Candidate Proficiencies (CF) Teacher Competencies (PSC) of Teaching (CCCT) Exceptional Children Standards 1: Content Knowledge (CNK) 2: Pedagogical Knowledge (PDK) 3: Integration of Knowledge (INT) 4: Technology as a Tool to Teach (TTT) 5: Diversity (DIV) 6: (PRF) 1: Development and Characteristics of Learners 2: Instruction 3: Classroom and Behavior Management 4: Assessment 5: Professional Behaviors and Domain 1: Content and Essential Skills Domain 2: Classroom Environment, Student Engagement, and Commitment to Learning Domain 3: Planning for Active Learning Domain 4: Instruction for Active Learning Domain 5: Assessment for Learning Domain 6: Professional Responsibilities and Teacher Leadership Standard 1: Promoting Development and Learning Standard 2: Building Family and Community Relationships Standard 3: Observing, Documenting, and Assessing to Support Young Children and Families Standard 4: Developmentally Effective Approaches to Connect with Children and Families Standard 5: Using Content Knowledge to Build Meaningful Curriculum Standard 6: Becoming a Professional Standard 1: Foundations Standard 2: Development and Characteristics of Learners Standard 3: Individual Learning Differences Standard 4: Instructional Strategies Standard 5: Learning Environments and Social Interactions Standard 6: Language Instructional Planning Standard 7: Assessment Standard 8: Professional and Ethical Practice Standard 9: Collaboration Outcomes By the end of the course, the candidates will: Conceptual Framework (CF) LAC Tier III NAEYC/CCCT/PSC/ CEC Standards Key Experiences Be able to interpret and implement various formative evaluation strategies (including assessment of classroom environments, curriculum, and children's daily 1.1 2.2 LAC: 1, 2, 3, 5 NAEYC: 3, 5 CCCT: 5 PSC: 4 CEC: 8 Threaded discussions Professional portfolio SRBI Project based
responses to these) and summative program evaluation tools (including quantitative and qualitative measures of developmental outcomes), and apply findings to curriculum planning and adaptations. Videotaped analysis of teaching Understand the difference between and use of quantitative and qualitative/authentic of assessment of all children within daily classroom life. 1.1 2.1 LAC: 1, 2, 3, 5 NAEYC: 3, 1, 5 CCCT: 5, 2 PSC: 4, 1 CEC: 8, 3 Threaded discussions Child Assessment Portfolio discussions SRBI Project Develop a culturally sensitive assessment portfolio of a child, which includes authentic, performance-based data gathering--work sampling, observations, anecdotal records, developmental checklists, child and parent interviews--as well as available standardized assessment data-in order to evaluate development in all domains, and to guide curriculum planning. 2.1 2.4 3.1 5.1 6.1 LAC: 1, 2, 3, 4, 5, 6 3, 1, 2, 4 CCCT: 5, 2, 4 PSC: 4, 1 CEC: 3, 8 Threaded discussions SRBI Project Assessment Portfolio discussions and readings Conduct a needs assessment of services and resources in the community where they are student teaching, including research on federal and state resources available to diverse families, in order to evaluate community needs and school effectiveness. 2.1 5.1 6.1 LAC: 1, 2, 3, 4, 5, 6 3, 2, 4 CCCT: 2, 5 PSC: 4, 1 CEC: 10, 5 Advocacy Plan Cultural Profile Professional goals Threaded discussions Understand the important advocacy role of early childhood professionals and develop an advocacy plan for addressing a specific 5.1 6.1 LAC: 1, 2, 3, 4, 5, 6, 7 NAEYC: 6 CCCT: 6 PSC: 5 CEC: 9, 10 Advocacy Plan Threaded discussions
ECSU Liberal Arts Program Synthesis & Application TIER III: Synthesis and Application (required for all Tier III courses) Student Learning Outcomes Emphasis Ranking 3 Critically Important 2 Important 1 Less Important Specific Course Activities Assessment Method Demonstrate the ability to engage in independent inquiry. 3 1. Students will complete a narrative report on the cultural profile of their school community. This will entail a careful analysis of the historical, cultural and socio-economic status of the community, together with an outline of services available for diverse families and children. 2. Students will research and compile an advocacy action plan to serve a critical need in the community. Rubrics (5-point scale) based on NAEYC, CEC and LAC (Tier III learning outcomes). Specific guidelines and rubric are presented in the attached syllabus. Apply current and critical thinking in a focused area of study. 3 Students will plan, collect and compile an assessment portfolio for a child from a diverse background in their class. Part 1 of this portfolio will include the assessment plan, parent and child interviews, and preliminary data. Part II will comprise of all remaining data and documentation (including work samples) and an overall summative evaluation together with a report for parents. Rubric (5-point scale) based on NAEYC, CEC and LAC (Tier III learning outcomes). Specific guidelines and rubric are presented in the attached syllabus. Reflect on the context of their Independent Inquiry or artistic creation. 3 Students must arrange with their university coordinator or teacher to have one of their teaching sessions videotaped. They will complete a self-analysis of their teaching using the Connecticut Common Core of Teaching as the framework. Students will submit the analysis as well as an edited video of their teaching. Rubric scale) based on NAEYC, CEC and LAC (Tier III learning outcomes). Specific guidelines and rubric are presented in the attached syllabus.
