eastern connecticut state web vieweastern connecticut state university. ... students will complete a...

Eastern Connecticut State University

ECE 435/575: Assessment in Early Childhood Education

Fall 2013

Instructor: Sudha Swaminathan

Phone: 860-465-4535

Office Hours: CECE 218

Tuesdays: 12:00 P.M — 2:00 P.M.

Wednesdays: 1:00 P.M — 3:00 P.M.

Thursdays: 11:00 P.M.—12:00 Noon

Other times by appointment.

Class location: CECE 175 on 8/29, 10/24, 12/5; Online on other days.

Email: Course-related questions: Blackboard Learn mail only

Non-course questions: [email protected]

Catalog Description: Examines assessment strategies in ECE. Facilitates the development of a portfolio as a documentation of teacher's professional growth. Emphasizes portfolio assessment of children's development. Explores tools for formative and summative program evaluation.

Credit Hours: 3

Course Prerequisites: Admission to the ECE teacher preparation program and student teaching.

Purpose of the Course: To help preservice teachers gain in-depth understanding of assessment and evaluation practices in the EC classroom and to facilitate the development of the portfolio as both a self-assessment and child assessment tool. To guide students' formative and summative evaluation of ECE programs.

Required Texts: 1. Ainsworth, L. and D. Viegut (2006). Common formative assessments: How to connect standards-based instruction and assessment. Thousand Oaks, CA, Corwin Press, Inc.

2. Select journal articles (available online or electronically)

1Swaminathan, ECE 435/575

Course Outcomes Aligned with the Education Department's Performance Expectations, NAEYC/CEC/PSC and CCCT Standards, LAC Tier III Learning Outcomes and with Related Key

Experiences

All course outcomes are interconnected with the Education Unit’s Conceptual Framework (CF), Connecticut Preservice Competencies (PSC), Connecticut Common Core of Teaching (CCCT), the professional standards of NAEYC and CEC.

National, State, and Unit StandardsEastern Candidate Proficiencies (CF)

Preservice Teacher Competencies (PSC)

Common Core of Teaching (CCCT)

NAEYC Standards Council for Exceptional Children Standards

1: Content Knowledge (CNK)

2: Pedagogical Knowledge (PDK)

3: Integration of Knowledge (INT)

4: Technology as a Tool to Teach (TTT)

5: Diversity (DIV)

6: Professionalism (PRF)

1: Development and Characteristics of Learners2: Evidence-based/Standards-based Instruction3: Evidence-based Classroom and Behavior Management4: Assessment5: Professional Behaviors and Responsibilities

Domain 1: Content and Essential SkillsDomain 2: Classroom Environment, Student Engagement, and Commitment to LearningDomain 3: Planning for Active LearningDomain 4: Instruction for Active LearningDomain 5: Assessment for LearningDomain 6: Professional Responsibilities and Teacher Leadership

Standard 1:Promoting Child Development and LearningStandard 2:Building Family and Community RelationshipsStandard 3:Observing, Documenting, and Assessing to Support Young Children and FamiliesStandard 4:Using Developmentally Effective Approaches to Connect with Children and FamiliesStandard 5:Using Content Knowledge to Build Meaningful CurriculumStandard 6:Becoming a Professional

Standard 1:FoundationsStandard 2:Development and Characteristics of LearnersStandard 3:Individual Learning DifferencesStandard 4:Instructional StrategiesStandard 5:Learning Environments and Social InteractionsStandard 6:LanguageInstructional PlanningStandard 7:AssessmentStandard 8:Professional and Ethical PracticeStandard 9:Collaboration


OutcomesBy the end of the course, the candidates will:

Conceptual Framework

(CF)LAC Tier III

NAEYC/CCCT/PSC/ CEC Standards

Key Experiences

1. Be able to interpret and implement various formative evaluation strategies (including assessment of classroom environments, curriculum, and children's daily responses to these) and summative program evaluation tools (including quantitative and qualitative measures of developmental outcomes), and apply findings to curriculum planning and adaptations.

1.12.2LAC: 1, 2, 3, 5

NAEYC: 3, 5CCCT: 5PSC: 4CEC: 8

Threaded discussions

Professional portfolio

SRBI Project

Videotaped analysis of teaching

2. Understand the difference between and use of quantitative and qualitative/authentic forms of assessment of all children within daily classroom life.

1.12.1

LAC: 1, 2, 3, 5

NAEYC: 3, 1, 5CCCT: 5, 2PSC: 4, 1CEC: 8, 3


Child Assessment Portfolio discussions

SRBI Project

3. Develop a culturally sensitive assessment portfolio of a child, which includes authentic, performance-based data gathering--work sampling, observations, anecdotal records, developmental checklists, child and parent interviews--as well as available standardized assessment data-in order to evaluate development in all domains, and to guide curriculum planning.

2.12.43.15.16.1LAC: 1, 2, 3, 4, 5, 6

NAEYC: 3, 1, 2, 4CCCT: 5, 2, 4PSC: 4, 1CEC: 3, 8


SRBI Project

Child Assessment Portfolio discussions and readings

4. Conduct a needs 2.1 NAEYC: 3, 2, 4 Advocacy Plan


assessment of services and resources in the community where they are student teaching, including research on federal and state resources available to diverse families, in order to evaluate community needs and school effectiveness.

5.16.1LAC: 1, 2, 3, 4, 5, 6

CCCT: 2, 5PSC: 4, 1CEC: 10, 5

Cultural Profile

Professional goals


5. Understand the important advocacy role of early childhood professionals and develop an advocacy plan for addressing a specific community issue related to children and families.

5.16.1LAC: 1, 2, 3, 4, 5, 6, 7

NAEYC: 6CCCT: 6PSC: 5CEC: 9, 10

Advocacy Plan


6. Create a self-assessment portfolio documenting their professional growth in all areas, including NAEYC standards; discuss the impact of their liberal arts training/background on their professional preparation.

1.12.15.16.1LAC: 1, 2, 3, 4, 5, 6, 7

NAEYC: 3, 6CCCT: 5, 6PSC: 5CEC: 9


Work towards professional portfolio

Videotaped self-analysis of teaching.

7. Be able to articulate their philosophical beliefs relating to education in a concise, thoughtful, and personal philosophy statement.

6.1LAC: 1, 2, 3, 4, 5, 6, 7


Philosophy Statement

8. Identify and describe their own professional goals in a concise, thoughtful, and personal statement of professional goals.

6.1LAC: 1, 2, 3, 4, 5, 6, 7


Professional Goals Statement


9. Effectively and sensitively share findings on a child's development, based on a child assessment portfolio, with parents,

1.12.45.16.1LAC: 1, 2, 3,

NAEYC: 3, 1, 2, 4CCCT: 5, 2, 4PSC: 4, 1CEC: 8, 10


SRBI Project

Child Assessment


other family members, children themselves.

4, 5, 6 Portfolio discussions

10. Apply skills for involving parents and families in designing an individual assessment procedure and using assessment data to plan curriculum and adaptations for special needs.

2.15.16.1LAC: 1, 2, 3, 4, 5, 6

NAEYC: 1, 2, 3, 4, 6CCCT: 6, 3, 4PSC: 5, 2CEC: 9, 10, 7


SRBI Project

11. Apply NAEYC's Code of Ethical Conduct and Connecticut's Code of Professional Responsibility for Teachers in resolving real-life dilemmas within their student teaching placements.

