Early Childhood Education

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1 Early Childhood Education Portfolio Guidelines College of Education University of Nevada, Reno Program Coordinator & Advisor: Melissa M. Burnham, Ph.D. (775) ; WRB 3031

2 P a g e 1 General Information & Introduction The ECE program is committed to helping you become the best possible teacher for young children, with the knowledge, skills, and dispositions needed to work with today's diverse learners. One of the components of our program is the assessment and documentation of your growing professional skills through your preparation of a portfolio. Officially, this is called performance assessment. This handbook contains information on the entire performance assessment process, but it focuses on the various materials and assignments that you will collect and think about as you take courses in early childhood education. These materials will be submitted in a cumulative portfolio as documentation of your growing knowledge and skills as a teacher. The portfolio will be submitted the semester prior to the Supervised Internship (student teaching). Sections of this handbook provide you with: information about why we conduct performance assessment; evidence we use to assess your knowledge, skills, and dispositions about teaching; and guidelines for developing your professional portfolio. Purposes of Performance Assessment There are two major purposes for the performance assessment process. One is to help you grow as a professional and showcase your skills to others. Another purpose is to assure the education profession and the public that teachers who are prepared at UNR meet the highest professional standards and are able to positively impact the learning of their students. I. To Help You Grow As a Professional As you progress through the ECE program, it may be difficult to tie the information together or to see how it is contributing to your growth as a professional. A major purpose of performance assessment is to help you see and understand your growing knowledge and skills as a teacher and to set goals for your Supervised Internship. In particular, developing the Professional Performance Portfolio helps you do the following: a. Synthesize information from diverse coursework. b. Assess your growth in skills and knowledge related to working effectively with young children and to set personal goals for continued professional development during your Supervised Internship. c. Demonstrate sufficient knowledge and skills in the five Domains of Professional Competence that prepare you for taking on the role of an ECE professional. Domain 1: Knowledge of Students & Learning Environments Domain 2: Knowledge of Subject Matter & Planning Domain 3: Delivery & Management of Instruction Domain 4: Assessment Domain 5: Professionalism

3 P a g e 2 II. To Demonstrate That UNR Prepares Teachers Who Meet the Highest Professional Standards Teacher education is subject to standards from a variety of sources at the local, state, and national levels. For the early childhood education program, there are major sets of principles, standards, or requirements we consider when evaluating our teacher education efforts. One way that we evaluate the quality of our program is by examining the quality of the portfolios prepared by our students. The College of Education s Conceptual Framework The College of Education has developed a Conceptual Framework that describes the dispositions that are valued in all professional educators. This framework provides an underlying philosophical foundation for the program. The ECE program strives to help you: Develop a strong fund of knowledge about the students you will teach and the subject areas in which you will prepare them Possess a love of learning that will compel you to seek knowledge to enable you to grow as an effective teacher Value democracy and multiculturalism so as to provide a nurturing, supportive, and challenging educational experience for all students, their families, and other professionals Engage in reflective practice through questioning and critique of your own knowledge and practice The College of Education s Conceptual Framework provides the foundation and context for the five domains of professional competence. Together, the domains and the Conceptual Framework blend to provide the basis for well-prepared and competent early childhood educators.

4 P a g e 3 An Overview of Performance Assessment Performance assessment includes more than just the creation of your portfolio. We view the following steps toward graduation in ECE as important components of the assessment process. 1. Admission to Teacher Education Your application to the full major in ECE demonstrates the minimum competencies needed to be a teacher: An appropriate GPA with at least 30 credits of college-level work; Basic competencies in reading, writing, and math as measured by the Praxis I, PPST or the CBEST; Letters of recommendation, preferably from persons in education or related fields, supporting your potential as an educator; and An essay in which you reflected on the qualities you bring to the early childhood education profession, your goals, and your beliefs about education. 2. Performance in Coursework & Student Professionalism Your grades, overall grade point average, and professional and ethical behavior in classes and practicum sites all contribute to your progress in the ECE program. Unprofessional, unethical, or illegal behavior, and academic dishonesty, can jeopardize your status in the teacher preparation program. a. The Working Portfolio In the early stages of the program, you are asked to create a working portfolio to help keep key assignments and other materials organized throughout your course of study. In addition to keeping these assignments, you are asked to reflect on them periodically to see how they demonstrate your growing knowledge and ability in the 5 domains of professional competence. We recommend that you keep all graded copies of written assignments and projects that you complete in your courses for potential use when you assemble your portfolio. b. The Performance Assessment Portfolio When it is time to compile your portfolio, you will select the best evidence that documents your growth as a professional and how you meet the expectations of each domain. As you select evidence for your portfolio there should be a balance of required and personally selected artifacts (projects, papers, or other materials). Your portfolio will reflect on your current level of competence in each domain, and will provide the opportunity for you to set goals for your Supervised Internship experience. Together with an assessment of your performance and professionalism in courses and field experiences, your portfolio enables faculty to determine your readiness for the Supervised Internship. 3. Assessment During Supervised Internship The Supervised Internship is a one-semester experience in which you gradually take over all

