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 three-parts. Click each of the items below to complete this assessment.Part I: Co-Teaching, Communication, and Collaboration Using Document #1: Observation Report of a Co-Teaching Classroom, answer the following questions (two to three pages):
What is at least one benefit of using co-teaching strategies in the early childhood classroom?
What two co-teaching strategies would be useful for the teachers in the observation report to use? Why did you choose the strategies, and how can the teachers use them to make their co-teaching relationship more effective?
What is one piece of feedback you would provide for each of the two teachers in the observation report regarding communicating and collaborating more effectively?
Describe a specific strategy for building communication and collaboration skills in the co-teaching setting. Include a rationale for choosing this strategy.
Save this file as CC002_Part I_firstinitial_lastname (for example, CC002_Part I_J_Smith). When you are ready to upload your completed Assessment, select “Submit Attempt”.Part II: In-Service Presentation: Communication and CollaborationBased on Document #1: Observation Report of a Co-Teaching Classroom and the information provided in Barrera and Kramer’s “Cultural Competency as Skilled Dialogue,” create an in-service presentation on effective communication and collaboration techniques, incorporating the information provided in the scenario as well as from the professional knowledge base. Part II of this assessment is an oral presentation that is 5-7 minutes in length and accompanied by 7-10 PowerPoint slides. The presentation must include:
An overview of at least three effective respectful, reciprocal, and responsive communication and collaboration strategies, and a rationale for why you chose the strategies.
An explanation of the benefits of applying respectful, reciprocal, and responsive strategies when communicating with colleagues and other professionals.
An explanation of at least one strategy for resolving conflict in the workplace. Include examples relevant to the early childhood professionals in the scenario.
If you are unfamiliar with how to add audio to a PowerPoint presentation, please use this tutorial.Save this file as CC002_Part II_firstinitial_lastname (for example, CC002_Part II_J_Smith). When you are ready to upload your completed Assessment, select “Submit Attempt”.Part III: PLC PlanSubmit a description of the PLC plan you will create to improve school readiness at the center. Base your PLC plan on Document #2: Preschool Staff Meeting Minutes, Document #3: Editorial on the Implementation of a PLC, and the information provided in “ What is a Professional Learning Community? ” by Richard DuFour. Your response should be three to four pages in length. Your description should include:
The visions and three measurable goals of the PLC.
Clearly defined roles and responsibilities of administrators and teachers.
How PLC teams will be structured, a protocol for meetings, and an explanation of how evidence-based decision making will guide the PLC.
The benefits of the PLC you have planned. In your explanation of the benefits of the PLC, address the concerns from the newspaper article in Document #3: Editorial on the Implementation of a PLC.
Save this file as CC002_Part III_firstinitial_lastname (for example, CC002_Part III_J_Smith). When you are ready to upload your completed Assessment, select “Submit Attempt”.
rubric.pdf
part2_doc1_assessment.docx
part3_doc2_assessment.docx
part3_doc3_assessment.docx
cultural_competency_as_skilled_dialogue_.pdf
Unformatted Attachment Preview
CECS CC002 Communicating and Collaborating with Colleagues
Assessment Rubric
0
1
2
Not Present
Needs Improvement
Meets Expectations
Part I: Co-Teaching, Communication, and Collaboration
Sub-Competency 1: Apply co-teaching strategies to foster collaboration in early childhood settings.
Learning Objective
Explanation is missing.
Response includes a vague or Response includes a thorough
1.1:
incomplete explanation of the explanation of one benefit of
Explain the benefits
benefits of co-teaching.
co-teaching.
of co-teaching as a
model for
Response includes a rationale
collaboration in early
that is supported by logical
childhood settings.
connections to the
professional knowledge base.
Learning Objective
1.2:
Describe co-teaching
strategies that foster
collaboration in early
childhood settings.
Description is missing.
3
Exceeds Expectations
Demonstrates the same
level of achievement as
“2,” plus the following:
Response includes more
than one benefit of coteaching.
