Assignment Prompt & Instructions
Digital Flyer
– 2 years ago
**files (2)**
– ## DigitalFlyerCulturalResourceforEducators-GoogleDocs.pdf
– ## WEEK4TSL-590Rubric-.pdf
**## DigitalFlyerCulturalResourceforEducators-GoogleDocs.pdf**
Part 2: Cultural Resource for Educators
Prepare a 2 page digital flyer to share with staff that works with ELLs (general education
teachers, content area teachers, instructional aides). Add a link or copy of your digital flyer to the
“Cultural Resource for Educators” section of the “Professional Learning Plan.” Your flyer should
include:
● A brief explanation of culturally responsive teaching and how cultural identity (e.g.,
academic, personal, familial, and sociopolitical factors) affects learning and academic
progress.
● Resources from Topic 2 that support different cultures with a description of how to
incorporate that information into classroom learning to advocate for ELLs.
● Collaboration strategies for all educators on campus to advocate for ELLs. Specify how
ELL teachers can support general education or content area teachers to promote positive
outcomes for ELL students.
● Describe how identity, role, cultural understanding, and personal biases affect the
interpretation of strengths, needs, and instruction of ELL students in the United States.
Support your digital flyer with a minimum of two scholarly resources.
**## WEEK4TSL-590Rubric-.pdf**
Benchmark – Clinical Field Experience D: Culturally Responsive Teaching – Rubric
Total 300
points
Criterion 1. No Submission 2. Insufficient 3. Approaching 4. Acceptable 5. Target
Lesson Plan
Lesson Plan
0 points
Not addressed.
20.7 points
Lesson plan is incomplete
and does not include all
required sections.
22.2 points
Lesson plan is overly
simplistic and minimally
includes all required
sections.
26.1 points
Lesson plan is complete and
includes all required
sections.
30 points
Lesson plan is thorough and
includes all required
sections.
Digital Flyer: Culturally
Responsive Teaching
Digital Flyer: Culturally
Responsive Teaching
0 points
Not addressed.
20.7 points
Explanation of culturally
responsive teaching and how
cultural identity affects
learning and academic
progress is inaccurate.
22.2 points
Explanation of culturally
responsive teaching and how
cultural identity affects
learning and academic
progress is unfocused.
26.1 points
Explanation of culturally
responsive teaching and how
cultural identity affects
learning and academic
progress is competent.
30 points
Explanation of culturally
responsive teaching and how
cultural identity affects
learning and academic
progress is proficient.
Digital Flyer: Incorporating
Cultural Resources
Digital Flyer: Incorporating
Cultural Resources
0 points
Not addressed.
20.7 points
Resources that support
different cultures are
inappropriate. Description of
how to incorporate resources
into classroom learning to
advocate for ELLs is poor.
22.2 points
Resources that support
different cultures are weak.
Description of how to
incorporate resources into
classroom learning to
advocate for ELLs is unclear.
26.1 points
Resources that support
different cultures are
relevant. Description of how
to incorporate resources into
classroom learning to
advocate for ELLs is logical.
30 points
Resources that support
different cultures are
exemplary. Description of
how to incorporate resources
into classroom learning to
advocate for ELLs is ideal.
Digital Flyer: Collaboration
Strategies (B)
(C5.2)
0 points
Not addressed.
31.05 points
Collaboration strategies for
all educators on campus to
advocate for ELLs are
unfitting. Fails to specify how
ELL teachers can support
general education or content
area teachers to promote
positive outcomes for ELL
students.
33.3 points
Collaboration strategies for
all educators on campus to
advocate for ELLs are
superficial. Ambiguously
specifies how ELL teachers
can support general
education or content area
teachers to promote positive
outcomes for ELL students.
39.15 points
Collaboration strategies for
all educators on campus to
advocate for ELLs are
suitable. Clearly specifies
how ELL teachers can
support general education or
content area teachers to
promote positive outcomes
for ELL students.