5 P a g e 4 of the responsibilities of a professional teacher. During the internship, you work closely with the classroom teacher (your lead teacher). You will also have a university supervisor who will observe your teaching on a regular basis and to whom you will submit all assignments. Your classroom experiences will begin with observation and assisting the students and teacher, but you will quickly move into taking responsibilities for various aspects of classroom teaching and management. During a three-week period when your cooperating teacher and university supervisor agree that you are ready, you will take full control over all aspects of the classroom or program. Each internship placement involves a midterm and final evaluation of your performance, as well as the completion of a Final Performance Portfolio. This portfolio uses the five Domains of Professional Competence as its framework, and you submit evidence of your competence collected during the Internship. The evaluation of the internship involves assessment of your knowledge, skills, and dispositions in each of the five domains. The ratings you receive are the result of direct observations of your teaching, the Final Performance Portfolio, and the evaluations completed at the midterm and final period of the internship. Your cooperating teacher, supervisor, and you confer about the evaluations, and you are given productive feedback about your performance. The final evaluation determines whether you have successfully completed your internship and your professional teacher preparation. More information about the internship is available on the following web site: The Professional Performance Portfolio The portfolio provides a way for you to demonstrate your growing competence as an educator of young children. A major component of the portfolio is your selection of and reflection on artifacts (key assignments) that demonstrate your knowledge related to the 5 domains of professional competence. The portfolio is NOT meant to contain everything you have ever created in your teacher preparation program. Rather, it is to be carefully selected sample of the work you saved in your working portfolio that, when considered as a whole, is the best reflection of your performance in each of the five Domains of Professional Competence. I. Getting Started in the Portfolio Process You will start by creating an organized storage in which you save ALL graded assignments and projects that you complete in your education courses and practicum experiences. In addition to assignments, it s a good idea to save the syllabi and assignment guidelines from your courses because these often have explanations of the assignments and how they relate to the 5 Domains of Professional Competence. Taking a moment to reflect on how these assignments fit into one or more of the domains, and writing down these reflections, will save you time when creating your portfolio. Other items that you may want to save are pictures or videotapes of you teaching, teacher evaluations of your performance, certificates, letters of appreciation, and items that you may create when working with children in contexts other than university courses.

6 P a g e 5 As part of maintaining this storage system (sometimes called a working portfolio ), you may want to write statements periodically about your growth as an educator. For example, at the end of each course you may find it helpful to make notes on what you have learned, how your beliefs or attitudes have changed, or how the assignments completed in the course demonstrate your growing knowledge and skills. As you are taking courses and adding assignments and other materials to your storage system, make sure that you have sufficient artifacts in each domain. It is important to note that most assignments may actually demonstrate competence in a number of domains. II. Preparing the Performance Assessment Portfolio The portfolio you develop will be evaluated by faculty in ECE program. It will be due during the semester prior to your Supervised Internship (approximately November 15 for a spring internship and April 15 for a fall internship). There are two major sections: a section in which you reflect on your artifacts and how they demonstrate your growing competence as an educator, and a section that includes supporting artifacts. Choose the artifacts before writing the reflection. A. Choosing Your Artifacts As you prepare your portfolio, carefully examine the artifacts you have collected throughout the ECE program. Review the descriptions of the 5 domains of professional competence, and select the artifacts that best showcase your knowledge and ability in each domain. Refer to Appendix 1. ECE students are required to show an understanding of integrated curriculum. Thus, at least one artifact should be chosen that demonstrates your ability to integrate curriculum across academic content areas: Literacy, Mathematics, and Science. ECE students are also expected to include artifacts that demonstrate: Understanding and documentation of children s development and learning, and how these are supported in the early childhood program; Understanding the importance of building and maintaining positive family relationships; and Understanding how observation, documentation, and assessment are used to support young children s development and learning. When you are reviewing your assignments and materials, you should not attempt to identify one artifact for each domain. No artifact is a perfect match or is able to demonstrate all aspects of each domain. Rather, be sure each domain is well represented by a few artifacts or components that you believe demonstrate your competence in that area. An individual artifact probably demonstrates a variety of competencies in more than one domain. Whenever possible, consider artifacts that show the integration of the domains, since the role of teacher is one of orchestration and synthesis of a wide variety of actions with continual reflection and evaluation.

