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Gadsden State Community College Key Assessment #4

CHD 215 Professional Portfolio Format Requirements

1. Your Professional Portfolio should be organized in a 1-inch or 1.5-inch 3-ring binder with a clear front pocket for the portfolio cover. 2. Your Professional Portfolio cover should contain:

Your Name CHD 215 Professional Portfolio Gadsden State Community College Semester and year you are completing CHD 215

Your cover should be neat and professional looking (text must be typed in Times New Roman, Arial, or Calibri fonts). You may also personalize your cover with color, a border, or simple graphics to make it a unique representation of you. 3. All portfolio documents must be placed in clear plastic sleeves. 4. Your Professional Portfolio should be organized in to 7 sections separated by tabs with the following labels:

1. Resume

2. Educational Philosophy 3. Journal Reflections 4. Project Forms

5. Activity Plans 6. Self-Reflection

7. Interview Questions Copies of the required documents should be placed behind the appropriate tabs in your portfolio. 5. Documents for your Topic Study Project should be placed in the following order:

Behind the “Topic Study Project Forms” tab

1. Topic Idea Form 2. Topic Exploration Plan 1 (pages should be stapled and placed in one plastic sleeve) 3. Documentation of Conversation with Children (at least one photo of your chart with

children’s responses recorded during your conversation with them about the topic. Photo can be printed on any type of paper)

4. Topic Exploration Plan 2 (pages should be stapled and placed in one plastic sleeve) 5. Topic Planning Web 6. Materials in the Environment Form


Behind the “Topic Study Activity Plans” tab

1-6. Six Activity Plans (pages of each activity plan should be stapled and placed in a separate plastic sleeve)

7. Documentation of Learning Experiences and/or Children’s Work (at least five printed photos of children interacting with materials or examples of children’s work that you collect during your topic study)

Behind the “Topic Study Activity Plans” tab

Topic Study Self-Reflection (pages should be stapled and placed in one plastic sleeve)


CHD 215 Philosophy of Education Statement (NAEYC 6a)

A philosophy of education statement is a summary of what you believe about teaching young children. Through this assignment you will examine the beliefs you have about working with young children and their families. A philosophy of education statement should be a personal statement, so we aren’t giving you an exact format for how it should be written. We do, however, want to see the following three questions addressed in your statement:

•! Why am I involved in the field of early childhood education? •! What do I believe is important about children’s learning and development? •! What do I believe about how children learn best?

Most philosophy of education statements are around a page long. Use these questions to guide your thinking, but make your statement personal and unique to you!


CHD 215 Reflection Journal

(NAEYC 1c, 4d, 6a) * Note: Reflection Journal entries are due at four different points throughout the semester. They are posted as 4 separate journal entries on our CHD 215 course page on Blackboard. 1st Journal Reflection – Know Yourself For your first journal reflection you will be thinking more about yourself! Use these questions to guide you as you notice how you view and respond to things as you work with children:

•! What things do I find the most interesting about young children as I watch them play and explore?

•! What brings me the most joy in the work I do with young children? •! How might my background and values affect how I respond to young children in

different situations? 2nd Journal Reflection – A Child’s Perspective For your second journal reflection you will be thinking more about the children in your classroom. Use these questions to guide you as you notice how you view and respond to things as you work with children:

•! As I watch children play and explore, what kinds of things have I noticed them interested in the most?

•! What are some examples of when I’ve really noticed children’s strengths and abilities?

•! I wonder how children feel when I ? (Pick an example of something you do with them a lot, like sing a specific song or use certain words to communicate with them)

3rd Journal Reflection – The Learning Environment For your third journal reflection you will be thinking more about the learning environment in which you're working. Use these questions to guide you as you notice how things like schedule, room arrangement, learning activities, and materials in learning centers affect children's learning:

•! How do the materials that are in our learning centers affect children's growth and development? Are there any other materials I would like to add to enhance children's learning?

•! How do our schedule and routines affect the things children can learn during the day? Are there any changes I could make to our schedule or routines to help with children's behavior or learning?


4th Journal Reflection – Future Possibilities For your fourth and last journal reflection you will be thinking about your future as a teacher of young children. Use the following question to guide your last reflection: •! What are 3 things I have learned during this practicum experience that will help me be a

more effective teacher in the future?