5.16.1LAC: 1, 2, 3, 4, 5, 6

NAEYC: 6CCCT: 6PSC: 5CEC: 9


Philosophy Statement


Course Outline

1) Assessment policies and principles in Early Childhood education.

2) Developmentally and culturally appropriate assessment practices for young children.

3) Roles of the teacher, the child and the parent.

4) Culture and family considerations in planning, conducting and sharing assessment.

5) Evaluation of program and curriculum.

6) Quantitative vs. qualitative assessment of children.

7) Summative and formative forms of assessment and their varied uses.

8) Instructional planning as guided by on-going standards data-based assessment.

9) Drawing inferences from data

10) Development of a child assessment portfolio.

11) Development of a professional portfolio.

12) Conducting planned parent-teacher conferences.

13) Understanding the community’s cultural profile and resources.

14) Advocacy and leadership as an early childhood educator.


15) Ethical practice in the profession: NAEYC’s and Connecticut’s codes of conduct.


ECSU Liberal Arts ProgramSynthesis & Application

TIER III: SYNTHESIS AND APPLICATION (REQUIRED FOR ALL TIER III COURSES)

Student Learning Outcomes

Emphasis Ranking

3 Critically Important

2 Important1 Less

Important

Specific Course Activities Assessment Method

1. Demonstrate the ability to engage in independent inquiry.

3

1. Students will complete a narrative report on the cultural profile of their school community. This will entail a careful analysis of the historical, cultural and socio-economic status of the community, together with an outline of services available for diverse families and children.

2. Students will research and compile an advocacy action plan to serve a critical need in the community.

Rubrics (5-point scale) based on NAEYC, CEC and LAC (Tier III learning outcomes).

Specific guidelines and rubric are presented in the attached syllabus.

2. Apply current and critical thinking in a focused area of study.

3

Students will plan, collect and compile an assessment portfolio for a child from a diverse background in their class. Part 1 of this portfolio will include the assessment plan, parent and child interviews, and preliminary data. Part II will comprise of all remaining data and documentation (including work samples) and an overall summative evaluation together with a report for parents.

Rubric (5-point scale) based on NAEYC, CEC and LAC (Tier III learning outcomes).



3. Reflect on the context of their Independent Inquiry or artistic creation.

3

Students must arrange with their university coordinator or teacher to have one of their teaching sessions videotaped. They will complete a self-analysis of their teaching using the Connecticut Common Core of Teaching as the framework. Students will submit the analysis as well as an edited video of their teaching.

Rubric (5-point scale) based on NAEYC, CEC and LAC (Tier III learning outcomes).


4. Reflect on this work as an outcome of their liberal arts education.

3

1. Online discussion (required), with students both sharing their own perspectives and discussing the impact of their liberal arts education on their approach to the early childhood classroom. Students will be expected to both share their perspective and comment on at least 2 other students’ responses.

2. Students will revise and finalize their personal philosophy statement pertaining to their pedagogical knowledge and beliefs about the education of young children. This is a verbal portrait of themselves as teachers that others may read to understand their pedagogical ideals and strategies. Interwoven within this statement is a clear and explicit discussion of their understanding and assimilation of knowledge and skills from their professional and liberal arts education.

1. Online discussion entry, addressing all aspects of LAC learning outcomes, and comments on other’s responses.

2. Personal Philosophy statement: students receive extensive written feedback on their statement. Final draft is evaluated as part of the student’s Professional Portfolio (see 5b below.)

5. a. Effectively communicate ideas orally:*

3

1. Class discussions and classroom teaching as evidenced within the videotaped self-analysis of teaching. One of the CT Common Core of Teaching objectives specifically asks students to reflect on their oral communication skills.

Rubric (5-point scale) based on NAEYC, CEC and LAC (Tier III learning outcomes). Specific guidelines and rubric are presented in the attached syllabus.


5. b. Effectively communicate ideas visually:*

3

1. Compilation of the child assessment portfolio.

2. Development of their own professional portfolio.

Both require skillful organization and aesthetic presentation.

1. Rubric (5-point scale) based on NAEYC, CEC and LAC (Tier III learning outcomes). Specific guidelines and rubric are presented in the attached syllabus. 2. Professional portfolio is evaluated by the NAEYC standards.

5. c. Effectively communicate ideas in writing:*

3

1. Compilation of the Summary Report for the Child Assessment Portfolio.

2. The Advocacy Plan.

3. Synthesis of teaching report written for the videotaped self-analysis of teaching.

Rubric (5-point scale) based on NAEYC, CEC and LAC (Tier III learning outcomes). Specific guidelines and rubric are presented in the attached syllabus.

6. Discern the ethical dimensions of the production and acquisition of knowledge within disciplines* 3

Class discussions, readings and analysis of ethical dilemmas related to teaching young children and interacting with various school personnel and families. Both the Connecticut Code for Professional Responsibilities and the NAEYC Code of Ethical Conduct are analyzed and perused for this purpose.

Online discussion involving the analysis, problem-solving and sharing of solutions (with reference to the ethical code) for specific early childhood ethical dilemmas.

7. Effectively seek and employ information to achieve academic goals*

3

Completion of the Professional Goals Statement, outlining the students’ goals for ongoing professional growth, pursuit of avocations related to one’s profession and the implementation of advocacies.

Professional Goals statement: students receive extensive written feedback on their statement. Final draft is evaluated as part of the student’s Professional Portfolio (see 5b above.)


Key Experiences

1. Community Connections and Advocacy:

a) Community Cultural Profile: Candidates will complete a narrative report on the cultural profile of their school community. This will entail a careful analysis of the historical, cultural and socio-economic status of the community, together with an outline of services available for diverse families and children. 15 points

b) Advocacy Plan : Candidates will research and compile an advocacy action plan to serve a critical need in the community. The need could arise from your Cultural Profile. 20 points

2. Videotaped Self-analysis of Teaching: 25 points

Candidates must arrange with their university coordinator or teacher to have one of their teaching sessions videotaped. They will complete a self-analysis of their teaching using the Connecticut Common Core of Teaching as the framework and TEAM reflection criteria. Candidates will submit the analysis and reflection, along with edited clips of their teaching.

3. Assessment Project: 40 points

a) SRBI teaching and assessment of whole class : Candidates will conduct an SRBI model of pre-test; modified instruction, post-test to demonstrate their abilities to adapt curricular to various tiers of student abilities.

4. Threaded Discussions of the Readings: (Not Graded)

In order to assess how carefully and reflectively candidates have read assigned articles and chapters, 3 threaded discussions will be initiated by the instructor. Candidates are required to respond to the instructor’s initial query and respond to at least one comment by a classmate in a manner that shows understanding of the readings. The quality and quantity of responses will be assessed by the instructor for evidence of careful reading. Failure to complete these will result in overall grade for the course being reduced by one full grade level.

5. Personal Statements: (Not graded)

Personal philosophy statement: Candidates will revise and polish their personal philosophy statement pertaining to their beliefs about the education of young children. This is a verbal portrait of themselves as teachers that others may read to understand their pedagogical ideals and strategies. This document should be included in the portfolio.

Professional goals statement: Candidates will develop a statement outlining their professional goals pertaining to their teaching career. Candidates will outline their continuing education goals and self-development ideals. This document should be included in the portfolio.

6. Class Attendance: Students are expected to attend the three on-ground classes in full. Class attendance of online classes will be monitored via the exit emails.

