early childhood education (ece) teacher candidate …...ece teacher candidate handbook 2018 2...

EarlyChildhoodEducation(ECE)TeacherCandidateHandbook

TableofContents

WELCOME.....................................................................................................................................................................................2PROGRAMOVERVIEW.............................................................................................................................................................2PROGRAMEXPECTATIONS...................................................................................................................................................2PROGRAMADMISSION...........................................................................................................................................................3PROGRAMCONTINUATION.................................................................................................................................................3PROGRAMCOMPLETION.......................................................................................................................................................6PROFESSIONALOPPORTUNITIES......................................................................................................................................7ADDITIONALRESOURCESANDINFORMATION…………………………………………………………………………...9

APPENDIXA:CONCERNCONFERENCEFORM...........................................................................................................11

APPENDIXB:NAEYCPROFESSIONALPREPARATIONSTANDARDS...............................................................13APPENDIXC:TEACHERCANDIDATEHANDBOOKAGREEMENTFORM........................................................15

ECETeacherCandidateHandbook2018

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WelcomeWelcometotheEarlyChildhoodEducation(ECE)program!TheECEprogramishousedintheTeacherEducationDepartment(TED)intheCollegeofEducationandHumanServices(CEHS)atWrightStateUniversityandiscommittedtothequalityandsuccessofeveryteachercandidate.Thishandbookisdesignedasareferenceguidetothestructureandpoliciesoftheprogram.ItwascollaborativelyconstructedbetweentheOfficeofStudentServices,theOfficeofProfessionalFieldExperiences(OPFE),andTEDfaculty.Thehandbookshouldbeusedinconcertwithinformationprovidedbythecollege’sacademicadvisors,theOPFEdirector,andtheECEprogramdirector.Welookforwardtocollaboratingwithyoutohelpyoureachyourprofessionalgoals.

ProgramOverviewTheECEprogramleadstotheBachelorofScienceinEducationdegreewithlicensure.Specificcoursesandassessmentshavebeenincludedtoensurethatcandidatesdeveloptheoreticalandpracticalknowledgeinhumanities,mathematicsandtechnology,socialsciences,biologicalandphysicalsciences,theartsandpersonalhealthandfitness.Includedalsoarecoursesthatincorporatemulticulturalandglobalperspectivesinthegeneraleducationrequirements.Thedegreeprogramisdesignedsothatstudentscompletegeneraleducationandcontentcoursesduringthefirsttwoyears.Oncethesecourseshavebeencompleted,candidatesbegintheECEprogramasmembersofacohort.Thecohortportionoftheprogramconsistsoffoursemestersofintegratedcourseworkandfieldexperiences.Uponsuccessfulcompletionoftheprogramcourseworkandassessments,aswellasearningpassingscoresonthestaterequiredteacherlicensureexaminations,candidatesareeligibletograduateandapplyforthestateofOhioteachinglicenseinEarlyChildhoodP-3.

ProgramExpectationsInaccordancewiththenationalstandardsoftheCouncilfortheAccreditationofEducatorPreparation(CAEP)andthestatestandardsofOhio,theECEprogramfacultyarecommittedtoensuringhighteachercandidatequalityfromrecruitment,toadmission,throughtheprogressionofcoursesandclinicalexperiences,andtoprogramcompletion.Becausethedevelopmentofcandidatequalityisthegoalinallphasesoftheprogram,theECEprogramreviewsanumberofacademicandnon-academicfactorsatadmissiontotheprogram,duringtheprogram,andatcompletionoftheprogramtodetermineselectionandprogressionintheprogram.Ateachercandidatemayberemovedfromtheschoolsettingand/ortheprogrambasedonperformance.ThefieldremovalpolicyconcerningremovalfromplacementsettingsispostedontheOPFEwebsite.


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ProgramAdmissionTobeadmittedtotheECEprogram,candidatesmustdemonstratehighacademicachievement,aswellasattributesanddispositionsthatareassociatedwithsuccessfulperformanceintheECEprogramandeffectiveteaching.ThedeadlinetoapplytotheprogramisJanuary15thfortheFallSemesterandSeptember15thfortheSpringSemester.ThecurrentadmissionrequirementsarepostedontheECEprogramwebsite.

