Developing a Rubric to Evaluate Staff on Play and Transition Practices

Developing a Rubric to Evaluate Staff on Play and Transition Practices

Task description

Each teacher will write a two-page paper describing how they would incorporate play, transitions, and disruptions into their early childhood classroom. The paper must include an explanation of each developmental stage and how the teacher plans to meet the needs of all students in their classroom. The thesis of the paper must be that the teacher understands how to design developmentally appropriate instruction for early childhood students. Get in touch with us at eminencepapers.com. We offer assignment help with high professionalism.

Dimension	Criteria	Scale
		Mastery	Partial mastery	Progressing	Emerging
Engages in imaginative play (20%)	The presentation explains how the teacher plans to engage students in imaginative play (MASD Instructional Technology, 2013).	The teacher can engage students in imaginative play that is developmentally appropriate for early childhood. They excellently use a variety of strategies to engage all students in imaginative play.	The teacher can engage students in imaginative play that is developmentally appropriate for early childhood but with few strategies (Mueller, 2014).	The teacher is beginning to engage students in imaginative play. The teacher demonstrates an understanding of the developmental appropriateness of imaginative play for early childhood.	The teacher has little to no experience engaging students in imaginative play. The presentation does not explain how the teacher plans to engage students in imaginative play.
Skills of organizing and sequencing (20%)	The presentation explains how the teacher plans to organize and sequence activities.	The teacher excellently organizes and shows sequence activities that are developmentally appropriate for early childhood.	The teacher can organize and sequence activities that are developmentally appropriate for early childhood.	The teacher is beginning to organize and sequence activities that are developmentally appropriate for early childhood.	The presentation does not explain how the teacher plans to organize and sequence activities.
Use of materials in the play (20%)	The presentation clarifies how the teacher plans to use materials such as manipulatives, art supplies, and blocks in the classroom. (Mueller, 2014).	The teacher can use materials that are developmentally appropriate for early childhood in the classroom, such as manipulatives, art supplies, and blocks. They demonstrate an understanding of using various materials to engage all students in play.	The teacher can use materials that are developmentally appropriate for early childhood in the classroom, such as manipulatives, art supplies, and blocks. They use a few materials to engage all students in play.	The teacher has minimum experience using materials such as manipulatives, art supplies, and blocks in the classroom. Their presentation does not explain how the teacher plans to use these materials in play.	The teacher has no experience using materials such as manipulatives, art supplies, and blocks. The presentation does not explain how the teacher plans to use these materials in play.
Knowledge on applying transitions (20%)	The presentation explains how the teacher plans to use transitions in the classroom, such as songs, chants, and visual aids (MASD Instructional Technology, 2013).	The teacher can use transitions in the classroom, such as songs, chants, and visual aids that are developmentally appropriate for early childhood. Excellent use of transitions throughout the presentation to engage all students.	The teacher can use transitions in the classroom, such as songs, chants, and visual aids that are developmentally appropriate for early childhood. The teacher uses a few transitions to engage all students.	The teacher has minimum experience using transitions in the classroom, such as songs, chants, and visual aids.	The teacher fails to explain how the teacher plans to use transitions in the classroom, such as songs, chants, and visual aids.
A plan to manage disruptions (20%)	The presentation explains how the teacher plans to manage disruptions in the classroom by raising their voice, using a whistle, or clapping their hands.	The teacher can manage disruptions in the classroom by raising their voice, using a whistle, or excellently clapping their hands.	The teacher can manage disruptions in the classroom by raising their voice, using a whistle, or clapping her hands, which are developmentally appropriate for early childhood.	The teacher has minimum experience managing disruptions in the classroom, such as raising her voice, using a whistle, or clapping her hands.	The teacher fails to explain how the teacher plans to manage disruptions in the classroom, such as raising her voice, using a whistle, or clapping her hands.

This rubric’s characteristics are based on current research that supports the importance of play and transitions for early childhood students. When developing a rubric, it is important to choose characteristics that accurately reflect how well a staff member performs their job (Brookhart, 2018). The rubric will encourage the 21^st-century skill of collaboration because it will allow staff members to see what areas they need to improve to better support the students in their classroom. Staff members will work together to create a more effective learning environment for all students by providing specific feedback. Additionally, the rubric will provide feedback to staff members and help them work collaboratively to improve their teaching practices.

Subsequently, this rubric will be used to foster the knowledge and skills of the staff members regarding play in the classroom, transitions, and disruptions by providing specific feedback on their performance (Mueller, 2014). The rubric will identify areas where staff members need improvement and provide them with resources and support to help them improve their teaching practices. Additionally, the rubric will encourage staff members to work collaboratively to create a more effective learning environment for all students. To add on, the rubric will provide feedback to staff members and help them work collaboratively to improve their teaching practices.

Moreover, the rubric might encourage self-reflection in staff by providing specific feedback on their performance. By using the rubric, staff members will identify areas where they need improvement and reflect on their strategies to better support the students in their classroom (Brookhart, 2018). Additionally, self-reflection fosters professional growth by allowing staff members to reflect on their teaching practices and identify ways to improve. Therefore, the rubric will provide effective feedback to staff members and help them reflect on their teaching practices. Ultimately, using this rubric will improve the overall quality of instruction in the classroom.

References

Brookhart, S. M. (2018, April). Appropriate criteria: key to effective rubrics. In Frontiers in Education (Vol. 3, p. 22). Frontiers.

Brophy, T. (n.d.). Writing effective rubrics. Retrieved from http://assessment.aa.ufl.edu/Data/Sites/22/media/slo/writing_effective_rubrics_guide_v2.pdf

MASD Instructional Technology. (2013, June 17). Create Awesome Rubrics using Rubistar Retrieved from https://www.youtube.com/watch?v=3vsxrKLeUeY

Mueller, J. (2014). Rubrics (authentic assessment toolbox). Retrieved from http://jfmueller.faculty.noctrl.edu/toolbox/rubrics.htm

ORDER A PLAGIARISM-FREE PAPER HERE

We’ll write everything from scratch

---

For this assignment, you will be creating a rubric that you will use to evaluate your staff based on how they are incorporating play into their classroom and how they handle transitions. Before creating your rubric, it is suggested that you read the article “How to Create Rubrics Download How to Create Rubrics” to ensure that you understand how to develop an effective rubric. You can create your rubric using a table in a Word document or by using the rubric generator Rubi Star (Links to an external site.). Your rubric must contain the following:

Performance Level Titles (.5 points): Includes four performance level titles (emerging, progressing, partial mastery, mastery, etc.) to describe each characteristic.
Characteristics (.5 points): Includes at least five characteristics (skills, knowledge, or behaviors) to be rated on the rubric. Three of these characteristics must be related to play (see Figure 3.1 of text for ideas), one must be related to transitions, and one must be related to disruptions.
Performance Level Descriptors (2 points): Creates a performance level descriptor for each characteristic.
In addition to creating your rubric, address the following:

Defend your decision to include the characteristics you did on your rubric. Support your defense with current research. (1 point)
Explain how using this rubric will encourage the 21st-century skill of collaboration. Support your explanation with scholarly or credible sources. (1 point)
Summarize how you would use this rubric to foster the knowledge and skills of your staff regarding play in the classroom, transitions, and disruptions. Support your summary with scholarly or credible sources. (1 point)
Explain how you might utilize this rubric to encourage self-reflection in your staff and ways in which self-reflection fosters professional growth. Support your explanation with scholarly or credible sources. (1 point)