MASTER OF ARTS IN TEACHING INTERDISCIPLINARY EARLY CHILDHOOD EDUCATION CERTIFICATION. Birth - Primary 16 KAR 9: KAR 5:050

Transcription

1 MASTER OF ARTS IN TEACHING INTERDISCIPLINARY EARLY CHILDHOOD EDUCATION CERTIFICATION Birth - Primary 16 AR 9: AR 5:050 Graduate Catalog: September 2008, Revised June 2009, August 2010 EU Program Review Documents: IECE MASTER OF ARTS IN TEACHING

2 TABLE OF CONTENTS PROGRAM EXPERIENCES A. Content Standards B. ERA Initiatives C. EPSB Themes D. Program Faculty E. Syllabi F. Curriculum Contract/Guide sheet EU Program Review Documents: IECE MASTER OF ARTS IN TEACHING

3 PROGRAM EXPERIENCES The Master of Arts in Teaching / Interdisciplinary Early Childhood Education (MAT IECE) certification program is designed for candidates who are preparing to serve children age birth through five with and without disabilities and their families. The MAT is a degree program designed to help individuals holding non-teaching baccalaureate degrees in appropriate fields acquire teacher certification. Candidates entering the program must demonstrate their knowledge of the discipline that they plan to teach. Upon completion of the MAT program, candidates will be able to demonstrate and integrate content knowledge, effective pedagogical skills, dispositions, and technological skills. In addition, candidates will show understanding and appreciation for children and families from diverse socioeconomic, cultural, and ethnic backgrounds through course observations, assignments and reflections. The MAT IECE program is a 43 hour program that consists of education and special teaching methods coursework, as well as an action research project and a semester long graduate practicum experience. Candidates are qualified to obtain temporary provisional certification in IECE after completing nine hours of the program. The responsibilities for the temporary provisionally certified candidates are the same as any other full-time teacher. They are the teacher of record for their classroom. The candidates must enroll in and successfully complete the entucky Teacher Internship Program in IECE within their first academic year of their provisional certificate. Upon completion of the MAT IECE degree, graduates will demonstrate competency in the entucky IECE Teacher Standards. After graduation and successful completion of the IECE Specialty Exam, the graduates are certified by the state of entucky as Rank II teachers and can be employed as a: kindergarten teacher preschool teacher early childhood special educator (age 0-5 years) developmental interventionist infant-toddler teacher early childhood parent educator special educator for IEPs and IFSPs home-based early childhood teacher itinerant early childhood teacher While the MAT program is housed in Elementary Education in the Department of Curriculum and Instruction, the MAT IECE advisor is in the Department of Special Education. The MAT IECE aligns to the entrance and program requirements, expectations and experiences of the MAT Elementary Education but much of the coursework and the guidance come from the Department of Special Education. The College of Education and the Department of Special Education strive to work together to meet individual student needs through effective advising, excellent instruction and regular, supervised field and clinical experiences. In addition, candidate support services are provided by the College of Education Office of Teacher Admissions and Certification. EU Program Review Documents: IECE MASTER OF ARTS IN TEACHING

4 The mission of the MAT IECE program is to provide quality instruction to prospective early childhood educators, produce early childhood educators that will make a positive impact on the lives of children and families, and substantially increase the number and retention of early childhood educators who deliver services to children with and without disabilities and their families. Since teacher education has been a major focus of EU since the University s founding as the State Normal School, these program objectives are congruent with and promote the University mission Curriculum Requirements The mission of the MAT IECE program is to provide quality instruction and practical experiences to prospective early childhood educators, produce early childhood educators that will make a positive impact on the lives of children with and without disabilities and their families, substantially increase the number of early childhood educators ready to serve children and families, and prepare early childhood educators who provide leadership in problem solving and program development in the schools, community, and professional organizations and who support learning for all students from diverse populations, cultures, and environments regardless of race, gender, ethnicity, socio-economic status, physical or learning disabilities, or national origin. The MAT IECE program curriculum is designed to enhance candidate learning and the application of learning in the field. While the program is not offered entirely online, courses are delivered in a variety of formats including face-to-face, through the Interactive Television System and on the web. All courses have access to the online instructional support system, Blackboard, to enhance delivery of course information. Pedagogical techniques used in the delivery of instruction are aimed at stimulating the candidate s interest and developing their overall knowledge of teaching strategies shown to be effective with children with and without disabilities. In addition, curriculum planning is designed to ensure that candidates are exposed to and begin to meet the IECE Teacher Standards designed by the entucky Education Professional Standards Board. Graduates, upon completion of their program, are eligible for employment in kindergarten classrooms, preschool classrooms, First Steps (the IDEA Part C Early Intervention System for entucky), child care, parent education, etc. MAT: Interdisciplinary Early Childhood Education Curriculum requirements include the following: (1) Professional Core 9 hours (EGC820, 830 and the research capstone 829); (2) Specialization 27 hours (SED718, 722, 790, 811, CDF741, 744, 747, OTS715, ELE719); (3) Graduate Practicum 6 hours (SED897); for a total of 43 hours. EU Program Review Documents: IECE MASTER OF ARTS IN TEACHING