ProgramContinuationDuringthefinaltwoyears(foursemesters)ofcoursework,candidateswillbeplacedinacohort.Thecohortapproachprovidesseveralopportunities,including:1)commonlyscheduledcoursestoincreasecollaborativeefforts,2)buildingrelationshipsandcommunitythroughsharedexperiences,and3)accesstoandvaluefordiverseperspectivesandexperienceswithinthestructureoftheprogram.ExampleCourseSequenceandScheduleCoursesaredesignedandscheduledwithconsiderationtofacultyresponsibilities,annualprogramfeedbackandevaluation,andthedynamicneedsoftheprofession.AnexamplesequenceandscheduleofcoursesisoutlinedbelowinTable1.

Table1.Spring2018CohortCourseworkandKeyAssessmentSequence(subjecttochange)Semester#1Courses KeyAssessmentsECE3210–ECEFieldExperienceIECE3200–SocialStudiesMethodsinECEECE3300–IntroductiontoChildDevelopmentECE3650–PhonicsandWordStudyinECEECE4400–AssessmentMethodsinECE

1. ECE4400keyassessment*2. OhioAssessmentsforEducators(OAE):

ECEContent(012)*

*Mustsuccessfullypassbytheendofthecandidate’sfirstsemesterinthecohort.Candidatescannotmoveontothesecondsemesterwithoutpassingtheseassessmentsandallcourses.Semester#2Courses KeyAssessmentsECE3230–ECEFieldExperienceIIECE3150–ReadingMethodsinECEECE3400–ClassroomManagement&PositiveChildGuidanceECE4200–MathematicsMethodsinECEECE4300–Differentiation&CollaborationtoEngageDiverseLearners

1. ECE4200keyassessment**2. OAE:ECEProfessionalKnowledge

(001)**

**Mustsuccessfullypassbytheendofthecandidate’ssecondsemesterinthecohort.Candidatescannotmoveontothesecondsemesterwithoutpassingtheseassessmentsandallcourses.Semester#3Courses KeyAssessmentsECE4210–ECEInternshipPartI:MethodsECE3750–WritingMethodsinECEECE3500–Families,Communities,andSchoolsECE4100–ScienceMethodsinECEECE4650–SupportingStrugglingReaders

1. ECE4100keyassessment***2. OAE:FoundationsofReading(090)***

***Mustsuccessfullypassbytheendofthecandidate’sthirdsemesterinthecohort.Candidatescannotmoveontothefourthsemesterwithoutpassingtheseassessmentsandallcourses.


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Semester#4Courses KeyAssessmentsECE4800–ProfessionalSeminarECE4900–ECEInternshipPartII:StudentTeaching

1. ECE4800edTPAkeyassessment****2. CandidatePreserviceAssessmentof

StudentTeaching(CPAST)keyassessment****

****Mustsuccessfullypassbytheendofthecandidate’sfourthsemesterinthecohort.Candidatescannotgraduatefromtheprogramwithoutpassingtheseassessmentsandallcourses.

KeyAssessmentsInvariouscoursesthroughouttheprogram,candidateswillberequiredtocompletekeyassessments.EachkeyassessmentalignswithvariouscomponentsoftheNationalAssociationfortheEducationofYoungChildren(NAEYC)StandardsforEarlyChildhoodProfessionalPreparation.Keyassessmentsincludetherequiredstatelicensureexaminations,aswellasconnectedandmeaningfulcourseassignments.AsoutlinedaboveinTable1,passingscoresmustbeearnedonallkeyassessmentsbytheendofeachsemesterinordertomoveonintheprogram.Inadditiontoearningapassinggradeinallcourses,candidatesarerequiredtopassallkeyassessmentseachsemesterinordertocontinueintheprogram.Ifacandidatedoesnotpassakeyassessment,s/hewillberequiredtoparticipateinaformalconcernconference(seesectiononProfessionalism/ConcernConferences,p.6).Thecandidatemayhavetheopportunitytoaddresstheweaknessesinthekeyassessmentinordertocontinueonintheprogram.edTPAedTPAisasummative,subject-specific,portfolio-basedassessmentofteachingperformance,completedduringapreparationprogramwithinaclinicalfieldexperience.edTPAisdesignedtoassessateachercandidate’sreadinessforlicensure.Withafocusonlearningforallstudents,edTPAengagesteachercandidatesindevelopingtheknowledge,skills,andabilitiestheyneedtomeettheneedsoftoday’sdiverselearners.AtWSU,allinitiallicensureteachercandidatesmustcompleteedTPAintheirstudentteachingexperienceduringtheirfinalsemester.TheECEprogramguidesandpreparescandidatesforcompletionofedTPA.WhydoestheECEprogramuseedTPA?

