MP 002 Harvard University Early Childhood Program Marketing Brochure & PPT This Assessment requires submission of two (2) files. Part I should include your

MP 002 Harvard University Early Childhood Program Marketing Brochure & PPT This Assessment requires submission of two (2) files. Part I should include your oral presentation. Save this file as MP002_PartI_firstinitial_lastname (for example, MP002_J_Smith). The second file should be a Word document containing Part II–Part IV of the Assessment. Save this file as MP002_PartII_IV_firstinitial_lastname (for example, MP002_PartII_IV_J_Smith). When you are ready to upload your completed Assessment, use the Assessment tab on the top navigation menu.

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:

Green Hills Early Childhood Center Overview
Green Hills Board of Directors Meeting Minutes
Stoneriver Gazette Article
PART I: LEVERAGING THE ENTHUSIASM OF YOUR COMMUNITY

You are planning a training program for families and staff so that they can help promote Green Hills to people they meet. Develop a 2- to 3-minute oral presentation for families at your center that:

Explains the role of families and staff in positively promoting the center, including a rationale
Shares talking points that point out the highlights of the early childhood program and explains how to use these to promote the program in conversations with other families in the community
PART II: DEVELOPING MARKETING MATERIALS

In order to increase enrollment at Green Hills, you will need to develop an advertisement and explain your marketing strategy for attracting new families to your program.

Step 1

Create a new advertisement. This advertisement may be one of the following:

Brochure advertising the center
One-page magazine advertisement
Thirty-second radio ad (audio-recording)
Thirty-second television commercial (audio and video recording)

Step 2

Write a 2- to 3-page explanation of your advertisement from Step 1 that addresses the following:

Explain why you anticipate the advertisement will be effective in attracting children and families to your center.
Identify the medium you chose and provide a rationale for your choice.
Describe at least two additional materials you would develop to supplement the advertisement as part of your overall marketing strategy.
PART III: EMPLOYING PUBLIC RELATIONS STRATEGIES

A local newspaper has published an article (Stoneriver Gazette Article) that is highly critical of the academic rigor of your curriculum.

Step 1

Respond by writing a 2- to 3-page press release that defends your center’s approach to pedagogy while maintaining a positive tone.

Step 2

In a 1- to 2-page response, describe at least two proactive strategies you would use to promote a positive image of your center in the community, and explain why the strategies are effective.

PART IV: ENLARGING YOUR NETWORK

Imagine that Green Hills Early Childhood Center is located in your community. Consider how you might partner with local, state, and/or national agencies and/or organizations to help grow your network of early childhood resources and promote healthy child development and learning. Write a 2- to 3-page narrative that:

Identifies at least two local, state, and national organizations and/or agencies you would like to partner with to serve the children and families at your center
(Note: Include at least one local organization and/or agency, and provide web links or other citations where appropriate.)
Explains why the organizations and/or agencies are appropriate partners and how they will contribute to the healthy development and learning of children in your center ABOUT US
Situated on top of a hill overlooking the downtown area, Green Hills Early Childhood Center has been
providing high-quality childcare services for residents of Stoneriver City for the past 4 years. With
enrollment of 60 children, ranging in age from 2–6 years, Green Hills strives to create an environment
where the unique needs of every individual child can be nurtured so that they may develop a life-long
love of learning. There are currently six classes within the center, with each group being led by a statecertified caregiver possessing a master’s degree in early childhood education. In addition to certified
lead teachers, each classroom has two assistants for children 3 years of age or younger and one
assistant per class of children 4 years or older. All assistants must be in the process of working toward
acquiring their master’s degree in education while employed by Green Hills. The low teacher to student
ratio is just one of the reasons why parents in the Stoneriver community continue to make the
important decision of entrusting their child’s early education to Green Hills.
Serving the Stoneriver City Community
Stoneriver City is a small industrial city of about 110,000 people. Traditionally a factory hub for
processing raw materials from the timber and stone industries of the surrounding countryside,
Stoneriver City has seen a marked decline in blue-collar jobs over the last 30 years as factory jobs
have been outsourced to other states and abroad. The city was in dire financial straits until about 10
years ago when the mayor convinced the board of Transfix Insurance to move their corporate
headquarters to Stoneriver. The result has been an influx of wealthier individuals employed by the
Transfix Corporation moving into the Stoneriver community, with many of the old industrial buildings in
the downtown area being converted into luxury apartments. Businesses around the downtown area
have sprung up to provide services for this wealthier demographic. Take a quick stroll along Bank
Street and you will find new establishments, such as the Wild Root organic food market, Kirby’s
independent bookstore, and the Linen Llama clothing boutique, lining the sidewalks.
However, outside of the downtown area of Stoneriver City the story is much different. As the city cedes
to rural countryside, the median family income drops to about 25% of those in the city center. The
ongoing decline in factory jobs has caused high levels of unemployment throughout the city. As the job
market has continued to stagnate, Stoneriver has seen an uptick in civic involvement. Organizations
such as the local Rotary Club and faith-based groups have seen strong increases in participation as
residents work to solve Stoneriver’s myriad of social issues. One particularly common problem has
been a dramatic increase in rates of alcoholism as the unemployment rate has steadily risen. In
response to this high prevalence of substance abuse, Green Hills caregivers are trained to identify
signs of physical and emotional abuse.
Green Hills mission statement
Green Hills was founded with the mission to serve all members of the Stoneriver community. We strive
to promote the healthy growth and development of every child, with a focus on meeting the needs of
the diverse children that comprise the social fabric of our great city.
Walden University CECS MP002
May 14, 2014
Green Hills: Stoneriver’s
Most Expensive
Babysitting Service?
By Lashanda Richards
Light spills in through a large window and pools on two
students gleefully engaged in playing with blocks. To some
residents, the Green Hills Early Childhood Center, which is
perched atop an idyllic hillside overlooking downtown,
represents the pinnacle of early education in Stoneriver
City. During its first 4 years in operation, Green Hills has
developed a reputation for cultivating an inclusive
atmosphere by admitting students from each of
Stoneriver’s economically-diverse neighborhoods.
But to those in the know, appearances can be deceiving.
“Green Hills doesn’t teach children anything,” says Archie
Burwell, whose daughter Christina spent 2 years at the
center. “My daughter was woefully unprepared for
kindergarten. She was way behind her fellow classmates in
both reading and arithmetic to the point where her peers
took notice.”
Part of the problem appears to be Green Hills’ approach to
structuring the time of enrolled children—even half-day
students can spend up to 2 hours engaged in free play
activities.
Dr. Samuel Holzman, an expert in early childhood
development at West Alma University, thinks so much
unstructured time may be an issue. “Schools are more
competitive today than they have ever been in the past.
Families want their children to be prepared to compete for
spots in the most selective schools, and that starts with
kindergarten. Pre-K programs need to reassure families
that they are providing their children with enough
academic learning experiences to prepare students for
success as they transition to elementary school.”
Walden University CECS MP002
Michaela Campbell, who teaches 4- and 5-year-olds at
Green Hills disagrees with the criticism. “Play is an
important part of how children learn social and problem
solving skills. Too much structured time may prevent
children from exploring their interests and engaging in
experimentation that stimulates cognition. And the
materials and environment here are very intentionally
designed to support children’s development in all areas.
They are learning all the time.”
But Dr. Holzman feels Green Hills’s defense of their
programs overstates the value of free play. “Research
clearly shows that the benefit of unstructured free play is
only temporary. Early education centers such as Green
Hills must clearly demonstrate the ability of children to
translate what they have learned to academic success,
otherwise the advantages of Pre-K programs will wear off
by the time the child has reached third grade. For many
families, the monetary investment in Pre-K is too large for
