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COLLEGE OF EDUCATIONDEPARTMENT OF TEACHER EDUCATION

EARLY CHILDHOOD EDUCATIONBSE

ANNUAL ASSESSMENT REPORTSUBMITTED AUGUST, 2013

FOR THE REPORTING PERIODAUGUST, 2010 - AUGUST, 2013

Program Report for the Initial Preparation of Early Childhood Teachers

National Association for the Education for Young Children (NAEYC)

NATIONAL COUNCIL FOR ACCREDITATION OF TEACHER EDUCATION

C O V E R S H E E T

Institution University of Arkansas at Little Rock State AR

Date submitted 2/27/2013

Name of Preparers John Burgin, Katina Leland, Anne Lindsay

Phone #: 569-8934 Email [email protected]

Program documented in this report:Name of institution’s program (s) Early Childhood – BSE – P-4 Grade levels for which candidates are being prepared P-4th grade Degree or award level BSE Is this program offered at more than one site? □ Yes X No

If yes, list the sites at which the program is offered

Title of the state license for which candidates are prepared Early Childhood Education

State licensure requirement for national recognition:NCATE requires 80% of the program completers who have taken the test to pass the applicable state licensure test for the content field, if the state has a testing requirement. Test information and data must be reported in Section III. Does your state require such a test?

X Yes □ No

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SECTION I – CONTEXT

1. Description of any state or institutional policies that may influence the application of NAEYC standards: At this time, the State Department of Education has licensed teachers as Early Childhood Pre-K through Grade 4. Although the Pre-K programs are funded and overseen by the state Division of Child Care, they must be taught by a state certified teacher. The Division includes both 3 and 4 year olds in these programs. The State Department of Education has also required that the COE unit be NCATE accredited and our program be recognized by the NAEYC through program review. However, state licensure has been changed and effective 2015, licensure will change from Early Childhood PreK-4 to Elementary K-6. As such the program that is presented in this report will be closed at the latest by 2015.

2. Description of the field and clinical experiences required for the program, including the number of hours for early field experiences and the number of hours/weeks for student teaching or internships: This section documents how Standard 7 is being met by the program.

Block Course Hrs. Field/Clinical Experience Age/Grade1 ECED 2200 Field Exp. I 14 days x

7 hrs. = 9814 full days; Large group read alouds, other book activities, story telling w/ECED 2301 Lit I;

Case study of one child assigned and graded in ECED 2400 Child Growth & Development;

Pre-K or K(4 & 5 year olds)

2 ECED 3200 Field Exp. II

14 days x 7 hrs. = 98

14 full days; 10 literacy projects associated with ECED 3301 Lit II; Science Unit with ECED 3304 Science

1st or 2nd Grade (5 & 6 year olds)

2 ECED 3300 Guiding Young Children

7 hrs. 1 hour sketching physical environment; 3 hours teaching activities planned by candidates; 3 hours observing teaching of other candidates

Pre-K (3 & 4 year olds)

3 ECED 3201 Field Exp. III

14 days x 7 hrs. = 98

14 full days; Literacy projects from ECED 3302 Lit III; Two Assessment projects from ECED 4399

3rd or 4th Grade (8& 9 year olds)

3SPED 4301 Ed. Except Learners

42 hrs. 6 day placement with local schools that serve children with special needs children; complete case study

Pre K & Kindergarten

4 ECED 4600Internship I

60 days x 7 hrs. = 420

12 full weeks (equivalent) – 10 weeks are 4 days with 1 day at university for seminars. Includes one week teaching with full responsibility for all assessing, planning, teaching, and communications with school and community under supervision of cooperating teacher and university supervisor

Pre K, Kindergarten, 1st, 2nd, 3rd, or 4th grades

5 ECED 4901Internship II

60 days x 7 hrs. = 420

12 full weeksIncludes two weeks teaching with full responsibility for all assessing, planning, teaching, and communications with school and community under supervision of cooperating teacher and university supervisor

Pre K, Kindergarten, 1st, 2nd, 3rd, or 4th grades (Same classroom as Internship I

5 Internship II 28 hrs. Observation (maximum 4 full days) in other settings – candidate’s choice checked by cooperating teacher and university supervisor

Varies by setting

3. Description of the criteria for admission, retention, and exit from the program: 3

A. Admission to the program will only be considered if the student has completely met the following requirements:1. Formal admission to UALR.2. Completion of English Composition 1311 and 1312 and Speech 1300 with a grade of C or better; completion of Mathematics 1302 or

1315 with a grade of C or better.3. Completion of a total of 60 hours with a cumulative average of 2.65 or better.4. Submission of required scores on all sections of the Praxis I (Reading = 172; Writing = 173; Math = 171)5. Submission of a signed copy of this form indicating that the student has read and understands the procedures described here.6. Submission of Application Form to DKSN 323.

B. Retention in the program. Once admitted, students are required to:1. Maintain a 2.65, with at least a C in all professional courses (this includes all courses on the licensure/degree plan).2. In addition, students' professional skills and dispositions will be evaluated throughout the program.3. The identification of a problem in any aspect of a student’s performance will result in the convening of a professional development

conference. Areas of concern will addressed and a timeline for remedying them specified including a follow up conference. If the concerns remain, a student may be removed from the program at the time of the follow up conference.

4. During Block III students are required to apply for admission to internship. Students must be recommended by the program for admission. Concerns with students' previous performance may result in students not being recommended for internship.

5. Students must conform to all aspects of the NAEYC Code of Ethics. Any violation of any of the terms of this code will result in immediate removal from the program.

C. Exit from the Program1. A GPA of 2.65 and completion of all courses on the degree plan with a minimum grade of C.2. Passing scores on the Praxis II exams3. State Police and FBI record check

4. Description of the relationship of the program to the unit's conceptual framework: The mission of the University of Arkansas at Little Rock College of Education is to promote and strengthen the professional development of individuals concerned with education and human resource development in a variety of settings such as schools, colleges and universities, private and corporate organizations, and government agencies. We strive to develop professionals who use state of the art methodologies and technologies.

The conceptual framework is: Leaders in Learning demonstrate Communication, Specialized Expertise, Diversity, and Professional Development in competency, disposition and behavior. The conceptual framework for the early childhood education program is the same as the conceptual framework for the college. This conceptual framework aligns with the Arkansas Department of Education's five standards for Teacher Licensure and with NAEYC’s 7 standards for initial preparation of Early Childhood teachers. Specialized Expertise of early childhood teachers is knowledge of the content areas and mastery of the tools of planning. Following revisions to both the Arkansas and NAEYC standards for teacher preparation this area is now defined in Arkansas Licensure Standards 1, 2, 3, 4, 5, 6, 7, and 8, and in NAEYC Standards 1, 2, 3, 4, 5, and 7.

Arkansas (AR) Standard 1: Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of 4

learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.Arkansas Standard 2: Learning Differences. The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.Arkansas Standard 3: Learning Environments. The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.Arkansas Standard 4: Content Knowledge. The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches, and creates learning experiences that make the discipline accessible3 and meaningful for learners to assure mastery of the content.Arkansas Standard 5: Application of Content. The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem-solving related to authentic local and global issues.Arkansas Standard 6: Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress and to guide the teacher’s and learner’s decision making.Arkansas Standard 7: Planning for Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.Arkansas Standard 8: instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.NAEYC Standard 1: Promoting Child Development and LearningNAEYC Standard 2: Building Family & Community RelationshipsNAEYC Standard 3: Observing, Documenting, & Assessing To Support Young Children & FamiliesNAEYC Standard 4: Developmentally Effective ApproachesNAEYC Standard 5: Using Content Knowledge to Build Meaningful Curriculum NAEYC Standard 7: Early Childhood Field Experiences

Communication skills of early childhood teachers are written and oral language and technology skills. This area is defined in Arkansas Licensure Standard 10 and NAEYCs Standard 6 & 7.

AR Standard 10: Leadership and Collaboration. The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth and to advance the profession.NAEYC Standard 6: Becoming A ProfessionalNAEYC Standard 7: Early Childhood Field Experiences

Professional Development skills of early childhood education teachers are the knowledge, skills & dispositions to work collaboratively, reflectively and ethically in professional practice. This area is defined in Arkansas Licensure Standards 9 and 10 and NAEYC Standards 6 & 7.

AR Standard 9: The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her own practice, 5

particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community, and adapts practice to meet the needs of each learner. AR Standard 10: Leadership and Collaboration. The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth and to advance the profession.NAEYC Standard 6: Becoming a ProfessionalNAEYC Standard 7: Early Childhood Field Experiences

Diversity: UALR College of Education has a strong commitment to a diversity and preparing candidates to work with all individuals regardless of race, color, sex, marital status, religion, national origin, ancestry, age, disability, gender identification, sexual orientation, family structures, political affiliation, or socio-economic class. Diversity is a commitment that underlies every aspect of the early childhood program. This area is defined by Arkansas Standard 4 and NAEYC Standards 1, 2, 3, 4, 6, 7 coursework and field placements.

AR Standards Four: The teacher exhibits human relations skills that support the development of human potential. & Five: The teacher works collaboratively with school colleagues, parents/guardians, and the community to support students' learning and well-being;

NAEYC Standard 1: Promoting Child Development and LearningNAEYC Standard 2: Building Family and Community RelationshipsNAEYC Standard 3: Observing, Documenting and Assessing to Support Young Children and FamiliesNAEYC Standard 6: Becoming a Professional.NAEYC Standard 7: Early Childhood Field Experiences

5. Indication of whether the program has a unique set of program assessments and their relationship of the program's assessments to the unit's assessment system: All assessments and rubrics required for the early childhood education program are closely aligned with the unit's conceptual framework and the NAEYC Standards for P-4 teacher licensure. The ECED assessment system includes unit wide assessments and assessments unique to the program. ECED candidates upload key assessment artifacts into an electronic portfolio called Chalk & Wire (C&W) that are then scored by program faculty. Artifacts are submitted to an "iLab" table of contents that is common to all the programs in the College of Education, and to an ECED table of contents that covers the program's eight unique assessments. Scored documents are collected after a series of gateways: 1) Entry, 2) Intermediate, 3) Professional, and 4) Capstone. Reports are generated by C&W in order to inform program decision making.

Program of Study: After passing the Praxis I tests and completing the UALR and Arkansas State required “core” curriculum, candidates may apply for admission to the ECED BSE program. The Early Childhood program of study for initial licensure (73 hours) is organized around five sequential blocks of courses that candidates take in order, and a “floating block” of courses that is complete as time allows. Candidates graduate with a total of 128 hrs.

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Floating Block: 12 hrs. Block I: 16 hrs. Block II: 17 hrs.HHPS 3330 Teaching PK-5 PE (3 hrs)PVYS 2301 Intro to Poverty Studies (3 hrs)HIST 4355 Arkansas History (3 hrs)2nd Language or Sign Language (3 hrs)

ECED 2300 Intro to ECE (3 hrs.)ECED 2301 Lang, Lit, & Literacy I (3 hrs)ECED 2302 Child Growth & Dev. (3 hrs.)ECED 2200 Field Exp. I (2 hrs.)TCED 4204 Educational Tech. (2 hrs.) ECED 3304 Integrated Science (3 hrs.)

ECED 3300 Guiding Young Child (3 hrs)ECED 3301 Lang, Lit & Literacy II (3hrs)ECED 3200 Field Exp. II (2 hrs.)MATH 3380 Math I for ECED (3 hrs)MUED 3232 Early Child Music (3 hrs)LANG 4324 Teach People Other Cultures (3 hrs)

Block III: 17 hrs. Block IV: 12 hrs. Block V: 12 hrs.ECED 3302 Lang Lit & Literacy III (3 hrs)ECED 3201 Field Exp. III (2 hrs)ECED 4399 Early Child Assess (3 hrs)ARED 3345 Public School Art (3 hrs)MATH 3382 Math II Early Child (3 hrs)SPED 4301 Ed of Exceptional Learner (3 hrs)

ECED 4301 Internship Seminar (3 hrs)ECED 4306 ECE Social Studies (3 hrs)ECED 4600 Internship I (6 hrs)

ECED 4307 Professional Seminar II (3 hrs)ECED 4901 Internship II (9 hrs)

8. Candidate Information:Program: Early Childhood Education BSE

Academic Year # Candidates Enrolled in the Program

# Program Completers1

2010-2011 115 332011-2012 114 322012-2013 138 40

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9. Faculty Information:Faculty Member Name

HighestDegree, Field, & University2

Assignment: Faculty Rank3

Tenure Track

Scholarship,4 Leadership in Professional Associations, and Service: 5 List up to 3 major contributions in the past 3 years 6

Teaching or other professional experience in P-12 schools7

Burgin, John PhD University of Arkansas, Fayetteville in Curriculum and Instruction

T/R/Sfaculty

Associate Professor Early Childhood Education

Yes Burgin, J. S., Bandre, P. E. & Hughes, G. D. (2009). Literacy Camp: An effective summer intervention. In J. Richards & C. Lassonde (Eds.), Literacy tutoring that works: A look at successful in-school, after-school and summer programs. Newark, DE: International Reading AssociationBurgin, J. S., & Hughes, G. D. (2009) Credibly assessing reading and writing abilities for both student and program assessment. Assessing Writing: An International Journal, 14, 25-47.

PK –kindergarten teacherReading specialist grades 1-6 (18 years)

Director, K-4 Sum program (9 yrs)

Licenses are current

Cellitti, Mirtha A.

Ph.D. University of South Carolina, Columbia in Early Childhood Education

T/R/Sfaculty

Associate Professor Early Childhood Education

Yes O’Neal, M., Geiger, B., Cellitti, A., Chandan, P., & Smith, K.H. (2012) Web Sense: Assisting Individuals with Disabilities and Caregivers to Find Online Health Information. Journal of Consumer Health on the Internet. 16:3, 295-306.

Chandan, P., Cellitti, A., Evans, R., Geiger, B., Firsing, S., & Smith, K.H. (2011). The Healthy Web- Access to Online Health Information for Individuals with Disabilities. International Electronic Journal of Health Education, 14, 93-100

Cellitti, A. (2010). Working Effectively with Interpreters. Dimensions. 38(1), 31-35.

Elementary and Secondary Teaching Certificates, 5 years as pre-k teacher, 5 years as a high school teacherPreschool license in Venezuela, elementary license in Venezuela All current

Leland, Katina M.

Ed.D. University of Mississippi in Curriculum and Instruction

T/R/SFaculty

Assistant Professor Early Childhood Education

Yes Leland, K., & Lindsay, A. The Development of an Intense Clinical Teacher Education Program: Twelve Years of Experience, 59th Annual Southeastern Regional Association of Teacher Educators Conference, Little Rock, AR, October 26, 2012Lindsay, A. & Leland, K. Establishing Literacy Expectations for the Literacy Classroom, Arkansas Reading Recovery and K-8 Comprehensive Literacy Conference, Little Rock, AR , October 9, 2012

Certification: Elementary Teaching (K-8) Current. Teaching/Professional Experience: 1 year as kindergarten teacher, 4 years as 1st grade teacher, 1 year as Literacy Coach

Clinical Supervision (Aug. 2011-present)Lindsay, Anne C.

Ph.D University of VictoriaIn ECE Language Arts

T/R/Sfaculty

Associate Professor of Early Childhood Education

Yes Leland, K., & Lindsay, A. The Development of an Intense Clinical Teacher Education Program: Twelve Years of Experience, 59th Annual Southeastern Regional Association of Teacher Educators Conference, Little Rock, AR, October 26, 2012Lindsay, A. & Leland, K. Establishing Literacy Expectations for the Literacy Classroom, Arkansas Reading Recovery and K-8 Comprehensive Literacy Conference, Little Rock, AR , October 9, 2012

Certifications: K-8 Elementary and Primary SpecialistPermanent license from Ontario,Canada

Clinical Supervision P-4 (2000-present)

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SECTION II— LIST OF ASSESSMENTS

Name of Assessment8 Type or Form of

Assessment9

When the AssessmentIs Administered10

1 Praxis II – Early Childhood: Content Knowledge

Standardized Test Before Completion of Program

2 Content Knowledge Assessment Course Grades from Selected Courses

Third semester of the Five Semester program. Done before beginning Internship.

3 Plan & Implement Learning Experiences Project

Project First Semester of a Two Semester Internship

4 Internship Evaluation Clinical Evaluation End of Second Semester of Internship (Fifth semester of a Five Semester Program)

5 Student Learning Project Project End of Second Semester of Internship (Fifth semester of a Five Semester Program)

6 Professional Portfolio Electronic Portfolio Final Presentation before Graduation7 Child Study Project Third Semester of the Five Semester program before beginning the

Internship8 Family Observations and Interviews Project Third Semester of the Five Semester program before beginning the

Internship

8 Identify assessment by title used in the program; refer to Section IV for further information on appropriate assessment to include.9 Identify the type of assessment (e.g., essay, case study, project, comprehensive exam, reflection, state licensure test, portfolio).10 Indicate the point in the program when the assessment is administered (e.g., admission to the program, admission to student teaching/internship, required courses [specify course title and numbers], or completion of the program).

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SECTION III—RELATIONSHIP OF ASSESSMENT TO STANDARDS1. Standard 1: Candidates prepared in early childhood degree program 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 all children

1a: Knowing and understanding young children’s characteristics and needs, from birth to age 8.1b: Knowing and understanding the multiple influences on early development and learning. 1c: Using developmental knowledge to create environments that are healthy, respectful, supportive, and challenging learning environments for all children.

#1 #2 #3 #4

#5 #6 #7 #8

2. Standard 2: 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.

2a: Knowing about and understanding diverse family and community characteristics.2b: Supporting and engaging families and communities through respectful, reciprocal relationships.2c: Involving families and communities in young children’s development and learning.

#1 #2 #3 #4

#5 #6 #7 #8

3. Standard 3: 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 children’s development and learning.

3a: Understanding the goals, benefits, and uses of assessment – including its us in development of appropriate goals, curriculum, and teaching strategies for young children.3b: Knowing about and using observation, documentation, and other appropriate assessment tools and approaches, including the use of technology for children with disabilities.3c: Understanding and practicing responsible assessment to promote positive outcomes for each child, including the use of assistive technology for children with disabilities.3d: Knowing about assessment partnerships with families and with professional colleagues to build effective learning environments.

#1 #2 #3 #4

#5 #6 #7 #8

4. Standard 4: 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.

4a: Understanding positive relationships and supportive interactions as the foundation of their work with young children.4b: Knowing and understanding effective strategies and tools for early education, including appropriate uses of technology. 4c: Using a broad repertoire of developmentally appropriate teaching/learning approaches.4d: Reflecting on own practice to promote positive outcomes for each child.