Exit Emails: After each week of online class, candidates must send an exit email via BlackBoard mail. These emails should a) outline what they have learned from that week’s session, with explicit reference to the class notes and files posted online AND the assigned readings, b) (if applicable), state any questions they may have, and c) clearly define their progress in the course assignments.

The exit emails will serve as your attendance. Exit emails must be sent before Saturday evening of the week, by 7:00 PM. Exit emails, either not received by Saturday evening or emails that do not

10

have a) and c) described in the previous paragraph, will result in the student being considered absent for that week’s class. After two “absences,” students will need to make a personal appointment in campus to be allowed re-entry. After “three” absences, students will lose one grade level of their final score. After “four” absences, students will automatically receive a grade of ‘F’ for the course. They must complete the course again the next semester that it is offered (see ECE attendance policy for more details).

Other Important InformationWriting Standards: It is expected that all written work will reflect professional standards of communication. Complete sentences, proper punctuation, capitalization and spelling, and generally accepted rules of grammar are the hallmark of educational professionals. Excessive errors will be reflected in reduced assigned points or a failing grade for the course.

Late Submissions: One point will be deducted for every week that an assignment is late. Assignments handed in more than 2 weeks late will not be accepted. Please inform me ahead of time, should there be an emergency.

Revising Assignments: You may re-do any of the assignments during this course. Final grade for that assignment will be the average of the two scores (original + revised). If you wish to revise other assignments, you may do so but the grade for the assignments will not be altered.

Submission of Assignments: Course work may be submitted as hard copies or electronically (strongly recommended.) Hard copy work must be dropped off in my office (CECE 218). Course work submitted electronically (via BlackBoard or in a flash drive) must comply by the guidelines (see below) in order to be accepted. Please pick up your work from the same place as the original drop off.

Report of Grades: Grades for assignments will be posted on BlackBoard.

Grading: Final grades in this course will be determined on total points earned out of 100 in the following way:

A 96 and above.A- 92B+ 88B 85B- 82C+ 78

C 75C- 72D+ 68D 65D- 62

NCATE: Scores from select assignments may be documented for our continuing NCATE accreditation process.

11

Electronic Submission of Course Assignments

For this course, you must deliver your assignments electronically: In a flash drive or via BlackBoard assignment drop-box.When you send me your work electronically, please make sure of the following:

a) Your entire assignment is in one single document containing all the relevant pieces (not multiple files such as one with cover page, one with the write up and others with rubric and so on.) All necessary files must be integrated into one single file.

b) The single file you send me must have your name, the course name and the name of the assignment as the name of the file. For instance Sudha Swaminathan ECE 435 Advocacy plan. doc is a good title; not Advocacy Plan.doc.

c) All files must be paginated: Word documents must have page numbers and PowerPoint files must have slide numbers.

d) These files must have your name and the name of the assignment imprinted in the header or the footer of each page or slide, thus Swaminathan ECE 435/575 (for this document).

e) All digital documentations (pictures or video clips) must be renamed with a description of the documentation. For instance, DSC0071 should be renamed as Greg counting pennies.

f) It is your responsibility to ensure that the assignment reaches me and on time.

Assignments that do not satisfy these conditions will not be accepted.

Disability Statement: If you are a student with a disability and believe you will need accommodations for this class, it is your responsibility to contact the Office of AccessAbility Services at (860) 465-0189. To avoid any delay in the receipt of accommodations, you should contact the Office of AccessAbility Services as soon as possible. Please note that accommodations are not retroactive, and that I cannot provide accommodations based upon disability until I have received an accommodation letter from the Office of AccessAbility Services. Your cooperation is appreciated.

Academic Services Center: Students are encouraged to use the support offered by the Academic Services Center located on the ground floor of the Library. Tutoring, Math, Writing, and supplemental Advising Services are available for students in the Center at the following times: Sun. 2-9; M.-Th. 9-9, Fri. 9-5. (Closed Sat.) For further information call 465-4272 or check the ASC website at http://www.easternct.edu/asc/

Academic Misconduct: Students should read and understand Eastern's Academic Misconduct Policy from: http://www.easternct.edu/judicialaffairs/academicmisconduct/ All violations will be handled under the procedures established in this policy.

12

https://webmail.easternct.edu/owa/redir.aspx?C=9af605e26c52410f92ebbae3e5ed0239&URL=http%3A%2F%2Fwww.easternct.edu%2Fasc%2F

ECE 435/575: Tentative Schedule for the Semester

Aug. 29; CECE 175

Reading

Overview of course; Certification Portfolio; TEAM

Children, family and community

Bosso, D (2012) Sandy Hook shows teachers’ enduring values. Hartford Courant Op-Ed, December 17, 2012.

Sept. 5—online

Reading

Assessment in ECE;

CALI and SBAC: Introduction

CT-SDE website links; RTI website links

Ainsworth, Chapter 1

Sept. 12—online

Reading

Key aspects of the SRBI and SBAC


Sept. 19—online

Reading/Assignment

Authentic Forms of Data Collection: Part I


Community Cultural Profile Due Online

Sept. 26—online

Reading/Assignment

Data Collection: Part II; Pre-Assessment for SRBI


Threaded Discussion 1

Oct. 3—online

Reading

Interpreting and analyzing data, Part I

Instructional Planning for SRBI


Oct. 10—online

Reading

Interpreting and analyzing data, Part II

Differentiated Instruction for SRBI


Oct. 17— online

Reading

Summative evaluation: Summary reports and parent letters

Post-Assessment for SRBI


13

Oct. 24— CECE 175

Reading

Video-editing; Portfolio Presentation; Digital Portfolios

Common Core of Teaching—Self-analysis of teaching

TEAM 1

Connecticut Common Core of Teaching @ CT-SDE website


Oct. 31—online

Reading/Assignment

Early childhood professionals as advocates: TEAM 2

Brown, P. C. (2008). Advocating for policies to improve practice. Young Children, 63(4), 70-77. (electronic copy)



Nov. 7—No Class Family Involvement; Parent/Teacher Conference; TEAM 3

Brandt, S. (2003). What Parents Really Want out of Parent-Teacher Conferences. Kappa Delta Pi Record, 39(4), 160-163. (electronic copy)

SRBI teaching Due

Nov. 14—online

Reading/Assignment

Smarter Balanced Assessment Consortium (SBAC) and TEAM 4


Nov. 21—online

Reading

Ethics and the Early Childhood Educator; TEAM 5

NAEYC’s Code of Ethical Conduct (electronic copy)

Advocacy Report Due


Nov. 28— No Class Thanksgiving Break

Dec. 5— CECE 175

Reading/Assignment

Job searches, resumes and cover letters;

Mock Portfolio Interviews / Digital Portfolio Review

Colker, L. (2008). Twelve Characteristics of Effective Early Childhood Teachers. Young Children, 63 (2): 68-73.

Videotaped Analysis of Teaching due

Dec. 12— No class

Assignment

Draft of Philosophy Statement and Professional Goals Statement Due Online (optional)

14

ASSIGNMENT GUIDELINES

Guidelines for Personal Philosophy Statement

Provide a one or two page (maximum) statement of your philosophy of teaching. This should be written as a professional essay with a clear and strong introduction, paragraphs of content and a summarizing conclusion.