Response describes
inappropriate co-teaching
strategies.
Response describes two
appropriate co-teaching
strategies.
Demonstrates the same
level of achievement as
“2,” plus the following:
Response includes a rationale
that is illogical for the specific
co-teaching strategies.
Response includes a logical
rationale for the specific coteaching strategies.
Response describes
more than two coteaching strategies.
Response is supported by
logical connections to the
professional knowledge base.
Sub-Competency 2: Apply strategies to promote respectful, reciprocal, and responsive interactions in order to help early childhood
professionals communicate more effectively with colleagues and other professionals.
Learning Objective
Description is missing.
Response provides vague
Response provides logical
Demonstrates the same
2.1:
feedback for each teacher in
feedback to help each teacher level of achievement as
Describe effective
the area of
become more effective in the Level 2 plus the
ways to develop
communication/collaboration. area of
following:
communication and
Response does not include at communication/collaboration.
©2014 Walden University
1
0
Not Present
collaboration skills
within the work
environment.
1
Needs Improvement
least one specific strategy for
each teacher and rationale for
why that strategy was chosen.
2
Meets Expectations
Response includes at least
one specific strategy for each
teacher, with a rationale for
why that strategy was chosen.
3
Exceeds Expectations
Response includes
personal connections to
experiences with
communication and
collaboration challenges
and how these impacted
interactions with
children and families.
Part II: In-Service Presentation: Communication and Collaboration
Sub-Competency 2: Apply strategies to promote respectful, reciprocal, and responsive interactions in order to help early childhood
professionals communicate more effectively with colleagues and other professionals.
Learning Objective
Description is missing.
In-service presentation
In-service presentation
Demonstrates the same
2.2:
describes fewer than three
includes three specific and
level of achievement as
Describe respectful,
strategies or inappropriate
appropriate strategies for
“2,” plus the following:
reciprocal, and
strategies for communication communication and
responsive
and collaboration that are not collaboration that are
More than three
communication and
specific or appropriate to the
relevant to the scenario.
relevant strategies for
collaboration
scenario.
effective communication
strategies.
In-service presentation
and collaboration are
includes a rationale that is
included that are
supported by logical
relevant to the scenario.
connections to the Barrera &
Kramer article.
Learning Objective
Explanation is missing.
In-service presentation
In-service presentation
Demonstrates the same
2.3:
vaguely or incompletely
thoroughly explains the
level of achievement as
Explain the benefits
explains the benefits of
benefits of applying
“2,” plus the following:
of applying
applying respectful,
respectful, reciprocal, and
respectful, reciprocal,
reciprocal, and responsive
responsive strategies when
Relevant connections to
and responsive
strategies when
communicating with
a personal or
strategies when
communicating with
colleagues and other
professional experience
professionals.
are included where
©2014 Walden University
2
0
Not Present
engaging with
colleagues.
1
Needs Improvement
colleagues and other
professionals.
Sub-Competency 3: Recommend strategies for resolving conflict in the workplace.
Learning Objective
Description is missing.
Response includes an
3.1:
irrelevant strategy to resolve
Describe strategies
conflict in the scenario.
for resolving conflict
in the workplace.
Response lacks a logical
rationale for the strategy
described.
Professional Skill 003: Technology: Use technology tools effectively.
Learning Objective
Images and layout are
Images or layout provide
P.S. 3.1:
inappropriate, hard to
limited support for audience
Use images and
read, and/or impede
understanding of key
layout of
audience understanding concepts.
presentations to
of key concepts.
effectively
communicate content
to a specific
audience.
Professional Skill 002: Oral Communication: Use effective oral presentation skills.
Learning Objective
Presenter mumbles or
Presenter inconsistently uses
P.S. 2.1:
speaks in a monotone,
clear enunciation, correct
Use clear enunciation, mispronounces words,
pronunciation, comfortable
correct
and/or struggles to find
pacing, and appropriate
pronunciation,
volume.
