Distinguished - Includes four performance level titles for each characteristic to describe the different levels of performance. All performance level titles are clear.

Proficient - Includes four performance level titles for each characteristic to describe the different levels of performance. One performance level title is slightly vague.

Basic - Includes four performance level titles for each characteristic to describe the different levels of performance. One of the performance level titles is vague.

Below Expectations - Include at least three performance level titles for each characteristic to describe the different levels of performance. The titles are vague and do not clearly describe the levels of performance.

Non-Performance - The four performance levels to describe each characteristic are either nonexistent or lack the components described in the assignment instructions.

Distinguished - Includes at least five characteristics to be rated on the rubric. All of the required areas of focus for the characteristics are included.

Proficient - Includes at least five characteristics to be rated on the rubric. Most of the required areas of focus for the characteristics are included.

Basic - Includes at least four characteristics to be rated on the rubric and/or some of the characteristics are not related to the required areas of focus.

Below Expectations - Attempts to include characteristics to be rated on the rubric; however, there are fewer than four are included or they are unrelated to the required areas of focus.

Non-Performance - The five characteristics to be rated on the rubric are either nonexistent or lack the components described in the assignment instructions.

Distinguished - Creates comprehensive performance level descriptors for each characteristic.

Proficient - Creates performance level descriptors for each characteristic. The performance level descriptors are slightly underdeveloped.

Basic - Creates limited performance level descriptors for each characteristic. The performance level descriptors are underdeveloped and/or some of the criteria are missing.

Below Expectations - Attempts to create performance level descriptors for each characteristic; however, the performance level descriptors are significantly underdeveloped and some of the criteria is missing.

Non-Performance - The performance level descriptors for each characteristic are either nonexistent or lack the components described in the assignment instructions.

Distinguished - Comprehensively defends the decision of the included characteristics on the rubric. The defense is well-supported by current research.

Proficient - Defends the decision of the included characteristics on the rubric. The defense is supported by current research but is slightly underdeveloped.

Basic - Minimally defends the decision of the included characteristics on the rubric. The defense is not sufficiently supported by current research or is underdeveloped.

Below Expectations - Attempts to defend the decision of the included characteristics on the rubric; however, the defense is not supported by current research and/or is significantly underdeveloped.

Non-Performance - The defense of the decision of the included characteristics on the rubric is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Thoroughly explains how using the rubric will encourage the 21^st century skill of collaboration. The explanation is well-supported by scholarly sources.

Proficient - Explains how using the rubric will encourage the 21^st century skill of collaboration. The explanation is supported by scholarly sources but is slightly underdeveloped.

Basic - Minimally explains how using the rubric will encourage the 21^st century skill of collaboration. The explanation is not sufficiently supported by scholarly sources and/or is underdeveloped.

Below Expectations - Attempts to explain how using the rubric will encourage the 21^st century skill of collaboration; however, the explanation is not supported by scholarly sources and is significantly underdeveloped.

Non-Performance - The explanation of how using the rubric will encourage the 21^st century skill of collaboration is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Thoroughly summarizes how to use the rubric to foster the knowledge and skills of a staff regarding play in the classroom, transitions, and disruptions. The summary is well-supported by scholarly sources.

Proficient - Summarizes how to use the rubric to foster the knowledge and skills of a staff regarding play in the classroom, transitions, and disruptions. The summary is supported by scholarly sources but is slightly underdeveloped.

Basic - Partially summarizes how to use the rubric to foster the knowledge and skills of a staff regarding play in the classroom, transitions, and disruptions. The summary is not sufficiently supported by scholarly sources and/or is underdeveloped.

Below Expectations - Attempts to summarize how to use the rubric to foster the knowledge and skills of a staff regarding play in the classroom, transitions, and disruptions; however, the summary is not supported by scholarly sources and is significantly underdeveloped.

Non-Performance - The summary of how to use the rubric to foster the knowledge and skills of a staff regarding play in the classroom, transitions, and disruptions is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Thoroughly explains how the rubric might be utilized to encourage staff self-reflection and ways in which self-reflection fosters professional growth. The explanation is well-supported by scholarly sources.

Proficient - Explains how the rubric might be utilized to encourage staff self-reflection and ways in which self-reflection fosters professional growth. The explanation is supported by scholarly sources but is slightly underdeveloped.

Basic - Partially explains how the rubric might be utilized to encourage staff self-reflection and ways in which self-reflection fosters professional growth. The explanation is not sufficiently supported by scholarly sources and/or is underdeveloped.

Below Expectations - Attempts to explain the rubric might be utilized to encourage staff self-reflection and ways in which self-reflection fosters professional growth; however, the explanation is not supported by scholarly sources and is significantly underdeveloped.

Non-Performance - The explanation of how the rubric might be utilized to encourage staff self-reflection and ways in which self-reflection fosters professional growth is either nonexistent or lacks 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.