Addressed within this statement should be clear connections to the NAEYC standards, CEC standards and the LAC Tier III Learning outcomes (outlined above). [The Tier III learning outcomes are only necessary for ECE 435.] You must reflect on the development of your personal teaching philosophy, in conjunction with these professional standards as well as within the context of your liberal arts background. Make sure to couch your pedagogical style within historical theories of learning.

As you begin to craft your statement, please reflect carefully on what it means to be a teacher in an early childhood setting. Some of the issues that you will be expected to touch upon are:

1) Your views on how all children learn (typical and atypical) and

2) Your beliefs about inclusion of children with special needs,

3) Your perception of your role as a teacher, and

4) Your plans for collaborating with other professionals and families in the care of the child.

5) Your personal preferences for environmental setting and arrangements.

6) Describe some of your preferred teaching strategies for various curricular topics and

7) Highlight how you would weave in flexibility and needs assessment within your teaching.

8) Comment also on your approach to integrating the curriculum and offering extra-curricular opportunities for children.

9) Highlight your plans for educational technology use in the classroom.

10) Clearly articulate your commitment to ongoing assessment and your preferred mode of assessment (data gathering, testing and evaluation).

11) Be sure to include within your statement your beliefs about multiculturalism and commitment to celebrating diversity within the classroom.

You may provide brief examples to illustrate your statements. All underlined phrases above are topics that you must touch upon in your essay. Organize your essay around these topics in such a way that the entire statement flows naturally and powerfully portraying a strong and authentic picture of yourself.

You may want to consider perusing these two electronic articles to get a glimpse of key characteristics of effective teachers.

Colker, L. (2008). Twelve Characteristics of Effective Early Childhood Teachers. Young Children, 63(2), 68-73. Kremenitzer, J. P., & Miller, R. (2008). Are You a Highly Qualified, Emotionally Intelligent Early Childhood Educator? Young Children, 63(4), 106-112.

15

Guidelines for Professional Goals Statement

Provide a one-page (maximum) statement outlining your professional goals for the next five to ten years. This should be written as a professional essay with a clear beginning, content area and conclusion.

A.) Reflect on your professional plans for growth on graduation from Eastern. Clearly highlight your educational plans (i.e., plans for graduate or post-graduate work), justifying your choices, and providing specific detail about your choice of majors/schools. Clearly articulate your plans for attending professional development workshops or conferences, reading professional journals and attending seminars. You may mention specific topics that you are interested in learning about or even topics that you feel a certain expertise and that you would therefore like to share with your professional community, through seminars.

B.) After graduation, what kind of a teaching job (grade/school) would you prefer to have? Why? What special aspirations do you have to enrich this particular school setting? These could include your special abilities in (for example) technology or math that you plan to utilize to (for example) enrich the school curriculum or develop their assessment system.

C.) What other avocations do you have? Think of all your other interests, sports and coaching, art, music, technology, outdoors, dancing and so on. Interweave these within your professional career and reflect on how you plan to enhance your role as a teacher by interlacing these avocations into your teaching.

D.) Highlight your ideas for community involvement projects and plans for working on advocacy issues. State these issues clearly, rationale your choices and provide as much as detail as you can.

E.) Addressed within this statement should be clear connections to propagating the NAEYC standards, CEC standards and the LAC Tier III Learning outcomes (LAC Tier III is only for ECE 435). Candidates should reflect on the goals of their professional career, in conjunction with the national standards as well as within the context of their liberal arts background.

Remember to write professionally, personably and realistically.

********************************

Guidelines for Community Cultural Profile

Description

The primary purpose of the cultural & resource file is to enrich your own knowledge of the community in which you are teaching. Knowing your community enables you to function as a knowledgeable teacher who is aware of the resources available for the children and their families, and to be a caring social helper to parents who might need assistance finding resources pertinent to their children’s needs.

The cultural & resource profile is a three-page biographical description of the town wherein you are student teaching. Within this report, you will present an objective fact-filled report about the historical and cultural make-up of the town, its economic stability, its educational mission, recreational and health services, and library resources. You may also wish to outline cultural events and festivals held annually within your community.

Guidelines for Completion

The cultural & resource profile is written as a narrative report and should therefore have a clear introductory paragraph and a conclusion. Body of the report should cover details related to the town’s

16

features. Please plan on finding most of the required information from the town hall, their website, the yellow pages, and town newspapers. You may include tables and graphs, if they are relevant and if they are developed by you. Please do not include graphs created by others.

Provide information about the population, including the total number, any changes in the population in recent years, breakdown in terms of cultural grouping systems, SES status and other relevant demarcations, including:

1. Town’s historical background, with some details.2. Town’s political stature, along with information on the impact of political action on the town’s

development and growth.3. Town’s economic stability, including industries, retail agencies and other major employment

opportunities. 4. Town’s support staff, including medical, fire and police services.5. Schooling system and mission.6. Other educational offerings such as museums.7. Recreational services, including camping, sports, festivals.8. Cultural groups and their events.9. Support for senior citizens.

Reflection/Narrative

The cultural & resource profile should be written professionally and succinctly. Your write-up should be an objective presentation, with facts listed, narrated and described without any subjective or judgmental commentary statements or allusions.

********************************Guidelines for Advocacy Plan

Description

The purpose of the advocacy plan is to enable early childhood teacher candidates to engage in informed advocacy for children and the profession. Teacher candidates will be responsible for researching, understanding and identifying a cause or issue within their school community that relates to the education and well-being of young children. They will put together a thoughtful advocacy that succinctly and professionally describes the issue, rationalizes the need and outlines an action plan, complete with a budget and a timeline. The advocacy plan will stem from this research of the community’s resources and will serve to address an area of need.


The advocacy plan follows from the community resource and cultural profile.. Based on this profile, candidates should have a fairly good idea about the town, the school district, the community and its offerings for the children and families. They should hence be able to identify areas within the community that need either complete revision, or additions and alterations, or even deletions. Alternatively, they may identify needs that have not been fulfilled. The goal in writing the advocacy plan is to focus on one of these areas of need, develop a plan to resolve the issue and outline steps to implement the plan.

The identified area of need, the advocacy issue, should be connected to children at some level. Organizing a gifted education program, developing a cultural fair, enhancing the town library are some ideas that would be appropriate. Once candidates have identified a need, they should conduct preliminary research

17

to understand it better. This could involve internet research, discussions with teachers at the school or even the officials at the town hall. Based on this additional research, candidates should identify a clear action-oriented advocacy plan. The advocacy plan should therefore have a clear and realistic goal whose achievement will help mitigate the advocacy issue. In outlining the action plan, candidates should focus on decreasing current barriers, if any, and should plan on capitalizing on available resources.

The candidate should clearly delineate the role that they would play as a teacher in addressing this issue. Team-building and community support are important tools in realizing any goal and the advocacy plan should make every effort to include all relevant and interested members of the community. Included within this action plan should be a projected timeline of action. This timeline should be realistic and take into consideration holidays and other delays.

The advocacy plan should also include a budget. The budget should clearly list all the projected items of expenditure as well as their projected cost. Included within the budget narrative should be ideas for funding including applying for specific grants.

