LD005 Harvard University Effective Program Planning Family Hand Book This Assessment requires submission of three files: one (1) document that includes the

LD005 Harvard University Effective Program Planning Family Hand Book This Assessment requires submission of three files: one (1) document that includes the Family Handbook; one (1) document that includes a portfolio of your Learning Environments Portfolio and Narrative; and one (1) oral presentation with slides that explains the purpose and philosophy of your program. Save these files as:

LD005_FamilyHandbook_firstinitial_lastname (for example, LD005_FamilyHandbook_J_Smith)
LD005_LearningEnvironments_firstinitial_lastname
LD005_Presentation_first initial_lastname

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Instructions

Before submitting your Assessment, carefully review the rubric. This is the same rubric the assessor will use to evaluate your submission and it provides detailed criteria describing how to achieve or master the Competency. Many students find that understanding the requirements of the Assessment and the rubric criteria help them direct their focus and use their time most productively.

Rubric

Access the following to complete this Assessment:

NAEYC’s Principles for Effective Practice: Family Engagement

This assessment has three-parts. Click each of the items below to complete this assessment.

PART I: FAMILY HANDBOOK

Create a handbook that explains to families the key elements of the highly effective program you envision. The elements must include:

Vision and mission statements
Goals for the program
Policies and procedures
Practices that encourage family engagement and community connections

The handbook may not exceed 20 pages. The handbook will not necessarily be comprehensive, but must effectively represent your understanding of various types of policies, procedures, and practices for early childhood programs that 1) meet legal and ethical guidelines and 2) are appropriate for the children and families served by the program.

PART II: LEARNING ENVIRONMENTS

Create a portfolio of 10–20 drawings and/or photographs that depict interior and exterior learning environments for your program. Each environment must be designed to support developmentally appropriate practice. As you create these illustrations, consider the overall arrangement of space and furnishings, as well as individual elements within the environment that are especially effective at supporting developmentally appropriate practices.

Your indoor environment must include the following features: functional areas, quiet and active play areas, furnishings, and materials.
Your outdoor environment must include the following features: equipment, activity/play areas, landscape features, and other elements with which children interact.
Support your portfolio with a 4- to 5-page written narrative explaining how the elements of indoor and outdoor environments depicted in your illustrations serve to support specific developmentally appropriate practices.
PART III: PRESENTATION

Prepare an 8- to 10-minute presentation designed to explain the philosophy and purpose of this program to a group of prospective families and interested community members or your newly formed board of directors or to the staff of this new program.

The presentation must consist of no more than 20 slides (i.e., PowerPoint or Prezi) and a voiceover narration that authentically simulates your approach to this audience.

