Fluent Essays

InstructionsBefore 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.RubricIn Part I of this Performance Task, you will complete a leadership inventory and reflect on your own leadership style and temperament. You will use this information to complete Part II, a Performance Task, in which you take on the role of a director at an early childhood care center who is responsible for leading change and dealing with ethical dilemmas.Access the following to complete this Assessment: Overview of Early Childhood Care Center Parental Letter Memo to Center Staff Humanmetrics. (2014). Jung typology test. Retrieved from http://www.humanmetrics.com/cgi-win/JTypes2.asp National Association for the Education of Young Children (NAEYC). (2011). Code of ethical conduct and statement of commitment (Position Statement Update). Retrieved from http://www.naeyc.org/files/naeyc/image/public_policy/Ethics\%20Position\%20Statement2011_09202013update.pdf This assessment has two-parts. Click each of the items below to complete this assessment.Part I: Leadership Inventory and Reflection Complete the leadership inventory (Jung Typology Test) provided. Using information gathered from the personality inventory and from your own experience, write a 2- to 3-page Reflection in which you: Describe your own leadership style and temperament, along with the insights you gained from completing the inventory and how you can apply these insights to leadership in the early childhood field. Explain how your own personal experiences and leadership style might influence your authentic leadership capacity. Explain how emotional intelligence applies to leadership in early childhood contexts. Part II: Applying Leadership PrinciplesFor Part II of this Performance Task, you will explain how you apply emotional intelligence and authentic leadership to handle ethical challenges and manage change.Imagine that you are the new director of Little Flower Child Care Center. Review the “Overview of Early Childhood Care Center” document to learn more about your staff and their leadership style and temperament. You are faced with two concerns from parents regarding staff at your center: Families are concerned about the ethical reliability of a staff member who was arrested for driving while intoxicated (DWI). The DWI arrest was published in the local newspaper and a constituent of parents voiced outrage. Families of the children in the center are calling for the teacher’s resignation. (See the “Parental Letter” document.) Another group of parents have voiced concerns about staff members who are texting on their mobile phones while caring for their children. You have issued a new policy banning cell phones during work hours, except in the case of emergency. Many of your staff members are unhappy with this change and have voiced their resistance to you during a weekly staff meeting. They say that it is an unfair rule that disrespects their personal freedom and family obligations. Nancy Ruiz, Leeza Knowles, and Danielle Freed are particularly vocal about their discontent with the new policy. See the “Memo to Center Staff” document. Using the information from the three documents and your knowledge of the “Code of Ethical Conduct” in the early childhood care field write a 2- to 3-page response in which you: Provide a detailed explanation of the strategies you will use to address the ethical dilemma of the DWI. Explain how you will manage the change regarding cell phone use at the center. Explain how your actions are informed by your understanding of authentic leadership, emotional intelligence, leadership style and temperament, and the NAEYC “Code of Ethical Conduct.” rubric.pdf memo_to_center_staff.docx overview_of_early_childhood_care_center.docx parental_letter.docx Unformatted Attachment Preview PV003: Leadership in the Early Childhood Field Assessment Rubric 0 1 2 3 Not Present Needs Improvement Meets Expectations Exceeds Expectations Part I: Leadership Inventory and Reflection Sub-Competency #1: Explain how leadership style, temperament, and personal experience influence authentic leadership capacity. Learning Objective 1.1: Description is missing. Response vaguely or Response thoroughly Response demonstrates Describe leadership incompletely describes describes leadership style the same level of style and leadership style and and temperament achievement as “2,” plus temperament. temperament. the following: Learning Objective 1.2 Explain how personal experiences and leadership style influences authentic leadership capacity. Explanation is missing. Response provides a vague or incomplete explanation. Response provides a logical explanation of how personal experience and leadership style influences authentic leadership capacity. Response is supported by logical connections to the professional knowledge base. Sub-Competency 2: Explain how emotional intelligence applies to leadership in early childhood contexts. Learning Objective 2.1: Explanation is missing. Response provides a vague Response provides a Explain how emotional or incomplete explanation. thorough explanation intelligence applies to regarding how emotional leadership in early intelligence applies to childhood contexts. leadership early childhood contexts. ©2014 Walden University Response includes specific examples to illustrate leadership style and temperament. Response demonstrates