Distinguished - Clearly and concisely describes the goals for the Learning and Development Handbook for Infant and Toddler Teachers.

Proficient - Describes the goals for the Learning and Development Handbook for Infant and Toddler Teachers. The description of the goals is slightly unclear.

Basic - Minimally describes the goals for the Learning and Development Handbook for Infant and Toddler Teachers. The description of the goals is unclear.

Below Expectations - Attempts to describe the goals for the Learning and Development Handbook for Infant and Toddler Teachers; however, the description of the goals is entirely unclear.

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

Distinguished - Develops a comprehensive, and content rich personal educational philosophy statement of infant and toddler learning and development.

Proficient - Develops a content rich personal educational philosophy statement of infant and toddler learning and development. The philosophy statement is slightly underdeveloped.

Basic - Develops educational philosophy statement of infant and toddler learning and development. The philosophy statement is underdeveloped.

Below Expectations - Attempts to develop an educational philosophy statement of infant and toddler learning and development; however statement is significantly underdeveloped.

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

Distinguished - Comprehensively analyzes of one more theories of emotional and cognitive development.

Proficient - Adequately analyzes one or more theories of emotional and cognitive development. Minor details are missing.

Basic - Briefly analyzes one or more theories of emotional and cognitive development. Relevant details are missing.

Below Expectations - Attempts to analyze one or more theories of emotional and cognitive development. Significant details are missing.

Non-Performance - The analysis of one or more theories of emotional and cognitive development is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Thoroughly summarizes the stages of Cognitive, Language and Motor Skills Development of Infants and Toddlers.

Proficient - Summarizes the stages of Cognitive, Language and Motor Skills Development of Infants and Toddlers. Minor details are missing.

Basic - Minimally summarizes the stages of Cognitive, Language and Motor Skills Development of Infants and Toddlers. Relevant details are missing.

Below Expectations - Attempts to summarize the stages of Cognitive, Language and Motor Skills Development of Infants and Toddlers; however, significant details are missing.

Non-Performance - The summary of the stages of Cognitive, Language and Motor Skills Development of Infants and Toddlers is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Thoroughly discusses how Emotional and Cognitive Development theories and knowledge of stages Language and Motor Skills Development guide teaching strategies and teacher/child interactions.

Proficient - Discusses how Emotional and Cognitive Development theories and knowledge of stages Language and Motor Skills Development guide teaching strategies and teacher/child interactions. Minor details are missing.

Basic - Partially discusses how Emotional and Cognitive Development theories and knowledge of stages Language and Motor Skills Development guide teaching strategies and teacher/child interactions. Relevant details are missing.

Below Expectations - Attempts to discuss how Emotional and Cognitive Development theories and knowledge of stages Language and Motor Skills Development guide teaching strategies and teacher/child interactions, however significant details are missing.

Non-Performance - The discussion how Emotional and Cognitive Development theories and knowledge of stages Language and Motor Skills Development guide teaching strategies and interactions is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Recommends thorough guidelines for the planning and implementation of learning activities designed to foster young children’s cognitive, language and motor skills development. The recommendations are clearly appropriate.

Proficient - Recommends guidelines for the planning and implementation of learning activities designed to foster young children’s cognitive, language and motor skills development. A few recommendations are slightly inappropriate.

Basic - Recommends limited guidelines for the planning and implementation of learning activities designed to foster young children’s cognitive, language and motor skills development. Some recommendations are inappropriate.

Below Expectations - Recommends guidelines for the planning and implementation of learning activities designed to foster young children’s cognitive, language and motor skills development; however, the recommendations are entirely inappropriate.

Non-Performance - The recommendations are either nonexistent or lack the components described in the instructions.

Distinguished - Creates activity plans for sensory, music & movement, fine motor skills, large motor skills, math, literacy and science. The activities are age appropriate, well-developed and include a clear connection to the educational philosophy.

Proficient - Creates an activity plans for sensory, music & movement, fine motor skills, large motor skills, math, literacy and science. The activities are age appropriate; include a connection to the educational philosophy but are slightly underdeveloped.

Basic - Creates activity plans for sensory, music & movement, fine motor skills, large motor skills, math, literacy and science. The activities are mostly age appropriate; include a limited connection to the educational philosophy or are underdeveloped.

Below Expectations - Create activity plans for sensory, music & movement, fine motor skills, large motor skills, math, literacy and science; however the activities are not age appropriate; do not include a connection to the educational philosophy and/or are significantly underdeveloped.

Non-Performance - The activity plans for sensory, music & movement, fine motor skills, large motor skills, math, literacy and science are either nonexistent or lack the components described in the assignment instructions.

Distinguished - Clearly and comprehensively describes effective practices for informing, including and engaging families in children’s learning and development.

Proficient - Describes effective practices for informing, including and engaging families in children’s learning and development. Minor details are missing.

Basic - Briefly describes effective practices for informing, including and engaging families in children’s learning and development. Relevant details are missing.

Below Expectations - Attempts to describe effective practices for informing, including and engaging families in children’s learning and development; however, significant details are missing.

Non-Performance - The description of effective practices for informing, including and engaging families in children’s learning and development is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Compiles a list of high-quality, relevant and recent resources, including suggested books and web sites teachers can use when planning learning activities for infants and toddlers. The resource list is comprehensive and age appropriate.

Proficient - Compiles a list of relevant and recent resources, including suggested books and web sites teachers can use when planning learning activities for infants and toddlers. The resource list is age appropriate but slightly limited.

Basic - Compiles a list of resources, including suggested books and web sites teachers can use when planning learning activities for infants and toddlers. The resource list is mostly age appropriate or limited.

Below Expectations - Compile a list of resources, including suggested books and web sites teachers can use when planning learning activities for infants and toddlers; however, the resource list is not age appropriate or significantly limited.

Non-Performance - The resource list is either nonexistent or lacks 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.