Annual Department Report

Transcription

1 Annual Department Report Child Development/Education Department Document Prepared By: Rebecca Brinks/Staci Dever Year of Report

2 Accomplishments Curriculum 1. Course Document Updates in CARP Please list the courses for which you updated or plan to update the Course Documents in CARP during the 2011/2012 academic year: CD 105-Foundations of Early Childhood Education CD 119-Methods in Preschool Education CD 210-Infant/Toddler Development CD 230-Young Children with Special Needs ED 200-Introduction to Education Please list the courses for which you plan to update the Course Documents in CARP during the 2012/2013 academic year: CD 116-Families, Intimate Relationships, and Human Sexuality CD 118-Human Growth and Development CD 280-Cooperative Education CD 285-Assessment Tools in Education 2. Program/Curriculum Changes Document the following for the 2011/2012 academic year. If something does not apply, indicate : New, revised or discontinued courses: New Course ED 220- Integrating Arts in Elementary Education. This course is designed to meet the performing and visual arts requirements for students pursuing a bachelor's degree in elementary education. The course will be team taught, integrating content and pedagogy from visual art, music, and theater. Students will collaborate on projects using identified pedagogical practices to enhance teaching and learning through creative problem solving. New, revised or discontinued programs: New, revised or discontinued certificates: New, revised or discontinued degrees: Courses or Programs approved for online: Highlight any new or exciting curricular or co-curricular activities within courses or programs: Development of the new course ED 220- Integrating Arts in Elementary Education was a collaboration of the Education Department, the Music Department, the Visual Arts department and the Theatre department. List any courses for which a Service Learning component has been added: List any new articulation or transfer agreements that have been developed: Updated Ferris State University Articulation to meet changes from ZA to ZS Early Childhood Endorsement. Describe the contributions of the Advisory Committee or other external advisors to program/course improvements: Revision of department and laboratory preschool mission statements. Rubric Development for proposal to use Portfolio from co-op for statewide Perkins Gold Standard Assessment. Summarize program/course improvements not mentioned above: For NAEYC Accreditation, the department focused on CD 119 content areas to align with revised NAEYC 2 Updated 3/28/12- ISIS

3 standards. The department is currently tracking data for 5 key assessments and will chose one each year to pull through the data loop. The department is working on enhancing the portfolio for CD 280/285 based on the revised NAEYC standards and working with ACCESS (Michigan Community College Group) to request using for Perkins Gold Standard Re-wrote mission statement for both department and lab preschool The department reviewed student outcomes and decided they should be the same as the NAEYC Standards for accreditation Describe any efforts you have made to improve the transfer of our students or of your curricula to four-year institutions. An important Education department focus has been on transfer and articulation How to meet the various requirements of the transfer schools without having to create separate classes for each school. Meetings with GVSU Re: ED 200, ED 220 Conversations with FSU Re: ED 220 Currently involved in updating the ZA endorsement for Ferris ECE program to the requirements of the newly created ZS endorsement 3. Faculty & Staff Describe any faculty & staff accomplishments: Faculty and staff have continued work with GRPS and David D Hunting Downtown YMCA on the fourth year of our $4.5 million ERF grant. Data for year four is currently being collected and analyzed and appears it will match the success of previous years. List any awards, presentations, publications: Diane Sparks & Becky Brinks attended TRENDS Conference and presented on online courses. Some of the focuses of the presentation included: o women in online classes o Institutional support of online classes (requiring certification to teach, infrastructure, commitment to small class size) o Engagement o Faculty Commitment o Enrollment Rates Becky Brinks attended the Oxford Round Table and presented on quantitative data supporting a play based curriculum Describe any faculty/student advising that occurred. Does this work relate to the departmental plan? Was this work effective? The Child Development & Education program offers students individualized advising and mentoring to help students design an educational plan that best fits their goals. Students calling or dropping in to express interest in the Child Development or Education programs are given the choice of being sent a mailing or being connected to a faculty advisor. The mailing includes a program introduction letter, a program brochure, and a copy of the program guide. If the student chooses to be connected with a faculty advisor, their contact information is taken down and assigned to one of the faculty members based on areas of specialty. Diane Sparks teaches the CDA preparation course and works with students interested in obtaining their CDA. Tricia Siegel teaches ED 200 and works mainly with Pre-Professional Education students. Deb Vilmont works with Child Development Associate Degree and Paraprofessional Education Associate Degree students, and Becky Brinks meets with students who are transferring to GRCC from other institutions or have course substitution needs. Describe how EOL/Release time positions have contributed to your program outcomes? Carole Redwine, Rebecca Brinks, Tricia Siegel and Joe Hesse all receive EOL for their work related to Teacher Education. It is an essential part of teacher preparation that students receive information on education-related topics from outside practitioners and agencies. Teacher Education Support Services provides that information through newsletters three times a year and special seminars that cover topics from alternative schools to summer volunteer opportunities; from preparing for an interview to navigating those first five years of teaching. Principals, teachers, and agency directors come as presenters to these monthly seminars and share their expertise. There is also a Fall Transfer Fair that gives GRCC students the opportunity to find out what four-year institutions require for entering their departments of education. The newsletters highlight our department s activities such as the Teachers of Tomorrow scholarships as well as 3 Updated 3/28/12- ISIS