7 P a g e 6 For example a lesson in which you pre-assessed the students, planned appropriate and differentiated instructional activities, conducted those activities, assessed the results of your instruction, and reflected on effectiveness of student learning and future decisions you might make related to this topic of instruction is an artifact that appropriately meets all five of the domains. You may also find that your artifacts do not tell the whole story of your abilities in any given domain. While you will wish to be as comprehensive as possible in selecting artifacts, your reflective essay (described below) can help fill in the gaps left by your artifacts. When assignments are evaluated by your instructors with a rubric, include the rubric with the artifact. In some cases, you may elect to re-do an artifact to reflect the instructor s comments and suggestions for improvement. In these cases, it would be beneficial to include both the original and the revised artifact to better illustrate your growth. Your reflective essay can highlight the changes you made and the growth that those changes represent. NOTE: Keep in mind the privacy and confidentiality of children and families when choosing artifacts; remove full names of children and identifying information from pictures or videos. Please seek assistance from the ECE program coordinator if you have questions about the suitability of an artifact for your portfolio. NOTE: As you select artifacts for inclusion, keep in mind that you need to present evidence of your work with children who are infants, toddlers, or preschoolers as well as with children in the early elementary (K-2) grades. B. Writing Your Reflective Essay The reflection portion of your portfolio is the most important part of the entire document. Once you have selected the artifacts that you want to include, it is time to begin working on the reflective piece. This portion pulls all of the pieces of the portfolio together, demonstrates your ability to reflect on your own growth, and fills in any gaps. Your reflective essay includes two broad sections: 1. An introduction that sets the context for your portfolio by describing your experiences during teacher education, your philosophy of teaching, and an overall reflection on your knowledge and skills as an emerging teacher; and 2. An assessment and reflection on each of the 5 domains of professional competence and the artifacts chosen that demonstrate your knowledge and abilities It may help you to create the reflective essay if you look at the assignments you completed over time for evidence of your growth as a professional. Your reflections on your growth and knowledge at the end of each course, the essay you created for admission to the program, and any journals or other chronicles of your progress in course work will be very

8 P a g e 7 helpful in this process. The quality of thinking exhibited in your reflective essay is a key component in the evaluation of your portfolio. Following are some ideas to consider including when writing each section of your reflective essay. Refer to Appendix 2 for more detail. 1. Introduction Set the context for your portfolio by discussing what you believe about education, what shaped your decision to become a teacher, and/or other relevant personal or professional information When you consider your knowledge, skills, and beliefs at the beginning of the program, how have you grown? What are some of the experiences that have most contributed to your growth as a professional educator? 2. Reflections on the Domains of Professional Competence Consider each of the five domains separately. Use headings to assist the reviewer. Begin with a personalized definition of the domain, and then explain what artifacts or parts of artifacts you chose to meet the competencies associated with that domain. Explain why these were selected and analyze what they show about you as a teacher and your knowledge and skill in that domain. Critique your work in terms of what you know and believe now as opposed to when you created the artifact. Fill in the gaps that your artifacts may not cover by discussing what you know or can do relative to the domain beyond what is evident in your artifacts. Discuss what you would do differently if you were to re-do these artifacts. Describe your strengths relative to this domain, and in what areas you need to grow. How do your skills and knowledge in all of the domains contribute to your ability to be an effective early childhood education teacher? What are your goals during the internship? How do you hope to grow during this experience? Set goals related to each of the domains. In this section of your Reflective Essay, be sure to reference the artifacts in such a way that the reviewers can locate them easily. In a paper portfolio, consider using page numbers and/or a system of color highlighting or colored Post-It tabs on specific parts of artifacts to guide the reviewers. For an electronic portfolio, use hyperlinks to artifacts and anchors to components within documents. C. Other Components Required for Inclusion Some other components are also required in the portfolio. These help you to ensure the portfolio is complete, and they assist the reader in navigating through your portfolio. 1. The Portfolio Matrix helps ensure that you have a balance of artifacts across domains. It also helps the portfolio evaluators see explicit connections between domains and the

