CLINICAL EXPERIENCE A: EARLY CHILDHOOD EDUCATION ECE 319 FALL 2011 Instructor Annette Searfoss

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1 CLINICAL EXPERIENCE A: EARLY CHILDHOOD EDUCATION ECE 319 FALL 2011 Instructor Annette Searfoss Office RCC 113, Home: Office Hours Tuesdays and Thursdays 10:00-11:00 am and by appointment Prerequisites Admitted to Professional Program Corequisities ECE 313, ECE 314, ECE 321, ENG 313, HLTH 312 Meeting Times Wednesdays 1:30-3:20 and Clinicals as Assigned Meeting Location CEMC 208B (then Richardson Child Care Center) School of Education Conceptual Framework: The School of Education prepares competent and caring teachers. I. Competent teachers possess A. Knowledge of content in their area of teaching B. Professional knowledge and skills 1. Ability to plan instruction 2. Ability to apply skills and knowledge in a clinical setting 3. Ability to cause learning in P -12 students 4. Ability to assess learning and learners 5. Ability to work with children of poverty II. 6. Ability to use technology Caring teachers possess Professional Dispositions A. Exhibits professional attributes B. Respects the Learning Process in demonstrating instructional/assessment flexibility and accommodations to individual differences that reflect the belief that all students can learn regardless of their backgrounds. C. Upholds Ethical and Professional Standards D. Shows respect for families, cultures and communities and demonstrates a sense of fairness and respect to all participants within each group. E. Shows respect for colleagues, P -12 students, faculty and staff NAEYC Standards for Teacher Preparation Programs Standard 1. Promoting Child Development and Learning 1a: Knowing and understanding young children s characteristics and needs 1b: Knowing and understanding the multiple influences on development and learning. 1c: Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environments. Standard 2. Building Family and Community Relationships 2a: Knowing about and understanding family and community characteristics. 2b: Supporting and empowering families and communities through respectful, reciprocal relationships. 2c: Involving families and communities in their children s development and learning. Standard 3. Observing, Documenting and Assessing to Support Young Children and Families 3a: Understanding the goals, benefits, and uses of assessment. 3b: Knowing about and using observation, documentation, and other appropriate assessment. 3c: Understanding and practicing responsible assessment. 3d: Knowing about assessment partnerships with families and other professionals. Standard 4. Teaching and Learning Sub-Standard 4a. Connecting with children and families. Sub-Standard 4b. Using developmentally effective approaches. Sub-Standard 4c. Understanding content knowledge in early education. Sub-Standard 4c. Understanding content knowledge in early education. 4a: Knowing, understanding, and using positive relationships and supportive interactions. 4b: Knowing, understanding, and using effective approaches, strategies, and tools for early education. 4c: Knowing and understanding the important central concepts, inquiry tools, and structures of content areas or academic disciplines. 4d: Using own knowledge and other resources to design, implement, and evaluate meaningful, challenging curriculum to promote positive outcomes. Standard 5. Becoming a Professional 5a: Identifying and involving oneself with the early childhood field. 5b:Knowing about and upholding ethical standards and other professional guidelines 5c: Engaging in continuous, collaborative learning to inform practice. 5d: Integrating knowledgeable, reflective, and critical perspectives on early education.

