Early Childhood Education Undergraduate and Graduate programs

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1 Early Childhood Education Undergraduate and Graduate programs Program Review Report Spring 2009 Program Overview Capacity in relation to student demand Capacity in relation to occupational demand Quality of instructional unit Success of graduates Program cost in relation to state averages

2 Overview Program philosophy, vision, mission and standards The programs are standards aligned and assessment driven. Program development and implementation are aligned with the national professional standards of teacher education and early childhood education, state standards for professional teaching, and the College of Education s Vision, Mission and Conceptual Framework. The early childhood programs have been designed so that they align with the standards established by the National Council for Accreditation of Teacher Education (NCATE) and the standards of the discipline s professional association, the National Association for the Education of Young Children (NAEYC). The programs are also aligned with the Illinois State Board of Education s Professional Teaching Standards (ITPS) The Early Childhood Education programs reflect both the College of Education s (COE) philosophy and mission. Central to the COE s philosophy is the belief in the importance of the preparation of teachers and other educational personnel who are knowledgeable and competent practitioners. The philosophy also articulates the importance of dedication to serving the educational needs of students of widely varying abilities and backgrounds, and responsiveness to participants in the quest for the improvement of the nation s schools and the teaching profession. The mission of the department of Special Education, Early Childhood and Technology and Education (SETE) is aligned with that of the college. It is to (1) to serve in educational organizations and related public and private agencies and institutions; (2) to engage in research and development activities; and (3) to provide service to the community, university and professional groups. The programs are also aligned with the University and College of Education s assessment model which is aligned with the both the Illinois State Board of Education s Professional Teaching Standards (ITPS) and discipline s professional association standards which facilitates making standards and assessment data driven decisions and changes. Continuous assessment informs faculty of students successes and failures, academically and in their field experiences. Changes are also made based on regular and systematic feedback from candidates. The Early Childhood Programs support the College of Education s vision statement and conceptual framework represented by the acronym PACTS. PACTS represents the College of Education s vision which is that the College Prepares All Candidates To Succeed. 2

3 The College of Education s conceptual framework provides 5 core themes for preparing all teacher candidates to succeed in helping children learn by promoting: 1) professionals who are knowledgeable and competent practitioners who will exhibit appropriate skills, dispositions and ability to develop best practices and 2) assessments for effective instruction for Pre-K-12 learners in diverse settings, showing evidence of requisite 3) content knowledge competencies and proficiencies that incorporate 4) technology and impact students learning. Teaching and learning are informed by 5) standards to maximize the preparedness of candidates and to maintain the effectiveness of unit. The core themes are integrated throughout the courses and program experiences at the undergraduate and graduate levels. Early childhood programs There are two undergraduate programs and four programs on the post baccalaureate/graduate level. Each of the programs is closely aligned with national, state and institutional standards creating a central core of philosophy and content which, with variations, meets the diverse credentialing needs of the profession. Undergraduate Programs The major goal of the Early Childhood Education (ECE) program at Chicago State University is to prepare early childhood professionals who are well versed in academic content as well as pedagogy and possess appropriate dispositions to work with infants/toddlers, preprimary and primary age children /families from diverse backgrounds and abilities in a variety of settings. At the undergraduate level, the program offers a Bachelor of Science in Education degree in Early Childhood Education with two options: Initial Type 04 Early Childhood Certificate and Child Studies ( not leading to certification). Graduate Programs The ultimate goal of the graduate programs is aligned with the NAEYC expectations for advanced programs, as specified by the Governing Board of the organization in Rather than modifying the rubrics and levels of candidate performance developed for initial programs, NAEYC, at the advanced level, emphasizes the kinds of evidence that programs need to provide to show that their candidates possess important competencies within the programs areas of focus. In alignment with the expectations NAEYC and the profession, the goal of the graduate programs is to provide early childhood professionals with opportunities to extend their knowledge, skills, and dispositions related to each of the essential professional tools of the profession as they are defined by NCATE and NAEYC. That goal is exemplified by the four program objectives to 1) build upon and enhance candidates core knowledge; 2) build upon candidates knowledge of significant issues, trends and research in the profession; 3) enhance candidates understanding of professional standards, teaching dispositions and reflective practice; 4) produce evidence that documents competencies specified by the National Association for the Education of Young Children (NAEYC). 3

4 At the post baccalaureate and graduate levels, there are four programs: 1) a postbaccalaureate program for individuals who have undergraduate degrees in other disciplines which leads to the acquisition of an initial teaching certificate, the Early Childhood Type 04 Illinois Teaching Certificate, without adding an advanced degree; 2) the Master of Arts in Teaching for individuals who have undergraduate degrees in other disciplines which leads to an initial Type 04 Certification and a master s degree in Early Childhood Education; 3) Master of Arts in Teaching for teachers who are already certified in another area and who wish to earn a Type 04 certificate as a subsequent or additional certificate and a master s degree; 4) the Master of Science in Education in Curriculum and Instruction (MSEd) which is designed primarily for those individuals who hold a Type 04 Certificate and seek to enhance their professional competencies. The MSEd degree is also available to individuals who have degrees in other disciplines and wish to earn a master s degree in the early childhood profession, but are not interested in acquiring a teaching certificate. The completion of an identified core set of early childhood courses is required of individuals seeking the masters degree through this route. 4

