,
structure, formatting, etc.,
are generally applied
correctly in most
instances. Sources are
generally cited
appropriately and
accurately.
Vocabulary and tone are
generally appropriate for
the audience and support
communication of key
concepts.
level of accuracy in
standard American English
and enhance readability.
Writing is consistently
well-organized.
Introductions, transitions,
and conclusions are used
effectively to enhance
clarity, cohesion, and flow.
Writing effectively
integrates appropriate
resources (which may
include peer-reviewed
resources) and content to
support and expand upon
ideas and arguments.
APA conventions for
attribution of sources,
structure, formatting, etc.,
are applied correctly and
consistently throughout
the paper. Sources are
consistently cited
appropriately and
accurately.
Vocabulary and tone are
consistently tailored to the
audience and effectively
and directly support
communication of key
concepts.
6
©2014 Walden University
7
CR003 Access, Equity, and Promoting Change: Apply strategies to promote access, equity, and positive
social change for young children, families, and the early childhood field.
Madison Place Preschool Scenario
Madison Place Preschool is a subsidized urban pre-kindergarten program. You are a new early childhood
professional at this center, serving as a preschool teacher. You have a classroom with 17 children.
Some initial observations regarding Madison Place Preschool include:





Three families arrive an hour after preschool starts on a regular basis. This appears to cause
resentment among some of the families who believe that tardiness is a sign of disrespect
and that the late children are setting bad examples for their own children.
Approximately 20% of the children in your classroom are dual-language learners, most of
whom are less fluent in English than they are in their primary languages. You have
overheard a white family speak disparagingly about the influx of dual-language learners in
the classroom.
Three children in your classroom seem to be behind their peers developmentally. After
meeting with the families, you discover that they live in poverty and some adult members of
the family do not have high school diplomas.
The literature provided for your classroom does not reflect the diverse cultural identities of
the children in your classroom.
The toys and dolls provided in your classroom reflect mainstream culture.
You have raised concerns about the classroom environment to both your co-teacher and director, and
you have been met with resistance. The general attitude expressed by each of them is that there is no
need to change classroom materials, arrangements, or teaching practices to accommodate a few
children and families.
©2014 Walden University
1

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