iece 326 integrating mathematics and science across the early … · 2018-02-20 · iece 326 spring...

IECE 326 Spring 2017 Syllabus

IECE 326

Integrating Mathematics and Science across the Early Childhood Curriculum Spring 2017 Syllabus

Instructor: Laura Pillow

E‐mail: [email protected] [email protected]

Phone: 270‐535‐8976 (c)

Class Location: Warren Elementary Room 111

Instructor’s Office Hours: Scheduled appointments after 3:45

*Note: This document and other class related materials are available at https://blackboard.wku.edu.

Course Description: IECE 326. INTEGRATING MATHEMATICS AND SCIENCE ACROSS THE EARLY CHILDHOOD CURRICULUM. Methods for active involvement of young children in the areas of mathematics and science in developmentally appropriate ways. Field experience is required; students are responsible for their own transportation. Prerequisites: Prerequisites: CD 481, IECE 321, IECE 322 and IECE 323; or instructor permission. Corequisites: IECE 324, 325, SPED 422, and LTCY 310; or instruction permission Learning Outcomes: Upon completing this course, students will be able to:

1. Align national math, science and environmental education standards with KECS. 2. Apply national standards and KECS to math, science, and environmental education

lessons for young children. 3. Design a learning environment for young children to promote math, science, and

environmental education concepts. ( 4. Identify materials and activities linked with specific math and science concepts. 5. Develop and implement lesson plans for math and science. 6. Identify resources and activities for families to implement with their young child.

Textbooks and Required Materials: Copple, C. & Bredekamp, S. (Eds.) (2009). Developmentally appropriate practice in early childhood programs (3rd Edition). Washington DC: National Association for the Education of Young Children (NAEYC). Charlesworth, R., & Lind K. K. (2010) Math and science for young children (4th Edition). Belmont, CA: Wadsworth/Cengage Learning. KDE (2003). Building a strong foundation for school success: Kentucky’s early Childhood standards. Frankfort, KY: KDE The 2013 edition of the Kentucky Early Childhood Standards

has been posted on the Kids Now website.


http://kidsnow.ky.gov/School%20Readiness/Pages/Early‐Childhood‐Standards‐2013.aspx NGSC Next Generation Science Standards:

C:\Users\WKUUSER\AppData\Local\Microsoft\Windows\Temporary Internet Files\AppData\Local\Temp\IECE 326 Syllabus.doc

NCTM National Council Teacher Math Standards: nctm.org/standards NAAEE. (2010). Early childhood environmental education programs: Guidelines for excellence. Washington, DC: Author. (Order from http://www.naaee.org Smith, S.S. (2009). Early childhood mathematics. Boston: Pearson. Major Course Topics: 1. Concept development in math, science, and environmental education 2. Math, science and environmental education standards aligned with the KY Early Childhood Standards (KECS) 3. Math, science, and environmental education processes for learning 4. Creating learning environments for math, science, and environmental education 5. Planning for, teaching, and evaluating math, science and environmental education concepts 6. Integrating technology into the learning process 7. Interdisciplinary integration through themes and projects 8. Math, science, and environmental education beyond the classroom: involving families Description of Course Assignments: Assignments

1. Quizzes: Four (4) quizzes will be given based or readings, class discussions, and handouts. Quizzes will be completed on Blackboard. (25 points each)

2. Discussion Board: Each student will complete a Discussion Board assignment focusing on standards for math, science, and environmental education. Instructions for completing the Discussion Board assignment will be at the Discussion Board link of Blackboard. A rubric for this assignment will be in the Assignment link in Blackboard. (25 points)

3. Field Experience: Each student will complete minimum of 30 hours of field experience in a public school preschool program assigned by the instructor. Each student will be expected to plan and implement two math lessons and two science lessons (total of 4 lessons) during this field experience. Each of these 4 lessons will be video taped for review. At least one,

and possibly more, video taped lesson(s) will be reviewed during a scheduled conference session between the student and myself. Another video taped lesson will be reviewed during a class session. Products to be submitted to the instructor will include:

(1) daily log, (2) four KTIP lesson plans, (3) evaluation by the preschool teacher, (4) written summative reflection, and (5) fieldwork summary form, (6) all video taped lessons.