#1 #2 #3 #4

#5 #6 #7 #8

5. Standard 5: Candidates prepared in early childhood degree programs use their knowledge of academic disciplines to design, #1 #2 #3 #4

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implement, and evaluate experiences that promote positive development and learning for each and every young child. Candidates understand 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. Candidates use 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.

5a: Understanding content knowledge and resources in academic disciplines: language and literacy; the arts—music, creative movement, dance, drama, visual arts, mathematics; science, physical activity, physical education, health and safety; and social studies.5b: Knowing and using the central concepts, inquiry tools, and structure of content areas or academic disciplines. 5c: Using own knowledge, appropriate early learning standards, and other resources to design, implement, and evaluate developmentally meaningful and challenging curriculum for each child.

#5 #6 #7 #8

6. Standard 6: 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 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.

6a: Identifying and involving oneself with the early childhood field6b: knowing about and upholding ethical standards and other early childhood professional guidelines.6c: Engaging in continuous, collaborative learning to inform practice; using technology effectively with young children, with peers, and as a professional resource.6d. Integrating knowledgeable, reflective and critical perspectives on early education.6e: Engaging in informed advocacy for young children and the early childhood profession.

#1 #2 #3 #4

#5 #6 #7 #8

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).

7a: Opportunities to observe and practice in at least two of the three early childhood age groups (birth- age3, 3-5, 5-8)7b: Opportunities to observe and practice in at least two of the three main types of early education settings (early school grades, child care centers and homes, Head Start programs).

#1 #2 #3 #4

#5 #6 #7 #8

* See Section 1, Part 2 “Description of field placements” for standard 7

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SECTION IV - EVIDENCE FOR MEETING STANDARDS

Assessment 1 (Licensure Assessment): Praxis II - Early Childhood: Content Knowledge #022

1. Description of assessment: The Praxis II Early Childhood: Content Knowledge Test (#022) is designed to assess the content knowledge early childhood teachers must have in order to support children’s learning in the content areas. The test consists of 120 multiple-choice questions, each of which pertains to one of 6 content areas: language and literacy (31%), mathematics (25%), social studies (13%), science (13%), health and physical education (9%), and creative and performing arts (9%). Questions assess whether the test taker knows the major concepts, skills, and tools of inquiry in the content areas, can apply knowledge of the content areas in the context of children’s learning; knows the structure of the content areas, and knows how the content areas are interrelated. The test does not emphasize knowledge of pedagogy, though some questions are framed in the context of children’s learning. Passing of this test is required for completion of the program. This test is required by the state for early childhood candidates. It was first used in Fall 2008.

2. Description of how this assessment aligns with standards cited in Section IIIThis test is an assessment of Standard 5a, Understanding Content Knowledge. It assesses content knowledge in the areas of math, literacy, science, social studies and health and physical education.

3. Brief analysis of the data findings: One hundred percent of our candidates passed the Praxis II content test. Our candidates met or exceeded state and national average passing rates on test items in all subsections of the test.

4. Interpretation of how data provide evidence for meeting standards: Our data demonstrate that all of our candidates are passing the Early Childhood Content Knowledge (#022) test. Data also show that all candidates are meeting or exceeding national scores in all 6 subsections of the test. As such, data indicate that our candidates are meeting the requirements of standard 5.

5. Assessment Documentation5 a) Assessment Tool: The assessment tool is the Praxis II (#022) test as described in section 1 of this assessment.

5 b) Scoring Guide: The data provide the % of items correct per section of the test and compares this institutional average with state and national averages. Please note that these scores are the aggregated % correct for each subsection of the test; they are not pass rates, which are 100% for each completing candidate in the program. All percentages represent an aggregate of 2 semesters of candidate data. The cut score for passing the test is 157 and the total number of points is 200. Unfortunately, comparisons between UALR students, state, and national averages like the table below will not be available from ETS for the school year 2012-13 until fall 2013.

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5 c) Candidate data Early Childhood Praxis II Content Knowledge

2010-13 Pass Rate for Candidates on Praxis II *Year Test 22 N Pass 1st Time Pass 2ndTime UALR Average Range

(157 Qualifying Score)2012-13 Content

Knowledge47 100% 0% 177 160-193

2011-12 Content Knowledge

39 100% 0% 179 157-191

2010-11 Content Knowledge

33 94% 6% 174 157-190

*Comparisons between UALR students, state, and national averages like the table below will not be available from ETS until fall 2013

2011-12 Pass Rate for Candidates on Subsections of Praxis II - #22 N=39Test Category

NAEYC Stand #

UALR Ave. % Correct

State-Wide% Correct

National Ave. % Correct

Language & Literacy 5a 77% 76% 73%Mathematics 5a 74% 74% 74%Social Studies 5a 82% 80% 77%Science 5a 80% 80% 77%Health & Physical Education 5a 77% 80% 77%Creative & Performing Arts 5a 83% 86% 83%

2010-11 Pass Rate for Candidates on Subsections of Praxis II - #22 N=32Test Category

NAEYC Stand #

UALR Ave. % Correct

State-Wide% Correct

National Ave. % Correct

Language & Literacy 5a 74% 76% 74%Mathematics 5a 72% 75% 72%Social Studies 5a 81% 83% 79%Science 5a 77% 81% 77%Health & Physical Education 5a 80% 81% 79%Creative & Performing Arts 5a 88% 87% 84%

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Assessment 2 (Content Knowledge): Content Knowledge Assessment

1. Description of assessment: Grades from content courses in the third semester of the program at the time candidates apply for an internship placement provide evidence of candidates’ level of content mastery. The courses selected for this assessment are Language, Literature, and Literacy III, Public School Art (for early childhood candidates), Mathematics II for Early Childhood, and Education of Exceptional Learners. More detailed descriptions of the kinds of work required of candidates in these courses are as follows:

Language, Literature, and Literacy III: Grades are based on the completion of a series of projects. Projects consist of field reflections, author study, content reading and writing mini-lesson plans, Developmental Spelling Analysis (DSA), written book discussions, and analysis of literacy in grades 2-4. Math: Grades are based on three tests, completion of homework assignments, lab presentation, classroom observations, personal journal reflections, and lesson plans. Education of Exceptional Learners: Grades are based on the results of one test, 5 projects, and a case study. Projects are topic research, parent of child with disability interview, field visit summaries, low- incidence disability presentation, and annotated bibliography of area of interest from news articles, children’s literature, and movies. Public School Art: Grades are based on discussions of assigned readings and research, development of art lesson plans, and completion of an art portfolio of artwork assigned in class.

These courses represent all the content courses in the candidates’ final semester before beginning their internship. The literacy course is the last of three courses in this content area, and the math is the second of two content courses in the area. No further content courses are taken after entering internship. These courses represent our candidates’ understanding of content areas. All content courses include objectives for developing the candidates’ knowledge base in that area. All content coursework requires planning, teaching, assessing lessons, and adapting teaching and curriculum for a diverse group of children.

2. Description of how this assessment aligns with standards cited in Section III: The chart below summarizes the alignment of the courses to the four subsections of standard 5, Using Content Knowledge to Build Meaningful Curriculum.

Course Name & Number Standards Addressed Brief Description of How the Course Meets Cited StandardsARED 3345 Public School Art

5a, 5b, 5c Coursework includes content knowledge of art and techniques for involving all types of learners in art.

ECED 3302Language Literature and Literacy III

5a, 5b, 5c Coursework includes content knowledge of language, literacy, and literature and teaching approaches and assessment techniques.

MATH 3382Mathematics II for Early Childhood

5a, 5b, 5c Coursework includes content knowledge of math and various strategies for teaching math concepts.

SPED 4301Educating Exceptional Learners

5c Coursework includes understanding how to adapt teaching approaches across various content areas to meet developmental learning needs.

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3. Brief analysis of the data findings: The grading policy of the institution is 90-100 = A, 80-89 = B, 70-79 = C, 60-69 = D, and below 60 is an F. All candidates are required to achieve a C or better in these courses. For purposes of this assessment the letter grades were converted to a 4 point rubric on which A=4, B=3, C=2, D=1, and F=0. One hundred percent of our candidates have met the expectations of their content coursework.

4. Interpretation of how data provide evidence for meeting standards: With the exception of Education of Exceptional Learners, the Block III content coursework grades indicate that almost all our candidates have been meeting expectations specified in the 3 subsections of standard 5. The Exceptional Learners course changed instructors 3 times over the time period covered, and we are taking steps to increase the stability of the course. Students who do not “Meet Expectations” must retake the class to graduate.

5. Assessment Documentation 5 a) Assessment Tool: The assessment tool is the set of assignments described above in section 1.5 b) Scoring Guide for Content Knowledge AssessmentThe Scoring Guide is based on the University grading system of A= 90-100, B= 80-89, C=70-79, and D=60-69. On the chart below the point value for each letter grade is listed.

5 c) Candidate Data Grades of Candidates in Block III Content Courses 2010-2013

Class 2010-2011 (N=33) 2011-2012 (N=41) 2012-13 (N=40)Mean Course grade (Range)

% Meeting expectations

Mean Course grade (Range)


Mean Course grade (Range)


Public School Art

3.80 (3.0-4.0)

100% 3.83(3.0-4.0)

100% 3.69(2.0-4.0)

100%

Language, Literacy &

Literature III

3.85 (3.0-4.0)

100% 3.80(3.0-4.0)

100% 3.62(2.0-4.0)

100%

Math II 3.91 (2.0-4.0)

100% 3.89(2.0-4.0)

100% 3.78(2.0-4.0)

100%

Education of Exceptional

Learners

3.90(3.0-4.0)

100% 3.49(1.0-4.0)

91% 3.56(1.0-4.0)

95%

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Assessment 3 (Plan, Implement Appropriate Teaching and Learning Experiences):

1. Description of assessment: This assignment is constructed during the fourth semester of our program when candidates are completing the first semester of their internship. It is designed to align with NAEYC Standards 1, 4, and 5. The assignment now requires candidates to plan multiple lessons in a single content area. It also requires more rigorous and comprehensive planning. Key to this revision was the development of a planning guide that aligns with the Pathwise Evaluation Instrument. This instrument was based on Danielson’s (2007) work and was used by the state of Arkansas until recently for evaluation of novice teachers. This planning guide requires candidates to document their planning for guidance, teaching, and learning in addition to their reflection upon the success of the lesson.

2. Description of how this assessment aligns with standards cited in Section III: This assignment aligns with all subsections of Standard 4,Developmentally Effective Approaches and Standard 5, Using Content Knowledge To Build Meaningful Curriculum. It involves candidates knowing, understanding, and using positive relationships and supportive interactions (4a) and knowing, understanding, and using developmentally effective approaches, strategies, and tools for early education (4b, 4c). Candidates’ abilities to reflect on their practice are also assessed (4d). The assignment also addresses candidates’ knowledge and understanding of central concepts, inquiry tools, and structures of content areas or academic disciplines (5a, 5b). This assessment also aligns with Standard 1, Promoting Child Development and Learning. Planning requires knowledge and understanding of children’s characteristics and needs (1a). It also requires knowledge and understanding of multiple influences on development and learning (1b). Planning is required to demonstrate how candidates will create healthy, respectful, supportive and challenging environments (1c). Planning also includes daily assessments (3c). Finally, the assignment reflects their ability to build meaningful curriculum using their own knowledge and other resources to design, implement, and evaluate meaningful, challenging curriculum to promote positive outcomes (5c). There are several elements in the scoring guide that address sections of Standards 2 and 3. However, these are relatively minor parts of the assignment. They are indicated on the scoring guide but not checked in Section III of this report.

3. Brief analysis of the data: The majority of candidates scored “Meets Expectations” to “Exceeds Expectation” in the ten assessment items. A small percentage of the candidates scored “Did not Meet Expectations” in Grammar, Punctuation, Spelling, etc. and the Overall Reflection. The reasons for the small percentage of low scores in the two assessment items are due to candidates not answering all of the questions for the overall reflection and candidates not demonstrating adequate writing skills. The rubric for this assignment has been modified to include a more explicit explanation of the assignment. Candidates are now required to provide a more thorough explanation of the assignment. The program has made additional modifications to monitor writing skills across various courses.

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4. Interpretation of how data provide evidence for meeting standards: The data from this assessment reflect that the majority of candidates have met expectations as specified by the 4 elements of Standard 4, 2 elements of Standard 1, 1 element of Standard 3, and 3 elements of Standard 5. One-hundred percent of the candidates met or exceeded expectations using developmental knowledge to create healthy, respectful, supportive, and challenging learning environments for young children (1c) and understanding positive relationships and supportive interactions as the foundation of their work with young children (4a). One-hundred percent of the candidates also met or exceeded their ability to know and understand the multiple influences on early development and learning (1b). Data indicate that 100% of candidates met or exceeded expectations for understanding content knowledge and resources in academic disciplines (5a) and knowing and using the central concepts, inquiry tools, and structures of content areas or academic disciplines (5b).

5. Assessment Documentation5 a) Assessment ToolThis assignment should reflect your understanding of NAEYC Standard 4, Teaching and Learning and Standard 5, Using Content Knowledge To Build Meaningful Curriculum. Throughout the early childhood program you have been immersed in the concept of teaching and learning. You know that quality teaching and learning involves constructing curriculum from multiple sources in a collaborative manner. Effective teaching and learning also involves many different aspects of daily practice and interaction in and out of schools and that you must connect with children and families. This involves knowing, understanding, and using positive relationships and supportive interactions (4a) and knowing, understanding, and using developmentally effective approaches, strategies, and tools for early education (4b, 4c). Similarly, being a highly qualified teacher involves understanding content knowledge in early education and knowing and understanding the importance, central concepts, inquiry tools, and structures of content areas or academic disciplines (5a, 5b). As well, you are expected to be able to build meaningful curriculum using your own knowledge and other resources to design, implement, and evaluate meaningful, challenging curriculum to promote positive outcomes (5c). This assignment also requires you to provide evidence of your understanding of Standard 1, Promoting Child Development. It requires you to incorporate understanding of your students’ characteristics and needs (1a), your understanding of multiple influences on the development and learning (1b), and your ability to create healthy, respectful, supportive and challenging learning environments (1c). This assignment also requires you to make daily assessments and reflections of student learning and make any changes to subsequent teaching accordingly (3c, 4d). This assignment provides you the opportunity to compile a capstone planning project that reflects the above mentioned qualities of you as a teacher. The project will also serve as a useful tool in helping you improve your skills in reflective practices.

The project consists of three parts, Introduction of Current Placement, Comprehensive Plans, and the Summative Analysis. You will develop a set of lesson plans that you will teach during one week. The electronic form, Instructional Planning Guide (see attached copy), should be used to plan each of your 5 initial lessons using Domains A, B, and C. The Summative Analysis will include an overall reflection and analysis of the entire project. The entire project will be uploaded into Chalk and Wire and submitted to your

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ECED 4301 instructor. The maximum score for this project is 100 points and will be assessed using the attached scoring guide. Candidates must obtain a score of 75 or greater in order to pass. If the candidate scores less than 75 points, he/she will meet with the course instructor and discuss the strengths and weaknesses and develop a plan of action to make needed revisions in order to pass.

Specific Guidelines This assignment will be completed during your first semester of internship and will be taught over a one-week period. Following are specific guidelines for the project. This assignment should be submitted in a 1” binder with 3 dividers labeled with the 3 parts of the assignments listed below.

A. Introduction of Current PlacementWrite a 1-2 typewritten page introduction detailing your current placement with a minimum of a paragraph addressing each of the areas below.

Cooperating TeacherYears of experience and educational backgroundProfessional background (degrees held, certifications)Number of years teaching current grade level and how long they have taught in current schoolGuidance approach, typical rapport with the childrenTeaching style (Traditional or Constructivist, etc.)

Planning What part of planning you are responsible for?Methods you and your Cooperating Teacher use for planning and assessmentHow you feel about this planning process?If you could change something about the planning process in your internship, what would you change?

Teaching How much you are currently teaching?What you are responsible for teaching?

School Location/districtAverage socioeconomic status of children in the school (not district)Summary of the school’s test scoresLiteracy and curricular models used in the school

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Children in the class (2a)Levels of ability Cultural and linguistic contextsRelationships with parentsEconomic conditions of average class population How the Cooperating Teacher supports diverse family characteristics and uses family members as resources in the classroom

B. Comprehensive Plans The plans include 5 lesson plans for a single content area that address Domains A, B, and C on the Instructional Planning Guide with a daily reflection. The final section, the Reflective Summary, will be completed after you have taught the lessons. You may be using the same benchmark on consecutive days, but your objective(s) should clarify how your teaching progresses each day to build children’s learning. These detailed lessons should demonstrate your ability to make connections over consecutive days in a single content area. A reflective summary should be written after each lesson and included at the end of each lesson plan (4d).

C. Summative AnalysisThe Summative Analysis is a detailed reflection of the overall project addressing the following.

How do you feel about this entire planning process?How did it help you to “think out loud” and break your planning process into smaller, more detailed pieces in each domain?Elaborate on how this process required you to think in more detail than you typically do when planning? What were some of the recurring themes you noticed in your plan modifications?What are some of the things that stand out in your mind that worked or did not work throughout this process?What will you change or modify in your future planning?What are suggestions for improving this entire assignment for strengthening your planning and teaching skills.

Assessment 3 Instructional Planning and Reflection GuideIntern I Name: Field Supervisor: School: Grade: Cooperating Teacher:# Children in Class: Subject and Activity:# of Children in the class with an active IEP: ELL:

Date/Time of Lesson:

***When using this form electronically, leave everything on the form (A1, A2, etc.). Type your plans directly under the descriptors for each element. Numbers/letters in parentheses throughout the form represent NAEYC Standards. You will not meet EVERY component for every lesson.

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Domain A: Planning (Organizing Content Knowledge for Children Learning)____A1 Describe the relevant aspects of children’s background and experience (1a, 1b) (Who are the children that you will

teach? What type of background do the children come from and can they “relate” to this lesson? Is it relevant to “their” culture/experience? How? How will you apply this understanding of these influences and interactions in the lesson?)

____A2 Articulate clear developmentally appropriate learning goals and objectives (5c) (List and write out the framework/benchmark.)

____A3 Explain how connections between previously known information will be made with new learning (5c)(Provide a detailed description of the children’s current level of understanding which should be the basis of your objective, i.e. “They learned about… yesterday, so…”.)

____A4 Create or select appropriate teaching methods, activities and materials that are aligned with the goals of the lesson (4b, 4c, 5a)(Explain the activity you will use making sure you link your explanation to the objective(s). What strategies-verbal, non-verbal, technological, did you use to create foundations for literacy and cognitive development? How are your materials culturally responsive? What approaches will you use to integrate the curriculum and when did you use whole versus small group?)