9 P a g e 8 artifacts that you have submitted. Please note that each square should not be filled in. Use the matrix to draw the evaluators attention to those aspects of the artifacts that are the best examples of each of the domains. 2. A Table Listing the Courses You Have Taken and practicum experiences you have completed or that are in progress. 3. A Self-Evaluation Rubric. This is the same rubric that will be completed by the evaluators. Provide an honest evaluation of your skill level in each of the domains, with appropriate reasoning for your ratings. Assembling the Portfolio Once all of the materials for your portfolio are identified and/or created, assemble the portfolio in a notebook or in electronic format. For convenience when using a notebook, your name should appear on the outside spine of the notebook. The portfolio should be presented in roughly the following order: Section 1: o Cover sheet (name and contact information) o Self-evaluation rubric o Course list o The reflective essay o The Portfolio Matrix Section 2: o Your artifacts, each clearly separated by a tabbed divider or colored paper o A coversheet for each artifact that includes the title, brief description of what it is, when the artifact was developed (or modified, if applicable), the content area(s) covered, and the course or setting for which it was developed. List of Appendixes Appendix 1 provides a detailed description of the 5 domains of professional competence and their foundations. Also included are suggestions for artifacts you may wish to select for each domain. Appendix 2 includes questions to help you form your Reflective Essay. Appendix 3 provides information on the required artifacts for the portfolios of ECE majors Appendix 4 is the portfolio matrix which should be filled out and included as part of your portfolio Appendix 5 is an example of a cover sheet for an artifact Appendix 6 is a table of courses taken in the major which should be filled out and included as part of your portfolio Appendix 7 is a copy of the student self-evaluation

10 P a g e 9 Appendix 1: Domains of Professional Competence, Sample Artifacts, & Questions to Consider in Your Reflections on Each Domain Domain 1: Knowledge of Students & Learning Environments You understand how students learn and develop, as well as how they differ in their approaches to learning, and you demonstrate this understanding by the way you plan instruction. You can actively and appropriately support the learning of all students with a variety of learning and behavioral characteristics. The Foundations for Domain 1 INTASC Foundation for this Domain: Standard 2: Student Development and Characteristics The candidate understands how children learn, and can provide learning opportunities that support intellectual, social, and personal development. Standard 3: Adapting Instruction to Individual Learning Differences The candidate understands how students differ in their approaches to learning and creates instructional opportunities that are developed for diverse learners. NAEYC Key Elements of Standard 1, Promoting Child Development and Learning : Knows and understands young children s characteristics and needs. Knows and understands the multiple influences on development and learning. Uses developmental knowledge to create healthy, respectful, supportive, and challenging learning environments. Sample Artifacts Related to Domain 1 Documentation of a child s development and learning and how these are supported. [Required] Examples of how you have modified instruction to meet the needs of students with particular abilities, disabilities, or linguistic differences. Case study of a student and how your understanding of the influences on that child s development and learning are reflected in your approach to guidance and planning. Examples of how you use specific knowledge of a group of learners in a project that you have planned and implemented Component of an activity or project illustrating unique learning and developmental characteristics of students at a specific age level (infant, toddler, preschooler, kindergartner, first grader, second grader). Strategies used to develop a culturally sensitive classroom. Examples of gender equity applied to guidance and program planning. Questions to Guide Your Reflections Relative to Domain 1 Consider the role of an early childhood education teacher. Why is this domain important to this role? What artifacts or components of artifacts do you present as evidence of your knowledge of students, learning environments, and your ability to use this knowledge effectively in instruction?

11 P a g e 10 Why did you select these artifacts or components as your best examples? Are there aspects of the artifacts that you have revised or would like to revise based on what you know now? Consider the domain as a whole. Are there aspects of this domain that are not covered by your artifacts? If relevant, discuss what you would like the reviewers to know about your knowledge and skills related to the students that you will teach. Analyze your artifacts. What do they say about you as a potential early childhood education teacher? How have you grown or changed in your knowledge and skills in this area as a result of your preparation in early childhood education? As you contemplate your Supervised Internship, how would you like to grow in your knowledge of students and your ability to appropriately plan instruction for them? Domain 2: Knowledge of Subject Matter & Planning You have sufficient knowledge of the discipline(s) that you will teach, and you use that knowledge to design and develop learning experiences that allow all students to learn in meaningful ways. You select instructional strategies and materials that are appropriate for curriculum goals, the students, and the learning context. You are able to plan both long-range and short-range instruction for students, including those with disabilities. The Foundations for Domain 2 INTASC Foundation for this Domain: Standard 1: Content Knowledge and Foundations - demonstrates depth of knowledge in all relevant subject areas, understands the central concepts, tools of inquiry, & structures of the discipline; creates learning experiences that make these aspects of subject matter meaningful. Standard 4: Instructional Strategies - understands and uses a variety of instructional strategies to plan learning experiences that encourage students development of critical thinking, problem solving, and skills. Standard 7: Instructional Planning - plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals. NAEYC Key Elements of Standard 4, Teaching and Learning : Standard 4c: Understanding Content Knowledge in Early Education understands the importance of each content area in young children s learning; knows the essential concepts, inquiry tools, and structure of content areas including academic subjects and can identify resources to deepen understanding. Content areas include language and literacy; the arts music, creative movement, dance, drama, and art; mathematics; physical activity and physical education; science; and social studies, including geography, history, economics, and social relations/civics. Standard 4d: Building Meaningful Curriculum uses own knowledge and other resources to design, implement, and evaluate meaningful, challenging curriculum to promote positive outcomes; includes development of security and self-regulation, problem solving and thinking skills; and academic and social competence. Sample Artifacts Related to Domain 2 Examples of how the classroom environment is used to support children, though a unit or project [Required]

