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.RubricAccess the following to complete this Assessment:Alliance for Childhood. (n.d.). Critical issues affecting childhood. Retrieved from http://www.allianceforchildhood.org/our_workNational Association for the Education of Young Children (NAEYC). (n.d.). Public policy and advocacy. Retrieved March 11, 2019, from https://www.naeyc.org/our-work/public-policy-advocacyOunce of Prevention Fund. (2009). Early childhood advocacy toolkit. Retrieved from https://www.theounce.org/wp-content/uploads/2017/03/EarlyChildhoodAdvocacyToolkit.pdfTrend Lines. (n.d.). Retrieved from http://blog.childtrends.orgZERO TO THREE. (2010). You have what it takes! A tool for identifying your skills as an early childhood advocate [Interactive media]. Retrieved from http://www.zerotothree.org/public-policy/action-center/advocacy-tool-final-9-7-10.pdfThis assessment has three-parts. Click each of the items below to complete this assessment.Part I: Research BriefSelect a topic of interest.What current problems, policies, or issues affect the health, safety, or education of young children and families? Which of these issues are of greatest interest to you? Perhaps you are concerned about the increased focus on high-stakes testing in primary grades, the lack of opportunity for young children to engage in creative and experiential play, or the need to increase children’s access to books in the home. Explore the web resources provided with the Assessment and/or other resources to gain information and insights on pressing issues, needs, and challenges that affect children and families.Based on your initial exploration, select a topic of interest, one for which you want to advocate for action that can positively impact the lives of children and families. With this issue in mind, continue exploring reputable resources and investigate advocacy organizations and initiatives that are already in place. Consider how this issue relates to your sphere of influence (e.g., workplace, local community, state, national, global level) and what actions you might take to promote positive changes within this sphere.Based on your exploration, prepare a 2- to 3-page Research Brief as follows:Describe the advocacy issue/challenge/need and its impact on children and families.Include a synopsis of major, compelling research findings that support your position on the cause for which you want to advocate.Explore local, regional, state, national, and/or global advocacy efforts that have been devoted to this issue. Identify one or more organizations and describe their work in supporting the advocacy issue.After reading about how established organizations have advocated for your issue, describe an initiative of your own that could further your cause. Your initiative should be one that you can spearhead within your sphere of influence. Your initiative might involve activities that will increase awareness, educate others, change a policy, bring in resources to your workplace, start a community project, create a service to families, or any other forms of advocacy.State at least two measureable goals that you believe can be achieved within the next six months to a year.Include specific action steps you plan to take and a timeline for implementation.Identify any roadblocks you anticipate and plans to overcome them.Identify one or more policymakers or stakeholders to whom you will communicate your advocacy initiative.Explain the purpose of your communication to these stakeholders.Part II: Communication to Policymakers or StakeholdersDetermine whether your communication will be to policymakers or stakeholders. Consider what you know about this audience and, thus, what type of information and messages would best capture their hearts, minds, and interests about the issue/challenge/need you chose. Then, determine how best to present this information (e.g., PowerPoint presentation, letter, speech, video, proposal, historical timeline, report with statistics, etc.)With these ideas in mind, prepare your communication piece and then either meet with your audience face to face or send the communication to your audience via e-mail or other means. If you meet with your audience, be sure to engage in dialogue and solicit their responses to the information, messages, and appeals for help. If you send the communication via e-mail or other means, request a response in writing, a phone call, or other form. You will submit your communication piece with this assessment. If it is a PowerPoint, video, or oral presentation, you will submit it as a separate file when you submit the Assessment.Your communication should include:Statement of issue/challenge/need being addressedBrief explanation of the research you foundDescription of the initiative you are spearheading and a rationale for its importanceInitiation of dialogue or an appeal for supportRequest for a responseProposal of next stepsPart III: Summary and Next StepsOnce you have received responses from policymakers or stakeholders, reflect on your experience and write a 2- to 3-page summary. Your summary should:Describe your experience in delivering your communication to policymakers or stakeholders. What worked well? What could you have done differently to better communicate the issue or to better position your intentions related to advocacy?Describe in detail the responses you received from individuals to who you delivered the communication. What did you learn? Explain how the responses serve to support or present challenges to your advocacy initiative.Determine at least three action steps for continuing your advocacy efforts (e.g., responding to one or both of the stakeholder groups, communicating with other stakeholders, organizing for action, conducting further research, etc.)
rc004_rubric.pdf
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CECS RC004: Research and Advocacy
Assessment Rubric
0
1
2
Not Present
Needs Improvement
Meets Expectations
Sub-Competency 1: Analyze research on advocacy issues impacting children and families.
Learning Objective 1.1: Description of the
Description details only
Description details at least
Describe an advocacy
advocacy issue/challenge/ one aspect of the
two aspects of the
issue/challenge/ need
need is missing.
issue/challenge/need
issue/challenge/need and
and its impact on
and/or does not explain
explains how each one (or
children and families.
the impact on children and how they collectively)
families.
affects children and
families.