If you are unfamiliar with how to add audio to a PowerPoint presentation, please use this tutorial CECS LD005: Effective Program Planning
Plan elements of effective early childhood programs, including mission and vision statements, a family handbook, a plan for family and
community involvement, and a design for the indoor and outdoor physical environment.
Assessment Rubric
0
Not Present
1
Needs Improvement
2
Meets Expectations
Part I: Family Handbook
Sub-Competency 1: Create effective vision and mission statements with corresponding goals.
Learning Objective
Mission and vision
Mission and vision
Mission and vision
1.1:
statements are missing.
statements are vaguely
statements are aligned
Compose vision and
related to one or more
with one or more
mission statements
principles of child
principles of child
that align with the
development.
development.
principles of early
childhood
development.
Learning Objective
1.2:
Design vision and
mission statements
that meet the cultural
values and needs of
communities.
Mission and vision
statements are missing.
Learning Objective 1.3
Compose goal
statements that
directly support/align
with vision and
mission.
Goal statements are
missing.
©2014 Walden University
Mission and vision
statements reflect a vague
awareness of the cultural
context of the community
served by the program.
Mission and vision
statements reflect the
cultural context of the
community served by the
program.
Goal statements are
vaguely aligned with at
least some elements of the
vision and mission
statements.
Goal statements are
aligned with key elements
of the vision and mission
statements.
3
Exceeds Expectations
Demonstrates the same
level of achievement as
“2,” plus the following:
Mission and vision
statements are clearly
aligned two or more
principles of child
development.
Demonstrates the same
level of achievement as
“2,” plus the following:
Mission and vision
statements are supported
with data related to
community needs.
Demonstrates the same
level of achievement as
“2,” plus the following:
Goal statements are
logically connected to each
other and to the
professional knowledge
1
0
Not Present
Learning Objective 1.4
Compose goals that
include measureable
and results-oriented
objectives
Goals are missing.
1
Needs Improvement
2
Meets Expectations
Goals include objectives
that are difficult to
measure and/or
unrealistic.
Goals include specific
measurable, attainable
objectives.
Objectives are aligned to
goals.
Sub-Competency 2: Develop policies and procedures for early childhood programs.
Learning Objective
Policies and procedures
Policies and procedures
2.1:
related to health, safety,
related to health, safety,
Develop policies and
and nutrition are missing.
and nutrition are outlined,
procedures related to
but are incomplete and/or
health, safety, and
unclear.
nutrition.
Learning Objective
2.2:
Develop policies and
procedures related to
enrollment,
attendance, tuition,
and fees.
Policies and procedures
related to enrollment,
attendance, tuition, and
fees are missing.
Learning Objective
2.3:
Develop policies and
procedures related to
curriculum and daily
activities.
Policies and procedures
related to curriculum and
daily activities are missing.
©2014 Walden University
Policies and procedures
related to health, safety,
and nutrition are clear and
cohesive.
Policies and procedures
related to enrollment,
attendance, tuition, and
fees are outlined, but are
incomplete and/or
unclear.
Policies and procedures
related to enrollment,
attendance, tuition, and
fees are clear and detailed.
Policies and procedures
related to curriculum and
daily activities are
outlined, but are
incomplete and/or
unclear.
Policies and procedures
related to curriculum and
daily activities are clear
and detailed.
3
Exceeds Expectations
base.
Demonstrates the same
level of achievement as
“2,” plus the following:
Goals include criteria for
successful results.
Demonstrates the same
level of achievement as
“2,” plus the following:
Policies and procedures
delineate responsibilities
and expectations of the
program and the family.
Demonstrates the same
level of achievement as
“2,” plus the following:
Policies and procedures
delineate responsibilities
and expectations of the
program and the family.
Demonstrates the same
level of achievement as
“2,” plus the following:
Policies and procedures
delineate responsibilities
and expectations of the
program and the family.
2
Learning Objective
2.4:
Develop policies and
procedures that
adhere to the legal
requirements and
ethical obligations of
operating early
childhood programs.
Learning Objective
2.5:
Develop policies and
procedures that are
developmentally
appropriate for the
children served.
0
Not Present
Policies and procedures are
missing.
Policies and procedures are
missing.
1
Needs Improvement
Policies and procedures
vaguely allude to legal and
ethical obligations of
operating early childhood
programs.
2
Meets Expectations
Policies and procedures
generally adhere to legal
and ethical obligations of
operating early childhood
programs.
Policies and procedures
vaguely relate to the
developmental levels of