• Itwasdevelopedbyeducatorsforeducators.• edTPAassessessubject-specificpedagogy.• edTPAisembeddedinauthenticclinicalpractice.Testsofsubjectareaknowledgealone

maynotcomprehensivelyreflecttherealitiesofwhatittakestobeabeginningteacher.• Itisusedbymorethan600teacherpreparationprogramsinapproximately40states.• edTPAprovidesexcellentpreparationforotherperformance-basedportfolio

assessmentsyoumayhaveinyourteachingcareer,suchasOhio’sResidentEducatorSummativeAssessment(RESA).

• edTPAaskscandidatestobereflectiveandsupporttheirinstructionaldecisionswithresearchandtheory.


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edTPArequiresaspiringteacherstodemonstratereadinesstoteachthrough3-5lessonplanscenteredonacentraltopic;designedtosupporttheirstudents'strengthsandneeds;engagerealstudentsinambitiouslearning;analyzewhethertheirstudentsarelearning,andadjusttheirinstructiontobecomemoreeffective.Teachercandidatessubmituneditedvideorecordingsofthemselvesatworkinarealclassroomaspartofaportfoliothatisscoredbyhighlytrainededucators.Theyalsosubmitstudentworksampleswithfeedback.edTPAisscoredbyteachersandteachereducatorswithsubject-areaandgrade-levelexpertise,andexperiencementoring,teachingorsupervisingteachers.AllscoringtrainingmaterialisauthoredbySCALE.TheEvaluationSystemsgroupofPearsoncollectsandrecordsthescoresgeneratedbythesequalifiedscorers.Pearsonalsohelpsrecruitscorers,managesthescoringpool,monitorsscoringquality,andprovidesatraininganddeliveryplatformfortheSCALE-developedscorertrainingcurriculum.Thereisa$300.00feeforthecostofscoring.CandidatesareresponsibleforpayinganycostsassociatedwiththeECEedTPA,includingthecostofscoring.Atthistime,theECEedTPApassingscoreis40orhigher.Allcandidatesmustpassthisassessmentinordertograduate.CourseworkGradesCandidatesmustearnandmaintainaGPAof3.0orhigherinallECEcoursestoremaininthecohortandprogresstothenextsemester.Candidates’coursegrades,aswellasscoresonkeyassessments,willbereviewedbytheECEprogramcommitteethroughouttheprogramandattheendofeachsemester.Candidatesmustearngradesof“C”orbetterinallECEcoursestoprogresstothenextsemester.Ifthecandidateearnsbelowa3.0GPAand/oranylettergradebelow“C”inanyECEcourse,theECEprogramcommitteewillreviewdocumentationandeither:

1. permittheteachercandidatetoproceedintheprogramwithappropriateacademicdevelopmentstrategies(i.e.repeatcoursework),OR

2. removetheteachercandidatefromtheprogram.DispositionChecksCandidatesmustreceiveacceptableratingsonalldispositionalchecksthroughouttheprogramtocontinueandsuccessfullycompletetheECEdegreewithlicensure.Chronicabsenteeism,habitualtardiness,incompletework,inabilitytoeffectivelycollaborateandcommunicate,andmisseddeadlinesareinconsistentwiththedispositionsofaprofessionaleducator.Candidates’dispositionswillbeassessedthroughouttheprogramontheCandidateDispositionInventory(CDI).IfthecandidatereceivestwoormoreCDIconcerns,theECEprogramcommitteewillreviewdocumentationandeither:

1. permittheteachercandidatetoproceedintheprogramwithappropriateprofessionaldevelopmentstrategies,OR

2. removetheteachercandidatefromtheprogram.