the same level of achievement as “2,” plus the following: Response includes a critical analysis of personal experience, as it relates one’s own leadership capacity. Response demonstrates the same level of achievement as “2,” plus the following: Response makes relevant 1 0 Not Present 1 Needs Improvement 2 Meets Expectations Response is supported by logical connections to the professional knowledge base. 3 Exceeds Expectations connections to personal experience and professional practice. Part II: Applying Leadership Principles Sub-Competency 3: Apply emotional intelligence, authentic leadership, and leadership style and temperament in addressing common leadership challenges. Learning Objective 3.1: Explain how emotional intelligence, authentic leadership, and knowledge of leadership style apply to leadership challenges. Explanation is missing. Response vaguely or incompletely explains how emotional intelligence, authentic leadership, and knowledge of leadership style will be used to address both challenges presented in the scenario. Response clearly explains how emotional intelligence, authentic leadership, and knowledge of leadership style will be used to address both challenges presented in the scenario. Response demonstrates the same level of achievement as “2,” plus the following: Response is supported by specific examples from personal experience or professional practice. Response is supported by logical connections to the professional knowledge base. Sub-Competency 4: Apply strategies to address ethical challenges in the early childhood field. Learning Objective 4.1: Description is missing. Response provides a vague Response provides a Apply strategies to or incomplete description logical and appropriate address ethical of strategies to address description of strategies to challenges. the ethical dilemma address the ethical presented in the scenario. dilemma presented in the scenario. Response is supported by logical connections to the NAEYC Code of Ethical ©2014 Walden University Response demonstrates the same level of achievement as “2,” plus the following: Response is supported by specific examples from personal experience or professional practice. 2 0 Not Present 1 Needs Improvement 2 Meets Expectations Conduct. Sub-Competency 5: Apply effective strategies for managing change in early childhood contexts. Learning Objective 5.1: Description is missing. Response provides a vague Response provides a Apply strategies for or irrelevant description of logical and appropriate managing change in strategies to manage description of strategies to early childhood change and assist resistant manage change and assist contexts. staff. resistant staff. Response is supported by logical connections to the professional knowledge base. Professional Skill 001: Written Communication: Demonstrates graduate level writing skills. Learning Objective Multiple major and minor Multiple minor errors in Writing reflects competent PS 1.1: errors in grammar, grammar, spelling, and/or use of standard edited Use proper grammar, spelling, and/or mechanics mechanics are distracting American English. spelling, and are highly distracting and and negatively impact mechanics. seriously impact readability. Errors in grammar, readability. spelling, and/or mechanics do not negatively impact readability. Learning Objective Writing is poorly organized Writing is loosely Writing is generally wellPS 1.2: and incoherent. organized. Limited use of organized. Introductions, Organize writing to Introductions, transitions, introductions, transitions, transitions, and enhance clarity. and conclusions are and conclusions provides conclusions provide missing or inappropriate. partial continuity. continuity and a logical progression of ideas. Learning Objective Writing does not integrate Writing loosely integrates Writing sufficiently PS 1.3: appropriate resources and some appropriate integrates appropriate Support writing with content in support of ideas resources and content in resources (which may appropriate resources. and argument. support of ideas and include peer-reviewed ©2014 Walden University 3 Exceeds Expectations Response demonstrates the same level of achievement as “2,” plus the following: Response includes a logical and appropriate explanation of more than one strategy to assist staff members who may be resistant to change. Grammar, spelling, and mechanics reflect a high level of accuracy in standard American English and enhance readability. 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 3 0 Not Present Learning Objective PS 1.4: Apply APA style to written work. ©2014 Walden University APA conventions are not applied. 1 Needs Improvement argument. APA conventions for attribution of sources, structure, formatting, etc., are applied inconsistently. 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. 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. 