5. c. Effectively communicate ideas in writing:* 3 1. Compilation of the Summary Report for the Child Assessment Portfolio. 2. The Advocacy Plan. 3. Synthesis of teaching report written for the videotaped self-analysis of teaching. Rubric scale) based on NAEYC, CEC and LAC (Tier III learning outcomes). Specific guidelines and rubric are presented in the attached syllabus. 6. Discern the ethical dimensions of the production and acquisition of knowledge within disciplines* 3 Class discussions, readings and analysis of ethical dilemmas related to teaching young children and interacting with various school personnel and families. Both the Connecticut Code for Professional Responsibilities and the NAEYC Code of Ethical Conduct are analyzed and perused for this purpose. Online discussion involving the analysis, problem-solving and sharing of solutions (with reference to the ethical code) for specific early childhood ethical dilemmas. 7. Effectively seek and employ information to achieve academic goals* 3 Completion of the Professional Statement, outlining the students’ goals for ongoing professional growth, pursuit of avocations related to one’s profession and the implementation of advocacies. Professional Goals statement: students receive extensive written feedback on their statement. Final draft is evaluated as part of the student’s Professional Portfolio (see 5b above.)
Sept. 19—online Reading/Assignment Authentic Forms of Data Collection: Part I Ainsworth, Chapter 3 Community Cultural Profile Due Online Sept. 26—online Reading/Assignment Data Collection: Part II; Pre-Assessment for SRBI Ainsworth, Chapter 4 Threaded Discussion 1 Oct. 3—online Reading Interpreting and analyzing data, Part I Instructional Planning for SRBI Ainsworth, Chapter 5 Oct. 10—online Reading Interpreting and analyzing data, Part II Differentiated Instruction for SRBI Ainsworth, Chapter 6 Oct. 17— online Reading Summative evaluation: Summary reports and parent letters Post-Assessment for SRBI Ainsworth, Chapter 7 Oct. 24— CECE 175 Reading Video-editing; Portfolio Presentation; Digital Portfolios Common Core of Teaching—Self-analysis of teaching TEAM 1 Connecticut Common Core of Teaching @ CT-SDE website Ainsworth, Chapter 8 Oct. 31—online Reading/Assignment Early childhood professionals as advocates: TEAM 2 Brown, P. C. (2008). Advocating for policies to improve practice. Young Children, 63(4), 70-77. (electronic copy) Ainsworth, Chapter 9 Threaded Discussion 2 Nov. 7—No Family Involvement; Parent/Teacher Conference; TEAM 3 Brandt, S. (2003). What Parents Really Want out of Parent-Teacher Conferences. Kappa Delta Pi Record, 39(4), 160-163. (electronic copy) SRBI teaching Due Nov. 14—online Smarter Balanced Assessment Consortium (SBAC) and TEAM 4
questions to challenge your Tier III students. You may group children across Tiers or within Tiers that would optimally assist the various children in enhancing their learning process. It is expected that you will not only determine these strategies ahead of time but that you monitor your own implementation of these strategies and reflect on their effectiveness. Please plan on monitoring and documenting student learning during the lesson using digital documentation and/or any of the documentation methods discussed in class. It is expected that you will conduct a posttest, similar to the common formative assessment administered earlier, in order to determine student growth. Complete analysis of the post-lesson data, including student gains and losses, changes in growth patterns, learning styles, unexpected and expected student insights and learning results. Be sure to relate these results to the planned interventions and the SRBI strategies and discuss the effectiveness of these in light of the collected post-lesson data. Reflection on the process of engaging in SRBI and your own growth and development, including challenges you faced and areas of strength and improvement. Assignment contents: When completed, the narrative for this assignment should contain the following Rationale, description and details about the chosen CFA (common formative assessment) administered as a pre-assessment. Analysis of student data from the CFA to determine and categorize students by their learning needs, abilities and behavioral needs. Complete lesson plan, showing rationale and justification for the SMART goals, individualized objectives, differentiated learning interventions and strategies for individual children. Documentation of student learning matched with evaluation. Analysis of post-lesson data. Reflection on your own learning. Rubric for the Community Cultural & Resource Profile Item 5 4 3 2 1 1. Breadth of Coverage (LAC, Tier III, Learning outcome 1, 2, 5) Community’s make-up, mission, and events summarized with exceptional detail and breadth. Community’s make-up, mission, and events summarized with above average detail and breadth. Community’s make-up, mission, and events summarized with average detail and breadth. Community’s make-up, mission, and events summarized with below average detail and breadth. Community’s make-up, mission, and events summarized with poor detail and breadth. 2. Depth of Narrative, in both content and style, indicate an Narrative, in both content and style, Narrative, in both content and style, Narrative, in both content and style, Narrative, in both content and style,
(LAC, Tier III, Learning outcome 1, 2, 3, 4, 5) exceptional understanding of the town and its services. indicate an above average understanding of the town and its services. indicate an average of the town and its services. shows below average understanding of the town and its services. shows poor of the town and its services. 3. (LAC, Tier III, Learning outcome 1, 2, 3, 4, 5, 6) Description and availability of services and resources is exceptional in objectivity and factual portrayal. Description and availability of services and resources is above average in objectivity and factual portrayal. Description and availability of services and resources is average in objectivity and factual portrayal. Description and availability of services and resources is below average in objectivity and factual portrayal. Description and availability of services and resources is poor in objectivity and factual portrayal.