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Field-embeddedCourseworkCoursesintheECEprogramwillrequirecandidatestomeetoffcampusandparticipateindiverseschoolexperiences.NOTE:thisisinadditiontothecandidates’fieldplacementsassignedbyOPFE.Theseexperiencesareembeddedwithinthecoursestopromotecollaborativeexperiences,professionalgrowth,authenticpractice,andreflectionofcandidates.CandidatesareresponsiblefortransportationtotheDaytonmetroareaschoolsandforsuccessfullymeetingallcourserequirements.Thefollowingbehaviorsmaypotentiallydamagerelationshipsbetweenschools,districts,communities,andtheuniversityandcanresultinfailingcoursesandremovalfromtheprogram:

• Thecandidateisaskedtoberemovedbyaprincipaland/orteacherataschool.• Thecandidateisnotprogressingsuccessfullyinthecourseworkoraconditionexists

thathindersacandidate’sabilitytosuccessfullycompleteacourseinthefield.• Thecandidateisunabletoconnectandcollaboratewithdiversechildren,teachers,

families,andcommunities.• Thecandidateissharingordiscussinginformationwithothersthatisharmfulto

children,teachers,schools,communities,andtheuniversity.• Thecandidatecannotresolveaproblemorissuerelatedtothecoursework.

Professionalism/ConcernConferencesCandidatesareresponsiblefortheirbehaviorsanddecisions.ProgramfacultyandstaffhaveaformalsysteminplaceforcandidatesdemonstratingconcerninanyorallareasoftheCEHSconceptualframeworkand/orprofessionaldispositions.Acandidatewillberequiredtoparticipateinaformalconcernconferenceasrequestedbyafacultyorstaffmember,advisor,supervisor,orfieldperson.Facultyorstaffmembers,advisors,supervisors,orfieldpeoplecanrequestformalconcernconferencesofcandidates.Concernsincludethoserelatedto,butarenotlimitedto:thecandidate’sattitude,disposition,orbehaviorinhibitingher/hisprofessionaleffectivenessinacourse,keyassessment,orfieldexperience.Thecandidatewillberequiredtoparticipateinaformalconcernconferenceabouttheconcern(s)andtosetacademicand/ordispositionalactionsteps.Theemphasisoftheconcernconferenceistoassistthecandidateinresolvinganyproblem(s),whichmighthinderher/hissuccess.Awrittenrecordofsuchaconferencewillbemadepartofthecandidate’sstudentfile.TheConcernConferenceformislocatedinAppendixA.Ifacandidatedoesnotattendtheconcernconferenceand/orisunabletomeetanyorallspecifiedactionstepsbythetimelineexpected,s/hewillberemovedfromtheprogram.

ProgramCompletionECEDegreewithLicensureUponsuccessfulcompletionoftheprogramcourseworkandassessments,aswellasearningpassingscoresonthestaterequiredteacherlicensureexaminations,candidatesareeligibletograduateandapplyforthestateofOhioteachinglicenseinEarlyChildhoodP-3.


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Tograduatewithadegreeinearlychildhoodeducation,candidatesmustsuccessfullycompleteallrequirementsintheprogram.Ifcandidatesareunabletocompleteanyprogramrequirementsuccessfully,theywillnotbeabletograduatewithadegreeinEarlyChildhoodEducation.Inordertoberecommendedforlicensure,candidatesmustdemonstratethey:1)haveachievedtherequiredcontentknowledge,2)canteacheffectivelywithpositiveimpactsonP-3studentlearninganddevelopment,and3)understandtheexpectationsoftheteachingprofession,includingtheOhiocodeofethics,theNAEYCstandardsofpractice(seeAppendixB),andrelevantlawsandpolicies.TheOhioDepartmentofEducation(ODE)reviewsapplicationsforeducatorlicensureandissuescredentialstoqualifiedcandidates.AcandidateseekinganOhioeducatorlicenseorendorsementtoanOhioeducatorlicensethroughODEmust,aspartoftheapplicationprocess,obtainarecommendationforlicensureorendorsementfromtheinstitutionofhighereducationatwhichthecandidatecompletedaneducatorpreparationprogram.TheOhioDepartmentofHigherEducationrequiresinstitutionsofhighereducationthatoffereducatorpreparationprogramstoassurethatcandidatesforanOhioeducatorlicensemeetallthecurrentrequirementsofthecredentialforwhichthecandidateisrecommended.O.A.C.3333-1-05.Therefore,acandidatewhosuccessfullycompletestheEarlyChildhoodEducationprogramwillearnabachelor’sdegreeinEarlyChildhoodEducationand,acandidatewho,aspartoftheapplicationprocessforobtaininganOhioeducatorlicenseorendorsementtoanOhioeducatorlicense,requestsWSU’srecommendationofher/hisapplication,willberecommendedforanECEteachinglicenseinthestateofOhio.AcandidatewhodoesnotsuccessfullycompletetheEarlyChildhoodEducationprogramwillneitherearnthebachelor’sdegreenorwills/heberecommendedforanECEteachinglicense.

