BA Early Childhood Education ( )

Transcription

1 BA Early Childhood Education ( ) Program Information Point of Contact Dr. Janet Dozier Support for University and College Missions Marshall University is a multi campus public university providing innovative undergraduate and graduate education that contributes to the development of society and the individual. The University actively facilitates learning through the preservation, discovery, synthesis, and dissemination of knowledge. University Mission Programs must state their Program Mission and specify how this mission supports both the University's Mission as well as any Mission that the College the Program is housed under happens to have. College Mission The mission of the COE is to prepare exemplary educators and human services professionals. This mission is accomplished through developing a culture that embraces change, new ideas, and values innovation with continuous assessment that leads to informed growth and development. Program Mission At this time, the separate programs in the COE use the college's mission statement and do not have a separate mission statement for each program. Support for College Mission The Early Education BA program works to prepare exemplary early childhood educators through innovative undergraduate education which includes field experiences, critical thinking and problem solving, and cultural diversity as well as traditional courses. Support for University Mission The Early Education BA program strives to develop early childhood educators who can perpetuate the innovative practices they have observed and immulated in the program.

2 Learning Outcomes Promote child development and learning. ECE 303 Child Development Research Paper Milestone ECE 421, ECE 431 Infant/Toddler Practicum; Pre K Practicum Capstone Build family and community relationships. ECE 323 TBD Milestone ECE 431 Pre K Practicum Capstone

3 Observe, document, and assess to support children and families. ECE 323 TBD Milestone ECE 431 Pre K Practicum Capstone Use developmentally effective approaches. ECE 102 Lesson Planning Milestone ECE 430 ECE Project Plan Capstone Use content knowledge to build meaningful curiculum ECE 420 Individualized Activity Plan Milestone ECE 430 ECE Project Plan Capstone

4 Become a professional ECE 102 TBD Milestone ECE 472 Portfolio Capstone

5 Rubrics Promote child development and learning. Candidate uses cues from children to guide the timing of activities and transitions(pk) The candidate is beginning to use cues from childrent to guide timing of activities and transitions The candidate sometimes uses cues from children to guide timing of activities and transitions The candidate often cues from children to guide timing of activities and transitions The candidate Uses cues from children consistently to guide timing of activities and transitions The candidate coaches children through transitions (PK) The candidate is emergent in coaching children though transitions The condidate coaches children through transitions The candidate prepares one strategy to smoothly coach children through transitions The candidate prepares multiple strategies to smoothly coach children through transistions The candidate documents and objectively identifies children characteristics/actions/needs. (CD) Observations lack accuracy, detail, objectivity; do not include key indcators of development or learning Observations are accurate, detailed, objective; each includes one or two examples of key indicators of development/learning. Observations are accurate, detailed, objective; each includes three or more examples of key indicators of development/learning. All observations are accurate, detailed, objective; each includes multiple examples of key indicators of development/learning. The candidate expleains key indicators of development/learning as evidenced by specific observwed characteristics/actions/needs (CD) Candidate rudimentarily explains important key indicators of development/ learning evident in specific observed characteristics/ actions/needs Explains one or two key indicators of development/ learning evidenced by specific observed characteristics/ actions/needs Explains three or four key indicators of development/ learning evidenced by specific observed characteristics/ actions/needs Provides detailed explanation of key indicators of development/ learning evidenced by observed characteristics/ actions/needs across domains The candidate demonstrates the abilityy to find reliable information form the literatue that enhances understanding of development (CD) Research is drawn from popular literature; reliability, validity is questionable Research is reliable, valid; suggests one or two influences on development/ learning Research is reliable, valid; reflects about three or more ways in which development/ learning is influenced Research is reliable, valid and extensive in scope revealing multiple ways development/ learning can be influenced The candidate ritically analyze the meaning of observations according to research and knowledge of child development (CD) Describes without analysis, no connection of observed characteristics/ behavior to research Relates three or more observed characteristics/ actions/ needs to research findings Uses research to clarify and understand observations; reflects about relationships among two or three domains of development Using research & observations, reflects about multiple relationships among all domains of development The candidate utilizes understanding of development to suggest various means of enhancing children s development (CD) Does not identify useful strategies for enhancing learning/ development environments or uses strategies in a rigid form. Identifies one or two strategies for enhancing learning/ development environments Identifies three to four strategies enhancing learning/ development environments Identifies multiple strategies for enhancing learning/ development environments Students Will: Promote child development and learning.

