Observation of and teaching in inclusive programs for young children, under the supervision of the Department of Child Development and Family Studies faculty, the classroom teacher, and the special education teacher.  Monthly seminars focus on issues pertinent to professional development.  Sixteen week of full time teaching or the equivalent are required for the 16 credits

Directions:  Post an essay which states your foundational beliefs for promoting child development and learning in an inclusive early childhood classroom setting.  In writing your teaching philosophy, consider professional standards, developmental theories, current best practice recommendations, and prior personal experiences and background.

Include the following in the reflective essay (3 to 4 pages double-spaced):

1. Description of basic needs of young children and  the multiple influences on development based

on knowledge of developmental theories and family systems theories

2. Description of qualities and skills important for early childhood teachers based on best practice recommendations from NAEYC and CEC
3. Description of factors which influence planning and implementing instruction for both typically developing children and children with special needs including how assessment will be

linked to program planning based on professional standards

4. Description of plan for ongoing professional development for self as early childhood educator

 

Refer to the following standards in your essay:

NAEYC Standard # 1   Promoting Child Development and Learning

Candidates 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.  (See attached standard and sub-standards NAEYC # 1)

 

CEC Standard # 1   Foundations

Special educators understand the field as an evolving and changing discipline based on philosophies, evidence-based principles and theories, relevant laws and policies, diverse and historical points of view, and human issues that have historical influenced and continue to influence the field of special education and the education and treatment of individuals with exceptional needs both in school and society.  Special educators understand how these influence professional practice, including assessment, instructional planning, implementation, and program evaluation.  Special educators understand how issues of human diversity can impact families, cultures, and schools, and how these complex human issues can interact with issues in the delivery of special education   They understand the relationships of organizations of special education to the organizations and functions of schools, school systems, and other agencies.  Special educators use this knowledge as a ground upon which to construct their own personal understandings and philosophies of special education.  (See attached standard and sub-standards CEC # 1)

 

Part I

Directions:  Post a detailed small group lesson plan for your classroom using the template used in CDFS 405/406.  Materials for the lesson are to be teacher created and assessment tool is also to be teacher

designed to provide specific data regarding accomplishment of the objectives of the lesson plan.

Lesson plan is to include the following information:

1.  Objectives for the group as well as two individual focus children with varying developmental

levels or ability levels

2. Description of materials
3. Description of teaching strategies
4. Adaptation strategies for needs of different learners

Assessment tool and gathered data are also to be posted following implementation of the lesson.

 

Part II

Directions:  Write a formal reflection on the lesson plan, implementation, and assessment method.

Describe the following:

1. Strengths of the activity
2. Challenges of implementation
3. Analysis of goal achievement
4. Effectiveness of assessment tool and how information gathered will be useful in future planning

for individual focus children

5. Ideas for improving the plan, implementation, or assessment of the lesson

 

 

Refer to the following standards in your essay:

NAEYC Standard # 4:

Candidates integrate their understanding of and relationships with children and families; their understanding of developmentally effective approaches to teaching and learning; and their knowledge of academic disciplines to design, implement, and evaluate experiences that promote positive development and learning for all children.  (See attached standard and sub-standards for NAEYC # 4)

CEC Standard # 3

The educator of students with exceptional needs has an in-depth understanding of the unique characteristics and specialized needs of students and the implications for academic, social, and emotional planning necessary to support continuous skill development and to maximize independence throughout life.

CEC Standard # 4

The educator of students with exceptional needs possesses a repertoire of evidence-based instructional strategies and knowledge of technology, and selects, adapts, and uses these strategies and technologies to promote positive learning results.

CEC Standard # 7

The educator of students with exceptional needs understands that individualized planning is at the center of special education practice.

CEC Standard # 8

The educator of students with exceptional needs is competent in selecting, administering, and interpreting a variety of formal and informal assessment tools and utilizes this information to design, implement, and evaluate instruction and to guide students in self-assessment.

(See attached sub-standards for CEC  3-8)

Directions:  Post a reflective essay (Part I) and post a description of a strategy (Part II) which document competence in knowledge and understanding of working with families and other professionals and skill in developing strategies which support and empower families to be involved in their children’s development and learning.

Part l     Include the following in the reflective essay:

1. Description of knowledge and understanding of family and community characteristics which can influence relationships such as socioeconomic conditions; family structures; cultural values; and /or the impact of having a child with special needs
2. Description of strategies for supporting and empowering families through respectful, reciprocal relationships which include a variety of communication methods
3. Description of multiple methods to involve families and communities in many aspects of children’s development and learning
4. Description of knowledge of team processes and understanding of the need for collaboration with other service providers and community members to support student’s learning

 

Refer to the following standards in your essay:

NAEYC Standard 2

Candidates 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.  (See full description of standard and sub-standards for NAEYC #2  in HDFS 45000 handbook.)

 

CEC Standard 10

Special educators routinely and effectively collaborate with families, other educators, related service providers, and personnel from community agencies in culturally responsive ways.  (See full description of standard and sub-standards for CEC #10 in HDFS 45000 handbook.)

  

Part ll   Include the following in the description of a method designed for supporting family involvement such as a family event at school, take home child/parent activity, newsletter, bulletin board, or other strategy which supports and empowers families to be involved in child’s development:

1.  Description of the goal of the method of communication with families
2.  Description of the planned and implemented strategy (post photos, handouts, or copy of plan)
3.  Brief self-assessment of the success of the method and ideas for improvement in the future

Directions:  Post a reflective essay (Part I) and a semester summary progress report (Part II) which document competence in assessing and evaluating student progress.  

