EDUCATION TRANSFER ASSURANCE GUIDE (TAG) Early Childhood Education February 20, 2015

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1 EDUCATION TRANSFER ASSURANCE GUIDE (TAG) Early Childhood Education February 20, 2015 Ohio Transfer Module: Ohio Transfer Module (OTM) Requirements: semester hours. Students should select courses within the OTM that complement the selected major and meet any specific general education requirements. Students are encouraged to complete the OTM to ensure maximum transferability and application of credits. Required Disciplines Minimum Required Hours Recommended Courses Area I. English Composition Area II. Mathematics Area III. Arts & Humanities Area IV. Social Sciences Area V. Natural & Physical Science 6 Semester Hours 6 Semester Hours 6 Semester Hours First Writing, Second Writing, Speech Introduction to Psychology (General) Additional courses beyond the minimum required hours, from any of the disciplines listed above, will count toward the completion of the OTM (36-40 semester hours). Major Courses Hours/Courses listed below that count toward the major or pre-major requirements OED005 Introductory Child Development Credits: OED006 Families, Communities, and Schools Credits: OED007 Introduction to Education Credits: OED008 Education Psychology Credits: OED009 Individuals with Exceptionalities Credits: Transfer Assurance Guides Total Guaranteed Credits (Range) Ohio Transfer Module (OTM) Pre-major/Major Semester Hours 0 15 Semester Hours Institutional Requirements: For entrance and graduation, a transfer student must meet all institutional requirements which would include, but may not be limited to: minimum grade point average, residency requirements, upper division credits attained, minimum grades in specific courses, performance requirements (ex. dance, music) and other requirements of native students from the same institution. Transfer Assurance Guide: Education Early Childhood Education, February 20,

2 OED005 Introductory Child Development Related TAGs: Early Childhood Education Learning Outcomes: Candidates demonstrate essential understanding of young children s characteristics and needs: 1. Candidates describe sequences, stages, and milestones of children s growth and development, social, emotional and cognitive domains and recognize variations of typical and atypical developmental characteristics of young children, from prenatal periods through the age of eight.* 2. Candidates express preliminary understanding of historical and contemporary theories and research, to include psychoanalytic, behaviorist, Piagetian, Vygotskyian, and information processing models, on the characteristics and needs of children from birth through age eight to include aspects of physical, cognitive, social, emotional, language, and aesthetic domains, play, activity, learning process, and motivation to learn. Candidates recognize that developmental domains are interrelated and provide examples of interrelationships among developmental domains. * Knowing and understanding the multiple influences on development and learning: 3. Candidates recognize and articulate multiple influences on children s development and learning which include the diverse cultural, economic and linguistic contexts for development, ecological contexts (home, community, support systems, etc.), child s health status and disabilities, individual developmental variations and learning styles, and opportunities to play and learn.* 4. Candidates should understand the influence of early intervention programs on child outcomes.* Using developmental knowledge to create healthy, respectful, supportive and challenging learning environments: 5. Candidates describe the essentials of developmental research and the principles used as a basis for creating effective learning environments.* 6. Candidates understand and value the central role of relationships and efficacy in the promotion of learning.* 7. Candidates should recognize elements of preliminary early childhood learning environments and opportunities to learn that are healthy, respectful, and supportive.* Transfer Assurance Guide: Education Early Childhood Education, February 20,

3 OED006 Families, Communities, and Schools Related TAGs: Early Childhood Education Learning Outcomes: Knowing about and understanding family community characteristics: 1. Demonstrate an understanding of ecology of the child (e.g. socioeconomic, home environment, etc) through an exploration of present practices of family/educational setting/community and the impact on child development.* 2. Understand the availability and accessibility of community services, supports, and agencies and their impact on the child, family, and community.* 3. Demonstrate sensitivity to the uniqueness of family structures and social and cultural backgrounds, identities, and customs to create foundations for learning.* Supporting and empowering families and communities through respectful, reciprocal relationships: 4. Understand the importance of establishing and maintaining positive, productive and collaborative relationships with families and ways to create partnerships that respect family s choices and goals for children. * 5. Understand the use of communication in the process of family/educational setting/community relations and involvement.* 6. Understand the role of advocacy within the community to support and strengthen children and families.* Involving families and communities in their children s development and learning: 7. Understand the relationship between family involvement and student learning.* 8. Understand the importance of respectful dialogue when involving families in the assessment of their child s development and learning.* 9. Demonstrate an ability to plan experiences that involve families and communities by providing opportunities and resources to promote child development and learning.* Transfer Assurance Guide: Education Early Childhood Education, February 20,

4 OED007 Introduction to Education Related TAGs: Education, Early Childhood Education General Course Description: This introductory course explores the purposes, organizations, and outcomes of schooling from the perspectives of the field of social foundations of education. Candidates undertake critical inquiry into teaching as a profession. Licensure requirements, teachers' legal responsibilities, and the accountability of public schools are also explored. Learning Outcomes: Aims of Education and Role of Schools in a Democratic Society (Understand the Purposes of Education Past and Present) 1. Describe the emergence and development of the American education system with a focus on the civic, social, economic and individual aims of education.* 2. Illustrate how schools, reflect, reproduce and seek to challenge social stratification in society.* Economic, Legal and Political Context of Schools (Know about Schools) 3. Identify the roles that federal, state and local governments play in consideration of equal education provision, comparing types of schools (public, charter, private, virtual) and the ways they are organized and supported.* 4. Identify teacher, student, and parent rights and responsibilities in school settings and show how these have developed and changed over time.* Culturally Responsive and Inclusive Education (Know about Students) 5. Analyze the influence of shifting demographics on school districts and describe the ways in which schools respond to changing educational needs of students in the U.S.* 6. Identify various dimensions of educational exclusion, (race, social class, ethnicity, English language proficiency, gender, sexuality, ability) and discuss the role of teachers in creating inclusive learning environments for all students.* Ethics and Professionalization (Understand the Teaching Profession) 7. Recognize knowledge, skills, dispositions, and ethical responsibilities of the professional educator.* 8. Describe standards and processes guiding the preparation and professional development of educators.* 9. Develop knowledge and understanding of Ohio educator requirements, with attention to the reasons for new developments and changes.* Transfer Assurance Guide: Education Early Childhood Education, February 20,