5 Candidates in the Interdisciplinary Early Childhood Education MAT program have varied field experiences in which to develop their skills. The following is a chart of the field experiences for the MAT IECE program: Field Experience Chart for MAT IECE Program Course Number Number of Field Experience Hours Field Experience and Placement EGC Observation and action research in early childhood classrooms at Model Laboratory School and area public schools EGC Observations and action research in early childhood classrooms at Model Laboratory School and area public schools ELE Observations, interviews and assessment activities in kindergarten classrooms at Model Laboratory School and area public schools SED Observation, teacher interview, and caregiver/parent interview of a young child with disabilities SED Observation and assessment of a young child with disabilities SED weeks One 8 week experience in a state funded preschool classroom where children with and without disabilities are enrolled and a second 8 week experience with a First Steps Developmental Interventionist providing services to infants / toddlers with disabilities or developmental delays and their families. Monitoring of Candidate Progress The progress of candidates is monitored by the MAT IECE advisor throughout the program. Candidates progress through four transition points: Admission to EU Graduate School, (Gate 1) Admission to the Master of Arts in Teaching Program, (Gate 2) Preparation for Admission to Student Teaching, (Gate 3) and Program Completion / Graduation (Gate 4). These transition points insure that candidates have acquired necessary professional and pedagogical content knowledge, skills, and dispositions to progress through the program. Candidates are guided through the process of each transition point during orientations, advising, and mentoring. The planned program document is updated each semester as the candidate progresses throughout the program. An electronic planned program document (CARES report) is in the final development stages and should be introduced in Each candidate s progress is monitored through Unit Assessments as well as Program Assessments during each of these transition points. The general MAT Assessment Plan can be viewed at MAT ey Assessment Plan link. Applicants must meet the requirements for admission to EU s Graduate School as well as requirements for admission to the MAT IECE program. (See for complete description.) EU Program Review Documents: IECE MASTER OF ARTS IN TEACHING

6 Relationship to the Conceptual Framework The MAT IECE program subscribes to the College of Education s Conceptual Framework for Teacher Preparation. The model focuses on the integration of content knowledge, effective pedagogical skills, dispositions, technology and diversity that foster continued professional and personal development and learning. The foundation that enables a graduate of this program to work in the area of IECE is based on the acquisition of content knowledge embedded in the curriculum. The opportunities candidates have to participate in virtual, in-class, and field experiences and to practice their pedagogical skills enhance this knowledge. Built into this framework is the idea that effective educators maintain certain perceptions about themselves, students, and their teaching environment. Candidates are required throughout the program to assess their dispositions related to early childhood education and reflect on their abilities, interests, and performance in the teaching milieu. Candidates are knowledgeable of integrating technology into instruction to enhance teaching and learning and are able to support learning for all children and families across an increasingly diverse population. Upon successful completion of the required academic and supervised learning experiences, the graduate is certified to practice as a professional early childhood educator. Graduates of these programs also recognize the need to be life-long learners, understanding that to be effective teachers their knowledge base must continue to be updated and their skills refined. Content and experiences that focus on cultural diversity is integrated into all course syllabi and field experiences to assist candidates in their understanding and appreciation of the wide array of differences between and among individuals in our society. Relationship to Continuous Assessment The MAT IECE program utilizes all possible assessment / data collection techniques available and instituted at both Unit and the University levels through Banner, Degree Audit, Task Stream and TracDat. The IECE programs, as part of Professional Education, house assessment in Task Stream and regularly update, according to the continuous assessment schedule, tools, data and data analysis information in TracDat. Through the continuous assessment process, candidates are evaluated according to 6 Program ey Assessments. These Program ey Assessments are dispersed across the candidates course of study. Instituted transition points provide program faculty with points at which a candidate s assessment data is reviewed and it is then determined if a candidate can progress into the next phase of their determined program. These transition points, along with Program ey Assessments, occur as a candidate enters the MAT program, prior to the candidate beginning their graduate practicum experience, at completion of the candidate s graduate practicum experience, and upon exiting the program. EU Program Review Documents: IECE MASTER OF ARTS IN TEACHING