©2014 Walden University
2
Meets Expectations
In-service includes a rationale
that is supported by logical
connections to the Barrera &
Kramer article.
Response describes a logical,
research-based description of
one strategy that could be
used to resolve conflict in the
scenario.
Response includes a logical
rationale for the strategy
described.
3
Exceeds Expectations
respectful, reciprocal,
and responsive
strategies were used to
engage colleagues.
Demonstrates the same
level of achievement as
“2,” plus the following:
Response includes a
logical, research-based
description of more than
one strategy that could
be used to resolve
conflict in the scenario.
Images and layout are utilized
effectively to support
audience understanding of
key concepts.
Images and design
elements are used
purposefully, and
effectively support
audience engagement
and understanding of
key concepts.
Presenter engages the
audience through mostly clear
enunciation, correct
pronunciation, comfortable
Presenter enhances
audience engagement
through consistently
clear enunciation,
correct pronunciation-
3
comfortable pacing,
and appropriate
volume.
0
Not Present
appropriate pacing or
volume.
1
Needs Improvement
2
Meets Expectations
pacing, and appropriate
volume.
Part III: PLC Plan
Sub-Competency 4: Plan a Professional Learning Community in an early childhood setting.
Learning Objective
Goals are missing.
PLC plan includes a vague
PLC plan includes a clear
4.1:
explanation of the vision for
explanation of the vision for
Develop a vision and
the PLC.
the PLC.
measurable goals for
a Professional
PLC plan includes fewer than
PLC plan includes three
Learning Community
three measurable goals or
measurable and relevant
(PLC).
goals that are irrelevant or
goals for the PLC.
unmeasurable.
3
Exceeds Expectations
ion, comfortable pacing,
and appropriate volume.
Demonstrates the same
level of achievement as
“2,” plus the following:
PLC plan includes a clear
and thorough
explanation of the vision
for the PLC.
More than three
measurable and relevant
goals for the PLC are
included.
Learning Objective
4.2:
Describe the roles
and responsibilities of
members within a
PLC.
Description is missing.
©2014 Walden University
PLC plan includes a vague
and/or incomplete
description of the roles and
responsibilities of
administrators and teachers
who are part of the PLC.
PLC plan includes a thorough
description of the roles and
responsibilities of
administrators and teachers
who are part of the PLC.
Demonstrates the same
level of achievement as
“2,” plus the following:
PLC plan cites the
professional knowledge
base when defining the
roles and responsibilities
of administrators and
teachers who are part of
the PLC.
4
Learning Objective
4.3:
Apply effective PLC
organization and
management
strategies.
0
Not Present
Explanation of how the
teams will be structured
is missing.
Summary of the
protocol for PLC
meetings is missing.
Explanation of how
evidence-based decision
making guides the PLC is
missing.
Learning Objective
4.4:
Explain the benefits
of professional
learning communities
(PLCs) as a model for
collaboration in early
childhood settings.
Explanation is missing.
1
Needs Improvement
PLC plan vaguely explains how
the teams will be structured.
2
Meets Expectations
PLC plan clearly explains how
the teams will be structured.
PLC plan provides a vague
summary indicating the
protocol for PLC meetings.
PLC plan provides a thorough
summary indicating the
protocol for PLC meetings.
PLC plan vaguely explains how
evidence-based decision
making guides the PLC.
PLC plan clearly explains how
evidence-based decision
making guides the PLC.
PLC plan includes a vague
explanation of how the PLC
can benefit the learning
community.
PLC plan includes a thorough
explanation of how the PLC
can benefit the learning
community, using specific
examples.
PLC plan vaguely and/or
incompletely addresses the
concerns raised in the
newspaper article in the
scenario.
PLC plan thoroughly
addresses the concerns raised
in the newspaper article in
the scenario.