5 1. Capacity In Relation to Student Demand Enrollment Information and Degree Completer Information There are two undergraduate programs and four programs on the post baccalaureate/graduate level. The charts below indicate the enrollment data for the two undergraduate programs and the three graduate programs since Child Studies Option was started in The graduation rate for this option is positive and reflective of its inception date. In the charts below, the Master of Arts in Teaching/Subsequent Certificate enrollment is collapsed into the Master of Arts in Teaching/Initial Certificate enrollment. Undergraduate enrollment data Table 1: Undergraduate Enrollment Data Enrollment year Max Min Program B.S. Certification B.S. Child Studies Total Figure 1: Total Undergraduate Enrollment Data Figure: Figure: BSED Enrollment Data Differentiated by Degree Option 5

6 Figure 2: Undergraduate Enrollment Data Differentiated by Degree Option Graduate enrollment data Graduate Level Enrollment Data Table 2: Total Graduate Level Enrollment Data Major ECH Early Childhood Education, M.A.T. CIEC Early Childhood Education, M.S.ED. TCEC Early Childhood (post baccalaureate certification)

7 Figure 3: Total Early Childhood Masters Degree Enrollment Data Figure: ECH MSEd and MAT Enrollment Differentiated by Degree Option Figure 4: Early Childhood Masters Degree Enrollment Data Differentiated by Degree Option Figure: ECH Post Baccalaureate Enrollment 7

8 Enrollment Data for Early Childhood Post Baccalaureate Certification Options Table 3: Total Enrollment Data for Early Childhood Post Baccalaureate Certification Options Major TCEC: Post Baccalaureate Initial Certification TCFC: Post Baccalaureate Subsequent Certification Total Post Baccalaureate Certification Figure 5: Total Enrollment Data for Early Childhood Post Baccalaureate Certification Options 8

9 Figure 6: Enrollment Data for Post Baccalaureate Certification Differentiated by Initial and Subsequent Certification Early Childhood Program Completer Data Completer Data for Undergraduate Programs: Table 4: BSED Completer Data Enrollment year Min. Max. Mean Program B.S. ED Certification B.S. ED Child Studies Total

10 Figure 6: Completer Data For All Undergraduate Program Options Figure 7: Undergraduate Completer Data Differentiated by Degree Option 10

11 Completer Data for Graduate Programs Table 5: Graduate Level Completer Data Major Min Max Mean ECH Early Childhood Education, M.A.T. CIEC C&I Early Childhood Education, M.S.ED. Total MAT & MSEd Completers Figure 8: Completer Data for All Graduate Program Degree Options 11

12 Figure 9: Graduate Completer Data Differentiated by Degree Option Completer Data for Post Baccalaureate Early Childhood Initial and Subsequent Certification Option Table Completer Data for Post Baccalaureate Early Childhood Certification Options Table 6: Completer Data Post Baccalaureate Early Childhood Certification Options Major Min Max Mean TCEC: Initial Certification TCFC: Subsequent Certification Total TCEC & TCFC Completers

13 Figure 10: Completer Data for All Post Baccalaureate Early Childhood Certification Options Figure : Completer Data for Post Baccalaureate Certification Differentiated by Initial and Subsequent Certification Figure 11: Completer Data for Post Baccalaureate Early Childhood Certification Differentiated by Initial and Subsequent Certificate 13

14 There are several factors unique to the early childhood segment of education that have begun and will continue to impact students and enrollment in this area of preparation at the level of higher education. Public schools currently are challenged to fill the need for teachers who have the multiple skill sets required to effectively address the needs for instruction that emerge from increasingly diverse early childhood programs and early primary classrooms. As research has confirmed over the past ten to fifteen years and continues to confirm, it is the educational foundation that children receive in their early years of schooling that has the potential for the greatest impact on their long-term educational outcomes. This has been born out in research in specific academic areas such as reading, as well as generally and even on an economic and policy-making level. The programs in today s educational settings are increasingly both more fully inclusive and more diverse, requiring teachers who are knowledgeable and competent in addressing the needs of children whose first language is not English, and the needs of children who have a wide range of identified and as yet unidentified disabilities. When appropriately credentialed and well qualified teachers work with the youngest of the school population, difficulties and disabilities can be recognized and addressed early, greatly diminishing and sometimes eliminating any adverse effects for later schooling and life. The increase in diversity requires that teachers of this population have a wider breadth of skills than previously needed. In addition, as acknowledgement of the impact of early education and the public funding for programs that serve young children continues to increase, so too does the demand for accountability. These trends require that teachers be better prepared and prepared beyond the level of generalist. The drop in the numbers, particularly of MSEd students reflects this change in the profession. It is why members of the program faculty are in the process of adding options which address those changing needs to the graduate program. It is anticipated that, with adequate marketing, the changes will be accompanied by increasing enrollment in the graduate programs. Currently in approval stages are a program which will appropriately credential professionals to work with the birth to age three population of children with disabilities on both the graduate and undergraduate level, and a second in which 04 certified teachers can earn bilingual (BIL) or English as Second Language (ESL) approval along with their master s degree in early childhood. Both Bilingual/ESL and Early Childhood Special Education have been consistently identified as areas of continuing high need in education. Bilingual Education and ESL credentialed teachers have been identified by both the state of Illinois ( and the U. S. Department 14

