Positive Classroom communities( Written Communication)

I need this complete by tomorrow 1/27/23. Please be sure to read all rubrics and instructions

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©2017 Walden University 1

Competency SD3004: Analyzing Positive Classroom Communities: Analyze positive classroom communities based
on positive guidance approaches and opportunities for healthy social-emotional development and learning.

Assessment Rubric

0
Not Present

1
Needs Improvement

2
Meets Expectations

Topic 1: Environments that Support Positive Social and Emotional Development

Record at least two
observations that
demonstrate how Ms.
Long’s classroom
environment supports
positive behaviors and
a sense of community
and belonging. Provide
a rationale for your
thinking.

LO1: Analyze how a
specific preschool
environment supports
positive behaviors and a
sense of community and
belonging.

Response is not present.

Analysis of how Ms. Long’s
classroom environment
supports positive behaviors
and a sense of community and
belonging is vague,
inaccurate, and/or incomplete.

Response provides a clear,
accurate, research-based analysis
of how Ms. Long’s classroom
environment supports positive
behaviors and a sense of
community and belonging.
.

©2017 Walden University 2

Recommend at least
two strategies for
improvement in this
area. Provide a
rationale for each
strategy.

LO2: Analyze a specific
preschool environment
in order to provide
justified
recommendations for
improvement related to
supporting positive
behaviors and a sense
of community and
belonging.

Response is not present.

Recommendations and
rationales for improvement
related to supporting positive
behaviors and a sense of
community and belonging in a
specific preschool
environment are vague,
inaccurate, and/or incomplete.

Response provides clear,
accurate, research-based,
recommendations and rationales
for improvement related to
supporting positive behaviors and
a sense of community and
belonging in a specific preschool
environment,

Topic 2: Daily Schedules and Routines that Foster Positive Social and Emotional Development

Record at least two
observations that
demonstrate how Ms.
Long’s classroom’s
daily schedule,
routines, class
meetings, and
transitions support
positive behavior and
a sense of community.

LO1: Analyze how a
specific preschool
classroom’s daily

Response is not present.

Analysis of how Ms. Long’s
classroom daily schedule,
routines, class meetings, and
transitions support positive
behaviors and a sense of
community and belonging is
vague, inaccurate, and/or
incomplete.

Response provides a clear,
accurate, research-based analysis
of how Ms. Long’s classroom daily
schedule, routines, class
meetings, and transitions support
positive behaviors and a sense of
community and belonging.

©2017 Walden University 3

schedule, routines, class
meetings, and
transitions support
positive behaviors and a
sense of community and
belonging.
Recommend at least
two strategies for
improvement in this
area. Provide a
rationale for each
strategy.

LO2: Analyze a specific
preschool classroom’s
daily schedule, routines,
class meetings, and
transitions to provide
justified
recommendations for
improvement related to
supporting positive
behaviors and a sense
of community and
belonging.

Response is not present.

Recommendations and
rationales for improving daily
schedule, routines, class
meetings, and transitions are
vague, inaccurate, and/or
incomplete.

Response provides clear,
accurate, research-based,
recommendations and rationales
for improving daily schedule,
routines, class meetings, and
transitions that support positive
behaviors and a sense of
community and belonging.

Topic 3: Interactions and Intentional Strategies That Build Trusting Relationships

©2017 Walden University 4

Record at least two
observations that
demonstrate how
interactions and
intentional strategies
in Ms. Long’s
classroom develop,
model, and support
trusting relationships.
Provide a rationale for
your thinking.

LO1: Analyze how
interactions and
intentional strategies in a
specific preschool
classroom develop,
model, and support
trusting relationships.

Response is not present.

Analysis of how interactions
and intentional strategies in
Ms. Long’s classroom
develop, model, and support
trusting relationships is vague,
inaccurate, and/or incomplete.

Response provides a clear,
accurate, research-based analysis
of how interactions and intentional
strategies in Ms. Long’s classroom
develop, model, and support
trusting relationships.

Recommend at least
two strategies for
improvement in this
area, with a rationale
explaining how each
strategy aligns with
the “NAEYC Code of
Ethical Conduct Ideals
and Principles for
Children, Families,
Colleagues and
Community/Society.”

LO2: Analyze

Response is not present.

Recommendations and
rationales for improving
interactions and intentional
strategies for developing,
modeling, and supporting
trusting relationships are
vague, inaccurate, and/or
incomplete.

Response provides clear,
accurate, research-based
recommendations and rationales
for improving trusting relationships
aligned with the NAEYC Code of
Ethical Conduct Ideals and
Principles for Children, Families,
Colleagues and
Community/Society.

