College of Charleston Introduction to Early Childhood Education: EDEE Spring, 2012

Transcription

1 College of Charleston Introduction to Early Childhood Education: EDEE Spring, 2012 Meeting Time and Mondays, 8:00-10:45 Place: Education Center, Room #217 Instructor's Name: Dr. Virginia Bartel Office Hours: In office: 11:00 to 1:00 PM on Mondays and Wednesdays; and by Appointment Office Location: Office #223, 86 Wentworth Contact Info (O): ; (C): ; (H) ; Course Description: This course provides an introduction to early childhood education to include historical and theoretical foundations, characteristics of children and their families, multiple influences on development, and purposes and uses of assessment. Course Text/Materials: Wortham, S. C. (2012). Assessment in early childhood education. (6 th Ed.). Upper Saddle River, NJ: Pearson-Merrill. Copple, C. & Bredekamp, S. (Eds.) (2009). Developmentally appropriate practices in early childhood programs: Serving children from birth through age 8. Washington, D.C.: National Association for the Education of Young Children. Assigned Readings Course Objectives: All teacher preparation programs in the School of Education at the College of Charleston are guided by a commitment to Making the Teaching and Learning Connection. Teachers who make the teaching and learning connection understand and value the learner, know what and how to teach and assess and how to create an environment in which learning occurs, and understand themselves as professionals. These three elements of teacher competency are at the heart of the School of Education s conceptual framework and guide what you will learn, as well as how you will be assessed. Below are the specific outcomes related to the three elements of teacher competency to be achieved by the course s end. The standards listed in parentheses refer to standards of the National Association for the Education of Young Children (NAEYC). Outcomes related to understanding and valuing the learner (ETC#1): 1. Chart characteristics of developmental stages and needs of young children in all area to include: physical, motor, sensory, perceptual, cognitive, language, social/emotional, moral, psycho-social, health and safety (NAEYC 1a). 2. Compare and contrast characteristics of development and needs across the developmental spectrum (NAEYC 1a). 3. Research various theories of development and track brain development research (NAEYC 1a). 4. Identify and describe multiple influences that impact development and learning, such as cultural, economic, social, special health and physical needs, intellectual capacities, stress, trauma, and varied rates of development (NAEYC 1b). 5. Analyze the diverse contexts presented by young children and their families and communities including economic, cultural, linguistic, and special needs (NAEYC 2a). 6. Develop and apply knowledge of cultural and linguistic diversity and the significance of sociocultural and political contexts to early childhood development and learning (NAEYC 2a). 7. Describe and differentiate between learning theories (NAEYC 2a). Outcomes related to knowing what and how to teach and assess and how to create an environment in which learning occurs (ETC #2): 8. Identify and describe caretaker and teacher roles in creating healthy, respectful, supportive, and challenging learning environments based on developmental characteristics for each level of development (NAEYC 1b). 9. Design interior and exterior spaces that provide for health and safety needs of children (NAEYC 1c). 10. Select and/or design equipment, material, curriculum approaches, instructional strategies and schedules appropriate for each developmental level of children in the learning environment (NAEYC 1c). 11. Devise strategies that affirm and respect the diversity of children and their families and that promote anti-bias approaches and experiences that are culturally and developmentally sensitive (NAEYC 2b). 12. Demonstrate the ability to build positive, supportive relationships that take families goals and preferences into account and incorporate knowledge of families languages, cultures, strengths, and challenges (NAEYC 2b). 13. Stimulate collaborative strategies and models of involvement that meaningfully engage families with curriculum, assessment, and decision making (NAEYC 2c).