the children served by the
program.
Policies and procedures
are appropriate to the
developmental levels of
the children served by the
program.
Sub-Competency 3: Explain practices that encourage family involvement and community connections.
Learning Objective 3.1: Description is missing.
Practices provide avenues Practices provide multiple
Describe practices that
for surface-level
avenues for authentic
encourage family
involvement by families in family engagement in the
engagement in the
the life of the program and life of the program and in
program.
in the learning and
the learning and
development of the
development of the
children served.
children served.
Avenues for authentic
Connections are drawn
family engagement are
between these practices
limited.
and the professional
knowledge base.
©2014 Walden University
3
Exceeds Expectations
Demonstrates the same
level of achievement as
“2,” plus the following:
Where appropriate,
policies and procedures
provide rationales that
explicitly reference
relevant laws or ethical
principles.
Demonstrates the same
level of achievement as
“2,” plus the following:
Policies and procedures
provide rationales that
explicitly reference
relevant principles of child
development.
Demonstrates the same
level of achievement as
“2,” plus the following:
Practices are culturally
relevant and promote the
building of respectful and
reciprocal relationships
with families.
3
Learning Objective 3.2:
Describe practices that
promote community
connections.
0
Not Present
Description is missing.
1
Needs Improvement
Practices provide surfacelevel avenues for
connections between the
program and the
community it serves.
Avenues for authentic
community connection are
limited.
2
Meets Expectations
Practices provide multiple
avenues for authentic
connections between the
program and the
community it serves.
Connections are drawn
between these practices
and the professional
knowledge base.
Part II: Learning Environment Portfolio
Sub-Competency 4: Create learning environments that support developmentally appropriate practices.
Learning Objective 4.1: Visual representations of
Visual representations of
Visual representations of
Design indoor learning indoor learning
indoor learning
indoor learning
environments.
environments are missing. environments partially
environments clearly
illustrate functional areas, illustrate appropriate
quiet and active play
functional areas, quiet and
areas, furnishings, and
active play areas,
materials.
furnishings, and materials.
Learning Objective 4.2:
Design outdoor
learning environments.
©2014 Walden University
Visual representations of
outdoor learning
environments are missing.
Visual representations of
outdoor learning
environments partially
illustrate functional areas,
quiet and active play
areas, furnishings, and
materials.
Drawings and/or
photographs clearly
illustrate multiple
elements of the learning
environment.
Visual representations of
outdoor learning
environments clearly
illustrate appropriate
equipment, activity/play
areas, landscape features,
and other elements with
3
Exceeds Expectations
Demonstrates the same
level of achievement as
“2,” plus the following:
Practices explicitly include
connections related to the
curriculum, as well as the
sociocultural development
of the children and
families served.
Demonstrates the same
level of achievement as
“2,” plus the following:
Drawings and/or
photographs provide a
comprehensive portrait of
the indoor learning
environment.
Demonstrates the same
level of achievement as
“2,” plus the following:
Drawings and/or
photographs provide a
comprehensive portrait of
4
0
Not Present
Learning Objective 4.3:
Explain how specific
features of learning
environments support
developmentally
appropriate practice.
Explanation is missing.
1
Needs Improvement
Narrative provides vague
or partial explanation of
how the learning
environments support
developmentally
appropriate practices.
Narrative includes
superficial examples that
focus on specific elements
within each environment.
2
Meets Expectations
which children interact.
Drawings and/or
photographs clearly
illustrate multiple
elements of the learning
environment.
Narrative provides clear
explanation of how the
learning environments
support multiple
developmentally
appropriate practices.
Narrative includes
authentic examples that
focus on specific elements
within each environment.
Narrative includes
connections to the
professional knowledge
base.
3
Exceeds Expectations
the outdoor learning
environment.
Demonstrates the same
level of achievement as
“2,” plus the following:
Narrative explains how
these elements support
child development across
multiple domains.
Part III: Presentation
Sub-Competency 5: Explain the philosophy and purpose of an early childhood program to families and/or other stakeholders.
Learning Objective 5.1: Explanation is missing.
Explanation of the
Explanation of the
Demonstrates the same
Explain philosophies
philosophy and purpose(s) philosophy and purpose(s) level of achievement as
and purposes of early
of the program is vague.
of the program is clear.
“2,” plus the following:
