NATIONAL COUNCIL FOR ACCREDITATION OF TEACHER …eduweb.education.radford.edu/ncate/docs/ru ir addendu… · Web viewResponse to National Recognition With Conditions. Response to

Radford University Blended IDEC Report 2007-2008

Program Report for the Blended Preparation of Early Childhood Teachersand Early Childhood Special Education Teachers

National Association for the Education for Young Children (NAEYC)and Council for Exceptional Children (CEC)

NATIONAL COUNCIL FOR ACCREDITATION OF TEACHER EDUCATION

C O V E R S H E E T

Institution Radford University State VA

Date submitted Spring 2009 for 2007-2008 year

Name of Preparer Sharon L. Gilbert, Ph.D., Program Area Leader

Phone #540/831-7117 Email [email protected]

Program documented in this report:Name of institution’s program (s) Interdisciplinary Studies - Early Childhood (IDEC) ProgramGrade levels for which candidates are being prepared Birth through Grade 3 Degree or award level Master of Science in EducationIs this program offered at more than one site? □ Yes X NoIf yes, list the sites at which the program is offered

Title of the state licenses for which candidates are preparedPreK-3 rd grade Early Childhood Special Education (birth to age 5)

Program report status: Annual Program Report Initial Review Response to a Not Recognized Decision Response to National Recognition With Conditions Response to a Deferred Decision

State licensure requirement for national recognition:NCATE requires 80% of the program completers who have taken the test to pass the applicable state licensure test for the content field, if the state has a testing requirement. Test information and data must be reported in Section III. Does your state require such a test?

X Yes □ No

Program Report Template— Blended NAEYC and CEC 1

Radford University IDEC Report 2009-2010

SECTION I: Context

Radford University:

College Count Undergraduates States Countries

College of Education

and Human

Development

(CEHD)

1581

approx.

Female 60% From 42 From 50

Graduate Education 1,005 Male 40%

Total Students

Radford University 8,878

(http://www.radford.edu/NewsPub/rufacts.html [retrieved December 1, 2010] )

1. Description of any state or institutional policies that may influence the application of NAEYC/CEC standards. [Response limited to 4000 characters]

Radford University is a public, mid-sized University, located in southwestern Virginia, among the

beautiful Blue Ridge Mountains and along an interstate highway. Radford University is primarily a

teaching University, believing in the dynamics of change and having a strong commitment to

continuous review, evaluation and improvement in the curriculum and all aspects of the University to

meet the changing needs of society.

Radford University’s mission and goals guide the College of Education and Human

Development (CEHD) graduates, with the tradition of preparing teachers as part of its heritage. First

and foremost, the University emphasizes teaching and learning. Many attending are first generation

college students. Radford University prides itself on being a student-centered University, both “high

tech” and “high touch,” providing students with small classes and personal support.

As RU changes General Education courses or courses in other Colleges add or drop courses or

change requirements, the Interdisciplinary Early Childhood Program (IDEC) is sometimes directly

affected. Often courses required or recommended do not have sufficient sections or openings for IDEC

candidates to take in a timely manner. Also, as the Virginia Community Colleges change their courses,

the articulation process for candidates transferring to Radford University’s IDEC Program is affected.

The Unit needs unit-wide assessments for NCATE, and to address this requirement, tried to

unify Student Teaching Evaluation forms, among the gathering of other data. The IDEC Program kept

its internships data separately, realizing the vast conceptual and skill difference across the ages and

teaching licensures of our Unit (elementary, deaf and hard of hearing, special education, secondary,

early childhood special education, etc.) and also within the IDEC Program itself (i.e., early intervention,

early childhood special education, and primary grade teaching).

