Distinguished - Revises the cover letter from Week Five, Discussion Two for a teaching or administration position in an early childhood classroom. The cover letter includes the personal qualifications and characteristics of a quality early childhood educator with all relevant details. 

Proficient - Revises the cover letter from Week Five, Discussion Two for a teaching or administration position in an early childhood classroom. The cover letter includes most of the personal qualifications and characteristics of a quality early childhood educator with many relevant details. 

Basic - Revises the cover letter from Week Five, Discussion Two for a teaching or administration position in an early childhood classroom. The cover letter includes some of the personal qualifications and characteristics of a quality early childhood educator but with minimal details. 

Below Expectations - Attempts to revise the cover letter from Week Five, Discussion Two for a teaching or administration position in an early childhood classroom; however, the cover letter includes few of the personal qualifications and characteristics of a quality early childhood educator and is vague and/or contains irrelevant details. 

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

Distinguished - Writes a clear and informative biography that introduces the candidate to potential employers and includes a relevant image.

Proficient - Writes a biography that introduces the candidate to potential employers and includes a relevant image. The biography is slightly underdeveloped.

Basic - Writes a biography that vaguely introduces the candidate to potential employers but may not include a relevant image. The biography is underdeveloped.

Below Expectations - Attempts to write a biography that introduces the candidate to potential employers; however, the biography may not include a relevant image and is significantly underdeveloped.

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

Distinguished - Develops a comprehensive revised position statement regarding the model of teaching that best fits with the personal philosophy of learning. Includes why this model is a best fit and adds support from a scholarly source. 

Proficient - Develops a revised position statement regarding the model of teaching that best fits with the personal philosophy of learning. Includes why this model is a best fit and adds support from a scholarly source. Minor details are missing.

Basic - Develops a limited revised position statement regarding the model of teaching that best fits with the personal philosophy of learning. Includes why this model is a best fit but may not add support from a scholarly source. Relevant details are missing.

Below Expectations - Attempts to develop a revised position statement regarding the model of teaching that best fits with the personal philosophy of learning; however, may not include why this model is a best fit or add support from a scholarly source. Significant details are missing.

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

Distinguished - Provides a thoroughly developed position statement that clearly describes personal beliefs on the importance of using developmentally appropriate practices in Early Childhood Education. 

Proficient - Provides a sufficiently developed position statement that clearly describes personal beliefs on the importance of using developmentally appropriate practices in Early Childhood Education. The position statement is slightly underdeveloped.

Basic - Provides a somewhat developed position statement that generally describes personal beliefs on the importance of using developmentally appropriate practices in Early Childhood Education. The position statement is underdeveloped.

Below Expectations - Attempts to develop a position statement that describes personal beliefs on the importance of using developmentally appropriate practices in Early Childhood Education; however, the position statement is significantly underdeveloped.

Non-Performance - The position statement that describes personal beliefs on the importance of using developmentally appropriate practices in Early Childhood Education is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Thoroughly explains how the curriculum will be planned, using ideas from the Week Two discussions. Effectively uses the feedback provided on the lesson plan rubric to revise the lesson plan from the Week Two, Discussion Two and includes a copy of the newly revised lesson plan.

Proficient - Explains how the curriculum will be planned, using ideas from the Week Two discussions. Uses the feedback provided on the lesson plan rubric to revise the lesson plan from the Week Two, Discussion Two and includes a copy of the newly revised lesson plan. The explanation or the lesson plan is slightly underdeveloped.

Basic - Vaguely explains how the curriculum will be planned, using ideas from the Week Two discussions. May not use the feedback provided on the lesson plan rubric to revise the lesson plan from the Week Two, Discussion Two but includes a copy of the newly revised lesson plan. The explanation or the lesson plan is underdeveloped.

Below Expectations - Attempts to explain how the curriculum will be planned, using ideas from the Week Two discussions, and use the feedback provided on the lesson plan rubric to revise the lesson plan from the Week Two, Discussion Two; however, may not include a copy of the newly revised lesson plan, and the explanation and/or the lesson plan is significantly underdeveloped. 

Non-Performance - The explanation of how the curriculum will be planned and the use of feedback provided on the lesson plan rubric are either nonexistent or lack the components described in the assignment instructions.

Distinguished - Revises the Common Core or Early Learning Standards Lesson Plan, including all appropriate feedback on the Week Two assignment. Includes a copy of the newly revised lesson plan and a thorough summary that explains the considerations taken into account when planning.

Proficient - Revises the Common Core or Early Learning Standards Lesson Plan, including most of the appropriate feedback on the Week Two assignment. Includes a copy of the newly revised lesson plan and a summary that explains the considerations taken into account when planning.

Basic - Revises the Common Core or Early Learning Standards Lesson Plan, including some of the appropriate feedback on the Week Two assignment. Includes a copy of the newly revised lesson plan, but may not include a summary that explains the considerations taken into account when planning.