2 SEHHP Mission: SEHHP Vision: and Theoretical Framework: Primary SEHHP Standards addressed by this course: College of Charleston Honor Code and Academic Integrity: 14. Explain the purposes and benefits of assessment (NAEYC 3a). 15. Develop familiarity with knowledge and skills about informal and formal assessment tools (NAEYC 3b). 16. Acquire skills needed to observe children s learning needs and plan instruction based on those needs (NAEYC 3b). 17. Debate issues and policies related to assessment in pre-kindergarten through 3rd grade (NAEYC 3b). 18. Use the ADEPT teacher evaluation system as a self-reflection and peer assessment tool (NAEYC 3d). 19. Demonstrate understanding of the interrelationship between curriculum, instruction, and assessment (NAEYC 3). Outcomes related to understanding of self as professional: 15. Stimulate the practice of reporting assessment results to stakeholders of effective partnerships (NAEYC 3d). 16. Understand from different perspectives the influences of philosophical and theoretical traditions of early childhood education (NAEYC 1, 3, 4c, 5a, 5b). 17. Understand the importance of teaching from an informed and inquiry-based perspective (NAEYC 5c,d,e). 18. Identify models and programs in early childhood education and describe how these models are reflected within the social, philosophical, and historical foundations of general education. The mission of the School of Education, Health, and Human Performance is the development of educators and health professionals to lead a diverse community of learners toward an understanding of and active participation in a highly complex world. Our vision is to be a community of diverse teacher leaders who ensure exemplary learning and wellness opportunities for all individuals. These opportunities are created by professionals who can MAKE THE TEACHING - LEARNING CONNECTION through: Understanding and valuing the learner; Knowing what and how to teach and assess and how to create an environment in which learning occurs; Understanding ourselves as professionals. Standard I: Evidence theoretical and practical understanding of the ways learners develop. Standard II: Demonstrate understanding and application of the critical attributes and pedagogy of the major content area(s). Standard III: Evidence a variety of strategies that optimize student learning. Standard V: Communicate effectively with students, parents, colleagues and the community. Lying, cheating, attempted cheating, and plagiarism are violations of our Honor Code that, when identified, are investigated. Each incident will be examined to determine the degree of deception involved. Incidents where the instructor determines the student s actions are clearly related more to a misunderstanding will be handled by the instructor. A written intervention designed to help prevent the student from repeating the error will be given to the student. The intervention, submitted by form and signed by both the instructor and the student, will be forwarded to the Dean of Students and placed in the student s file. Cases of suspected academic dishonesty will be reported directly by the instructor and/or others having knowledge of the incident to the Dean of Students. A student found responsible by the Honor Board for academic dishonesty will receive a XF in the course, indicating failure of the course due to academic dishonesty. This grade will appear on the student s transcript for two years after which the student may petition for the X to be expunged. The student may also be placed on disciplinary probation, suspended (temporary removal) or expelled (permanent removal) from the College by the Honor Board. Students should be aware that unauthorized collaboration--working together without permission-- is a form of cheating. Unless the instructor specifies that students can work together on an assignment, quiz and/or test, no collaboration during the completion of the assignment is permitted. Other forms of cheating include possessing or using an unauthorized study aid (which could include accessing information stored on a cell phone), copying from others exams, fabricating data, and giving unauthorized assistance. Research conducted and/or papers written for other classes cannot be used in whole or in part for any assignment in this class without obtaining prior permission from the instructor. Students can find the complete Honor Code and all related processes in the Student Handbook at Class Assignments: Class Participation Total: (65 points) Class Activities: (30 points): Quality, excellence, and depth are expected in your work and in your interactions with classmates and the instructor. Consistent preparation and attendance are expected, as is active participation and engagement in class discussions and activities. Members of the class bring a rich diversity of backgrounds, interests, and experiences to class discussions. Much can be learned by listening to others ideas, questioning those ideas and sharing your own ideas. Periodically, quizzes on the reading material may also be given. Points awarded on those quizzes would count towards your total participation grade. The following mini-assignments, in addition to other in-class activities, will be included as part of your participation grade. Two points maximum will be credited for quality participation; obviously, no points if you are not in attendance.

