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CD 258 Fall 2013 Principles and Practices of Preschool Education
Carrie Nepstad
CD 258 Fall 2013
1 This syllabus may change. Please see Blackboard for updates.
Table of Contents CD 258 Principles and Practices in Preschool Education .................................................... 2
Contact Information ............................................................................................................ 2
Required Text: .................................................................................................................... 4 Blackboard (Bb) .................................................................................................................. 5 Coursework ......................................................................................................................... 5 Grading Policy: ................................................................................................................... 6 Grading Scale: ..................................................................................................................... 6
Active Pursuit...................................................................................................................... 6 Attendance ......................................................................... Error! Bookmark not defined. Late Arrival/early leave ...................................................................................................... 6
Weekly Schedule ................................................................................................................ 6 Classroom Management...................................................................................................... 7 Students with Disabilities ................................................................................................... 7
Student Support Services .................................................................................................... 8 Grades First ......................................................................................................................... 8
NAEYC Code of Ethical Conduct ...................................................................................... 8 National Association for the Education of Young Children (NAEYC) ............................. 9 CD 258 uses the Flipped Classroom Model ..................................................................... 11
Assignment Descriptions .............................................................................................. 12 NAEYC Standards E-Portfolio ......................................................................................... 12
Weekly quizzes ................................................................................................................. 12 Philosophy Paper .............................................................................................................. 12
Lesson Plan Analysis ........................................................................................................ 12 Teacher Research Project .................................................................................................. 13
HWC Child Development Program Rubrics...................... Error! Bookmark not defined. Observation and Interpretation Rubric....................... Error! Bookmark not defined. Documentation Rubric .............................................................................................. 15
Lesson Plan Analysis Rubric .................................................................................... 17 Reflection Rubric ...................................................................................................... 19
Practicum Portfolio Rubric ....................................................................................... 20 Philosophy Statement Rubric .................................................................................... 24
Writing Rubric .......................................................................................................... 26 Observation Hours Sheet .................................................................................................. 27
CD 258 Fall 2013
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HAROLD WASHINGTON COLLEGE, CCC
APPLIED SCIENCE DEPARTMENT
Child Development Program
CD 258 Principles and Practices in Preschool Education Saturday 9:00 am to 12:35 pm
Room 408
Instructor: Carrie Nepstad, MS Assistant Professor
Contact Information Office: Applied Science Department Room 712E Office Hours:
Tuesday 1:00-2:00 pm Wednesday 1:00-2:00 pm Thursday 1:00-2:00 pm Saturday 8:00-9:00am, and 12:30-3:30 pm
Phone: (312) 553-6095 E-mail: [email protected] ________________________________________________________________ Title, Number, & Classification: Principles of Preschool Education 090-0258
Credit: 4 credit hours Lecture: 4 lecture hours Lab: none Contact Hours: 3 contact hours Observation Hours: 30 observation hours Length of Course: 16 weeks Catalogue Description: This class provides opportunities to plan developmentally appropriate play-based activities that support all developmental domains including physical, cognitive, language, and socioemotional development with an emphasis on designing appropriate early childhood environments that address the needs of all children. The course emphasizes the process of becoming a professional including the implementation of the NAEYC Code of Ethical Conduct and other professional guidelines as well as fostering an early childhood environment that is conducive to respecting diversity. Students
CD 258 Fall 2013
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will write/revise their philosophy of early care and education. 30 hours observing young children in an early childhood education setting are required for the course. Writing assignments and oral presentations as appropriate to the discipline are part of the course. Prerequisites: Completion of CD 101, CD 107, CD 109, CD 120, and CD 143 with a grade of “C” or better. Or, consent of Department Chair. Completion of CD 201 suggested. Course Objectives: This course will introduce:
1. Theories, philosophies, and professional guidelines as well as historical and current approaches that effect child development and classroom practice and planning.
2. The importance of play in child development and early childhood education.
3. Developmentally Appropriate Practice in early childhood education that include curriculum planning as well as developing positive relationships as the foundation of work with young children and their families.
4. The value of self-reflection for professional growth including the development and ongoing review of a personal philosophy of Early Childhood Education, ongoing professional development and advocacy.
Student Learning Outcomes: Upon completion of this course, students will be able to Compare developmental theories within a cultural context (Obj. 1).
Maintain rules of confidentiality, and uphold the NAEYC Code of Ethical Conduct and other professional guidelines (Obj. 1). Articulate the importance of play in child development and early childhood education to a variety of audiences including professionals in the field, families, and the community (Obj. 2).
Refine one’s personal philosophy that reflects evolving beliefs about working with young children (Obj. 4).
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Compare contemporary and historical approaches to curriculum and early childhood practices (Obj. 1). Reflect, in a variety of ways, on their own experiences as learners (Obj. 4). Plan an integrated curriculum for preschool, across content areas, that demonstrates sensitivity to cultural, linguistic, and ability diversity (Obj. 3). Create a daily classroom schedule, and develop an early childhood classroom design that meets the needs of young children (Obj. 3). Participate in professional development opportunities, including community involvement, advocacy, and service learning (Obj. 4). Engage in continuous, collaborative learning activities, with classmates and other professional colleagues, to inform one’s own practice (Obj. 4).