Guidelines for the field experience, field experience products, and rubrics are in Blackboard. (125 points) 4. Learning Environment for Math, Science and Environmental Education: Each student

will select resources for a toddler or preschool learning environment in order to integrate math, science, and environmental education concepts into the classroom. In order to create this learning environment, you will have a budget of $4,000. A diagram of a science/exploration and math/manipulative center will be provided with furniture/equipment included in the diagram. Materials for these two centers along with materials to be


incorporated into other centers and large and small group activities will be listed with the following information identified for each material: (1) cost, (2) source, (3) possible theme, and (4) key standard(s). This product will be presented in class. (200 points)

5. Literacy Activity,& Presentation: Each student will choose a children’s book based on concepts discussed in class. There are children’s books available in The ERC on first floor. For the children’s books selected the following will be described in sufficient detail for the Instructor and other students to be able to implement: (1) standard(s) addressed, (2) a large group or small group extension activity, (3) a related poem, finger play, or song, (4) a public domain children’s website or software, (5) materials and/or an activity to be added to a center, (6) a “carry over” activity for the home, and (7) the reference for the book and other activities/resources in APA format. (100 pts.) Course Grading and Evaluation:

Assignment Name Point Value Due Date

Discussion Board 25 2/6/2017

Literacy Activity,& Presentation 100 3/20/2017

Learning Environment for Math, Science and Environmental Education

200 4/10/2017

Field Experience 125 4/17/2017

Quizzes 100Q1 (2‐13‐17); Q2 (2‐27‐17);Q3

(5‐1‐17); Q4 (5‐8‐17)

TOTAL 550

The following represents the grade equivalent for accumulated points: A = 500‐550 (90‐100%) B = 444‐499 (80‐89%) C = 385‐443 (70‐79%) D = 330‐385(60‐69%) F = <329 (<60%)

Attendance and Participation Policy: Students are expected to attend all class sessions and to have completed assigned readings prior

to each class. An occasional absence may be unavoidable but should only occur due to an emergency related to self or immediate family member. If an absence is unavoidable, (a) students are expected to contact the instructor, prior to the class session or as soon thereafter as possible, and (b) students are responsible for all missed information and material. Informing the instructor of your absence does not excuse you from the assignments due during that class session. If you feel you must be absent on a day that an assignment is due, it is your responsibility to ensure that you have communicated, directly with the instructor, prior to class time for a possible make up day, potential deduction of points for the assignment, and or a non-excusal from class resulting in a 0 for the assignment. Active class participation based on professional experiences and assigned readings is expected.


Course materials, announcements, and assignments, etc. will be made available via Blackboard.

All written assignments must be typed, include the students name on the assignment itself, and conform to standards of documentation, organization, mechanics, and legibility (i.e., adhere to APA format). Assignments not adhering to these standards will result in lower scores.

Student Disability Services: In compliance with University policy, students with disabilities who require academic and/or auxiliary accommodations for this course must contact the Student Accessibility Resource Center located in Downing Student Union, 1074. The phone number is 270.745.5004 [270.745.3030 V/TTY] or email at [email protected]. Please do not request accommodations directly from the professor or instructor without a faculty notification letter (FNL) from The Student Accessibility Resource Center. Statement of Diversity: We believe that diversity issues are of major import to student and school success. We fundamentally believe in and support the value of heterogeneous groups and the richness of benefits when students are involved with diverse populations, settings, and opinions. This course is designed on the basic assumption that learning is something we all actively engage in by choice and personal commitment. The format of this class will be a community of scholars, each with their rights and responsibilities of membership. We will not tolerate immoral, illegal, or unethical behavior or communication from one another, and we will respect one another’s rights to differing opinions. Plagiarism: To represent written work taken from another source as one's own is plagiarism. Plagiarism is a serious offense. The academic work of a student must be his/her own. One must give any author credit for source material borrowed from him/her. To lift content directly from a source without giving credit is a flagrant act. To present a borrowed passage without reference to the source after having changed a few words is also plagiarism. Students who commit plagiarism or any other act of academic dishonesty will receive a failing grade for the course and may be subject to dismissal from the program. Student work may be subject to review and checks using plagiarism detection software.

Disabilities Accommodations Statement: In compliance with university policy, students with disabilities who require accommodations (academic adjustments and/or auxiliary aids or services) for this course must contact the Office for Student Disability Services in DUC A-200 of the Student Success Center in Downing University Center.