____A5 Create or select appropriate assessments that are aligned with the goal of the lesson and how you will use results to plan (3c) (Describe what form of assessment you will use to monitor children’s learning. This assessment can be anecdotal, or a more formal systematic form, but make it clear how it assesses the learning stated in the objective.)

Domain B: Learning Environment and Guidance Strategies____B1 Explain how you will create a climate that promotes fairness (1c) (How will you create a healthy, respectful, and

supportive environment (4a)? How will you demonstrate fairness for children of different cultures, languages, and all forms of diversity?)

____B2 Explain how you will establish and maintain rapport with children (4a) (How will you ensure warm, nurturing activities? What will you do to build a supportive, interesting environment, and relationships to prevent challenging behaviors?)

____B3 Explain how you will communicate challenging learning expectations to each child (5c)(How do you encourage self-regulation in children?)

____B4 Explain how you will establish and maintain consistent and equitable standards of behavior (1c)____B5 Explain how you will make the physical environment as safe and conducive to learning as possible (1c)

Domain C: Teaching for Children’s Learning____C1 Explain how you will make learning objectives and procedures clear to children (5c)____C2 Explain how you will make content comprehensible and relevant to children (5c)

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____C3 Explain how you will encourage children to extend their thinking (5c) (What will you do to extend learning beyond personal basic knowledge using Bloom’s Taxonomy, etc. and how will you use high quality resources in this lesson?)

____C4 Explain how you will monitor progress and provide feedback (3c)____C5 Explain how you will use instructional time effectively (5c)____C6 Explain how you will integrate curriculum and content areas (5b)

Reflective Summary (Complete this section after teaching the lesson)Address the following:

The success of the lesson taught - why were those things successful?What modifications did you make and why?How did your teaching and/or the children’s learning (in terms of objectives) serve as the basis for these changes?The things you learned about yourself as a teacher?

5 b) Scoring Guide for Learning Experiences Project ITEM DOES NOT MEET 1-5 MEETS EXPECTATIONS 6-9 EXCEEDS EXPECTATIONS 10

Introduction-10 points

(NAEYC 1c)

Introduction detailing your current placement does not provide adequate information (as described in your “Specific Guidelines and Directions” Section) about your Cooperating Teacher, Planning, Teaching, School, Children in your classroom.

Adequate introduction detailing your current placement. Provides adequate information (as described in your “Specific Guidelines/Directions” Section) about your Cooperating Teacher, Planning, Teaching, School, Children in your classroom.

Thorough introduction detailing your current placement. Provides detailed information (as described in your “Specific Guidelines/Directions” Section) about your Cooperating Teacher, Planning, Teaching, School, Children in your classroom.

1c Introduction showed little knowledge and understanding about the family and community characteristics.

Introduction showed adequate knowledge and understanding about the family and community characteristics.

Introduction showed an extensive knowledge and understanding about the family and community characteristics.

Grammar, punctuation, and spelling - 5 points

DOES NOT MEET 1-2 MEETS EXPECTATION 3-4 EXCEEDS EXPECTATIONS 5

Numerous word choice, grammar and punctuation errors are displayed throughout the assignment.

A few word choice, grammar and punctuation errors. Lacks depth.

Exemplary use of conventions of English.

Comprehensive Planning-70 Points

DOES NOT MEET 1-50 MEETS EXPECATIONS 51-69 EXCEEDS EXPECTATIONS 70

(NAEYC 1c, 4a, 4b, 4c, 5c) 10 points

Meets some of each of the Pathwise Domains A-Planning, B-Learning Environment and Guidance Strategies, and C-Teaching for Student Learning and includes changes that the candidate would make prior to

Meets most of each of the Pathwise Domains A-Planning, B-Learning Environment and Guidance Strategies, and C-Teaching for Student Learning and includes changes the candidate would make prior to the

Thoroughly meets each of the Pathwise Domains A-Planning, B-Learning Environment and Guidance Strategies, and C-Teaching for Student Learning and includes changes the candidate would make prior to the

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the implementation of the next lesson. Meanings and explanations of what was said does not flow with the statements of possible teaching and management methods to be used on the succeeding day based on responses.

implementation of the next lesson. Meanings and explanations of what was said adequately flowed with the statements of possible teaching and management methods to be used on the succeeding day based on responses.

implementation of the next lesson. Meanings and explanations of what was said flow exceptionally well with the statements of possible teaching and management methods to be used on the succeeding day based on responses.

1c, 4a 10 points Plans show few connections with children and families, reflecting minimal knowledge, understanding, and using positive relationships and supportive interactions.

Most plans show connections with children and families, reflecting your knowledge, understanding, and using positive relationships and supportive interactions.

Plans consistently show connections with children and families, reflecting your knowledge, understanding, and using positive relationships and supportive interactions.

5a, 5b 10 points Few plans reflect your understanding of content knowledge in early education: Knowing and understanding the importance, central concepts, inquiry tools, and structures of content areas or academic disciplines.

Most plans reflect your understanding of content knowledge in early education: Knowing and understanding the importance, central concepts, inquiry tools, and structures of content areas or academic disciplines.

Plans consistently reflect your understanding of content knowledge in early education: Knowing and understanding the importance, central concepts, inquiry tools, and structures of content areas or academic disciplines.

5c 10 points Plans seldom utilized meaningful curriculum by using your own knowledge and other resources to design, implement, and evaluate meaningful, challenging curriculum to promote positive outcomes.

Most plans consistently utilize meaningful curriculum by using your own knowledge and other resources to design, implement, and evaluate meaningful, challenging curriculum to promote positive outcomes.

Plans consistently utilize meaningful curriculum by using your own knowledge and other resources to design, implement, and evaluate meaningful, challenging curriculum to promote positive outcomes.

1b 10 points Your knowledge and understanding of the multiple influences on development and learning is evident in few of your plans.

Your knowledge and understanding of the multiple influences on development and learning is evident in most of your plans.

Your knowledge and understanding of the multiple influences on development and learning is consistently evident in your plans.

1c 10 points Few plans reflect developmental knowledge to create healthy, respectful, supportive, and challenging learning environments.

Most plans reflect developmental knowledge to create healthy, respectful, supportive and challenging learning environments.

Plans consistently reflect developmental knowledge to create healthy, respectful, supportive and challenging learning environments.

3c 10 points Plans seldom demonstrate use of observation, documentation, and other appropriate assessment tools and approaches.

Most plans demonstrate use of observation, documentation, and other appropriate assessment tools and approaches.

Plans consistently demonstrate use of observation, documentation, and other appropriate assessment tools and approaches.

Overall Reflective Summary 4d 15 points

DOES NOT MEET 1-9 MEETS EXPECTATIONS 10-14 EXCEEDS EXPECTATIONS 15

Does not provide adequate personal reflection over the planning process. The reflection includes: How did you feel about this entire process? Did it help you to “think out loud” and break your planning process into smaller, more detailed pieces in each domain? Elaborate on how this process required you to think in more detailed than you typically do when planning? What were some of the

Adequate personal reflection over the planning process. The reflection includes: How did you feel about this entire process? Did it help you to “think out loud” and break your planning process into smaller, more detailed pieces in each domain? Elaborate on how this process required you to think in more detailed than you typically do when planning? What were some of the reoccurring

Detailed personal reflection over the planning process. The reflection includes: How did you feel about this entire process? Did it help you to “think out loud” and break your planning process into smaller, more detailed pieces in each domain? Elaborate on how this process required you to think in more detailed than you typically do when planning? What were some of the reoccurring

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reoccurring themes you noticed in your plan modifications? What are some of the things that stand out in your mind that worked or did not work throughout the process? Suggestions for improving this assignment in an effort to strengthen your planning and teaching skills?

themes you noticed in your plan modifications? What are some of the things that stand out in your mind that worked or did not work throughout the process? Suggestions for improving this assignment in an effort to strengthen your planning and teaching skills

themes you noticed in your plan modifications? What are some of the things that stand out in your mind that worked or did not work throughout the process? Suggestions for improving this assignment in an effort to strengthen your planning and teaching skills?

5 c) Candidate Data Candidate Data for Assessment 3- Spring 2013

Does Not Meet Expectations

Meets Expectations

Exceeds Expectations

Introduction: NAEYC Standard

Mean N 1 3 5

Cooperating Teacher, Planning, Teaching, School, Children in Class (10 points)

1c 9.3 20 0% 60% 40%

Grammar, Punctuation, Spelling (5 points) 4.6 20 0% 35% 65%Comprehensive Planning:

Use of Positive Relationships and Supportive Interactions and Connections with Children and Families (10 points)

4a, 1c 9.9 20 0% 5% 95%

Content Knowledge (10 points) 5a, 5b 10 20 0% 0% 100%Utilization of Meaningful Curriculum (10 points) 5c 9.65 20 5% 0% 95%

Knowledge and Understanding of Multiple Influences on Development and Learning (10 points)

1b 10 20 0% 0% 100%

Learning Environments (10 points) 1c 9.7 20 0% 15% 85%Utilization of Observation, Documentation, and Assessments (10 points) 3c 9.6 20 5% 10% 85%

Daily Reflection & Modification to Succeeding Plans (10 points) 1c 4a 4b 4c 5c 8 20 10% 80% 10%Overall Reflective Summary:

Detailed Reflection of Project (15 points) 4d 11.1 20 35% 25% 40%

Candidate Data for Assessment 3-Fall 2012Does Not Meet Expectations

Meets Expectations



Mean N 1 3 5


1c 8.98 23 0% 74% 26%



4a, 1c 9.35 23 0% 48% 52%

Content Knowledge (10 points) 5a, 5b 9.17 23 0% 48% 52%Utilization of Meaningful Curriculum (10 points) 5c 10 23 0% 0% 100%


1b 9.35 23 0% 39% 61%

Learning Environments (10 points) 1c 9.61 23 0% 26% 74%

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Utilization of Observation, Documentation, and Assessments (10 points) 3c 9.02 23 0% 43% 57%Daily Reflection & Modification to Succeeding Plans (10 points) 1c 4a 4b 4c 5c 8.43 23 0% 87% 13%

Overall Reflective Summary:Detailed Reflection of Project (15 points) 4d 13.91 23 4% 48% 48%

Candidate Data for Assessment 3- Fall 2011/Spring 2012Does Not Meet Expectations

Meets Expectations



Mean N 1 3 5


1c 9.74 19 0% 21% 79%



4a, 1c 9.03 19 0% 89% 11%

Content Knowledge (10 points) 5a, 5b 9.16 19 0% 37% 63%Utilization of Meaningful Curriculum (10 points) 5c 9.89 19 0% 5% 95%


1b 9.53 19 0% 26% 74%

Learning Environments (10 points) 1c 9.5 19 0% 32% 68%Utilization of Observation, Documentation, and Assessments (10 points) 3c 9.0 19 0% 47% 53%

Daily Reflection & Modification to Succeeding Plans (10 points) 1c 4a 4b 4c 5c 7.66 19 5% 79% 16%Overall Reflective Summary:

Detailed Reflection of Project (15 points) 4d 13.26 19 5% 42% 53%

Candidate Data for Assessment 3-Fall 2010 & Spring 2011Does Not Meet Expectations

Meets Expectations



Mean N 1 3 5

Cooperating Teacher, Planning, Teaching, School 1c 4.7 19 0% 15.8% 84.2%Children in Class 4.8 19 0% 31.6% 68.4%

Comprehensive Planning: 4a, 1cConnections with children and families 5a, 5b 4.7 19 0% 31.6% 68.4%

Use of Positive Relationships and Supportive Interactions with Children and Families

5c 4.6 19 5.3% 26.3% 68.4%

Content Knowledge 1b 4.7 19 0% 31.6% 68.4%Utilization of Meaningful Curriculum 1c 4.5 19 10.5% 31.6% 57.9%

Knowledge and Understanding of Students’ Characteristics and Needs 3c 4.6 19 10.5% 15.8% 73.7%Development and Learning 1c 4a 4b 4c

5c4.7 19 5.3% 15.8% 78.9%

Learning Environments 4.8 19 5.3% 10.5% 84.2%Utilization of Observation, Documentation, and Assessments 4d 4.8 19 0% 21.1% 78.9%

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1cOverall Reflective Summary: 4.8 19 0% 21.1% 78.9%

Detailed Reflection of Project 4.6 19 5.3% 26.3% 68.4%Collaboration with Peers 4a, 1c 4.8 19 0% 15.8% 84.2%

Relevant and Understandable Connections 4c, 4d 4.8 19 5.3% 10.5% 84.2%

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Assessment 4: Internship Evaluation

1. Description of assessment: Candidates complete two semesters of internship for a total of eight months all in the same classroom. Each candidate is formally observed teaching by a university supervisor at least once per month, and a written observation is completed each time. At the end of each semester a summative evaluation is completed collaboratively between the cooperating teacher and the university supervisor and is reviewed with the candidate. The evaluation instrument used for these summative evaluations is based on the Praxis III evaluation instrument known as Pathwise which is organized into four domains (A, B, C, and D). These four domains are termed (A) Planning, (B) Learning Environment and Guidance Strategies, (C) Teaching Strategies and Content Knowledge, and (D) Professionalism. However, the program revised the actual instrument first in 2008 and again in spring 2009. The four domains have been retained but the set of criteria for each domain has been modified and expanded to better match the NAEYC standards.

2. Description of how this assessment aligns with standards cited in Section III: The focus of the summative evaluation is on Standards 1, 2, 4, 5, 6, and 7. In order to be successful in internship, candidates must begin with their knowledge of children, multiple influences on development and learning, and developmentally appropriate practice (1a, 1b, 1c). Evidence of performance for this standard is evaluated in Domain A: Planning. Candidates’ understanding of the diverse array of children’s families and communities (2a) is crucial to effective planning and teaching. It is also a key part of communicating with families about children’s learning and development (2b, 2c). These 2 sets of skills are ongoing tasks of the candidates in collaboration with their cooperating teachers. Evidence of performance for this standard is evaluated in Domain B: Learning Environment and Guidance Strategies and minimally in Domain D: Professionalism. A major focus of this assessment is to evaluate candidates’ understanding of how to use their knowledge of children and positive relationships to implement developmentally appropriate approaches (4a, 4b, 4c) and their ability to reflect constructively on their practice (4d). Teaching Strategies and Content Knowledge is also a major aspect of the evaluation of the candidates in this assignment. Candidates are evaluated on their ability to connect with children and families (2b, 2c), and to use developmentally appropriate teaching and guidance strategies (4c). They are also evaluated on their content knowledge (5a, 5b) and on their ability to build meaningful curriculum (5c). These skills are evaluated in Domain C: Teaching Strategies and Content Knowledge. Candidates are also assessed in this assignment on their adherence to ethical and professional standards (6b). Arkansas Teacher Preparation Standards include specifications for use of written and spoken language. The program has added items to this assessment that are considered basic to all professional practices. As well candidates are assessed for evidence of their commitment to ongoing learning (6c) and their ability to integrate knowledge and critical perspectives into reflective practice (6d). These capabilities are evaluated in Domain D: Professionalism. All of the knowledge, skills, and dispositions detailed above are major components in the internship. A number of other more minor components are also built into it and assessed. Together these comprise the requirements for Standard 7. One item on the scoring guide aligns with Standard 3. It is a very small part of the assignment, and so Standard 3 is not checked in Section III of this report.

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3. Brief analysis of the data findings: Candidates’ scores are recorded for each item (A.1, A.2, A.3 etc.) under each domain, and the mean score across all candidates for each item is calculated each semester. With the exception of “B13. Communicates with parents about children learning (3.9 average) and D5. Communicates with parents about children’s learning & advocates for children & families (3.9 average)” during the fall semester of 2010, data indicate that mean scores across all items in all four domains are above a score of 4, or greater than “Meets Expectations.” The lower average in these areas reflects the fact that several of our interns did not have direct contact with parents and the cooperating teacher marked “NA” for this item. No candidate has ever scored lower than “Meets Expectations” on the overall internship evaluation because students that struggle in the classroom during their field experiences prior to internship complete an improvement plan or exit the program.

4. Interpretation of how data provide evidence for meeting standards: Data indicate that candidates have met and exceeded expectations for their use of knowledge of children, multiple influences on development and learning, and developmentally appropriate practice (1a, 1b, 1c) during their internship. Candidates’ understanding of the diverse array of children’s families and communities (2a) is also evident in the data collected on planning and teaching, as is their knowledge communicating with families about children’s learning and development (2b, 2c). Candidates’ ability to connect with children and families, and to use developmentally appropriate teaching and guidance strategies are both at the level of meeting and exceeding expectations as specified by standard 4a and 4b. Data from evaluation of their content knowledge and of their ability to build meaningful curriculum also demonstrate candidates are meeting and exceeding the requirements as specified by standard 4c and 4d. Finally, data indicate that candidates are adhering to ethical and professional standards (5b), are committed to ongoing learning (5b), and have the ability to integrate knowledge and critical perspectives into reflective practice (5c).

5. Assessment Documentation5 a) Assessment Tool and 5 b) Scoring Guide

Internship Performance EvaluationDirections: Read the descriptions of behavior for each domain (A-D) & criteria (A.1, A2, etc.). Circle the description that best fits the candidate’s performance: 1 = Doesn’t meet expectations, 3 = Meets expectations, 5 = Exceeds expectations. Or check the box associated with a score of a 2 “Above level one but below level three,) or a score of 4 “Above level three but below a level five.

5 Exceeds Expectations for an candidate4 Above level three but below level five3 Meets Expectations for an candidate2 Above level one but below level three1 Does Not Meet Expectations for an Candidate

NA Not applicableNO No opportunity to observe

*IMPORTANT NOTE: Candidates who score a “1” in ANY area cannot make above a “B” for a final grade. Scoring a “1” or “2” in multiple areas will result in a final grade of a “C” or lower & will require a professional development conference.