15 of Education ( as areas in which there are teacher shortages. Additional factors which must be considered when evaluating the Early Childhood Program at Chicago State University are the unique characteristics of its enrolled population, many of which provide challenges and put the university students themselves at risk. Chicago State University is an urban, community, public communiversity serving a predominately minority, low socio-economic status (SES) population. Of the university s total enrollment 90 % of the student population comes directly from community in which it is located, living within a five-mile radius of the campus, therefore the community s population is reflected in the demographics of the university s enrollment. The average adjusted gross income of 2000 tax return filers in the university s zip code was $26,779 well within the defined guidelines of low income. Of over 17,000 filing as head of household, 12,466 (over 73%) were single filing. More than 71% of the total enrollment receives some type of Federal financial assistance. Over half of the enrolled students in 2007 received Pell Grants. The typical CSU student is an average age of 28, female, and the first in her family to attend college. In addition, 63% have at least one child and 40% of students have full-time jobs, all factors which have also been identified as barriers to degree completion (Thomas, 2001; Jacobs & Berkowitz King, 2002; Goldrick-Rab, 2006). Despite the odds posed by statistics, student completion of the program at Chicago State University has been positive and commensurate with the graduation rate of early childhood teachers in Illinois. According to the Illinois Education Research Council study (2006), Illinois has large number of annual enrollees, over 2,600 in early childhood programs. On average, 775 certificates are awarded annually. Finally, an additional critical factor for early childhood teacher education programs is indicated by the statewide data. There is the leakage in the pipeline from program declaration or enrollment to completion. The one area where the students progress has stalled is when they reach the requirement of passing score on State Basic Skills Test for admission to the College of Education. At times, students either take extreme lengths of time to complete, choose to graduate through Board of Governor s program or change major altogether. Course requirements by degree Despite the multiplicity of programs each of the programs is closely aligned with national, state and institutional standards creating a central core of philosophy and content which, with relatively few variations, meets the highly diverse credentialing needs of the profession as indicated below in charting of courses required for each. 15

16 Table 7: Degree/Course Requirement Matrix Course BS/04 Child Studies Post- Bach Cert. MAT MAT/Sub. Cert. ECH 4000/5000 X X X X ECH 4001/5001 X X X X X ECH 4002/5020 X X X X X ECH 4304/5304 X X X ECH 4008/5008 X X X X ECH 4009/5009 X X X X X ECH 4120/5120 X X X X ECH 4150/5150 X X X X X ECH 4170/5170 X X X X X MSEd ECH 4220/5220 X ECH 4310/5310 X X X ECH 4319/5319 X X X ECH 4850/5850 X X X X X X ECH 4740/5740 X X ECH 4750/5750 X X ECH 4860 X ECH 4950 X ED 5485 X ECH 5250 X ECH 5270 X X ECH 5280 X ECH 5320 X X ECH 5440 X ECH 5970 X X Practicum courses ECH 4740/5740 and ECH 4860 and internship courses ED 5485, ECH 4750/5750 and 4950 are handled as tutorials. The program with the most variance in course requirements is the MSEd program. ELCF 5960, Fundamentals of Research in Education is often substituted for ECH 5970, Fundamentals of Research in Early Childhood Education. The organization and assigned work in the Educational Leadership course is flexible enough that it allows students majoring in Early Childhood Education to address research specific to the discipline. The faculty has submitted proposals to the College of Education s Curriculum Committee, additional credentialing options to the MSEd program which address changing needs in the profession. It is anticipated that, with adequate marketing, the changes will be accompanied by increasing enrollment in the MSEd program. Currently in approval stages are a program which will appropriately credential professionals to work with the birth to age three population of children with disabilities on both the graduate and undergraduate or post baccalaureate level, and a second in which 04 certified teachers can earn bilingual (BIL) or English as Second Language (ESL) Endorsement along with their master s degree in early childhood. 16