2

http://www.radford.edu/NewsPub/rufacts.html


The Commonwealth of Virginia requires institutions of higher education to have their teacher

candidates pass PRAXIS I, although officially not required for licensure, with scores on Mathematics—

178, Reading—178, Writing 176, or a composite score of 532. (These are the 2nd highest pass scores

in the nation.) The Virginia Board of Education approved April 2004 Praxis I be waived for teacher

candidates who received a score of 1100 on the SAT with at least a 530 on the verbal and a 530 on the

mathematics tests or higher. Students may also be exempt from the Praxis I if their ACT composite

score is 24 or higher with math no less than 22, and a combined score in English and reading of no less

than 46. Recently, the Virginia Department of Education passed a resolution allowing students to obtain

a passing scores on the math portion of PRAXIS I and the Virginia Communication and Literacy

Assessment (VCLA) to be exempt from having to pass the reading and writing portions of PRAXIS I.

Virginia PreK-3rd Grade candidates are required to take Praxis II--0014 Elementary. A PRAXIS II

Specialty test for Early Childhood Special Education or Early Childhood Education has not been

approved in Virginia. Praxis II, ELEM 0014, only relates partially to NAEYC Standard 4—Academic

Content. Virginia has not adopted an ECSE assessment. Virginia Reading Assessment (VRA) and the

VCLA are also required of our candidates.

The Commonwealth of Virginia requires that teacher candidates major in an academic area.

Radford University IDEC candidates receive a Bachelor of Science degree majoring in “interdisciplinary

studies” with 12 hours of Core Foundations,; 16 hours of Core Skills and Knowledge, which includes

Mathematical, Social/Behavioral, and Natural Sciences, Humanities, and Visual and Performing Arts; 6

hours in National and International Perspectives, which includes U.S. and Global Perspectives and

Geography; and 9-11 hours in Supporting Skills and Knowledge, including Natural, Social/Behavioral or

Mathematical Sciences, Humanities, Visual and Performing Arts, or Foreign Languages and Health and

Wellness.

This interdisciplinary studies major also provides candidates with 36 semester hour

concentrations in early childhood education and early childhood special education and 22 semester

hours in an interdisciplinary core. Teacher licensure candidates return for a special 5th year Masters in

Education (36 semester hours) and dual teaching licensures in Early Childhood Education (PreK-3rd

Grade) and Early Childhood Special Education (birth through age 5).

Virginia licensures for Early Childhood Education (preK-3rd grade) and Early Childhood Special

Education (birth through age 5) do not require physical education or music competencies. In Virginia

public schools, specialists teach music, art, and physical education grades preK and higher. However,

these areas are primarily addressed in the early childhood classes in the context of the whole child

(EDEC 321 Early Development and Learning: Infants & Toddlers and EDEC 322 Early Development &

Learning: Preschool & Primary). They are also addressed in EDEC 425 Assessment-Based Instruction

and Adaptations for Young Children in developing integrated units. In EDEC 425 and 430 ECE

3


Internship 1, candidates are required to develop and implement learning activities (lessons) in physical

education/health, music, and art.

2. Description of the field and clinical experiences required for the program, including the number of hours for early field experiences and the number of hours/weeks for student teaching or internships.

Candidates have multiple experiences to observe and interact with children prior to their

internships. In EDSP 360 - Introduction to Early Childhood Special Education, candidates visit a

neonatal intensive care infant unit, as one of their many observations of early childhood special

education services. In other classes (EDEC 321 – Early Development and Learning: Infants and

Toddlers), candidates view videos and visit programs that serve infants and toddlers. In EDEC 322 –

Early Development and Learning: Preschool and Primary and EDSP 436 - Teaching Infants, Toddlers

and Preschoolers, candidates implement learning activities and adaptations they have developed in

local Head Start classrooms. In addition, EDEC 323 - Language Art and Literature for Young Children,

requires candidates to develop two different extended literacy activities and implement them in a

preschool level (2 year to pre-K classroom) at different times in the semester.