12 P a g e 11 Highlights of content of a thematic unit or project that illustrate your knowledge of the subject matter and ability to use that knowledge in instruction. Highlights of a thematic unit or project that illustrate your ability to integrate multiple content areas in that unit or project. Personally-developed materials in a subject area used in an instructional context Integrated units and projects illustrating a variety of instructional strategies with explanations. Examples of how state/district standards are met within a unit or project. Questions to Guide Your Reflections Relative to Domain 2 Consider the role of an early childhood education teacher. Why is this domain important to this role? What artifacts or components of artifacts do you present as evidence of your knowledge of subject matter and your ability to use that knowledge effectively in planning instruction? Why did you select these artifacts or components as your best examples? Are there aspects of the artifacts that you have revised or would like to revise based on what you know now? Consider the domain as a whole. Are there aspects of this domain that are not covered by your artifacts? If relevant, discuss what you would like the reviewers to know about your knowledge and skills related to the subject matter and instructional planning. Analyze your artifacts. What do they say about you as an early childhood education teacher? How have you grown or changed in your knowledge and skills in this area as a result of your preparation in early childhood education? As you contemplate your Supervised Internship, how would you like to grow in your knowledge of subject matter and planning instruction for students? Domain 3: Delivery & Management of Instruction You use a variety of instructional materials and approaches to deliver and manage instruction effectively in field-based settings. You understand and use group and individual motivation, as well as effective verbal and nonverbal communication, to create positive and effective learning experiences for all students. You provide evidence and analysis of the impact of instruction on students. You can develop appropriate interventions and modifications of instruction and the classroom environment as necessary to support the behavior of students. The Foundations for Domain 3 INTASC Foundation for this Domain: Instructional Strategies - uses a variety of instructional strategies to deliver learning experiences that encourage students development of critical thinking, problem solving, and performance skills. Learning Environments, Social Interactions, Behavior Management - uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation Language and Communication uses knowledge of effective verbal, nonverbal and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

13 P a g e 12 NAEYC Key Elements of Standard 4, Teaching and Learning : Standard 4b: Using Developmentally Effective Approaches knows, understands, and uses a wide array of effective approaches, strategies, and tools to positively influence young children s development and learning; these include fostering language and communication; drawing from a continuum of teaching strategies; making the most of the environment and routines; capitalizing on incidental learning; focusing on children s characteristics, needs, and interests; linking children s language and culture to the early childhood program; teaching through social interactions; creating support for play; addressing children s challenging behaviors; supporting learning through technology; and using integrative approaches to curriculum. Sample Artifacts Related to Domain 3 Documentation of a project showing integration of academic content areas, including literacy, mathematics, and science [Required] Documentation of a project showing integration of developmental areas, including physical, social/emotional, cognitive, language, and creative. [Required] Documentation with evidence of student learning through samples of student work from an activity or project. This must be supported with a written plan, explanation, and analysis of the activity or project, and a reflection on its effectiveness. Notes, letters, feedback, and/or written evaluations from practicum experiences regarding your effectiveness in delivery and management of instruction. Functional assessment of behavior and individual behavior management plan for a student experiencing behavioral challenges. Artifacts from practicum and field experiences that illustrate your abilities to manage and deliver instruction. Lesson plans/documentation illustrating the effective use of a variety of instructional strategies across developmental levels (e.g., infant/toddler, preschool, early elementary), supported by explanation and analysis. Lesson plans/documentation that include the use of audiovisual, computer, and/or Internet technology, including evaluation of lesson effectiveness. Example of questioning strategies, which show your ability to lead/facilitate whole class or small group discussion. Description of situation in which you were successful in redirecting student behavior. Questions to Guide Your Reflections Relative to Domain 3 Consider the role of the early childhood education teacher. Why is this domain important to this role? What artifacts or components of artifacts do you present as evidence of your ability to effectively deliver and manage instruction, as opposed to just plan that instruction? Your artifacts should contain illustrations of lesson that you have had the opportunity to deliver in practicum and other field settings. Why did you select these artifacts or components as your best examples? Are there aspects of the artifacts that you have revised or would like to revise based on what you know now? Consider the domain as a whole. Are there aspects of this domain that are not covered by your artifacts? If relevant, discuss what you would like the reviewers to know about your ability to deliver and manage instruction.