benefits that may last only a few years.”
For the Burwell family, there is not much of a tradeoff—
they decided to place their son Sam in an early childhood
program that is less prestigious, but also less expensive.
“Sam responded really well to the new early childhood
program. He’s in kindergarten this year and is way ahead
of where his sister was after attending Green Hills. We feel
like he’s gotten a good foundational education, rather than
attending the city’s most expensive babysitting service for
the past few years.”
May 14, 2014
CECS MP002: Marketing Early Childhood Programs
Assessment Rubric
0
1
2
3
Not Present
Needs Improvement
Meets Expectations
Exceeds Expectations
Part I: Leveraging the Enthusiasm of Your Community
Sub-Competency 1: Apply strategies to encourage family and staff promotion of early childhood programs within the community.
Learning Objective 1.1: Explanation is missing.
Explanation is vague or
Response clearly explains
Demonstrates the same
Explain the role of
incomplete.
the role of families and
level of achievement as
families and staff in
staff in promoting early
“2” plus the following:
promoting positive
childhood programs.
Rationale is compelling
public relations for
and persuasive.
early childhood
Rationale for the
programs.
importance of this role is
clear and logical.
Learning Objective 1.2: Response is missing.
Response is vague or
Response provides clear
Demonstrates the same
Develop talking points
incomplete.
and logical talking points
level of achievement as
to assist families and
that effectively highlight
“2” plus the following:
staff in in promoting
an early childhood
Talking points are
early childhood
program.
compelling and persuasive.
programs.
PS002: Oral Communication: Use effective oral presentation skills.
Learning Objective
Presenter mumbles or
Presenter inconsistently
Presenter engages the
Presenter enhances
PS 2.1:
speaks in a monotone,
uses clear enunciation,
audience through mostly
audience engagement
Use clear enunciation,
mispronounces words,
correct pronunciation,
clear enunciation, correct
through consistently clear
correct pronunciation, and/or struggles to find
comfortable pacing, and
pronunciation,
enunciation, correct
comfortable pacing,
appropriate pacing or
appropriate volume.
comfortable pacing, and
pronunciation,
and appropriate
volume.
appropriate volume.
comfortable pacing, and
volume.
appropriate volume.
Learning Objective
©2014 Walden University
Information is disorganized Organization of
Organization of
Organization of
1
PS 2.2:
Organize information
to be presented.
0
Not Present
to a degree that impedes
audience understanding.
1
Needs Improvement
information minimally
supports audience
understanding.
Part II: Developing Marketing Materials
Sub-Competency 2: Create effective marketing materials.
Learning Objective 2.1: Advertisement is missing.
Advertisement provides
Develop an
limited information about
advertisement to
the program or is vague or
attract new families to
poorly organized.
early childhood
programs.
Learning Objective 2.2:
Evaluate strategies for
identifying and
attracting (includes
advertising as a way of
attracting) families
with young children.
Explanation is not present.
Response is vague,
illogical, and/or irrelevant
to the audience or the
purpose.
2
Meets Expectations
information generally
enhances audience
understanding of
concepts.
3
Exceeds Expectations
information significantly
enhances audience
understanding of both
general and specific
concepts, and promotes
audience engagement.
Advertisement clearly
communicates critical
information about the
program.
Demonstrates the same
level of achievement as
“2” plus the following:
Advertisement is
appropriate for the
purpose and the audience.
Response clearly explains
why the advertisement will
be effective in attracting
children and families to
the center.
Response provides a clear
and logical rationale for
the medium chosen.
Advertisement is
persuasive and dynamic
and uses its structure to
convey a specific purpose.
Demonstrates the same
level of achievement as
“2” plus the following:
Response describes more
than two additional
marketing materials that
contribute to a larger
marketing strategy.
Response describes at
least two additional
marketing materials that
contribute to a larger
marketing strategy.
Part III: Employing Public Relations Strategies
©2014 Walden University
2
0
1
2
Not Present
Needs Improvement
Meets Expectations
Sub-Competency 3: Develop public relations strategies to promote a positive image of an early childhood center.
Learning Objective 3.1: Response is missing.
Response is vague, poorly
Response provides a clear
Develop a response to
organized, or written in a
defense of the program’s
counter negative
tone that is inappropriate
guiding philosophy while
publicity related to an
for the purpose.
maintaining a positive
early childhood
tone.
program.
Learning Objective 3.2:
Describe proactive
strategies for
promoting positive
publicity related to an
early childhood
program.
Response is missing.
Response is vague or
incomplete
Response clearly describes
two appropriate proactive
strategies for generating
positive publicity for the
program.
Strategies are supported
by logical connections to
the professional
knowledge base regarding
public relations.
3
Exceeds Expectations
Demonstrates the same
level of achievement as
“2” plus the following:
Provides a compelling
defense of the program
using connections to the
professional knowledge
base.
Demonstrates the same
level of achievement as
“2” plus the following:
Response describes more
than two proactive
strategies that
demonstrate a strong
understanding of public
relations in early childhood
education settings.
Part IV: Enlarging Your Network
Sub-Competency 4: Analyze strategies for networking and collaborating with local, state, and national agencies that serve young children and
families.
Learning Objective 4.1: Response is missing.
Response is vague or
Response identifies two
Demonstrates the same
Identify organizations
incomplete.
organizations and/or
level of achievement as
and/or agencies that
agencies that can serve as “2” plus the following:
early childhood
effective partners in
programs can partner
promoting healthy child
Response identifies more
with to promote the
development and learning, than two organizations
healthy growth and
including a web link for
and/or agencies.
development of
each.
©2014 Walden University
3
0
Not Present
children.