2 5e: Engaging in informed advocacy for children and the profession. Course Description This course involves the study of content specific to preschool Early Childhood settings and participation in those settings. Teacher candidates will observe, record, and assess the behaviors of children. Course Objectives and Standards Alignment Upon completion of the course teacher candidate will be able to: Objectives Plan, implement, and assess developmentally appropriate practices, including materials and environments, based on knowledge of infants, toddlers, and preschoolers needs, family and community diversity and resources, and content goals for all curricular areas. Observe, identify, record and assess the unique roles of the caregiver working with infants, toddlers and preschoolers. Observe, identify, record and assess physical, emotional, social and cognitive development of infants, toddlers, and preschoolers and describe this recorded behavior in terms of principles and theories of child development and early childhood education; and in terms of caregiver strategies for meeting children s needs. Standards SOE CF IB1, IB4, IB5, IIB, IID NAEYC 1a, 1b, 3a, 4b, 4c, 4d ADEPT 2A, 3B, 4A, 4B, 4C, 5A, 5B, 6B, 6C EEDA 5, 6, 4a SC Social Studies Standards SC Science Standards SC Math Standards SC ELA Standards SOE CF IID NAEYC 1a, 1b ADEPT 3B SOE CF IB4 TCOP 1.1 NAEYC 1a, 1b, 3a, 3b, 3c ADEPT 2A, 3B SC Social Studies Standards SC Science Standards SC Math Standards SC ELA Standards Fulfill professional responsibilities beyond the classroom. TCOP 6.2, 6.3 NAEYC 5a, 5c, 5e ADEPT 4 Course Materials Required Texts Harms, T., Clifford, R. M., & Cryer, D Early childhood environment rating scale, Revised, New York: Teachers College Press. Harms, T., Clifford, R. M., & Cryer, D Infant/toddler environment rating scale, Revised, New York: Teachers College Press. Recommended Texts Allen K. E. & Marotz, L. R Developmental profiles. (3 rd Ed.) Albany, NY: Delmar. Gestwicki, C Developmentally appropriate practice. (2 nd Ed.) Albany, NY: Delmar. Other Course Materials SC Early Learning Standards: Infant/Toddler Activities (ages B-2): You will need one recordable DVD upon which to record your instructional lessons for submission to your professor for viewing. VHS tapes are not acceptable; you may submit a jump drive. You will need access to video equipment for use in recording your instructional lessons. Equipment is available through the Education Office, however it must be reserved well in advance of the date it is needed. Hint: Do not wait until the last minute to secure the

3 equipment and to prepare your recorded lessons for submission! Content Outline A. Infant, Toddler and Preschool Care B. Characteristics of Infant, Toddler and Preschool Curricula C. Matching Caregiver Strategies and Child Development D. Working with Children and Families of Poverty Methods of Presentation Each class will be a combination of demonstration/modeling, discussion, and direct teaching of techniques followed by hands-on practice by teacher candidates. Teacher candidates will have opportunities to work independently and collaboratively with other candidates. Peer coaching and peer review techniques will be used to facilitate instruction, learning and assessment. Course Requirements 1. Attendance and participation in all classes and related activities. 2. Completion of required readings/preparations before class dates indicated on schedule. 3. Successful completion of all assignments/projects. 4. Successful completion of quizzes/demonstrations. Course Policies (Attendance, Grading, Professional Behavior) Professional Behavior Dispositions are as important as academic work. Teacher candidates are expected to conduct themselves in a professional manner at all times. This includes adhering to the FMU attendance policy [no more than two absences]; punctuality for all classes and meetings, because late arrivals to class are a disruption and a diversion from the class session already in progress [note: two tardies/early departures equal one absence], and the active cultivation of positive peer and teacher relationships. In every Early Childhood Education course, all teacher candidates have the right to learn in a respectful environment and the instructor has the right to teach in a respectful environment. Engaging in personal conversations, preparing assignments for another class, checking cell phones, s, or text messages, or otherwise being inattentive distracts other class participants, including your professor, and will not be tolerated. It is expected that all teacher candidates participate in class appropriately. Any failure to demonstrate appropriate professional dispositions will result in disciplinary actions that comply with FMU SOE policies that may include withdrawal from the course. School of Education News and Announcements on Website Each week remember to check the News and Announcements page for any upcoming deadlines required for your completion in the education program and for special information regarding your major. You may do this by going to the Francis Marion Website, clicking on the drop-down box under Quick Links, choosing School of Education, and then clicking News and Announcements under the column on the left side of the page. LIVETEXT LiveText is the computerized assessment system utilized by the School of Education to collect data required for NCATE accreditation. Throughout their programs, teacher candidates will submit assignments through LiveText for assessment. Teacher candidates are required to purchase a LiveText account. Failure to do so will result in an incomplete for the course. THIS IS NOT OPTIONAL. If you have issues with Live Text please come to see your professor or Ms. Townsend early in the semester for assistance. Collaboration Teacher candidates are encouraged to take advantage of peers as resources as appropriate throughout the course, and, when approved in advance by the professor, candidates may collaborate on assignments. If candidates participate in such collaborative efforts, a Collaboration Rubric must be submitted by each member of the team. Assignment Deadlines Assignments and responsibilities are due at the beginning of class on the date specified. Assignments will be considered unacceptable past the due date, unless approved in advance by the professor, and late assignment grades may be