The written report should contain the following:

1. Clear description and rationalization of the area of need

2. The specific advocacy issue.

3. Any necessary background information.

4. Solution strategy to address the need.

5. Action plan to reach the solution.

6. Budget of operation and fund-raising plans.

7. Timeline of implementation.


The advocacy plan should be written professionally and succinctly. All necessary sections should be addressed clearly and with necessary documentation. All references to community needs, existing barriers and obstacles should be objective and factual and not be disrespectful of any one person or group. Narrative should provide clear evidence of the depth and comprehensiveness of the candidate’s research and understanding of the advocacy issue. Action plan, especially the inclusion of community members and current resources, should be carefully thought out.

********************************

Videotaped Self-Analysis of Teaching

Description

The video-taped self-analysis of teaching is a reflective analysis of teacher candidate’s strengths and weaknesses related to teaching young children. It will be completed during the teacher candidate’s student teaching assignment in the assigned primary classroom. Teacher candidates will be responsible for having themselves videotaped during a typical classroom day. They will subsequently engage in a critique of their teaching abilities using the Connecticut Common Core of Teaching (CCCT) as their guiding framework and the TEAM reflection rubric.

The purpose of the video-taped self-analysis of teaching is to enable teacher candidates to become aware of their teaching strengths and to identify areas for improvement. Candidates will complete a written

18

narrative that tabulates key aspects of their teaching according to the CCCT principles. They will also compile a synthesis/TEAM reflection report that highlights their pedagogical strengths and identifies clear and focused goals and plans for improving the areas of weakness. The report should include an edited video (on a CD or flashdrive) that highlights key segments of the teaching video.


Teacher candidates are expected to do videotaped analysis of their teaching throughout their student teaching placement. They should discuss the technical aspects of taping and reviewing the video with their university supervisors and enlist their assistance in taping and subsequent reflective analysis. This particular assignment should be completed during the 8th (for graduate student teachers) or the 10th (for undergraduate student teachers) week of the teacher candidate’s placement. Continuous videotaping from the start of the semester will help candidates be more at ease during the videotaping for this assignment. It will also provide candidates with experience in reflecting and analyzing.

The teaching episode that is videotaped for this assignment should focus on one single lesson plan or unit. The video should cover all aspects of the unit, including set-ups, preparations, initiations, whole group discussions, individual and/or small group instructions and scaffolding, assessments and final closure. If the planned lesson is presented across several days, candidates should make sure that all days are videotaped.

The first part of the written report will be a tabulation of their teaching abilities and weaknesses, using the CCCT as the guiding framework. All aspects Domains I through V of the CCCT should be documented with evidence richly gathered from the videotape. Any parts of Domain VI (Professional Responsibility) of the CCCT that lends itself for documentation from the videotape should be presented as well.

The second part of the written report will be a synthesis report (modeled after the TEAM reflection rubric) summarizing the candidate’s teaching strengths and areas needing improvement. Candidates should provide a clear and specific strategic plan for improving these areas of weakness.

Candidates are encouraged to engage in multiple viewings of their teaching in order to arrive at an accurate depiction of their teaching skills. Candidates are expected to focus on all aspects of teaching, including presentation, speech, attitudes and demeanor, stance, classroom management, child understanding and content awareness.

Candidates will include an edited video of their teaching on a CD. The video-editing may be done with Windows MovieMaker and should be saved in the formats shown in class. Candidates should present the clips in a sequential manner, making sure to include segments highlighting all aspects of the teaching episode. Natural classroom sound, including voices of the children and other relevant adults should be included. Sub-titles, section titles and caption headings may be utilized to guide the viewer through the various segments and to align the teaching to CCCT goals. However, there should be no changes or edits made to the sequence, the content, speech or final outcomes. Please try to keep the edited video limited to less than 10 minutes.


Candidates will maintain a professional style of writing throughout the analysis and reflection. Documentations should be objective and clear, with explicit reference to the CCCT guidelines. All references to children, families and other professionals should be confidential and no references to their identifications made. Children, families, and school professionals should be treated respectfully and considerately. Candidates should demonstrate careful and thoughtful reflection during the tabulation and the writing of the synthesis/TEAM reflection report. The edited video should block out or edit out children whose families have denied permission to be included in the video.

19

Guidelines for SRBI teaching and assessment of whole class

Description

The purpose of the SRBI teaching and assessment of whole class is to give yourself the opportunity to engage in a scientific, data-based decision-making process in planning, preparing, implementing a complete lesson and monitoring student learning. To this effect, you will engage in both the gathering and the analysis of data specific to a lesson/concept, before it is taught, during its implementation and thereafter. Your analysis should reflect both an assessment of the progress of the whole class as well as the progress of individual children. Final report should include a strong reflection of your learning related to the SRBI process.


Throughout student teaching it is expected that teacher candidates will participate in data team meetings, whenever relevant and possible. For this particular assignment, you are expected to engage in the SRBI process related to one lesson. The content of the lesson, types of common formative assessments and appropriate interventions must be determined to closely align with the existing classroom curriculum and the needs of the children. While it is best to complete this assignment during the latter half of your student teaching, please use your discretion and the guidance of the cooperating teacher to determine the exact week for implementation.

It is expected that you will engage in the following steps of the SRBI process:

a) Determination of a common formative assessment that will adequately measure the children’s knowledge, skills and behavioral abilities. This measure must allow for a diverse look at the student’s ability allowing you to determine both their factual or knowledge of skills but also conceptual understanding. It should allow you to understand both the child’s strengths and challenges but also give you some information about their learning style.

b) Analysis of the data/results of the common formative assessment to arrive at clear understandings of the children’s strengths, areas for improvement, learning styles and needs. It is expected that you will have enough information to make an attempt at determining the Tiers that individual children may fall into. Please remember that one set of data or assessment should not typically lead to any strong conclusions about children’s abilities, but for the purpose of this assignment only, you will be expected to show your ability to categorize the data/results. Please make sure to justify and rationale your choices.

c) Development of SMART goals for the lesson, including objectives that focus on both the learning of the content as well as behavioral goals. It is expected that you will establish different and suitable goals for different children based on your analysis above. It is also expected that you will plan the lesson to address these various needs and that you will purposefully plan for differentiated instruction and interventions. You must include a lesson plan that adequately captures this differentiation.

d) Identify and preplan select SRBI strategies that would adequately serve the various children. The primary focus of these interventions must be in ways that you would modulate your own behavior and teaching to scaffold and support the children. For instance, you might pre-plan specific probing questions to challenge your Tier III students. You may group children across Tiers or within Tiers that would optimally assist the various children in enhancing their learning process. It is expected that you will not only determine these strategies ahead of time but that you monitor your own implementation of these strategies and reflect on their effectiveness.

20

e) Please plan on monitoring and documenting student learning during the lesson using digital documentation and/or any of the documentation methods discussed in class. It is expected that you will conduct a posttest, similar to the common formative assessment administered earlier, in order to determine student growth.

f) Complete analysis of the post-lesson data, including student gains and losses, changes in growth patterns, learning styles, unexpected and expected student insights and learning results. Be sure to relate these results to the planned interventions and the SRBI strategies and discuss the effectiveness of these in light of the collected post-lesson data.

g) Reflection on the process of engaging in SRBI and your own growth and development, including challenges you faced and areas of strength and improvement.

Assignment contents:When completed, the narrative for this assignment should contain the following items:

1. Rationale, description and details about the chosen CFA (common formative assessment) administered as a pre-assessment.

2. Analysis of student data from the CFA to determine and categorize students by their learning needs, abilities and behavioral needs.

3. Complete lesson plan, showing rationale and justification for the SMART goals, individualized objectives, differentiated learning interventions and strategies for individual children.