ADDITIONAL COURSE INFORMATION AND EXPERIENCE RELATED TO EDUCATION PREPARATION (EPSB Program Level Requirements)

Course Required P‐12 Classroom Observation or Clinical Experiences: Field Experience:

All students are required to complete thirty (30) hours of field experience in this course. According to university policy, all students completing field experiences are required to have the following documents on file in the Office of Teacher Services, Room 2052


Gary Ransdell Hall: current TB test, current physical, current criminal background checks. It is the student’s responsibility to obtain the appropriate forms and submit the documents BEFORE beginning field experience directly to the Office of Teacher Services. Questions should be directed to Tammy McComb at 270‐745‐6571 (fax: 270‐745‐3442) or [email protected].

o Field experience hours must be documented. Failure to complete and document hours of field experience will result in an automatic grade of F for the course, regardless of point accumulations on assignments. The form below is an example of what you will have individuals sign after each field experience visit: Keep these forms for your records!

o In addition to this form, all hours should be documented on the KFETS website http://www.epsb.ky.gov/.

o In order to comply with state regulations, you will need to do the following at the end of each semester in which you had required field observations:

o Enter your hours and data into the KFETS system o Print the Detailed Summary Sheet after you have entered all field hours for that

course. o Submit the Detailed Summary Sheet to your instructor with your Field Experience

Forms. o Your instructor will verify that the hours on your KFETS are accurately entered

from the data on your Field Experience Forms. o Once verified, your instructor will sign the KFETS summary and submit to Andrea

Ford in Teacher Services, GRH 2051 [email protected]. They may or may not also submit your Field Experience Forms. If so, a file will be kept in Teacher Services.

o After all hours have been recorded in your file, Teacher Services will enter them into your CEBS E-PASS electronic portfolio.

o The Teacher Services office must have the signed KFETS Detailed Summary form by the Friday before Final Exam week each semester. Students must keep copies of all student fieldwork forms.


For help go to: http://www.wku.edu/teacherservices/field_exp/kfets_videos.php UNIVERSITY POLICY FOR FIELD EXPERIENCES OR OBSERVATIONS: Western Kentucky University implemented a policy in August, 2002 that requires all students to have a criminal background check, a physical and a TB Skin test on file in the Office of Teacher Services before they can begin field experiences or observations. See document from Office of Teacher Services and information concerning this policy at the following link: http://www.wku.edu/cebs/programs/undergraduate/policies/field_experience_policy.php Field Placement Professional Code of Conduct As a WKU Education student observing in a Kentucky public school, you will need to be informed of the following guidelines and procedures.

1. WKU students should use email as their primary source of contacting their assigned field placement hosting teacher. Email is less intrusive to instruction in the classroom.

2. WKU students should adhere to the follow professional dress code: Hats are not worn. Skirts must be long enough to reach the wearer’s fingertips. Shirts are not sleeveless, show cleavage, or low cut. No tobacco, drug or alcohol endorsements on attire. Cell phones are not used or heard on premises in presence of students or during

meetings. All piercings (except for earrings) should be removed and/or covered. All tattoos should be covered. Students should follow any additional guidelines noted in the assigned school

professional code of conduct. 3. WKU students are to enter the building using the front entrance and sign in. Please sign out

when leaving the premises. If you are scheduled to observe, then be on time and ready to assist and observe. If

you are ill and cannot report to your assignment on that day, call and advise your supervising teacher and responsible university faculty member by 7:00 AM.

4. Complete all required forms as indicated by Teacher Services. 5. Students must keep copies of all student fieldwork forms and provide copies to the faculty

member of the course in which the hours are completed. The instructor of the course must confirm the accuracy of the field hours completed in the course.

6. All Students will be required to use the KFETS system, which can be located at http://www.epsb.ky.gov/ .

7. Any student completing fieldwork in a Warren County school must have a copy of their TB test, physical, and background check on file with Kim Orange at the WCPS Central Office. IF your placement is elsewhere, it is your responsibility to find out what requirements are necessary. For Criminal Check, Physical and TB screening information, contact: Ms. Cindy White.

8. Students must watch the Confidentiality Training Video (see below). After viewing the video, students must print and sign the confidentiality affidavit (pdf) and turn it in to the Warren County Public Schools Central Office. A legible copy of the affidavit can be emailed to [email protected] to satisfy this requirement.


