Distinguished - Specifies which case study was chosen and provides a thorough rationale for choosing it.

Proficient - Specifies which case study was chosen, and provides a rationale for choosing it. The rationale is slightly underdeveloped.

Basic - Specifies which case study was chosen and provides a brief rationale for choosing it. The rational is underdeveloped.

Below Expectations - Specifies which case study was chosen but does not provide a rationale for choosing it.

Non-Performance - The chosen case study and rationale are either nonexistent or lack the components described in the assignment instructions.

Distinguished - Thoroughly summarizes one’s role as the leader of this school in fostering the knowledge and skills of the staff. The summary is well-supported by scholarly and reliable sources.

Proficient - Summarizes one’s role as the leader of this school in fostering the knowledge and skills of the staff. The summary is supported by scholarly and reliable sources but is slightly underdeveloped.

Basic - Briefly summarizes one’s role as the leader of this school in fostering the knowledge and skills of the staff. The summary is somewhat supported by scholarly and reliable sources and/or underdeveloped.

Below Expectations - Attempts to summarize one’s role as the leader of this school in fostering the knowledge and skills of the staff: however, the summary is not supported by scholarly and reliable sources and is significantly underdeveloped.

Non-Performance - The summary of one’s role as the leader of this school in fostering the knowledge and skills of the staff is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Thoroughly explains how to handle the delicate nature of this topic, including standing firm in expectations while still showing respect and care for the teacher.

Proficient - Explains how to handle the delicate nature of this topic, including standing firm in expectations while still showing respect and care for the teacher. The explanation is slightly underdeveloped.

Basic - Minimally explains how to handle the delicate nature of this topic, including standing firm in expectations while still showing respect and care for the teacher. The explanation is underdeveloped.

Below Expectations - Attempts to explain how to handle the delicate nature of this topic, including standing firm in expectations while still showing respect and care for the teacher; however, the explanation is significantly underdeveloped.

Non-Performance - The explanation of handling the delicate nature of this topic is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Thoroughly explains, from a leadership perspective, how to incorporate the principles from the NAEYC Code of Ethical Conduct into the discussion with this teacher. The explanation is well-supported by scholarly and reliable sources.

Proficient - Explains, from a leadership perspective, how to incorporate the principles from the NAEYC Code of Ethical Conduct into the discussion with this teacher. The explanation is supported by scholarly and reliable sources but is slightly underdeveloped.

Basic - Briefly explains, from a leadership perspective, how to incorporate the principles from the NAEYC Code of Ethical Conduct into the discussion with this teacher. The explanation is not sufficiently supported by scholarly and reliable sources and/or is underdeveloped.

Below Expectations - Attempts to explain, from a leadership perspective, how to incorporate the principles from the NAEYC Code of Ethical Conduct into the discussion with this teacher; however, the explanation is not supported by scholarly and reliable sources and is significantly underdeveloped.

Non-Performance - The explanation, from a leadership perspective, how to incorporate the principles from the NAEYC Code of Ethical Conduct into the discussion with this teacher is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Thoroughly integrates current research as support for why it is important that adjustments are made in this classroom and the overall impact those changes will have on children’s growth and development. Includes at least two scholarly peer-reviewed resources to defend the stance on why adjustments must be made.

Proficient - Integrates current research as support for why it is important that adjustments are made in this classroom, and the overall impact those changes will have on children’s growth and development. Includes at least two scholarly peer-reviewed resources to defend the stance on why adjustments must be made. Minor details are missing.

Basic - Briefly integrates current research as support for why it is important that adjustments are made in this classroom, and the overall impact those changes will have on children’s growth and development. Includes at least one scholarly peer-reviewed resource to defend the stance on why adjustments must be made.

Below Expectations - Attempts to integrate research as support for why it is important that adjustments are made in this classroom and the overall impact those changes will have on children’s growth and development. Includes at least one scholarly peer-reviewed resource on why adjustments must be made; however, the resource is not current or not appropriate. Significant details are missing.