Description is unclear
and/or incomplete.
Description is clear and
complete.
Learning Objective
Synopsis is not present.
Synopsis highlights only
Synopsis highlights at least
1. 2:
one research finding
two relevant and
Synopsize research
and/or research findings
compelling research
findings that support a
were not relevant and/or
findings related to the
specific area of the
compelling.
issue/challenge/need.
early childhood field
worthy of advocacy.
Research findings do not
Synopsis provides clear
relate to
and logical rationale for
issue/challenge/need.
the need for advocacy
related to the
Synopsis does not provide issue/challenge/need
rationale or rationale is
previously identified.
unclear or illogical.
3
Exceeds Expectations
Response demonstrates
the same level of
achievement as “2,” plus
the following:
Implications of the
issue/challenge/need for
the larger field are
discussed and relevant
examples are provided.
Response demonstrates
the same level of
achievement as “2,” plus
the following:
Synopsis highlights more
than two relevant research
findings.
Synopsis includes
compelling examples to
support rationale.
Sub-Competency 2: Analyze professional organizations that advocate for young children, families, and the early childhood field.
Learning Objective
2. 1:
©2014 Walden University
Description of organization
is missing.
Description does not
clearly identify the name,
Description clearly
identifies the name,
Response demonstrates
the same level of
1
0
Not Present
Describe how
organizations advocate
for issues that affect
young children,
families, and the early
childhood field.
1
Needs Improvement
mission/vision, and
purpose of an organization
that advocates for young
children, families, and the
early childhood field.
Overview of advocacy
initiative in which the
organization in engaged is
vague.
2
Meets Expectations
mission/vision, and
purpose of at least one
organization that
advocates for young
children, families, and the
early childhood field.
Description provides a
clear overview of one
current advocacy initiative
for the organization and
clearly explains how this
initiative relates to the
issue/challenge/need
previously identified.
3
Exceeds Expectations
achievement as “2,” plus
the following:
Two or more organizations
are addressed.
Informational documents,
web links, photos, or other
supporting artifacts are
included.
Explanation for how the
initiatives relate to the
issue/challenge/need
previously identified is
unclear, or online one
initiative is addressed.
Sub-Competency 3: Develop advocacy initiatives to effect social change on behalf of children, families, and the early childhood field.
Learning Objective 3.1: Description of advocacy
Description of advocacy
Description of advocacy
Demonstrates the same
Describe an advocacy
initiative is missing.
initiative to effect social
initiative to effect social
level of achievement as
initiative to effect
change is incomplete or
change includes the
“2,” plus the following:
social change.
unclear in terms of
following:
including the following:
– Targeted sphere of
Response provides
– Targeted sphere of
influence (local,
evidence of a response
influence (local,
regional, national,
from a government official
regional, national,
global)
and/or evidence of
global)
– At least two measurable sending the letter.
– One or more
goals that can be
measurable goals that
achieved within 6 to 12
can be achieved within 6
months
to 12 months
– Explanation of how
– Explanation of how
goals will be measured
©2014 Walden University
2
0
Not Present
Learning Objective 3.2:
Identify policymakers
or stakeholder groups
from whom to elicit
support for advocacy
initiatives.
Identification of one or
more policymakers or
stakeholders is missing.
1
Needs Improvement
goals will be measured
– Action steps and
timeline for the initiative
– Potential roadblocks and
plans for overcoming
them
Identification of one or
more policymakers or
stakeholders with whom
communication will be
initiated in support of the
advocacy initiative is
vague.
Rationale for selection of
policymakers or
stakeholders is vague or
missing.
2
Meets Expectations
– Action steps and
timeline for the initiative
– Potential roadblocks and
plans for overcoming
them
3
Exceeds Expectations
Response clearly identifies
one or more policymakers
or stakeholders with
whom communication will
be initiated in support of
the advocacy initiative.
Response demonstrates
the same level of
achievement as “2,” plus
the following:
Response provides clear
rationale for selection of
policymakers or
stakeholders.
Response demonstrates
creative and/or strategic
thinking.
Sub-Competency 4: Communicate with policymakers and other stakeholders to enlist support for advocacy initiatives that benefit children,
families, and the early childhood field.
Learning Objective
Communication piece is
Communication piece is
Communication piece
Response demonstrates
4. 1:
missing.
incomplete or unclear in
aimed at policymakers
the same level of
Develop a
terms of including the
includes the following:
achievement as “2,” plus
communication piece
following:
– Clear statement of
the following:
aimed at policymakers
– Clear statement of
issue/challenge/need
or stakeholders to elicit
issue/challenge/need
being addressed
The communication piece
their support for an
being addressed
– Research-based
is engaging and utilizes
advocacy initiative.