CHD 215 Topic Study Project

Project Outline, Information, and Required Documentation Introduction

•! Read NAEYC article “The Plan: Building on Children’s Interests”

•! Read Handout 1 – What is a Meaningful Curriculum for Young Children? Step 1: Choosing a Topic (NAEYC 5c)

•! Read Handout 2 – Beginning Your Topic Study With Young Children

•! Refer to “The Plan: Building on Children’s Interests” article

•! Submit Topic Idea Form (due October 23) Step 2: Exploring the Topic (NAEYC 4b, 4c, 5c)

•! Read Handout 3 – Exploring the Topic

•! Submit Topic Investigation Plan 1 – Conversations with Children (due October 30)

•! Submit Topic Investigation Plan 2 – Open-Ended Experience (due October 30)

•! Instructor Observation of Open-Ended Experience (to be scheduled)

•! Documentation - at least one photo of your chart with children’s responses recorded during your conversation with them about the topic (to be included in your professional portfolio)

Step 3: Extending Children’s Learning (NAEYC 1c, 4b, 4c, 5a, 5b, 5c)

•! Read Handout 4 – Extending Children’s Learning

•! Submit Curriculum Plan Web (due November 27)

•! Submit Learning Environment and Materials Form (due November 27)

•! Submit 6 Activity Plans (due November 27)

•! Instructor Observation of Topic Activity and Learning Environment Materials (to be scheduled)

•! Documentation - at least five printed photos of children interacting with materials or examples of children’s work that you collect during your topic study (to be included in your professional portfolio)

Step 4: Self-Reflection (NAEYC 4d)

•! Submit Topic Study Self-Reflection (due December 11)



Handout 1: What is a Meaningful Curriculum for Young Children?

At the heart of every quality early childhood program is a developmentally appropriate, meaningful curriculum. Throughout your CHD coursework you’ve been able to examine the idea of “developmentally appropriate practice” and what it means for curriculum development. But what exactly makes a curriculum “meaningful?” The NAEYC Position Statement on Curriculum, Assessment, and Program Evaluation lists several indicators of an effective curriculum for young children. Three of those indicators will be the focus of this Topic Study Project:

!! Children are active and engaged

!! Valued content is learned through investigation, play, and focused, intentional teaching !! Curriculum builds on prior learning experiences

An approach to curriculum development that has been popular for many years, best known as an “emergent curriculum,” is a way teachers can plan curriculum activities in all areas of development and learning that meets all three of these indicators of effectiveness! The “big idea” behind an emergent curriculum is that children’s interests drive learning, and children’s interests often come from them being able to connect a new idea to something they’ve already experienced. When children are interested in a new topic, they are more likely to be actively engaged in learning and will learn content and practice emerging skills through play and investigation of that topic. Add a teacher who intentionally provides activities and experiences related to that topic and you’ve got a meaningful curriculum! Through this Topic Study Project you will:

•! Learn to identify children’s interests through your observations of their play (NAEYC 5c)

•! Introduce activities and experiences that will help children further explore that topic (NAEYC 4b, 4c, 5a, 5b, 5c)

•! Connect children’s play and investigations to appropriate concepts and skills (NAEYC 5a, 5b)

•! Develop plans for extending the topic study (NAEYC 1c, 4b, 4c, 5a, 5b, 5c)

•! Reflect on your topic study, including your challenges and successes (NAEYC 4d)


CHD 215 Topic Study Project Handout 2: Beginning Your Topic Study with Young Children

(NAEYC 5c) Take some time to look back over the article in this folder called “The Plan: Building on Children’s Interests.” The article outlines a four-step process teachers can use to identify children’s interests and plan investigations to help them learn more about the things that make them curious. Read over “Step One: Sparks” in the article to help you think about the things you notice “spark” children’s interests while you’re working on your practicum hours. A spark can come from something that spontaneously or naturally happens in the classroom environment, or from an item you or your cooperating teacher introduces during a morning circle time. Maybe a construction project is happening across the street from your center and the children are fascinated by the heavy equipment. Or maybe the theme in your classroom is fall and you notice that when the children are outside they spend most of their time collecting acorns, colorful leaves, and other things that drop to the ground as the season changes. Children’s interests can even be “sparked” by a good storybook! Something you need to remember as you notice children’s interests and decide what topic you want to investigate with them…not everything children are interested in will make a good topic to investigate! Here are some hints that will help you choose an appropriate topic:

•! Children learn best through real, hands-on experiences. A good topic to study should be something children can investigate directly, in their own environment, using their senses. While the topic “Dinosaurs” is definitely something children are interested in and something you can have fun with in your classroom, we can’t really investigate dinosaurs…real dinosaurs don’t exist any more. If children are interested in dinosaurs, think of all the neat things you could do with a topic study on “bones!”

•! Choose a topic that you can use to help children practice their emerging skills and understanding of concepts. If your children get really interested in the pumpkin you brought to school one day, you can intentionally plan investigations that include comparing, measuring, counting, using new vocabulary, fine motor skills…just to name a few!

•! Choose a topic that children are likely to have had some experience with. We know that real learning takes place when we can connect a new idea or concept to something we already know…the same is definitely true for children. Their knowledge is “constructed” in their minds as they add new ideas to experiences they’ve already had.

Once you’ve had a chance to get to know the children in your classroom and observe the things they are interested in, you’ll be ready to tell your instructor about your topic idea. You will use the form attached to the Topic Idea assignment in this content folder on Blackboard. Type your submission directly on the form, save it as a Word document or PDF, then submit it through the Blackboard assignment link. Be sure to save the document because it will be an item for your portfolio!

If you are having trouble identifying a topic, please let your instructor know before the Topic Idea assignment is due!


CHD 215 Topic Study Project What’s Your Idea?

(NAEYC 5c) Your Topic: Describe the item, event, or experience that “sparked” the children’s interest. How did children show their interest in this topic? Give some specific examples or evidence of their interest. This could include things like what you noticed about their play or lots of conversations and questions about the topic. Type your answers directly on to this form (the space you need for your answers will appear as

you type). Save this form as a Word document or PDF, then submit it through the Blackboard assignment link.

Be sure to save a copy because it will be an item for your portfolio!



Handout 3: Exploring the Topic

(NAEYC 4b, 4c, 5a, 5b, 5c) After you have identified an appropriate topic of study that has been approved by your instructor, it’s time to plan! Begin by referring back to your article “The Plan: Building on Children’s Interests” and review Steps 2 and 3 “Conversations and Writing a Plan” and “Opportunities and Experiences” These sections describes a process a teacher can use to gather more information about what children are the most curious about related to a topic. The experiences you plan for your children may not look exactly like the examples described in the article, but those examples can serve as a guide for the things you do. Your Topic Investigation Plan will consist of two different activities you develop to help children learn more about your topic, as well as tell you what they already know: 1. Your first activity will consist of a plan for conversations with children that relate to your topic. We usually think of a conversation as something that emerges and evolves as it’s happening…and that is the way it works! For this conversation however, you have a specific goal to find out what children already know and what they wonder about. Guiding the conversation will take some planning on your part. A great way to find out what children know and what they want to know is by simply asking questions! Some examples of questions you might have planned are:

•! “Where have you seen before?”

•! “What kinds of things have you seen a do?”

•! “Tell me about the different kinds of you’ve seen before.”

•! “I wonder what would happen if we ?”

•! “What’s something you want to know about ?” Your planned questions will help you guide the conversation, but it will definitely take a direction of its own once you start asking questions! The key part of this activity is your documentation of the children’s responses to your questions. You will need to have a piece of chart paper or poster board attached to the wall where you can record what the children say. You must take at least one photo of your completed documentation! The photo will be included in your portfolio. Only one photo is required, but several photos of the children’s recorded responses will help your instructor really see the conversation!


2. Your second plan will be an open-ended investigation in which you provide the materials and support for children to really get hands-on with the topic! The purpose of this experience is to further introduce the children to the topic, and for you to learn more about what they are curious about. While you will have a written plan for this activity, consider it an “open-ended” experience! Think about the example of pumpkins. Your plan may be to bring pumpkins to school and cut them open for children to explore at a table with you during center time. Because the experience is open-ended, you could see lots of different outcomes in children’s interests. Some examples might be:

•! One child loves separating the seeds from the rest of the pumpkin guts. Future activities could include estimating the number of seeds in a pumpkin, cutting it open, and counting the actual number. Or you could bring in many different kinds of seeds for children to describe, compare, and use in different ways.