ProfessionalOpportunitiesTeacherEducationHonorsProgramTheHonorsProgramprovidesstudentsofexceptionalabilityenrolledinprogramsintheTeacherEducationDepartmentanopportunityforcreativity,self-direction,andexcellencethroughanextendedperiodofindependentstudyundertheguidanceofinterestedfaculty.TheTeacherEducationHonorsprogramconsistsof:

• Completinganhonorsprojectundertheguidanceofafacultyadvisor• CompletionofED4000(3credithours)• CompletionofED4100(3credithours)• CompletionofoneormoreUniversityHonorsseminars(UH4000).

Thehonorsprojectmaydealwithanyapprovedtopicorproblemrelatedtoeducation.Theprojectmayincludereviewingliterature,fieldwork,developingcurriculummaterials,studyingclassroomstrategiesoranyfacetofeducationinwhichthestudentisinterested.Thestudents


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maydointerdisciplinaryworkinvolvingtwoormoreprogramareaswithintheCollegeofEducation&HumanServices,ortheassistanceofanotherdepartmentattheuniversity.CreditsearnedthroughtheTeacherEducationHonorsProgramareconsideredelectivesandwillnotsubstituteforotherprogramcourserequirements.StudentsatthejuniororseniorlevelwhohavebeenadmittedtotheUniversityHonorsProgrammayapplyfortheHonorsPrograminTeacherEducationifthey:

• Maintaina3.25GradePointAverage(GPA);• Havea3.25cumulativeinprofessionaleducationcoursework;and• ArecurrentlyenrolledintheCollegeofEducation&HumanServices

Atthetimeofgraduationthestudentmusthave:

1. Anoverallcumulativeaverageof3.25;2. Acumulativeaverageof3.25inprofessionaleducationcoursework;3. Anhonorsprojectevaluatedwithagradeof“A”or“B”;and4. CreditinUH4000withagradeof“A”or“B”maybetakenatanytimebeforeorafterthe

projectiscompleted

FormoreinformationabouttheHonorsPrograminTeacherEducation,contactDr.AnnaLyon([email protected])EarlyChildhoodGeneralistEndorsement(4-5)CandidatesseekinganendorsementinEarlyChildhoodGeneralist4th-5thgradeEndorsementmustholdorbeeligibleforanearlychildhoodeducationlicense.Thefourcoursesforthisprogramtypicallyareofferedinthesummerterms.AnexamplesequenceandscheduleofcoursesisoutlinedbelowinTable2.

Table2.Summer2018CohortCourseworkandKeyAssessmentSequence(subjecttochange)SummerATermCourses KeyAssessmentsECE4010(undergrad)/5010(grad)–ECE4-5GeneralistPrinciples,Practices,andLearningECE4030(undergrad)/5030(grad)–ECE4-5GeneralistEffectiveScienceInstruction*

1. ECE4010/5010keyassessment

*Includesarequired75-hourfieldplacementinlocalschoolsSummerBTermCourses KeyAssessmentsECE4020(undergrad)/5020(grad)–ECE4-5GeneralistEffectiveLAandSSInstructionECE4040(undergrad)/5040(grad)–ECE4-5GeneralistEffectiveMathematicsInstruction

1. ECE4020/5020keyassessment

Additionallicensurerequirement:OhioAssessmentforEducators(OAE):018/019ElementaryEducationSubtestIandII

UponsuccessfulcompletionoftheEarlyChildhoodGeneralist4thand5thgradeEndorsementprogramofstudyandpassinglicensureexamsrequiredbythestateofOhio,theholderofanOhioEarlyChildhoodteachingcredentialmayaddanendorsementin4thand5thgrades.