5 OED008 Education Psychology Related TAGs: Education, Early Childhood Education General Course Description: This course deals with the major theories of human development, motivation and learning. Planning of instruction, teaching strategies, assessment and classroom management are examined. Authentic pedagogical practices are used to gain an understanding of the teaching and learning process. Learning Outcomes: Candidates are expected to: 1. Recognize the importance of diversity in individuals and communities (e.g. language, Socioeconomics Status, exceptionalities, etc.) to better understand students.* 2. Recognize that all students can learn.* 3. Explain major theories of human development (including cognitive, social, emotional, and moral development across the lifespan) in the context of teaching and learning.* 4. Explain major theories of learning (cognitive, behavioral, and social).* 5. Explain effective learning strategies (e.g. study strategies).* 6. Explain major theories of motivation.* 7. Explain principles of classroom management.* 8. Understand the basic interrelationships and interactions between planning, instruction, and assessment.* 9. Apply teaching strategies and approaches that address the ways individual students learn.* Transfer Assurance Guide: Education Early Childhood Education, February 20,

6 OED009 Individuals with Exceptionalities Related TAGs: Education, Early Childhood Education General Course Description: This is a survey course to prepare all educators to teach diverse learners, including those with exceptionalities. It covers developmental characteristics, assessment methods, intervention strategies, and ethical principles for students in education and community settings. Learning Outcomes Organized by Theme: Learner Development and Individual Learning Differences 1. Explain how exceptionalities may interact with development and learning.* 2. Describe meaningful and suitably challenging learning experiences for individuals with exceptionalities.* Learning Environments 3. Describe the principles of an individualized, safe, appropriately inclusive, culturally responsive learning environment.* 4. Explain how the learning environment supports individuals with exceptionalities to improve academic and lifetime outcomes.* Curricular Content Knowledge 5. Demonstrate knowledge of general curricula and evidence-based strategies to differentiate instruction for all learners.* Assessment 6. Describe the multiple methods of assessment and data sources that general educators use to increase learning for all students, such as recognizing warning signs, engaging appropriately in response to intervention (RtI), and reading and implementing an Individualized Education Program (IEP).* Instructional Planning and Strategies 7. Compare a variety of evidence-based instructional strategies to support learning of individuals with exceptionalities including multiple means of representation, expression, and engagement.* Professional Learning and Ethical Practice 8. Articulate foundational knowledge of the field, ethical principles and dispositions to inform teaching and learning.* Transfer Assurance Guide: Education Early Childhood Education, February 20,

7 Collaboration 9. Identify collaborative methods for working with families, other educators, related service providers, individuals with exceptionalities, and personnel from community agencies in culturally responsive ways to address the needs of diverse learners.* Transfer Assurance Guide: Education Early Childhood Education, February 20,

8 Education: Early Childhood Education TAG Courses Revision 2015 Faculty Participants Introduction to Education Natasha Levinson Kent State University David Konczal Eastern Gateway Community College Patricia Hofbauer Northwest State Community College Cassandra Brown-Collier Cuyahoga Community College Huey-Li Li Romena Holbert Wright State University Kelly Coffey Zane State College Educational Technology Marius Boboc Cleveland State University Erica Brownstein The Ohio State University Michelle Dickey Miami University David Moore Ohio University Sangeeta Gulati Rio Grande Community College Jeremy Brueck Marguerite Veres Wright State University Educational Psychology Patrick Vrooman Bowling Green State University Aldena Francisco-Harris Lorain County Community College Rachel Wlodarsky Ashland University Chris Was Kent State University Nimisha Patel Wright State University Individuals with Exceptionalities Cheryl Irish Miami University Diane Drummer Sinclair Community College Elisa Huss-Hage Owens Community College Monica Hummons Rio Grande Community College Beverly Ochieng-Sande Shawnee State University Karen Young Stark State College Bridgie Ford Richard Welsch The University of Toledo Transfer Assurance Guide: Education Early Childhood Education, February 20,

9 Education: Early Childhood Education TAG 2009 Faculty Participants Lisa Henderson Susan Peet Sandy Owen MaryLou Guillory Martha Lash Katharine Delavan Candace Lindemer Paula Lynn Larson Sheri Leafgren Patricia Hofbauer Pamela Chibucos Paula McMurray-Schwarz Qiuping Cao Amy McClure Karen Robinson Becky Storer Coby Long Laurie Katz Denise Uitto Ruslan Slutsky Lynn S. Kline Ellen Lynch Shauna Adams Mary Jane Wolfe Laurie Dinnebeil Mary Jo Cherry Judy E. Brewer Paula Bryan Lauren Cummins Kelly K. Coffey Baldwin-Wallace College Bowling Green State University Cincinnati State Technical and Community College Columbus State Community College Kent State University Lake Erie College Lakeland Community College Lakeland Community College Miami University Northwest State Community College Owens Community College Ohio University Ohio University Ohio Wesleyan University Otterbein College Southern State Community College Southern State Community College The Ohio State University The University of Toledo University of Cincinnati University of Dayton University of Rio Grande The University of Toledo Ursuline College Wright State University Wright State University Youngstown State University Zane State College Transfer Assurance Guide: Education Early Childhood Education, February 20,