Communicating and Collaborating with Agencies and Government Officials

CC004 Communicating and Collaborating with Agencies and Government Officials

Overview

Consider the issues in your own community that present challenges for children and families. Poverty, access to health care, affordable housing, and access to multilingual resources are just a few examples of issues that affect children and families. As an early childhood professional, you have the responsibility to communicate and collaborate with agencies and government officials to advocate for change that can positively impact children and families.

For this Work Product, you will identify an advocacy issue relevant to your community and communicate and collaborate with agencies and/or organizations, along with government officials, to address the advocacy issue.

Your response to this Assessment should:

· Reflect the criteria provided in the

Rubric

· Adhere to the required assignment length.

· Use the APA course paper template available

here

. All submissions must follow the conventions of scholarly writing.

· Properly formatted APA citations and references must be provided where appropriate.

Professional Skills:

Written Communication

is assessed in this Competency. You are strongly encouraged to use the

Writing Checklist

and to review the Rubric prior to submitting.

This Assessment requires submission of one (1) document that includes a two- to three-page paper and two letters you will write to an agency and government official

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

This assessment has three-parts. Click each of the items below to complete this assessment.

Part I: Advocacy Begins with Communication and Collaboration

Identify an advocacy issue related to children and families in your community, and write a two- to three-page paper that does the following:

· Explains what the issue is, why it is important in your community context, and why it is important to the early childhood field.

· Selects an agency and/or organization that you will collaborate with to help you address the advocacy issue you identified.

· Describes the mission of the agency and/or organization, and explains why you want to collaborate with this specific agency.

Part II: Communicating and Collaborating with Agencies

Using the agency you identified in Part I, write a two- to three-page letter to the advocacy agency. Your letter should include:

· An explanation of the issue(s) for which you are advocating, and why the issue is important in the context of the early childhood field. Use data and/or information from the professional knowledge base to support your explanation.

· An explanation of why you want to partner with this agency on the issue(s). Your explanation should compel the agency to want to partner with you on the issue.

· An explanation of how you envision the partnership working, including a specific suggestion regarding how you want the organization to support your advocacy effort.

Part III: Communicating and Collaborating with Government Officials

Using the same advocacy issue you identified in Part I, write a two- to three-page letter to a government official in your local, state, or federal government. Your letter should include:

· An explanation of the issue for which you are advocating, and why the issue is important in the context of the early childhood field. Use data and/or information from the professional knowledge base to support your explanation.

· A description of the agency with whom you will partner, and how that partnership will assist in the work regarding the advocacy issue.

· A request of the government official, explaining exactly what he or she can do to support the advocacy effort.

References ( Learning Resources)

Keiff, J. (2009). Informed advocacy in early childhood care and education: Making a difference for young children and families. Upper Saddle River, NJ: Pearson Education. (ssessment.

Informed Advocacy in Early Childhood Care and Education: Making a Difference for Young Children and Families, pp 3-19

Informed Advocacy in Early Childhood Care and Education: Making a Difference for Young Children and Families, pp 20-33

National Association for the Education of Young Children (NAEYC). (n.d.). Effective advocacy resources. Retrieved from

http://www.naeyc.org/

policy/advocacy

Flottman, R., McKernan, A., & Tayler, C. (2011). Department of Education and Early Childhood Development: Practice principal 2: Partnerships with professionals. Retrieved from

http://www.education.vic.gov.au/Documents/childhood/providers/edcare/pracpartner

Gilliam, F. (2007). Telling the science story: An exploration of frame effects on public understanding and support for early childhood development. Retrieved from

http://www.frameworksinstitute.org/assets/files/ECD/telling_the_science_story

FrameWorks Institute. (2009). FrameWorks message brief: Talking to business leaders about early childhood development. Retrieved from

http://www.frameworksinstitute.org/assets/files/ECD/ecd_business_leaders_brief

Association for Childhood Education International (ACEI). (2011). Retrieved from

http://acei.org/

Children’s Defense Fund. (2012). Retrieved from

http://www.childrensdefense.org/

First Five Years Fund. (2014). Retrieved from

Home

Military Child Education Coalition (MCEC). (2012). Retrieved from

Homepage

National Association for the Education of Young Children (NAEYC). (2014). Retrieved from http://www.naeyc.org/

National Poverty Center. (2011). Retrieved from

http://www.npc.umich.edu/

Zero to Three®. (2014). Retrieved from

http://www.zerotothree.org/

CC004 Communicating and Collaborating with Agencies and Government Officials

Assessment Rubric

0
Not Present

1
Needs Improvement

2
Meets Expectations

3
Exceeds Expectations

Part I: Advocacy Begins with Communication and Collaboration

Sub-Competency #1: Analyze advocacy issues that can benefit from the support of various agencies and government officials.

