CR001 Culturally Responsive Practices

Assessment Rubric

0
Not Present / 1
Needs Improvement / 2
Meets Expectations / 3
Exceeds Expectations
Part I: The Care in Caregiving Blog
Sub-Competency 1: Describe culturally responsive practices that support children and families.
Learning Objective 1.1:
Explain the importance of understanding child and family culture at a deep level. / Explanation is not present. / Response attempts to provide an explanation of the role of culture in child development but does not clearly describe why it is important to understand. / Response provides a clear explanation of the role of culture in child development.
Response is supported by logical connections to the professional knowledge base. / Demonstrates the same level of achievement as “2,” plus the following:
Response includes a recommended reading list with annotation for the co-teacher.
Learning Objective 1.2:
Explain the importance of family partnerships in child development and learning. / An explanation of the importance of family partnerships in child development and learning is not present. / Response indicates that creating partnerships with families is important for supporting culturally and linguistically diverse children but does not explain why it is important or how it impacts children negatively when these processes do not occur. / Response clearly explains the importance of family partnerships in supporting children from culturally and linguistically diverse backgrounds.
Response is supported by logical connections to the professional knowledge base. / Demonstrates the same level of achievement as “2,” plus the following:
Response includes a recommended reading list with annotation for the early childhood professional who asked the question.
Learning Objective 1.3:
Describe culturally responsive practices that support respectful partnerships with families and positive outcomes for young children. / Description of culturally responsive practices is not present. / Response includes a vague description of two culturally responsive practices somewhat related to the scenario, or provides less than two practices.
Description of culturally responsive practices is supported by superficial connections to the professional knowledge base. / Response includes a description of two relevant and appropriate culturally responsive practices related to the scenario.
Description of culturally responsive practices is supported by logical connections to the professional knowledge base. / Demonstrates the same level of achievement as “2,” plus the following:
Response includes a description of more than two relevant and appropriate culturally responsive practices related to the scenario.
Learning Objective 1.4:
Explain how cultural discontinuity impacts young children and their families. / The impact of cultural discontinuity is not present. / Response recognizes that cultural discontinuity impacts children and families, but fails to describe the ways in which it does. / Response clearly describes the impact of cultural discontinuity on young children and their families.
Response clearly explains one culturally responsive way the teacher in the scenario can address the issue in the classroom.
Response is supported by logical connections to the professional knowledge base. / Demonstrates the same level of achievement as “2,” plus the following:
Response clearly explains more than one culturally responsive way the teacher in the scenario can address the issue in the classroom.
Part II: Case Study Analysis and Recommendation
Sub-Competency 2: Explain how assumptions about identity or culture influence early childhood professionals’ approaches to understanding children and families.
Learning Objective 2.1: Recognize assumptions that might influence early childhood professionals’ interactions with children and families. / Assumptions are missing. / Response includes less than three assumptions or includes assumptions that are vaguely related to the scenario. / Response includes a clear explanation of three relevant assumptions based on the scenario. / Demonstrates the same level of achievement as “2,” plus the following:
Response makes connections to personal assumptions one has made and how it might impact interactions with children and families.
Learning Objective 2.2: Explain how assumptions about children and families impact children and families. / Explanation is missing. / Response vaguely explains how assumptions about children and families impact children and families. / Response includes specific examples from the scenario that clearly explain how the assumptions made might negatively impact Abidah and her family.
Explanation of the impact is supported by references to the professional knowledge base. / Demonstrates the same level of achievement as “2,” plus the following:
Response provides an authentic example from personal experience or professional practice to illustrate the negative effects of making assumptions.
Sub-Competency 3: Explain the impact of cultural discontinuity on children and families.
Learning Objective 3.1: Explain the impact of cultural discontinuity on a child and family’s cultural identity. / Explanation is missing. / Explanation of cultural discontinuity is vague and not supported by examples from the scenario and/or references to the professional knowledge base. / Explanation of cultural discontinuity is clear and supported by examples from the scenario.