Formoreinformation,contactECEprogramdirector:Dr.MichelleFleming([email protected])


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ECEPilotPageWhencandidatesbegintheECECohortsequence,theywillbegrantedaccesstotheECEProgramCohortCommunicationPilotpage.ECEcandidatesreportthatthisisahelpfulresourcethatprovidesinformationonsubjectssuchas:OAE’s,ECEGeneralistEndorsementProgram,TEDHonors,edTPA,andlinkstorelevanttopics.Forinformation,contactECEprogramdirector:Dr.MichelleFleming([email protected])

AdditionalResourcesandInformationWrightStateAssociationfortheEducationofYoungChildren(WSAEYC)AnorganizationforECEmajorsatWrightStateUniversity.WSAEYChastwoprimarygoals:topromotethegeneralwell-beingofchildrenandtheirfamilieswithintheGreaterDaytonareaviavolunteerworkandcommunityservice;andtopromotethesuccessofWrightStateECEmajorsviaworkshops,professionaldevelopmentopportunities,andguidancethroughtheWrightStateECEProgramofStudies.ECECohortLeadersProjectTheECECohortLeadersProjectdevelopstheleadershipofECEteachercandidateswhoserveasliaisonsbetweentheirrespectivecohortandtheprogram;itcreatesacultureofcareandguidancetocolleagues,futureteachercandidates,andprogramfaculty.Benefitsincludebeinginformed,connected,andrecognizedforyourprofessionalism.Cohortleaderscanbeself-orpeer-nominated.Forinformation,contactECEprogramdirector:Dr.MichelleFleming([email protected]) EducatorsRisingOrganizationAnorganizationthatprovidesaccesstosupportandresourcessuchas,videosofNationallyBoardCertifiedteachersintheclassroom,theEdRisingVirtualCampuscommunity,andon-campusprofessionaldevelopment.Byjoining,candidateswillencounterleadershipopportunities,stateandregionalconferenceopportunities,andpotentialscholarships.Forinformation,contactOfficeofPartnershipsandFieldExperiencesdirector:Mrs.TraceyKramer([email protected])OhioDepartmentofEducationhttp://education.ohio.gov


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OhioAssessmentforEducators(OAE)

• OAE’srequiredforinitialECElicensure:OAE012,OAE001,andOAE090.o InformationonEarlyChildhoodAssessment(OAE012):

http://www.oh.nesinc.com/CONTENT/STUDYGUIDE/OH_SG_OBJ_012.htmo InformationonAssessmentofProfessionalKnowledge(OAE001):

http://www.oh.nesinc.com/CONTENT/STUDYGUIDE/OH_SG_OBJ_001.htmo InformationonFoundationsofReadingAssessment(OAE090):

http://www.oh.nesinc.com/Content/STUDYGUIDE/SA_SG_obj_FOR.htm• OAE’srequiredforadditionalEarlyChildhood(Grade4-5)EducationGeneralist

Endorsement:OAE018/019(SubtestsIandII)o InformationonElementaryEducationSubtestsIandII:

http://www.oh.nesinc.com/CONTENT/STUDYGUIDE/OH_SG_OBJ_018.htm


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AppendixA:ConcernConferenceForm

Record of a Concern Conference

Wright State University CEHS Office of Student Services www.cehs.wright.edu/studentinfo/student_services/ 3640 Colonel Glenn Highway Dayton, Ohio 45435-0001 937-775-3088

Student: UID: Date of Conference: Program:

Initiator of Conference: Undergraduate Faculty/Staff Present: Graduate

I. Area(s)ofConcern(checkallitemsthatapply;alignconcernswithActionStepsinPartII)

A. Conceptual Framework 1. Content Knowledge 2. Pedagogical Knowledge 3. Diversity 4. Technology 5. Professionalism 6. Emotional Intelligence

B. Professional Dispositions 1. Honesty/integrity 2. Reliability/responsibility 3. Respect for others 4. Self-improvement through

Professional development

5. Self-awareness/knowledge of limits 6. Communication/collaboration 7. Altruism/advocacy

Explanation or description of concerns: II. ActionSteps(observableandmeasureable)

A.Bythedatespecifiedineachactionitem,thecandidatewill: B.Datestepwasmet:1.

1.__________________________

2.

2.__________________________

3.

3.__________________________

III. AgreementBy typing in your name and UID below, you are signifying agreement with this Record of a Concern Conference. No student signature indicates refusal to accept these Action Steps. Provide Explanation in IV. 1. Teacher Candidate: _________________________________________

Date: _______________________

2. Initiator of Conference: _________________________________________

Date: _______________________

3. University Supervisor: _________________________________________

Date: _______________________

4. Cooperating Teacher: _________________________________________

Date: _______________________

IV. AdditionalInformation

Student refuses to accept these Action Steps

Teacher Candidate Signature and UID Date


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Distribution: Student; Initiator of Conference; Faculty/Administration/Staff Present; Program Advisor; Department Chair, Office Of Student Services College Policies

• This Record of a Concern Conference is confidential to the faculty/administration/staff associated with

the CEHS.