childhood programs to
families and/or other
Logical connections are
Cohesive connections are
stakeholders.
made between the
made between the
program’s philosophy and program’s philosophy and
purpose and the needs of
purpose and the needs of
the children and families it the children and families it
©2014 Walden University
5
0
Not Present
1
Needs Improvement
PS002: Oral Communication: Use effective oral presentation skills.
Learning Objective
Presenter mumbles or
Presenter inconsistently
PS 2.1:
speaks in a monotone,
uses clear enunciation,
Use clear enunciation,
mispronounces words,
correct pronunciation,
correct pronunciation,
and/or struggles to find
comfortable pacing, and
comfortable pacing, and
appropriate pacing or
appropriate volume.
appropriate volume.
volume.
Learning Objective
PS 2.2:
Organize information to
be presented.
Information is
disorganized to a degree
that impedes audience
understanding.
PS003: Technology: Use technology tools effectively.
Learning Objective
Images and layout are
PS 3.1:
inappropriate, hard to
Use images and layout of
read, and/or impede
presentations to
audience understanding
effectively communicate
of key concepts.
content to a specific
audience.
2
Meets Expectations
serves.
Presenter engages the
audience through mostly
clear enunciation, correct
pronunciation,
comfortable pacing, and
appropriate volume.
3
Exceeds Expectations
serves.
Presenter enhances
audience engagement
through consistently clear
enunciation, correct
pronunciation,
comfortable pacing, and
appropriate volume.
Organization of
information significantly
enhances audience
understanding of both
general and specific
concepts, and promotes
audience engagement.
Organization of
information minimally
supports audience
understanding.
Organization of
information generally
enhances audience
understanding of
concepts.
Images or layout provide
limited support for
audience understanding
of key concepts.
Images and layout
generally support
audience understanding
of key concepts.
Images and design
elements are used
purposefully, and they
effectively support
audience engagement and
understanding of key
concepts.
Writing reflects
competent use of
standard edited American
English.
Grammar, spelling, and
mechanics reflect a high
level of accuracy in
standard American
English and enhance
readability.
PS001: Written Communication: Demonstrate graduate-level writing skills.
Learning Objective
PS 1.1:
Use proper grammar,
spelling, and mechanics.
©2014 Walden University
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.
Errors in grammar,
6
0
Not Present
Learning Objective
PS 1.2:
Organize writing to
enhance clarity.
Writing is poorly
organized and incoherent.
Introductions, transitions,
and conclusions are
missing or inappropriate.
Learning Objective
PS 1.3:
Support writing with
appropriate resources.
Writing does not integrate
appropriate resources and
content in support of
ideas and argument.
Learning Objective
PS 1.4:
Apply APA style to written
work.
APA conventions are not
applied.
Learning Objective
PS 1.5:
Use appropriate
vocabulary and tone for
the audience and
Vocabulary and tone are
inappropriate and
negatively impact clarity
of concepts to be
conveyed.
©2014 Walden University
1
Needs Improvement
Writing is loosely
organized. Limited use of
introductions, transitions,
and conclusions provides
partial continuity.
2
Meets Expectations
spelling, and/or
mechanics do not
negatively impact
readability.
Writing is generally wellorganized. Introductions,
transitions, and
conclusions provide
continuity and a logical
progression of ideas.
3
Exceeds Expectations
Writing is consistently
well-organized.
Introductions, transitions,
and conclusions are used
effectively to enhance
clarity, cohesion, and
flow.
Writing loosely integrates Writing sufficiently
Writing effectively
some appropriate
integrates appropriate
integrates appropriate
resources and content in
resources (which may
resources (which may
support of ideas and
include peer-reviewed
include peer-reviewed
argument.
resources) and content in resources) and content to
support of ideas and
support and expand upon
argument.
ideas and arguments.
APA conventions for
APA conventions for
APA conventions for
attribution of sources,
attribution of sources,
attribution of sources,
structure, formatting, etc., structure, formatting, etc., structure, formatting, etc.,
are applied inconsistently. are generally applied
are applied correctly and
correctly in most
consistently throughout
instances. Sources are
the paper. Sources are
generally cited
consistently cited
appropriately and
appropriately and
accurately.
accurately.
Vocabulary and tone have Vocabulary and tone are
Vocabulary and tone are
limited relevance to the
generally appropriate for
consistently tailored to
audience.
the audience and support the audience and
communication of key
effectively and directly
concepts.
support communication
7
0
Not Present
purpose.
©2014 Walden University
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations
of key concepts.
8

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