17 Both Bilingual/ESL and Early Childhood Special Education have been consistently identified as areas of continuing high need in education. Bilingual Education and ESL credentialed teachers have been identified by both the state of Illinois ( and the U. S. Department of Education ( as areas in which there are teacher shortages. Finally, an additional factor which impacts teacher shortages overall in the discipline is revealed by the same 2006 Illinois Research Council study indicates there is a loss from the profession of credentialed teachers after several years in the profession. While this is true of the teaching profession overall, it is an even greater problem in the early childhood profession where programs are so diverse in their nature and working with the youngest school population is so demanding both physically and intellectually. Courses cancelled due to low enrollment Despite the number of programs, the configuration of course requirements across the various graduate and undergraduate programs has been carefully planned and monitored so that the number of cancelled course over the past five years has been relatively low. Spring 2008 ECH 317/G 2007 ECH 395 ECH ECH 317 ECH ECH 315 ECH 318 ECH 425 Fall ECH 5740 ECH 440 ECH 300 ECH ECH ECH 428 ECH 309 ECH 319 Effective Planning and Data Management The College of Education is developing a system for accessing quality data regarding the students in the program on LIVETEXT. A part of the system development involves the alignment of assessments across programs in the College of Education. The Early Childhood Program has begun utilizing the LIVETEXT system as a means for entering and storing results from key program assessments. The system will facilitate the effective planning of instructional offerings and systematic tracking of students possible. The program will be able to make more informed decisions when it comes to 17

18 what courses to schedule and when to schedule them. This will reduce the number and costs associated with canceled sections. Recruitment Efforts Program brochures have been created and made available to students through the SETE department office, and Early Childhood program faculty. Second, all the brochures are posted on the Early Childhood webpage and can be downloaded by prospective students. Third, the program participated in setting up a recruitment booth at the Metro Association for the Education of Young Children, which was successful in generating interest cards from prospective students. Fourth, the program had initiated a curriculum change to include Child Development as an option for 3 course concentration. This will make the program competitive and attractive for transfer students. Finally, the program has been entitled by Gateways to Opportunity for Illinois Director Credential Level- II, ECE Credential Level-5 and Infant Toddler Credential Level -2. This has positioned the program to be responsive to the current demands of the field in Illinois. One action which addresses recruitment issues is the Early Childhood Program s involvement in the Grow Your Own Teachers grant funded by the Illinois State Board of Education. The grant is designed to grow teachers from communities that experience hard to staff schools. The goals of the grant are consistent with what we know about effective instruction and children s learning. When students have a teacher who can build bridges between the knowledge that they bring to school from their families and communities and the knowledge as it is outlined in the typical school curriculum, children s learning is facilitated. The grant is a collaborative effort among Chicago State University, TARGET Area Development Corporation (a community-based agency), the Grow Your Own Illinois organization, Chicago Public Schools and the Illinois State Board of Education. It currently has enrolled thirty undergraduate candidates in working towards their Type 04 certification. While it is important for graduate level students to acquire a greater depth of knowledge of early childhood generally, the profession is also demanding more specialized knowledge. As stated above the faculty have created new credential options for early childhood professionals in the areas of Early Childhood Special Education and Bilingual and English as Second Language, both widely documented as areas of high need in the teaching profession. The addition of specialized areas and credentials, MSEd program is aligned with changes in the profession on the national level. The National Association for the Education of Young Children has also added specialized options to the generalist core of the profession. These additional options will make both the undergraduate and graduate programs highly marketable. Due to wide-spread implementation of inclusion strategies in serving children with disabilities, schools are seeking early childhood teachers with Special Education approval who are appropriately credentialed to serve both typical and 18

19 atypical early childhood populations. The same is true for the burgeoning population of students classified as English as Second Language in the schools. This information is corroborated by the Program Capacity/Employment Outlook published by the Bureau of Labor Statistics which provides information about forthcoming graduate level options. Programs are and with revisions will be even better aligned and available to meet the market need. The program has the capacity to meet the needs. If marketed well, these additions will increase graduate enrollment. Retention Information In order to continuously improve the retention rate of the students in the program, several tasks have been completed. First, starting in the fall of 2006, a new course ECH 090 Orientation to Early Childhood Education was implemented to provide support for first time freshman. This effort is in response to concerns over retention and degree completion time which have been a university-wide concern. The feedback from students regarding usefulness of the course has been positive. The purpose of the course is to increase students connectedness with the Early Childhood Program, the College of Education and the University, thereby increasing retention rates and familiarizing students with the program s expectations, timelines, guidelines and general culture. Second, Teachers Writing Center is providing intensive and high quality support to students in preparation for State Basic Skills Test as well as providing them with support in meeting course requirements, particularly with respect to students writing skills. It has proven to be very effective in improving student success in general coursework as well as ICTS test preparation. Third, those students involved in the Grow Your Own grant are provided with supports with regard to costs of tuition and books. Tutoring is made available for each class. Child care and transportation, as well as support and guidance in navigation of the university system and its requirements are also provided, all in return for the agreement of students to teach in hard to staff schools for five years upon completion of their degree. The effort is consistent with research findings stated earlier with regard to barriers to student retention and completion rates indicating it is not always the cost of tuition alone that creates barriers to students completion of their degrees. The demographics of the early childhood program at Chicago State University, in particular, indicate that there are significant numbers of students who are nontraditional, shouldering the challenges of working and supporting a family in addition to their academic commitments. The goals of the Grow Your Own grant are also consistent with research findings regarding teacher retention once candidates have graduated and begun teaching in the schools, as the program embeds mentorship of teachers as they begin their teaching careers. 19