3 Morning Meeting (20 points): Morning meetings are used in early childhood classrooms to build community and to start the school day in a positive way. You will be expected to participate in a morning meeting at the beginning of each class session. The morning meeting will consist of four parts: Greeting, Sharing, Group Activity, and Morning Message. The first morning meeting will be led by the instructor. Additional morning meetings will be led by students, assigned a particular date and grade level. For that date, the student(s) should select a greeting, sharing, and group activity and lead the class in completing each activity. On the assigned date, please bring a BRIEF written description of the activities to share with your classmates. Assessment Interview (15 points): Interview your cooperating teacher concerning the screening and assessment measures currently used in the classroom. Sample questions will be provided. Teaching partners may plan and conduct the interview together. This assignment will be shared (informally) in class. Quizzes and Exams (150 points): Three exams (50 points each) will be given in this course. Pop quizzes are also possible. The exams will assess knowledge gained through assigned readings, lectures, and class activities. Response format will vary and may include multiple choice, short answer, and essay/application questions. Developmental Case Study (125 points): You will select a case study child to focus on this semester and will study this child in great depth. You will spend time observing the child and will individually assess the child in literacy and/or math using 2-3 different methods. You will also need to contact one of his/her family members. This can be done in person (with the permission and supervision of the cooperating teacher) OR over the phone OR through whatever is easiest for the family member. Your wiki should include four parts. Each will be due across the semester (see course calendar). In the first section, you will provide a brief description of the child you are studying and the classroom setting in which you observed the child. In the second section you will provide a thorough description of how you established a relationship with the child s family and discuss what you learned about the child and his/her family and how that influences the child s learning and development. In the third section, you will provide a description of the assessment tools used in identifying the child s needs and describe your rationale for choosing them, and what you learned about the child from conducting these assessments. In the final section, you will develop an action plan in which you will identify appropriate developmental goals based on your assessment of the child s needs and describe what action you (in addition to the cooperating teacher) will take in helping the child to make progress toward achieving these goals. See handout for additional information. CCSD/Head Start Project #1 and #2 (25 points each): Program evaluation is an important form of assessment in early childhood settings. So that you will better understand it, you will accompany a Charleston County School District (CCSD) Head Start staff member on two observations (twenty-five points each) during which you will together implement the Creative Curriculum Implementation Checklist. Each observation will be approximately four hours including travel time. Transportation will be provided. On your scheduled date, your CCSD/Head Start partner will pick you up in front of our main School of Education, Health, and Human Performance building at the corner of Wentworth and St. Phillip Streets and return you there when done. The observation times will need to be arranged between you and your CCSD/HS partner at times that are mutually convenient for you. Both observations will be conducted prior to spring break. Upon completing both observations, you will write a one-page typed reflection in which you compare the two settings according to the checklist and talk about what you learned. Training for this checklist implementation will be provided by CCSD/Head Start during class time. See associated rubric. Reflective Teaching Blog (140 points): You will be expected to continue the blog you started last semester for the purpose of sharing your reflections, reactions, and questions about what occurs in class, your readings, and fieldwork. You will be assigned to a blogging group of four classmates and will be responsible for ten (10) individual blogs this semester (see calendar for dates) and for reading and responding thoughtfully one of your partners blogs each week. Each blog is worth a maximum of 8 points and each comment is worth a possible 6 points for a total of fourteen possible points per week. The questions on which to reflect are provided on the course calendar for the week they are due as well as on OAKS. Blog entries must be posted no later than Thursday night to count for the week. Your comments to classmates must be posted by Saturday night.