4 alert students about special dates and deadlines. Specialty issues offer contributions from GRCC faculty and students, who share experiences they have had in teaching and volunteering. These stories give insights from the field, and are designed to encourage education majors to seek involvement beyond their daily classes. Since most colleges and universities require coursework in diversity, Teacher Education Support Services defines the concept broadly from learning style to socio-economic status to language and more. Not only are there seminars that cover these topics, but also opportunities for tutoring at local schools with diverse populations. Currently we partner with Martin Luther King Leadership Academy where GRCC students can volunteer to be tutors and mentors. EARLY ERF work is paid to faculty through EOL for their roles in the grant. Rebecca Brinks, the Project Director acts as the fiduciary of the project and leads the Management/Assessment Team and the Professional Development and Curriculum Team (PACT). GRCC Child Development Faculty, JaneAnn Benson and Tricia Siegal are given from 1-3 EOL hours to collaborate with GRPS and YMCA staff and to ensure that the project is being implemented effectively. Diane Sparks leads the Family Engagement and Transition (FEAT) team and works with the classroom educators to provide the link between the preschool programs and families by creating materials to enrich the school to home connection and to provide information to families regarding the literacy development of preschoolers. 4. Department Provide an update on any accreditation activities or plans. Do you plan to pursue accreditation? NAEYC ECADA Annual Report Due 9/30/12. Self-Study for re-accreditation will be due in September 2014 Describe any new department/program specific partnerships or grants: GSRP Competitive Grant GSRP 3-Year Old Grant ERF 1 Year Extension Describe any department/program projects or initiatives not previously mentioned: Goals A Goals List the goals here along with a progress update for each: The department will begin to track students who have received their CDA after completion of the required 14 credits offered through our department. This will be accomplished by identifying students who have completed the 14 credit hour requirement and contacting them for a copy of their CDA Certificate. The department will complete a proposal to use the capstone portfolio assignment from CD 285 as the Perkins Gold Standard Assessment statewide. The department will continue collecting data to improve instruction related to key assessments identified in the NAEYC ECADA Self-Study. Collection of data will be made easier by making rubrics for each key assessment 2-part NCR. Please provide outcomes associated with each goal above: Becky Brinks & Diane Sparks met with the ACCESS Group (Other Community College Early Childhood Programs) at TRENDS Conference to discussion options for tracking CDA completion and how other schools are tracking. The department is piloting using the capstone portfolio assignment from CD 285. We are collecting data from Fall 2011, Winter 2012 and Summer This data will be used to assess the use of the capstone portfolio assignment and rubric. The key assessment for the annual accreditation report due September 30 will come from the capstone portfolio described in the previous bullet point. 4 Updated 3/28/12- ISIS