4. Documentation of student learning matched with evaluation.

5. Analysis of post-lesson data.

6. Reflection on your own learning.

21

Rubric for the Community Cultural & Resource Profile

Item 5 4 3 2 1

1. Breadth of Coverage (LAC, Tier III, Learning outcome 1, 2, 5)

Community’s make-up, mission, and events summarized with exceptional detail and breadth.

Community’s make-up, mission, and events summarized with above average detail and breadth.

Community’s make-up, mission, and events summarized with average detail and breadth.

Community’s make-up, mission, and events summarized with below average detail and breadth.

Community’s make-up, mission, and events summarized with poor detail and breadth.

2. Depth of Understanding (LAC, Tier III, Learning outcome 1, 2, 3, 4, 5)

Narrative, in both content and style, indicate an exceptional understanding of the town and its services.

Narrative, in both content and style, indicate an above average understanding of the town and its services.

Narrative, in both content and style, indicate an average understanding of the town and its services.

Narrative, in both content and style, shows below average understanding of the town and its services.

Narrative, in both content and style, shows poor understanding of the town and its services.

3. Objectivity (LAC, Tier III, Learning outcome 1, 2, 3, 4, 5, 6)

Description and availability of services and resources is exceptional in objectivity and factual portrayal.

Description and availability of services and resources is above average in objectivity and factual portrayal.

Description and availability of services and resources is average in objectivity and factual portrayal.

Description and availability of services and resources is below average in objectivity and factual portrayal.

Description and availability of services and resources is poor in objectivity and factual portrayal.

22

Rubric for the Advocacy Plan

Item 5 4 3 2 1

1. Advocacy issue:

NAEYC Standards 6a

CEC: 1, 9 10

LAC Tier 3, independent inquiry learning outcome 1, 2, 3, 5c, 6

Report on the chosen advocacy issues show exceptional commitment and clear evidence of identifying one’s role and responsibilities within early education. Report articulates several efforts to involve oneself with the early childhood field.

Report on the chosen advocacy issues show strong commitment and clear evidence of identifying one’s role and responsibilities within early education. Report articulates some efforts to involve oneself with the early childhood field.

Report on the chosen advocacy issues shows some evidence of identifying one’s role and responsibilities within early education. Report articulates a few efforts to involve oneself with the early childhood field.

Report on the chosen advocacy issues shows inadequate evidence of identifying one’s role and responsibilities within early education. Report articulates one effort to involve oneself with the early childhood field.

Report on the chosen advocacy issues shows no evidence of identifying one’s role and responsibilities within early education. Report articulates no effort to involve oneself with the early childhood field.

2. Research and depth of coverage:

NAEYC Standards 6d

CEC 1, 9

LAC Tier 3, independent inquiry learning outcome 1, 2, 3, 5c, 6

Report shows exceptional evidence of integrating knowledgeable, reflective, and critical perspectives on early education, with comprehensive and careful research (at least 4 different sources and 3 perspectives) to understand the issue and its ramifications.

Report shows strong evidence of integrating knowledgeable, reflective, and critical perspectives on early education, with research (at least 3 different sources and 2 perspectives) to understand the issue and its ramifications.

Report shows evidence of integrating knowledgeable, reflective, and critical perspectives on early education, with research (at least 2 different sources and 2 perspectives) to understand the issue and its ramifications.

Report shows poor evidence of integrating knowledgeable, reflective, or any critical perspectives on early education, with little research (just 1 source and 1 perspectives) to understand the issue and its ramifications.

Report shows no evidence of integrating knowledgeable, reflective, or any critical perspectives on early education, with no research to understand the issue and its ramifications.

3. Action Plan:

NAEYC Standards 6e

CEC: 1, 9, 10

LAC Tier 3, independent inquiry learning outcome 1, 3, 5c

Action plan shows an exceptional ability to engage in informed advocacy for children and the profession. All solution strategies are appropriate, realistic & use available resources

Action plan shows a strong ability to engage in informed advocacy for children and the profession. Most solution strategies are appropriate, realistic & use available resources

Action plan shows a sound ability to engage in informed advocacy for children and the profession. Most solution strategies are mostly appropriate, realistic & use available

Action plan does not show a sound ability to engage in informed advocacy for children and the profession. A few solution strategies are appropriate, realistic & use available resources

Action plan does not show any effort to engage in informed advocacy for children and the profession. Solution strategies are either not mentioned clearly or are not appropriate,

23

informatively and appropriately.


resources informatively and appropriately mostly.


realistic or use available resources informatively and appropriately.

4. Role of Teacher

NAEYC Standards 6c

CEC 1, 10

LAC Tier 3, independent inquiry learning outcome 1, 3, 5c, 6

Role of the teacher as described during the conceptualization and implementation of the action plan emphasizes commitment to engage in continuous, collaborative learning to inform practice. Report shows exceptional evidence of continuous effort, working collaboratively with other professionals and weaving in learning to adapt and change practice.

Role of the teacher as described during the conceptualization and implementation of the action plan emphasizes commitment to engage in continuous, collaborative learning to inform practice. Report shows strong evidence of continuous effort, working collaboratively with some professionals and some effort of weaving in learning to adapt and change practice.

Role of the teacher as described during the conceptualization and implementation of the action plan emphasizes commitment to engage in continuous, collaborative learning to inform practice. Report shows some evidence of continuous effort, working collaboratively with a few professionals and a little effort of weaving in learning to adapt and change practice.

Role of the teacher as described during the conceptualization and implementation of the action plan emphasizes commitment to engage in continuous, collaborative learning to inform practice. Report shows weak evidence of continuous effort, or working collaboratively with professionals and only a little effort of weaving in learning to adapt and change practice.

Role of the teacher as described during the conceptualization and implementation of the action plan emphasizes no commitment to engage in continuous, collaborative learning to inform practice. Report shows no evidence of continuous effort, or working collaboratively with professionals and no effort of weaving in learning to adapt and change practice.

24

Videotaped Self-Analysis of Teaching

5 4 3 2 1

1. Connecting with children (NAEYC Std. 4a, 1a, 1c; CEC 1, 3, 6; LAC Tier 3, independent inquiry learning outcome 1, 2, 3, 5, 6)

CCCT table report is exceptionally detailed, with exemplary reflective evidence provided for knowing, understanding, and using positive relationships and supportive interactions (as evidenced within documentation for all of CCCT I: 1, 2; II: 1, 3, 5.)

CCCT table report is above average in detail with above average reflective evidence provided for knowing, understanding, and using positive relationships and supportive interactions (as evidenced within documentation for most of CCCT I: 1, 2; II: 1, 3, 5.)

CCCT table report is average in detail with average reflective evidence provided for knowing, understanding, and using positive relationships and supportive interactions (as evidenced within documentation for most of CCCT I: 1, 2; II: 1, 3, 5.)

CCCT table report is below average in detail with below average reflective evidence provided for knowing, understanding, and using positive relationships and supportive interactions (as evidenced within documentation for most of CCCT I: 1, 2; II: 1, 3, 5.)

CCCT table report is poor in detail with insufficient reflective evidence provided for knowing, understanding, and using positive relationships and supportive interactions (as evidenced within documentation for all of CCCT I: 1, 2; II: 1, 3, 5.)