informatively and appropriately. 4. Role of Teacher Standards 6c CEC 1, 10 LAC Tier 3, independent inquiry learning outcome 1, 3, 5c, 6 Role of the teacher as described during the conceptualization and implementation of the action plan emphasizes commitment to engage in continuous, collaborative learning to inform practice. Report shows exceptional evidence of continuous effort, working collaboratively with other professionals and weaving in learning to adapt and change practice. Role of the teacher as described during the conceptualization and implementation of the action plan emphasizes commitment to engage in continuous, collaborative learning to inform practice. Report shows strong evidence of continuous effort, working collaboratively with some professionals and some effort of weaving in learning to adapt and change practice. Role of the teacher as described during the conceptualization and implementation of the action plan emphasizes commitment to engage in continuous, collaborative learning to inform practice. Report shows some evidence of continuous effort, working collaboratively with a few professionals and a little effort of weaving in learning to adapt and change practice. Role of the teacher as described during the conceptualization and implementation of the action plan emphasizes commitment to engage in continuous, collaborative learning to inform practice. Report weak evidence of continuous effort, or working collaboratively with professionals and only a little effort of weaving in learning to adapt and change practice. Role of the teacher as described during the conceptualization and implementation of the action plan emphasizes no commitment to engage in continuous, collaborative learning to inform practice. Report shows no evidence of continuous effort, or working collaboratively with professionals and no effort of weaving in learning to adapt and change practice.
7. Collaboration: 3d CEC 8, 2, 3, 7 LAC Tier 3, independent inquiry learning outcome 1, 2, 3, 4, 5, 6, 7 Written report shows exceptional understanding of the importance of assessment partnerships with families and with professional colleagues and demonstrates this through highly effective collaborative partnerships that build effective teaching environments. Written report strong understanding of the importance of assessment partnerships with families and with professional colleagues and demonstrates this through collaborative partnerships that build effective teaching environments. Written report shows understanding of the importance of assessment partnerships with families and with professional colleagues and demonstrates this through some collaborative partnerships that build fairly effective data-based teaching environments. Written report shows weak understanding of the importance of assessment partnerships with families and with professional colleagues and demonstrates this through some collaborative partnerships that build fairly effective teaching environments. Written report does not show any understanding of the importance of assessment partnerships with families and with professional colleagues. 8. Organization & Reflection: NAEYC 4d LAC Tier 3, independent inquiry learning outcome 3, 5, 7 Entire project is exceptionally strong in reflection, outlining a deep awareness of the SRBI process, including reflecting on own practice (with clear reference to teaching strategies and adaptations) to promote positive outcomes for each child (as documented by data on change). Entire project is strong in reflection, outlining a good awareness of the SRBI process, including reflecting on own practice (with reference to teaching strategies and adaptations) to promote positive outcomes for each child (as documented by data on change). Entire project shows reflection outlining growing awareness of the SRBI process, including reflecting on own practice (with reference to teaching strategies and adaptations) to promote positive outcomes for each child (as documented by data on change). Entire project shows weak reflection with some growing awareness of the SRBI process, including reflecting on own practice (with a few references to teaching strategies and adaptations) to promote positive outcomes for each child (as documented by data on change). Entire project shows no reflection on one’s own growing awareness of the SRBI process, with little reflecting on own practice (few references to teaching strategies and adaptations).