• Continued concerns and/or failure to meet action steps may result in one or more of the following:

o Course enrollment restriction

o Field experience restriction

o Professional assessment and/or counseling

o Recommendation for dismissal from the program and/or college

Procedural Notes

1. The initiator of the Record of a Concern Conference is responsible for completing II A and II B.

2. Faculty/staff may submit a request to the Office of Student Services to find out if additional

Records of a Concern Conference are on file for the same student.

3. Professional counseling may only be required after a licensed professional has conducted an

assessment. Student required to meet with a licensed professional for assessment must sign a

release form so that CEHS faculty may view the assessment results and determine if professional

counseling is needed.

4. Concerns that relate to academic integrity must be submitted to the Community Standards and

Student Conduct Office so that documentation on the student may be maintained.

5. The initiator of the concern conference will ensure that all members on the distribution list

receive the Record of a Concern Conference at the conclusion of the meeting. A printed copy of

this form must be submitted to the Office of Student Services for inclusion in the student file.

Updated 8/22/13


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AppendixB:NAEYCProfessionalPreparationStandards

STANDARDONE:PROMOTINGCHILDDEVELOPMENTANDLEARNINGCandidatespreparedinearlychildhooddegreeprogramsaregroundedinachilddevelopmentknowledgebase.Theyusetheirunderstandingsofyoungchildren’scharacteristicsandneeds,andofmultipleinteractinginfluencesonchildren’sdevelopmentandlearning,tocreateenvironmentsthatarehealthy,respectful,supportive,andchallengingforeachchild.

1a:Knowingandunderstandingyoungchildren’scharacteristicsandneeds1b:Knowingandunderstandingthemultipleinfluencesondevelopmentandlearning1c:Usingdevelopmentalknowledgetocreatehealthy,respectful,supportive,andchallenginglearningenvironmentsSTANDARDTWO:BUILDINGFAMILYANDCOMMUNITYRELATIONSHIPSCandidatespreparedinearlychildhooddegreeprogramsunderstandthatsuccessfulearlychildhoodeducationdependsuponpartnershipswithchildren’sfamiliesandcommunities.Theyknowabout,understand,andvaluetheimportanceandcomplexcharacteristicsofchildren’sfamiliesandcommunities.Theyusethisunderstandingtocreaterespectful,reciprocalrelationshipsthatsupportandempowerfamilies,andtoinvolveallfamiliesintheirchildren’sdevelopmentandlearning.

2a:Knowingaboutandunderstandingdiversefamilyandcommunitycharacteristics2b:Supportingandempoweringfamiliesandcommunitiesthroughrespectful,reciprocalrelationships2c:Involvingfamiliesandcommunitiesintheirchildren’sdevelopmentandlearningSTANDARDTHREE:OBSERVING,DOCUMENTING,ANDASSESSINGTOSUPPORTYOUNGCHILDRENANDFAMILIESCandidatespreparedinearlychildhooddegreeprogramsunderstandthatchildobservation,documentation,andotherformsofassessmentarecentraltothepracticeofallearlychildhoodprofessionals.Theyknowaboutandunderstandthegoals,benefits,andusesofassessment.Theyknowaboutandusesystematicobservations,documentation,andothereffectiveassessmentstrategiesinaresponsibleway,inpartnershipwithfamiliesandotherprofessionals,topositivelyinfluencethedevelopmentofeverychild.3a:Understandingthegoals,benefits,andusesofassessment3b:Knowingaboutandusingobservation,documentation,andotherappropriateassessmenttoolsandapproaches3c:Understandingandpracticingresponsibleassessmenttopromotepositiveoutcomesforeachchild3d:KnowingaboutassessmentpartnershipswithfamiliesandwithotherprofessionalsSTANDARDFOUR:USINGDEVELOPMENTALLYEFFECTIVEAPPROACHESTOCONNECTWITHCHILDRENANDFAMILIESCandidatespreparedinearlychildhooddegreeprogramsunderstandthatteachingandlearningwithyoungchildrenisacomplexenterprise,anditsdetailsvarydependingonchildren’sages,characteristics,andthesettingswithinwhichteachingandlearningoccur.Theyunderstandandusepositiverelationshipsandsupportiveinteractionsasthefoundationfortheirworkwithyoungchildrenandfamilies.Candidatesknow,understand,anduseawidearrayofdevelopmentallyappropriateapproaches,instructionalstrategies,andtoolstoconnectwithchildrenandfamiliesandpositivelyinfluenceeachchild’sdevelopmentandlearning.4a:Understandingpositiverelationshipsandsupportiveinteractionsasthefoundationoftheirworkwithchildren4b:Knowingandunderstandingeffectivestrategiesandtoolsforearlyeducation4c:Usingabroadrepertoireofdevelopmentallyappropriateteaching/learningpractices4d:Reflectingontheirownpracticetopromotepositiveoutcomesforeachchild.