Learning Objective 1.1:
Explain the importance
of specific advocacy
issues and their impact
on the early childhood
field.

Explanation is missing.

Response vaguely explains
the importance of an
advocacy issue, or explains
an issue that is
inappropriate based on
community information,
and/or is irrelevant to the
early childhood field.

Response vaguely explains
the relevance of the
advocacy issue in the
community and on the
early childhood field.

Response thoroughly
explains one appropriate
advocacy issue in the local
community that is relevant
to the early childhood
field.

Response thoroughly
explains the relevance of
the advocacy issue in the
community and on the
early childhood field.

Response is supported by
logical connections to the
professional knowledge
base.

Demonstrates the same
level of achievement as
“2,” plus the following:

Response thoroughly
explains more than one
relevant advocacy issue.

Sub-Competency 2: Analyze local, regional, national, and international institutions, agencies, and/or organizations that support and
advocate for young children and families.

Learning Objective 2.1:
Describe agencies
and/or organizations
that support early
childhood advocacy
efforts.

Description is missing. Response vaguely or
incompletely describes an
advocacy agency and/or
organization that supports
the advocacy issue
identified.

Response provides a

Response thoroughly
describes an appropriate
advocacy agency and/or
organization that supports
the advocacy issue
identified.

Response provides a clear

Demonstrates the same
level of achievement as
“2,” plus the following:

Response describes more
than one relevant
advocacy agency or
organization to support

0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations

vague rationale for
partnering with the
agency and/or
organization to address
the advocacy issue
identified.

rationale for partnering
with the agency and/or
organization to address
the advocacy issue
identified.

the advocacy issue.

Part II: Communicating and Collaborating with Agencies

Sub-Competency 3: Apply communication and collaboration skills within a variety of early childhood institutions, agencies, and/or
organizations.

Learning Objective 3.1:
Use communication
and collaboration skills
to gather support from
advocacy agencies
and/or organizations.

Letter is missing.

Letter to the agency
and/or organization
provides a vague or partial
overview of the advocacy
issue and its relevance to
the community and the
early childhood field.

Letter includes a vague
reference to the
professional knowledge
base, or current statistical
data, to support the
urgency of the advocacy
issue.

Letter includes a general
suggestion regarding how
to partner with the agency
and/or organization to
support the advocacy
effort.

Letter to the agency
and/or organization
provides a comprehensive
overview of the advocacy
issue and its relevance to
the community and the
early childhood field.

Letter includes a clear
reference to the
professional knowledge
base, or current statistical
data, to support the
urgency of the advocacy
issue.

Letter includes a specific
suggestion regarding how
to partner with the agency
and/or organization to
support the advocacy
effort.

Demonstrates the same
level of achievement as
“2,” plus the following:

Response provides
evidence of a response
from a government official
and/or evidence of
sending the letter.

Part III: Communicating and Collaborating with Government Officials

0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations
Sub-Competency 3: Apply communication and collaboration skills within a variety of early childhood institutions, agencies, and/or
organizations.

Learning Objective 3.2:
Use communication
and collaboration skills
to gather support from
government officials.

Letter is missing.

Letter to the government
official provides a vague or
incomplete overview of
the advocacy issue and its
relevance to the
community and the early
childhood field.

Letter includes a vague
reference to the
professional knowledge
base, or current statistical
data, to support the
urgency of the advocacy
issue.

Letter to the government
official provides a
comprehensive overview
of the advocacy issue and
its relevance to the
community and the early
childhood field.

Letter includes a clear
reference to the
professional knowledge
base, or current statistical
data, to support the
urgency of the advocacy
issue.

Demonstrates the same
level of achievement as
“2,” plus the following:

Response provides
evidence of a response
from a government official
and/or evidence of
sending the letter.

Learning Objective 3.3:
Explain the role of
government officials in
advancing an advocacy
issue.

Explanation is missing.

Letter vaguely describes
the agency and/or
organization supporting
the advocacy issue and the
role of the government
official in their
partnership.

Letter includes a general
request of the
government official
regarding how he or she
can support the advocacy
effort.

Letter clearly describes the
agency and/or
organization supporting
the advocacy issue and the
role of the government
official in their
partnership.

Letter includes a specific
request of the government
official regarding how he
or she can support the
advocacy effort.

Demonstrates the same
level of achievement as
“2,” plus the following:

Relevant connections are
made to a personal or
professional experience
that involves seeking
support from government
officials for advocacy
efforts.

Professional Skill 001: Written Communication: Demonstrate graduate-level writing skills.

0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations

Learning Objective
PS 1.1:
Use proper grammar,
spelling, and
mechanics.