– Research-based
information or data, and creative tools and
information or data, and
rationale, for the
techniques.
rationale, for the
initiative
initiative
– An initiation of dialogue
©2014 Walden University
3
0
Not Present
2
Meets Expectations
or an appeal for support
– Request for a response
– Proposal of next steps
3
Exceeds Expectations
Summary of experiences
Summary of experiences
communicating about
communicating about
advocacy initiatives
advocacy initiatives
is fewer than 2 pages
is 2–3 pages and includes
and/or is vague or
the following:
incomplete in terms of
– Description of
including the following:
experience in delivering
– Description of
communication to
experience in delivering
policymaker or
communication to
stakeholder groups
policymaker or
– Detailed description of
stakeholder groups
responses received by
– Detailed description of
individuals
responses received by
– Three action steps for
individuals
continuing efforts for
– Three action steps for
the advocacy initiative.
continuing efforts for
the advocacy initiative
Professional Skill #1: Written Communication: Demonstrates graduate level writing skills.
Learning Objective
Multiple major and minor
Multiple minor errors in
Writing reflects competent
PS 1.1:
errors in grammar,
grammar, spelling, and/or use of standard edited
Use proper grammar,
spelling, and/or mechanics mechanics are distracting
American English.
spelling, and
are highly distracting and
and negatively impact
mechanics.
seriously impact
readability.
Errors in grammar,
readability.
spelling, and/or mechanics
do not negatively impact
Response demonstrates
the same level of
achievement as “2,” plus
the following:
Sub-Competency 5: Reflect on advocacy efforts.
Learning Objective 5.1: Summary of experiences
Summarize experiences communicating about
communicating about
advocacy initiatives is
advocacy initiatives.
missing.
©2014 Walden University
1
Needs Improvement
– An initiation of dialogue
or an appeal for support
– Request for a response
– Proposal of next steps
Summary demonstrates
creative or strategic
thinking.
Grammar, spelling, and
mechanics reflect a high
level of accuracy in
standard American English
and enhance readability.
4
2
3
Meets Expectations
Exceeds Expectations
readability.
Learning Objective
Writing is poorly organized Writing is loosely
Writing is generally wellWriting is consistently
PS 1.2:
and incoherent.
organized. Limited use of
organized. Introductions,
well-organized.
Organize writing to
Introductions, transitions,
introductions, transitions,
transitions, and
Introductions, transitions,
enhance clarity.
and conclusions are
and conclusions provides
conclusions provide
and conclusions are used
missing or inappropriate.
partial continuity.
continuity and a logical
effectively to enhance
progression of ideas.
clarity, cohesion, and flow.
Learning Objective
APA conventions are not
APA conventions for
APA conventions for
APA conventions for
PS 1.4:
applied.
attribution of sources,
attribution of sources,
attribution of sources,
Apply APA style to
structure, formatting, etc., structure, formatting, etc., structure, formatting, etc.,
written work.
are applied inconsistently. are generally applied
are applied correctly and
correctly in most
consistently throughout
instances. Sources are
the paper. Sources are
generally cited
consistently cited
appropriately and
appropriately and
accurately.
accurately.
Professional Skill #5: Critical Thinking: Use critical thinking and problem-solving skills to analyze professional issues and inform best
practice.
Learning Objective
Analysis of assumptions is
Response is weak in
Response generally
Response clearly and
PS 5.1:
missing.
assessing the
assesses the
comprehensively assesses
Analyze assumptions
reasonableness of
reasonableness of
the reasonableness of
and fallacies.
assumptions in a given
assumptions in a given
assumptions in a given
argument.
argument.
argument.
Learning Objective
PS 5.4:
©2014 Walden University
0
Not Present
1
Needs Improvement
Problems and solutions are
not identified.
Response does not
adequately identify and
discuss the implications of
fallacies or logical
weaknesses in a given
argument.
Response presents
solutions, but they are
Response identifies and
discusses the implications
of fallacies and/or logical
weaknesses in a given
argument.
Response presents
solutions that are practical
Response provides a
detailed and compelling
analysis of implications of
fallacies and logical
weaknesses in a given
argument.
Response presents
compelling supporting
5
0
Not Present
1
2
3
Needs Improvement
Meets Expectations
Exceeds Expectations
Use problem-solving
ineffective in addressing
and work in addressing the arguments for proposed
skills.
the specific problem.
specific problem.
solutions.
Professional Skill #6: Information Literacy: Apply appropriate strategies to identify relevant and credible information and data in order to
effectively analyze issues and make decisions.
Learning Objective
PS 6.1:
Identify credible
sources.
Learning Objective
PS 6.2:
Analyze findings from
relevant sources.
©2014 Walden University
Credible sources are
missing.
Some sources are credible,
appropriate, and relevant
to the topic.
Most sources are credible,
appropriate, and relevant
to the topic.
All resources are credible,
appropriate, and relevant
to the topic.
Analysis is missing.
Analysis superficially
reflects relevance of
findings to the identified
problem, issue, or
purpose.
Analysis clearly reflects
relevance of findings to
the identified problem,
issue, or purpose.
Analysis clearly reflects
relevance of findings to
the identified problem,
issue, or purpose, and
synthesizes findings to
generate new insights.
6

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