Response is supported by logical connections to the professional knowledge base. / Demonstrates the same level of achievement as “2,” plus the following:
Response provides an authentic example from personal experience or professional practice to illustrate the impact of cultural discontinuity.
Learning Objective 3.2:
Describe strategies that promote cultural continuity. / Strategies are missing. / Response describes less than two relevant strategies that can promote cultural and social identity.
Response draws some connections between the Head Start principles and culturally responsive practices but does not provide relevant and specific examples. / Response describes two relevant strategies that can promote cultural and social identity.
Response draws specific and relevant connections between the Head Start principles and culturally responsive practices.
Response includes a clear rationale for using the Head Start principles to support culturally responsive practice. / Demonstrates the same level of achievement as “2,” plus the following:
Response describes more than two relevant strategies that can promote cultural and social identity.
Sub-Competency 4: Explain the role of culture and language on child development and learning and its implications for professional practice.
Learning Objective 4.1:
Describe strategies supportive of dual-language development within early childhood environments. / Strategies are missing. / Response recognizes that there is a need to support dual-language development, but strategies are not relevant to the scenario. / Response clearly describes two appropriate strategies to support dual-language development that are relevant to the scenario.
Strategies are supported by logical connections to the professional knowledge base. / Demonstrates the same level of achievement as “2,” plus the following:
Response clearly describes two appropriate strategies to support dual-language development that are relevant to the scenario.
Sub-Competency 5: Apply culturally responsive practices to promote partnerships with families and positive outcomes for young children.
Learning Objective 5.1:
Describe culturally responsive practices that support respectful partnerships with families and positive outcomes for young children. / Description of culturally responsive practices is not present. / Response includes a vague description of culturally responsive practices somewhat related to the scenario or includes fewer than two practices. / Response includes a description of two relevant and appropriate culturally responsive practices related to the scenario.
Culturally responsive practices are supported by logical connections to the professional knowledge base. / Demonstrates the same level of achievement as “2,” plus the following:
Response includes a description of more than two relevant and appropriate culturally responsive practices related to the scenario.
Professional Skill 001: Written Communication: Demonstrate graduate-level writing skills.
Learning Objective
PS 1.1:
Use proper grammar, spelling, and mechanics. / Multiple major and minor errors in grammar, spelling, and/or mechanics are highly distracting and seriously impact readability. / Multiple minor errors in grammar, spelling, and/or mechanics are distracting and negatively impact readability. / Writing reflects competent use of standard edited English.
Errors in grammar, spelling, and/or mechanics do not negatively impact readability. / Grammar, spelling, and mechanics reflect a high level of accuracy in Standard American English and enhance readability.
Learning Objective
PS 1.2:
Organize writing to enhance clarity. / Writing is poorly organized and incoherent. Introductions, transitions, and conclusions are missing or inappropriate. / Writing is loosely organized. Limited use of introductions, transitions, and conclusions provides partial continuity. / Writing is generally well-organized. Introductions, transitions, and conclusions provide continuity and a logical progression of ideas. / Writing is consistently well-organized. Introductions, transitions, and conclusions are used effectively to enhance clarity, cohesion, and flow.
Professional Skill 005: Critical Thinking and Problem Solving: Use critical thinking and problem-solving skills to analyze professional issues and inform best practice.
Learning Objective
PS 5.1:
Analyze assumptions and fallacies. / Analysis of assumptions is missing. / Response is weak in assessing the reasonableness of assumptions in a given argument.
Response does not adequately identify and discuss the implications of fallacies or logical weaknesses in a given argument. / Response generally assesses the reasonableness of assumptions in a given argument.
Response identifies and discusses the implications of fallacies and/or logical weaknesses in a given argument. / Response clearly and comprehensively assesses the reasonableness of assumptions in a given argument.
Response provides a detailed and compelling analysis of implications of fallacies and logical weaknesses in a given argument.
Learning Objective
PS 5.4:
Use problem-solving skills. / Problems and solutions are not identified. / Response presents solutions, but they are ineffective in addressing the specific problem. / Response presents solutions that are practical and work in addressing the specific problem. / Response presents compelling supporting arguments for proposed solutions.

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