•! Another child loves squishing the pumpkins guts around on a tray. A future activity could be bringing in different sensory materials (such as shaving cream or playdough) and discussing how they feel different from the pumpkin guts.

•! Someone else wants to know if the pumpkin seeds and guts taste good! This provides a great opportunity for cooking activities and talking about all the different ways we can eat pumpkin.

It’s important that during your activity with the children, you make notes on what different children seem to find interesting or have questions about. The notes don’t have to be neat or fancy…they are just for your own use as you plan future activities. This activity will be observed by your instructor at your practicum site! You will use the forms attached to the Topic Investigation Plan assignment in this content folder on Blackboard. Type your plans directly on the forms, save them as two separate Word documents or PDFs, then submit them through the Blackboard assignment link. Be sure to save these forms because they will be items for your portfolio!

Remember! The Topic Investigation Plan forms aren’t really “lesson plans” for activities. They won’t look like the actual activity plans you’ll develop for the rest of your project. These forms are just a way to let your instructor know your ideas and what to look

for when she visits your classroom to observe.



Topic Exploration Plan 1 – Conversations with Children

(NAEYC 4a, 4b, 4c, 5c) Your Topic: Do you plan to have your conversation with the children about your topic during a large group circle time or with a small group during center time? Why did you decide on this setting instead of the other? Will you use any props (such as book or photo) to start the conversation? If so, describe those here. List at least three questions you plan to use to guide the conversation. Type your answers directly on to this form (the space you need for your answers will appear as

you type). Save the form as a Word document or PDF, then submit it through the Blackboard assignment link.




Topic Exploration Plan 2 – An Open-Ended Experience (NAEYC 4a, 4b, 4c, 5c)

Your Topic: Do you plan to do your open-ended activity with the children during a large group circle time or with a small group during center time? Why did you decide on this setting instead of the other? List the materials you will need for this activity: Describe the activity. Be sure to include how you will introduce the materials and what you plan to watch for during the activity to learn more about children’s interests. Be as specific as possible about what you want to observe. Type your answers directly on to this form (the space you need for your answers will appear as

you type). Save the form as a Word document or PDF, then submit it through the Blackboard assignment link.




Handout 4: Extending Children’s Learning

(NAEYC 1c, 4b, 4c, 5a, 5b, 5c) Now that you’ve gathered information about your children’s interests, it’s time to extend their learning with intentionally planned activities. There are several things to think about as you plan activities of any kind:

•! How do your activities work together as part of a comprehensive curriculum? NAEYC’s Position Statement on Curriculum, Assessment, and Program Evaluation states that “curriculum is more than a collection of enjoyable activities.” A comprehensive curriculum is one that includes experiences that target children’s growth and learning in one or more areas, including math, science, language and literacy, fine and gross motor skills, social and emotional development, the arts, and health, safety, and nutrition.

•! What early learning goals will you use to plan your curriculum activities? Most commercially-produced curriculum and assessment products include a set of early learning goals that are targeted by the curriculum activities. Many programs, such as Head Start or state funded Pre-K programs, have developed their own set of early learning goals that guide their curriculum. For your Topic Study Project you will be using early learning goals from the Head Start Early Learning Outcomes Framework, which is included as an attachment to this assignment.

•! What different teaching strategies and settings will you use in your curriculum activities? Learning activities happen in many different settings using a variety of teaching strategies. Some activities work well in a whole group setting while other activities work better in small groups or even with just one or two children during center time. Learning activities can even be completely child-directed with the right materials being placed in learning centers! When developing the extension activities for your Topic Study Project, consider the early learning goal(s) being targeted…does the goal focus on concepts or skills that children may need more teacher support on, such as recognizing numbers or making patterns? Or does the goal focus on a skill that could be targeted during a whole group activity, like large muscle control and coordination? Early learning goals can also be targeted through intentionally-placed materials in learning centers…these are activities that don’t require teacher support, but are opportunities for teachers to observe children naturally demonstrating skills and concepts while they play. A strong curriculum will include many types of settings and strategies!