Use a reflective and critical approach to examining current trends in the field and one’s own developing practice (Obj. 4).
Required Text:
1. Paley, V.G. (2004). A Child’s Work: The importance of fantasy play. Chicago, IL: Chicago University Press.
2. Hill, L.T.; Stremmel, A.J.; & Fu, V.R. (2005). Teaching as Inquiry: Rethinking curriculum in
Early Childhood Education.
3. NAEYC Standards for Professional Preparation http://www.naeyc.org/ecada/files/ecada/NAEYC%20Initial%20and%20Advanced%20Standards%2010_2012.pdf
4. Teacher Research
http://www.naeyc.org/files/naeyc/file/Voices/VoicesOfPractitioners_vol7no2_Castle.pdf
5. Developmentally Appropriate Practice
http://www.naeyc.org/files/naeyc/file/positions/PSDAP.pdf
6. Students must also sign up to receive various online newsletters from Specialized Professional Associations. The expectation is that students read these each week in addition to other reading assignments (see Blackboard).
Technology requirement: Students will be using computers with internet access during each session. The class takes place in a computer classroom. Students are allowed to come one hour early and stay up to one hour
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after class to continue using the computer as needed. Students are also encouraged to make use of the open computer lab in room 404.
Blackboard (Bb) Announcements and other materials including links to video clips are posted on Blackboard (Bb) every week. Students are expected to login to Bb several times per week. To access Bb please go to https://ccc.blackboard.com and enter your CCC user name and password. Your course will appear once you are logged in. If you do not have (or forgot) your CCC username and password, go to https://my.ccc.edu and click on the link at the bottom of the screen to retrieve your username.
Coursework
Assignments Points Possible
Points Earned
30 Observation hours Pass/Fail
Observation Log 30
Module Quizzes (total points subject to change) 250
Philosophy paper 37
Advocacy papers 20
Teacher Research Project 35
Curriculum Project 35
Standards 1-6 60
Final web-based portfolio 24
Total Possible = 491
Student Total =
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Grading Policy: Final grades are determined by a percentage of total points (see above) earned compared to the possible total. The instructor will post assignment scores in Blackboard for each assignment. Students can check the course percentage to determine his/her grade at any time during the semester. A descriptive rubric is used for all major assignments. All module quizzes must receive a minimum mastery score of 80% in order for students to move on the next Module.
Grading Scale: A = 90% - 100% B = 80%- 89% C = 70% - 79% D = 60% - 69% F = 59% <
Active Pursuit Active pursuit is a measure of a student’s participation in the class via class participation, and the completion of coursework. Active pursuit of this course includes the completion of assignments, in-class projects, quizzes, and general activities of the class as well as maintaining attendance that allows students the oportunity to effectively succeed in the course. It is the student’s responsibility to make arrangements with the instructor if he/she misses a full class session or partial class session.
Participation
This class meets once per week for a total of 16 sessions. Because collaboration is essential to success in this course, students are expected to attend every class session. If a class is missed, students are responsible for all work that would have been completed in class. It is recommended that students form a “buddy system” in order to help each other. Because your presence is important to the collaborative life of this course, ten points are deducted from the final score on the second absence. 20 points are deducted from the final score on the third absence, and so on with every subsequent absence.
Late Arrival/early leave Students are expected to attend each class session from 9:00 am to 12:35 pm. If a student is persistently late or leaves early, points will be deducted from the final score.
Weekly Schedule
Group meeting at the beginning of each session
Students will write their plan for the day on an index card and hand it in to the instructor
Students will spend the majority of class time working through the modules
The instructor will work with students on an individual and small group basis throughou the session
Group meeting at the end of each session
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Classroom Management 1. Behavior: Please see the behavior policy as stated in the CCC Student Policy Manual:
Part VII – Students’ Rights and Responsibilities, Standards of Conduct. http://www.ccc.edu/departments/Documents/studentpolicymanual.pdf
2. No Show Withdrawal (NSW) policy: http://www.ccc.edu/departments/Documents/Academic%20Policy%20Manual/INDEX%20NUMBER%202.30D.pdf
3. Dispositions: Like all courses in the Child Development program, this course emphasizes the importance of becoming a professional in the field of Early Childhood Education. Students should behave accordingly.
Consider the CARE model when thinking about dispositional qualities important to the field:
Curious: are you curious or do you feel you already know everything there is to know?
Articulate: can you articulate what you know in discussion, oral presentation, and in writing?
Respectful: are you respectful of young children, other adults, course content, our space, etc.?
Ethical: do you know about the NAEYC Code of Ethics and can you apply them to your own practice?
4. Cell phones: The signs in our classrooms indicate a zero tolerance cell phone policy. Please be discreet if you need to answer a call or text during class time. None of us in the room should be aware of your incoming or outgoing messages. If there is something urgent, please leave so you can address the emergency. If necessary, you can notify the instructor later via e-mail.