4 C of C Undergraduate Grading Scale: = A = C = A = C = B = D = B = D = B = D = C+ 69 or lower = F Evaluation Criteria: At the end of the course, the points for each assignment will be totaled, then converted to a final percentage and a grade assigned for the course according to the grading scale above. Attendance Policy: Attendance is vital in this course. If you have to miss class for a family emergency or illness, please let the instructor know as soon as possible BEFORE the scheduled class session. If you miss more than 2 classes you will be dropped with a WA. Prompt arrival is also extremely important; tardiness is unacceptable. Class begins at 8:00. Your instructor and classmates would appreciate prompt arrival to class, so disruptions are minimized. If you arrive after 8:10 you are considered tardy. Three tardies count as one absence. If you arrive after 8:30, you are considered absent. These strict policies are based on the professionalism required of teachers. DATE TOPIC READING DUE BLOG DUE January 9 Overview of the syllabus, Introductions Overview of Morning Meetings Student Information, History and Theorists January 16 No class Martin Luther King Day Copple & Bredekamp, pp B1. Tell a little about yourself. Why do you want to be a teacher? What experiences have you had (are you having) with children? What experience(s) from your schooling or family life most influenced your decision? What from the January 23 IN FIELD CLASS MM Checklist Training, Child Development Infants and Toddlers, Family and Community: Contexts for family theory, development, diversity Copple & Bredekamp, pp reading resonated with you? B2. Ask a parent, guardian, caregiver, or grandparent to tell you a story about you from when you were an infant or toddler. Tell us about it and how it fits with what you read for today. 1. SELECT A CHILD FOR YOUR CASE STUDY. GET CONTACT INFO FOR PARENT AND 2. MEET WITH PREFERABLY OR BY February ARRANGE A DATE/TIME TO BE HELD BEFORE February 29 FOR YOU AND YOUR PARTNER TO MEET WITH YOUR COOPERATING TEACHER AT HIS/HER CONVENIENCE TO OBTAIN ANSWERS TO ASSESSMENT QUESTIONS YOU MAY NEED TO GO BEFORE OR AFTER SCHOOL OR DURING YOUR TEACHER S PLANNING PERIOD. January 30 MM 1 Jigsaw Preschoolers, Kindergarteners, Primary Grades Building relationships February 6 MM 2 Early Childhood Curriculum and Play A. Copple & Bredekamp, pp B. Copple & Bredekamp pp C. Copple & Bredekamp, pp Driscoll and Nagel, Curriculum 2. Driscoll and Nagel, Play February 13 MM 3 Early Childhood Models Feb. 20 MM4 Exam # 1 February 27 MM 5 Wortham, Chapter 1 and 2 Assessment Overview Ages and Stages B3. Based on what we talked about in class last week, tell a little about your own family. What do you remember about being three, four, or five? Did you go to child care or K4 or K5? How do you think your experiences then have influenced you now? B4. What do you find surprising about your reading on play or curriculum? What have you seen in the field that is developmentally appropriate or not for any of the ages you have read about so far? Why might inappropriate practices take place? B5. Which model fits you best? Explain why. B6. Tell a little about the case study child you have selected and how you are communicating with the parent/guardian.

5 PALS March 5 March 12 MM 6 Standardized Tests March 19 MM 7 Classroom Assessments: Observation SPRING BREAK Wortham, Chapter 3 and 4 Wortham, Chapter 5 NAE6 March 26 MM 8 Classroom Assessments: Checklists, Rating Scales, Rubrics and Teacher Strategies Wortham, Chapter 6 and 7 CASE STUDY A and B on Wiki B7. How can you tell if your students are learning what they are being taught? What have you noticed that someone didn t get something? How could you help them better understand it? ASSESSMENT INTERVIEW SHARING AND NOTES DUE one per pair Blog #8. Tell what you would do for one of the children in the NAEYC reading to take them to the next level? April 2 MM 9 EXAM 2 including CASE STUDY, PART C on wiki April 9 MM 10 Classroom Assessments: Performance-Based Strategies; Tammy Wortham, Chapter 8 and 9 B9. Upload a completed checklist or rating scale you are using in a lesson and talk about what you would do to reteach based on the results. April 16 MM 11 Portfolio Assessment; Culturally Relevant Teaching; Families; Conferencing with Parents Olsen and Fuller, Parent- Teacher Communication AND Driscoll and Nagel, Families CASE STUDY, PART D on wiki April 23 MM 12 WIKIS PRESENTED April 29 EXAM 3 RUBRICS AND/OR DETAILED DESCRIPTIONS/DIRECTIONS Developmental Child Case Study (Wiki) Project Section A: Context Please provide a brief description of the child you are studying and the classroom setting in which you observed the child. Use the following questions as a guide: Why did you select this child for your case study? What are the child s unique characteristics, developmental strengths, and needs? What aspects of the classroom environment influence the child s learning and development? What developmental theory(ies) provides a framework for working with this child? Section B: Family Involvement Please provide a thorough description of how you established a relationship with the child s family. Discuss what you learned about the child and his/her family and how that influences the child s learning and development. Use the following questions as a guide: How did you establish a relationship with the child s family? What approach did you use to better understand the child s family, their community, values, and culture? If your approach was not successful initially, discuss how you modify it? What did you learn about the child s family? What sources did you learn from? What family factors might influence the child s learning and development? What goals does this family have for their child? How was your work with the family influenced by any family theory or research? What insights into the child s development and learning needs did you gain from your relationship with the child s family?