2. Using developmentally effective approaches (NAEYC Std. 4b, 1b, 5a, 5b, 5c; CEC 2, 4, 7; LAC Tier 3, independent inquiry learning outcome 1, 2, 3, 4, 5, 6)

CCCT table report is exceptionally detailed, with exemplary reflective evidence provided for knowing, understanding, using effective approaches, strategies, and tools for early education (as evidenced within documentation for all of CCCT I: 5, 6; II: 3, 4, 6.)

CCCT table report is above average in detail with above average reflective evidence provided for knowing, understanding, using effective approaches, strategies, and tools for early education (as evidenced within documentation for most of CCCT I: 5, 6; II: 3, 4, 6.)

CCCT table report is average in detail with average reflective evidence provided for knowing, understanding, using effective approaches, strategies, and tools for early education (as evidenced within documentation for most of CCCT I: 5, 6; II: 3, 4, 6.)

CCCT table report is below average in detail with below average reflective evidence provided for knowing, understanding, using effective approaches, strategies, and tools for early education (as evidenced within documentation for most of CCCT I: 5, 6; II: 3, 4, 6.)

CCCT table report is poor in detail with insufficient reflective evidence provided for knowing, understanding, using effective approaches, strategies, and tools for early education (as evidenced within documentation for all of CCCT I: 5, 6; II: 3, 4, 6.)

3. Understanding content knowledge (NAEYC Std. 5a, 5b, 5c, 4b; CEC 1, 4, 6, 7; LAC Tier 3, independent inquiry learning outcome 1, 2, 3, 5, 7)

CCCT table report is exceptionally detailed, with exemplary reflective evidence provided for knowing and understanding the importance, central concepts, inquiry tools, and structures of content areas or academic disciplines (as

CCCT table report is above average in detail, with above average reflective evidence provided for knowing and understanding the importance, central concepts, inquiry tools, and structures of content areas or academic disciplines (as

CCCT table report is average in detail, with average reflective evidence provided for knowing and understanding the importance, central concepts, inquiry tools, and structures of content areas or academic disciplines (as evidenced within

CCCT table report is below average in detail, with below average reflective evidence provided for knowing and understanding the importance, central concepts, inquiry tools, and structures of content areas or academic disciplines (as

CCCT table report is poor in detail, with insufficient reflective evidence provided for knowing and understanding the importance, central concepts, inquiry tools, and structures of content areas or academic disciplines (as evidenced within

25

evidenced within documentation for all of CCCT I: 3, 4; II: 1, 4.)

evidenced within documentation for most of CCCT I: 3, 4; II: 1, 4.)

documentation for most of CCCT I: 3, 4; II: 1, 4.)

evidenced within documentation for most of CCCT I: 3, 4; II: 1, 4.)

documentation for all of CCCT I: 3, 4; II: 1, 4.)

4. Building meaningful curriculum (NAEYC Std. 5a, 5b, 5c, 4c, 1c; CEC 4, 6, 7, 8; LAC Tier 3, independent inquiry learning outcome 1, 2, 3, 4, 5, 7)

CCCT table report is exceptionally detailed, with exemplary reflective evidence provided for using own knowledge and other resources to design, implement, and evaluate meaningful, challenging curriculum to promote positive outcomes (as evidenced within documentation for all of CCCT I: 5, 6; II: 2, 4.)

CCCT table report is above average in detail, with above average reflective evidence provided for using own knowledge and other resources to design, implement, and evaluate meaningful, challenging curriculum to promote positive outcomes (as evidenced within documentation for most of CCCT I: 5, 6; II: 2, 4.)

CCCT table report is average in detail, with average reflective evidence provided for using own knowledge and other resources to design, implement, and evaluate meaningful, challenging curriculum to promote positive outcomes (as evidenced within documentation for most of CCCT I: 5, 6; II: 2, 4.)

CCCT table report is below average in detail, with below average reflective evidence provided for using own knowledge and other resources to design, implement, and evaluate meaningful, challenging curriculum to promote positive outcomes (as evidenced within documentation for most of CCCT I: 5, 6; II: 2, 4.)

CCCT table report is poor in detail, with insufficient reflective evidence provided for using own knowledge and other resources to design, implement, and evaluate meaningful, challenging curriculum to promote positive outcomes (as evidenced within documentation for all of CCCT I: 5, 6; II: 2, 4.)

5. Reflection (NAEYC Std. 4c, 6a, 6b, 6c, 6d; CEC 1, 9, 10; LAC Tier 3, independent inquiry learning outcome 1, 2, 3, 4, 5, 6, 7)

CCCT table report is exceptionally detailed, with exemplary reflective evidence provided for integrating knowledgeable, reflective, and critical perspectives on early education (as evidenced in the documentation for all of CCCT II: 7; III: 1 to 6; and the synthesis report).

CCCT table report is above average in detail, with above average reflective evidence provided for integrating knowledgeable, reflective, and critical perspectives on early education (as evidenced in the documentation for most of CCCT II: 7; III: 1 to 6; and the synthesis report).

CCCT table report is average in detail, with average reflective evidence provided for integrating knowledgeable, reflective, and critical perspectives on early education (as evidenced in the documentation for most of CCCT II: 7; III: 1 to 6; and the synthesis report).

CCCT table report is below average in detail, with below average reflective evidence provided for integrating knowledgeable, reflective, and critical perspectives on early education (as evidenced in the documentation for most of CCCT II: 7; III: 1 to 6; and the synthesis report).

CCCT table report is poor in detail, with insufficient reflective evidence provided for integrating knowledgeable, reflective, and critical perspectives on early education (as evidenced in the documentation for all of CCCT II: 7; III: 1 to 6; and the synthesis report).

6. Edited video clip of student teaching is provided in a CD/Flashdrive YES NO*

* While the quality of the video is not graded, lack of providing a video will result in the scores for this project being withheld from the overall course grade evaluation.

26

SRBI Teaching

5 4 3 2 1

1.

Goals of Assessment:

NAEYC 3a

CEC 8, 1, 2

LAC Tier 3, independent inquiry learning outcome 1, 2, 3, 4, 5, 6

Reports details exceptional understanding of the goals, benefits, and uses of assessment, including its use in development of appropriate goals, curriculum, and teaching strategies for young children. This is explicitly evidenced in the depth of the goals established, the clarity of the rationale outlined and the appropriateness of the curricular goals and teaching strategies exemplified in the lesson plans.

Reports details strong understanding of the goals, benefits, and uses of assessment, including its use in development of appropriate goals, curriculum, and teaching strategies for young children. This is explicitly evidenced in the depth of the goals established, the rationale outlined and the appropriateness of the curricular goals or teaching strategies exemplified in the lesson plans.

Reports details adequate understanding of the goals, benefits, and uses of assessment, including its use in development of appropriate goals, curriculum, and teaching strategies for young children. This is explicitly evidenced in the goals established, the rationale and the appropriateness of the curricular goals or teaching strategies exemplified in the lesson plans.

Reports details weak understanding of the goals, benefits, and uses of assessment, including its use in development of appropriate goals, curriculum, and teaching strategies for young children. This is not clearly evidenced in the goals established, or rationale outlined; and the curricular goals or teaching strategies are not clearly exemplified in the lesson plans.

Reports is missing details about understanding of the goals, benefits, and uses of assessment, including its use in development of appropriate goals, curriculum, and teaching strategies for young children. Goals are not established, or rationale outlined; and the curricular goals or teaching strategies are not included in the lesson plans.

