Students' ability to demonstrate proficiency in skills identified as crucial to the education of young children with disabilities will be evaluated through the use of the ECSE Competencies Assessment Form. The assessment form is completed by the practicum student and supervisor every quarter. Individualized practicum goals are developed every quarter collaboratively by the students, their supervisor, and their advisor. All students complete a portfolio documenting how they have achieved the student competencies and what knowledge and skills they have acquired during the program. Portfolios are presented to faculty and fellow students during the last quarter of the program.
Faculty review the development of the portfolio with students every quarter.
Evaluation of student's teaching behavior by practicum supervisor and master teachers. A written evaluation is completed after each evaluation and shared with the students. If teaching behavior is not satisfactory, a conference of the students, master teacher, practicum supervisor, and advisor is held to develop a remedial plan and more frequent observation schedule. The relationship between coursework, fieldwork, and outcomes are outlined below. Courses in both typical and atypical child development will prepare students to be effective educators in inclusive, family centered educational programs.