14 P a g e 13 Analyze your artifacts. What do they say about you as a potential early childhood education teacher? How have you grown or changed in your knowledge and skills in this area as a result of your preparation in early childhood education? As you contemplate your Supervised Internship, how would you like to grow in your ability to deliver instruction, manage a classroom, or effectively intervene with challenging student behavior? Domain 4: Assessment You understand and are able to use formal and informal assessment strategies to plan, evaluate and strengthen your instruction. You demonstrate a positive impact on the learning of all students. The Foundations for Domain 4 INTASC Foundation for this Domain: Standard 8: Assessment - The candidate understands and uses formal and informal assessment strategies to evaluate and ensure the intellectual, social, and physical development of the learner NAEYC Key Elements of Standards 3, Observing, Documenting, and Assessing to Support Young Children and Families: Understands the goals, benefits, and uses of assessment Knows about and uses observation, documentation, and other appropriate assessment tools and approaches Understands and practices responsible assessment Knows about assessment partnerships with families and other professionals Sample Artifacts Related to Domain 4 Samples of observation, documentation, or assessment of children, illustrating growth and learning, and showing how these are used to support young children s learning [Required] Administration of assessment instruments or approaches and interpretation of the results. A functional assessment of a student who presents behavioral challenges. Samples of evaluation of student work, including explanation of developmental factors, learning experience(s) that lead to the product, and what the evaluation suggested about student learning and future. Samples of rubrics used to evaluate student work with explanation about their development and use. Samples of assessment tools, both formal and informal, used to monitor student development with explanation of their use. Samples of records of student performance and how they can be used to communicate student progress to students, parents, and colleagues.

15 P a g e 14 Questions to Guide Your Reflections Relative to Domain 4 Consider the role of an early childhood education teacher. Why is this domain important to this role? What artifacts or components of artifacts do you present as evidence of your ability to effectively assess instruction and plan or adjust instruction based on that assessment? Why did you select these artifacts or components as your best examples? Are there aspects of the artifacts that you have revised or would like to revise based on what you know now? Consider the domain as a whole. Are there aspects of this domain that are not covered by your artifacts? If relevant, discuss what you would like the reviewers to know about your ability to assess student learning. Analyze your artifacts. What do they say about you as early childhood education teacher? How have you grown or changed in your knowledge and skills in this area as a result of your preparation in early childhood education? As you contemplate your Supervised Internship, how would you like to grow in your ability to assess student learning using both formal and informal measures and use that assessment in your instruction? Domain 5: Professionalism You demonstrate potential as a professional educator, and engage in thoughtful analysis, active inquiry, and set appropriate goals for your own learning and development. Your performance is professional in all aspects, and you are able to effectively collaborate with school colleagues, school professionals, and families of students. Your written work is complete and accurate in mechanics, as well as professional in presentation and appearance. The Foundations for Domain 5 INTASC Foundation for this Domain: Standard 9: Professionalism and Ethical Practice - The candidate is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally. Standard 10: Collaboration - The candidate fosters relationships with school colleagues, parents, and agencies in the larger community to support students learning and well being. NAEYC Key Elements of Standard 2, Building Family and Community Relationships : Knows about and understands family and community characteristics. Supports and empowers families and communities through respectful, reciprocal relationships. Involves families and communities in their children s development and learning. NAEYC Key Elements of Standard 5, Becoming a Professional : Identifies and involves him/herself with the early childhood field. Knows about and upholds ethical standards and other professional guidelines. Engages in continuous, collaborative learning to inform practice. Integrates knowledgeable, reflective, and critical perspectives on early education. Engages in informed advocacy for children and the profession.

16 P a g e 15 Sample Artifacts Related to Domain 5 Evidence of collaboration with colleagues, school personnel and/or families. This may be a separate artifact or contained within artifacts used to demonstrate other domains. [Required] Evaluations from practicum teachers/supervisors. These may relate to all domains. [Required] Collaborating with co-teachers and parents to enhance home-school partnerships and support. [Required] Written self-analysis reflecting on growth in planning, delivery, and assessment of instruction. Evidence of proactive efforts to continue professional growth, participation in professional development opportunities and or professional organizations (such as NAEYC or NEA). Interviews with parents that document attempts to develop collaborative relationships on behalf of students. Development of resources or suggestions for parents to enhance student opportunities to learn. Projects completed within collaborative groups including reflection on the collaboration process, co-teaching plans and/or videotapes. Your portfolio itself is a reflection of your professionalism. Be sure it is complete and professional in appearance and correct in spelling, grammar, punctuation, and other writing mechanics. Questions to Guide Your Reflections Relative to Domain 5 Consider the role of the early childhood education teacher. Why is this domain important to this role? What artifacts or components of artifacts do you present as evidence of your ability to effectively work with and support families, collaborate with others, maintain ethical practices, and continue to develop as a learner? Why did you select these artifacts or components as your best examples? Are there aspects of the artifacts that you have revised or would like to revise based on what you know now? Consider the domain as a whole. Are there aspects of this domain that are not covered by your artifacts? If relevant, discuss what you would like the reviewers to know about your ability to build family and community relationships and professionalism. Analyze your artifacts. What do they say about you as a potential early childhood education teacher? How have you grown or changed in your knowledge and skills in this area as a result of your preparation in early childhood education? As you contemplate your Supervised Internship, how would you like to grow in your ability to collaborate with colleagues, students, and their families? How will you continue to grow as a professional?