45 points
Collaboration strategies for
all educators on campus to
advocate for ELLs are
realistic. Thoughtfully
specifies how ELL teachers
can support general
education or content area
teachers to promote positive
outcomes for ELL students.
Digital Flyer:
Understanding Needs (B)
(C2.4)
0 points
Not addressed.
31.05 points
Inadequately describes how
identity, role, cultural
understanding, and personal
biases affect the
interpretation of strengths,
needs, and instruction of ELL
students in the United States.
33.3 points
Marginally describes how
identity, role, cultural
understanding, and personal
biases affect the
interpretation of strengths,
needs, and instruction of ELL
students in the United States.
39.15 points
Successfully describes how
identity, role, cultural
understanding, and personal
biases affect the
interpretation of strengths,
needs, and instruction of ELL
students in the United States.
45 points
Substantially describes how
identity, role, cultural
understanding, and personal
biases affect the
interpretation of strengths,
needs, and instruction of ELL
students in the United States.
Reflection: Mentor
Feedback and Self-
Reflection (B)
(C5.1)
0 points
Not addressed.
31.05 points
Insufficiently describes how
the feedback from your
mentor can inform your
future instructional practices
and support the goals you
wrote in Topic 1. Does not
include any changes you
would make after self-
evaluating your instruction.
33.3 points
Inadequately describes how
the feedback from your
mentor can inform your
future instructional practices
and support the goals you
wrote in Topic 1. Changes
you would make after self-
evaluating your instruction
are underdeveloped.
39.15 points
Directly describes how the
feedback from your mentor
can inform your future
instructional practices and
support the goals you wrote
in Topic 1. Competently
includes any changes you
would make after self-
evaluating your instruction.
45 points
Meaningfully describes how
the feedback from your
mentor can inform your
future instructional practices
and support the goals you
wrote in Topic 1. Specifically
includes any changes you
would make after self-
evaluating your instruction.
Reflection: Presentation
Feedback
Reflection: Presentation
Feedback
0 points
Not addressed.
31.05 points
Ineffectively explains how the
mentor’s feedback from your
presentation to staff can
assist you in becoming a
more effective collaborator
in supporting and advocating
for ELLs.
33.3 points
Vaguely explains how the
mentor’s feedback from your
presentation to staff can
assist you in becoming a
more effective collaborator
in supporting and advocating
for ELLs.
39.15 points
Reasonably explains how the
mentor’s feedback from your
presentation to staff can
assist you in becoming a
more effective collaborator
in supporting and advocating
for ELLs.
45 points
Exceptionally explains how
the mentor’s feedback from
your presentation to staff
can assist you in becoming a
more effective collaborator
in supporting and advocating
for ELLs.
© 2025. Grand Canyon University. All Rights Reserved.
[https://www.gce.com/](https://www.gce.com/)
[https://www.gce.com/](https://www.gce.com/)
Criterion 1. No Submission 2. Insufficient 3. Approaching 4. Acceptable 5. Target
Supporting Research and
Documentation of Sources
Uses appropriate designated
style and formatting to
document sources in
citations and references.
0 points
Not addressed.
10.35 points
Supporting research is
ineffective. Documentation
of sources is inconsistent or
incorrect, as appropriate to
assignment and style, with
numerous formatting errors.
11.1 points
Supporting research is
minimal and somewhat
inaccurate. Sources are
documented, as appropriate
to assignment and style,
although several minor
formatting errors are
present.
13.05 points
Supporting research is
credible and relevant.
Sources are documented, as
appropriate to assignment
and style, and format is
mostly correct.
15 points
Supporting research is
compelling and thorough.
Sources are completely and
correctly documented, as
appropriate to assignment
and style, and format is free
of error.
Mechanics of Writing
Includes spelling,
capitalization, punctuation,
grammar, language use,
sentence structure, etc.
0 points
Not addressed.
10.35 points
Errors in grammar or syntax
are pervasive and impede
meaning. Incorrect language
choice or sentence structure
errors are found throughout.