Planning the activities for your Topic Study Project will consist of three parts: 1. Topic Planning Web. (NAEYC 5c) Using a planning “web” is a popular way for teachers to think about what kinds of topics and activities to include in their curriculum plans. A web is a visual representation of your ideas related to a topic, and is used as a kind of “brainstorming” tool to help you see how different parts of a topic relate to each other. A planning web starts with the broad topic in the middle of a page and extends from there, using lines to connect sub-topics and ideas related to the main broad topic. In the Extending Children’s Learning content folder you will find the Topic Planning Web Form to be used for this part of the assignment, as well as an example of a completed planning web. 2. Learning Environment and Materials. (NAEYC 1c, 5a, 5b, 5c) As you read on the previous page, children can independently investigate a topic and practice using concepts and skills by using materials you’ve intentionally placed in the learning environment. This is a very important way for children to learn! In the Extending Children’s Learning content folder you will find the Learning Environment and Materials Form to be used for this part of the assignment, as well as an example and the instructions you’ll need for completing your plans for the learning environment. Your instructor will observe the materials you’ve added to the learning environment in one area of the classroom. 3. Six Activity Plans. (1c, 4b, 4c 5a, 5b, 5c) Having a complete plan for a learning activity requires teachers to be intentional about every part of the activity, including preparation, assessment, and how to individualize the activity for children of different developmental levels. In the Extending Children’s Learning content folder you will find the Activity Plan Forms to be used for this part of the assignment, as well as examples and the instructions you’ll need for completing your activity plans. Your instructor will observe you demonstrating one of these activities with the children in your practicum classroom. Remember…

•! You will submit your planning web and other plans using the forms found in the Extending Children’s Learning content folder on Blackboard.

•! Type your plans directly on the forms, save them as three separate Word documents or PDFs, then submit them as attachments through the Extending Children’s Learning assignment link.

•! Your Curriculum Planning Web should be one saved document, your Learning Environment and Materials form should be one saved document, and all six of your activity plans together should be one saved document.

•! Be sure to save these forms because they will be items for your portfolio!



Learning Environment and Materials Form (NAEYC 1c, 5a, 5b, 5c)

Classroom Area 1: Materials to Add: How Will Children Use These Materials?


CHD 215 Topic Study Project Learning Environment and Materials Form

(NAEYC 1c, 5a, 5b, 5c) Classroom Area 2: Materials to Add: How Will Children Use These Materials?



Activity Plan – Language Development Activity (NAEYC 1c, 4a, 4b, 4c 5a, 5b, 5c)

1. Student teacher name: 2. Ages of children in the group: 3. Early learning goals(s) targeted in this activity: (Please use goals from the Head Start Early Learning Outcomes Framework. Students currently employed in a 1st Class Pre-K classroom may substitute TS Gold Objectives for Development and Learning) 4. Activity Setting (Please underline or put an upper case X by the activity setting you are using):

Large group Small group (4-6 children)

Informal with one or two children during center time


5. Materials Needed: 6. Activity Procedure: Introduction (How will you introduce the activity to children?): Procedure:


7. Assessment Strategy: (What specific evidence will you look for to know about the progress children are making on this targeted learning goal(s), and how will you document this?) 8. Individualization:


CHD 215 Topic Study Project Activity Plan – Literacy Activity

(NAEYC 1c, 4a, 4b, 4c 5a, 5b, 5c) 1. Student teacher name: 2. Ages of children in the group: 3. Early learning goals(s) targeted in this activity: (Please use goals from the Head Start Early Learning Outcomes Framework. Students currently employed in a 1st Class Pre-K classroom may substitute TS Gold Objectives for Development and Learning) 4. Activity Setting (Please underline or put an upper case X by the activity setting you are using):

Large group Small group (4-6 children) Informal with one or two children during center time


CHD 215 Topic Study Project Activity Plan – Social-Emotional Development Activity




CHD 215 Topic Study Project Activity Plan – Math Activity




CHD 215 Topic Study Project Activity Plan – Science Activity




CHD 215 Topic Study Project Activity Plan – Physical Development Activity





Self-Reflection (NAEYC 4d)

