Distinguished - Comprehensively creates a 250- to 300-word text-based script or one- to two-minute video (include video link) thoroughly detailing one’s personal leadership vision for a high-quality early childhood program.

Proficient - Creates a 250- to 300-word text-based script or one- to two-minute video (include video link) detailing one’s personal leadership vision for a high-quality early childhood program. Minor details are missing. 

Basic - Minimally creates a 250- to 300-word text-based script or one- to two-minute video (include video link) detailing one’s personal leadership vision for a high-quality early childhood program. Relevant details are missing. 

Below Expectations - Attempts to create a 250- to 300-word text-based script or one- to two-minute video (include video link) detailing one’s personal leadership vision for a high-quality early childhood program; however, significant details are missing. 

Non-Performance - The 250- to 300-word text-based script or one- to two-minute video (include video link) detailing one’s personal leadership vision for a high-quality early childhood program are either nonexistent or lack the components described in the assignment instructions.

Distinguished - Creates at least five comprehensive program goals for a high-quality early childhood program that one wishes to create in the future.

Proficient - Creates at least five program goals for a high-quality early childhood program that one wishes to create in the future. Minor details are missing. 

Basic - creates at least five limited program goals for a high-quality early childhood program that one wishes to create in the future. Relevant details are missing. 

Below Expectations - Attempts to create at least five program goals for a high-quality early childhood program that one wishes to create in the future; however, significant details are missing. 

Non-Performance - The five program goals for a high-quality early childhood program is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Develops a clear and thorough visual poster that communicates one’s leadership style and a message about oneself. 

Proficient - Develops a visual poster that communicates one’s leadership style and a message about oneself. Minor details are missing or slightly unclear. 

Basic - Develops a limited visual poster that communicates one’s leadership style and a message about oneself. Relevant details are missing and/or unclear. 

Below Expectations - Attempts to develop a visual poster that communicates one’s leadership style and a message about oneself; however, significant details are missing and unclear. 

Non-Performance - The visual poster that communicates one’s leadership style and a message about oneself is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Composes a clear and comprehensive 500- to 600-word welcome newsletter to families that could potentially be in one’s early childhood program, including an overview of oneself, one’s role, and vision for their child in the environment.

Proficient - Composes a 500- to 600-word welcome newsletter to families that could potentially be in one’s early childhood program, including an overview of oneself, one’s role, and vision for their child in the environment. Minor details are missing or slightly unclear. 

Basic - Composes a limited 500- to 600-word welcome newsletter to families that could potentially be in one’s early childhood program, including an overview of oneself, one’s role, and vision for their child in the environment. Relevant details are missing and/or unclear. 

Below Expectations - Attempts to compose a 500- to 600-word welcome newsletter to families that could potentially be in one’s early childhood program, including an overview of oneself, one’s role, and vision for their child in the environment; however, significant details are missing and unclear. 

Non-Performance - The 500- to 600-word welcome newsletter to families that could potentially be in one’s early childhood program, including an overview of oneself, one’s role, and vision for their child in the environment is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Develops a clear and thorough year-long plan for learning, including monthly professional development that could potentially be in the early childhood program. For each month, lists a professional development topic, objective of the workshop, three-five main points, and one activity to engage faculty in.

Proficient - Develops a year-long plan for learning, including monthly professional development that could potentially be in the early childhood program. For each month, lists a professional development topic, objective of the workshop, three-five main points, and one activity to engage faculty in. Minor details are missing or slightly unclear. 

Basic - Partially develops a year-long plan for learning, including monthly professional development that could potentially be in the early childhood program. Lists a professional development topic, objective of the workshop, three-five main points, and one activity to engage faculty in. Relevant details are missing and/or unclear. 

Below Expectations - Attempts to develop a year-long plan for learning, including monthly professional development that could potentially be in the early childhood program; however, significant details are missing and unclear. 

Non-Performance - The year-long plan for learning, including monthly professional development that could potentially be in the early childhood program is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Creates a comprehensive resource list including at least five virtual resources and summary of how they will assist in leading one’s organization through potential challenges.

Proficient - Creates a resource list including at least five virtual resources and summary of how they will assist in leading one’s organization through potential challenges. Minor details are missing. 

Basic - Creates a partial resource list including at least five virtual resources and summary of how they will assist in leading one’s organization through potential challenges. Relevant details are missing. 

Below Expectations - Attempts to create a resource list including at least five virtual resources and summary of how they will assist in leading one’s organization through potential challenges; however, significant details are missing. 

Non-Performance - The resource list including at least five virtual resources and summary of how they will assist in leading one’s organization through potential challenges is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Clearly identifies an issue and develops a comprehensive 500- to 600-word statement of advocacy of how one will be a change agent to make a difference in the state, community, or center as an ECE leader.

Proficient - Identifies an issue and develops a 500- to 600-word statement of advocacy of how one will be a change agent to make a difference in the state, community, or center as an ECE leader. Minor details are missing or slightly unclear. 

Basic - Partially identifies an issue and develops a limited 500- to 600-word statement of advocacy of how one will be a change agent to make a difference in the state, community, or center as an ECE leader. Relevant details are missing and/or unclear. 

Below Expectations - Attempts to identify an issue and develop a 500- to 600-word statement of advocacy of how one will be a change agent to make a difference in the state, community, or center as an ECE leader; however, significant details are missing and unclear. 

Non-Performance - The identification of an issue and development of a 500-600 word statement of advocacy of how one will be a change agent to make a difference in the state, community, or center as an ECE leader are either nonexistent or lack the components described in the assignment instructions.

Distinguished - Displays meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains no errors and is very easy to understand.

Proficient - Displays comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains only a few minor errors and is mostly easy to understand.

Basic - Displays basic comprehension of syntax and mechanics, such as spelling and grammar. Written work contains a few errors which may slightly distract the reader.

Below Expectations - Fails to display basic comprehension of syntax or mechanics, such as spelling and grammar. Written work contains major errors which distract the reader.

Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions.

Distinguished - Accurately uses APA formatting consistently throughout the paper, title page, and reference page.

Proficient - Exhibits APA formatting throughout the paper. However, layout contains a few minor errors. 

Basic - Exhibits limited knowledge of APA formatting throughout the paper. However, layout does not meet all APA requirements. 

Below Expectations - Fails to exhibit basic knowledge of APA formatting. There are frequent errors, making the layout difficult to distinguish as APA.

Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions.

Distinguished - The length of the paper is equivalent to the required number of correctly formatted pages. 

Proficient - The length of the paper is nearly equivalent to the required number of correctly formatted pages. 

Basic - The length of the paper is equivalent to at least three quarters of the required number of correctly formatted pages.

Below Expectations - The length of the paper is equivalent to at least one half of the required number of correctly formatted pages.   

Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions.

Distinguished - Uses more than the required number of scholarly sources, providing compelling evidence to support ideas. All sources on the reference page are used and cited correctly within the body of the assignment.

Proficient - Uses the required number of scholarly sources to support ideas. All sources on the reference page are used and cited correctly within the body of the assignment.

Basic - Uses less than the required number of sources to support ideas. Some sources may not be scholarly. Most sources on the reference page are used within the body of the assignment. Citations may not be formatted correctly.

Below Expectations - Uses an inadequate number of sources that provide little or no support for ideas. Sources used may not be scholarly. Most sources on the reference page are not used within the body of the assignment. Citations are not formatted correctly.

Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions.