For this Performance Task, you will adopt the role of t
—PLEASE READ INSTRUCTIONS FULLY!!!—
Overview
For this Performance Task, you will adopt the role of the director of Scribbles Early Learning Program. The head teacher in the preschool classroom has invited you to analyze their use of culturally responsive strategies and then offer your thoughts on their areas of strength and what they can do regarding areas that need improvement.
Professional Skill: Written Communication is assessed in this Competency.
Submission Length: 5-6 pages, including a Checklist and Reflection
Your response to this Assessment should:
- Review the document “Scribbles Preschool Classroom Description.” This description summarizes what you, as the director at Scribbles, observed in the preschool classroom as well as any additional information you gathered from teacher interviews.
- Complete the Preschool Culturally Responsive Environment and Curriculum Checklist based on the Scribbles Preschool Classroom Description.
Note: Assume that if you have not identified specific characteristics/strategies, etc., they are areas that need improvement. - Based on your completed “Preschool Culturally Responsive Environment and Curriculum Checklist” complete the Director’s Reflection: Preschool Culturally Responsive Practices template, which will include your thoughts to share with the teachers.
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 two files, a completed Preschool Culturally Responsive Environment and Curriculum Checklist and a completed Director’s Reflection: Preschool Culturally Responsive Practices.
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.
Access the following to complete this Assessment:
- Scribbles Preschool Classroom Description
- Preschool Culturally Responsive Environment and Curriculum Checklist
- Director’s Reflection: Preschool Culturally Responsive Practices
Culturally Responsive Practices: How Are We Doing at Scribbles Early Learning Program?
As the director of Scribbles Early Learning Program, you are committed to ensuring the development and learning of each and every child within your program. Your program utilizes a culturally responsive curriculum as a tool for supporting children’s healthy development and learning. Recently, the head preschool teacher asked for your help. She and the other teachers in the classroom are excited about the culturally responsive practices they have in place but they are also aware that they could be doing more. She hopes that you will observe the class and then meet with them to better clarify their strengths in this vital area and also suggest opportunities for improvement.
You are thrilled to have been approached in this way and share your enthusiasm for what the teachers have been doing and this opportunity for all of you to grow. You explain that you will observe their classroom over a couple of days and take notes on what you see. You will bring along a Preschool Classroom Environment and Curriculum Checklist that focuses on culturally responsive practices to fill out when you observe and also ask the teachers additional questions to fill in needed information. Based on what you have observed and the checklist, you will then write up your thoughts to share with them.
Director’s Reflection:
Preschool Culturally Responsive Practices
1. Here’s why what you are doing is so important!
(Explain the importance of culturally responsive practices in supporting positive identity development and social competence in young children. 1-2 paragraphs)
2. This is what I observed as your strengths and areas that need improvement.
(Analyze cultural responsiveness with regard to the environment, curriculum, and as demonstrated through teaching practices by explaining three strengths and three opportunities for improvement you observed in the preschool classroom related to culturally responsive practices that support young children and their families. 1-2 pages).
3. Here are my recommendations.
(Explain three evidence-based strategies with rationales that would strengthen culturally responsive practices within the classroom overall AND three evidence-based strategies that address the areas that need improvement. Supportive research must be included. 1-2 pages)
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Scribbles Preschool Classroom Description The preschool class at Scribbles Early Learning Program includes many children and families who speak more than one language and call many countries in the world home. The teachers within the classroom have worked extensively to incorporate culturally responsive practices. The information provided below includes a summary of the classroom environment, curriculum, and teaching practices. The books and pictures displayed not only include and reflect the cultural diversity present within their classroom, but incorporate cultural diversity within the larger community. Visual representations include children and families from multiple cultural backgrounds, living in varied authentic dwellings, and engaging in activities that are authentic in cultural representations. For example, pictures on the walls include pictures brought in by families that are meaningful to them, and all of the children in the classroom can see their smiling faces in photos throughout the classroom, and also the faces of family members that are dear to them. Photographs are displayed throughout that highlight common community activities, and include photos from local parks, pools, and sports fields. The teachers have worked to incorporate historical representations of various cultures, including saris and babushkas. On Thanksgiving and Christmas, pictorial representations and books depict the first Thanksgiving, highlighting Native Americans and pilgrims, as well as beloved stories of Santa Claus. The kids really look forward to the Cinco de Mayo celebration the class has each year, and the teachers use the opportunity to teach the children about Mexican culture. Holidays, according to the teachers, are one of the most important ways that the children learn about different cultures and these are the holidays they have chosen to joyfully commemorate year after year. The teachers also have many activities planned during February that highlight black history. During that month, the focus is learning about Dr. Martin Luther King, Jr., which the children seem to enjoy. The teachers are committed to supporting the home languages of children within the classroom community. Each teacher learns basic vocabulary in the varied languages represented in the classroom, including greetings and basic requests/responses. Materials, such as books, are selected and rotated based on the diversity of languages spoken in the classroom, and songs and music that reflect each child’s home culture are included as background music or as a part of morning meeting group activities. Careful attention is devoted to representing males and females engaging in a variety of different roles both in and out of the home, and art materials included ensure that children can authentically represent their races/ethnicities in artistic representation. Once a year, the teachers have a family night, where they create wonderful dishes reflective of each culture within the classroom environment. This past year, the menu included tacos, chow
mein, and pierogi. The teachers even learned how to make naan. This once a year emphasis on family cultures is an event they all look forward to. The class utilizes the anti-bias curriculum to encourage children to explore their own beliefs and adopt advocacy perspectives in addressing issues of intolerance that arise within the classroom. The current focus of the classroom teachers includes specific support for helping children understand and accept other children’s perspectives that vary from their own. The teachers use persona dolls to address issues of bias that occur within the classroom. Narratives are created for persona dolls based on issues presented within the environment, and children are encouraged to discuss and explore their own values and beliefs within the context of these narratives.
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Preschool Culturally Responsive
Environment and Curriculum Checklist
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Based on your observation and teacher interviews which are summarized in the Scribbles Preschool Classroom Description, analyze the environment for culturally responsive practices by noting whether the indicator is present or absent in the classroom. In the notes box provided, include a brief rationale that supports your analysis, which will assist you in completing your Director’s Reflection. |
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Physical Environment and Materials |
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Yes |
No |
Do books, pictures/posters, and videos/movies: · Include children and adults of color, as well as children and adults who are white? |
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· Project a fair balance of men and women doing similar jobs, both inside and outside of the home? |
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· Include stories about different cultures represented accurately and respectfully—currently and historically? |
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· Accurately and respectfully show variances in individual abilities in a variety of settings, including family roles, recreational activities, and employment positions? |
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· Feature important people who reflect racial/ethnic, gender, and diversity in ability? |
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· Avoid the use of stereotypes (e.g., cowboys and Indians)? |
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· Accurately and respectfully depict people in a variety of social/economic classes, including working class, middle class, and upper class? |
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· Accurately and respectfully show pictures of older people engaged in a variety of activities? |
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Notes: |
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Language |
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Yes |
No |
· Are children provided with a variety of opportunities to see and hear different languages, including in books, songs, and music? |
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· Are the languages spoken by the children and families within the classroom community reflected in books, songs, and music? |
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Notes: |
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Toy and Play Materials |
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Yes |
No |
· Do dolls represent a fair balance of all the major racial and ethnic groups in the United States—White, African American, Latino, Asian-Pacific Islander, Native American? |
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· Do dolls represent balance in gender? Are genders represented in a non-stereotypical and inclusive manner? |
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· Do colored paper, crayons, and play dough include a variety of skin tones and colors, ranging from light brown to dark brown, as well as flesh and peach colors? |
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Notes: |
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Holidays and Celebrations and Food |
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Yes |
No |
· Are children exposed to holiday celebrations of different religions and different racial/ethnic groups in ways that are authentic, respectful and representative? |
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· Do snacks and meals include foods and dishes from a variety of cultures? |
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Notes: |
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Anti-Bias |
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Yes |
No |
· Are children provided with meaningful opportunities to learn about the lives of young children and families from cultures not represented within the classroom and community environment? |
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· Are children challenged to explore their own and others’ belief systems and to examine the world through a lens that supports anti-bias? |
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· Are children encouraged to explore their own and others’ current perspectives and perceptions of the world? |
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· Are children encouraged and taught how to stand up for their own rights and the rights of others? |
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Notes: |
Adapted from: Ingram, P. D. (2012). Creating a culturally diverse child care environment. Retrieved from http://www.teachingforchange.org/wp-content/uploads/2012/08/ec_creatingaculturallydiverse_english.pdf
©2017 Walden University 1
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©2017 Walden University 1
Competency CL3003: Culturally Responsive Curriculum: Apply principles of culturally responsive curriculum to promote development and learning in young children.
Assessment Rubric
0 Not Present
1 Needs Improvement
2 Meets Expectations
Topic 1: The Role of Culturally Responsive Practice in Promoting Positive Identity Development and Social Emotional Competence in Young Children
Explain the importance of culturally responsive practices in supporting positive identity development and social competence in young children. LO1: Explain the importance of culturally responsive practices in supporting positive identity development and social competence in young children.
Response is not present.
Explanation of the importance of culturally responsive practices in supporting positive identity development and social competence in young children is vague, inaccurate, and/or incomplete.
Response provides a clear, accurate, and complete explanation of the importance of culturally responsive practices in supporting positive identity development and social competence in young children. .
Topic 2: Culturally Responsive Practices Supporting Young Children and Their Families Analyze cultural responsiveness with regard to the environment, curriculum, and as demonstrated through teaching practices by
Response is not present.
Analysis of preschool classroom strengths and opportunities for improvement in the areas of culturally responsive curriculum, environment, and teaching practices are vague,
Analysis of preschool classroom strengths and opportunities for improvement in the areas of culturally responsive curriculum, environment, and teaching practices are clear, accurate, and complete.
©2017 Walden University 2
explaining three strengths and three opportunities for improvement you observed in the preschool classroom related to culturally responsive practices that support young children and their families. LO1: Analyze current preschool classroom strengths and opportunities for improvement in the areas of culturally responsive curriculum, environment, and teaching practices.
inaccurate, and/or incomplete.
Explain three evidence-based strategies with rationales that would strengthen culturally responsive practices within the classroom overall and three evidence-based strategies that address areas that need improvement.
Response is not present.
Application of evidence-based strategies designed to strengthen culturally responsive practices within the preschool environment, curriculum, and teaching practice are vague, inaccurate, and/or incomplete.
Application of evidence-based strategies designed to strengthen culturally responsive practices within the preschool environment, curriculum, and teaching practices is clear, accurate, and complete.
©2017 Walden University 3
LO2: Apply culturally responsive curricula, environment, and teaching strategies to improve preschool classroom practice.
Mastery Rubric Exceeds Expectations: In-Depth Analysis: Explores issues through analysis of evidence that result in informed conclusions. LO1: Synthesizes in- depth information from relevant sources.
Responses to items synthesize information from relevant sources to demonstrate a thorough understanding of the role of culturally responsive practice in supporting positive outcomes for young children and their families in a preschool setting.
Yes
No
©2017 Walden University 4
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.
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 nonoriginal material and/or ideas.
©2017 Walden University 5
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