2.

Assessment Tools & Documentation:

NAEYC 3b

CEC 8, 1, 7, 9, 10

LAC Tier 3, independent inquiry learning outcome 1, 2, 3, 5, 6

Report clearly and deeply shows candidate’s knowledge about various observation and assessment tools in the rationale described for the choice of these instruments; clearly demonstrates their abilities for using observation, other forms of documentation, including the use of technology, via a comprehensive and deep application of appropriate formative and summative assessments.

Report clearly and fairly deeply shows candidate’s knowledge about various observation and assessment tools in the rationale described for the choice of these instruments; clearly demonstrates their abilities for using observation, or other forms of documentation, including the use of technology, via a wide application of appropriate formative and summative assessments.

Report shows candidate’s knowledge about various observation and assessment tools in the rationale described for the choice of these instruments; demonstrates their abilities for using observation, or other forms of documentation, or the use of technology, via an adequate selection of appropriate formative and summative assessments.

Report shows candidate’s weak knowledge about various observation and assessment tools in the rationale described for the choice of these instruments; weakly demonstrates their abilities for using observation, or other forms of documentation, or the use of technology, via a few formative and summative assessments.

Report does not show candidate’s knowledge about various observation and assessment tools in the rationale described for the choice of these instruments; does not demonstrate their abilities for using observation, or other forms of documentation, or the use of technology.

3.

Instructional Planning:

NAEYC 4c

CEC 8, 4, 7, 2, 3

Work demonstrates exceptional efforts to pre-plan and execute a broad repertoire of developmentally

Work demonstrates strong efforts to pre-plan and execute a broad repertoire of developmentally appropriate

Work demonstrates adequate efforts to pre-plan and execute a broad repertoire of developmentally

Work demonstrates weak efforts to pre-plan or execute developmentally appropriate teaching/learning

Work demonstrates no efforts to pre-plan or execute developmentally appropriate teaching/learning

27


appropriate teaching/learning approaches that are sensitive to children’s cultural and learning individualities, with appropriate scaffolding.

teaching/learning approaches that are sensitive to children’s cultural and learning individualities, with appropriate scaffolding.

appropriate teaching/learning approaches that are sensitive to children’s cultural and learning individualities, with appropriate scaffolding.

approaches that are sensitive to children’s cultural or learning individualities, with some appropriate scaffolding.

approaches that are sensitive to children’s cultural or learning individualities.

4.

Teaching Strategies & Scaffolding

NAEYC 4b

CEC 8, 1, 2, 3, 7, 9, 10


Work shows an exceptional knowledge and understanding of effective strategies and tools for early education, including appropriate uses of technology to plan learning outcomes and instructional procedures that meet the needs of all children.

Work shows strong knowledge and understanding of effective strategies and tools for early education, including appropriate uses of technology to plan learning outcomes and instructional procedures that meet the needs of all children.

Work shows sound knowledge and understanding of effective strategies and tools for early education, including appropriate uses of technology to plan learning outcomes and instructional procedures that meet the needs of most of the children.

Work shows weak knowledge and understanding of effective strategies and tools for early education, including appropriate uses of technology to plan learning outcomes or instructional procedures that meet the needs of a few of the children.

Work does not show knowledge and understanding of effective strategies and tools for early education, including appropriate uses of technology to plan learning outcomes or instructional procedures that meet the needs of the children.

5.

Child Development: NAEYC 1a

CEC 8, 2, 3, 4, 7


Work demonstrates exceptional efforts to know and understand young children’s characteristics and needs as evidenced in the evaluations of individual children’s data.

Work demonstrates strong efforts to know and understand young children’s characteristics and needs as evidenced in the evaluations of individual children’s data.

Work demonstrates adequate efforts to know and understand young children’s characteristics and needs as evidenced in the evaluations of individual children’s data.

Work demonstrates weak efforts to know and understand young children’s characteristics and needs as evidenced in the evaluations of individual children’s data.

Work demonstrates no effort to know and understand young children’s characteristics and needs as evidenced in the evaluations of individual children’s data.

6.

Data Analysis:

NAEYC 5c

CEC 8, 2, 3, 7

LAC Tier 3, independent inquiry learning outcome 1, 2, 3, 4, 5, 6, 7

Interpretation of data demonstrates exceptional focus and ability to use one’s own knowledge of child development, appropriate early learning standards and other resources such as the collected data on individual children to identify individual children’s abilities and potentials and to couch interpretation of data within the grade level curricular

Interpretation of data demonstrates strong focus and ability to use one’s own knowledge of child development, appropriate early learning standards and other resources such as the collected data on individual children to identify individual children’s abilities and potentials and to couch interpretation of data within the grade level curricular expectations.

Interpretation of data demonstrates ability to use one’s own knowledge of child development, appropriate early learning standards and other resources such as the collected data on individual children to identify individual children’s abilities or potentials and to couch interpretation of data within the grade level curricular expectations.

Interpretation of data demonstrates weak ability to use one’s own knowledge of child development, or appropriate early learning standards or other resources such as the collected data on individual children to identify individual children’s abilities or potentials and to couch interpretation of data within the grade level curricular

Interpretation of data demonstrates no use one’s own knowledge of child development, or appropriate early learning standards or other resources such as the collected data on individual children to identify individual children’s abilities or potentials or to couch interpretation of data within the grade level curricular expectations.

28

expectations. expectations.

7.

Collaboration:

NAEYC 3d

CEC 8, 2, 3, 7

LAC Tier 3, independent inquiry learning outcome 1, 2, 3, 4, 5, 6, 7

Written report shows exceptional understanding of the importance of assessment partnerships with families and with professional colleagues and demonstrates this through highly effective collaborative partnerships that build effective data-based teaching environments.

Written report shows strong understanding of the importance of assessment partnerships with families and with professional colleagues and demonstrates this through collaborative partnerships that build effective data-based teaching environments.

Written report shows understanding of the importance of assessment partnerships with families and with professional colleagues and demonstrates this through some collaborative partnerships that build fairly effective data-based teaching environments.

Written report shows weak understanding of the importance of assessment partnerships with families and with professional colleagues and demonstrates this through some collaborative partnerships that build fairly effective data-based teaching environments.

Written report does not show any understanding of the importance of assessment partnerships with families and with professional colleagues.

8.

Organization & Reflection:

NAEYC 4d

LAC Tier 3, independent inquiry learning outcome 3, 5, 7

Entire project is exceptionally strong in reflection, outlining a deep awareness of the SRBI process, including reflecting on own practice (with clear reference to teaching strategies and adaptations) to promote positive outcomes for each child (as documented by data on change).

Entire project is strong in reflection, outlining a good awareness of the SRBI process, including reflecting on own practice (with reference to teaching strategies and adaptations) to promote positive outcomes for each child (as documented by data on change).

Entire project shows reflection outlining growing awareness of the SRBI process, including reflecting on own practice (with reference to teaching strategies and adaptations) to promote positive outcomes for each child (as documented by data on change).

Entire project shows weak reflection with some growing awareness of the SRBI process, including reflecting on own practice (with a few references to teaching strategies and adaptations) to promote positive outcomes for each child (as documented by data on change).

Entire project shows no reflection on one’s own growing awareness of the SRBI process, with little reflecting on own practice (few references to teaching strategies and adaptations).

29

eastern connecticut state web vieweastern connecticut state university. ... students will complete a...

Documents