6 How were you able to provide support to the family? Did you provide information on any school or community resources? Section C: Assessment and Analysis Please provide a description of the assessment tools used in identifying the child s needs and describe your rationale for choosing them. Discuss what you learned about the child from the assessments you used. Use the following questions as a guide: What informal and/or formal observation strategies were used? How were the observations conducted and recorded? What other forms of assessment were used and why? What did you learn about the child s developmental and learning needs in relation to each of the five domains: physical, social, emotional, cognitive, and language development? What did you learn from the results of the activity you developed and administered to your child? What would be your next steps for helping the child to improve in the area for which you developed the activity? Section D: Action Plan Please discuss how the child s needs would best be met. Identify appropriate developmental goals based on your assessment of the child s needs and describe what action you (in addition to the cooperating teacher) will take in helping the child to make progress toward achieving these goals. Use the following questions as a guide: What are two immediate developmental goals that are appropriate for this child? How did you arrive at these goals? How can the classroom environment be set up to support attainment of these goals? How can the family support the child in reaching these goals? What specific, immediate actions will you take to promote this child s learning and development in the areas identified? What long-term actions will you (or the teacher) take? Explain what standards, developmentally appropriate practices, and research serve as a basis for these actions. How will the child s continued progress be measured?

7 DEVELOPMENTAL CASE STUDY (Wiki) RUBRIC BELOW TARGET TARGET EXCEEDS TARGET Section A (17-20 points) (21-22 points) (23-25 points) Knowing and understanding the child s characteristic s and needs (1a) Candidate s knowledge seems weak or non-existent Candidate work reflects knowledge of the child s specific needs and provides examples of interrelationships among developmental areas. and is grounded in developmental theory and provides rich examples to describe child s characteristics Knowing and understanding the multiple influences on development and learning (1b) Candidate s knowledge and understanding are weak or non-existent Candidate describes the nature of influences on the child and needs and has thorough knowledge of possible interactions among these influences; and cites relevant theory Section B (17-20 points) (21-22 points) (23-25 points) Knowing and understanding Candidate s descriptions are Candidate s work describes significant in an especially in-depth way family characteristics (2a) weak or non-existent family characteristics Supporting and empowering the family through a respectful, reciprocal relationship (2b) Evidence of a relationship seems weak or non-existent Candidate uses knowledge of family/community to build relationship; uses varied communication strategies; links family to at least one resource (educational or and reflects knowledge of family s goals, language and/or culture, characteristics to deepen relationships; and links family with multiple resources for Involving the family in child s development and learning (2c) Family involvement is weak or non-existent community) Candidate articulates the philosophy that the family is child s primary teacher; uses family s input to inform decisions specific purposes and demonstrates skill in interpreting and sharing results in light of family characteristics Section C (17-20 points) (21-22 points) (23-25 points) Understanding the goals, benefits, and uses of assessment (3a) Candidate s understanding and use of assessment is weak, inappropriate, or nonexistence Candidate shows knowledge of important goals of assessment, and explains benefits and potential harm of assessments considered and selected and shows how assessments selected align with goals, curriculum, and teaching strategies of the classroom Knowing about and using observation, documentation, and other appropriate assessment tools and approaches (3b) Knowing and understanding the multiple influences on development and learning (1b) Candidate s knowledge and skills in this area are weak or non-existence Candidate s knowledge and understanding is weak or non-existent Candidate shows basic competence in implementing tools and approaches selected; work reflects skill in interpreting and using