Using these questions as a guide, reflect back on your experience planning and carrying out your topic study this semester: 1. Describe any challenges you had as you planned and carried out your topic study with the children in your classroom. 2. Describe your successes in planning and carrying out your topic study with the children in your classroom. 3. Describe what you might change or do differently if you did the same topic study with children again. 4. What are some things you could do if you were going to extend this topic study with children past the time you were given this semester (Think back to some of the assessment notes you made when you demonstrated an activity for your instructor. What did you notice about the children’s understanding of certain concepts and skills? Those notes can help you think of what you could do next to further develop the topic and continue to target needed early learning goals). Type your answers directly on to this form (the space you need for your answers will appear as

you type). Save this form as a Word document or PDF, then submit it through the Blackboard assignment link.



CHD 215 Instructor Interview Question 1 (NAEYC 6a, 6d)

Describe what you think your role as an early childhood educator is in our society today. What are some challenges you see in our field?


CHD 215 Instructor Interview Question 2 (NAEYC 1c, 4a)

Describe a quality learning environment for young children. Include your thoughts on the role of the teacher in the learning environment and how it affects children’s growth and learning.


CHD 215 Instructor Interview Question 3 (NAEYC 6b)

Describe an experience you had while working with children and families that required you to really think about your professional and ethical standards as an early childhood educator.


CHD 215 Instructor Interview Question 4 (NAEYC 6a, 6d)

What are your goals for your future in early childhood education?

CHD 215 Professional Portfolio Grading Rubric (350 points total)

Portfolio Elements Points Possible

NAEYC Standards (4 Standards, 40 points each) 160

NAEYC Supportive Skills ( 4 Skills, 25 points each) 100

Portfolio Formatting 90

Total Points 350

NAEYC Standard 1

NAEYC Standard 1 (40 points possible)

Beginning Understanding Evident

(12 points)

Developing Understanding Evident

(26 points)

Proficient (40 points)

Measured by Which Assignment

Elements?

Student’s work and responses are grounded in a child development knowledge base. They use their understanding of young children’s characteristics and needs, and of multiple interacting influences on children’s development and learning, to describe and help create environments that are healthy, respectful, supportive, and challenging for each child.

Classroom Materials plan includes materials inconsistent with children’s developmental level or pose safety hazards; journal and interview responses on the teacher’s role and level of support in the learning environment inconsistent with children’s needs.

Three or fewer elements of Classroom Materials plan are inconsistent with children’s developmental level; responses for journal and interview generally reflect an understanding of DAP based on children’s developmental needs; student’s responses reflect knowledge of appropriate schedules and children’s learning based in a variety of learning centers equipped for hands-on play and learning.

Student’s work and responses reflect a satisfactory and functional knowledge of DAP grounded in a child development knowledge base; plans and responses include activities, experiences, and materials that provide multiple appropriate challenges as well as opportunities for success for young children.

Reflection Journal (1c)

Classroom Materials Plan (1c)

Interview Question 2 (1c)

NAEYC Standard 4



(12 points )


( 26 points)


Measured by Which Assignment Elements?

Student’s work demonstrates an understanding that teaching and learning with young children is a complex enterprise, and its details vary depending on children’s ages, characteristics, and the settings within which teaching and learning occur. They understand and use positive relationships and supportive interactions as the foundation for their work with young children and families. Student knows, understands, and uses a wide array of developmentally appropriate approaches, instructional strategies, and tools to connect with children and families and positively influence each child’s development and learning.

Student’s work lacks evidence of an understanding of interactions with children as the foundation for learning about their interests and needs; instructional approaches for planned experiences and activities may be inappropriate for the age and developmental level of children in the class; planned activities and experiences do not reflect a variety of settings (small groups, whole groups, individual) or levels of teacher support (child-directed, teacher-guided); self-reflection does not include an understanding of changing or adapting learning activities in the future to better individualize or meet children’s needs.

Planned activities and experiences show some evidence of teacher-child interactions as a strategy for both communicating and gathering information; Planned activities and experiences reflect at least 2 different classroom settings and include both child-directed and teacher-guided activities; activities and experiences are generally appropriate for the age and developmental level of children in the class; some evidence that student can use self-reflection to improve activities and experiences to promote children’s learning.