4 PV003 Memo: To All Little Flower Staff Re: Texting and Cell Phone Use Over the past few weeks, we have received over 20 phone calls or in-person complaints from parents regarding the use of mobile phones by staff members during teaching and caregiving hours. They find it to be unprofessional and reflective of a lack of vigilance in the care we provide. While you are at work, your full attention should be devoted to the children under your care. We understand that you may have family members or other issues that require your attention during the daytime hours. You each receive two half-hour breaks throughout the 8-hour day. During those breaks, you may use your cell phone to text, call, or e-mail in the staff room only. During all other times, you may not use your mobile phone. Your cell phone should never be visible in the presence of the children you care for. A refusal or inability to follow these new guidelines will result in disciplinary action. This is a very serious issue, and we have tried the informal approach of speaking to the individuals who have raised parents’ concerns. The lack of results from those conversations has forced us to implement a strict zero-tolerance policy. We appreciate your understanding in this matter. We will discuss details and concerns at next week’s staff meeting. In the meantime, please adhere to this policy as detailed above. ©2014 Walden University 1 PV003 Overview of Staff at Little Flower Child Care Center Nancy Rodriguez Position: Head teacher (0- to 2-year-olds) Degree/Education: Master’s in child development Humanmetrics Jung Personality Typology: ESFJ (Extrovert, Sensing, Feeling, Judging) Notes: Nancy has been with Little Flower for over 10 years and has enormous influence on the other staff. Leeza Knowles Position: Assistant teacher (0- to 2-year-olds) Degree/Education: Bachelor’s in early childhood Humanmetrics Jung Personality Typology: ISTP (Introvert, Sensing, Thinking, Perceiving) Notes: Leeza joined Little Flower 2 years ago and is well-loved among children and families. She is a good friend of Danielle Freed, who brought her on board last year. Gregory Chung Position: Head teacher (2- to 3-year-olds) Degree/Education: Bachelor’s in psychology Humanmetrics Jung Personality Typology: ENTJ (Extrovert, Intuitive, Thinking, Judging) Notes: Gregory has been at Little Flower for 3 years. He is a favorite of some families, but there have been a few complaints from both families and other staff because he is very set in his ways about certain approaches to childcare. Danielle Freed Position: Assistant teacher (2- to 3-year-olds) Degree/Education: High school diploma, previous childcare experience Humanmetrics Jung Personality Typology: ISFP (Introvert, Sensing, Feeling, Perceiving) Notes: Danielle joined Little Flower last year at the recommendation of Leeza Knowles. She is wonderful with the children but often resistant to taking guidance from more experienced teachers and authority figures. ©2014 Walden University 1 Nicholas Rye Position: Head teacher (3- to 5-year-olds) Degree/Education: Master’s in early childhood education Humanmetrics Jung Personality Typology: ESFJ (Extrovert, Sensing, Feeling, Judging) Notes: Nicholas has been with Little Flower for 8 years and has helped develop innovative curricula for all age groups. He is known for his fun and challenging approach with children. Sarah Winsor Position: Assistant teacher (3- to 5-year-olds) Degree/Education: Bachelor’s in child development Humanmetrics Jung Personality Typology: INFP (Introvert, Intuitive, Feeling, Perceiving) Notes: Sarah joined Little Flower last year and is still learning the ropes. She is very compassionate and caring but is still learning how to manage a large group of children. She was placed with Nicholas to learn from an experienced teacher. ©2014 Walden University 2 PV003 To the Director of Little Flower Child Care Center, We are writing as a group of gravely concerned parents about a recently publicized incident involving Nicholas Rye, the head teacher of the 3- to 5-year-old group at your center. It was published in last week’s local newspaper that Mr. Rye was charged and convicted of a DWI (driving while intoxicated). While we understand that this incident occurred outside of work hours and away from Little Flower premises, we strongly believe that it is cause to believe that Mr. Rye is unfit to care for our children and provides grounds for his dismissal. Many of us currently have children in Mr. Rye’s classroom and are shocked at the lack of action by Little Flower administration on this issue. We do not believe that a man who uses such little judgment, and is willing to put his own life and the lives of others in such danger, has any place caring for our children. We acknowledge that he has in the past created a fun and structured learning environment for children—we had come to trust and rely on Mr. Rye. This makes this news all the more devastating for our families. We are deeply disappointed in his actions and have lost complete confidence in him as a teacher. We understand that all humans make mistakes, but some mistakes are unforgiveable, especially when the well-being of children is at stake. We are, therefore, calling for the resignation of Mr. Rye. A lack of disciplinary action from Little Flower administration on this issue may force some of us to seek childcare elsewhere. We hope for a clear and decisive resolution to this issue. Please make Little Flower safe for our children again. Sincerely, Concerned Little Flower parents: Daniel and Luana Ruiz Stephen and Mary Chase Fiona Lawland Diane Martin and Lee Harrison Benjamin Wong Carrie Inglebreed Samson McConnell George and Wendy Suthers Gary Weissman Nory and Eugene Perez Nathaniel Louis-Charon Bette Oliveira ©2014 Walden University 1 ... Purchase answer to see full attachment