results Candidate describes the nature of influences on the child; cites relevant intervention programs and research and goes beyond to show indepth knowledge and high level of skill in using the approaches selected with the child, given unique special needs and has thorough knowledge of possible interactions among these influences; and cites relevant theory and research Section D (17-20 points) (21-22 points) (23-25 points) Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environments (1c) Candidate fails to envision and describe appropriate actions resulting from the project Candidate describes developmentallybased suggestions to create an effective learning environment for the child; describes how the environment will help the child and/or challenge the and does so in an in-depth way Knowing about and using observation, documentation, or other appropriate assessment tools/ approaches (3b) Candidate s knowledge and skills in this area are weak or non-existence child to gain new competencies Candidate shows basic competence in implementing tools and approaches selected; work reflects skill in interpreting and/or using results and goes beyond to show indepth knowledge and high level of skill in using the approaches selected,given unique special needs CONVENTIONS (17-20 points) (21-22 points) (23-25 points) Writing has multiple errors that interfere with readability. Artwork is sparse, and/or not very colorful or appealing but appropriately relates to the content. Links work ok. Directions are followed. Writing contains a few spelling and/or grammatical errors. Artwork is varied, colorful and appealing and appropriately relates to the content. Links work ok. Directions are followed. Writing is clear and error-free. Artwork is plentiful, very colorful and appealing and appropriately and obviously relates to the content. Links work well. Directions are accurately followed.

8 PARTICIPATION TOTAL: 65 POINTS MORNING MEETING CONTENT PREPARATION AND ORGANIZATION MECHANICS AND SPELLING EXCEEDS TARGET TARGET BELOW TARGET Demonstrates thorough Demonstrates understanding of Demonstrates some understanding of understanding of the the morning meeting format and the morning meeting format and morning meeting format purposes and includes purposes and includes and purposes and includes developmentally appropriate developmentally appropriate developmentally information/activities information/activities appropriate information/activities Is well prepared and Is fairly prepared and organized Isn t prepared and/or organized organized Writing is error-free. One or two errors are present. Contains more than two errors CLASS ATTENDANCE, PARTICIPATION, AND ENGAGEMENT CLASSES 16 X 2 = 32 POSSIBLE POINTS Exceeds Target 2 POINTS Actively supports, engages, and listens to peers (ongoing); arrives fully prepared; plays an active role in discussion and in classroom activities (ongoing); comments advance role in discussions (ongoing); group dynamic and level of discussion are consistently better because of the student s perspective; actively seeks input of coop teacher and responds appropriately to his/her requests Target 1 POINT Actively supports, engages, and listens to peers (ongoing); arrives fully; plays an active role in discussion and in classroom activities (ongoing); comments advance role in discussions (ongoing); group dynamic and level of discussion are often better because of the student s perspective; student s perspective; seeks input of coop teacher and responds appropriately to his/her requests Below Target 0 POINTS Makes little effort to interact with peers (ongoing); does not arrive prepared; rarely participates constructively in discussion; occasionally makes relevant comments based on assignments (ongoing); not willing to participate in field classroom activities and does not actively interact with coop teacher and/or students OR NOT PRESENT. ASSESSMENT INTERVIEW NOTES CONTENT CONNECTION WITH FIELD EXPERIENCE REFLECTION ORGANIZATION EXCEEDS TARGET Demonstrates thorough understanding of how assessment is used in field classroom. Provides explicit examples from teacher interview in the form of quotes Makes strong connections between what was learned about assessment in class (or from readings) and what was observed/discussed in the field Provides insightful reflection of how this assignment might inform future practice Appropriate organization of thoughts and responses TARGET Demonstrates understanding of how assessment is used in field classroom. Provides few examples from teacher interview Makes some connections between what was learned about assessment in class (or from readings) and what was observed/discussed in the field Provides some Provides some reflection on how this assignment might inform future practice Organization interferes with clear understanding of some BELOW TARGET Demonstrates poor understanding of how assessment is used in field classroom. Provides little to no examples from teacher interview. Uses teacher s written/ ed notes instead of own = 0 points Makes no connection between what was learned about assessment in class (or from readings) and what was observed/discussed in the field Provides little to no reflection on how this assignment might inform future practice Organization is seriously lacking