Student’s work and responses reflect a satisfactory and functional knowledge of DAP; Planned activities and experiences reflect more than 2 different classroom settings, including 1 example of an informal child-directed setting; student work includes evidence that support for dispositions, motivation, and social skills is woven throughout the activities and experiences in addition to academic content and skills

Reflection Journal (4d) Topic Exploration

Plans (4a, 4b, 4c) Interview Question 2

(4a) Activity Plans (4a, 4b,

4c) Topic Study Self

Reflection (4d)

NAEYC Standard 5



(12 points)


(26 points)


Measured by Which

Assignment Elements?

Student demonstrates their knowledge of academic disciplines in designing, implementing, and evaluating experiences that promote positive development and learning for each and every young child. Student understands the importance of developmental domains and academic (or content) disciplines in early childhood curriculum. They know the essential concepts, inquiry tools, and structure of content areas, including academic subjects, and can identify resources to deepen their understanding. Student uses their own knowledge and other resources to design, implement, and evaluate meaningful, challenging curriculum that promotes comprehensive developmental and learning outcomes for every young child.

A majority of the planned classroom materials and learning activities do not align with developmental domains and content areas; planned activities may be inconsistent with children’s developmental level (may include content outside of children’s zone of proximal development); several planned activities and experiences do not relate to the approved topic of study.

Planned classroom materials and learning activities contain only 1 activity with no alignment with developmental domains and content areas; only 1-2 planned classroom materials and learning activities are inconsistent with children’s developmental level; all planned activities and experiences relate to the approved topic of study.

All elements of the Topic Study plans clearly reflect alignment with appropriate domains and content areas; specific skills and behaviors from content areas are targeted through planned activities (for example; phonological awareness, understanding concepts of print, one-to-one correspondence, estimating and predicting); student’s work shows evidence of planned experiences and activities relating to and integrating with the curriculum as a whole.

Topic Idea (5c) Topic Exploration

Plans (5c) Topic Planning

Web (5c) Classroom

Materials Plan (5a, 5b, 5c)

Activity Plans (5a, 5b, 5c)

NAEYC Standard 6

NAEYC (40 points possible)


(12 points)


(26 points)


Measured by Which Assignment Elements?

Demonstrates an identity as a member of the early childhood profession. They know and use ethical guidelines and other professional standards related to early childhood practice. They are continuous, collaborative learners who demonstrate knowledgeable, reflective and critical perspectives on their work, making informed decisions that integrate knowledge from a variety of sources. They are informed advocates for sound educational practices and policies

Philosophy of Education Statement, journal entries, and interview question responses do not reflect a deep level of thought and commitment to the early childhood field; shallow understanding of challenges in the field; no evidence of understanding professional behavior when working with children and families; student has unclear goals for their future.

Philosophy of Education Statement, journal entries, and interview question responses indicate the student identifies as a member of the early childhood field in some way; student can identify and discuss a challenge in the early childhood field; student can identify and discuss ethical dilemmas and professional behavior; student can identify at least one goal for their future.

Student demonstrates their identity as an early childhood professional through discussing articles, websites, or professional organization membership; knowledge of challenges to the early childhood field includes solutions and current initiatives; discussion of ethical dilemmas and professional behavior reflects a knowledge of the NAEYC Code of Ethical Conduct; Student identifies goals for the future that reflect a clear path for continued growth in the field of early care and education

Philosophy of Education (6a) Reflection Journal (6a) Interview Questions 1

and 4 (6a, 6d) Interview Question 3

(6b)

NAEYC Supportive Skill 1 Self-assessment and

self-advocacy (25 points possible)

Little evidence that student has assessed their own challenges,

successes, and goals (8 points)

Some evidence that student has assessed their own challenges,

successes, and goals (18 points)

Extensive evidence that student has assessed their own challenges, successes, and goals

(25 points)

Student’s responses in reflection journal entries and instructor interview demonstrate little or no thought given to their own strengths, challenges, or professional goals for the future; student does not demonstrate the skills, motivation, or knowledge necessary to advocate for themselves and investigate a path for their future; Topic Study self-reflection does not identify or inaccurately identifies strengths of and challenges from their practicum experiences