20 On the graduate level, the program implemented a number of policy changes designed to insure the retention and successful degree completion of its students. Within the last five years it has instituted 1) an information session for the comprehensive exam, providing study questions and promoting the formation of study groups; 2) graduate admission policy which requires students to provide documentation that they have passed the Illinois Test of Basic Skills; 3) created a policy which requires graduate students who are admitted to the MSEd program from undergraduate majors in something other than early childhood to complete a core set of the discipline s content area courses within the first year of enrollment. 4) In addition, recently a course substitution was made in the Early Childhood Master of Arts in Teaching which now requires students in that program to take ECH 5850, Screening, Assessment and Evaluation. The course prepares students to better assess student s performance and therefore facilitates more effective instruction. Advising Requirements Students in the Early Childhood Program on both the undergraduate and graduate levels are advised by faculty advisors. Each student is assigned a specific advisor who guides and tracks the progress of the advisee, handles any questions regarding the new/changing requirements, and provides consistent information to the students. Students are encouraged to see their advisor by appointment at least once a semester. 2. Capacity in Relation to Occupational Demand Employment Outlook According to the Occupational Outlook Handbook, Edition (available online at ) the employment outlook for the field of early childhood is favorable and new positions are expected to grow through Projected percent increase in employment: Preschool and kindergarten teachers -23%, preschool teachers -26%, Kindergarten teachers -16%, Elementary School teachers - 14%, Child Care workers -18%. The Illinois Education Research Council 2006 Pipelines and Pools: Meeting the Demand for Early Childhood Teachers projected that over 3 years, Chicago needs additional 296 Type 04 certified teachers and Illinois needs additional 800 Type 04 certified teachers. Research Notes (Summer 2006) by McCormick Tribune Center for Early Childhood Leadership, reports that Illinois Preschool for All initiative has resulted in an increase in the number of state funded and blended funded programs at public schools as well as community based agencies (based on an anticipated 10, 000 additional children in each 20

21 of the next five years). The increase in the number of programs has resulted in an increase in the demand and shortage of Type 04 qualified teachers. In addition, the increased demand for degreed and 04 certified Early Childhood teachers, has been impacted by the increase in federal funding for Early Head Start ($1.1 billion)/ Head Start ($1 billion) and simultaneous upgrading of Head Start teacher qualification to a bachelor s degree in early childhood education by As was stated earlier, the proliferation and diversity of programs has also resulted in increased demands for professionals with broader menu of competencies than was previously required. The Child Studies Option is positioned to be responsive to this need. The Early Childhood program is in the process of getting the CSU and ISBE approval for Early Childhood Special Education Endorsement. This will make the program competitive and responsive to current demands of employment. The approval will be available as a stand-alone as a post-baccalaureate option for individuals who have earned the Type 04 Early Childhood Certificate or as an option for graduate students in the MSEd program. The program is also in the process of constructing a collaboration with the Bilingual Education program to offer students in the MSEd program the option of earning a Bilingual Education or English as Second Language Approval as a part of their master s program. It is hoped that the option can be approved to begin in Fall Finally, Chicago State University has received approval from the School Board of the Chicago Public Schools to offer an MAT cohort program for those individuals who have degrees and are currently teaching in community-based programs with which the Chicago Public Schools are partnering to provide State Pre-Kindergarten. While the program has struggled to acquire enough students to make the program financially viable, it is hoped that the cohort can begin Fall The cohort will be offered on a contract basis with the Chicago Public Schools Community Partnership Office paying one-third of the students tuition, the community-based agencies in which they are employed paying one-third and the students paying one-third. Breadth of Instructional Unit The breadth of the instructional unit has grown to keep pace with the growing breadth of the profession. In Illinois is one of the first states in the U.S. to institute a teaching certificate specializing in teaching young children. Prior to the development and approval of the Type 04 teaching certificate, those credentialed in early childhood were not allowed to teach in the public school system. In 1985 School Reform Act was enacted which created the State Prekindergarten Program for children ages 3-5, and created a new teaching certificate, the Type 04 Certificate. Until 1985, what existed was a Type 02 Certificate which allowed holders to teach children ages birth through 5, excluding kindergarten. 21