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Domain A: Planning Stand Criteria 1. Does Not Meet Expectations 2 3. Meets Expectations 4 5. Exceeds Expectations

1b A1. Plans using knowledge of multiple influences on all aspects of children’s background & learning

Candidate makes no attempts to acquire knowledge of children’s development, background, skills, & interests & does not use this knowledge to plan for groups of children

Candidate demonstrates knowledge of children’s development, background, skills, interests, & attempts to use this knowledge to plan for groups of children

Candidate demonstrates an extensive knowledge of children’s development, background, skills, interests, & uses this knowledge to plan for groups of children

1c, 4c

A2. Plans state clear developmentally appropriate objectives

Candidate cannot articulate objectives that are developmentally appropriate for most of their children. Adaptations are often not considered for students with special needs

Candidate can articulate objectives that are developmentally appropriate for most of their children. Adaptations are considered for children with special needs

Candidate consistently articulates objectives that are developmentally appropriate for most of their children. Adaptations are made for children with special needs

1c, 4c

A3. Plans connect previously learned content with new learning

Candidate’s plans do not demonstrate an understanding of the need to connect new learning to previous knowledge. Plans fail to connect to future content concepts

Candidate’s plans demonstrate an understanding of the need to connect new learning to previous knowledge. Plans usually connect to future content concepts

Candidate demonstrates a solid understanding of the need to connect new learning to previous knowledge. Plans clearly lay the groundwork for future content concepts

4c A4. Plans based on a wide array of effective approaches, strategies, & tools

Candidate chooses methods, activities or materials that are unrelated to the goals of the lesson

The candidate creates instructional plans that support the stated instructional objectives, & engage students in meaningful learning. Plans call for a variety of methods, materials, & activities that are appropriate to children

The candidate creates instructional plans that support the stated instructional objectives, & engage children in meaningful learning. Plans call for a variety of methods, materials, & activities that are matched to the level of understanding that is required by the subject & allow a differential learning experience for individuals or groups

4c A5. Plans reflect alignment of objectives with approaches & assessments

Objectives, approaches, & assessments are often not aligned

Objectives, approaches, & assessments are all aligned

Objectives, approaches, & assessments are systematically aligned

3c A6. Plans assessment that is organized but flexible to adapt to needs of children

The candidate does not consistently plan for evaluating children’s learning

Candidate plans for evaluating children’s learning Candidate consistently plans for evaluating children’s learning

3c, 4d

A7 Changes plans as necessary . based on daily observation & reflection

Reflections are rarely taken into account when planning

Reflections are considered when planning Reflections are systematically used to plan

1c A8. Plans help create healthy, respectful, supportive challenging environments & expectations

Learning environment & expectations lack appropriate qualities

Learning environment & expectations are appropriate for children

Learning environment & expectations always reflect developmentally appropriate practice

5c A9. Plans meaningful challenging curriculum that is organized yet flexible to adapt to needs of children

Curriculum is not relevant to children, is not very challenging, lacks organization, & lacks flexibility

Curriculum is relevant to children, has potential to challenge them, is organized & has potential to be adapted as necessary

Curriculum shows much potential to challenge children, is extremely relevant to them, is well organized & has much potential for adaptation

5c A10. Plans integrate content knowledge across subjects

Candidate’s lessons plans do not reflect integration of curriculum content area

Candidate’s lessons plans often integrate curriculum content areas

Candidate’s lessons plans reflect multiple integrations of curriculum content areas. Connections between content areas are referred to throughout the day

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Domain B: Learning Environment & Guidance StrategiesStand Criteria 1. Does Not Meet Expectations 2 3. Meets Expectations 4 5. Exceeds Expectations

1c B1. Creates climate that promotes fairness Candidate is unfair in the treatment of children & doesn’t respond to inappropriate interactions among children

Candidate is fair in treatment of children Candidate is fair in treatment of children, does not tolerate obviously unfair behavior among children & responds constructively to problem situations

1c B2. Models positive supportive interactions that establish rapport

Interactions in the candidate’s classroom between the candidate & children & among children are negative & are characterized by sarcasm, insults or conflict

Candidate is usually successful in establishing rapport Candidate successfully establishes rapport

4a B3. Builds relationships that prevent problems developing

Little evidence of supportive relationships Supportive relationships are developed Relationships are of an exceptionally high quality

4a B4. Maintains consistent & equitable standards of behavior using guidance skills

Guidance is consistently poor. Candidate has established no clear expectations. Little monitoring of children’s behavior is evident & responses to mistaken behavior are often inappropriate

Guidance is usually consistent. Candidate is aware of children’s behavior, has established clear standards of conduct, & responds to mistaken behavior in ways that are appropriate & respectful of the child

Guidance is consistent. Candidate monitors children’s behavior in subtle & preventative ways. Candidate’s response to mistaken behavior is sensitive to individual children’s need

4a B5. Encourages children’s growth towards self-control

Little evidence of encouragement towards self control

Candidate consistently encourages children towards self control

Candidate demonstrates strong commitment to encouragement of children towards self-control

4a B6. Encourages children’s growth towards respect for others

Little evidence of encouragement for respect for others

Candidate consistently encourages children to respect others

Candidate demonstrates commitment to encouragement of children to respect others

4b B7. Addresses children’s challenging behaviors by using a repertoire of guidance approaches to meet individual needs

Limited repertoire of approaches lack of effectiveness

Displays a repertoire of generally effective approaches

Displays a wide array of highly effective approaches

4a B8. Manages safe & confident transitions from home to school at the beginning & end of each day

Little effort to make transitions safe & confident for either children or families

Helps children & families make safe & confident transitions between home & school

Displays strong commitment to making safe & confident transitions between home & school for children &families

4a B9. Manages safe & confident transitions throughout the day

Transitions are generally weak Transitions are made smoothly with few problems Transitions are consistently safe & confidant for all children

2b B10. Communicates with & builds relationships with families that are respectful & adaptable

Demonstrates little attempt to communicate with & build relationships with families

Candidate communicates with & builds respectful relationships with families adapting the approach as appropriate

Candidate demonstrates strong commitment to communicating with & building respectful relationships with families in different ways as appropriate

2a B11. Demonstrates knowledge & understanding of the communities in which children live

Demonstrates little & understanding of children’s communities

Understands children’s communities Candidate demonstrates detailed knowledge & understanding of children’s communities

2c B12. Demonstrates knowledge of various ways to involve families in children’s learning

Demonstrates little insight into how to involve families in children’s learning

Demonstrates varied ideas for involving families in children’s learning

Demonstrates exceptional insight into how to involve families in children’s learning

2c B13. Communicates with parents about children’s learning.

Candidate provides little or no information to families. Candidate does not respond or responds inappropriately to parents’ concerns about children

Candidate communicates information about children’s learning to families

Candidate communicates frequently with families. A variety of different communication techniques are employed

6e B14. Advocates for children &/or families Little attempt to advocate for children &/or families

Attempts to advocate for children &/or families Demonstrates commitment to advocacy for children &/or families

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Domain C Teaching Strategies & Content KnowledgeStand Criteria 1. Does Not Meet Expectations 2 3. Meets Expectations 4 5. Exceeds Expectations4c C1. Makes learning objectives &

procedures clear to childrenCandidate provides children with no information, or inaccurate information about the learning objectives or instructional procedures for the lesson.

Candidate makes learning objectives & procedures clear to children & most of the children carry out instructional procedures

Candidate communicates clearly & accurately appropriate learning goals to all children, making accommodations for diverse learners. Children carry out instructional procedures quickly w/o hesitation

4a C2. Uses relationships & varied strategies to positively influence children’s learning

Children’s learning is not progressing satisfactorily

Children’s learning is progressing satisfactorily Children’s learning is progressing significantly

5c C3. Encourages children to extend their thinking by engaging them in conversation, asking thought-provoking questions, & providing additional materials & resources

C3. Candidate discourages children from thinking independently, creatively, or critically

C3. Candidate encourages most children to think independently, creatively, or critically in the context of the content begin studied

All children are challenged to compare & contrast, support answers, create examples, & provide varied ideas

3c C4. Uses observation, documentation, & other forms of assessment to monitor children’s progress

Little monitoring of children’s progress Various approaches are used to monitor children’s progress

Monitoring of children’s progress is intensive

4c C5. Uses class time effectively & efficiently

Time is wasted with meaningless activities. Groups & transitions are not managed appropriately

Structure & pacing of lesson are suitable. Routines & procedures are followed. Transitions & groups are managed appropriately. Non-instructional procedural matters do not occupy an excessive amount of time

Candidate provides children with activities of instructional value for the entire instructional period. Transitions & groups are managed in a way that maximizes instructional time. Non-instructional procedures are performed efficiently. Candidate has activities for children who finish assignments early.

5c C6. Uses spontaneous opportunities to integrate curriculum

Does not make use of spontaneous opportunities to integrate curriculum

Takes advantage of spontaneous opportunities to integrate curriculum

Makes excellent use of spontaneous opportunities to integrate curriculum

5a C7. Demonstrates content knowledge & teaching strategies for language, literacy, & literature

Content knowledge &/or teaching strategies are weak

Content knowledge & teaching strategies are satisfactory

Content knowledge & teaching strategies are exceptional

2a, 5a C8. Demonstrates content knowledge & teaching strategies for ELL learners a home languages




5a C9. Demonstrates content knowledge & teaching strategies for the arts




5a C10. Demonstrates content knowledge & teaching strategies for mathematics




5a C11. Demonstrates content knowledge & teaching strategies for science




5a C12. Demonstrates content knowledge & teaching strategies for social studies




5c C13. Embeds teaching in a context of rich oral language communication

Oral language communication is limited & simple

Oral language communication is used throughout all aspects of the program

Oral language communication is used throughout all aspects of the program & is rich & challenging

4a C14. Models engagement & enthusiasm Candidate does not display much evidence of engagement or enthusiasm in teaching

Candidate displays both engagement & enthusiasm in teaching most of the time

Candidates displays engagement & enthusiasm in teaching all of the time

3c C15. Uses monitoring as base for providing further intervention with children

Candidate makes no attempt to determine whether children are understanding & gives them no feedback

C4. Candidate monitors progress & provides feedback

Candidate’s feed back to children’s is frequent & timely. Feedback is meaningful, & fosters children’s learning.

4a C16. Provides feedback to children that helps build their confidence as learners

Provides little feedback that contributes to building children’s confidence as learners

Provides feedback that contributes to building children’s confidence as learners

Provides feedback that strongly contributes to building of children’s confidence as learners

Domain D: Professionalism

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Stand Criteria 1. Does Not Meet Expectations 2 3. Meets Expectations 4 5. Exceeds Expectations

4d D1. Demonstrates reflective practices Candidate cannot accurately identify strengths & weaknesses of the lesson in relation to the learning goals

Candidate accurately describes the strengths & weaknesses of the lesson in relation to the learning goals & describes in general terms how they could use the experience in future lesson.

Candidate accurately describes the strengths & weaknesses of the lesson in relation to the learning goals & describes specific terms they will use the experience in future lessons

6c D2. Develops knowledge of resources available through consultation with colleagues

Candidate demonstrates no knowledge of resources available through colleagues in the school or district

Candidate demonstrates knowledge of resources & consults with colleagues on matters related to learning & instruction

Candidate demonstrates knowledge of resources & proactively solicits colleagues’ & curriculum specialists’ input on matters related to learning & instruction

6c D3. Develops collaborative relationships with other school personnel

Candidate’s relationships with colleagues are negative or self-serving

Candidate’s relationships with colleagues are collaborative

Candidate’s relationships with colleagues are extensive & collaborative

6c D4. Participates in school &/or district projects

Candidate avoids being involved in school &/or district projects

Candidate participates in school &/or district projects Candidate actively participates in school &/or district projects

2c, 6e D5. Communicates with parents about children’s learning & advocates for children & families

Candidate provides little or no information to families, makes no attempt to engage them, & does not respond or responds inappropriately to parents’ concerns

Candidate communicates with families, & attempts to engage them in their children’s learning & advocates for children’s learning

Candidate communicates frequently with families engaging them in children’s learning & advocating for children using various communication techniques

4d D6. Demonstrates influence of own reflection in changes in practice

Does not use own reflection to change teaching practice

Makes effective use of own reflection to change practice

Makes extensive & effective use of own reflection to change practice

6b D7. Demonstrates application of code of ethics in professional setting

No evidence of understanding how to apply code in practice

Demonstrates understanding of how to apply code in practice

Demonstrates exceptional understanding of how to apply code in practice

6a D8. Upholds guidelines for dress Candidate’s grooming & dress are frequently inappropriate

Candidate’s grooming & dress are usually appropriate Candidate’s grooming & dress are always appropriate

6b D9. Uses appropriate spoken written language

Candidate often uses inappropriate &/or incorrect spoken & written language

Candidate almost always uses appropriate correct spoken & written language

Candidate always uses appropriate spoken & written language

6c D10. Upholds guidelines regarding accepting using constructive criticism

Candidate does not respond well to constructive criticism & seems to ignore advice

Candidate responds well to constructive criticism & uses the information to improve his/her performance

Candidate asks for constructive criticism & uses the information to improve his/her performance

6b D11. Upholds guidelines for attendance & punctuality

Candidate does not adhere to attendance policies, has multiple absences & is often tardy

Candidate adheres to attendance policies, & has few absences or late arrivals

Candidate adheres to attendance policies, has very few absences & is rarely tardy

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5 c) Candidate Data Internship Evaluation for Fall 2010 -Spring 2013

NAEYCStand

Domain A: Planning Fall 10N = 13

Spr 11N = 16

Fall 11N=13

Spr 12N=17

Fall 12 N=14

Spr 13N=14

1b A1. Plans using knowledge of multiple influences on all aspects of children’s background & learning 4.23 4.44 4.46 4.47 4.39 4.071c, 4c A2. Plans state clear developmentally appropriate objectives 4.31 4.56 4.38 4.59 4.43 4.351c, 4c A3. Plans connect previously learned content with new learning 4.38 4.73 4.62 4.65 4.43 4.36

4c A4. Plans based on a wide array of effective approaches, strategies, & tools 4.31 4.63 4.54 4.65 4.46 4.214c A5. Plans reflect alignment of objectives with approaches & assessments 4.58 4.66 4.62 4.76 4.50 4.213c A6. Plans assessment that is organized but flexible to adapt to needs of children 4.15 4.38 4.46 4.59 4.43 4.21

3c, 4d A7 Changes plans as necessary, based on daily observation & reflection 4.38 4.69 4.46 4.59 4.21 4.211c A8. Plans help create healthy, respectful, supportive challenging environments & expectations 4.46 4.50 4.54 4.59 4.57 4.435c A9. Plans challenging curriculum that is organized yet flexible to adapt to needs of children 4.38 4.44 4.62 4.59 4.36 4.145c A10. Plans integrate content knowledge across subjects 4.08 4.50 4.46 4.59 4.50 4.07

NAEYCStand

Domain D: Professionalism Fall 10N = 13

Spr 11N = 16

Fall 11N=13

Spr 12N=17

Fall 12 N=14

Spr 13N=14

4d D1. Demonstrates reflective practices 4.38 4.63 4.38 4.53 4.46 4.436c D2. Develops knowledge of resources available through consultation with colleagues 4.54 4.69 4.62 4.81 4.57 4.506c D3. Develops collaborative relationships with other school personnel 4.69 4.81 4.54 4.71 4.64 4.436c D4. Participates in school &/or district projects 4.31 4.60 4.69 4.62 4.38 4.25

NAEYCStand

Domain B: Learning Environment & Guidance Strategies Fall 10N = 13

Spr 11N = 16

Fall 11N=13

Spr 12N=17

Fall 12N=14

Spr 13N=14

1c B1. Creates climate that promotes fairness 4.62 4.81 4.69 4.59 4.79 4.861c B2. Models positive supportive interactions that establish rapport 4.54 4.88 4.69 4.76 4.82 4.644a B3. Builds relationships that prevent problems developing 4.38 4.81 4.69 4.71 4.79 4.464a B4. Maintains consistent & equitable standards of behavior using guidance skills 4.38 4.56 4.62 4.29 4.61 4.434a B5. Encourages children’s growth towards self-control 4.62 4.69 4.62 4.47 4.75 4.434a B6. Encourages children’s growth towards respect for others 4.62 4.75 4.69 4.65 4.64 4.574b B7. Addresses children’s challenging behaviors by using a repertoire of guidance approaches to meet ind.

needs4.08 4.38 4.38 4.12 4.29 4.07

4a B8. Manages safe & confident transitions from home to school at the beginning & end of each day 4.54 4.75 4.78 4.71 4.62 4.694a B9. Manages safe & confident transitions throughout the day 4.67 4.81 4.69 4.53 4.29 4.502b B10. Communicates with & builds relationships with families that are respectful & adaptable 4.27 4.67 4.29 4.58 4.25 4.362a B11. Demonstrates knowledge & understanding of the communities in which children live 4.31 4.60 4.62 4.44 4.29 4.362c B12. Demonstrates knowledge of various ways to involve families in children’s learning 4.08 4.25 4.63 4.10 3.86 4.002c B13. Communicates with parents about children learning. 3.90 4.60 4.50 4.43 4.17 4.206e B14. Advocates for children &/or families 4.15 4.73 4.58 4.53 4.19 4.57

NAEYCStand

Domain C Teaching Strategies & Content Knowledge Fall 10N = 13

Spr 11N = 16

Fall 11N=13

Spr 12N=17

Fall 12N=14

Spr 13N=14

4c C1. Makes learning objectives & procedures clear to children 4.31 4.88 4.69 4.53 4.25 4.434a C2. Uses relationships & varied strategies to positively influence children’s learning 4.38 4.73 4.77 4.65 4.54 4.295c C3. Encourages children to extend their thinking by engaging them in conversation, asking

thought-provoking questions, & providing additional materials & resources4.38 4.69 4.69 4.41 4.39 4.36

3c C4. Uses observation, documentation, & other forms of assessment to monitor children’s progress

4.31 4.38 4.46 4.47 4.29 4.29

4c C5. Uses class time effectively & efficiently 4.38 4.38 4.62 4.47 4.32 4.295c C6. Uses spontaneous opportunities to integrate curriculum 4.00 4.33 4.46 4.35 4.21 4.005a C7. Demonstrates content knowledge & teaching strategies for language, literacy, & literature 4.43 4.50 4.69 4.35 4.29 4.36

2a, 5a C8. Demonstrates content knowledge & teaching strategies for ELL learners a home languages 4.38 4.18 4.00 4.30 4.25 4.295a C9. Demonstrates content knowledge & teaching strategies for the arts 4.25 4.40 4.50 4.17 3.90 4.135a C10. Demonstrates content knowledge & teaching strategies for mathematics 4.33 4.63 4.62 4.53 4.25 4.005a C11. Demonstrates content knowledge & teaching strategies for science 4.31 4.56 4.77 4.47 4.21 4.145a C12. Demonstrates content knowledge & teaching strategies for social studies 4.25 4.56 4.69 4.53 4.35 4.215c C13. Embeds teaching in a context of rich oral language communication 4.33 4.50 4.69 4.53 4.39 4.364a C14. Models engagement & enthusiasm 4.69 4.81 4.85 4.76 4.71 4.573c C15. Uses monitoring as base for providing further intervention with children 4.38 4.63 4.62 4.44 4.50 4.574a C16. Provides feedback to children that helps build their confidence as learners 4.54 4.63 4.69 4.65 4.68 4.57

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2c, 6e D5. Communicates with parents about children’s learning & advocates for children & families 3.90 4.50 4.60 4.42 4.23 4.004d D6. Demonstrates influence of own reflection in changes in practice 4.23 4.69 4.42 5.59 4.64 4.366b D7. Demonstrates application of code of ethics in professional setting 4.64 4.93 4.69 4.81 4.69 4.696a D8. Upholds guidelines for dress 4.54 5.00 4.92 4.94 4.86 4.936b D9. Uses appropriate spoken written language 4.38 5.00 4.62 4.71 4.79 4.576c D10. Upholds guidelines regarding accepting using constructive criticism 4.85 5.00 4.62 4.71 4.64 4.646b D11. Upholds guidelines for attendance & punctuality 4.46 4.75 4.69 4.71 4.86 4.64

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Assessment 5 (Effects on Student Learning):

1. Description of assessment: The assignment for assessment 5 is completed in the candidates’ final semester of internship. For this assignment they choose a content area and 3 focus children at different developmental levels. As they teach these lessons for this content area, they collect copies of all assessments for these 3 children. All assessments that they use must have rubrics and they also collect copies of the completed rubrics. In the assignment candidates provide evidence for each child’s learning. Then they construct a table that summarizes the 3 children’s learning over a 10 day period. They then explain how and why they selected the assessments they did, how they used the assessments to inform subsequent teaching, how they provided feedback to children about the assessments, and how they did or could have used the assessments to communicate with parents about the child’s learning. They then explain the children’s learning and analyze the effectiveness of their own teaching.