17 P a g e 16 Appendix 2: Suggestions for the Reflective Essay Part I: A. Introduction Things that could go into this section Opening statement, quote, image, poem, etc. What shaped your decision to become a teacher of young children? What should we know about you as a person and as a teacher? B. When you consider your knowledge, skills and beliefs at the beginning of the program, how have you grown? Things that could go into this section Anecdotes about your first experiences in classrooms, with comparisons to more recent experiences Stereotypes or mistaken beliefs you held at the beginning of the program, with comparisons to what you believe now Changes in your ideas about the role of the teacher Changes in your beliefs about the children you will teach C. What are some of the experiences that have most contributed to your growth as a professional educator? Things that could go into this section Experiences in courses Experiences in practicum Experiences outside of this program (work, subbing, etc.) Part II: In this section of your Reflective Essay discuss each of the 5 domains separately, using headings and sub-headings to assist the reviewer. Be sure to reference the artifacts and components in such a way that the reviewers can locate them easily. In a paper portfolio, use page numbers and/or a system of color highlighting or colored Post-It tabs on specific parts of artifacts to guide the reviewers. A. Knowledge of students & learning environments Things that could go into this section Statement about the domain (introduction) What artifacts illustrate the domain; why they were chosen; what they show about you as a teacher; critique of the artifacts (what might you do differently now) Your overall strengths and weaknesses in relation to this domain B. Knowledge of subject matter and planning

18 P a g e 17 Things that could go into this section Statement about the domain (introduction) What artifacts illustrate the domain; why they were chosen; what they show about you as a teacher; critique of the artifacts (what might you do differently now) Your overall strengths and weaknesses in relation to this domain C. Delivery and management of instruction Things that could go into this section Statement about the domain (introduction) What artifacts illustrate the domain; why they were chosen; what they show about you as a teacher; critique of the artifacts (what might you do differently now) Your overall strengths and weaknesses in relation to this domain D. Knowledge and use of assessment Things that could go into this section Statement about the domain (introduction) What artifacts illustrate the domain; why they were chosen; what they show about you as a teacher; critique of the artifacts (what might you do differently now) Your overall strengths and weaknesses in relation to this domain E. Professionalism Things that could go into this section Statement about the domain (introduction) What artifacts illustrate the domain; why they were chosen; what they show about you as a teacher; critique of the artifacts (what might you do differently now) Your overall strengths and weaknesses in relation to this domain Conclusion At the end of your reflections about the five domains, make some remarks about your overall readiness to take on the role of early childhood education teacher. While we have asked you to consider each of the domains separately, teaching is not made up of separate experiences or acts. Early childhood education teachers are called on to make literally thousands of decisions each day that integrate the areas we have called domains. Things that could go into this section Overall assessment of yourself as a teacher (statement that puts the pieces back together) Goals for internship. What do you want to learn and experience during this experience?

19 P a g e 18 Appendix 3: Required Artifacts for ECE Majors Being an ECE teacher means that you are able to perform a variety of roles from setting up the environment, to collaborating effectively with families and other professionals. While we want your portfolio to be a unique reflection of you, we also want to ensure that it represents the major roles that early childhood education teachers are asked to perform. For this reason we ask that you include the following artifacts or evidence in your portfolio. Artifact Understanding and documentation of children s development and learning, and how these are supported in the early childhood program Understanding of integrated curriculum that includes activities to support children s physical, cognitive, social/emotional, language, and creative development Understanding of integrated curriculum that includes the academic content areas of literacy, mathematics, science, and social studies Understanding of the importance of classroom environment and how it facilitates development and learning Understanding of the importance of building and maintaining positive family relationships Courses where TYPICALLY covered HDFS 201 or EPY 330a, HDFS 232, HDFS 431a or b, HDFS 250, HDFS 428, HDFS 429 HDFS 201 or EPY 330a, HDFS 232, HDFS 431a or b, HDFS 250, HDFS 428, HDFS 429 HDFS 250, HDFS 428, HDFS 429, EDRL 441, ECE 451, ECE 452 HDFS 250, HDFS 428, HDFS 429 HDFS 202, HDFS 204, HDFS 435 or EDSP 432 Understanding of how observation, documentation, and assessment are used to support young children HDFS 250, HDFS 428, HDFS 429, ECE 455