Include the following in the reflective essay:

1. Description of development and implementation of a continuous and systematic observation process for collecting data on individual children’s progress, noting specific methods used during your student teaching semester
2. Description of formal and informal assessment tools utilized and how the tools were used to assess or evaluate student learning  in your classroom(s) 
3. Description of how assessment information was utilized to plan future goals and objectives and/or to adjust instruction (pace, teaching strategies, instructional support, etc.)
4. Description of how assessment information was communicated with families and other professionals to influence children’s future development and learning

 

Refer to the following standards in your essay:

NAEYC   Standard # 3

Candidates 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. (See attached standard and substandards NAEYC #3)

Rules 2002 Teachers of Students with Exceptional Needs    Standard # 8

The educator of students with exceptional needs is competent in selecting, administering, and interpreting a variety of formal and informal assessment tools and utilizes this information to design, implement, and evaluate instruction and to guide students in self-assessment. (See attached standard and substandards CEC #8)

 

Include the following in your semester summary progress report:    (Remove any identifying information

such as name, DOB, classroom, etc. before posting.)  *See note below.

1. Introduction:  Include basic information such as gender and age, along with general strengths and areas identified as goals.
2. Summary of Progress:  Briefly describe progress in each developmental domain or around specified goals if child has IEP.  Attach profile information as appropriate (formal or informal assessment data which would support communication with family or other professionals).
3. Recommendations:  Identify emerging skills and write recommendations or specific new goals.
4. Conclusion:  Conclude with a positive statement about child’s overall development.

 

*If your program has a program specific summary of progress form with similar reporting of information, you may use your school’s format for reporting for this assignment.

Directions:  (Part I) Post professional goals which have been constructed throughout the term (Knowledge of Field/Ability to Plan Curriculum for Diverse Learners, Classroom Management and Individual Guidance, Instructional Role, Assessment and Evaluation, Working with Families, Collaboration with Other Professionals, and Professional Development) with final self-evaluation comments which note progress on each goal.

 

(Part II)  Post a power point presentation which describes your growing competence in the areas outlined in the Holistic Summative Assessment HDFS 45000 Teacher Performance Rubric.  (The power point will also be presented to peers, faculty and cooperating teachers during final’s week.)

Address the following competency areas:    See note below*

1. Planning Instruction:  The teacher plans instruction based upon 1) knowledge of student’s learning needs and interests; 2)  knowledge of community, school, and classroom factors; 3) the subject matter focus of the unit/lesson; 4) strategies and resources, including technology; and 5) the focus of student assessments: in order to support student learning.
2. Teaching and Learning Experiences:  The teacher coordinates teaching and learning experiences based on well-developed plans and instructional strategies, including the use of technology, 2) a positive learning environment, and 3) student communication opportunities, in order to support student learning.
3. Assessing Learners:  The teacher assesses learners based on the focus of student assessments developed while planning instruction and 1) communicating performance expectations and assessment criteria; 2) monitoring student’s daily learning and adjusting instruction; 3) the summative assessment of student performance; and 4) feedback to students about the quality of their work; in order to support student learning.
4. Reflecting on Learning and Teaching:  The teacher reflects on 1) the analysis of student learning and support for conclusions; and 2) the teacher’s own practice; in order to improve the teacher’s impact on student learning.

 

*Note   Photographs of environmental set-ups, activity centers, group time activities, teaching strategies such as field trips or resource persons may be included without identifying information of children or classroom.

 

Refer to the following standards in your presentation:

NAEYC Standard # 5

Candidates 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.  (See complete standard and sub-standards  NAEYC # 5 in HDFS 45000 handbook.)

 

CEC Standard # 9

Special educators are guided by the profession’s ethical and professional practice standards.  Special educators view themselves as lifelong learners and regularly reflect on and adjust their practice.   (See complete standard and sub-standards  CEC #9 in HDFS 45000 handbook.)

1.   Description of the Assessment. Students enrolled in CDFS/HDFS 45000, “Supervised Teaching in Inclusive Programs for Young Children,” are formally evaluated at the end of the sixteen week internship using the rubric attached to this section.  The cooperating teacher(s) carefully observe the student teacher over the term.  The university supervisor completes five formal observations.  The student, cooperating teacher(s) and the university supervisor use the evaluation tool at midterm to provide feedback and to support the student in planning goals and experiences that facilitate mastery of all standards.  The cooperating teacher(s) and the university supervisor meet at the end of the term to discuss each candidate’s progress on each item on the assessment tool and collaboratively score the tool. 

 

2.   Alignment with Standards: The assessment is aligned with the 5 NAEYC Standards:

 

1. Promoting child development and learning
2. Building family and community relationships
3. Observing, documenting and assessing to support young children and families
4. Teaching and learning
5. Becoming a professional

 

The assessment is aligned with the 10 CEC Standards:

 

1. Foundations
2. Development and characteristics of learners
3. Individual learning differences
4. Instructional strategies
5. Learning environments and social interactions
6. Language
7. Instructional planning
8. Assessment
9. Professional and ethical practice
10. Collaboration

 

(See Standards/Course Matrix, Appendix, for NAEYC and CEC sub-standards addressed by this assessment.)