Below Expectations - Attempts to revise the Common Core or Early Learning Standards Lesson Plan, including all appropriate feedback on the Week Two assignment; however, may not include a copy of the newly revised lesson plan or a summary that explains the considerations taken into account when planning.

Non-Performance - The revision of the Common Core or Early Learning Standards Lesson Plan and summary of the considerations taken into account are either nonexistent or lack the components described in the assignment instructions.

Distinguished - Develops a thoughtful, highly detailed plan for ongoing parent communication using what has been learned about various forms of parent communication. 

Proficient - Develops a plan for ongoing parent communication using what has been learned about various forms of parent communication. Minor details are missing.

Basic - Develops a vague plan for ongoing parent communication using what has been learned about various forms of parent communication. Relevant details are missing.

Below Expectations - Attempts to develop a plan for ongoing parent communication using what has been learned about various forms of parent communication; however, significant details are missing.

Non-Performance - The plan for ongoing parent communication is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Comprehensively describes the classroom management system either by including the poster that was created for the Week Three, Discussion Two or by developing a thorough one-page summary of the plan. 

Proficient - Describes the classroom management system either by including the poster that was created for the Week Three, Discussion Two or by developing a one-page summary of the plan. Minor details are missing from the poster or the summary.

Basic - Vaguely describes the classroom management system either by including the poster that was created for the Week Three, Discussion Two or by developing a limited one-page summary of the plan. Relevant details are missing from the poster or the summary.

Below Expectations - Attempts to describe the classroom management system either by including the poster that was created for the Week Three, Discussion Two or by developing a one-page summary of the plan; however, significant details are missing from the poster and/or the summary.

Non-Performance - The description of the classroom management plan is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Effectively revises two of the four assessments from the Week Four assignment to support the development and learning of children.

Proficient - Sufficiently revises two of the four assessments from the Week Four assignment to support the development and learning of children. Minor details are missing.

Basic - Vaguely revises two of the four assessments from the Week Four assignment to support the development and learning of children. Relevant details are missing.

Below Expectations - Attempts to revise two of the four assessments from the Week Four assignment to support the development and learning of children; however, significant details are missing. 

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

Distinguished - Creates a comprehensive philosophy of the necessary qualities of an early childhood educator. 

Proficient - Creates an adequate philosophy of the necessary qualities of an early childhood educator. The philosophy is slightly underdeveloped. 

Basic - Creates a vague philosophy of the necessary qualities of an early childhood educator. The philosophy is underdeveloped.

Below Expectations - Attempts to create a philosophy of the necessary qualities of an early childhood educator; however, the philosophy is significantly underdeveloped. 

Non-Performance - The philosophy of the necessary qualities of an early childhood educator is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Develops three thorough statements of commitment as to the types of professional development to engage in and a rationale for each. 

Proficient - Develops three statements of commitment as to the types of professional development to engage in and a rationale for each. One of the statements or rationales is slightly underdeveloped.

Basic - Develops at least two statements of commitment as to the types of professional development to engage in and a rationale for each. One of the statements or rationales is underdeveloped.

Below Expectations - Attempts to develop three statements of commitment as to the types of professional development to engage in and a rationale for each; however, at least two of the statements and/or rationales are significantly underdeveloped.

Non-Performance - The three statements of commitment are either nonexistent or lack the components described in the assignment instructions.

Distinguished - Provides a substantial reflection on how each component of the ePortfolio demonstrates mastery of one or more of the Program Comprehensive Exam Main Topics.

Proficient - Provides an adequate reflection on how each component of the ePortfolio demonstrates mastery of one or more of the Program Comprehensive Exam Main Topics. The reflection is slightly underdeveloped.

Basic - Provides a vague reflection on how each component of the ePortfolio demonstrates mastery of one or more of the Program Comprehensive Exam Main Topics. The reflection is underdeveloped.

Below Expectations - Attempts to provide a reflection on how each component of the ePortfolio demonstrates mastery of one or more of the Program Comprehensive Exam Main Topics; however, the reflection is significantly underdeveloped.

Non-Performance - The reflection on each of the required components of the ePortfolio is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Uses appropriate, pertinent, and persuasive content to discover and develop sophisticated ideas within the context of the discipline, shaping the work as a whole.

Proficient - Uses appropriate and pertinent content to discover ideas within the context of the discipline, shaping the work as a whole.

Basic - Uses appropriate and pertinent content, but does not apply it toward discovering or developing ideas. Overall, content assists in shaping the written work.

Below Expectations - Uses content, though it may be unrelated or inappropriate to the topic. Content does not contribute toward the development of the written work, and may distract the reader from its purpose.

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

Distinguished - Clearly and comprehensively explains in detail the issue to be considered, delivering all relevant information necessary for a full understanding.

Proficient - Clearly explains in detail the issue to be considered, delivering enough relevant information for an adequate understanding.

Basic - Briefly recognizes the issue to be considered, delivering minimal information for a basic understanding.

Below Expectations - Briefly recognizes the issue to be considered, but may not deliver additional information necessary for a basic understanding.

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 basic 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 - 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 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 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.