6 Build family and community relationships. The candidate transitions children through project phases for children, teachers, and families (PK). The candidate fails to transition children through the phases of the project. The candidate transitions for children through project phases, making the process a positive, cooperative experience for children and teachers. The candidate plans transitions for children through project phases, making the process a positive experience for children, teachers, and families The candidate plans smooth transitions for children through project phases, making the process a positive, informative, cooperative The candidate includes families and community in the project process.(pk) The candidate attempts to include families and community in the project process or does so in a way that lack meaning or is culturally inappropriate The candidate includes families and community in the project process The candidate includes families and community in the project process in meaningful and/or culturally appropriate ways The candidate includes families and community in the project process in meaningful and culturally appropriate ways

7 Observe, document, and assess to support children and families. The candidate objectively records children's developmental accomplishments using narratives? (PK) records with bias children s developmental accomplishments using narratives (My days, anecdotal records, art/project displays, etc.) objectively records children s developmental accomplishments using narratives (My days, anecdotal records, art/project displays, etc.) giving at least two pieces of evidence of every met criteria in most of the domains. objectively records children s developmental accomplishments using narratives (My days, anecdotal records, art/project displays, etc.) over the course of the semester giving at least three pieces of evidence of every met criteria in each of the domains. objectively records children s developmental accomplishments using narratives (My days, anecdotal records, art/project displays, etc.) over the course of the semester, using multiple assessments in natural settings giving at least three pieces of evidence of every met criteria in close proximity of time each of the domains. The candidate objectively records children's developmental milestones and learning experiences by incorporating WV Content Standards and developmental checklists into the portfolio system and projec assessments. (PK) attempts to objectively record children s developmental milestones and learning experiences by incorporating WV Content Standards and developmental checklists into the portfolio system and project assessments with some preconceived bias records children s developmental milestones and learning experiences by incorporating WV Content Standards and developmental checklists into the portfolio system and project assessments objectively records children s developmental milestones and learning experiences by incorporating WV Content Standards and developmental checklists into the portfolio system and project assessments objectively records children s developmental milestones and learning experiences by incorporating WV Content Standards and developmental checklists into the portfolio system and project assessments as well as anecdotal evidence The candidate discusses assessments appropriately with other adults in the classroom to improve classroom functioning (PK). does not discuss assessments appropriately with other adults in the classroom to improve classroom functioning. discusses assessments with other adults in the classroom to improve classroom functioning to meet one of the three criteria (needs, interests, and abilities of the child). discusses assessments appropriately with other adults in the classroom to improve classroom functioning to meet two of the three criteria (needs, interests, and abilities of the child). discusses assessments appropriately with other adults in the classroom to improve classroom functioning and to meet the needs, interests, and abilities of the children

8 Use developmentally effective approaches. Plan activities that are appropriate for the developmental level of the children. Candidate plans activities that are not appropriate for the age or developmental level of the child or does not include some children. Candidate plans activities that are appropriate for some children. Candidate plans activities that are usually appropriate for the age or developmental levels of children. Candidate plans daily experiences that are appropriate for the age or developmental levels of all children. Plan activities that engage children and build upon their interests. The candidate fails to plan activities that engage most children and build upon their interests, abilities and/or needs. The candidate plans activities that engage some children and build upon their interests, abilities and/or needs. The candidate plans activities that engage most children and build upon their interests, abilities and/or needs. The candidate plans activities that engage all children and build upon their interests, abilities and/or needs.