11.1 points
Frequent and repetitive
mechanical errors are
present. Inconsistencies in
language choice or sentence
structure are recurrent.
13.05 points
Few mechanical errors are
present. Suitable language
choice and sentence
structure are used.
15 points
No mechanical errors are
present. Appropriate
language choice and
sentence structure are used
throughout.
© 2025. Grand Canyon University. All Rights Reserved.
[https://www.gce.com/](https://www.gce.com/)
[https://www.gce.com/](https://www.gce.com/)
**## WEEK4TSL-590Rubric-.pdf**
Benchmark – Clinical Field Experience D: Culturally Responsive Teaching – Rubric
Total 300
points
Criterion 1. No Submission 2. Insufficient 3. Approaching 4. Acceptable 5. Target
Lesson Plan
Lesson Plan
0 points
Not addressed.
20.7 points
Lesson plan is incomplete
and does not include all
required sections.
22.2 points
Lesson plan is overly
simplistic and minimally
includes all required
sections.
26.1 points
Lesson plan is complete and
includes all required
sections.
30 points
Lesson plan is thorough and
includes all required
sections.
Digital Flyer: Culturally
Responsive Teaching
Digital Flyer: Culturally
Responsive Teaching
0 points
Not addressed.
20.7 points
Explanation of culturally
responsive teaching and how
cultural identity affects
learning and academic
progress is inaccurate.
22.2 points
Explanation of culturally
responsive teaching and how
cultural identity affects
learning and academic
progress is unfocused.
26.1 points
Explanation of culturally
responsive teaching and how
cultural identity affects
learning and academic
progress is competent.
30 points
Explanation of culturally
responsive teaching and how
cultural identity affects
learning and academic
progress is proficient.
Digital Flyer: Incorporating
Cultural Resources
Digital Flyer: Incorporating
Cultural Resources
0 points
Not addressed.
20.7 points
Resources that support
different cultures are
inappropriate. Description of
how to incorporate resources
into classroom learning to
advocate for ELLs is poor.
22.2 points
Resources that support
different cultures are weak.
Description of how to
incorporate resources into
classroom learning to
advocate for ELLs is unclear.
26.1 points
Resources that support
different cultures are
relevant. Description of how
to incorporate resources into
classroom learning to
advocate for ELLs is logical.
30 points
Resources that support
different cultures are
exemplary. Description of
how to incorporate resources
into classroom learning to
advocate for ELLs is ideal.
Digital Flyer: Collaboration
Strategies (B)
(C5.2)
0 points
Not addressed.
31.05 points
Collaboration strategies for
all educators on campus to
advocate for ELLs are
unfitting. Fails to specify how
ELL teachers can support
general education or content
area teachers to promote
positive outcomes for ELL
students.
33.3 points
Collaboration strategies for
all educators on campus to
advocate for ELLs are
superficial. Ambiguously
specifies how ELL teachers
can support general
education or content area
teachers to promote positive
outcomes for ELL students.
39.15 points
Collaboration strategies for
all educators on campus to
advocate for ELLs are
suitable. Clearly specifies
how ELL teachers can
support general education or
content area teachers to
promote positive outcomes
for ELL students.
45 points
Collaboration strategies for
all educators on campus to
advocate for ELLs are
realistic. Thoughtfully
specifies how ELL teachers
can support general
education or content area
teachers to promote positive
outcomes for ELL students.
Digital Flyer:
Understanding Needs (B)
(C2.4)
0 points
Not addressed.
31.05 points
Inadequately describes how
identity, role, cultural
understanding, and personal
biases affect the
interpretation of strengths,
needs, and instruction of ELL
students in the United States.
33.3 points
Marginally describes how
identity, role, cultural
understanding, and personal
biases affect the
interpretation of strengths,
needs, and instruction of ELL
students in the United States.
39.15 points
Successfully describes how
identity, role, cultural
understanding, and personal
biases affect the
interpretation of strengths,
needs, and instruction of ELL
students in the United States.