5 B Goals List goals here: The department will develop a Mission Statement, Program Outcomes & Student Learning Outcomes for all programs. The department will refine student learning outcomes using more assessable verbs. The department will examine where ILO s are being taught and assessed and revise CARPS accordingly. The department will examine ILO s on a program level. Program & Curriculum Assessment A Assessment This year all departments and programs are writing Program Outcomes, Program Learning Outcomes, and choosing an Assessment Project to work on. You should have received the template for reporting this information from Patti Trepkowski. This form is also included on the next page for your convenience. You can simply cut and paste the Program Outcomes & Assessment grid that you will be sending to Patti once it is finalized (replace the blank grid on the next page with your completed grid). B. Other Assessment Activities Please describe any other assessment activities in which this department or program was involved this year. 5 Updated 3/28/12- ISIS

6 Program Outcomes and Assessment Report Form Use this form to compile the Program Outcomes, Program Learning Outcomes, and Assessment Project description and methods. When you have completed your planning, fill out the following form and it to Program Name Program Outcomes Student Learning Outcomes at the Program Level and Associated ILOs Assessment Project Description Child Development 1. Students will demonstrate meeting the NAEYC standards and key elements for Professional Development through Portfolio Review of key assessments and other learning opportunities and their assessments. 2. Students will complete the 120 Associate Degree Plan. 3. Students will successfully transfer into Elementary Education ZS or Family and Child Studies Bachelors level programs. 4. Students will find employment in the Early Childhood Care and Education field. 1. Students will use their understanding of young children s characteristics and needs, and of multiple interacting influences on children s development and learning, to create environments that are healthy, respectful, supportive, and challenging for each child. 2. Students will understand that successful early childhood education depends upon partnerships with children s families and communities. They will know about, understand, and value the importance and complex characteristics of children s families and communities. They use this understanding to create respectful, reciprocal relationships that support and empower families, and to involve all families in their children s development and learning. 3. Students will understand that child observation, documentation, and other forms of assessment are central to the practice of all early childhood professionals. They will know about and understand the goals, benefits, and uses of assessment. They will use systematic Student Learning Outcome to be assessed & specific objective/competencies ( if applicable)/ilo to be assessed: Portfolio Key Assessment Assessment Project description: Assessment Methods: Direct/Indirect Measures of Student Learning Data Collection Strategies Data Analysis/Reporting Strategies Assessment Timeline 6 Updated 3/28/12- ISIS

7 observations, documentation, and other effective assessment strategies in a responsible way, in partnership with families and other professionals, to positively influence the development of every child. 4. Students will understand that teaching and learning with young children is a complex enterprise and its details vary depending on children s ages, characteristics, and the settings within which teaching and learning occur. They will understand and use positive relationships and supportive interactions as the foundation for their work with young children and families. They will know, understand, and use a wide array of developmentally appropriate approaches, instructional strategies, and tools to connect with children and families and positively influence each child s development and learning. 5. Students will use their knowledge of academic disciplines to design, implement, and evaluate experiences that promote positive development and learning for each and every young child. They will understand the importance of developmental domains and academic (or content) disciplines in early childhood curriculum. They will know the essential concepts, inquiry tools, and structure of content areas, including academic subjects, and can identify resources to 7 Updated 3/28/12- ISIS

8 deepen their understanding. They will use their own knowledge and other resources to design, implement, and evaluate meaningful, challenging curriculum that promotes comprehensive developmental and learning outcomes of every young child. 6. Students will identify and conduct themselves as members of the early childhood profession. They will know and use ethical guidelines and other professional standards related to early childhood practice. They are continuous, collaborative learners who demonstrate knowledgeable, reflective, and critical perspectives on their work, making informed decisions that integrate knowledge from a variety of sources. They are informed advocates for sound educational practices and policies. 8 Updated 3/28/12- ISIS