©2017 Walden University 5

interactions and
intentional strategies to
provide
recommendations for
improving trusting
relationships aligned
with the NAEYC Code of
Ethical Conduct Ideals
and Principles for
Children, Families,
Colleagues and
Community/Society.

Written Communication: Write with clarity, coherence, and purpose.
0

Not Present
1

Needs Improvement
2

Meets Expectations
LO1: Construct complete
and correct sentences.
(AWE 2; Sentence-Level
Skills)

Sentences are
incoherent and
impede reader’s
access to ideas.

Sentences are incomplete
and/or include fragments and
run-on sentences, limiting
reader’s access to ideas.

Sentence structure effectively
conveys meaning to the reader.

LO2: Demonstrate the
effective use of grammar
and mechanics. (AWE 2;
Sentence-Level Skills)

Multiple inaccuracies
in grammar and
mechanics impede
reader’s access to
ideas.

Some inaccuracies in grammar
and mechanics limit reader’s
access to ideas.

Use of grammar and mechanics is
straightforward and effectively
conveys meaning to reader.

©2017 Walden University 6

LO3: Create cohesive
paragraphs with a clear
central idea. (AWE 2;
Paragraph-Level Skills)

Paragraphs, or lack of
paragraphs, impede
reader’s access to
ideas.

Construction of main idea
and/or supporting paragraphs
limit reader’s access to ideas.

Main idea and/or supporting
paragraphs effectively convey
meaning to reader.

LO4: Use supporting
material to support a
claim. (AWE 2; Use of
Evidence)

Supporting materials
are not present.

Supporting material is used
inconsistently or
inappropriately.

Supporting material is used to
enhance meaning. Writing is
appropriately paraphrased and
uses direct quotes as applicable.

LO6: Identify sources.
(AWE 2; Credit to
source)

Sources are missing. Writing inconsistently identifies
or misrepresents sources.

Writing clearly identifies the source
of non-original material and/or
ideas.

Mastery Rubric
Exceeds Expectations: In-Depth Analysis
LO1: Synthesizes in-
depth information
from relevant
sources.

Analysis of whether a preschool classroom is based on positive guidance approaches and
opportunities for healthy social-emotional development and learning synthesizes information from
relevant sources to demonstrate a thorough understanding of the relationship between positive
classroom communities and social-emotional growth.

¨ Yes
¨ No

SD3004 Assessment

Instructions

Review the details of your assessment including the rubric. You will have the ability to submit the assessment once you earn a score of 80% or better on all of the related sub-competency quizzes and engage with your Faculty Subject Matter Expert (SME) in a substantive way about the competency.

Overview

For this Performance Task Assessment, you will act as the director of an early childhood center who observes a preschool classroom with the goal of helping the teacher, Ms. Long, recognize and improve the ways she is creating a positive classroom community through her classroom environment; daily schedule, routines, class meetings, and transitions; and interactions and intentional strategies to build trusting relationships. You will review a PowerPoint that presents a day in Ms. Long’s preschool classroom. Then you will complete a Director’s Log, noting how the environment, routines, and interactions support a positive classroom community and heathy social-emotional development and offer recommendations for improvement.

Professional Skills: 

Written Communication

 is assessed in this Competency.

Your response to this Assessment should:

· Review the PowerPoint Presentation: 

“Snap Shots: Observing a Day in Ms. Long’s Preschool Classroom.”

· Use the information provided in the PowerPoint as your information about Ms. Long’s Classroom.

· Complete and submit the 

“Director’s Observation Log.”

Your response to this Performance Task should reflect the criteria provided in the

Rubric

and adhere to the required length.

This Assessment requires submission of one file. Save your file as follows, 
SD3004_firstinitial_lastname (for example, SD3004_ J_Smith).

You may submit a draft of your assignment to the 

Turnitin Draft Check

 area to check for authenticity. 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

PROMOTING POSITIVE CLASSROOM COMMUNITIES THAT FOSTER HEALTHY SOCIAL-EMOTIONAL DEVELOPMENT

Scenario:

Ms. Long is a new preschool teacher who is committed to providing children with a positive classroom community and a sense of belonging. She wants to make sure her classroom environment, daily schedule, and adult interactions and intentional strategies work together to support positive behaviors and foster healthy social-emotional development. After a month into the school year, Ms. Long asks you, the director of the preschool, to observe her classroom. She has asked that you focus your observation on how she is doing in each these areas, highlighting where she is doing well and providing her with suggestions for improvement. You are thrilled with the professional way she has asked for your input and look forward to the process.

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