Internships:Four intense internships provide each candidate with extensive experience with:

1) Early Childhood Education 1: inclusive preschool/kindergarten classrooms or inclusive primary

grade classrooms—Candidates serve one semester half-time during their senior year in

conjunction with other courses (NAEYC). Beginning in the Fall of their senior year, candidates

experience the beginning of school, often getting the opportunity to work with their classroom

teacher to set up the classroom prior to the start of school, and attend school meetings and

open house. Candidates begin with observation and assisting and take over more teaching

responsibilities as the semester progresses.

2) Early Intervention: infant/toddlers and their families in early intervention services--Candidates

serve one semester half-time during their senior year in conjunction with other courses

(CEC/DEC). The Early Intervention Internship is typically not under the jurisdiction of schools,

but rather under agencies that provide Early Intervention services to infants, toddlers, and their

families. However, since 2 year olds are eligible in Virginia for services under Part B of the

Individuals with Disabilities Improvement Act, some interns work in school-based programs with

2 year olds. Candidates are placed with therapists, early interventionists, and teachers at Early

Head Start to gain experience teaching and working early intervention.

3) Early Childhood Special Education: early childhood special education preschool classrooms –

Candidates serve one semester full-time during the fall in Graduate school (CEC/DEC).

4


4) Early Childhood Education 2: inclusive preschool/kindergarten classrooms or inclusive primary

grade classrooms –Candidates serve one semester full-time during the spring in Graduate

school (NAEYC). Candidates serve at a different school and the other level than they did in the

senior year, and at a different school district, if possible.

During these four internships, candidates have extensive experience with social-economic and

racial diversity. Many of the districts with limited “minority” populations are rural, poor and Appalachian.

This is also a new cultural experience for our candidates.

All candidates have semester internships in both Early Childhood Special Education (preschool)

and Early Childhood Education. By having four internships after the preliminary observations and

activities in their courses, candidates are well prepared to work with all ages and disabilities of children.

The array of diversity across our placements varies widely. However, for a rural University, our

candidates experience quite a variety of children, families, and ways of teaching.

3. Description of the criteria for admission, retention, and exit from the program, including required GPAs and minimum grade requirements for the content courses accepted by the program.

The IDEC Program consists of a 122 semester hour Interdisciplinary Studies undergraduate

program with 43-45 hours of general education, two concentrations—one in early childhood education

and another in early childhood special education, and two internships. The IDEC Program requires a

minimum GPA of 2.5 and successful passing of all major classes for completion of the IDEC Program

Bachelor’s Degree. All candidates follow this program of studies and graduate with a Bachelor’s of

Science in Interdisciplinary Studies Early Childhood without licensure. Candidates take courses

together with non-licensure pre-professionals at the undergraduate level. Some students choose from

the beginning to be non-licensure, as they are interested in operating childcare programs, working in

orphanages, etc. Others are forced into that option by stringent state teacher testing requirements.

IDEC candidates pursue dual teaching licensure PreK-3rd grade & ECSE (birth through age 5).

IDEC candidates complete their application for the Teacher Education Program prior to their Senior

Year. Candidates are required to meet certain qualifications to be admitted and retained in the Teacher

Education Program. In order to participate and benefit from the internships, candidates should have

already developed basic skills and dispositions in oral and written communication skills; work habits

and commitment to excellence, initiative, respect; ability to manage workload; and commitment to

diversity and equity. Candidates must meet additional qualifications for entrance to our Teacher

Education Program:

successfully complete required coursework

have a 2.75 grade point average,

pass Praxis I & II—Elementary 0014,

pass the Virginia Communication and Literacy Assessment (VCLA).

5


Licensure candidates are placed in public schools for their undergraduate Early Childhood Education

internship.

In order to proceed in their Program, candidates must apply and be accepted to the Graduate

College for the accompanying fifth year (attached only to this program) prescribed Masters of Science

in Education for an additional 36 semester hours. After meeting entrance requirements for the Graduate

College, candidates maintain a 3.0 GPA throughout their graduate courses. The Virginia Reading

Assessment (VRA) must be passed prior to the first Early Childhood Education internship.