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STANDARDFIVE:USINGCONTENTKNOWLEDGETOBUILDMEANINGFULCURRICULUMCandidatespreparedinearlychildhooddegreeprogramsusetheirknowledgeofacademicdisciplinestodesign,implement,andevaluateexperiencesthatpromotepositivedevelopmentandlearningforeachandeveryyoungchild.Candidatesunderstandtheimportanceofdevelopmentaldomainsandacademic(orcontent)disciplinesinearlychildhoodcurriculum.Theyknowtheessentialconcepts,inquirytools,andstructureofcontentareas,includingacademicsubjects,andcanidentifyresourcestodeepentheirunderstanding.Candidatesusetheirownknowledgeandotherresourcestodesign,implement,andevaluatemeaningfulchallengingcurriculumthatpromotescomprehensivedevelopmentalandlearningoutcomesforeveryyoungchild.5a:Understandingcontentknowledgeandresourcesinacademicdisciplines5b:Knowingandusingthecentralconcepts,inquirytools,andstructuresofcontentareasoracademicdisciplines5c:Usingtheirownknowledge,appropriateearlylearningstandards,andotherresourcestodesign,implement,andevaluatemeaningful,challengingcurriculaforeachchild.STANDARDSIX:BECOMINGAPROFESSIONALCandidatespreparedinearlychildhooddegreeprogramsidentifyandconductthemselvesasmembersoftheearlychildhoodprofession.Theyknowanduseethicalguidelinesandotherprofessionalstandardsrelatedtoearlychildhoodpractice.Theyarecontinuous,collaborativelearnerswhodemonstrateknowledgeable,reflectiveandcriticalperspectivesontheirwork,makinginformeddecisionsthatintegrateknowledgefromavarietyofsources.Theyareinformedadvocatesforsoundeducationalpracticesandpolicies.6a:Identifyingandinvolvingoneselfwiththeearlychildhoodfield6b:Knowingaboutandupholdingethicalstandardsandotherprofessionalguidelines6c:Engagingincontinuous,collaborativelearningtoinformpractice6d:Integratingknowledgeable,reflective,andcriticalperspectivesonearlyeducation6e:EngagingininformedadvocacyforchildrenandtheprofessionSTANDARDSEVEN:EARLYCHILDHOODFIELDEXPERIENCESFieldexperiencesandclinicalpracticeareplannedandsequencedsothatcandidatesdeveloptheknowledge,skillsandprofessionaldispositionsnecessarytopromotethedevelopmentandlearningofyoungchildrenacrosstheentiredevelopmentalperiodofearlychildhood–inatleasttwoofthethreeearlychildhoodagegroups(birth–age3,3-5,5-8)andinavarietyofsettingsthatofferearlyeducation(earlyschoolgrades,earlylearningandcarecentersandhomes,HeadStartprograms).7a:Opportunitiestoobserveandpracticeinatleasttwoofthethreeearlychildhoodagegroups(birth-3,3-5,5-8)7b:Opportunitiestoobserveandpracticeinatleasttwoofthreemaintypesofearlyeducationsettings(earlyschoolgrades,earlylearningandcarecentersandhomes,HeadStartprograms)


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AppendixC:TeacherCandidateHandbookAgreementFormBysigningbelow,IamagreeingthatIunderstandtherequirementsoftheECEprogramasdescribedinthishandbook.PrintFullName:____________________________________________________________Signature:_________________________________________________________________Date:_____________________________________________________________________

early childhood education (ece) teacher candidate …...ece teacher candidate handbook 2018 2...

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