4 dropped one letter grade for each day late IF the late submission is accepted by the professor. Teacher candidates must retain all graded assignments throughout the course. These must be presented should any discrepancy occur between grades received and recorded. Should teacher candidates have questions about an assignment, the professor must be contacted WELL IN ADVANCE of the due date for clarification or other assistance. Neatness/Accuracy All assignments must be prepared with great attention to detail, neatness, and accuracy. Assignments must be typed (single spaced, point font) unless otherwise noted by the instructor. ANY concerns regarding writing skills will be immediately called to the student s attention, and will generally include referral to the FMU Writing Center for assistance and support. While the focus of the ECE program is content, it is expected that all candidates submit assignments that demonstrate excellent writing skills. Rubrics Rubrics for assignments are provided when appropriate and all rubrics must be completed in full by the teacher candidate and submitted along with the assignment in order for the assignment to be considered complete. Assignments will not be graded without teacher candidate-completed rubrics, and will be deemed late. The professor will determine on a case-by-case basis if the late assignment will be accepted after completed rubrics are attached. Assignments and Assessments The ECE 319teacher candidate will compile a portfolio comprised of the assignments listed below: (General descriptions of each project are included below, and examples, specific oral and written instructions, and scoring rubrics regarding each project are provided separately.) LIVETEXT assignments/assessments are highlighted in pink. # Activity Description 1 Child Observation Reports: The teacher candidate will participate for a total of 40 hours in educare settings that serve infant/toddlers and preschoolers. The teacher candidate will observe a child or children within each of the two age ranges and complete an observation report in each setting observed. Format and rubric are provided that detail assessment categories. (5 points) 2 Environment Rating Scale Practice: The teacher candidate will visit, participate in, and complete formal observation reports in two different licensed child care settings (one infants/toddlers; one preschoolers). Each setting observation report must include a thoughtful analysis of the criteria identified in the ECERS and ITERS. The analysis must include both the ECERS or ITERS scoring packet and a written narrative. Format and rubric are provided that detail assessment categories. (10 points each) 3 Preschool Clinical Reflective Journal: The teacher candidate will compile a beginning portfolio of reflective journals that illustrates knowledge, skills, and dispositions necessary for successfully teaching preschool children. Format and rubric are provided that detail assessment categories. (15 points) 4 Clinical Teaching and Evaluation: The teacher candidate will plan, teach and digitally record (DVD) one lesson presented to a group of children. A detailed lesson plan and self-evaluation must be submitted as provided and discussed in class. Teacher candidates will work in teams to view peer videos and to complete evaluations. The DVD must be submitted in a zip seal bag with all supporting materials (lesson plan, CT evaluation, self-evaluation and narrative, and 2 peer reviews). Rubrics are provided that detail assessment categories. (20 points) 5 Project Box Teaching Materials: The teacher candidate will develop a set of 10 activities/ materials, with appropriate accompanying lesson plans, for use with children in the age and/or developmental ranges of infants, toddlers and preschoolers. The collection must include a minimum of 10 activities/ materials, with at least 2 materials developed for each of the three age groups. These materials will be presented in class. Format and rubric are provided that detail assessment categories. (20 points) 6 Preschool Clinical Placement Records: The teacher candidate will observe and participate in infant/toddler and preschool settings, including a preschool Montessori placement. Required clinical hours will be completed as follows: Infant/Toddler: 6 hours Montessori: 6 hours Preschool: 28 hours Records of placement visits will be maintained by the teacher candidate. Format and rubrics are attached that detail assessment categories. (5 points) Li vetext assignment highlighted in pink. 7 Class Participation and Dispositions: The teacher candidate will participate in class discussions and