45 points
Substantially describes how
identity, role, cultural
understanding, and personal
biases affect the
interpretation of strengths,
needs, and instruction of ELL
students in the United States.
Reflection: Mentor
Feedback and Self-
Reflection (B)
(C5.1)
0 points
Not addressed.
31.05 points
Insufficiently describes how
the feedback from your
mentor can inform your
future instructional practices
and support the goals you
wrote in Topic 1. Does not
include any changes you
would make after self-
evaluating your instruction.
33.3 points
Inadequately describes how
the feedback from your
mentor can inform your
future instructional practices
and support the goals you
wrote in Topic 1. Changes
you would make after self-
evaluating your instruction
are underdeveloped.
39.15 points
Directly describes how the
feedback from your mentor
can inform your future
instructional practices and
support the goals you wrote
in Topic 1. Competently
includes any changes you
would make after self-
evaluating your instruction.
45 points
Meaningfully describes how
the feedback from your
mentor can inform your
future instructional practices
and support the goals you
wrote in Topic 1. Specifically
includes any changes you
would make after self-
evaluating your instruction.
Reflection: Presentation
Feedback
Reflection: Presentation
Feedback
0 points
Not addressed.
31.05 points
Ineffectively explains how the
mentor’s feedback from your
presentation to staff can
assist you in becoming a
more effective collaborator
in supporting and advocating
for ELLs.
33.3 points
Vaguely explains how the
mentor’s feedback from your
presentation to staff can
assist you in becoming a
more effective collaborator
in supporting and advocating
for ELLs.
39.15 points
Reasonably explains how the
mentor’s feedback from your
presentation to staff can
assist you in becoming a
more effective collaborator
in supporting and advocating
for ELLs.
45 points
Exceptionally explains how
the mentor’s feedback from
your presentation to staff
can assist you in becoming a
more effective collaborator
in supporting and advocating
for ELLs.
© 2025. Grand Canyon University. All Rights Reserved.
[https://www.gce.com/](https://www.gce.com/)
[https://www.gce.com/](https://www.gce.com/)
Criterion 1. No Submission 2. Insufficient 3. Approaching 4. Acceptable 5. Target
Supporting Research and
Documentation of Sources
Uses appropriate designated
style and formatting to
document sources in
citations and references.
0 points
Not addressed.
10.35 points
Supporting research is
ineffective. Documentation
of sources is inconsistent or
incorrect, as appropriate to
assignment and style, with
numerous formatting errors.
11.1 points
Supporting research is
minimal and somewhat
inaccurate. Sources are
documented, as appropriate
to assignment and style,
although several minor
formatting errors are
present.
13.05 points
Supporting research is
credible and relevant.
Sources are documented, as
appropriate to assignment
and style, and format is
mostly correct.
15 points
Supporting research is
compelling and thorough.
Sources are completely and
correctly documented, as
appropriate to assignment
and style, and format is free
of error.
Mechanics of Writing
Includes spelling,
capitalization, punctuation,
grammar, language use,
sentence structure, etc.
0 points
Not addressed.
10.35 points
Errors in grammar or syntax
are pervasive and impede
meaning. Incorrect language
choice or sentence structure
errors are found throughout.
11.1 points
Frequent and repetitive
mechanical errors are
present. Inconsistencies in
language choice or sentence
structure are recurrent.
13.05 points
Few mechanical errors are
present. Suitable language
choice and sentence
structure are used.
15 points
No mechanical errors are
present. Appropriate
language choice and
sentence structure are used
throughout.
© 2025. Grand Canyon University. All Rights Reserved.
[https://www.gce.com/](https://www.gce.com/)
[https://www.gce.com/](https://www.gce.com/)
**## DigitalFlyerCulturalResourceforEducators-GoogleDocs.pdf**
Part 2: Cultural Resource for Educators
Prepare a 2 page digital flyer to share with staff that works with ELLs (general education
teachers, content area teachers, instructional aides). Add a link or copy of your digital flyer to the
“Cultural Resource for Educators” section of the “Professional Learning Plan.” Your flyer should
include:
● A brief explanation of culturally responsive teaching and how cultural identity (e.g.,
academic, personal, familial, and sociopolitical factors) affects learning and academic
progress.
● Resources from Topic 2 that support different cultures with a description of how to
incorporate that information into classroom learning to advocate for ELLs.
● Collaboration strategies for all educators on campus to advocate for ELLs. Specify how
ELL teachers can support general education or content area teachers to promote positive
outcomes for ELL students.
● Describe how identity, role, cultural understanding, and personal biases affect the
interpretation of strengths, needs, and instruction of ELL students in the United States.
Support your digital flyer with a minimum of two scholarly resources.
**## WEEK4TSL-590Rubric-.pdf**
Benchmark – Clinical Field Experience D: Culturally Responsive Teaching – Rubric
Total 300
points
Criterion 1. No Submission 2. Insufficient 3. Approaching 4. Acceptable 5. Target
Lesson Plan
Lesson Plan
0 points
Not addressed.
20.7 points
Lesson plan is incomplete
and does not include all
required sections.
22.2 points
Lesson plan is overly
simplistic and minimally
includes all required
sections.
26.1 points
Lesson plan is complete and
includes all required
sections.
30 points
Lesson plan is thorough and
includes all required
sections.
Digital Flyer: Culturally
Responsive Teaching
Digital Flyer: Culturally
Responsive Teaching
0 points
Not addressed.
20.7 points
Explanation of culturally
responsive teaching and how
cultural identity affects
learning and academic
progress is inaccurate.
22.2 points
Explanation of culturally
responsive teaching and how
cultural identity affects
learning and academic
progress is unfocused.
26.1 points
Explanation of culturally
responsive teaching and how
cultural identity affects
learning and academic
progress is competent.
30 points
Explanation of culturally
responsive teaching and how
cultural identity affects
learning and academic
progress is proficient.
Digital Flyer: Incorporating
Cultural Resources
Digital Flyer: Incorporating
Cultural Resources
0 points
Not addressed.
20.7 points
Resources that support
different cultures are
inappropriate. Description of
how to incorporate resources
into classroom learning to
advocate for ELLs is poor.
22.2 points
Resources that support
different cultures are weak.
Description of how to
incorporate resources into
classroom learning to
advocate for ELLs is unclear.
26.1 points
Resources that support
different cultures are
relevant. Description of how
to incorporate resources into
classroom learning to
advocate for ELLs is logical.
30 points
Resources that support
different cultures are
exemplary. Description of
how to incorporate resources
into classroom learning to
advocate for ELLs is ideal.
Digital Flyer: Collaboration
Strategies (B)
(C5.2)
0 points
Not addressed.
31.05 points
Collaboration strategies for
all educators on campus to
advocate for ELLs are
unfitting. Fails to specify how
ELL teachers can support
general education or content
area teachers to promote
positive outcomes for ELL
students.
33.3 points
Collaboration strategies for
all educators on campus to
advocate for ELLs are
superficial. Ambiguously
specifies how ELL teachers
can support general
education or content area
teachers to promote positive
outcomes for ELL students.
39.15 points
Collaboration strategies for
all educators on campus to
advocate for ELLs are
suitable. Clearly specifies
how ELL teachers can
support general education or
content area teachers to
promote positive outcomes
for ELL students.
45 points
Collaboration strategies for
all educators on campus to
advocate for ELLs are
realistic. Thoughtfully
specifies how ELL teachers
can support general
education or content area
teachers to promote positive
outcomes for ELL students.
Digital Flyer:
Understanding Needs (B)
(C2.4)
0 points
Not addressed.
31.05 points
Inadequately describes how
identity, role, cultural
understanding, and personal
biases affect the
interpretation of strengths,
needs, and instruction of ELL
students in the United States.
33.3 points
Marginally describes how
identity, role, cultural
understanding, and personal
biases affect the
interpretation of strengths,
needs, and instruction of ELL
students in the United States.
39.15 points
Successfully describes how
identity, role, cultural
understanding, and personal
biases affect the
interpretation of strengths,
needs, and instruction of ELL
students in the United States.
45 points
Substantially describes how
identity, role, cultural
understanding, and personal
biases affect the
interpretation of strengths,
needs, and instruction of ELL
students in the United States.
Reflection: Mentor
Feedback and Self-
Reflection (B)
(C5.1)
0 points
Not addressed.
31.05 points
Insufficiently describes how
the feedback from your
mentor can inform your
future instructional practices
and support the goals you
wrote in Topic 1. Does not
include any changes you
would make after self-
evaluating your instruction.
33.3 points
Inadequately describes how
the feedback from your
mentor can inform your
future instructional practices
and support the goals you
wrote in Topic 1. Changes
you would make after self-
evaluating your instruction
are underdeveloped.
39.15 points
Directly describes how the
feedback from your mentor
can inform your future
instructional practices and
support the goals you wrote
in Topic 1. Competently
includes any changes you
would make after self-
evaluating your instruction.
45 points
Meaningfully describes how
the feedback from your
mentor can inform your
future instructional practices
and support the goals you
wrote in Topic 1. Specifically
includes any changes you
would make after self-
evaluating your instruction.
Reflection: Presentation
Feedback
Reflection: Presentation
Feedback
0 points
Not addressed.
31.05 points
Ineffectively explains how the
mentor’s feedback from your
presentation to staff can
assist you in becoming a
more effective collaborator
in supporting and advocating
for ELLs.
33.3 points
Vaguely explains how the
mentor’s feedback from your
presentation to staff can
assist you in becoming a
more effective collaborator
in supporting and advocating
for ELLs.
39.15 points
Reasonably explains how the
mentor’s feedback from your
presentation to staff can
assist you in becoming a
more effective collaborator
in supporting and advocating
for ELLs.
45 points
Exceptionally explains how
the mentor’s feedback from
your presentation to staff
can assist you in becoming a
more effective collaborator
in supporting and advocating
for ELLs.
© 2025. Grand Canyon University. All Rights Reserved.
[https://www.gce.com/](https://www.gce.com/)
[https://www.gce.com/](https://www.gce.com/)
Criterion 1. No Submission 2. Insufficient 3. Approaching 4. Acceptable 5. Target
Supporting Research and
Documentation of Sources
Uses appropriate designated
style and formatting to
document sources in
citations and references.
0 points
Not addressed.
10.35 points
Supporting research is
ineffective. Documentation
of sources is inconsistent or
incorrect, as appropriate to
assignment and style, with
numerous formatting errors.
11.1 points
Supporting research is
minimal and somewhat
inaccurate. Sources are
documented, as appropriate
to assignment and style,
although several minor
formatting errors are
present.
13.05 points
Supporting research is
credible and relevant.
Sources are documented, as
appropriate to assignment
and style, and format is
mostly correct.
15 points
Supporting research is
compelling and thorough.
Sources are completely and
correctly documented, as
appropriate to assignment
and style, and format is free
of error.
Mechanics of Writing
Includes spelling,
capitalization, punctuation,
grammar, language use,
sentence structure, etc.
0 points
Not addressed.
10.35 points
Errors in grammar or syntax
are pervasive and impede
meaning. Incorrect language
choice or sentence structure
errors are found throughout.
11.1 points
Frequent and repetitive
mechanical errors are
present. Inconsistencies in
language choice or sentence
structure are recurrent.
13.05 points
Few mechanical errors are
present. Suitable language
choice and sentence
structure are used.
15 points
No mechanical errors are
present. Appropriate
language choice and
sentence structure are used
throughout.
© 2025. Grand Canyon University. All Rights Reserved.
[https://www.gce.com/](https://www.gce.com/)
[https://www.gce.com/](https://www.gce.com/)
**## DigitalFlyerCulturalResourceforEducators-GoogleDocs.pdf**
Part 2: Cultural Resource for Educators
Prepare a 2 page digital flyer to share with staff that works with ELLs (general education
teachers, content area teachers, instructional aides). Add a link or copy of your digital flyer to the
“Cultural Resource for Educators” section of the “Professional Learning Plan.” Your flyer should
include:
● A brief explanation of culturally responsive teaching and how cultural identity (e.g.,
academic, personal, familial, and sociopolitical factors) affects learning and academic
progress.
● Resources from Topic 2 that support different cultures with a description of how to
incorporate that information into classroom learning to advocate for ELLs.
● Collaboration strategies for all educators on campus to advocate for ELLs. Specify how
ELL teachers can support general education or content area teachers to promote positive
outcomes for ELL students.
● Describe how identity, role, cultural understanding, and personal biases affect the
interpretation of strengths, needs, and instruction of ELL students in the United States.
Support your digital flyer with a minimum of two scholarly resources.
**## WEEK4TSL-590Rubric-.pdf**
Benchmark – Clinical Field Experience D: Culturally Responsive Teaching – Rubric
Total 300
points
Criterion 1. No Submission 2. Insufficient 3. Approaching 4. Acceptable 5. Target
Lesson Plan
Lesson Plan
0 points
Not addressed.
20.7 points
Lesson plan is incomplete
and does not include all
required sections.
22.2 points
Lesson plan is overly
simplistic and minimally
includes all required
sections.
26.1 points
Lesson plan is complete and
includes all required
sections.
30 points
Lesson plan is thorough and
includes all required
sections.
Digital Flyer: Culturally
Responsive Teaching
Digital Flyer: Culturally
Responsive Teaching
0 points
Not addressed.
20.7 points
Explanation of culturally
responsive teaching and how
cultural identity affects
learning and academic
progress is inaccurate.
22.2 points
Explanation of culturally
responsive teaching and how
cultural identity affects
learning and academic
progress is unfocused.
26.1 points
Explanation of culturally
responsive teaching and how
cultural identity affects
learning and academic
progress is competent.
30 points
Explanation of culturally
responsive teaching and how
cultural identity affects
learning and academic
progress is proficient.
Digital Flyer: Incorporating
Cultural Resources
Digital Flyer: Incorporating
Cultural Resources
0 points
Not addressed.
20.7 points
Resources that support
different cultures are
inappropriate. Description of
how to incorporate resources
into classroom learning to
advocate for ELLs is poor.
22.2 points
Resources that support
different cultures are weak.
Description of how to
incorporate resources into
classroom learning to
advocate for ELLs is unclear.
26.1 points
Resources that support
different cultures are
relevant. Description of how
to incorporate resources into
classroom learning to
advocate for ELLs is logical.
30 points
Resources that support
different cultures are
exemplary. Description of
how to incorporate resources
into classroom learning to
advocate for ELLs is ideal.
Digital Flyer: Collaboration
Strategies (B)
(C5.2)
0 points
Not addressed.
31.05 points
Collaboration strategies for
all educators on campus to
advocate for ELLs are
unfitting. Fails to specify how
ELL teachers can support
general education or content
area teachers to promote
positive outcomes for ELL
students.
33.3 points
Collaboration strategies for
all educators on campus to
advocate for ELLs are
superficial. Ambiguously
specifies how ELL teachers
can support general
education or content area
teachers to promote positive
outcomes for ELL students.
39.15 points
Collaboration strategies for
all educators on campus to
advocate for ELLs are
suitable. Clearly specifies
how ELL teachers can
support general education or
content area teachers to
promote positive outcomes
for ELL students.
45 points
Collaboration strategies for
all educators on campus to
advocate for ELLs are
realistic. Thoughtfully
specifies how ELL teachers
can support general
education or content area
teachers to promote positive
outcomes for ELL students.