Upon successful completion of all the coursework, requirements, and assessments, candidates can

be recommended for dual licensure.

4. Description of the relationship of the program to the unit’s conceptual framework.The IDEC Program is located within the School of Teacher Education and Leadership (STEL),

within the College of Education and Human Development (CEHD) (the Unit). IDEC candidates graduate

out of the College of Education and Human Development (CEHD) and matriculate into the College of

Graduate and Professional Studies where they complete their IDEC Dual Licensure Program with a

Master in Education Degree.

The College of Education and Human Development (CEHD) plans and operates within a

complex conceptual framework, “The Professional Educator.” This framework consists of three

premises: commitment to life-long learning, situated learning, and professional knowledge bases.

Basing the conceptual framework on these three premises, the College of Education and Human

Development identifies four areas of expectation for professional educators to develop knowledge, skill,

and commitment: Content Knowledge, Learners and Learner Differences, Research-based Practice,

and Professionalism. By meeting expectations in each of these four areas, our graduates are

considered “Professional Educators.” The IDEC Program is rooted in the CEHD conceptual framework

and abides by policies and procedures of both the College of Education and Human Development and

the College of Graduate and Professional Studies. The IDEC Program has developed its own guiding

conceptual framework reflecting early childhood and early childhood special education professionalism.

IDEC Program Philosophy: The IDEC Program prepares graduates to work with children birth

to age eight at all levels of abilities and their families in a variety of settings. The program is based on

professional, national, state and local standards and ethical guidelines. We believe that graduates

should be skilled in a range of options regarding curriculum, methods and program models based on

research, theories and best practices. With this knowledge and a variety of field experiences, graduates

have the flexibility to individualize instruction based on the needs of children, families and communities.

Ethics guide the professional’s work with children and families and govern the IDEC program. We

believe that advocacy for children, families and the profession is essential to improving the quality of life

for children.

6


IDEC candidates must meet over 2,000 competencies across seven sets of Standards, which

includes the National Association for the Education of Young Children (NAEYC); the Council for

Exceptional Children (CEC) and one of its subdivisions, the Division for Early Childhood (DEC); the

International Society for technology in Education (ISTE); the Virginia Early/Primary Education PreK-3;

Virginia Special Education: Early Childhood (birth through age 5); Virginia Professional studies

requirements for PreK-12 Endorsements, Special Education, etc.; and the Virginia Technology

Standards for Instructional Personnel. The IDEC Program determined six (6) main categories of

competencies with sub-competencies referenced to all national and state standards (See Attachment

C: IDEC Program Competencies Crosswalk). The IDEC Intern Evaluation forms met the approval of the

Teacher Education Program. The Professional and Characteristics and Dispositions forms are the

same used across the Teacher Education Program.

5. Indication of whether the program has a unique set of program assessments and their relationship of the program’s assessments to the unit’s assessment system.The IDEC Program fits within the unit’s assessment system framework. The Program only deviates

in the wording of the Intern (Student Teaching) Evaluation Form. This is due to the content specific

requirements of the state licensing and national professional standards. Even within the Program, the

Intern (Student Teaching) Evaluation varies between the Early Intervention placement and the Early

Childhood Education placement; as the former relates to infants, toddlers, their families and the latter

includes public school teaching competencies for Virginia Standards of Learning.

7


SECTION II— LIST OF ASSESSMENTS

In this section, list the 6-8 assessments that are being submitted as evidence for meeting the NAEYC standards. All programs must

provide a minimum of six assessments. If your state does not require a state licensure test in the content area, you must substitute an

assessment that documents candidate attainment of content knowledge in #1 below. For each assessment, indicate the type or form of

the assessment and when it is administered in the program.