2. Description of how this assessment aligns with standards cited in Section III: This assignment aligns with Standard 3, Observing, Documenting and Assessing. The assignment is designed to give candidates experience with a variety of practices and uses of assessment (3a, 3c). It is designed to help candidates recognize and learn to track how their teaching impacts children’s learning (3a). It also provides opportunities to understand how to use documentation (3c) and to focus on individual children’s strengths and needs for assessment purposes and also to structure subsequent teaching (3a). It requires that they demonstrate some understanding of issues of responsibility in assessment (3d). It provides a limited opportunity to consider how to communicate about assessment with families and possibly with other professionals (3b). The assignment also addresses Standard 6, Becoming a Professional. This is done in the element of reflection on teaching effectiveness (6d). However, this is a minor part of the assignment. It is indicated on the scoring guide but not checked in Section III of this report.

3. Brief analysis of the data findings: Data from 2012 indicate that students as a group are performing considerably higher than they were in 2010.

4. Interpretation of how data provide evidence for meeting standards: Although comparing the data from 2010 to 2012 indicates improvement in performance, considerably more attention was being spent in the last year on explaining directions and emphasizing the need for students to complete this assignment carefully. Students may in fact also be doing better and learning more on this assignment, but it is likely that the data better reflect changes in instructional procedures. Difficulties with our electronic data collection tool caused assignments to be scored with a different rubric in 2011 making comparisons awkward. However the data do indicate that almost all students were meeting expectations.

5 a) Assessment Tool: This assignment requires you to use your learning with respect to all 7 of the NAEYC Standards. However its major focus is on Standard 3 and 1 component of Standard 4. Internship provides you with multiple opportunities to demonstrate your

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growth in teaching effectiveness. Teaching effectiveness is understood as the effects on learning of children with specific reference to the goals and objectives for that learning (3a). Furthermore it involves providing for children with different developmental characteristics and cultural and linguistic variations, including children with disabilities ( 3c). Teaching effectiveness is grounded in assessment of children’s growth as individuals, members of families and members of cultural and linguistic communities (3b). Effective assessment is understood as grounded in the goals for children’s learning. Its purpose is to provide feedback to the teacher about how children’s learning is progressing for these goals (3a) and to guide subsequent planning of teaching to maximize learning outcomes (3c). Assessment that will accomplish these purposes will need to be varied depending on what information the teacher needs (3c). It needs to be systematic and requires thoughtful reflection (4d) for it to inform teaching and so learning (3a). Finally good assessment requires the skills to communicate with sensitivity and knowledge with families and colleagues about assessment results (3b,3d).

DirectionsThis assignment should span approximately ten days but you may decide that a longer time span is necessary. It should not be shorter as the purpose of the assignment is to demonstrate the effects of your teaching on children’s learning. The assignment will be based on documentation of either math or literacy. Decisions as to content area and time span will be decided jointly by your CT, yourself, and the faculty member teaching the Internship Seminar II. You will follow the planning – teaching – analysis cyclical process taught in Internship Seminar I, but this assignment focuses specifically on the effects of your teaching on children’s learning and the use of this information in future planning.

Specific Guidelines1. In consultation with your CT decide which content area you will work on for this assignment.2. Using the Arkansas Benchmarks and Common Core Standards identify the particular concepts, skills etc that will be the objectives of your lessons.3. Plan your lessons according to the format used by your CT for the content area. 4. Design or choose a diagnostic performance assessment for your objectives (3a).5. As you plan these lessons choose and/or design a variety of assessments that will assess children’s growth in understanding of the objectives of the lessons (3a). Examples of appropriate early childhood assessments include focused observations, checklists, work samples such as children’s drawings or written products, photographs or videotapes of children’s work, anecdotal observations, journals and other documentation including opportunities for children to assess their own learning. Remember that the focus of the assessments is to demonstrate that children are learning from your teaching and can perform tasks and/or understand concepts at the end of the 2 weeks that they could not at the beginning. 6. For each of the assessments formulate a rubric using your objectives (3c).7. Identify 3 children from whom you will collect work samples. One of these should be one who usually performs well, one about average, and one who typically is a low level performer (3c). Do not select a child who is frequently absent.8. Compile a summary of background information on your 3 focus children including gender, home language, cultural information, and special needs (3c).

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9. Using your diagnostic performance assessment collect “pre-test” data on your children (3c). 10. Teach the lessons and make your assessments (3c) modifying daily lesson plans based on daily assessment information focusing on the need to help children learn the objectives identified.11. Keep copies of all the assessments you make and collect work samples from your 3 focus children (3c). 12. If you decide that you need to modify a lesson or an assessment part way through this time period, make note of the reasons for the modifications and keep copies of the original and the revised versions. 13. Using your diagnostic performance assessment collect “post-test” data on your children (3c).

Assignment ComponentsA/ Title--The title should include subject, grade level, school, and cooperating teacher.B/ Description of children --Brief description of the 3 focus children.C/Objectives--Your objectives for the 2 weeks including the Arkansas Benchmarks and Common Core StandardsD/ Lesson plansE/ Summary of assessment information

i) Summarize the assessment strategies you used in a 3 column chart that includes the following information: the name of the assessment, the date used, and the objectives assessed (both Arkansas benchmarks and Common Core Standards) (3c). ii) Assemble for each child the collection of work samples and any other material you need to demonstrate the children’s performance and the assessment of it including the rubrics, replacing children’s names with numbers or pseudonyms ( 3c, 3d).iii) Construct a chart showing children’s “pre and post test” results to illustrate children’s learning (3c).

E/ Explanation – For each assessment i) Explain why you selected or created the set of assessments you used and how you determined the rubrics (3a). Make specific connections between the objectives and the assessment strategies. Explain differentiated choices based on individual differences of children (3a).ii) Describe how you provided feedback to children based on the assessment (3c).iii) Explain how you did or could have used the assessments to provide feedback to parents about children’s performance (3b).iv) Explain how you used the assessment data to inform subsequent teaching including any discussions you had about the results with your Cooperating Teacher or other colleagues/professionals (3a, 3c). v) With specific reference to the children’s work and your assessments, summarize and discuss the learning of these 3 children over these lessons. Integrate this discussion with your knowledge of early learning (3c).

F/ Interpretation and Reflection

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i) Analyze the effectiveness of your teaching of this unit. Ground your analysis in the objectives for your teaching. Include any changes you would make to the particular assessments used or the ways you used them and explain why you would make these changes (4d).ii) Reflection on Teaching Growth-Using your analysis as a guide, describe your strengths and areas for future development in terms of your ability to use assessment to accomplish the learning objectives and so provide for optimal learning outcomes for all children (4d).

5 b) Scoring Guide for Early Childhood Candidates’ Teaching Effectiveness and Young Children’s Learning1 - Does Not Meet Expectations 2 3 – Meets Expectations 4 5 – Exceeds Expectations

Impact on Learning

Evidence of Children’s Learning (3a)

Little evidence of children’s learning Some evidence of children’s learning Evidence of learning for all 3 children.

Quality of Assessment Information

Comprehensiveness (3a) Collection of assessment information does not contain the kind of material to analyze children’s growth over time

Collection of assessment information provides the kind of material that will allow analysis of growth over time

Collection of assessment information provides the kind of material to allow for rich and compelling analysis of growth over time

Ethics (3d) Information may not be completely anonymous &/or may be difficult for the teacher to use in planning or reporting on individual children

Information is anonymous but the teacher can trace it back to individual children

All information is completely anonymous but with a systematic system for the teacher to connect back to individual children

Understanding of a Wide Range of AssessmentsDiversity of assessment strategies (3c)

Few strategies used with little variety A range of strategies A wide range of formal & informal strategies

Explanation of choice of strategies re individual differences (3c)

Little evidence of recognition of individual differences

Recognition of individual differences is evident Recognition of individual differences of various kinds is clearly evident

Explanation of choice of strategies re learning objectives (3a)

Strategies chosen do not provide much insight into children’s learning for objectives

Strategies chosen provide insight into children’s learning for most objectives

Strategies chosen provide clear insight into children’s learning for all objectives

Providing feedback to children (3c)

Explanation of how feedback is provided to children is limited

Explanation of how feedback is provided to children is adequate

Explanation of how feedback is provided to children is comprehensive and insightful

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Providing feedback to parents (3b)

Explanation of how feedback is provided to parents is limited

Explanation of how feedback is provided to parents is adequate

Explanation of how feedback is provided to parents is comprehensive and insightful

Understanding of how to connect assessment & subsequent teaching (3a)

Explanation of how assessment informed subsequent teaching is limited

Explanation of how assessment informed subsequent teaching is adequate

Explanation of how assessment informed subsequent teaching is comprehensive and insightful

Understanding of how to use assessment information to summarize children’s learning (3c)

Cannot make use of assessment information to describe individual children’s growth

Can describe child’s growth integrating information about individual children’s previous & current learning and general knowledge of early learning

Can describe child’s growth in depth integrating information about individual children’s previous & current learning and general knowledge of early learning

Interpretation and ReflectionAnalysis of teaching effectiveness using assessment data (4d)

Analysis of teaching effectiveness is minimally linked to assessment data

Analysis of teaching effectiveness is linked to assessment data

Analysis of teaching effectiveness is clearly linked to assessment data

Reflection on teaching effectiveness (4d)

Reflection on teaching growth is limited &/or is not linked to analysis of effectiveness

Reflection on teaching growth is linked to analysis of effectiveness

Reflection on teaching growth is extensive & linked to analysis of effectiveness

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5c) Candidate data for Early Childhood Candidates’ Teaching Effectiveness and Young Children’s LearningFall 2010 Does Not

Meets Expectations

Meets Expectations


NAEYC Std.

Mean N 1 2 3 4 5

Impact on Learning 3a 3.81 21 0% 10% 24% 43% 24%Quality of Assessment Information:

Comprehensiveness 3b 3.71 21 5% 14% 24% 19% 38%Ethics 3c 3.81 21 10% 5% 19% 29% 38%

Understanding of a Wide Range of Assessments:

Diversity of assessment strategies 3b 3.29 21 10% 24% 19% 24% 24%Explanation of choice of strategies re: individual

differences3b, 3c 3.33 21 5% 10% 52% 14% 19%

Explanation of choice of strategies re: learning objectives

3b 3.71 21 5% 14% 29% 10% 43%

Providing feedback to children 3a 3.29 21 24% 5% 19% 24% 29%Providing feedback to parents 3d 3.19 21 24% 5% 19% 33% 19%

Understanding of how to connect assessment & subsequent teaching

3a, 3b 3.19 21 10% 24% 19% 33% 14%

Understanding of how to use assessment info to summarize children’s learning

3b 3.48 21 10% 19% 19% 19% 33%

Interpretation and Reflection:Analysis of teaching effectiveness using

assessment data3b 3.33 21 14% 19% 14% 24% 29%

Reflection on teaching effectiveness 5c 3.10 21 24% 14% 10% 33% 19%

Spring 2011 Does Not Meets Expectations

Meets Expectations Exceeds Expectations

NAEYC Std.

Mean SD 1 2 3

Sample Collection 3b 2.58 .52 0 5 7Rubric Development 3b 2.58 .52 0 5 7Assessment Explanation 3a 2.33 .78 2 4 6Feedback to Parents 3d 2.42 .67 1 5 6Use of Assessment To Plan Instruction 3a 2.33 .49 0 8 4Data Analysis 3b 2.58 .27 0 5 7Use of Research 3c 2.67 .49 0 4 8Self Assessment 5d 2.58 .51 0 5 7

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Fall 2011 Does Not Meets Expectations

Meets Expectations Does Not Meet Expectations

NAEYC Std.

Mean SD 1 2 3

Sample Collection 3b 2.57 .65 1 4 9Rubric Development 3b 2.43 .65 1 6 7Assessment Explanation 3a 2.5 .65 1 5 8Feedback to Parents 3d 2.57 .65 1 4 9Use of Assessment To Plan Instruction 3a 2.36 .63 1 7 6Data Analysis 3b 2.43 .65 1 6 7Use of Research 3c 2.64 .63 1 3 10Self Assessment 5d 2.64 .63 1 3 10

Spring 2012 Does Not Meets

Expectations

Meets Expectations


NAEYC Std.

Mean N 1 2 3 4 5


Comprehensiveness 3a 4.6 14 0% 0% 7% 29% 71%Ethics 3d 4.67 14 0% 0% 14% 7% 86%

Understanding of a Wide Range of Assessments:Diversity of assessment strategies 3c 4.73 14 0% 0% 0% 29% 79%

Explanation of choice of strategies re: individual differences

3c


3a 4.53 14 0% 0% 7% 36% 64%

Providing feedback to children 3c 4.33 14 0% 7% 7% 36% 57%Providing feedback to parents 3b 4.07 14 7% 0% 21% 36% 57%


3a 4.13 14 7% 0% 7% 43% 50%


3c 4.27 14 7% 0% 14% 14% 71%


assessment data4d 4.67 14 0% 0% 14% 7% 86%

80%Reflection on teaching effectiveness 4d 4.4 14 0% 0% 21% 21% 64%

Fall 2012 Does Not Meets Exceeds

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Meets Expectations

Expectations Expectations

NAEYC Std.

Mean N 1 2 3 4 5


Comprehensiveness 3a 4.66 18 0% 0% 11% 11% 78%Ethics 3d 4.94 18 0% 0% 0% 6% 94%


Diversity of assessment strategies 3c 4.66 18 0% 0% 11% 11% 78%Explanation of choice of strategies re:

individual differences3c 4.39 18 0% 0% 0% 61% 55%


3a 4.5 18 0% 0% 6% 39% 56%

Providing feedback to children 3c 4.17 18 0% 6% 11% 45% 39%Providing feedback to parents 3b 4.17 18 0% 6% 17% 33% 44%


3a 4.17 18 0% 0% 28% 28% 44%


3c 3.94 18 6% 0% 22% 33% 39%


assessment data4d 4.44 18 0% 6% 6% 28% 61%

Reflection on teaching effectiveness 4d 4.17 18 6% 0% 6% 44% 44%

Spring 2013 Assessment #5 Does Not

Meets Expectations

Meets Expectations


NAEYC Std.

Mean N 1 2 3 4 5

Impact on Learning 3a 5. 22 0% 0% 0% 0% 100%Quality of Assessment Information:

Comprehensiveness 3a 4.3 23 0% 0% 17% 34.8% 47.8%Ethics 3d 4.9 .45 4.4% 4.4% 4.3% 4.3% 91%


Diversity of assessment strategies 3c 4.39 .23 0% 0% 13% 34.8% 52.2%Explanation of choice of strategies re:

individual differences3c 4.96 23 0% 0% 0% 4.4% 95.7%


3a 4.55 22 0% 0% 4.6% 36.4% 56.5%

Providing feedback to children 3c 4.17 23 0% 0% 26.1% 30.4% 43.5%

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Providing feedback to parents 3b 4.09 23 0% 4.4% 26.1% 26.1% 39.1%Understanding of how to connect assessment

& subsequent teaching3a 3.96 23 0% 0% 30.4% 43.5% 26.1%


3c 4.36 23 4.4% 0% 8.7% 30.5% 52.2%

Interpretation and Reflection:

Analysis of teaching effectiveness using assessment data

4d 4.57 23 0% 0% 13% 17.4% 69.6%

80%Reflection on teaching effectiveness 4d 4.35 23 0% 0% 17.4% 30.4% 52.2%

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Assessment 6: Professional Portfolio

1. Description of assessment: After the completion of Internship II, candidates take Internship Seminar II. During these classes candidates construct a professional portfolio and complete materials for application for licensure and graduation. They also complete the submission of data to Chalk & Wire.

2. Description of how the assessment aligns with the standards cited in Section III: This assignment aligns with all subsections of Standard 6, Becoming a Professional. Candidates write their autobiographies along with their philosophy statements. In this document they are instructed to explain the connections between their own lives and their commitments to being an early childhood professional (6a). The section on Professional Standards requires them to compile a collection of these standards (6d) in one place for READY access and also to explain how they will use these standards in professional practice (6e). The Reference for Suspected Child Abuse also addresses Standard 6b and 6e as does part of their Philosophy Statement. The Professional Development Plan addresses Standard 6c. The Philosophy Statement requires that they integrate their understanding of their own beliefs with theory and practice including advocacy. This aligns with Standard 6d and 6e. The portfolio is also graded on correct use of written language and professional quality (6b). (Arkansas Teacher Preparation Standards include specifications for use of written and spoken language.)

3. Brief analysis of the data findings: Data indicate that most students are performing at or above expectations on items in this assignment with the exception of 1 or 2 students on 1 or 2 parts of the assignment.

4. Interpretation of how data provide evidence for meeting standards: In general, poorer performance on any aspect of this assignment is due to students missing a portion of it or not following directions carefully. There are some instances of students not meeting expectations on some components of this assignment. However closer examination of student work has shown that problems are due to difficulties with our electronic data collection tool which caused students work to be scored with a different rubric in 2011 On both rubrics a majority of students met or exceeded expectations on the content of this assignment.