5. Plagiarism: Please see the CCC Student Policy Manual Part VII: Students’ Rights and Responsibilities, sections on Academic Integrity, Academic Dishonesty, and Penalties for academic dishonesty. http://www.ccc.edu/menu/Documents/Academic_policy_manual.pdf
Students with Disabilities Harold Washington College abides by the Americans with Disability Act and with Section 504 of the Rehabilitation Act of 1973 and will provide reasonable accommodations to students with disabilities covered by these laws. If you have a disability for which you may require accommodations, please contact the Disability Access Center located in room 107 or call (312) 553-3050.
Federal and State Statutes and Mandates -Americans with Disabilities Act (ADA)
Harold Washington College abides by the Americans with Disability Act and with Section 504 of the Rehabilitation Act of 1973 and will provide reasonable accommodations to students with disabilities covered by these laws. If you have a disability for which you may require accommodations, please contact the Disability Access Center located in room 107 or call (312) 553-3050.” http://www.ccc.edu/colleges/washington/departments/Pages/Disability-Access-Center.aspx http://www.ada.gov/pubs/adastatute08.htm
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-Family Educational Rights and Privacy Act (FERPA) http://www.ed.gov/policy/gen/guid/fpco/ferpa/index.html -Section 504, Rehabilitation Act of 1973 http://www.dol.gov/oasam/regs/statutes/sec504.htm
Student Support Services
1. Wellness Center, room 1041
http://www.ccc.edu/colleges/washington/departments/Pages/Wellness-Center.aspx 2. Writing Lab, room 203A
http://www.ccc.edu/colleges/washington/departments/Pages/Writing-Lab.aspx 3. Tutoring Services, please check sign-up sheets in the Applied Science office room 712
http://www.ccc.edu/colleges/washington/departments/Pages/Tutoring.aspx 4. Chicago Legal Clinic
http://www.ccc.edu/colleges/washington/departments/Pages/Chicago-Legal- Clinic.aspx
Grades First Grades First is a student support system that will be used by faculty, advisors, and tutors to help students achieve success in their classes. Use Grades First to schedule tutoring or advising appointments or to see communications about your course progress generated by me or your other professors.
NAEYC Code of Ethical Conduct This course requires 30 hours of observation time in an early childhood setting. In this, and in all other work associated with the Harold Washington College Child Development Program, students and faculty will follow the Code of Ethical Conduct as stated by the National Association for the Education of Young Children (NAEYC). Please read this code thoroughly as we will refer to it often throughout the semester. The link to this code can be found on our Blackboard site and at the following web address:
http://www.naeyc.org/about/positions/PSETH05.asp
P-1.1-Above all, we shall not harm children. We shall not participate in practices that are
emotionally damaging, physically harmful, disrespectful, degrading, dangerous, exploitative, or intimidating to children. This principle has precedence over all others in this Code.
NOTE: Whenever a child is mentioned (in writing or in discussion), please use the child’s first name only. We need to protect our subjects’ confidentiality and although the HWC faculty are the only people who will read your work, students will be sharing observations with each other through discussion and workshop. Please do not mention last names or other identifying information about any child or family. Also, any documentation created by the student should not include identifying information about young children, their families, their ECE setting, or their teachers.
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National Association for the Education of Young Children (NAEYC) The NAEYC Commission on Early Childhood Associate Degree Accreditation awards accreditation to associate degree programs that demonstrate evidence of meeting the Professional Preparation Standards. Accreditation provides a framework for self-study, external evaluation and improvement in the quality of teacher preparation programs. The HWC Child Development Program has been NAEYC accredited since 2006. http://www.naeyc.org/ecada/files/ecada/NAEYC%20Initial%20and%20Advanced%20Standards%2010_2012.pdf Standard 1: Promoting Child Development and Learning
a) Knowing and understanding young children’s characteristics and needs b) Knowing and understanding the multiple influences on development and learning c) Using developmental knowledge to create healthy, respectful, supportive and
challenging learning environments. Standard 2: Building Family & Community Relationships
a) Knowing about and understanding diverse families and community characteristics b) Supporting and engaging families and communities through respectful, reciprocal
relationships. c) Involving families and communities in their children’s development and learning.