7 The Program ey Assessments for the MAT IECE are the following: SED IECE Initial Certification Program ey Assessments Assessment Type Where does it occur in the program? CEC Standards Addressed NAEYC Standards Addressed 1. Praxis II: #0023 Standardized test State Licensure Exam Between Gates 3 and 4 1, 2, 3, 4, 5, 6, 7, 8, 9, Early Childhood Assessment Project (SED811) 3. IEP and IFSP Project with Intervention Programming (SED 811) 4. Student Teaching Assessment-TIP (SED 897) Case Study Case Studies Observation Instrument and Portfolio Between Gates 2 and 3 Between Gates 2 and 3 Between Gates 3 and 4 2, 8, 9, 10 2, 3 1, 2, 3, 9, 10 1, 2, 3, 4, 5, 6 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 1, 2, 3, 4, 5, 6 5. Unit Work Sample (SED 897) Unit of study Between Gates 3 and 4 3, 4, 5, 6, 7, 8 1, 3, 4, 5 6. Child and Family Study Project (SED 718) Project Between 2 and 3 9, 10 1, 2, 3, 4, 6 Integration of the YEPSB Code of Ethics From the initial courses, including EGC 820 Professional Studies I: Teachers, Schools, and Society, candidates receive an in-depth introduction to the entucky Education Professional Standards Board Code of Ethics, which is reinforced through advising and the interview processes. Throughout the program candidates are expected to demonstrate professionalism by upholding the Code of Ethics. Relationship to the EU Teacher Education Conceptual Framework - nowledge-candidate describes or explains fundamental concepts and facts. These concepts, facts, and principles become increasingly more complex as the candidate moves through coursework. A-Application- Candidate is asked to apply understanding of concepts and knowledge within EU Program Review Documents: IECE MASTER OF ARTS IN TEACHING

8 the course. PA- Portfolio Artifact-Candidate produces a Portfolio Artifact in this course. A 1, 2, 3, 4, 5, 6 (7, 8 )- ey Assessments- This Program ey Assessment measures the content and/or skills specifically targeted in this class COURSES CF1 CF2 CF3 CF4 CF5 EGC 820, - A1 A1 A1 EGC 830,, A1 A1 A1 EGC 829 A, A A A A SED 718 A1, 4 A1,6 A1,4 A1,6 A1,4 A 1,6 A 1,4 A 1,4 A 1,6 SED 722 SED 790 SED 811 SED 897 A1 A 1 A1, 2, PA A 1 - A1,2 A1,2, PA, PA, PA, PA A1, 4, 5, A1,4 A1,4 A1,4 A1,4 Relationship to entucky Teacher Standards - nowledge-candidate describes or explains fundamental concepts and facts. These concepts, facts, and principles become increasingly more complex as the candidate moves through coursework. A-Application- Candidate is asked to apply understanding of concepts and knowledge within the course. PA- Portfolio Artifact-Candidate produces a Portfolio Artifact in this course. EU Program Review Documents: IECE MASTER OF ARTS IN TEACHING

9 A 1, 2, 3, 4, 5, 6 (7, 8 )- ey Assessments- This Program ey Assessment measures the content and/or skills specifically targeted in this class CORE TS1 TS2 TS3 TS4 TS5 TS6 TS7 TS8 TS9 TS10 EGC 820 -, PA, -, - - A1 EGC 830,, A 1 A1 - - EGC 829 A, PA A, PA SED A1 SED 790,A,A,A A 1 Relationship to entucky Interdisciplinary Early Childhood Education Teacher Standards - nowledge-candidate describes or explains fundamental concepts and facts. These concepts, facts, and principles become increasingly more complex as the candidate moves through coursework. A-Application- Candidate is asked to apply understanding of concepts and knowledge within the course. PA- Portfolio Artifact-Candidate produces a Portfolio Artifact in this course. A 1, 2, 3, 4, 5, 6 (7, 8 )- ey Assessments- This Program ey Assessment measures the content and/or skills specifically targeted in this class. COURS ES TS1 TS2 TS3 TS4 TS5 TS6 TS7 TS8 TS9 SED 718,A A6 A6 A 6 SED 811 SED897, A A 1, 4. A A2 A1,4 A1,4 A2 A1,4 A1,4 A2 A1,4,A A2 A1,4 A2 A1,4 A1,4 TS1 0 n/a for IEC E n/a in IEC E n/a for IEC E EU Program Review Documents: IECE MASTER OF ARTS IN TEACHING