5. Assessment Documentation5a) Assessment Tool: This assignment will reflect your understanding on a large part of the NAEYC Standard 6, Becoming a Professional. Throughout your program you have been immersed in the concept of becoming a professional in the field of Early Childhood Education (6a). You know that being a professional involves many different aspects of daily practice and interaction in and out of schools. You also understand that the nature of a professional (6b) is about handling yourself and all your actions and interactions in a professional way. It requires that you understand how to draw on various resources to create the most positive learning environments for children (6e). You also know that it is understanding your responsibilities and the accountability you have to different standards, professional positions, and the knowledge base of the field (6b, 6d) and that all decisions are made based on this

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foundation (6d, 6e). Similarly being an early childhood professional means understanding how to advocate for diverse children and families (6e). You also know it involves reflective and collaborative planning for your ongoing growth as a professional (6c). Finally, you are expected to be able to clearly and succinctly explain, demonstrate, or provide key components of your professional identity (6a). This assignment provides you the opportunity to compile a number of documents that reflect these qualities of you as a professional into a single portfolio. The portfolio will also provide you with a useful resource in your search for your first job as a professional and also as a ready resource for key components of your professional responsibilities in your first years as a teacher. You already have some of these documents. Others will be constructed in the context of this assignment. The documents are of 4 kinds: Personal Information, Professional Information, Professional Documentation, and Performance Documentation. Once these documents are all collected you will be constructing an electronic portfolio and entering the documents into it. Directions:

Personal InformationAutobiography: Write a simple autobiography of 1-2 pages. Although this should be the first item in your portfolio, you should write this either after you have written your philosophy statement or at the same time. The autobiography should provide the background experiences that have developed in you the kinds of values and beliefs that are the foundation of your philosophy statement and of your identification as an early childhood professional. This information will help convince the reader of your convictions as they see their origins. Experiences related in the autobiography should provide a background to your Views on the Nature of Humans and Goals for Humans in your philosophy statement. Possible types of experiences could include values you learned as a child, significant experiences you have had with others, views on global issues etc. (5a).

Professional InformationProfessional Standards: Construct a document that includes all the professional standards which guide your practice and also to which you are held accountable. These include NAEYC standards, the Statement of Commitment from the NAEYC Code of Ethics, the Common Core Standards, and the websites for the Arkansas Benchmarks for K-4 and the Arkansas Frameworks for PreK. Describe briefly how you will use these standards as a practitioner (6b).

Resource Guide for Related Professionals and Agencies: You already are familiar with some other types or groups of professionals and agencies that you can use as a resource or to which you can refer a colleague or a family. You should spend some time as you finish up internship adding to this collection by making inquiries in the school and following up with phone calls to other community contacts. You may also find websites that you could add to your guide. These guides will differ across candidates as you will want to compile them specifically for the community in which you plan on teaching although there will be some that are state wide or possibly regional or national. For example you would all want to include the websites for NAEYC and the Arkansas Division of Child Care (6e).

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Quick Reference for Suspected Child Abuse Reporting: Include in this component the definition of a mandated reporter, a brief description of indicators of child abuse, the DOs and DON’Ts for when a child discloses abuse, and the Arkansas Child Abuse Hotline Number. This information is all in the handout you receive in the course during the workshop on this topic. Write a plan for your actions if any of these are identified (6e).

Professional DocumentationProfessional Resume: Choose a format for a resume. Professional Resume Format provided by MS Word is one such format. It must include educational background and any work experience with details of length of time employed and responsibilities. Formatting should use formatting features such as headings, bold, and font size to support the clarity of information for the reader. Multiple font styles are not likely to be a good feature. Simplicity is a good guide.

Philosophy Statement: In class we will be spending time discussing the various components of a philosophy statement and helping you articulate your beliefs and understandings for each component and how to construct the overall document. The components are: Views of Human Nature, Views of Goals for Humans, Goals for Education, Teaching Methods, Curriculum, A Summary of Ethical Guidelines for Practice, and A Summary of Approaches for Advocacy. The first 2 sections should connect back to your autobiography at least in part. All sections need to connect to each other. For example your goals for humans should be reflected in your goals for education (6d, 6e).

Transcript: Scan a copy of your UALR transcript to make up a transcript document. Make sure the scans are oriented appropriately and are in the appropriate size such that the reader does not have to make various adjustments in order to view them.

Praxis Scores: Scan in all your Praxis I and II scores. Again check for orientation and magnification.

List of School/Classroom Field Placements: Construct a chart detailing each school district, school, cooperating teacher and grade level.

Professional Development Plan: Use the format and rubric provided in class to construct your plan. We will spend time in class discussing each section. The components are: Sources of feedback about performance, Strengths, Areas For Improvement, Plan for Improvement, and Sources For Further feedback about your Improvement (6d). The plan is to be written up as bulleted points in a chart. The other sections are to be written in paragraph format with complete sentences.

Reference List: List 3 professional references providing name, position, address, phone # and email contact FOR EACH.

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Performance DocumentationElectronic Portfolio: In the seminar you will receive instruction on how to construct an electronic portfolio. Once this is complete, you can start entering your documents into your electronic portfolio. Once that is complete, use the scoring guide to check that the portfolio meets the expected standards. Note that the scoring guide provides standards for all documents in the portfolio and additional specific standards for the autobiography, resource guide, quick reference, philosophy statement and the professional development plan.

b) Scoring Guide Scoring Guide for Professional Portfolio

1

Does Not Meet Expectations

2 3

Meets Expectations

4 5


Professional Quality of Portfolio

Comprehensiveness (6b) More than 1 document is missing &/or placed in the incorrect section &/or incomplete

1 document is missing or in the incorrect section &/or is incomplete

All documents are present in correct sections & complete

Formatting of Documents (6b) Documents make little use of bullets &/or headings &/ or other formatting to display information

Documents make some use of bullets &/or headings &/ or other formatting to display information

Documents make effective use of bullets &/or headings &/ or other formatting to display information clearly

Writing Mechanics (6b) More than 9 spelling &/or grammar errors 3-6 spelling &/or grammar errors No spelling or grammar errors

Navigation (6b) More than 6 problems navigating &/or reading the portfolio

3 problems navigating &/or reading documents in the portfolio

Links are clearly visible & all correctly linked. Reader does not need to search for any item. Items are all readable without adjustment & correctly oriented.

Presentation (6b) Formatting is inconsistent throughout the documents and distracts from the clarity of the information

Formatting is generally consistent &/or generally adds to clarity of the information

Formatting is consistent and adds to the clarity of the documents

Autobiography

Content (6a) No descriptions of experiences ground candidate’s identity as an early childhood professional

Most descriptions of experiences ground candidate’s identity as an early childhood professional

All descriptions of experiences ground candidate’s identity as an early childhood professional

Professional Standards

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Content (6b) Candidate shows no evidence of how standards translate into practice

Candidate generally shows evidence of understanding how these translate into practice

Candidate shows exceptional evidence of understanding how standards translate into practice

Resource Guide

Content (6e) Guide is inadequate as a resource Guide provides multiple resources Guide provides a very detailed resource

Quick Reference for Suspected Child Abuse

Content (6e) Candidate demonstrates lack of understanding of how to apply knowledge in practice

Candidate demonstrates understanding of how to apply knowledge in practice

Candidate demonstrates exceptional understanding of how to apply knowledge in practice

Philosophy Statement

Content (6e) More than 4 elements of the philosophy statement are missing

Two elements of the philosophy statement are missing

All 7 elements of the philosophy statement are discussed

Accuracy of Information (6d) Some theories & concepts represent misconceptions

All theories & concepts are represented clearly

All theories & concepts are represented exceptionally clearly

Comprehensiveness (6d) Elements are generally not well developed Most elements are well developed Elements are all exceptionally well developed

Coherence – Internal (6d) Less than 3 elements are logically connected to others

5 elements are logically connected to others

All elements are logically connected to others

Coherence – External (6d) No logical connections to the autobiography are made

Logical connections to the autobiography are made

Logical connections to the autobiography are exceptionally clear

Professional Development Plan

Content (6c) More than 1 section of the plan is missing 1 section of the plan is missing All sections of plan are addressed

Comprehensiveness (6c) More than 1 section is not well developed 1 section is not well developed All sections are well developed

Coherence (6c) Areas for improvement are not connected to the plan for improvement

Areas for improvement are not completely linked to the plan for improvement

Areas for improvement are linked to the plan for improvement

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5 c) Candidate Data Candidate Data for the Professional Portfolio – Fall 2010

Does Not Meets

Expectations

Meets Expectations

Exceeds Expectation

s NAEYC

Std.Mean N 1 2 3 4 5

Professional Quality of Portfolio: Comprehensiveness 6b 3.45 20 10% 5% 45% 10% 30%

Formatting of Documents 6b 3.90 20 0% 5% 5% 85% 5%Writing Mechanics 6b 4.50 20 5% 5% 0% 15% 75%

Navigation 6b 4.25 20 15% 0% 0% 15% 70%Presentation 6b 4.05 20 0% 0% 5% 85% 10%

Autobiography: Content 6a 4.80 20 0% 0% 5% 10% 85%Professional Standards: Content 6b 3.00 20 0% 0% 100% 0% 0%Resource Guide: Content 6e 3.42 19 5% 14% 11% 21% 32% Quick Reference for Suspected Child Abuse

6e 3.05 19 0% 0% 95% 5% 0%

Philosophy Statement: Content 6d 2.90 20 5% 0% 95% 0% 0%

Accuracy of Information 6d 3.70 20 0% 10% 15% 70% 5%Comprehensiveness 6d 3.85 20 0% 5% 15% 70% 10%

Coherence - Internal 6d 3.10 20 0% 10% 70% 20% 0%Coherence - External 6d 3.30 20 5% 5% 45% 45% 0%

Professional Development Plan Content 6c 4.85 20 0% 0% 5% 5% 90%

Comprehensiveness 6c 4.20 20 0% 0% 5% 70% 25%Coherence 6c 5.00 20 0% 0% 0% 0% 100%

Candidate Data for the Professional Portfolio -Spring 2011NAEYC Standard

Mean SD Does Not Meet Expectations

Meets Expectations


Professionalism 5a 5b 3.89 1.05 0 0 5 0 4


5a 5b 5d 5e 4.42 .93 0 0 0 7 5

Professional development

Plan

5c 4.33 .52 0 0 0 5 2

Candidate Data for the Professional Portfolio -Fall 2011

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NAEYC Standard

Mean SD Does Not Meet Expectations

Meets Expectations


Professionalism 5a 5b 4.33 1.41 1 0 1 0 7


5a 5b 5d 5e 4.11 .93 0 1 0 5 3

Professional development

Plan

5c 4.67 .71 0 0 1 1 7

Candidate Data for the Professional Portfolio – Spring 2012 Does Not

Meets Expectations

Meets Expectations


NAEYCStd.

Mean N 1 2 3 4 5




Autobiography: Content 6a 4.73 15 0% 0% 6% 13% 80%Professional Standards: Content 6b 4.27 15 6% 0% 6% 33% 53%Resource Guide: Content 6e 4.27 15 0% 0% 6% 60% 33%Quick Reference for Suspected Child Abuse

6e 3.8 15 2% 0% 13% 67%

Philosophy Statement:Content 6d 5.0 15 0% 0% 0% 0% 100%



Professional Development PlanContent 6c 4.6 15 6% 0% 0% 6% 87%


Candidate Data for the Professional Portfolio – Fall 2012

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Does Not Meets

Expectations

Meets Expectations


NAEYCStd.

Mean N 1 2 3 4 5




Autobiography: Content 6a 5.0 18 0% 0% 0% 0% 100%Professional Standards: Content 6b 4.44 18 0% 0% 0% 56% 44%Resource Guide: Content 6e 4.44 18 0% 0% 22% 11% 67%Quick Reference for Suspected Child Abuse

6e 4.56 18 0% 0% 0% 44% 55%

Philosophy Statement:Content 6d 4.78 18 0% 0% 11% 0% 89%



Professional Development PlanContent 6c 4.67 18 6% 0% 6% 0% 89%


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Candidate Data for the Professional Portfolio – Spring 2013 Does Not Meets

Expectations Meets

Expectations Exceeds

Expectations

NAEYCStd.

Mean N 1 2 3 4 5

Professional Quality of Portfolio: Comprehensiveness 6b 4.65 20 0% 0% 0% 35% 56.5%

Formatting of Documents 6b 4.78 23 0% 0% 4.3% 13% 82.6%Writing Mechanics 6b 4.22 23 4.3% 0% 17.4% 26.1% 52.2%

Navigation 6b 4.77 13 0% 7.7% 7.7% 23% 61.5%Presentation 6b 4.91 23 0% 0% 4.3% 0% 95.7%

Autobiography: Content 6a 4.87 23 0% 0% 4.3% 4.3% 91.3% Professional Standards: Content 6b 4.39 23 0% 0% 17.4% 26.1% 56.5% Resource Guide: Content 6e 4.32 22 0% 4.6% 18% 18% 59.1% Quick Reference for Suspected Child Abuse 6e 4.27 22 0% 0% 22.7% 27.3% 50% Philosophy Statement:

Content 6d 5 23 0% 0% 0% 0% 100%Accuracy of Information 6d 4.6 23 0% 0% 0% 39.1% 60.9%

Comprehensiveness 6d 4.52 23 0% 0% 0% 47.8% 52.2%Coherence - Internal 6d 4.83 23 0% 0% 4.3% 8.7% 87%Coherence - External 6d 4.83 23 0% 0% 0% 17.4% 82.6%

Professional Development Plan

Content 6c 5 23 0% 0% 0% 0% 100%Comprehensiveness 6c 4.87 23 0% 0% 0% 13% 87%

Coherence 6c 4.74 23 0% 0% 8.7% 8.7% 82.6%

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Assessment 7(Optional): Child Study

1. Description of assessment: In this assignment candidates make multiple observations of a child with exceptionalities who is placed in a special needs center and documenting these observations. It also involves planning activities for the child based on the documented observations and creating a professional presentation of the child study. The child study also requires the candidates to demonstrate their knowledge of ethical and legal issues.

2. Description of how this assessment aligns with standards cited in Section III: This assignment aligns with all subsections of Standard 3, Observing, Documenting, and Assessing and Standard 1, Promoting Child Development and Learning. Candidates must demonstrate their understanding of the goals, benefits, and uses of assessment (3a) and observation, documentation, and other appropriate assessment tools and approaches to make educated decisions (3b). In addition to these skills, candidates must demonstrate their understanding and ability to practice responsible assessment (3c) by following ethical guidelines, and (3d) understanding of partnerships with families and other professionals, to support children’s development and learning. In the assignment candidates also demonstrate their understanding of children (1a) and their development and learning (1b). They demonstrate their understanding of developmentally appropriate practice (1c) through planning of activities (4b, 4c). Lastly, candidates will demonstrate their professionalism by presenting their Child Study in a meaningful and organized manner with few grammatical errors . (Arkansas Teacher Preparation Standards include specifications for use of written and spoken language.) The presentation also reflects collaboration with other professionals (6c). Candidates are expected to maintain confidentiality in all aspects of this assignment. Failure to maintain confidentiality as agreed upon on the Consent Form would result in a zero, which would in turn result in him or her failing the class (6b).

3. Brief analysis of the data findings: Between 2010 and 2012 all candidates scored “Meets” or “Exceeds Expectations” in all elements of the Child Study except for “professional presentation” (Several students were not able to present due to extenuating circumstances). Candidates scored a mean between a 4.7 and a 4.9 in all sections of the study. The Introduction requires the candidate to introduce the site, cooperating teacher, and child in addition to analyzing the child’s IEP/IFSP. All candidates scored “Meets” or “Exceeds Expectations” in the Planning Section of the assignment. They demonstrated their ability to plan meaningful curriculum by linking these lessons to the background of the child and connecting them to the family or knowledge they gained from the family. One hundred percent of candidates demonstrated strong skills in the sections of Observation Data (Mean 4.8), Planning (4.8), Summary of Findings (4.9), and Professional Presentation (4.7). Likewise, between 72% and 83% of candidates “Exceeded Expectations” under standard 5 planning a meaningful curriculum in the content areas.

During the school year 2012-13 students scored considerably lower. We attribute this change to the fact that over 3 years, we had 3 different instructors. The fact that the scores varied widely suggests that the rubric needs revision, rather than the students have changed significantly. This project/rubric will be revised in 2013.

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4. Interpretation of how data provide evidence for meeting standards: The data from this assignment reflect that candidates are competent on the elements of Standard 3, Observing, Documenting and Assessing, Standard 1, and Promoting Child Development and Learning, and Standard 5 Growing as a Professional. Between 83 and 85.6% of candidates exceeded expectations in understanding the goals, benefits, and uses of assessment while at least 91% of candidates exceeded expectations in observation, documentation, and other appropriate assessment tools and approaches to making educated decisions. In addition to these skills, over 88.6% of candidates exceeded expectations in demonstrating their understanding and practicing of responsible assessment by following ethical guidelines. Data also indicate that all candidates are meeting expectations for sensitivity and communication skills although sensitivity has the lowest percentage of candidates scoring highly at Exceeds Expectations.

5. Assessment Documentation5 a) Assessment Tool: Throughout the early childhood program you have been immersed in the concept of teaching and learning. You will complete this child study with a child with a diagnosed disability. This assignment will predominantly reflect your understanding of NAEYC Standard 3, Observing, Documenting, and Assessing to Support Young Children. Through previous coursework and field experience, you know that in order to effectively teach and individualize instruction, you must establish a strong rapport with the child and be able to assess his/her individual needs. Effective teaching also requires that you understand the goals, benefits, and uses of assessment (3a) and observation, documentation, and other appropriate assessment tools and approaches (3c) to make educated decisions. In addition to these skills, you are expected to demonstrate your understanding and practicing of responsible assessment (3d) by following ethical guidelines. As well, you will demonstrate your ability to form partnerships with families and other professionals, to support children’s development and learning (3b). This assignment will also reflect your understanding of Standard 1, Promoting Child Development and Learning. It requires that you develop good understanding of the child (1a), influences on his/her development (1b), and understanding how to create developmentally appropriate activities for him or her (1c).