Standard 3: Observing, Documenting and Assessing to Support Young Children and Families
a) Understanding the goals, benefits, and uses of assessment b) Knowing about assessment partnerships with families and with professional colleagues c) Knowing about and using observation and other appropriate assessment tools and
approaches d) Understanding and practicing responsible assessment to promote positive outcomes for
each child. Standard 4: Using Developmentally Effective Approaches to Connect with Children and Families
a) Understanding positive relationships and supportive interactions as the foundation of their work with children
b) Knowing and understanding effective strategies and tools for early education c) Using broad repertoire of developmentally appropriate teaching/learning approaches d) Reflecting on their own practice to promote positive outcomes for each child
Standard 5: Using Content Knowledge to Build Meaningful Curriculum
a) Understanding content knowledge and resources in academic disciplines b) Knowing and using the central concepts inquiry tools and structures of content areas or
academic disciplines. c) Using their own knowledge, appropriate early learning standards, and other resources
to design implement, and evaluate meaningful, challenging curricula for each child. Standard 6: Becoming a Professional
a) Identifying and involving oneself with the early childhood field b) Knowing about and upholding ethical standards and other professional guidelines
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c) Engaging in continuous, collaborative, learning to inform practice. d) Integrating knowledgeable, reflective, and critical perspectives, on early education e) Engaging in informed advocacy for children and the profession
CD 258 Fall 2013
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CD 258 uses the Flipped Classroom Model This may be very different from what students have experienced in other courses. The main idea behind the Flipped Classroom is that students work through modules at his/her own pace. Students will work on the modules during class time and outside of class time. During the class session each week, the instructor will work one-on-one, and in small groups with students on specific concepts or skills necessary to complete each module. Attendance is mandatory, but students generally choose how to spend their time each session. The instructor will hold a brief class meeting at the beginning and end of each session. The time in between is spent based on each student's goals for the day. In order to move on to the next module, the student must pass the module quiz with an 80% or higher. Students can re-take a quiz as often as necessary in order to achieve mastery. However, all other module activities and projects may only be submitted once for a final grade. During the class session, students will choose to do various activities such as, 1) reading assignments, 2) researching topics on the internet, 3) working on module projects and activities, 4) watching assigned films, 5) taking quizzes, 6) engaging in discussions with other students, 7) working with the instructor, etc. Different ways of working with the instructor include:
asking questions about the module asking for help in terms of using technology asking for feedback on a draft clarifying instructions - after the student reads through the module carefully first! discussing current events in the field of ECE discussing how to prepare for the Practicum discussing the ECE career and the student's future
Different ways of working with classmates:
the same as above!
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Assignment Descriptions
NAEYC Standards E-Portfolio
Students will go to www.childdevelopmentportfolio.weebly.com to see the framework
for designing their own Standards E-portfolio.
Following the exact layout of the example, students will develop a framework to create
their own website.
Students must use the prescribed layout but can be creative in the design of their e-
portfolio website.
To complete the website, students will include one artifact for every key element of the
6 NAEYC standards. For each artifact, students will write a reflective narrative that
explains what the artifact is, how it demonstrates the student’s understanding of the
standard, and finally how the student plans to make use of that knowledge in the future.
Weekly quizzes
Quizzes are based on the reading assignments and are in short answer/essay format. o Answers should be written in paragraph form with complete sentences and full
paragraphs of 5-7 sentences. o Answers are graded on the quality of the writing including spelling, grammar,
clarity, organization, and content (see writing rubric). o Students will use what they write for quizzes as the first draft or portions of the
larger assignments for the class including the philosophy, lesson plan analysis, newsletter, letter to the editor, and the e-portfolio.
Philosophy Paper
The paper should be personal and reflect your understanding of the multiple influences on child development.
The statement should include historical perspectives.
The statement should include your personal experiences in terms of who you are and what you bring to this profession in order to promote positive outcomes for young children.
The statement should include a clear vision of how you plan to apply your philosophy to future work with young children.
The statement should include a clear vision for how you plan to support Cultural, Linguistic, and Ability Diversity (CLAD)
Lesson Plan Analysis Using a template (found in the Assignments tab on Bb), students will analyze one math activity
called "People Sort". The rubric will be used by the instructor to assess the student’s analysis.
NOTE: By answering the questions on the template, you are analyzing the lesson.
Please read the dictionary definition of the word "analysis" below.
noun, plural a·nal·y·ses
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The separating of any material or abstract entity into its constituent
elements (opposed to synthesis).
This process as a method of studying the nature of something or of
determining its essential features and their relations: the grammatical
analysis of a sentence.
A presentation, usually in writing, of the results of this process: The
paper published an analysis of the political situation.
A philosophical method of exhibiting complex concepts or propositions
as compounds or functions of more basic ones.
In our case, we are closely examining every distinct part of a lesson as well as the planning that takes place beforehand, and finally how a teacher would expand the lesson by taking the learning goal of the lesson to different areas and experiences in the early childhood classroom. You can find many, many lessons and activities online and in resource books in the library. Your job is to learn how to analyze them to make sure they are appropriate for the age group you are working with and the actual group you are working with. This means you would need to consider the special needs of your group of children, their previous experiences, and their development. Observation Log
During the week’s observation hours, pay particular attention to children in play. The
goal is to observe approximately three hours per week until you complete the 30
required observation hours. In your notes, be sure to include the date, time, and a
general description of what is happening at the time of your observation. It can be free
play time or it might be during lunch or outside on the playground or during circle time.
Whatever is happening, the reader of your observation needs to have a general sense of
the environment.
For example: 09-12-12, 10:00am, Free play
Your handwritten notes should be as detailed as possible. Be sure to include quotes
when you are directly quoting what a child or teacher says. Be sure to write your notes
in chronological order, and of course, be sure to use objective language. Do not include
any identifying information about the child, the teacher, or the site.
During class, share your observation log with your classmates and with your instructor.
