Distinguished - Thoroughly describes the role of the early childhood administrator as an instructional leader implementing high-quality program models, theory, and curriculum into the early childhood program.

Proficient - Describes the role of the early childhood administrator as an instructional leader implementing high-quality program models, theory, and curriculum into the early childhood program. Minor details are missing. 

Basic - Minimally describes the role of the early childhood administrator as an instructional leader implementing high-quality program models, theory, and curriculum into the early childhood program. Relevant details are missing. 

Below Expectations - Attempts to describe the role of the early childhood administrator as an instructional leader implementing high-quality program models, theory, and curriculum into the early childhood program; however, significant details are missing. 

Non-Performance - The description of the role of the early childhood administrator as an instructional leader implementing high-quality program models, theory, and curriculum into the early childhood program is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Thoroughly describes the learning and developmental needs of the chosen age group.

Proficient - Describes the learning and developmental needs of the chosen age group. Minor details are missing.

Basic - Minimally describes the learning and developmental needs of the chosen age group. Relevant details are missing. 

Below Expectations - Attempts to describe the learning and developmental needs of the chosen age group; however, significant details are missing.

Non-Performance - The description of the learning and developmental needs of the chosen age group is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Comprehensively analyzes how the program will address the cognitive, social, emotional, and physical development of children in the age group as well as classroom management, individual assessment, and the daily schedule.

Proficient - Analyzes how the program will address the cognitive, social, emotional, and physical development of children in the age group as well as classroom management, individual assessment, and the daily schedule. The analysis is slightly underdeveloped. 

Basic - Minimally analyzes how the program will address the cognitive, social, emotional, and physical development of children in the age group as well as classroom management, individual assessment, and the daily schedule. The analysis is underdeveloped. 

Below Expectations - Attempts to analyze how the program will address the cognitive, social, emotional, and physical development of children in the age group as well as classroom management, individual assessment, and the daily schedule; however, the analysis is significantly underdeveloped. 

Non-Performance - The analysis of how the program will address the cognitive, social, emotional, and physical development of children in the age group as well as classroom management, individual assessment, and the daily schedule is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Thoroughly explains how the program aligns with the philosophy, vision, and mission statements created in Week One.

Proficient - Explains how the program aligns with the philosophy, vision, and mission statements created in Week One. The explanation is slightly underdeveloped. 

Basic - Minimally explains how the program aligns with the philosophy, vision, and mission statements created in Week One. The explanation is underdeveloped. 

Below Expectations - Attempts to explain how the program aligns with the philosophy, vision, and mission statements created in Week One; however, the explanation is significantly underdeveloped. 

Non-Performance - The explanation of how the program aligns with the philosophy, vision, and mission statements created in Week One is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Thoroughly discusses how the program aligns with NAEYC’s indicators of effective curriculum.

Proficient - Discusses how the program aligns with NAEYC’s indicators of effective curriculum. Minor details are missing. 

Basic - Minimally discusses how the program aligns with NAEYC’s indicators of effective curriculum. Relevant details are missing. 

Below Expectations - Attempts to discuss how the program aligns with NAEYC’s indicators of effective curriculum; however, significant details are missing. 

Non-Performance - The discussion of how the program aligns with NAEYC’s indicators of effective curriculum is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Thoroughly discusses a plan of professional development to train staff on how to implement high-quality program models, theory, and curriculum into their specific environments.

Proficient - Discusses a plan of professional development to train staff on how to implement high-quality program models, theory, and curriculum into their specific environments. Minor details are missing.

Basic - Minimally discusses a plan of professional development to train staff on how to implement high-quality program models, theory, and curriculum into their specific environments. Relevant details are missing. 

Below Expectations - Attempts to discuss a plan of professional development to train staff on how to implement high-quality program models, theory, and curriculum into their specific environments; however, significant details are missing. 

Non-Performance - The discussion of a professional development plan to train staff on how to implement high-quality program models, theory, and curriculum into their specific environments 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.