22 In 1986 the U. S. Congress revised PL (which mandated a free public education to all children with disabilities between the ages of 3 and 21) with the passage of PL which authorized the creation of two new programs specifically for young children: the Federal Preschool Program and the Early Intervention Program. The law also mandated that states prove they were meeting the needs of children ages 3-5 if they chose to continue receiving funding under PL It effectively created the Early Childhood Special Education Programs in the form in which they currently exist. The provision of Early Intervention services for children birth to three years of age remained a choice for states. With the passage of PL and further amendments made to PL (the current IDEA) in 1990 and 2004 all early childhood programs were required be prepared to serve children with disabilities and all children participate in state testing. Both the federal and state legislation over the past 25 years have served to expand the early childhood profession from Head Start and privately run preschools and nursery schools to fully accredited programs in public school systems, state and federally funded programs for children with disabilities ages birth to 3, and a host of other youth health and safety agencies. Along with the legislation the research which emerged in the field of neuroscience now documents the importance of early experiences and the benefits of quality early childhood programming for young children. In addition, in response to research and demands made by parents for their children s education, there have been staggering increases in public funding for early childhood programming accompanied by increased accountability for young children s learning and progress. The increases in funding have increased the numbers and both the diversity of children served by the early childhood programs and the diversity of settings in which they are served. As implementation of the legislation has proceeded over the past 25 years, practice in the profession has been both expanded and refined. The early Childhood program at Chicago State University consistently strives to make the program responsive to above mentioned legislations, state/federal mandates and initiatives, research and demands of the field. Bachelor s Level Options The Bachelor of Science in Education degree in Early Childhood Education with Initial Type 04 Early Childhood Certificate option prepares students to work in public school setting with children from birth to grade 3. The Child Studies option does not lead to Type 04 certification, but rather prepares students for non public school positions such as becoming practitioners in a child care setting, Head Start, education and parent coordinators, program directors, child abuse specialist, early childhood advocate. A comparison of Certification by Entitlement option and Child Studies option leading to bachelor of Science in Education degree in Early Childhood Education is provided below. 22

23 Course Comparisons: BSED/Type 04 certification option and Child Studies option BSED: Type 04 Certificate by Entitlement option ELCF1520,IntroductiontoTeaching ED 4312,Technology for Teachers READ 3700,Foundations for Reading Instruction ECH 4000 Foundations for Instruction in Early Childhood Education S ED 4301, Characteristics of Students with Exceptional Needs S ED 4303, Characteristics of Students with Exceptional Needs ECH 5001 History and Philosophy of Early Childhood ECH 4002 The Young Child ECH 4304 Infant/Toddler Development and Programming ECH 4008, Creative Experiences in Early Childhood Education ECH 4009, Speech & Language Development in Early Childhood ECH 4120, Reading & Language Arts for the Young Child ECH4150,Child,Family&CommunityRelationship ECH 4170, Nutrition, Health, & Safety of the Young Child ECH 4180, Methods of Instruction at the Pre-Primary Level ECH 4310, Literature for Young Children ECH 4319, Methods of Instruction at the Primary Level ECH 4850, Screening, Assessment and Evaluation of Young Children ECH 4740, Field Practicum in Early Childhood Education ECH 092, Illinois Early Childhood Certification review (1 credit hour not counted BSED: Child Studies option(without type 04 certificate) Professional Education Elective ED 4312, Technology for teachers Professional Education Elective ECH 4000 Foundations for Instruction in Early Childhood Education S ED 4301, Characteristics of Students with Exceptional Needs S ED 4303, Characteristics of Students with Exceptional Needs ECH 5001 History and Philosophy of Early Childhood ECH 4002 The Young Child ECH 4304 Infant/Toddler Development and Programming ECH 4008, Creative Experiences in Early Childhood Education ECH 4009, Speech & Language Development in Early Childhood Professional Education Elective ECH4150,Child,Family&CommunityRelationship ECH 4170, Nutrition, Health, & Safety of the Young Child ECH 4180, Methods of Instruction at the Pre-Primary Level ECH 4310, Literature for Young Children ECH 322, Administration and Supervision of Child Care Services ECH 4850, Screening, Assessment and Evaluation of Young Children ECH 4860, Clinical Experiences in Child Studies NOT REQUIRED toward graduation) ECH 4750, Student Teaching in Early Childhood ECH 4950 Child Studies Practicum The differences in the credentials earned through the completion of the two undergraduate degrees, as identified by the Illinois Department of Human Services, are indicated below. [CERTIFICATION BY ENTITLEMENT] [DEGREE IN CHILD STUDIES] Gateways to Opportunity Credentials Gateways to Opportunity Credentials 1.ECE Credential Level 5 1. ECE Credential Level 5 2.Infant Toddler Credential Level 2 2. Infant Toddler Credential Level 2 3. Director Credential Level II The Child Studies program started in 2002, does not deviate from program standards. The course of studies is derived from the common knowledge base and accommodates professional education electives to respond to student s professional goals and objectives. Clinical experiences and practicum are designed to respond to current and changing demands of the field, student goals, interest, and not teacher certification requirements. In 2006, the Child Studies option became entitled for Illinois Director Credential Level II by Illinois Child Care Resource and Referral Agency. In 2008, the Type 04 option and Child Studies option of early childhood program at CSU became entitled for Gateways to Opportunity Credentials : ECE Credential Level 5 and Infant Toddler Credential level 2. 23