You will be using your observation log for specific components of your Teacher Research
project assignment.
When you have completed your hours, submit the signed hours sheet here along with a
sample entry from your log. You may scan up to 4 pages from your observation log.
The points for this assignment are tallied based on the quality of your observation log as
observed by your instructor and on the quality of the sample you submit.
The signed hours sheet is a pass/fail component to this course.
Teacher Research Project 1. Observation Hours:
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a. Each week students will observe/volunteer in an early childhood setting three hours per week for a total of 45 hours.
b. The hours-sheet will be signed by the classroom teacher as the student completes each session. When all 45 hours are completed, the director of the center will sign to verify completion. The student will scan this and submit it to Bb. This is a pass/fail component to the course.
2. Research Question:
How is play supported in this ECE setting? a. Sub question #1: When does play happen in this setting (time sampling)? b. Sub question #2: What does play look like in this setting (observations, photos)?
3. Weekly Teacher Research Notes and Data Share:
a. During observation hours, students will take notes in a composition book. Students are required to bring this to class each week.
b. A portion of class time will be dedicated for students to share the data they are collecting.
4. Writing
a. Newsletter article to families about play b. Editorial for your local newspaper about the importance of play c. Documentation:
5. Documentation Showcase: assemble and organize your final data for display.
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Documentation Rubric
Standards Meets the Standard Emerging skills Does not Meet the Standard
6b. Knowing about & upholding
ethical standards & other
professional
guidelines
There is no identifying information about the
child or school on the documentation in order
to preserve
confidentiality
There is some identifying information
about the child or school
Confidentiality is violated
1a. Knowing & understanding
young children’s characteristics &
needs
Documentation is used as an assessment tool to
analyze the developmental process
Documentation includes information
about development such as developmental
milestones or domains
Documentation does not include
development
3d. Knowing about assessment partnerships with
families & with professional
colleagues
The documentation includes child assessment information to make the
learning process visible
The documentation includes child assessment
information
Child assessment information is not included
2c. Involving families & communities in
their children’s development &
learning
The documentation is targeting all audiences including the children,
teachers/colleagues, families and the
community.
The documentation targets one or two audiences but does
not consider all of them.
The documentation does not seem to
have an audience.
Supportive Skill 4: Making connections
between prior knowledge/
experience & new
learning
The documentation reveals the student's metacognitive awareness
of her/his own learning process in rich,
descriptive detail
The documentation describes some of the student's thoughts but
does not go into detail about the student's
own learning process
There is no description of the student's learning
process or the description is
superficial.
3c: Understanding and practicing
responsible assessment to
promote positive
outcomes for each child
Within the documentation there is
ample evidence of the student observing,
gathering artifacts,
questioning and hypothesizing.
Within the documentation there
is some evidence of the student observing
and gathering artifacts
but there may not be evidence of the
student questioning or hypothesizing.
There is very little evidence of the
student observing, gathering artifacts,
questioning or
hypothesizing.
Supportive Skill 3: All writing in the Writing within the Written errors are
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Written and Verbal Skills
documentation is written clearly and without any
spelling, grammar, punctuation errors, or
typos.
documentation is somewhat vague.
Some distracting errors in spelling,
grammar, and
punctuation, and/or typos.
prominent and distract too much
from the meaning.
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Lesson Plan Analysis Rubric
Standards Meets the standard Emerging Does not meet the
standard
5c. Using their own knowledge,
appropriate early
learning standards, & other resources to
design, implement, & evaluate meaningful,
challenging curricula for each child
Explains how the lesson plan does or does not follow DAP
using detailed
descriptors
Identifies whether or not the plan incorporates DAP
but does not explain
how
No reference to DAP
2a. Knowing about &
understanding diverse family & community
characteristics
Examines the lesson for sensitivity to
cultural and linguistic diversity and
provides suggestions
to strengthen the lesson's sensitivity.
Describes how the lesson is sensitive to
cultural and linguistic diversity,
but does not provide
suggestions to strengthen the
lesson's sensitivity.
No discussion of how the lesson is or
is not sensitive to cultural and
linguistic diversity
5c. Using their own
knowledge, appropriate early
learning standards, & other resources to
design, implement, &
evaluate meaningful, challenging curricula
for each child.
Includes a rich description of
expansion activities and describes how
they relate to and support the lesson
plan
Includes some description of
expansion activities but the explanation
of how they relate to the lesson plan is
not clear.
No description of expansion activities
or some activities are mentioned with
no explanation of how they relate to
the lesson plan
5a. Understanding content knowledge &
resources in academic disciplines
Supportive Skill #2:
Mastering & applying
foundational concepts from general
education
Identifies the learning goals of the lesson plan and
describes reasonable child behaviors that
would indicate that
the learning goals have been met
Identifies the learning goals of the lesson plan but does
not fully describe child behaviors that
would indicate that
the learning goals have been met.
No learning goals are identified or they are
inaccurately described.
