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

Compose your teaching philosophy based on knowledge of factors that constitute excellence in an inclusive early childhood classroom.  Address the role of the teacher, how instruction will be designed, what you will consider in setting up the environment, your ideas of working with families and other professionals, how assessment and planning are related, and what special considerations will be made for children with special needs.  Also, state how you will work to continually improve your teaching.  Your philosophy should address the following standards.   Include the standards in the text of your philosophy.  Your teaching philosophy should be two to three pages in length and double spaced.

 

Teachers of Early Childhood:

Standard # 1:  The early childhood education professional possesses core knowledge that is extensive and comprehensive and goes well beyond common knowledge.

Standard # 7:  The early childhood education professional embraces and actively models professionalism, ethical behavior, and commitment to lifelong learning.

 

Teachers of Students with Exceptional Needs:

Standard # 2:  The educator of students with exceptional needs is knowledgeable of human growth and development and uses this knowledge to provide meaningful learning opportunities.

Standard # 5:  The educator of students with exceptional needs is cognizant of the importance of active learning environments and collaboratively designs settings that foster an enriching, nurturing, and safe climate where diversity and risk taking are valued.

Plan a detailed small group lesson for your classroom using the lesson plan template for CDFS 406.  You are to decide on the assessment method.  Materials should be teacher created for children in your classroom.  Explain in detail how the lesson could be adapted for children with exceptional needs in your classroom. Following implementation of the lesson, you are to write a formal reflection describing the following:  Strengths of the activity, challenges of implementation, method of assessment, analysis of goal achievement, and ideas for improvement in planning, implementing or assessing the lesson.  

You are to post the plan, a description of the assessment method and the two to three page reflection on the lesson.  The reflective paper should include direct reference to the following standards:

 

Teachers of Early Education:

Standard # 4:  The early childhood education professional understands developmentally appropriate practices and can develop curriculum and implement instruction for all young children.

Standard # 6:  The early childhood education professional is knowledgeable about methods of assessment and evaluation and uses assessment information to plan appropriate curriculum and to provide feedback for families.

 

Teachers of Students with Exceptional Needs:

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.

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.

Standard # 7:  The educator of students with exceptional needs understands that individualized planning is at the center of special education practice.

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.

Briefly describe two strategies that you used during student teaching to support parents in their role as first teachers or to promote better collaboration between families and teachers.  The strategies could be a bulletin board, a newsletter, a family event at school, or a take home activity that you prepared for parent and child. Photographs may be posted.  Include handouts or samples when applicable. Reflect on what you learned in planning and preparing and implementing programming or materials for families. Address ways that you addressed diversity in your program. Describe your growing competency in the standards below:

 

Teachers of Early Childhood:

Standard # 5:  The early childhood education professional understands the influence of the family, community, and culture on the learning of young children.

 

Teachers of Students with Exceptional Needs:

Standard # 10:  The educator of students with exceptional needs collaborates with families, colleagues, related service providers, and community members in culturally responsive ways to support students’ learning.

Reflect on your growing understanding of the process of assessing learners and the impact of connecting planning and assessment.  Describe the types of assessment which you had opportunities to carry out or monitor progress following assessment. Relate what experience you had with both informal and formal assessment tools.  Discuss the connection of assessment to accountability for families and administrators.  Make reference to the following standards in your narrative. Post your semester summary progress report (deleting direct reference to the child).

You may post samples of work, anecdotal records, photographs, teacher created checklists, etc.

 

Teachers of Early Childhood Education:

Standard # 6:  The early childhood education professional is knowledgeable about methods of assessment and evaluation and uses assessment information to plan appropriate curriculum and to provide feedback to families.

 

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.

Post the powerpoint presentation that you developed for faculty and peers which describes your growing competance in each area of the teaching standards on the Holistic Summative Assessment evaluation tool.  Also, post the final version of your goal sheets which shows your objectives, activities, and self-evaluation of goals as well as evaluative comments from your cooperating teachers.

</FONT>