9 MECHANICS AND SPELLING responses Writing is error-free Writing errors are present. Frequent errors in writing BLOGS AND COMMENTS ( = 140 possible points) BLOG ENTRIES Components Exceeds Target Target Below Target Quality of Content (3 points) Entry is expressed objectively and reflects active engagement, thoughtfulness, and keen observation. Entry is mostly expressed objectively and reflects active engagement and good observation skills. Entry is not expressed objectively and doesn t reflect engagement that is active or indicative of good observation skills. Connection to course content (2 points) A strong connection is made between observation(s), students learning, coursework, and/or course readings. A good connection is made between observations and student s learning, coursework, and course readings. No connection is drawn between observation(s) and student s learning, coursework and course readings. Timeliness (0-1 point) Entry is made by Friday night. 2 pts. Entry is by Saturday night. 1 pt. Entry is made by Sunday night (.5 points) (no points if made after Sunday night) Maximum possible: points (posts x 6 possible points each) BLOG RESPONSES Component Exceeds Target Target Below Target Quality of Content 2 points) (1 points) Post and response to colleague are expressed objectively and reflects active engagement, thoughtfulness, and keen observation (1 point) Response is mostly expressed objectively and reflects active engagement and good observation skills (0 points) Response is not expressed objectively and doesn t reflect engagement that is active or indicative of good observation skills Timeliness (0-1 point) Response is by Saturday night 1 pt. Response is by Sunday night.5 points responses x 3 possible points each = possible points Entry is not counted if delivered after Sunday 0 points CCSD/HEAD START ASSESSMENT PROJECT (1 AND 2):

10 ATTENDANCE, PARTICIPATION, AND ENGAGEMENT Exceeds Target POINTS Fully supports and cooperates with partner; is on time; fully participates in training; exhibits thorough knowledge of the Creative Curriculum Implementation Checklist; displays all relevant and appropriate dispositions including confidentiality; actively seeks input of partner and responds appropriately to her requests; employs deep understanding of child development Target Adequately supports and cooperates with partner; is on time; adequately participates in training; exhibits a working knowledge of the Creative Curriculum Implementation Checklist; displays all relevant and appropriate dispositions including confidentiality; sometimes seeks input of partner and always responds appropriately to her requests; employs adequate understanding of child development Below Target POINTS Inadequately supports and cooperates with partner; is on time; adequately participates in training; exhibits a working knowledge of the Creative Curriculum Implementation Checklist; doesn t always display relevant and appropriate dispositions including confidentiality; doesn t seek input of partner often enough but mostly responds appropriately to her requests; employs adequate understanding of child development REFLECTION The one double-spaced typed reflection richly incorporates knowledge of the Creative Curriculum Checklist through objective descriptions of similarities and differences in the two settings as well as describes three major learnings about young children and their classrooms. The one double-spaced typed reflection incorporates adequate knowledge of the Creative Curriculum Checklist through objective descriptions of similarities and differences in the two settings as well as describes two major learnings about young children and their classrooms. Two observations: 25 x 2 = 50 possible points The one double-spaced typed reflection incorporates inadequate knowledge of the Creative Curriculum Checklist through objective descriptions of similarities and differences in the two settings and/or describes inadequately two major learnings about young children and their classrooms.