4c. Using a broad repertoire of
developmentally appropriate
teaching/learning approaches
Lists appropriate adaptations that directly relate to the
lesson plan and are accurate and
appropriate for
children with developmental
challenges
Lists some adaptations but with little connection to
the original lesson plan or are not
necessarily
appropriate for children with
developmental challenges
No adaptations or inappropriate adaptations listed.
Supportive Skill 3: Writes clearly and Writes clearly with Errors are
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Written and verbal
skills
without any spelling,
grammar, & punctuation errors,
or typos.
some errors in
spelling, grammar, and punctuation, or
typos that somewhat distract from the
writing.
prominent and
distract too much from the writing.
4d. Reflecting on their
own practice to promote positive
outcomes for each
child
Reflections are thoughtful and
complete. They reveal personal
feelings about the
topic. They reflect on personal
experiences related to the topic.
Questioning and
other techniques are used that probe for
deeper meaning.
Reflections are brief. They reveal a little
about personal feelings or
experiences related
to the topic but they could be more
thoughtful and go into more detail.
There is the
beginning of reflection or
questioning.
Reflection is limited or superficial. They
don’t reveal any personal feelings or
ideas. No
questioning is used.
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Reflection Rubric
Standards Meets the Standard Emerging skills Does not Meet the Standard
4d. Reflecting on their own practice to
promote positive outcomes for each
child
Reflections are thoughtful and
complete.
Reflections are brief. Reflections are superficial.
Supportive Skill #1 Self-assessment & self-advocacy
They reveal personal feelings or experiences about the
topic.
They reveal a little about personal feelings or experiences related to
the topic, but they could be more thoughtful and
go into more detail.
They don’t reveal any personal feelings or ideas
6d. Integrating knowledgeable, reflective, & critical
perspectives on early education
Questioning and other techniques are used that probe for deeper
meaning.
There is the beginning of reflection or questioning.
No questioning is used.
Supportive Skill #4: Making connections
between prior knowledge/experience
& new learning
The writing describes how the student’s
understandings have changed using
specific, meaningful examples.
Comparisons are
made between student’s prior and
current understandings.
Important questions
are raised for further exploration.
The writing describes how understandings
have changed and gives some examples. Limited
comparisons are used between student’s prior
and current
understandings.
Nothing is revealed or
examined in any detail.
Supportive Skill #3: Written & verbal skills
No spelling, grammar or punctuation errors or typos.
Some errors in spelling, grammar, and punctuation and/or
typos that distract from
the meaning.
Many errors in spelling, grammar,
punctuation.
Errors & typos are prominent
and distract too much from the
writing.
Supportive Skill: Written communication
The writing is clear and well organized.
The writing is fairly clear but the organization can be difficult to follow.
The writing is unclear and disorganized.
CD 258 Fall 2013
20 This syllabus may change. Please see Blackboard for updates.
Practicum Portfolio Rubric
Standards Exceeds
Candidate demonstrates
outstanding application of the
standard
Meets
Candidate demonstrates
application of the standard
Does not meet
Candidate does not demonstrate
application of the standard
Standard 1:
Promoting Child Development and
Learning
1a. Knowing and
understanding young children’s
characteristics and needs
1a. Knowing and
understanding young children’s
characteristics and needs
The portfolio does
not provide adequate examples
of the candidate's ability to meet this
standard
Standard 1: Promoting Child Development
and Learning
1b. Knowing and
understanding the multiple influences
on development and learning
1b. Knowing and
understanding the multiple influences
on development and learning
The portfolio does
not provide adequate examples
of the candidate's ability to meet this
standard
Standard 1: Promoting
Child Development and Learning
1c. Using
developmental knowledge to create
healthy, respectful,
supportive and challenging learning
environments.
1c. Using
developmental knowledge to create
healthy, respectful,
supportive and challenging learning
environments.
The portfolio does
not provide adequate examples
of the candidate's
ability to meet this standard
Standard 2:
Building Family and Community
Relationships
2a. Knowing about
and understanding diverse families and
community characteristics
2a. Knowing about
and understanding diverse families and
community characteristics
The portfolio does
not provide adequate examples
of the candidate's ability to meet this
standard
Standard 2: Building
Family and Community
Relationships
2b. Supporting and
engaging families and communities
through respectful,
reciprocal relationships.
2b. Supporting and
engaging families and communities
through respectful,
reciprocal relationships.
The portfolio does
not provide adequate examples
of the candidate's
ability to meet this standard
Standard 2: Building
Family and
Community Relationships
2c. Involving families
and communities in
their children’s development and
learning.
2c. Involving families
and communities in
their children’s development and
learning.