Name of Assessment1 Type or Form of Assessment2

When the AssessmentIs Administered3

1 [Licensure assessment, or other content-based assessment]

Praxis II subtest

scores will be submitted

Licensure tests Prior to Admission to Program

2 [Assessment of content knowledge in early childhood education]

Departmental Review

Departmental Review Prior to Admission to Teacher

Education

3 [Assessment of candidate ability to plan and implement appropriate teaching and learning experiences]

Lesson planning Prior to Admission to Teacher

Education Program (EDEC 322 and

EDSP 436)

Fall of senior year (EDEC 425)

1 Identify assessment by title used in the program; refer to Section IV for further information on appropriate assessment to include.2 Identify the type of assessment (e.g., essay, case study, project, comprehensive exam, reflection, state licensure test, portfolio).3 Indicate the point in the program when the assessment is administered (e.g., admission to the program, admission to student teaching/internship, required courses [specify course title and numbers], or completion of the program).



Name of Assessment Type or Form of Assessment

When the AssessmentIs Administered

Thematic unit with adaptations

4 [Assessment of student teaching or internship]

IDEC Internship Evaluations

Professional Characteristics &

Dispositions

5-point Likert Scale based on the NAEYC and

CEC Standards

4-point Likert Scale addressing Professional

Characteristics & Dispositions

EDEC 430, Fall of senior year

EDSP 440, Spring of senior year

EDSP 750, Fall of Graduate Year

EDEC 750, Spring of Graduate Year

5 [Assessment of candidate effect on student learning]

Action Research Project

Paper describing research-based instruction,

baseline assessment, instruction and

outcomes for a target child

Paper describing teaching/learning impact on

PreK-3rd internship class

EDSP 750, Fall Graduate Year

EDEC 750, Spring Graduate Year

6 Additional assessment that addresses NAEYC & CEC standards (required) ]

Collaboration

Assignment Portfolio

Role play collaborative IEP team meeting and

collaborative consultation communication

skills

EDSP 436, spring of junior year

EDSP 451, spring of senior year


Language Sample

and Mean Length of Utterance

Child Assessment

Observation, data collection and computation of

MLU

Anecdotal data collection and work samples

Administration of a standardized screening

instrument


EDEC 430, fall of senior year


9


Name of Assessment Type or Form of Assessment

When the AssessmentIs Administered

Portfolio

Screening

Administration


Professional

Development Workshop

Designing and Presenting a professional

development workshop training for peers

EDSP 438, spring of junior year

10


SECTION III—RELATIONSHIP OF ASSESSMENT TO STANDARDS

For each NAEYC standard on the chart below, identify the assessment(s) in Section II that address the standard. One assessment may apply to multiple NAEYC standards.

NAEYC STANDARD (Initial Teacher Preparation)

APPLICABLE ASSESSMENTS FROM

SECTION II1. 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.

□#1 □#2 x#3 x#4□#5 □#6 □#7 □#8□#9 □#10 □#11 □#12

2. Building Family and Community Relationships. 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.

□#1 □#2 □#3 x#4□#5 x#6 X#7 □#8□#9 □#10 □#11 □#12

3. Observing, Documenting, and Assessing to Support Young Children and Families. 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.

X#1 □#2 X#3 X#4x#5 □#6 X#7 □#8□#9 □#10 □#11 □#12

4. Teaching and Learning. 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.

□#1 □#2 x#3 x#4X#5 X#6 □#7 □#8□#9 □#10 □#11 □#12

5. Becoming a Professional. 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.

□#1 □#2 X#3 X#4□#5 X#6 □#7 X#8□#9 □#10 □#11 □#12

11


CEC StandardsContent Standards

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 historically 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 services. 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.

Beginning special educators demonstrate their mastery of this standard through the mastery of the CEC Common Core Knowledge and Skills, as well as through the appropriate CEC Specialty Area(s) Knowledge and Skills for which the program is preparing candidates.