Additional Course Information and Experience Related to Education Preparation (EPSB Program Level Requirements) Course Required Classroom Observation or Clinical Experience Total Number of Hours: 30

EPSB Required Candidate Experience Types ‐ 16 KAR 5:040 Section 3(3)

(a) Engagement with diverse populations of students which include:

1. Students from a minimum of two (2) different ethnic or cultural groups of which the candidate would not be considered a member;

2. English language learners; x

3. Students with disabilities; and x

4. Students from the following grade levels:

Elementary x

Middle School

Secondary

(b) Observation in schools and related agencies, including: 1. Family Resource Centers; or 2. Youth Service Centers

(c) Student tutoring X

(d) Interaction with families of students; x

(e) Attendance at school board and school‐based council meetings;

(f) Participation in a school‐based professional learning community; and

(g) Opportunities to assist teachers or other school professionals. x

Course Assignments and Experiences Related to: Course Assignments and Experiences Related to:

The Kentucky Early Childhood Standards (KYECS): o Every teacher candidate must be fluent in the KYECS for his/her content area and

must be able to deconstruct the standards into learning targets and create formative assessments. How does the EPP ensure each candidate’s knowledge/proficiency of the

Kentucky Early Childhood Standards (KYECS)? How does the EPP measure the depth of knowledge of each candidate?

Course Assignment and Due Date

Measurement of Teacher Candidate’s Depth of Knowledge/Proficiency

Field Experience Each student will be expected to plan and implement two math lessons and two science lessons (total of 4 lessons) during this field experience.

* activitiy must be linked to specific KYECS standards, benchmarks, and continuum; and * Pre-assessment plan and formative assessment addresses each

objective(s), identifies assessment measure appropriate for the objective(s), and identifies specific adaptations/modifications

Literacy Activity and Presentation

1. Each student will choose a children’s book based on concepts discussed in class and described in sufficient detail for the Instructor and other students to be able to implement:


(1) standard(s) addressed, (2) a large group or small group extension activity, (3) a related poem, finger play, or song, (4) a public domain children’s website or software, (5) materials and/or an activity to be added to a center, (6) a “carry over” activity for the home

Learning Environment for Math, Science and Environmental Education

1. Each student will select resources for a toddler or preschool learning environment in order to integrate math, science, and environmental education concepts into the classroom. In order to create this learning environment each student will be expected to: Stay with in the budget given Provide a detailed diagram of a science/exploration and math/manipulative center with furniture/equipment included List all materials for these two centers along with materials to be incorporated into other centers Outline Potential large and small group activities with the following information identified for each material: (1) cost, (2) source, (3) possible theme, and (4) key standard(s).

The Kentucky IECE Curriculum Framework and Assessment System (Building a Strong Foundation for School Success): o Every early care and education provider, school staff, and community professional

must work to promote and provide experiences that support growth and learning to ensure that all children enter school ready to learn. The identified five developmental areas for school readiness include: approaches to learning, health and physical well-being, language and communication development, social and emotional development, and cognitive and general knowledge.

o Every early care and education provider, school staff, and community professional must work to prepare children to take advantage of learning opportunities in school depends on four school dimensions: child readiness, approaches to learning, school readiness, and family and community supports.

o Every early care and education provider, school staff, and community professional must be familiar with recommended guidelines and standards in all areas of assessment (e.g., screening, diagnostic, classroom/instructional and program evaluation).

Course Assignment and Due Date

Measurement of Teacher Candidate’s Depth of Knowledge/Proficiency

Field Experience Each student will be expected to plan and implement two math lessons and two science lessons (total of 4 lessons) during this field experience.

* activitiy must be linked to specific KYECS standards, benchmarks, and continuum; and * Pre-assessment plan and formative assessment addresses each

objective(s), identifies assessment measure appropriate for the objective(s), and identifies specific adaptations/modifications


Candidates Using the KAS Framework in Lesson Planning Course Assignment and

Due Date Measurement of Teacher Candidate’s Depth of

Knowledge/Proficiency Field Experience Each student will be expected to plan and implement two math lessons

and two science lessons (total of 4 lessons) during this field experience. * activitiy must be linked to specific KYECS standards, benchmarks, and continuum; and * Pre-assessment plan and formative assessment addresses each objective(s), identifies assessment measure appropriate for the objective(s), and identifies specific adaptations/modifications * Complete a KTIP Task A-1 Teaching and Learning Context * Complete a KTIP Task A-2 Lesson Plan Format * Complete a KTIP Task C Analysis and Reflection