The portfolio does
not provide
adequate examples of the candidate's
ability to meet this standard
Standard 3:
Observing,
3a. Understanding
the goals, benefits,
3a. Understanding
the goals, benefits,
The portfolio does
not provide
CD 258 Fall 2013
21 This syllabus may change. Please see Blackboard for updates.
Documenting and
Assessing to Support Young Children and
Families
and uses of
assessment
and uses of
assessment
adequate examples
of the candidate's ability to meet this
standard
Standard 3:
Observing, Documenting and
Assessing to Support Young Children and
Families
3b. Knowing about &
using observation, documentation, &
other appropriate assessment tools &
approaches
3b. Knowing about &
using observation, documentation, &
other appropriate assessment tools &
approaches
The portfolio does
not provide adequate examples
of the candidate's ability to meet this
standard
Standard 3:
Observing, Documenting and
Assessing to Support
Young Children and Families
3c. Understanding &
practicing responsible
assessment to
promote positive outcomes for each
child
3c. Understanding &
practicing responsible
assessment to
promote positive outcomes for each
child
The portfolio does
not provide adequate examples
of the candidate's
ability to meet this standard
Standard 3:
Observing, Documenting and
Assessing to Support Young Children and
Families
3d. Knowing about
assessment partnerships with
families and with professional
colleagues
3d. Knowing about
assessment partnerships with
families and with professional
colleagues
The portfolio does
not provide adequate examples
of the candidate's ability to meet this
standard
Standard 4: Using
Developmentally Effective Approaches
to Connect with
Children & families
4a. Understanding
positive relationships and supportive
interactions as the
foundation of their work with children
4a. Understanding
positive relationships and supportive
interactions as the
foundation of their work with children
The portfolio does
not provide adequate examples
of the candidate's
ability to meet this standard
Standard 4: Using
Developmentally
Effective Approaches to Connect with
Children & families
4b. Knowing and
understanding
effective strategies and tools for early
education
4b. Knowing and
understanding
effective strategies and tools for early
education
The portfolio does
not provide
adequate examples of the candidate's
ability to meet this standard
Standard 4: Using
Developmentally
Effective Approaches to Connect with
Children & families
4c. Using broad
repertoire of
developmentally appropriate
teaching/learning approaches
4c. Using broad
repertoire of
developmentally appropriate
teaching/learning approaches
The portfolio does
not provide
adequate examples of the candidate's
ability to meet this standard
Standard 4: Using
Developmentally
Effective Approaches to Connect with
Children & families
4d. Reflecting on
their own practice to
promote positive outcomes for each
child
4d. Reflecting on
their own practice to
promote positive outcomes for each
child
The portfolio does
not provide
adequate examples of the candidate's
ability to meet this
standard
CD 258 Fall 2013
22 This syllabus may change. Please see Blackboard for updates.
Standard 5: Using
Content Knowledge to Build Meaningful
Curriculum
5a. Understanding
content knowledge and resources in
academic disciplines
5a. Understanding
content knowledge and resources in
academic disciplines
The portfolio does
not provide adequate examples
of the candidate's
ability to meet this standard
Standard 5: Using
Content Knowledge
to Build Meaningful Curriculum
5b. Knowing and
using the central
concepts inquiry tools and structures
of content areas or academic disciplines.
5b. Knowing and
using the central
concepts inquiry tools and structures
of content areas or academic disciplines.
The portfolio does
not provide
adequate examples of the candidate's
ability to meet this standard
Standard 5: Using
Content Knowledge
to Build Meaningful Curriculum
5c. Using their own
knowledge,
appropriate early learning standards,
and other resources
to design implement, and evaluate
meaningful, challenging curricula
for each child.
5c. Using their own
knowledge,
appropriate early learning standards,
and other resources
to design implement, and evaluate
meaningful, challenging curricula
for each child.
The portfolio does
not provide
adequate examples of the candidate's
ability to meet this
standard
Standard 6:
Becoming a Professional
6a. Identifying and
involving oneself with the early
childhood field
6a. Identifying and
involving oneself with the early
childhood field
The portfolio does
not provide adequate examples
of the candidate's ability to meet this
standard
Standard 6:
Becoming a
Professional
6b. Knowing about
and upholding
ethical standards and other
professional guidelines
6b. Knowing about
and upholding
ethical standards and other
professional guidelines
The portfolio does
not provide
adequate examples of the candidate's
ability to meet this standard
Standard 6:
Becoming a
Professional
6c. Engaging in
continuous,
collaborative, learning to inform
practice.
6c. Engaging in
continuous,
collaborative, learning to inform
practice.
The portfolio does
not provide
adequate examples of the candidate's
ability to meet this standard
Standard 6:
Becoming a
Professional
6d. Integrating
knowledgeable,
reflective, and critical perspectives, on
early education
6d. Integrating
knowledgeable,
reflective, and critical perspectives, on
early education
The portfolio does
not provide
adequate examples of the candidate's
ability to meet this
standard
Standard 6: Becoming a
6e. Engaging in informed advocacy
6e. Engaging in informed advocacy
The portfolio does not provide
CD 258 Fall 2013
23 This syllabus may change. Please see Blackboard for updates.
Professional for children and the
profession
for children and the
profession
adequate examples
of the candidate's ability to meet this
standard
Supportive Skill #3:
Written & Verbal skills
Write clearly and
without any spelling, grammar,
punctuation errors, or typos.
Write clearly with
some errors in spelling, grammar,
and punctuation, and/or typos that
somewhat distract
from the writing.
Errors are
prominent and distract too much
from the writing.