3
Exceeds Expectations
Demonstrates the same
level of achievement as
“2,” plus the following:
PLC plan cites the
professional knowledge
base when explaining
the team structures,
summarizing the
protocol for PLC
meetings, and explaining
how evidence-based
decision making guides
the PLC.
Demonstrates the same
level of achievement as
“2,” plus the following:
Relevant connections to
a professional
experience regarding
professional learning
communities are
included.
Response includes a rationale
that is supported by logical
connections to the DuFour
article.
Professional Skill 001: Written Communication: Demonstrate graduate-level writing skills.
©2014 Walden University
5
0
Not Present
Multiple major and
minor errors in
grammar, spelling,
and/or mechanics are
highly distracting and
seriously impact
readability.
Writing is poorly
organized and
incoherent.
Introductions,
transitions, and
conclusions are missing
or inappropriate.
1
Needs Improvement
Multiple minor errors in
grammar, spelling, and/or
mechanics are distracting and
negatively impact readability.
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.
Writing sufficiently integrates
appropriate resources (which
may include peer-reviewed
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.
APA conventions for
attribution of sources,
structure, formatting, etc., are
generally applied correctly in
most instances. Sources are
generally cited appropriately
and accurately.
Learning Objective
PS 1.1:
Use proper grammar,
spelling, and
mechanics.
Learning Objective
PS 1.2:
Organize writing to
enhance clarity.
©2014 Walden University
Writing is loosely organized.
Limited use of introductions,
transitions, and conclusions
provides partial continuity.
2
Meets Expectations
Writing reflects competent
use of standard edited
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.
3
Exceeds Expectations
Grammar, spelling, and
mechanics reflect a high
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
6
0
Not Present
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.
©2014 Walden University
1
Needs Improvement
Vocabulary and tone have
limited relevance to the
audience.
2
Meets Expectations
Vocabulary and tone are
generally appropriate for the
audience and support
communication of key
concepts.
3
Exceeds Expectations
appropriately and
accurately.
Vocabulary and tone are
consistently tailored to
the audience and
effectively and directly
support communication
of key concepts.
7
Document 1: Observation Report of a Co-Teaching Classroom
Co-Teaching Observation Report
Teacher 1: Corrine Hester
Teacher 2: Elliot Harden
Grade Level: Preschool
Observer: Joann Glover
Date and Time: 9:00am –10:00am on February 13th
Co-Teaching Strategies (Select All Observed):
One Teach, One Observe
Station Teaching
Parallel Teaching
Alternative Teaching
Team Teaching
One Teach, One Assist
Observed
Both teachers’ names are on the classroom board and the
door to the classroom.
X
There is an equal amount of space in classroom for both
teachers.
X
Somewhat
Evident
Not
Observed
Both teachers are present in the classroom from the
beginning to the end of class.
X
Both teachers work with all of the students (provide
feedback, clarify ideas, etc.).
X
©2014 Walden University
1
The students ask an equal number of questions of both
teachers.
The students are engaged and participating in class.
X
X
Both teachers use multiple co-teaching strategies.
X
NOTES or COMMENTS:
Ms. Hester was not present in the classroom when I arrived; she came in around 9:15am.
Mr. Harden instructed, while Ms. Hester assisted. They remained in these roles for the entirety of the class; it would have been beneficial to see
them switch roles.
The students were working on identifying letters of the alphabet. They directed their questions to Mr. Harden.
Ms. Hester worked with individual students, but did not engage with the entire class at any point. Mr. Harden did not circulate among the
students, but remained at the front of the class.
I would have liked to see both teachers engaged more equally with the students and to have shared more of the instruction.
When I followed up with each teacher individually, I learned that Ms. Hester had not been involved in the lesson planning for this particular
class, citing a scheduling conflict. Mr. Harden mentioned that he felt that Ms. Hester was not interested in instructing the entire class; she had
never outright expressed a desire to lead the class.
Ms. Hester expressed frustration about Mr. Harden’s availability for co-planning, which was limited as a result of his family obligations in the
afternoons. When they are able meet and plan lessons together, she feels that she is unable to contribute at an equal level.