This assignment requires that you compile a number of documents that reflect the above mentioned qualities into a child study. The child study will provide you the opportunity to spend a substantial amount of time working extensively with a child with a disability. Your time will be spent observing the child and compiling meaningful information about him/her and his/her educational setting. It requires interviewing/collaborating with the parent(s)/guardian(s) and all professionals working with the child in and out of the educational setting (5c). It also requires conducting activities with the child. Finally, you will compile this wealth of information into an in-depth paper and professional presentation which will be presented to your peers (6c) in a PowerPoint Presentation. It is our privilege to have the opportunity to work closely with “someone’s child” on this in-depth assignment. Upholding ethical standards and other professional guidelines is imperative to the integrity and quality of this assignment. Confidentiality is essential to the success of this child study and violation of this confidentiality will result in earning a zero on the assignment and an F in the class.

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This child study will be completed over the course of the semester and submitted in a 1” binder with dividers labeled with the different sections of the child study as listed in the checklist below. The child study will be uploaded into Chalk and Wire and submitted to your SPED 4301 instructor. The Parent Interview (which is completed earlier in the semester) must be included in the binder but is uploaded into Chalk and Wire as a different assignment. The maximum score for this child study is 100 points and will be assessed using the scoring guide. Candidates must obtain a score of 75 or greater in order to pass. If the candidate scores less than 75 points, he/she will meet with the course instructor and discuss the strengths and weaknesses and develop a plan of action to make needed revisions.

InstructionsBelow is a description of each section of the child study. You will receive in class and electronically a packet of the necessary forms to complete this assignment.

Required Documents: The first section of the child study consists of three items that do not add points but points may be deducted if they are not included. The first item is the consent form (included in packet) signed by the parent/guardian, classroom teacher, and director giving permission for you to carry out all the requirements of the child study. If the consent form is not included, you will receive a zero for the entire assignment and fail the course. The second item is your time log (included in packet). You are required to visit the center a minimum of four times. Your cooperating teacher will need to sign the time log each visit. The third item is photographs of the child either provided by the parent/guardian or that you took. Permission to use photographs must be indicated on the consent form.

Introduction (10 points): Write a 2-3 page introduction. Although this is an introduction to the entire study, you should write it after you have completed the child profile, classroom profile, and have read the child’s IEP/IFSP. The introduction must describe the child’s system influences (family information). It must also include the school/classroom characteristics including demographics (race, family dynamics, native language, socioeconomic status) and physical description. The introduction must also list the staff members that provide services in the classroom throughout the week. This section must also include the child and classroom profiles. Information regarding the child’s disability, individualized services, and modifications taken from the child’s IEP/IFSP must be included. If permission is given on the consent form, also include a copy of the IEP/IFSP. This information will illustrate the background from which the child is coming and establish an overall vision of the child. Observation, Documentation, and Interviews (40 points): In the packet there is the Arkansas Early Childhood Education Framework Developmental Rating Scale, 2004 which you must complete for your child. Also in the packet is information that will guide you through the completion of the scale. You may handwrite directly on the copy of the scale to record your observations and conversations with parents/guardians/professionals. Take extensive notes with clear descriptions each time you visit the school and/or speak with someone about your child. You will not observe every component, but much information may be obtained from the parent/guardian or professional working with the child. This documentation will serve as the basis for your summary of findings and must be VERY thorough!!! In this section of the child study, you will also include the parent and CT interviews (forms for these are in

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the packet), and any other types of documentation you may have obtained, including your child’s work samples as directed in the packet.

Planning (20 points): In this section of the child study, you will include a copy of your CT’s lesson plans for a week and indicate whether or not they were individualized for your child. Next include two detailed lesson plans written by you using the Instructional Planning Guide that will be given in class. These lessons are to be individualized for your child. Also to be included are two activities that you plan and do with your child. These activities may be fine or gross motor, arts or crafts or any other appropriate activity that you choose. Activities are to be written in paragraph form. You may obtain them from a website or other source, or you may design them yourself. Directions for a metacognitive activity are in the packet. If your child cannot complete the metacognitive activity, plan and complete a third generic activity.

Summary of Findings (20 points): Use all documentation collected throughout your child study to complete an overall summary of your child’s development. Each of the five domains in the Developmental Rating Scale must be comprehensively addressed. This summary section must be written in APA Style and be approximately 4-7 double spaced pages. No abstract is required.

Professional Presentation (10 points): You will present your child study to the class in a PowerPoint Presentation (7-10 Minutes). You should dress professionally, have all materials prepared and arrive ready to make your presentation on time. The presentation must be interesting as well as informative. Articulate information in a creative, meaningful way which addresses each of the sections above. Present the information in a manner that enables the audience to “visualize” the child across all domains and demonstrates your ability to collaborate with professionals in developing an individualized plan for a child. Your presentation must be thorough, creative, and meaningful. In your completed child study include a printed copy of your PowerPoint. This professional presentation should demonstrate your exemplary use of Standard English.

5 b) Scoring GuideScoring Guide for Child Study

NAEYC Standard/

Item

Does Not Meet Expectation1 2

Meets Expectation3 4

Exceeds Expectation5

Introduction-10 PointsInformation summary is inadequate, unnecessary, and/or inappropriate and does not adequately set up the observation data.

Appropriate information about the children with exceptionalities and the educational situation sets up the observation data.

An especially clear, pertinent, and meaningful summary about the children with exceptionalities and the educational situation, which exceptionally sets up the observation data.

3c 3d Inappropriate observation methods are used and legal and ethical issues, especially those involving confidentiality, are not upheld.

Appropriate observation methods are used and legal and ethical issues, especially those involving confidentiality, are upheld.

Exemplary observation methods are used and legal and ethical issues, especially those involving confidentiality, are highly maintained and explained.

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Observation Data-40 Points

3cRaw observation data and data from Developmental Rating Scale are either not presented or it is incomplete, inadequate or not understandable. Observation narrative is inadequate, inappropriate, unrealistic, or not readable or understandable.

Raw observation data and data from Developmental Rating Scale are presented (as described in the assignment sheet) and the observation narrative is a readable, descriptive picture of the child, places, and events.

Raw observation data and data from Developmental Rating Scale are exceptionally presented (as described in the assignment sheet) and the observation narrative is a highly readable, descriptive picture of the child, places, and events.

3c The narrative does not make sense or does not provide enough information to understand people, places, or events. Interpretations made are not clearly marked as coming from the observer.

Narrative makes sense and provides enough information to adequately understand the people and the program and the events observed.

Narrative makes a good holistic sense and provides exceptionally pertinent information for a good, meaningful understanding of the people and the program and the events observed.

3c The narrative is not presented chronologically or thematically (or both), nor presents a realistic portrayal of the children and the educational program.

The narrative is presented either chronologically or thematically (or both), but presents a realistic portrayal of the children and the educational program.

The narrative is exceptionally presented either chronologically or thematically (or both), but presents a good, meaningful, and realistic portrayal of the children and the educational program.

3c 1a Documentation on the Developmental Rating Scale is not detailed nor lends insight into the child and his/her disability.

Documentation on the Developmental Rating Scale is adequate and lends insight into the child and his/her disability.

Documentation on the Developmental Rating Scale is exceptional and detailed lending insight into the child and his/her disability.

3c Meanings and interpretations are inappropriate or unprofessional and does not professional knowledge base.

If interpretations are made, they are marked or worded as the observer’s interpretation. Meanings and interpretations reflect professional knowledge base.

If interpretations are made, they are clearly marked or worded as the observer’s interpretation. Meanings and interpretations reflect professional knowledge base exceptionally well.

3d Legal and ethical issues are not upheld and candidate shows little evidence of responsible assessment. .

Legal and ethical issues, especially those involving confidentiality, are upheld and candidate practices responsible assessment.

Legal and ethical issues, especially those involving confidentiality, are strictly upheld and candidate consistently practicing responsible assessment

3c Seldom establishes and maintains assessment/observations with sensitivity and sound knowledge that contributes positively to the understanding of the child.

Most times establishes and maintains assessment/observations with sensitivity and sound knowledge that contributes positively to the understanding of the child.

Consistently establishes and maintains assessment/observations with sensitivity and sound knowledge that contributes positively to the understanding of the child.

3b Exhibits minimal core skills in communicating with families and colleagues.

Exhibits core skills in communicating with families and colleagues.

Exhibits exceptional core skills in communicating with families and colleagues.

Planning-20 Points4c, 1a, 1c Lessons and activities are not individualized and

developmentally appropriate and address few of the Pathwise Domains A-Planning, B-Learning Environment and Guidance Strategies, and C-Teaching.

Most lessons and activities are individualized and developmentally appropriate address most of the Pathwise Domains A-Planning, B-Learning Environment and Guidance Strategies, and C-Teaching for Children’s Learning.

All lessons and activities are individualized and developmentally appropriate and thoroughly address each of the Pathwise Domains A-Planning, B-Learning Environment and Guidance Strategies, and C-Teaching for Children’s Learning.

2b 1b 1c Plans and activities show few connections with families and reflect your knowledge and minimal understanding of developmentally appropriate practice.

Most plans and activities show connections with families and reflect your knowledge and understanding of developmentally appropriate practice.

Plans and activities consistently show connections with families and reflect your knowledge and understanding of developmentally appropriate practice.

5b Few plans or activities reflect your understanding of the importance, central concepts, inquiry tools, and structures of content areas or academic disciplines.

Most plans reflect your understanding of the importance, central concepts, inquiry tools, and structures of content areas or academic disciplines.

Plans and activities consistently reflect your understanding of the importance, central concepts, inquiry tools, and structures of content areas or academic disciplines.

4d 5c Plans or activities seldom utilized meaningful curriculum by using your own knowledge and

Most plans and activities consistently utilize meaningful curriculum by using your own knowledge and other resources

Plans and activities consistently utilize meaningful curriculum by using your own knowledge and other

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other resources to design, implement, and evaluate meaningful, challenging curriculum to promote positive outcomes.

to design, implement, and evaluate meaningful, challenging curriculum to promote positive outcomes.

resources to design, implement, and evaluate meaningful, challenging curriculum to promote positive outcomes.

Summary of Findings-20 pointsStatements do not connect with the observations. Meanings and explanations of what took place do not flow with the statements of possible teaching and management methods to be used in the future.

Relevant and understandable connections with the observations. Meanings and explanations of what took place flow with the statements of possible teaching and management methods to be used in the future based on responses.

Highly salient, relevant, and understandable connections with the observations. Meanings and explanations of what took place flow exceptionally well with the explanations and reflective statements of possible teaching and management methods to be used in the future based on the observations and interpretations.

3c Meanings and interpretations do not attempt to understand people and events in a meaningful way.

Meanings and interpretations adequately attempt to understand people and events in a meaningful way.

Meanings and interpretations are an exceptional attempt to understand people and events in a highly meaningful way.

4c The statements do not represent best practices in the professional knowledge base and are not connected to accepted professional theories.

These methods represent best practices in the professional knowledge base and are connected to accepted professional theories.

These methods represent best practices in the professional knowledge base and are well-connected to accepted professional theories.

Professional Presentation-10 Points

6aOverall Presentation to the class did not meet standard. Candidate did not appear in a professional manner and was unable to articulate information in a meaningful or organized manner.

Average Overall presentation. Candidate dressed appropriately and articulated information in a way in which audience was able to understand the child.

Exemplary overall presentation. Candidate dressed professionally, articulated information in a creative, meaningful way which held the classes’ attention. Presented information in a manner that audience was able to “visualize” the child.

6c Power Point Presentation was poorly organized and the class was left with an unclear understanding of the child. Candidate may have been late for class. Presentation did not demonstrate that you collaborated with others to gain knowledge and understanding of your child.

Power Point Presentation met criteria, but did not exceed expectation. Candidate was prepared and organized, including being on time for class. Presentation demonstrated that collaborated adequately with others to gain knowledge and understanding of your child.

Power Point Presentation was thorough, creative, and meaningful. Candidate was prepared and organized, including being on time for class. Presentation demonstrated that you consistently collaborated with others to gain knowledge and understanding of your child.

Numerous word choice, grammar and punctuation errors which are not from observation.

A few word choice, grammar and punctuation errors that are not from observation.

Exemplary use of conventions of English, unless “errors” are part of natural observation

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5 c) Candidate Data

Child Study Project Fall 2012 -Spring 2013 (Combined N =28)

Item NAEYCStandard Mean

Doesn’t Meet Expectations

1 2

Meets Expectations

3 4


5

Introduction

Site and student info 3.4 0% 3% 57% 43% 3%

Observation/assess info 3c 3d 3.5 0% 3% 50% 10% 83%

Observation DataAdequacy of data 3c 3.7 0% 0% 43% 46% 10%

Adequacy of info in narrative 3c 3.8 0% 0% 36% 50% 14%

Trustworthiness of narrative 3c 3.7 0% 0% 36% 50% 14%

Dev. Rating Scale 3c, 1a 3.7 0% 0% 43% 46% 10%

Interpretations from data 3c 3.8 0% 0% 36% 50% 14%

Legal & ethical issues 3d 3.7 0% 0% 43% 46% 10%

Sensitivity 3c 3.8 0% 0% 36% 50% 14%

Communication skills 3b 3.7 0% 0% 43% 46% 10%

PlanningAppropriateness of lessons and activities 4c, 1a, 1c 3.8 0% 0% 36% 50% 14%

Connection to families and dev. appropriateness

2b 1b 1c 3.3 0% 10% 46% 43% 0%

Content areas 5b 3.4 0% 10% 43% 43% 3%

Meaningful curriculum 5c 3.3 0% 10% 46% 43% 0%

Summary of FindingsConnection to data 3a 3.4 0% 10% 43% 43% 3%

Meanings and interpretations 3c 3.5 0% 0% 54% 43% 3%

Relation of methods to best practices 4c 3.5 0% 0% 57% 36% 7%

Professional PresentationProfessionalism 6a 3.5 0% 0% 57% 39% 3%

Collaboration and Organization 6c 3.5 3% 0% 57% 36% 7%


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1 2

Meets Expectations

3 4


5

Introduction

Site and student info 4.8 0% 0% 7% 10% 83%

Observation/assess info 3c 3d 4.8 0% 0% 7% 10% 83%

Observation DataAdequacy of data 3c 4.8 0% 0% 0% 24% 76%

Adequacy of info in narrative 3c 4.8 0% 0% 3% 14.% 83%

Trustworthiness of narrative 3c 4.9 0% 0% 0% 10% 90%

Dev. Rating Scale 3c, 1a 4.8 4% 0% 0% 17% 83%


Legal & ethical issues 3d 4.8 0% 0% 0% 17% 83%

Sensitivity 3c 4.9 0% 0% 0% 10% 90%

Communication skills 3b 4.9 0% 0% 0% 7% 93%



2b 1b 1c 4.9 0% 0% 0% 14% 86%

Content areas 5b 4.7 0% 0% 0% 28% 72%

Meaningful curriculum 5c 4.8 0% 0% 0% 17% 83%

Summary of FindingsConnection to data 3a 4.8 0% 0% 0% 17% 83%

Meanings and interpretations 3c 4.9 0% 0% 0% 14% 86%

Relation of methods to best practices 4c 4.9 0% 0% 0% 10% 90%

Professional PresentationProfessionalism 6a 4.9 3% 0% 0% 0% 97%

Collaboration and Organization 6c 4.7 3% 0% 0% 14% 83%


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1 2

Meets Expectations

3 4


5

Introduction

Site and student info 4.8 0% 0% 5.7% 11.4% 82.9%

Observation/assess info 3c 3d 4.8 0% 0% 5.7% 11.4% 82.9%

Observation DataAdequacy of data 3c 4.8 0% 0% 0% 22.9% 77.1%

Adequacy of info in narrative 3c 4.8 0% 0% 2% 14.3% 82.9%

Trustworthiness of narrative 3c 4.9 0% 0% 0% 11.4% 88.6%

Dev. Rating Scale 3c, 1a 4.9 4% 0% 0% 14.4% 85.7%


Legal & ethical issues 3d 4.9 0% 0% 0% 14.3% 85.7%

Sensitivity 3c 4.9 0% 0% 0% 11.4% 88.6%

Communication skills 3b 4.9 0% 0% 0% 8.6% 91.4%



2b 1b 1c 4.9 0% 0% 0% 14.3% 87.5%

Content areas 5b 4.7 0% 0% 0% 25.7% 74.3%

Meaningful curriculum 5c 4.8 0% 0% 0% 17.1% 82.9%

Summary of FindingsConnection to data 3a 4.9 0% 0% 0% 14.3% 85.7%

Meanings and interpretations 3c 4.9 0% 0% 0% 11.4% 88.6%

Relation of methods to best practices 4c 4.9 0% 0% 0% 11.4% 88.6%

Professional PresentationProfessionalism 6a 4.9 2.9% 0% 0% 0% 97.1%

Collaboration and Organization 6c 4.7 2.9% 0% 2.9% 11.4% 82.9%

Assessment 8: Family Observations and Interviews

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1. Description of assessment: In this assignment, candidates must provide evidence that they can observe, interview and establish positive relationships with parents. To that end, candidates observe and interview parents to gather information that can be of use to explain the family’s and the child’s levels of functioning. This assignment is used to determine whether candidates can identify and address specific concerns related to the family’s level of functioning and its influence on their child and/or children. The assignment requires candidates to identify family characteristics and to create strategies to increase parental involvement based on those characteristics. It is emphasized to the candidates that communication must be reciprocal between them and the child’s family. In addition items were added to the interview to reflect emphasis in multicultural values and perceptions.

2. Description of how this assessment aligns with standards cited in Section III: This assessment aligns strongly with Standard 2, Building Family and Community Relationships and also with Standard 1, Promoting Child Development. The assignment is grounded in the candidate’s ability to understand young children’s characteristics (1a) and influences on their development (1b). It also requires the candidates to apply their knowledge of developmentally appropriate practice (4c). It reflects candidates’ competencies in obtaining knowledge and understanding of the family and community (2a). It also demonstrates their ability to support and empower families (2b) and their understanding of how communities can help parents, through respectful reciprocal relationships, in providing for their children’s needs (2b). In addition, it provides the candidate the opportunity to demonstrate his or her ability in working with parents in order to facilitate their children’s development and learning (2c). Two items scored on the scoring guide align with Standard 6b. These items evaluate the upholding of other professional guidelines. (Arkansas Teacher Preparation Standards include specifications for use of written and spoken language.) These items are a small part of the assignment and so Standard 6 is not checked in Section III of this report.

3. Brief analysis of the data findings: The majority of candidates scored “Meets” or “Exceeds Expectations” in all elements. Means range between 3 and 4.4 across the elements of the assignments. Over 60% of candidates exceeded expectations in the Introductory and Interview Data sections of the Interview. Candidates had the most difficulty with Recommendations for Future Applications expectations. Frankly, an unacceptable number (35%) of students did not meet expectations between 2010-2012, but scores improved significantly in 2012-13. Part of the problem was a result of our change of instructors and the nature of field placements. Specifically, we went from providing students with a field placement in a private school, to having candidates secure their own placement in public schools. In short, students had a hard time securing interviews with parents in the high poverty neighborhoods we use for placements. We are re-evaluating the process and will make changes in the fall of 2013.