10 Relationship to EU Goals The EU Goals are written for the University as a whole. Three of the institutional goals directly impact candidates within their coursework EU Goals 3, 4, and 5. Goals 1 and 2 address governance and funding. Professional EU-G1 EU G2 EU-G3 EU-G4 EU-G5 EGC X X X EGC X X X EGC X X X SED X X X SED X X - SED X X - SED X X - SED 897 X X X A. Content Standards Student learning outcomes outlined in the syllabi of the following classes align to these designated SPA standards. COUNCIL OF EXCEPTIONAL CHILDREN Standard: 1, 2, 3, 6, 7, 10 Standard: 1, 2, 3, 4, 5, 6, 8, 10 Standard: 1, 2, 3, 4, 5, 7, 8, 9 NAEYC Standard: 1, 6 Standard: 1,3, 6 Standard: 1, 3 Course P/N Description SED718 SED 718 Special Education in Early Childhood. (3) I, II. Prerequisites: SED 104 or 575 and 260; or instructor approval. Overview of history, philosophy, legislation and services for young children (0-5) at-risk for or with disabilities, including impact and intervention across developmental domains. SED722 SED 722 Language Disorders of Students with Disabilities. (3) A. Overview of language development and related speech and language disorders including introduction to intervention methodology. SED790 SED 790 Applied Behavior Analysis. (3) A. Prerequisite: SED 775 or instructor approval. Behavior analysis applied to classroom and instructional management. Data collection, intervention procedures, and evaluation of behavior change. EU Program Review Documents: IECE MASTER OF ARTS IN TEACHING

11 Standard: 1, 4, 5, 7, 8, 9, 10 Standard: 3, 4, 5, 6 SED811 SED 811 IECE Assessment and Intervention. (4) A. For MAT IECE students only, encompasses identification and program development / implementation for children ages 0-5. Collaboration with families/professionals and continuous assessment of individual needs and program efficacy is also addressed. Standard: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 Standard: 1, 2, 3, 4, 5, 6 Summary of Council for Exceptional Children Standards: Standard 1: Foundations Standard 2: Development and Characteristics of Learners Standard 3: Individual Learning Differences Standard 4: Instructional Strategies Standard 5: Learning Environments and Social Interactions Standard 6: Language Standard 7: Instructional Planning Standard 8: Assessment Standard 9: Professional and Ethical Practice Standard 10: Collaboration Summary of NAEYC Standards: Standard 1: Promoting Child Development and Learning Standard 2: Building Family and Community Relationships SED897 SED 897 Practicum in Special Education.(3-6) A. Practicum for graduate students who seek certification in an area in special education. Standard 3: Observing, Documenting, and Assessing to Support Young Children and Families Standard 4: Using Developmentally Effective Approaches to Connect with Children and Families Standard 5: Using Content nowledge to Build Meaningful Curriculum Standard 6: Becoming a Professional EU Program Review Documents: IECE MASTER OF ARTS IN TEACHING

12 B. ERA Initiatives Advanced courses in Special Education address special education pedagogy and research COURSES Learner Goals/Academic Expectations Program of Studies: Understandings Program of Studies: Skills & Concepts Core Content SED SED SED SED SED C. EPSB Themes: The following matrix demonstrates the integration of the Education Professional Standards Board Themes through the Master of Arts in Teaching / middle grade program. - nowledge-candidate describes or explains fundamental concepts and facts. These concepts, facts, and principles become increasingly more complex as the candidate moves through coursework. A-Application- Candidate is asked to apply understanding of concepts and knowledge within the course. PA- Portfolio Artifact-Candidate produces a Portfolio Artifact in this course. A 1, 2, 3, 4, 5, 6 (7, 8 )- ey Assessments- This Program ey Assessment measures the content and/or skills specifically targeted in this class Closing COURSES Diversity Assessment Literacy/Reading Achievement Gap EGC 820, PA, PA -, PA A1 EGC 830 A1 EGC 829 A A - A A1 EU Program Review Documents: IECE MASTER OF ARTS IN TEACHING