20 P a g e 19 Appendix 4: Portfolio Matrix Required Artifacts Knowledge of children & environments Knowledge of subject matter & planning Delivery & management of instruction Knowledge & use of assessment Professionalism & collaboration Documentation of Children s Development & Learning Integrated Curriculum that Supports Development & Learning Integrated Curriculum that Includes Academic Areas Environment that Facilitates Development & Learning Building & Maintaining Positive Family Relationships Observation, Documentation, & Assessment that Support Children

21 P a g e 20 Personally Selected Artifacts Knowledge of children & environments Knowledge of subject matter & planning Delivery & management of instruction Knowledge & use of assessment Professionalism & collaboration

22 P a g e 21 Appendix 5: Example of a Cover Sheet for an Artifact Title: The Pizza Project Description: Six children participated in this project that took place over a three-week period. A variety of activities engaged children s physical, cognitive, social/emotional, language, and creative development. Activities also involved literacy, mathematics, science, and social studies. A number of Washoe County School District standards were met through this project. When Developed: Spring semester 2005 Course or setting: HDFS 429 Practicum in the Kindergarten Class of the Child and Family Research Center

23 P a g e 22 Appendix 6: Early Childhood Education Courses Taken (Please note if courses were transferred from other institutions) Course Name and Number Instructor Semester Grade

24 P a g e 23 Appendix 7: Self Evaluation Rubric Performance Assessment Portfolio I: Admission to Internship Department of Educational Psychology, Counseling, & Human Development University of Nevada, Reno Student Self-Evaluation Student Name Major Date Domain: Knowledge of Students & Learning Environments INTASC Foundation for this Domain: Principle 2: Student Development and Characteristics The candidate understands how children learn, and can provide learning opportunities that support intellectual, social, and personal development. Principle 3: Adapting Instruction to Individual Learning Differences The candidate understands how students differ in their approaches to learning and creates instructional opportunities that are developed for diverse learners. Criteria for Proficiency in Knowledge of Students & Learning Environments: The candidate presents evidence of his or her understanding of how children learn and develop, as well as how they differ in their approaches to learning. Evidence demonstrates how candidates can actively and appropriately support the learning of children with a variety of learning and behavioral characteristics. Evaluation: Not Evident (0) Developing (1-3) Proficient (4-6) Justification: Domain: Knowledge of Subject Matter & Planning INTASC Foundation for this Domain: Principle 1: Content Knowledge and Foundations - The candidate demonstrates an appropriate depth of knowledge in all relevant subject areas, understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of subject matter meaningful to students. Principle 4: Instructional Strategies - The candidate understands and uses a variety of instructional strategies to plan learning experiences that encourage students development of critical thinking, problem solving, and performance skills. Principle 7: Instructional Planning - The candidate plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals. Criteria for Proficiency in Knowledge of Subject Matter & Planning: Evaluation: Not Evident (0) Developing (1-3) Proficient (4-6) The candidate presents evidence of his or her knowledge Justification:

25 P a g e 24 of the discipline(s) and his/her ability to design and develop learning experiences that allow students to learn in meaningful ways. The candidate selects instructional strategies and materials that are appropriate for curriculum goals and learning context. Domain: Delivery & Management of Instruction INTASC Foundation for this Domain: Principle 4: Instructional Strategies - The candidate uses a variety of instructional strategies to deliver learning experiences that encourage students development of critical thinking, problem solving, and performance skills. Principle 5: Learning Environments, Social Interactions, Behavior Management - The candidate uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation for all students. Principle 6: Language and Communication - The candidate uses knowledge of effective verbal, nonverbal and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. Criteria for Proficiency in Delivery & Management of Instruction: Evaluation: Not Evident (0) Developing (1-3) Proficient (4-6) The candidate presents evidence of his or her ability to use a variety of instructional materials and approaches to deliver instruction effectively. Artifacts demonstrate use of group and individual motivation, as well as effective verbal and nonverbal communication, to create positive and effective learning experiences. Justification: Domain: Assessment INTASC Foundation for this Domain: Principle 8: Assessment - The candidate understands and uses formal and informal assessment strategies to evaluate and ensure the intellectual, social, and physical development of the learner.

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