Candidates Using Formative and Summative Assessments Related to Kentucky

Curriculum Framework Course Assignment and


Knowledge/Proficiency N/A N/A

Candidates Using the KAS Framework in Lesson Planning Course Assignment and



Candidates Using Formative and Summative Assessments Related to Kentucky

Curriculum Framework Course Assignment and



Course Assignment Serving as Education Preparation Program “Key Assessments”:

Key Assessment Areas Assessment Name 1: Content Assessment 2: Other Assessment of Content Knowledge 3: Assessment of Professional Capabilities 4: Clinical Experiences Measure of Teaching Proficiency N/A 5: Measure of Candidate Assessment Proficiencies N/A 6: Candidate Ability to Diagnose and Prescribe for Personalized Student Learning N/A

7: Application of Content Knowledge/Pedagogical Skills (Instructional Practice)

N/A

8: Assessment of Literacy Outcomes N/A


9: Dispositions N/A

Course Experiences and Assessments Addressing Learned Society (SPA) Standards:

NAEYC Professional Prep Standards Course Experiences and Assessments

Standard 1: Promoting Child Development and Learning

Candidates prepared in early childhood degree programs 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 create environments that are healthy, respectful, supportive, and challenging for each child.

Quizzes Learning Environment and

Presentation Literacy and Presentation Discussion Board

Standard 2: Building Family and Community Relationships Candidates prepared in early childhood degree programs understand that successful early childhood education depends upon partnerships with children’s families and communities. They know about, understand, and value the importance and complex characteristics of children’s families and communities. They use this understanding to create respectful, reciprocal relationships that support and empower families, and to involve all families in their children’s development and learning.

Literacy Presentation Discussion Board Quizzes

Standard 3: Observing, Documenting, and Assessing to Support Young Children and Families

Candidates prepared in early childhood degree programs understand that child observation, documentation, and other forms of assessment are central to the practice of all early childhood professionals. They know about and understand the goals, benefits, and uses of assessment. They know about and use systematic observations, documentation, and other effective assessment strategies in a responsible way, in partnership with families and other professionals, to positively influence the development of every child.

Field experience

Standard 4: Using Developmentally Effective Approaches to Connect with Children and Families

Candidates prepared in early childhood degree programs understand 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. Candidates know, understand, and use 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.

Literacy Presentation

Standard 6: Growing as a Professional

Candidates prepared in early childhood degree programs identify and conduct themselves as members of the early childhood profession. They know and use ethical guidelines and other professional standards related to early childhood

Field Experience Discussion Board


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. Standard 7: Early Childhood Field Experiences

Field experiences and clinical practice are planned and sequenced so that candidates develop the knowledge, skills and professional dispositions necessary to promote the development and learning of young children across the entire developmental period of early childhood – in at least two of the three early childhood age groups (birth – age 3, 3 through 5, 5 through 8 years) and in the variety of settings that offer early education (early school grades, child care centers and homes, Head Start programs).

Field experience

Initial CEC Special Education Early Childhood Specialist Set Course Experiences and Assessments

Standard 1: LEARNER DEVELOPMENT & INDIVIDUAL LEARNING DIFFERENCES Beginning special education professionals understand how exceptionalities may interact with development and learning and use this knowledge to provide meaningful and challenging learning experiences for individuals with exceptionalities.

Field experience Learning environment and presentation Literacy presentation

Standard 2: LEARNING ENVIRONMENTS Beginning special education professionals create safe, inclusive, culturally responsive learning environments so that individuals with exceptionalities become active and effective learners and develop emotional well‐being, positive social interactions, and self‐determination.

Learning environment and presentation

STANDARD 3: CURRICULAR CONTENT KNOWLEDGE Beginning special education professionals use knowledge of general and specialized curricula to individualize learning for individuals with exceptionalities

Literacy presentation Discussion board

STANDARD 4: ASSESSMENT Beginning special education professionals use multiple methods of assessment and data‐sources in making educational decisions.

N/A

STANDARD 5: INSTRUCTIONAL PLANNING & STRATEGIES Beginning special education professionals select, adapt, and use a repertoire of evidence‐based instructional strategies to advance learning of individuals with exceptionalities.