Supportive Skill #1: Self-assessment &
self-advocacy
Write thoughtful and complete reflective
narratives that
demonstrate metacognitive
awareness of the student's own work
as it relates to the standards
Write thoughtful and complete reflective
narratives that
demonstrate knowledge of the
standards
Reflective narratives do not
provide adequate
examples of this Supportive Skill
Supportive Skill #2:
Mastering &
applying foundational skills
Supportive Skill #4:
Supportive Skill #5:
CD 258 Fall 2013
24 This syllabus may change. Please see Blackboard for updates.
Philosophy Statement Rubric
Standards Meets Emerging Does not Meet
1b. Knowing and understanding the
multiple influences on
early development and learning.
The statement clearly articulates a
philosophy that is
personal & considers the multiple influences
on early development and learning.
The statement partially articulates a
philosophy that is
personal and includes at least one influence
on early development and learning.
The statement does not articulate a
personal philosophy.
Philosophy:
6d. Integrating
knowledgeable, reflective, and critical
perspectives on early
education.
The statement
incorporates several ideas about children's
development, learning and dispositions.
The statement
incorporates some ideas about children's
development, learning and dispositions
The statement does
not incorporate ideas about children's
development, learning or dispositions.
Personal Experiences:
4d. Reflecting on own
practice to promote
positive outcomes for each child.
SS 1: Self-assessment
and self-advocacy.
The writer describes
in detail what s/he brings to the
profession in order to
promote positive outcomes for each
child.
The writer describes
in partial detail what s/he brings to the
profession in order to
promote positive outcomes for each
child.
The writer does not
describe what s/he brings to the
profession.
Vision for the future:
6e. Engaging in informed advocacy for
young children and
the early childhood profession.
The statement includes a clear vision
of a future application of the personal
philosophy.
The statement includes a partial
vision of a future application of the
personal philosophy.
The vision for the future is vague or
nonexistent.
CD 258 Fall 2013
25 This syllabus may change. Please see Blackboard for updates.
Approach to Cultural, Linguistic, and Ability
Diversity (CLAD):
1a. Knowing and understanding young
children’s
characteristics and needs, from birth
through age 8.
The statement includes a clear vision
for how differences
will be supported.
The statement includes a partial
vision for how
differences will be supported.
The statement does not include anything
about differences.
Writing:
SS 3: Written and verbal skills
The writing has been
carefully edited. There
are less than 5 writing errors.
There are between 6-
10 writing errors. The
paper would have benefited from
another edit.
There are several
writing errors. This
distracts from the work
CD 258 Fall 2013
26 This syllabus may change. Please see Blackboard for updates.
Writing Rubric Meets (2pts) Emerging (1pt) Does not Meet (0) Feedback Focus Writing is clearly
focused. It holds the reader’s attention.
Writing has some focus but does not hold the reader’s attention.
Writing lacks focus.
Organization Writing includes a strong beginning, middle, and end with clear transitions and a focused closure.
Writing may include a beginning but does but does not have clear transitions or a focused closure.
Organization is unclear. No distinguishable beginning, middle, or end. Writing lacks closure.
Voice Writes with a distinct, unique voice/point of view. Writing is skillfully adapted to the audience.
Writing may have some elements of voice but it is not consistent. Writing attempts to adapt to an audience.
Writing lacks a distinguishable voice and does not consider the audience.
Coherent Development & Elaboration
Writing makes clear sense and flows logically. Relevant details enrich the writing. The thesis and purpose are clear to the reader and closely match the writing task.
Writing does not flow well and may include mistakes in logic. There are some details included, but it is unclear how the details support the writing. Parts of the writing may match the writing task but this is not consistent.
Writing does not flow logically, and lacks details. The thesis is not clear and the writing does not match the writing task.
Conventions Follows the conventions of Standard Written English (SWE), e.g., grammar, sentence structure, mechanics, and punctuation.
Follows the conventions off SWE through some of the writing. There are some mistakes with grammar, etc. but the meaning is clear to the reader.
Does not follow the conventions of SWE. Mistakes in grammar, etc. distract from the meaning.
Style & Diction Sentences are varied, complex, and employed for effect. Diction is precise, appropriate, using college-level vocabulary.
Sentences are simple in structure but remain clear. Some sentences vary. Some college-level vocabulary is used.
Sentences are incomplete, fragments, or run-on. College-level vocabulary is not used.
Support/ Citations
Writing is well supported by examples and/or citations related to the
readings for the course.
Writing includes some support through examples but they may be inaccurately
cited
Writing is not supported.
Possible points = 16
CD 258 Fall 2013
27 This syllabus may change. Please see Blackboard for updates.
Observation Hours Sheet Harold Washington College
CD 258 Principles & Practices of Preschool Education
Fall 2013
Instructor: Carrie Nepstad, M.S. Associate Professor
Harold Washington College [email protected]
312-553-6095 Observation Hours: 30 hours total
Date Time Teacher’s Signature
The signatures on this document verify that ________________________ has fulfilled the course obligation by spending 30 hours of observation time in the following setting: ________________________________________________________________________ _______________________ __________________ Student Date _______________________ __________________ Director Date