Student’s responses in reflection journal entries demonstrate general thought and self-reflection on their practicum experience; student may recognize areas for professional growth based on their practicum but not identify their areas of strength; student sets professional goals; some goals may be unrealistic, too general, or not tied to a specific timeline

Student’s responses in reflection journal entries show thought and self examination on specific examples from their experiences working with children and families; responses from journal and Topic Study self-reflection include specific examples of the student recognizing and planning to build on their own strengths as well as plans for achievable improvement in teaching practices; student sets realistic professional goals for the future that are clearly connected to their experiences in their CHD 215 practicum work or other CHD coursework during their program of study; during instructor interview, student describes a plan for achieving professional goals or seeks support for charting a path for continued professional growth and development

NAEYC

Supportive Skill 2 Mastering and

applying concepts from general

education (25 points possible)

Little evidence of student’s understanding foundational

concepts from general education courses

(8 points)

Some evidence of student’s understanding foundational


(18 points)

Extensive evidence of student’s understanding foundational


(25 points)

Student’s understanding and use of general education concepts (e.g. language and communication, computer skills, scientific literacy, interpreting behavior) is demonstrated through a focus on narrowly defined or isolated concepts, skills, and behaviors; may lack evidence of student’s ability to connect their general education knowledge to the assignment (e.g. lack of rich descriptive language, use of inaccurate terminology, computer skills inadequate for completing assignment, no recognition of foundational math skills, such as an understanding of “number and amount” as a foundational concept)

Student’s understanding and use of general education concepts is demonstrated through some use of appropriate descriptive language, computer skills adequate for completing all parts of the portfolio; assignment generally reflects the student’s ability to interpret behavior and view children’s concepts and skills as part of larger body of learning; planned activities and experiences may show some integration of general education concepts with children’s learning goals

Student clearly communicates thoughts through appropriate descriptive language and terminology, portfolio design and formatting demonstrate computer skills beyond basic proficiency; understanding and use of behavioral and social science concepts is demonstrated through appropriate and accurate interpretation of children’s actions; planned activities may reflect the integration of several general education ideas and concepts to create a “big picture” of learning across the academic content areas of an early childhood curriculum

NAEYC Supportive Skill 3 Written and verbal

communication skills (25 points possible)

Written communication skills reflect a

beginning level (5 points)

Writing communication skills

are developing (12 points)

Adequate written communication skills

(18 points)

Proficient written communication skills

(25 points)

Writing skills have prevented the student from accomplishing the goals of the assignment; word choices and uses (diction and syntax) affect the clarity of the subject; substantial punctuation, grammar, and spelling errors

Word choices and uses (diction and syntax) are understandable, but several mistakes are still present; punctuation, grammar, and spelling errors are present, but the subject is somewhat understandable; lacks the substance and detail needed to clearly communicate the ideas required for the assignment

Average writing skills, still a few errors in diction, syntax, punctuation, grammar, and spelling; main ideas are clearly communicated and understandable; may contain only an average amount of substance and detail, not enough to completely communicate the ideas required for the assignment

Strong writing skills with very few, if any, errors; substance and detail are enough to clearly communicate the ideas of the assignment; submission may include additional original ideas or insights related to the assignment topic

NAEYC

Supportive Skill 4 Making connections

between prior knowledge/experience

and new learning (25 points possible)

Connecting prior knowledge/experiences and new

learning not evident (8 points)

Some evidence of connections between prior knowledge/experiences and

new learning (18 points)

Extensive evidence of connections between prior

knowledge/experiences and new learning

(25 points)

Student does not draw upon their own educational experiences for their philosophy of education, journal entries or instructor interview; student demonstrates very few teaching strategies or early childhood concepts learned through previous CHD coursework

Portfolio work contains at least 5 clear examples of the student’s use of personal or professional experiences, or of the use of teaching strategies and early childhood concepts learned through previous CHD coursework

Portfolio shows strong evidence throughout that student used knowledge or original insight gained from student’s personal or professional experiences, or the use of teaching strategies and early childhood concepts learned through previous CHD coursework

Portfolio Formatting Portfolio Formatting Elements Points Possible

Materials (notebook, tabs, plastic sleeves) 20

Portfolio Cover 10

Organization 30

Photo Documentation 30

Total Points 90