13 SED 718,A A6 SED 722, A6 - - SED 790 SED 811 SED 897 A1,A A1 A1, 2 A1 A A1,2,A A1,A, A1,A A3,A A1,4 A1,4 A1,4 A1,4 D. Course Descriptions Course EGC 820: Professional Studies I: Teachers, School, and Society EGC 829: MAT Capstone Seminar EGC830: Professional Studies II: Learner, Teachers, and Action Research CDF 741: Infant-Toddler Development and Group Care CDF 744: Early Childhood Development and Program Planning CDF 747: Organization and Administration of Early Childhood Programs Course Description An introduction to roles and responsibilities of teachers in standards-based schools, school organization, and relationship of school and society Mediated presentation of action research project completed in Core III, completion and assessment of graduate portfolio, plan for continued professional growth based on experienced teacher standards Focus on theories and principles of human development and action research. Growth and development from conception to three years, Emphasis on family intervention, appropriate policies and practices for group care, assessment, disabilities, multicultural and gender issues, and caregiver professional growth Theory pertinent to early childhood development and learning including constructiveness, socially mediated intelligence, multiple intelligence and creativity. Emphasis on emergent curriculum and teaching strategies reflecting social collaboration such as webbing, project work, and multimedia documentation Review of the theories influencing the definition of goals, philosophies and rationales EU Program Review Documents: IECE MASTER OF ARTS IN TEACHING

14 OTS 715: Early Childhood Sensorimotor Development ELE 719: Teaching in the indergarten SED 718: Survey of Special Education in Early Childhood SED 722 Language Disorders of Students with Disabilities. SED 790 Applied Behavior Analysis SED 811 IECE Assessment and Intervention. (4) SED 897 Practicum in Special Education.(3-6) for establishment of early childhood programs (0-5), study of procedures for organizing early childhood programs, and discussion of management processes for administering quality early childhood programs. Provides an overview of normal sensorimotor development in infants and young children. Includes contrasting normal/abnormal development and application of appropriate developmental tasks Focuses upon leaders and literature of kindergarten education including historical movements, organizations, curricula, equipment, and procedures used with normal, developmentally different, and multicultural children. Overview of history, philosophy, legislation and services for young children (0-5) at-risk for or with disabilities, including impact and intervention across developmental domains. Overview of language development and related speech and language disorders including introduction to intervention methodology. Behavior analysis applied to classroom and instructional management. Data collection, intervention procedures, and evaluation of behavior change. For MAT IECE students only, encompasses identification and program development / implementation for children ages 0-5. Collaboration with families/professionals and continuous assessment of individual needs and program efficacy is also addressed. Practicum for graduate students who seek certification in an area in special education.(iece) EU Program Review Documents: IECE MASTER OF ARTS IN TEACHING

15 D. Program Faculty information may be accessed at: E. Syllabi may be accessed at: F. Curriculum Contract/Guidesheet: DegreeWorks matches candidates academic and course history against the degree requirements as defined in the Undergraduate or Graduate Catalog. It is a Web-based tool for students to monitor their academic progress toward degree completion. DegreeWorks also allows candidates and their advisors to plan future academic coursework. A DegreeWorks audit is a review of past, current and "planned" coursework that provides information on completed and outstanding requirements necessary to complete a degree/major/minor/concentration. The information in DegreeWorks is refreshed each night. Admission and Exit criteria are maintained in University Catalogs. Portfolio requirements are distributed during initial education classes and are reinforced throughout the program. The sample at this link is a snap-shot of the DegreeWorks electronic web-based tool provided for re-accreditation purposes only. The University does not endorse or maintain a hard copy degree planned program. ADDITIONAL REFERENCES Admission to Teacher Education Student Teaching Professional Education Continuous Assessment Plan Conceptual Framework ey Assessments ions.php dent_teaching.php See PECAP under Assessment System Assessments-Index EU Program Review Documents: IECE MASTER OF ARTS IN TEACHING