Digital Flyer:
Understanding Needs (B)
(C2.4)
0 points
Not addressed.
31.05 points
Inadequately describes how
identity, role, cultural
understanding, and personal
biases affect the
interpretation of strengths,
needs, and instruction of ELL
students in the United States.
33.3 points
Marginally describes how
identity, role, cultural
understanding, and personal
biases affect the
interpretation of strengths,
needs, and instruction of ELL
students in the United States.
39.15 points
Successfully describes how
identity, role, cultural
understanding, and personal
biases affect the
interpretation of strengths,
needs, and instruction of ELL
students in the United States.
45 points
Substantially describes how
identity, role, cultural
understanding, and personal
biases affect the
interpretation of strengths,
needs, and instruction of ELL
students in the United States.
Reflection: Mentor
Feedback and Self-
Reflection (B)
(C5.1)
0 points
Not addressed.
31.05 points
Insufficiently describes how
the feedback from your
mentor can inform your
future instructional practices
and support the goals you
wrote in Topic 1. Does not
include any changes you
would make after self-
evaluating your instruction.
33.3 points
Inadequately describes how
the feedback from your
mentor can inform your
future instructional practices
and support the goals you
wrote in Topic 1. Changes
you would make after self-
evaluating your instruction
are underdeveloped.
39.15 points
Directly describes how the
feedback from your mentor
can inform your future
instructional practices and
support the goals you wrote
in Topic 1. Competently
includes any changes you
would make after self-
evaluating your instruction.
45 points
Meaningfully describes how
the feedback from your
mentor can inform your
future instructional practices
and support the goals you
wrote in Topic 1. Specifically
includes any changes you
would make after self-
evaluating your instruction.
Reflection: Presentation
Feedback
Reflection: Presentation
Feedback
0 points
Not addressed.
31.05 points
Ineffectively explains how the
mentor’s feedback from your
presentation to staff can
assist you in becoming a
more effective collaborator
in supporting and advocating
for ELLs.
33.3 points
Vaguely explains how the
mentor’s feedback from your
presentation to staff can
assist you in becoming a
more effective collaborator
in supporting and advocating
for ELLs.
39.15 points
Reasonably explains how the
mentor’s feedback from your
presentation to staff can
assist you in becoming a
more effective collaborator
in supporting and advocating
for ELLs.
45 points
Exceptionally explains how
the mentor’s feedback from
your presentation to staff
can assist you in becoming a
more effective collaborator
in supporting and advocating
for ELLs.
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Criterion 1. No Submission 2. Insufficient 3. Approaching 4. Acceptable 5. Target
Supporting Research and
Documentation of Sources
Uses appropriate designated
style and formatting to
document sources in
citations and references.
0 points
Not addressed.
10.35 points
Supporting research is
ineffective. Documentation
of sources is inconsistent or
incorrect, as appropriate to
assignment and style, with
numerous formatting errors.
11.1 points
Supporting research is
minimal and somewhat
inaccurate. Sources are
documented, as appropriate
to assignment and style,
although several minor
formatting errors are
present.
13.05 points
Supporting research is
credible and relevant.
Sources are documented, as
appropriate to assignment
and style, and format is
mostly correct.
15 points
Supporting research is
compelling and thorough.
Sources are completely and
correctly documented, as
appropriate to assignment
and style, and format is free
of error.
Mechanics of Writing
Includes spelling,
capitalization, punctuation,
grammar, language use,
sentence structure, etc.
0 points
Not addressed.
10.35 points
Errors in grammar or syntax
are pervasive and impede
meaning. Incorrect language
choice or sentence structure
errors are found throughout.
11.1 points
Frequent and repetitive
mechanical errors are
present. Inconsistencies in
language choice or sentence
structure are recurrent.
13.05 points
Few mechanical errors are
present. Suitable language
choice and sentence
structure are used.
15 points
No mechanical errors are
present. Appropriate
language choice and
sentence structure are used
throughout.
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