24 About the Gateways to Opportunity Credentials Gateways to Opportunity credentials are awarded and recognized by the Illinois Department of Human Services. Gateways to Opportunity credentials are symbols of professional achievement that can be earned by completing an approved program at an entitled college or university. Currently House Bill 2766, sponsored by Representative Elizabeth Colson, is proposing Gateways to Opportunity into law. Please go to Illinois.gov to track the bill. The Credentials awarded by Gateways to Opportunity, are recognized by the State of Illinois. Illinois Director Credential ( IDC ) The Illinois Director Credential (IDC) is a voluntary credential that validates the education, knowledge, and experience of early care and education administrators. The Illinois Director Credential is recognized as the statewide standard of management and leadership capabilities by the National Association for the Education of Young Children (NAEYC). By achieving the IDC, the administrator is enhancing his or her commitment to the social, emotional, cognitive, and physical outcomes for children. ECE Credential ( ECE ) The ECE Credential is a voluntary credential that defines what persons working with children birth to age eight should know and be able to demonstrate at various levels of training, education, and experience within the early care and education field. Infant Toddler Credential ( ITC ) The Illinois Infant Toddler Credential (ITC) is a voluntary credential for practitioners who work with children under age three. It validates the specialized knowledge, skills, and experience needed to work with infants and toddlers. In addition, the program is in the process of developing 3 ISBE approved Approval/Endorsements for certified teachers. Early Childhood Special Education Approval, Bilingual Endorsement, or English as Second Language Endorsement. Each of these options will requires additional 4 course completion. Graduate Level Options In their accreditation materials for advanced programs, NAEYC states, Because of the diversity of the field itself, advanced program candidates may have relatively little in common as they begin their graduate work. Their work experiences may differ widely, and their undergraduate preparation may be equally varied. 24

25 Although this diversity of prior experience has potential to enhance the learning community, early childhood advanced programs need to be especially vigilant to document that all candidates are competent in the areas addressed by NAEYC s Initial Licensure Standards. In cases in which prior study and experience have not provided a candidate with this competence, the graduate program must find other ways of building this base of knowledge, disposition, and skill before candidates embark on advanced study. The Early Childhood Program faculty has worked to uphold the NAEYC standards as it also makes adaptations to keep pace with the changes in the profession. Currently, the College of Education offers a Master of Arts in Teaching (MAT) degree with two options. The first option leads to initial teacher certification, a Type 04 Teaching Certificate in Early Childhood Education. Only students with an undergraduate GPA of 2.75 or better in the last 60 credit hours of their coursework are admitted to the MAT program. The program prepares students who have undergraduate degrees in fields other than education to become certified early childhood teachers in grades pre-kindergarten through grade three. The program provides change-of-career students the professional skills, knowledge, and dispositions necessary for successful teaching in urban schools. The content of the certification curriculum, approved by the Illinois State Board of Education is offered at the graduate level and qualifies program completers for a state of Illinois Type 04 (Pre K-3) Early Childhood Teacher Certificate and a masters degree in early childhood education. It requires 58 credit hours of coursework in early childhood and other education courses. Refer to pages 8 and 20 for specific courses required. The second option of the Master of Arts in Teaching degree leads to subsequent certification in Early Childhood Education. This option is available to individuals who have a teaching certificate in another area and who which to add another certificate, a Type 04 (Pre K-3) Early Childhood Teacher Certificate, while earning a master s degree. Students in the MAT/Focus or subsequent certificate program are required to take the core content curriculum required and approved by the Illinois State Board of Education for earning a Type 04 Certificate. The program requires 38 hours of early childhood education courses. Refer to pages 8 and 20 for specific courses required. The post baccalaureate program also provides change-of-career students with the content of the certification curriculum, approved by the Illinois State Board of Education is offered at the graduate level the professional skills, knowledge and dispositions necessary for successful student teaching in urban schools. The curriculum is offered at the graduate level and qualifies completers for a state of Illinois Type 04 (Pre K-3) Early Childhood Certificate. It requires 49 credit hours of coursework in early childhood and other education courses. Refer to page 8 for specific courses required. It does not culminate in a master s degree. The Graduate Early Childhood Education program offers a Master of Science in Education Degree in Curriculum and Instruction (MSEd) degree. The degree can be completed in approximately eighteen months of fulltime study or over several years if attended on a part time basis. The MSEd degree is designed a) for those individuals who hold a Type 04 25