Multiple major and minor
errors in grammar,
spelling, and/or mechanics
are highly distracting and
seriously impact
readability.

Multiple minor errors in
grammar, spelling, and/or
mechanics are distracting
and negatively impact
readability.

Writing reflects competent
use of standard edited
American English.

Errors in grammar,
spelling, and/or mechanics
do not negatively impact
readability.

Grammar, spelling, and
mechanics reflect a high
level of accuracy in
standard American English
and enhance readability.

Learning Objective
PS 1.2:
Organize writing to
enhance clarity.

Writing is poorly organized
and incoherent.
Introductions, transitions,
and conclusions are
missing or inappropriate.

Writing is loosely
organized. Limited use of
introductions, transitions,
and conclusions provides
partial continuity.

Writing is generally well-
organized. Introductions,
transitions, and
conclusions provide
continuity and a logical
progression of ideas.

Writing is consistently
well-organized.
Introductions, transitions,
and conclusions are used
effectively to enhance
clarity, cohesion, and flow.

Learning Objective
PS 1.3:
Support writing with
appropriate resources.

Writing does not integrate
appropriate resources and
content in support of ideas
and argument.

Writing loosely integrates
some appropriate
resources and content in
support of ideas and
argument.

Writing sufficiently
integrates appropriate
resources (which may
include peer-reviewed
resources) and content in
support of ideas and
argument.

Writing effectively
integrates appropriate
resources (which may
include peer-reviewed
resources) and content to
support and expand upon
ideas and arguments.

Learning Objective
PS 1.4:
Apply APA style to
written work.

APA conventions are not
applied.

APA conventions for
attribution of sources,
structure, formatting, etc.,
are applied inconsistently.

APA conventions for
attribution of sources,
structure, formatting, etc.,
are generally applied
correctly in most
instances. Sources are
generally cited
appropriately and
accurately.

APA conventions for
attribution of sources,
structure, formatting, etc.,
are applied correctly and
consistently throughout
the paper. Sources are
consistently cited
appropriately and
accurately.

Learning Objective
PS 1.5:

Vocabulary and tone are
inappropriate and

Vocabulary and tone have
limited relevance to the

Vocabulary and tone are
generally appropriate for

Vocabulary and tone are
consistently tailored to the

0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations

Use appropriate
vocabulary and tone
for the audience and
purpose.

negatively impact clarity of
concepts to be conveyed.

audience. the audience and support
communication of key
concepts.

audience and effectively
and directly support
communication of key
concepts.

CR001 Culturally Responsive Practices

Student Name Here

Institution Assigned

Abstract

Abstracts are not required for all course papers. Please ask your instructor if you have questions regarding whether an abstract is required for a particular assignment.

Title of the Paper in Full Goes Here

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Level 1 Heading

Level 2 Heading

Another Level 2 Heading

Level 3 heading.
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Level 1 Heading

References

(Please note that the following references are intended as examples only.)

Alexander, G., & Bonaparte, N. (2008). My way or the highway that I built. Ancient Dictators, 25(7), 14-31. doi:10.8220/CTCE.52.1.23-91

Babar, E. (2007). The art of being a French elephant. Adventurous Cartoon Animals, 19, 4319-4392. Retrieved from http://www.elephants104.ace.org

Bumstead, D. (2009). The essentials: Sandwiches and sleep. Journals of Famous Loafers, 5, 565-582. doi:12.2847/CEDG.39.2.51-71

Hansel, G., & Gretel, D. (1973). Candied houses and unfriendly occupants. Thousand Oaks, CA: Fairy Tale Publishing.

Hera, J. (2008). Why Paris was wrong. Journal of Greek Goddess Sore Spots, 20(4), 19-21. doi: 15.555/GGE.64.1.76-82

Laureate Education, Inc. (Producer). (2007). How to cite a video: The city is always Baltimore [DVD]. Baltimore, MD: Author.

Laureate Education, Inc. (Producer). (2010). Name of program [Video webcast]. Retrieved from http://www.courseurl.com

Sinatra, F. (2008). Zing! Went the strings of my heart. Making Good Songs Great, 18(3), 31-22. Retrieved from http://articlesextollingrecordingsofyore.192/fs.com

Smasfaldi, H., Wareumph, I., Aeoli, Q., Rickies, F., Furoush, P., Aaegrade, V., … Fiiel, B. (2005). The art of correcting surname mispronunciation. New York, NY: Supportive Publisher Press. Retrieved from http://www.onewaytociteelectronicbooksperAPA7.02.com

White, S., & Red, R. (2001). Stop and smell the what now? Floral arranging for beginners (Research Report No. 40-921). Retrieved from University of Wooded Glen, Center for Aesthetic Improvements in Fairy Tales website: http://www.uwg.caift/~40_921

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