9 Use content knowledge to build meaningful curiculum Candidate demonstrate Always follows safety, Always follows safety, Always follows safety, The candidate follows safety, knowledge of safety, sanitation and health sanitation and health sanitation and health sanitation and health sanitation and/or health guidelines, any lapses and/or guidelines, any lapses and/or guidelines, any lapses and/or guidelines. (I T) guidelines, removed from mistakes are corrected mistakes are corrected mistakes are corrected practicum immediately and documented. immediately and documented. immediately and documented. The candidate plans individual activities that are appropriate Plans are not individualized Plans are individualized, Plans are individualized, Plans are individualized, for the developmental level of and/or are not appropriate for appropriate, include reference appropriate, include reference appropriate, include reference each child using WV Ear;u the level of the child and/or do to WVELS:IT for two or three to WVELS:IT for four or five to WVELS:IT for all children in :earmomg Standards for not reflect the WVELS:IT children children the classroom Infants and Toddlers (I T). The candidate plans and implements a balanced environment: quiet & active, simple & complex, safe for mobile & non mobile, familiar & novel, provide opportunities for relationship building, practicing motor skills, sensory Environment is governed by whole group schedule, not balanced Planned environment crosses two or three domains, balanced for developmental levels of two or three children Planned environment is well balanced and provides for the range of developmental levels and domains for four to five children Planned environment is well balanced and includes provision for full range of developmental levels and domains throughout the day exploration (I T). Incorporates one or two The candidate adapts environment for accommodating and including children's special needs according to IFSP (I T). Does not include basic strategies for accommodating special needs according to the IFSP strategies to accommodate special needs according to IFSP, separates rather than integrates children for work on IFSP goals Incorporates one or two strategies to accommodate special needs according to IFSP, integrates children for work on IFSP goals Incorporates multiple strategies that accommodate and integrate children for work on IFSP goals Brings diverse culture into the classroom through creative The candidate plans and environment respect diversity of families and children (I T). Is unaware of the diversity among children and families; shows bias for a single culture in plans Honors requests and preferences of families; understanding of culture limited Articulates family culture; includes one or two representations of culture in plans plans and environments The candidate uses routines to engage children in positive, playful learning interactions (I T). Routines are rushed and treated as necessary chores, uses a factory model approach Routines are positive and playful, learning moments are not apparent Routines are positive and playful, several learning moments are apparent Routines are positive and playful, multiple learning moments permeate the routine The candidate distinguishes between worthwhile actviites and entertainment; articulates purpose and goals (I T) Planned activities lack purpose, goals, provide entertainment only Planned activities have one or two identified goals in one or two domains, provide worthwhile learning opportunities Planned activities have three or more identified goals across domains, provide worthwhile learning opportunities Planned activities have clear purposes and goals; cross domains, provide in depth worthy learning opportunities Without any waiting materials The candidate arranges environment for successful safe implementation of plans (I T). Ignores potential hazards, creates situations for extended waiting times Needed materials for one or two activities are ready and safely implemented, waiting is limited Needed materials for the whole room are ready and safely implemented, waiting is limited are organized to be smoothly moved in and out of the environment as children s interests and need change

10 (I T). limited limited interests and need change The candidate effectively communicates plans to other adults in classroom and orchestrates implementation (I T) Plans but does not implement activities; does not assume leadership When leading activities hesitant to guide other adults, implementation is challenging Guides one or two activities successfully; includes one other adult in implementation Confidently provides guidance to all adults in the classroom to implement a well managed environment The candidate prepares for unplanned opportunities and responses from children (I T). Insists that materials, activities are used in one way Redirects children to original purpose when materials are used in an unexpected way Adapts to children s differing responses; accepts Recognizes opportunities for different outcomes and is prepared, flexible, uses teachable moments

11 Become a professional The candidate identifies his or her strengths (472). Candidate has unrealistic self evaluation. Identifies only the most obvious strengths. Limitedly identifies his/her strengths. The candidate accurately and positively evaluates his/her strengths. The candidate identifies his or her weaknesses (472). Candidate has unrealistic self evaluation. Identifies only the most obvious weaknesses in practice. Identifies areas of practice that can be remediated. Identifies areas of weakness in practice that can and cannot be remediated. The candidate set reasonable, attainable goals (472). Set goals that may not be attainable. Sets goals that may be attainable only by the utmost effort. Sets reasonable and attainable goals. Sets goals and objectives that are attainable within reasonable framework. The candidate identifies his or her barriers to success(472). Identifies only barriers than cannot be overcome. Identifies only the most obvious barriers to success. Indentifies barriers to successful attainment of goals. Identifies barriers and positively addresses them to attain success. The candidate plans for continued growth in professional practice (472). Fails to develop a reasonable plan for professional development. Develops a plan with limited opportunity for professional development. Develops a plan for continued growth in professional practice. Develops a well reasoned plan and time line for continued growth in professional practice. The candidate identifies the resources needed to meet his or her goals. Fails to identify resources and the access information for continued growth. Identifies limited resources and the access information for continued growth and development. Identifies some resources and the access information for continued growth and development. Identifies multiple resources and their corresponding access information for continued growth.