Learning Objective 4.2:
Explain how
collaborating with
local, state, and
national agencies
and/or organizations
can promote healthy
development and
learning.
Response is missing.
1
Needs Improvement
Response is vague or
incomplete.
2
Meets Expectations
3
Exceeds Expectations
Response provides a clear
and logical explanation of
how collaborating with the
two agencies and/or
organizations identified
would promote healthy
development and learning
and why partnering with
them would benefit the
center.
Demonstrates the same
level of achievement as
“2” plus the following:
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.
Response provides a
compelling rationale for
partnering with these
agencies and includes
specific examples of how
the partnership might
benefit children and
families.
PS001: 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.
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.
Learning Objective
PS 1.3:
Support writing with
appropriate resources.
Writing does not integrate
appropriate resources and
content in support of ideas
and argument.
Writing loosely integrates
some appropriate
resources and content in
support of ideas and
©2014 Walden University
Errors in grammar,
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.
Writing sufficiently
integrates appropriate
resources (which may
include peer-reviewed
Writing is consistently
well-organized.
Introductions, transitions,
and conclusions are used
effectively to enhance
clarity, cohesion, and flow.
Writing effectively
integrates appropriate
resources (which may
include peer-reviewed
4
0
Not Present
1
Needs Improvement
argument.
Learning Objective
PS 1.4:
Apply APA style to
written work.
APA conventions are not
applied.
APA conventions for
attribution of sources,
structure, formatting, etc.,
are applied inconsistently.
Learning Objective
PS 1.5:
Use appropriate
vocabulary and tone
for the audience and
purpose.
Vocabulary and tone are
inappropriate and
negatively impact clarity of
concepts to be conveyed.
Vocabulary and tone have
limited relevance to the
audience.
©2014 Walden University
2
Meets Expectations
resources) and content in
support of ideas and
argument.
APA conventions for
attribution of sources,
structure, formatting, etc.,
are generally applied
correctly in most
instances. Sources are
generally cited
appropriately and
accurately.
Vocabulary and tone are
generally appropriate for
the audience and support
communication of key
concepts.
3
Exceeds Expectations
resources) and content to
support and expand upon
ideas and arguments.
APA conventions for
attribution of sources,
structure, formatting, etc.,
are applied correctly and
consistently throughout
the paper. Sources are
consistently cited
appropriately and
accurately.
Vocabulary and tone are
consistently tailored to the
audience and effectively
and directly support
communication of key
concepts.
5
CECS MP002: Marketing Early Childhood Programs
Assessment Rubric
0
1
2
3
Not Present
Needs Improvement
Meets Expectations
Exceeds Expectations
Part I: Leveraging the Enthusiasm of Your Community
Sub-Competency 1: Apply strategies to encourage family and staff promotion of early childhood programs within the community.
Learning Objective 1.1: Explanation is missing.
Explanation is vague or
Response clearly explains
Demonstrates the same
Explain the role of
incomplete.
the role of families and
level of achievement as
families and staff in
staff in promoting early
“2” plus the following:
promoting positive
childhood programs.
Rationale is compelling
public relations for
and persuasive.
early childhood
Rationale for the
programs.
importance of this role is
clear and logical.
Learning Objective 1.2: Response is missing.
Response is vague or
Response provides clear
Demonstrates the same
Develop talking points
incomplete.
and logical talking points
level of achievement as
to assist families and
that effectively highlight
“2” plus the following:
staff in in promoting
an early childhood
Talking points are
early childhood
program.
compelling and persuasive.
programs.
PS002: Oral Communication: Use effective oral presentation skills.
Learning Objective
Presenter mumbles or
Presenter inconsistently
Presenter engages the
Presenter enhances
PS 2.1:
speaks in a monotone,
uses clear enunciation,
audience through mostly
audience engagement
Use clear enunciation,
mispronounces words,
correct pronunciation,
clear enunciation, correct
through consistently clear
correct pronunciation, and/or struggles to find
comfortable pacing, and
pronunciation,
enunciation, correct
comfortable pacing,
appropriate pacing or
appropriate volume.
comfortable pacing, and
pronunciation,
and appropriate
volume.
appropriate volume.
comfortable pacing, and
volume.
appropriate volume.
Learning Objective
©2014 Walden University
Information is disorganized Organization of
Organization of
Organization of
1
PS 2.2:
Organize information
to be presented.
0
Not Present
to a degree that impedes
audience understanding.
1
Needs Improvement
information minimally
supports audience
understanding.
Part II: Developing Marketing Materials
Sub-Competency 2: Create effective marketing materials.
Learning Objective 2.1: Advertisement is missing.
Advertisement provides
Develop an
limited information about
advertisement to
the program or is vague or
attract new families to
poorly organized.
early childhood
programs.
Learning Objective 2.2:
Evaluate strategies for
identifying and
attracting (includes
advertising as a way of
attracting) families
with young children.
Explanation is not present.
Response is vague,
illogical, and/or irrelevant
to the audience or the
purpose.
2
Meets Expectations
information generally
enhances audience
understanding of
concepts.
3
Exceeds Expectations
information significantly
enhances audience
understanding of both
general and specific
concepts, and promotes
audience engagement.
Advertisement clearly
communicates critical
information about the
program.
Demonstrates the same
level of achievement as
“2” plus the following:
Advertisement is
appropriate for the
purpose and the audience.
Response clearly explains
why the advertisement will
be effective in attracting
children and families to
the center.
Response provides a clear
and logical rationale for
the medium chosen.
Advertisement is
persuasive and dynamic
and uses its structure to
convey a specific purpose.
Demonstrates the same
level of achievement as
“2” plus the f…
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