Non-Performance - The integration of current research as support for why it is important that adjustments are made is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Thoroughly proposes specific, evidenced-based strategies that can be used in the classroom to promote either an anti-bias or gender-neutral approach to teaching. The proposed strategies are well-supported by scholarly and reliable sources.

Proficient - Proposes specific, evidenced-based strategies that can be used in the classroom to promote either an anti-bias or gender-neutral approach to teaching. The proposed strategies are supported by scholarly and reliable sources but are slightly underdeveloped.

Basic - Briefly proposes specific, evidenced-based strategies that can be used in the classroom to promote either an anti-bias or gender-neutral approach to teaching. The proposed strategies are not sufficiently supported by scholarly and reliable sources and/or are underdeveloped.

Below Expectations - Attempts to propose specific, evidenced-based strategies that can be used in the classroom to promote either an anti-bias or gender-neutral approach to teaching; however, the proposed strategies are not supported by scholarly and reliable sources and are significantly underdeveloped.

Non-Performance - The proposal of specific, evidenced-based strategies that can be used in the classroom to promote either an anti-bias or gender-neutral approach to teaching is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Generates an appropriate goal for the teacher for the implementation of these strategies and adjustments including a time-frame for the teacher’s implementation of the strategies and thorough details of how the teacher will be supported in making these changes.

Proficient - Generates a mostly appropriate goal for the teacher for the implementation of these strategies and adjustments including a time-frame for the teacher’s implementation of the strategies and details of how the teacher will be supported in making these changes. Minor details are missing.

Basic - Generates a somewhat appropriate goal for the teacher for the implementation of these strategies and adjustments including a time-frame for the teacher’s implementation of the strategies and brief details of how the teacher will be supported in making these changes. Relevant details are missing.

Below Expectations - Attempts to generate an appropriate goal for the teacher for the implementation of these strategies and adjustments including a time-frame for the teacher’s implementation of the strategies and details of how the teacher will be supported the teacher in making these changes; however, the time-frame is limited, and significant details are missing.

Non-Performance - The goal for the teacher for the implementation of these strategies and adjustments and a time-frame for the teacher’s implementation s are either nonexistent or lack the components described in the assignment instructions.

Distinguished - Written work contains exceptional language that is appropriate in diction, tone, and point of view (third person vs. first person), according to the assignment guidelines and academic writing standards. Key subject matter and academic vocabulary is integrated in a meaningful way throughout the assignment.

Proficient - Written work contains language that is appropriate in diction, tone, and point of view (third person vs. first person), according to the assignment guidelines and academic writing standards. Key subject matter and academic vocabulary is mostly integrated in a meaningful way throughout the assignment.

Basic - Written work contains language that is somewhat appropriate in diction, tone, and point of view (third person vs. first person), according to the assignment guidelines. Key subject matter and academic vocabulary is somewhat integrated throughout the assignment.

Below Expectations - Written work does not contain language that is appropriate in diction, tone, and point of view (third person vs. first person), according to the assignment guidelines and academic writing standards. Key subject matter and academic vocabulary is minimally integrated throughout the assignment.

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

Distinguished - Demonstrates methodical application of organization and presentation of content. The purpose of the writing is evident and easy to understand. Summaries, quotes, and/or paraphrases fit naturally into the sentences and paragraphs. Paper flows smoothly.

Proficient - Demonstrates sufficient application of organization and presentation of content. The purpose of the writing is, for the most part, clear and easy to understand. There are some problems with the blending of summaries, paraphrases, and quotes. Paper flows somewhat smoothly.

Basic - Demonstrates a limited understanding of organization and presentation of content in written work. The purpose of the writing is somewhat evident but may not be integrated throughout the assignment. There are many problems with the blending of summaries, paraphrases, and quotes. Paper does not flow smoothly in all sections.

Below Expectations - Organization and presentation of content are extremely limited. The purpose of the writing is unclear. There is little or no blending of summaries, paraphrases, and quotes. Paper does not flow smoothly when read.

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