Learning environment and presentation Literacy presentation

STANDARD 6: PROFESSIONAL LEARNING & ETHICAL PRACTICE Beginning special education professionals use foundational knowledge of the field and their professional Ethical Principles and Practice Standards to inform special education practice, to engage in lifelong learning, and to advance the profession.

Field Experiences


STANDARD 7: COLLABORATION Beginning special education professionals collaborate with families, other educators, related service providers, individuals with exceptionalities, and personnel from community agencies in culturally responsive ways to address the needs of individuals with exceptionalities across a range of learning experiences.

N/A

Kentucky Teacher Standard Kentucky Framework for

Teaching Integration into Course Content

STANDARD 1: The IECE Educator Designs & Plans Instruction The IECE educator designs and plans experiences and instruction that support the development and learning of infant, toddler, preschool, and/or kindergarten children, including those with disabilities.

DOMAIN 1: PLANNING AND PREPARATION Demonstrating Knowledge of Content and Pedagogy

Literacy presentation

STANDARD 2: The IECE Educator Creates & Maintains Environment The IECE educator creates and maintains learning environments in a variety of settings, that support the development and learning of infants, toddlers, preschool, and kindergarten children including those disabilities

DOMAIN 2 CLASSROOM ENVIRONMENT Creating an Environment of Respect and Rapport; Establishing a Culture for Learning; Managing Classroom Procedures; Managing Student Behavior; Organizing Physical Space


Standard 3: The IECE Educator Implements/Manages Instruction The IECE educator introduces, implements, and facilitates experiences and instruction that support development and learning for infants, preschool, and/or kindergarten children, including those with disabilities.

DOMAIN 1: PLANNING AND PREPARATION Demonstrating Knowledge of Students; Setting Instructional Outcomes; Demonstrating Knowledge of Resources; Designing Coherent Instruction; Designing Student Assessment

Standard 4: The IECE Educator Assesses & Communicates Learning Results The IECE educator, in collaboration with others, assesses the development and ongoing learning of infants, toddlers, preschoolers, and/or kindergarten children,

DOMAIN 1: PLANNING AND PREPARATION Demonstrating Knowledge of Students; Setting Instructional Outcomes; Demonstrating Knowledge of Resources; Designing Coherent


including those with disabilities, and communicates the results with partners, including families.

Instruction; Designing Student Assessment

Standard 5: The IECE Educator Reflects on and Evaluates Professional Practices The IECE educator reflects on and evaluates professional practices that support the development and learning of infants, toddlers, preschool, and kindergarten children including those disabilities.

DOMAIN 1: PLANNING AND PREPARATION; DOMAIN 3: INSTRUCTION; DOMAIN 4 PROFESSIONAL RESPONSIBILITIES Designing Student Assessment; Using Assessment in Instruction; Maintaining Accurate Records; Communicating with Families; Reflecting on Teaching

Fieldwork summary

Standard 6: The IECE Educator Collaborates with Colleagues/Families/Others The IECE educator collaborates and consults with team members including colleagues, primary caregivers, agency personnel, and other service personnel to design and implement experiences and instruction that support the development and learning of infants, toddlers, preschool, and kindergarten children, incl. those with disabilities.

DOMAIN 4 PROFESSIONAL RESPONSIBILITIES Communicating with Families;

Standard 7: The IECE Educator Engages in Professional Development The IECE educator engages in self‐evaluation of professional practices and implements a professional development plan to improve his/her performance.

DOMAIN 4: PROFESSIONAL RESPONSIBILITIES Reflecting on Teaching

Standard 8: The IECE Educator Supports Families The IECE educator supports families through family‐centered services that promote independence and self‐determination.

DOMAIN 4: PROFESSIONAL RESPONSIBILITIES Participating in a Professional Community Communicating with Families

Standard 9: The IECE Educator Demonstrates the Implementation of Technology

NA Literacy presentation


The IECE educator uses technology to support instruction; access and manipulate data; enhance professional growth and productivity; communicate and collaborate with colleagues, families, and community agencies; and conduct research.


Standard 10: The IECE Educator Provides Leadership Within School/Community/Profession The IECE educator provides professional leadership within the school, community, and education profession to improve child learning and well‐being.

DOMAIN 4: PROFESSIONAL RESPONSIBILITIES Demonstrating Professionalism

Professionalism Attendance & Participation

iece 326 integrating mathematics and science across the early … · 2018-02-20 · iece 326 spring...

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