5 related activities in a genuine and informed manner to exemplify the completion of assignments and preparation for class and in compliance with all expectations for appropriate dispositions. All course materials must be maintained in a neatly organized portfolio throughout the semester. Format and rubrics are attached that detail assessment categories. (10 points) 8 Professional Growth: The teacher candidate will participate in a minimum of one Early Childhood, Child Development, or Center of Excellence community or professional organization event or activity approved in advance by the professor. A one page written report must be submitted. Format and rubrics are attached that detail assessment categories. (2 points) 9 ECE Service: The teacher candidate will participate in a minimum of one Early Childhood, Child Development, or Center of Excellence service learning/volunteerism activity approved in advance by the professor. A one page written report must be submitted. This activity must be one for which the candidate receives NO FINANCIAL PAYMENT. A rubric and format are provided detailing assessment categories. (2 points) 10 ECE Portfolio: The teacher candidate will continue to add to the ECE Portfolio by including ECE 319 assignments as outlined on the format attached format. Rubrics are attached that detail assessment categories. (1 point) Course Assignments and Standards Alignment ASSIGNMENT Child Observation Reports (5 points) Environment Rating Scale Practice (20 points) Preschool Clinical Reflective Journal (15 points) Clinical Teaching and Evaluation (20 points) Project Box Teaching Materials (20 points) Preschool Clinical Placement Records (5 points) Class Participation and Dispositions (10 points) LIVETEXT assignments/assessments are highlighted in pink. STANDARDS SOE CF IB4 TCOP 1.1 NAEYC 1a, 1b, 3a, 3b, 3c ADEPT 2A, 3B SOE CF ID TCOP NAEYC 1a, 1b ADEPT 3B SOE CF IB1, IB4, IB5 NAEYC 1a, 1b, 3a, 5c, 5d ADEPT 10E SOE CF IB1, IB4, IB5, IIB, IID NAEYC 1a, 1b, 3a, 4b, 4c, 4d, 4a ADEPT 2A, 3B, 4A, 4B, 4C EEDA 5, 6 SOE CF IB1, IB4, IB5, IIB, IID NAEYC 1a, 1b, 3a, 4b, 4c, 4d, 4a ADEPT 2A, 3B, 4A, 4B, 4C EEDA 5, 6 SOE CF IB1, IB4, IB5 NAEYC 1a, 1b, 3a, 5c, 5d ADEPT 10E SOE CF IIA, IIC, IIE TCOP 6.2 NAEYC 5b ADEPT 10A, 10B, 10C, 10D, 10E SOE CF IA, IIC, IIE

6 Professional Growth (2 points) TCOP 6.2 NAEYC 5a, 5b, 5c, 5d, 5e ADEPT 10D, 10E NETS 5a SOE CF IB5, IIA, IIC, IID, IIE ECE Service (2 points) TCOP 6.2, 6.3, NAEYC 2a, 2b, 2c, Sub 4a, 5a, 5b, 5c, 5d, 5e ADEPT 10A, 10E ECE Portfolio (1 point) LIVETEXT assignments/assessments highlighted in pink. Grading Scale DIV 1 SOE CF IIA, NAEYC 5a ADEPT 10E NOTE: C- is NO CREDIT for ECE courses! FMU Final Grade Scale Grade Description Qlty Pts per Sem. Hr. Grading Scale A Indicates achievement of distinction B+ Indicates achievement somewhat below distinction B Indicates above average achievement C+ Indicates achievement somewhat above average C Indicates average achievement D+ - F Indicates unacceptable achievement 0 Below 77

7 ECE 319 Tentative Calendar Date Topic Assignment Due 8/24/11 Introduction to Course Overview of Syllabus 8/31/11 Becoming a Reflective Practitioner Journal Reflection 9/7/11 Materials for Preschool-aged Children 9/7/11 POLISHING YOUR PERFORMANCE: SUCCESSFUL CLINICAL EXPERIENCES 3:30 4:30 pm Lowrimore Auditorium 9/14/11 Using the Environment Rating Scales Review ECERS and ITERS books Project Box Teaching Materials 9/21/11 BEGIN CLINICAL PLACEMENTS Preschool Clinical Reflective Journal entries due weekly 10/1/11 CENTER OF EXCELLENCE WORKSHOP 8:30 am - noon 10/5/11 (or within 2 weeks of placement in age group) Environment Rating Scale Practice 10/26/11 POLISHING YOUR PERFORMANCE: CAMPUS INVOLVEMENT 3:30 4:30 pm Lowrimore Auditorium 11/28/11 Child Observation Reports & Preschool Clinical Placement Records Final Clinical Teaching and Evaluation