I would suggest that both Mr. Harden and Ms. Hester attend a training session on co-teaching and collaboration, as neither is familiar with coteaching and different co-teaching strategies.
©2014 Walden University
2
Document 2: Preschool Staff Meeting Minutes
North Falls Early Childhood Center Weekly Preschool Staff Meeting
Meeting Agenda/Minutes
Date: October 5th
Time: 3:00pm –5:00pm
Facilitator: Mel Dennell
Minutes Prepared by: Denise Garnett
ATTENDANCE
Key: Bold = in attendance; Italics = absent
Mel Dennell
Denise Garnett
Corinne Hester
Elliot Harden
Patrick Dreda
Joann Glover
ID
1
2
3
Topic
Welcome
Approval of Minutes
Planning for the
Student Art Show
4
Room Repairs
©2014 Walden University
Lisa Dorsey
Brian Bell
Carolyn Acconci
Katharina Tosi
Rina Szwarc
Jason Kleid
Discussion
Roll call was taken; agenda approved
Minutes from October 5th approved
Art show is scheduled for 12pm on
November 1st, when all the students will be
present at the center.
Drew up a list of guidelines for snacks to be
sent to parents.
Discussed having students create frames for
their pictures during arts and crafts.
The far right window in Room 1 is stuck shut.
(Carolyn)
The faucet in Room 2 is dripping even when
handles are turned all the way shut.
Action Item
Mel will send out letter
notifying parents about
snacks.
Denise will contact
building maintenance to
have repairs made
within the next week.
1
5
Supplies Requests
6
Classroom Issues
©2014 Walden University
(Corinne)
Class A needs two boxes of colored pencils
and a ream of colored paper for arts and
crafts.
Class C needs a replacement scheduling
pocket chart.
A student in Carolyn’s class is refusing to
socialize with other students, preferring to
sit alone during arts and crafts and playtime.
She has spoken to the child’s parents, but
they’re not concerned.
Jason has a student who is disruptive during
story time, which often breaks the
concentration of the rest of the students. He
has tried a variety of guidance strategies,
none of which have been effective. Corinne
suggests offering the student an option of a
different activity, such as coloring or doing a
puzzle.
Requests will be
submitted to office
manager for purchase.
2
Document 3: Editorial on the Implementation of a PLC
In an effort to improve student achievement, North Falls Elementary School implemented a Professional Learning Community (PLC) last summer,
before the beginning of this past academic year. For those not in the academic community, a PLC is an education model in which a group of
educators meet regularly to discuss educational practices, reflect on their effectiveness, and work collaboratively to enhance student learning.
Research has shown that, when implemented correctly, PLCs can increase collaboration and boost both learning and morale for both students
and teachers.
North Falls Elementary, however, appears to be a case where the PLC model has failed. Student achievement has remained stagnant and staff
morale has decreased rather than increased. Teachers at the school feel that the regular group meetings and discussions that are part of a PLC
are an added burden to their already large workload.
“They wanted us to have these meetings every week to talk about teaching methods and student performance, but there’s never any time for
it,” says Jaiden Page, a third grade teacher at the school. “Are we supposed to take time out of teaching or individual lesson planning to meet in
these groups? It just doesn’t make sense.”
A related issue that has left many teachers and staff members frustrated is the lack of physical space to conduct these meetings.
“We meet in whatever room is available at the time,” says a first grade teacher who spoke on conditions of anonymity. “Sometimes the rooms
are too small or there aren’t enough seats. It’s difficult enough finding time; it’s worse wasting it trying to find a space to do the work.”
Albert Mirza, a fifth grade teacher who supports the PLC model, has been disappointed by the implementation. “There’s no progress because
they haven’t done it right. They think that just putting all of us in a room together is enough. It’s basically another weekly staff meeting; the only
difference is that now we spend our time talking about how great we each t …
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