26 Certificate and seek to enhance their professional competencies and b) to prepare professionals to work in a variety of professional positions (e.g., community college faculty level, program manager or director, education coordinator, child welfare worker, child advocate). The degree is available to individuals who have degrees in other disciplines upon the completion of a core of four pre-requisite early childhood courses. It does not lead to teacher certification by entitlement or to certification by the State of Illinois through transcript evaluation. In its attempt to keep pace with the changes and the demands of the discipline, proposals have been submitted, as stated earlier, for three new options for MSEd students. Those options will lead to additional credentials in one of three areas, Early Childhood Special Education Approval, Bilingual Endorsement, or English as Second Language Endorsement. These options will greatly expand candidates employability and will serve to fill the identified shortage of teachers in these areas. Only those MSEd students who have already earned and hold Type 04 Certification will be allowed to pursue any of the three new options. Courses for the Early Childhood Special Education Approval are new courses. The courses required for the Bilingual and ESL approvals will be taken through the Bilingual Department. The required courses for each approval will be taken in addition to the currently required courses for the MSEd degree. 26

27 Comparison of courses applied toward Post-Baccalaureate Program Master of Arts in Teaching and Master of Science in Education in Curriculum and Instruction Post Baccalaureate Certification ELCF1520,IntroductiontoTeaching Master of Arts in Teaching for Initial Certification Master of Arts in Teaching for Subsequent Certification Master of Science in Education in Curriculum and Instruction READ 3700,Foundations for Reading Instruction ED 5312,Technology for Teachers ED 5312,Technology for Teachers S ED 5301, Characteristics of Students with Exceptional Needs S ED 5301, Characteristics of Students with Exceptional Needs S ED 4303, Characteristics of Students with Exceptional Needs S ED 4303, Characteristics of Students with Exceptional Needs S ED 4303, Characteristics of Students with Exceptional Needs ECH 5000 Foundations for Instruction in Early Childhood ECH 5000 Foundations for Instruction in Early Childhood ECH 5000 Foundations for Instruction in Early Childhood Education Education Education ECH 5001 History and Philosophy of Early Childhood ECH 5001 History and Philosophy of Early Childhood ECH 5001 History and Philosophy of Early Childhood ECH 5020 The Young Child ECH 5020 The Young Child ECH 5020 The Young Child ECH 5304 Infant/Toddler Development and Programming ECH 5304 Infant/Toddler Development and Programming ECH 5304 Infant/Toddler Development and Programming ECH 5008, Creative Experiences in Early Childhood Education ECH 5008, Creative Experiences in Early Childhood Education ECH 5008, Creative Experiences in Early Childhood Education ECH 4509, Speech & Language Development in Early Childhood ECH 4509, Speech & Language Development in Early Childhood ECH 4509, Speech & Language Development in Early Childhood ECH 5120, Reading & Language Arts for the Young Child ECH 5120, Reading & Language Arts for the Young Child ECH 5120, Reading & Language Arts for the Young Child ECH 5150, Child, Family, Community Relationships ECH 5150, Child, Family, Community Relationships ECH 5150, Child, Family, Community Relationships ECH 5170, Nutrition, Health, & Safety of the Young Child ECH 5170, Nutrition, Health, & Safety of the Young Child ECH 5170, Nutrition, Health, & Safety of the Young Child ECH 5180, Methods of Instruction at the Pre-Primary Level ECH 5180, Methods of Instruction at the Pre-Primary Level ECH 5180, Methods of Instruction at the Pre-Primary Level ECH 5310, Literature for Young Children ECH 5310, Literature for Young Children ECH 5310, Literature for Young Children ECH 5319, Methods of Instruction at the Primary Level ECH 5319, Methods of Instruction at the Primary Level ECH 5319, Methods of Instruction at the Primary Level ECH 5850, Screening, Assessment and Evaluation of Young Children ECH 5850, Screening, Assessment and Evaluation of Young ECH 5850, Screening, Assessment and Evaluation of Young ECH 5850, Screening, Assessment and Evaluation of Young Children Children Children ECH 5740, Field Practicum in Early Childhood Education ECH 092, Illinois Early Childhood Certification review (1 credit hour not counted toward graduation) ECH 092, Illinois Early Childhood Certification review (1 credit hour not counted toward graduation) ECH 092, Illinois Early Childhood Certification review (1 credit hour not counted toward graduation) ECH 5750, Student Teaching in Early Childhood ED 5485, Internship/seminar in Early Childhood ECEE 5620 Practicum ECEE 5620 Practicum ECH 5270 Cognitive Developmental Theories and Their ECH 5270 Cognitive Developmental Theories and Their ECH 5270 Cognitive Developmental Theories and Their Implications Implications ECH 5320 Curriculum for the Preschool, Primary Children ECH 5970 Foundations of Research in Early Childhood Education or ELCF 5960 Foundations of Research in Education Implications ECH 5320 Curriculum for the Preschool, Primary Children ECH 5970 Foundations of Research in Early Childhood Education or ELCF 5960 Foundations of Research in Education ECH 5320 Curriculum for the Preschool, Primary Children ECH 5970 Foundations of Research in Early Childhood Education or ELCF 5960 Foundations of Research in Education READ 5320 Best Practices in Emerging Literacy READ 5320 Best Practices in Emerging Literacy READ 5320 Best Practices in Emerging Literacy 27