4. Interpretation of how data provide evidence for meeting standards: The data from this assignment reflect that a majority of candidates are competent on the components of Standard 2, Building Family and Community Relationships and Standard 1, Promoting Child Development. Eighty-six percent of the candidates met or exceeded expectations for these standards in building family and community relationships based on their understanding of child development. Candidates demonstrated their knowledge and

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understanding of the family and community by producing an overview of the child, family, and circumstances through their understanding of characteristics of the child, family and community structure. Three of four of the sections of this interview assessed their competency in Standard 2. Eighty-six percent of candidates exceeded or met our expectations by demonstrating his/her ability to support and empower the family and his/her community through respectful reciprocal relationships demonstrated in the Recommendation for Future Application portion of the assignment. Candidates were involved in their children’s development and learning by their inclusion of the parent’s values and beliefs and incorporating them in their recommendations and reflection.

5. Assessment Documentation5 a) Assessment Tool: This assignment will reflect your understanding of the NAEYC Standard 2, Building Family and Community Relationships. Throughout your program you have been immersed in the concept of the importance of collaborating with and building relationships with the child’s family and community. You know that being a professional involves many different aspects of daily practice and interaction in and out of schools. You also understand that in order to be an effective teacher, you must obtain knowledge and understanding of the family and community (2a), support and empower this family and community through respectful reciprocal relationships (2b), and then involve them in their children’s development and learning (2c, 1a, 1b, 1c). You have spent time in the field and completed assignments that required you to work with families.

You are expected to be able to communicate and establish rapport with families. In addition, professionalism must be demonstrated when interviewing the parent/guardian of the child. This is the same child with a disability you are working with in your SPED 4301 Child Study. This assignment will be completed and graded independently PRIOR to the completion of the Child Study, but the graded interview must be included in the Child Study Binder to provide additional information about the child. This interview provides you the opportunity to “walk a mile in the parent/guardian’s shoes” and obtain a more extensive perspective of the child and family. Remember to use this experience to learn ALL that you can from the parent/guardian to better help you teach children in the future. The information obtained is invaluable, so take your time and make this a meaningful learning experience!

This project will be completed in SPED 4301, uploaded into Chalk and Wire, and submitted to your SPED 4301 instructor. This interview is worth 80 points and will be assessed using the scoring guide. Failure to uphold legal and ethical issues will result in a zero for the assignment and failure of the course. Also remember that this assignment is graded on your ability to uphold other professional guidelines such as using proper Standard English.

Directions: Conduct an interview with the parent/guardian of the child you are working with in your Child Study. You must have a signed Consent/Confidentiality Form PRIOR to speaking with the parent/guardian. This form was obtained from the school when you were assigned the child you are working with for your Child Study. This assignment consists of four parts: 1. Introduction, 2. Typewritten Interview, 3. Recommendations, and 4. Reflection.

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Part 1: INTRODUCTION: The Interview must include an introduction which summarizes pertinent case information about the child and family. The introduction should provide a meaningful overview about the child, family, and circumstances that could impact the child’s success.

Part 2: TYPEWRITTEN INTERVIEW: Use the attached format to complete the interview process. Be sure to ask and record all responses according to criteria discussed in class. If interpretations of the person’s words must be made due to ambiguous or inarticulate responses, clearly mark as the interviewer’s interpretation. Make attempts at probing, following-up, and clarifying information. Ask extra questions that may add important data. You can write directly on the form and/or record the interview, but submit typewritten responses.

Part 3: RECOMMENDATION FOR FUTURE APPLICATION: You must include recommendations for future application that assist the child’s development and learning. In essence, you will recommend strategies, services, and resources that you would offer the family or suggest to the school if this child was in your classroom. Meanings and explanations of what was said in the interview should guide possible teaching and guidance methods. These methods must represent best practices in the professional knowledge base and relate to professional theories.

Did you recognize any gaps in services? If so, what recommendations did you make for the family or school? These recommendations will not be shared with the parent or school, but written as a possible plan of action. Again, these recommendations must represent best practices and professional knowledge.

What additional resources do you feel could be provided for the family? What is the parent/guardian’s role as the child’s primary teacher and how could you go beyond what they are currently doing in the school to engage the family in planning, assessing, and planning transitions for the child? What (if any) approaches to family connections are ineffective and how could you improve these?

Part 4: REFLECTION: You must include a reflection in which you explain how this interview process assisted you in understanding the child and the family. This reflection should make understandable connections with the interviewee’s responses and situation. You should describe your previous perception of the family and how it changed throughout the interview process. This reflection should include insightful information that explains behaviors that were not previously understood. State things that surprised you, made you “think”, or heighten your sensitivity to family conditions such as their social, emotional, legal, or economic status. How could these circumstances mold your future approach to teaching and communicating with families? In addition to the above mentioned information, include how you feel that the teacher/school could build a more positive relationship with the family and show more respect for the family strengths, expectations, and values.

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Assessment 8 INTERVIEW WITH PARENT/GUARDIAN

NAEYC Standard 2a: Knowing about and understanding family and community characteristics1. What is your name and your relationship to the child?2. How old is your child and what school/grade/classroom is he/she in?3. Who lives in your household and what are their relationships to the child?4. If there are other children in the household, explain how they relate to each other.5. What significant changes have occurred in the household that might impact the child’s learning? For examples, divorce, death, etc.6. Could you give me a little background information about your family, such as home language, cultural values, ethnicity?7. When your child exhibits mistaken or inappropriate behavior, how do you expect it to be handled?8. How does your culture perceive children with disabilities?9. What, if any, cultural challenges have you faced in dealing with your child’s disability?10. How long has your child been receiving special education services? 11. What is your child’s identified disability and how was it identified?12. How has this news impacted your family?13. Do you have any cultural or religious beliefs that should be considered when offering services to you and your family?

NAEYC Standard 2b: Supporting and empowering families and communities through respectful, reciprocal relationships14. What are some of the community resources that your family utilizes?15. What was it like when you first received formal notice that your child may need special education services?16. What was your first special education conference like? What do you especially remember?17. What do you remember about it that was positive?18. What do you remember about it that was negative?19. How have the other conferences been the same/different?20. Do you feel like you have had input as an IEP/IPP/IFSP team member? Have you been listened to and treated with respect? Please elaborate.21. Do you feel that family and friends included in the IEP/IPP/IFSP meeting were listened to and treated with respect? Please elaborate.22. Were these meetings conducted in your native language?23. Could all parties in the meeting understand the language? Please elaborate.24. Did the others use terms or language that you did not understand? If so, what did you do about that?25. Do you feel the school advocates for your child? If so, how?26. What would you like to have different at a conference?27. How do you prefer to communicate with your child’s teacher regarding your ideas in how to enhance your child’s education?28. How did your child’s teacher communicate with you about your child’s needs? (informal communication, formal, letters, brochures, phone calls, emails, etc.)29. Did the school suggest community support services for the child and family? (For example, free clinics, parent centers, legal services, parent advocates, etc.)30. What is your child’s transitional plan?31. How was your child’s transitional plan communicated to you?32. Were family members and other people who are involved in your child’s life involved in the transitional plan?33. How does your child’s team demonstrate respect for your values, beliefs, and expectations of services?

NAEYC Standard 2c: Involving families and communities in their children’s development and learning34. What is your impression of the necessary paperwork completed in the team meeting?

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35. Were family members, friends, and professionals who play a significant role in your child’s life included in the first special education meeting? 36. As a future teacher, what advice would you give me in terms of dealing with parents of children with disabilities?37. How do you feel that we could better involve families/communities in children’s education ?38. What input did family members, friends, professionals who play a significant role in your child’s life provide on how to better involve them in his/her education?39. Can you think of ways that you feel the school could better support your family?

5 b) Scoring Guide Parent Interview Scoring Guide

Worth 80 Points: Earned _____/80NAEYC Standard

DOES NOT MEET 1 2

MEETS EXPECTATIONS3 4

EXCEEDS EXPECTATIONS5

Introduction-20 Points

2aOverview of the child, family, and circumstances is inadequate, unnecessary, and/or inappropriate.

Adequate overview of the child, family, and circumstances.

An especially clear, pertinent, and meaningful overview about the child, family, and their circumstances.

2a, 1a, 1b Expresses minimal knowledge and understanding of characteristics of child, family structure, and community resources utilized.

Expresses adequate knowledge and understanding of characteristics of the child, family structure, and community resources utilized.

Expresses in-depth knowledge and understanding of characteristics of the child, family structure, and community resources utilized.

6b Legal and ethical issues, especially those involving confidentiality, are not upheld.

Legal and ethical issues, especially those involving confidentiality, are upheld.

Legal and ethical issues, especially those involving confidentiality, are very well maintained and explained.

2c Minimal effort was made to draw on parental feedback and the value of the role of parents to engage the family in the interview process.

Adequate effort was made to draw on parental feedback and the value of the role of parents to engage the family in the interview process.

Maximum effort was made to draw on parental feedback and the value of the role of parents to engage the family in the interview process.

Typewritten Interview - 25 Points2a Questions were not asked or recorded appropriately

with no summaries, paraphrasing, or corrections made. All questions were asked and all responses were recorded appropriately, with no summaries, paraphrasing, or corrections made.

All questions were asked and all responses were recorded appropriately, with summaries, paraphrasing, or corrections made.

2a If interpretations were made of ambiguous or inarticulate responses, they were not marked or worded as interviewer’s interpretation.

If interpretations were made of ambiguous or inarticulate responses, they were marked or worded as interviewer’s interpretation.

No interpretations were made of ambiguous or inarticulate responses, or they were clearly marked or worded as interviewer’s interpretation.

2c No attempts were made at probing or following-up to obtain appropriate responses to questions.

There were some attempts at probing or following-up to obtain appropriate responses to questions.

Exceptional attempts at probing or following-up to obtain appropriate responses to questions.

2a No extra questions were asked. Some extra questions were asked that were appropriate and followed content and added data.

Many extra questions were asked that were extremely appropriate and followed interview content and added important data.

2b Evidence indicated no effort in building a positive relationship with the family to gain knowledge about the child.

Evidence indicated some effort in building a positive relationship with the family to gain knowledge about the child.

Evidence indicated great effort in building a positive relationship with the family to gain knowledge about the child.

Recommendation for Future Application- 20 points2b, 1c Included no recommendations to assist in the child’s

development and learning. If recommendations are present, they do not represent best practices and are not connected to accepted professional theories.

Included some recommendations to assist in the child’s development and learning. Recommendations represent best practices and are connected to accepted professional theories.

Included many recommendations to assist in the child’s development and learning. These recommendations represent best practices and are well-connected to accepted professional theories.

2b Included no strategies to support and empower families. If recommendations are present, they do not represent best practices and are potentially detrimental.

Included some strategies to support and empower families. These recommendations represent best practices and are connected to accepted professional

Included many strategies to support and empower families. These recommendations represent best practices and are well-connected to accepted professional theories.

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theories.2c Included no services or resources to involve families

and communities in their child’s development and learning. Recommendations do not represent best practices and are not connected to accepted professional theories.

Included some services and resources to involve families and communities in their child’s development and learning. These recommendations represent best practices and are connected to accepted professional theories.

Included many services and resources to involve families and communities in their child’s development and learning. These recommendations represent best practices and are well-connected to accepted professional theories.

2b Recommendations do not reflect respect for families nor promote reciprocal relationships with parents.

Most recommendations reflect respect for families and promote reciprocal relationships with parents.

All recommendations reflect respect for families and promote reciprocal relationships with parents.

Reflection- 15 points2a No statement or connections made with the

parent/guardian’s responses or circumstances. Relevant and understandable connections with the parent/guardian’s responses and circumstances.

Highly salient, relevant, and understandable connections with the parent/guardian’s responses and circumstances.

2a, 1a,1b No explanation of how this interview process assists in understanding children and families.

Limited explanation of how this interview process assists in understanding children and families.

Strong explanation of how this interview process assists in understanding children and families.

2b Evidence exhibits minimal effort to find out about resources/services the child receives.

Evidence exhibits adequate effort to find out about resources/services the child receives.

Evidence exhibits extraordinary effort to find out about resources/services the child receives.

Standard English and Format-Up to 5 points may be deductedNumerous word choice, grammar and punctuation errors which are not from interviewee. Typewritten or handwritten copy missing or is not neatly presented.

A few word choice, grammar and punctuation errors which are not from interviewee.

Exemplary use of conventions of English, unless “errors” are part of interviewee’s natural responses.

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5 c) Candidate DataParent Interview Project Fall 2012 – Spring 2013 (N=34)


Not Met Expectations

1 2

Meets Expectations

3 4


5

Introduction

Overview of child, family, and circumstances

2a 3.4 0% 3% 56% 41% 0%

Understanding of characteristics of child,

family structure, and community resources

2a,1a,1b 3.4 0% 3% 53% 44% 0%

Legal and ethical issues 5b 3.4 0% 3% 56% 41% 0%

Inclusion of value of parents 2c 3.5 0% 0% 53% 47% 0%

Interview DataAdequacy of questions 2a 3.5 0% 0% 56% 38% 6%

Adequacy of interpretations 2a 3.6 0% 0% 50% 44% 6%

Probing and/or follow-up questions to responses

2c 3.5 0% 0% 56% 38% 6%

Adequacy of candidate generated extra questions

2a 3.4 0% 0% 50% 44% 6%

Attempts to build positive relationships

2b 3.5 0% 0% 56% 38% 6%

Recommendation for Future Application

Appropriateness of recommendations for

practices

2b, 1c 3.5 0% 0% 53% 44% 3%


supporting and empowering parents

2b 3.4 0% 3% 56% 38% 3%

Appropriateness of recommendations for involving parents and

communities

2c 3.5 0% 3% 50% 44% 3%

Respect for families and the promotion of reciprocal

relationships

2b 3.4 0% 3% 56% 38% 3%

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Parent Interview Project Fall 2011 – Spring 2012 (N=26)



1 2

Meets Expectations

3 4


5

Introduction


2a 3.7 15% 0% 19% 31% 35%



2a,1a,1b 3.7 15% 0% 19% 35% 31%

Legal and ethical issues 5b 3.5 15% 0% 15% 54% 15%

Inclusion of value of parents 2c 3.8 15% 0% 12% 38% 35%

Interview DataAdequacy of questions 2a 4.2 4% 0% 12% 38% 46%

Adequacy of interpretations 2a 4.2 4% 0% 4% 54% 38%


2c 3.9 8% 0% 31% 15% 46%


2a 3.8 8% 0% 31% 23% 38%


2b 4.3 4% 0% 8% 35% 54%



practices

2b, 1c 3.1 35% 4% 8% 27% 27%



2b 3.1 35% 4% 12% 19% 31%


communities

2c 3.1 35% 4% 12% 19% 31%


relationships

2b 3.5 31% 4% 0% 12% 54%

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Parent Interview Project Fall 2010 – Spring 2011 (N=31)



1 2

Meets Expectations

3 4


5

Introduction


2a 3.5 19.4% 0% 22.6% 29% 29%



2a1a1b 3.5 19.4% 0% 22.6% 32.3% 25.8%

Legal and ethical issues 6b 3.4 19.4% 0% 16.1% 51.6% 12.9%

Inclusion of value of parents 2c 3.6 19.4% 0% 12.9% 38.7% 29%

Interview DataAdequacy of questions 2a 4.4 3.2% 0% 9.7% 32.3% 54.8%

Adequacy of interpretations 2a 4.3 3.2% 0% 3.2% 48.4% 45.2%


2c 4.0 6.5% 0% 29.0% 16.1% 48.4%


2a 3.9 6.5% 0% 29.0% 22.6% 41.9%


2b 4.4 3.2% 0% 6.5% 32.3% 58.1%



practices

2b, 1c 3.0 35.5% 3.2% 9.7% 25.8% 25.8%



2b 2.9 35.7% 3.2% 12.9% 19.4% 25.8%


communities

2c 2.9 35.7% 3.2% 12.9% 19.4% 25.8%


relationships

2b 3.3 35.5% 3.2% 3.2% 12.9% 45.9%

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SECTION V - USE OF ASSESSMENT RESULTS TO IMPROVE PROGRAM

1. The ECED program faculty continuously monitor and adjust the content of the program and coursework offered. The most significant changes we have made as a result of this process are: a) the content of Internship Seminar I and II, b) the content and process of evaluating interns in the field, and c) the choices we have made for our 8 key assessments for our NAEYC SPA report.

Content of Internship Seminars I and II: Based on meetings with our stakeholders (Cooperating Teachers, Principals, Interns) and a curriculum map of our coursework against NAEYC standards, we have completely overhauled the content of both of the courses candidates take during Internship I & II. Stakeholders thought that our candidates needed more coursework that addressed lesson planning and guidance/classroom management. Our curriculum map revealed that we needed a social studies course. Over the past three years, Thematic Teaching has been dropped and replaced with ECED Social Studies, and the content of Internship Seminar I has been replaced with an emphasis on guidance strategies and planning. The Social Studies course requires candidates to plan long-term units, assess students, and use the results to improve instruction.

Evaluation process of Interns: The Internships used to be scored using a 5 point rating scale, but now a detailed 5 pt. rubric organized into the 4 domains of Pathwise is used. Please see assessment 4 in Section IV.

Key Assessments for the SPA Report: Assessment 3 used to be a scored lesson plan assignment in Block II. It is now a Comprehensive Lesson Plan Assignment in Block IV in the Intern I Seminar. Please see assessment 3 in Section IV. Assessment 5 used to be an Action Research project in Block II, but is now a detailed Unit Planning Assessment project in Block V in the Intern Seminar II. Please see assessment 5 in Section IV. Assessment 6 will be revisited to try and solve problems with the directions for the professional portfolio. Assessment 7 and 8 were originally, the case study and parent interview of a student with disabilities and was part of the Education for Exceptional Learners course in Block III. We have had several different instructors over the past 3 years and the assignment shifted from a field assignment in a special school setting to an add-on to students’ field III placement in the public schools. This arrangement has proven too difficult to continue because the special needs teachers in the schools and parents are reluctant to participate. Consequently, this will be significantly revised for the fall of 2013.

As we build the new K-6 elementary program using a different set of standards, we will address several other issues that are problematic. We will reconsider the use of GPA as a measure of achievement, and likely replace it with a different type of assessment. We will also look at the what types of statistics will be reported (i.e. standard deviation, range, means, percentages).

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