□#1 □#2 X#3 X#4 X#5 □#6 □#7 □#8□#9 □#10 □#11 □#12

2. Development and Characteristics of Learners. Special educators know and demonstrate respect for their students first as unique human beings. Special educators understand the similarities and differences in human development and the characteristics between and among individuals with and without exceptional learning needs (ELN). Moreover, special educators understand how exceptional conditions can interact with the domains of human development and they use this knowledge to respond to the varying abilities and behaviors of individual’s with ELN. Special educators understand how the experiences of individuals with ELN can impact families, as well as the individual’s ability to learn, interact socially, and live as fulfilled contributing members of the community.

Beginning special educators demonstrate their mastery of this standard through the mastery of the CEC Common Core Knowledge and Skills, as well as through the appropriate CEC Specialty Area(s) Knowledge and Skills for which the preparation program is preparing candidates.

□#1 □#2 X#3 X#4X#5 X#6 X #7 □#8□#9 □#10 □#11 □#12

3. Individual Learning Differences. Special educators understand the effects that an exceptional condition can have on an individual’s learning in school and throughout life. Special educators understand that the beliefs, traditions, and values across and within cultures can affect relationships among and between students, their families, and the school community. Moreover, special educators are active and resourceful in seeking to understand how primary language, culture, and familial backgrounds interact with the individual’s exceptional condition to

□#1 □#2 X#3 X#4X#5 X#6 X#7 □#8□#9 □#10 □#11 □#12

12


impact the individual’s academic and social abilities, attitudes, values, interests, and career options. The understanding of these learning differences and their possible interactions provides the foundation upon which special educators individualize instruction to provide meaningful and challenging learning for individuals with ELN.

Beginning special educators demonstrate their mastery of this standard through the mastery of the CEC Common Core Knowledge and Skills, as well as through the appropriate CEC Specialty Area(s) Knowledge and Skills for which the program is preparing candidates.4. Instructional Strategies. Special educators posses a repertoire of evidence-based instructional strategies to individualize instruction for individuals with ELN. Special educators select, adapt, and use these instructional strategies to promote positive learning results in general and special curricula3/ and to appropriately modify learning environments for individuals with ELN. They enhance the learning of critical thinking, problem solving, and performance skills of individuals with ELN, and increase their self-awareness, self-management, self-control, self-reliance, and self-esteem. Moreover, special educators emphasize the development, maintenance, and generalization of knowledge and skills across environments, settings, and the lifespan.

Beginning special educators demonstrate their mastery this standard through the mastery of the CEC Common Core Knowledge and Skills, as well as through the appropriate CEC Specialty Area(s) Knowledge and Skills for which the program is preparing candidates.

□#1 □#2 X#3 X#4X#5 □#6 □#7 □#8□#9 □#10 □#11 □#12

5. Learning Environments and Social Interactions. Special educators actively create learning environments for individuals with ELN that foster cultural understanding, safety and emotional well-being, positive social interactions, and active engagement of individuals with ELN. In addition, special educators foster environments in which diversity is valued and individuals are taught to live harmoniously and productively in a culturally diverse world. Special educators shape environments to encourage the independence, self-motivation, self-direction, personal empowerment, and self-advocacy of individuals with ELN. Special educators help their general education colleagues integrate individuals with ELN in regular environments and engage them in meaningful learning activities and interactions. Special educators use direct motivational and instructional interventions with individuals with ELN to teach them to respond effectively to current expectations. When necessary, special educators can safely intervene with individuals with ELN in crisis. Special educators coordinate all these efforts and provide guidance and direction to paraeducators and others, such as classroom volunteers and tutors.


□#1 □#2 X#3 X#4X#5 X#6 □#7 □#8□#9 □#10 □#11 □#12

6. Language. Special educators understand typical and atypical language development and the □#1 □#2 X#3 X#4

13


ways in which exceptional conditions can interact with an individual’s experience with and use of language. Special educators use individualized strategies to enhance language development and teach communication skills to individuals with ELN. Special educators are familiar with augmentative, alternative, and assistive technologies to support and enhance communication of individuals with exceptional needs. Special educators match their communication methods to an individual’s language proficiency and cultural and linguistic differences. Special educators provide effective language models and they use communication strategies and resources to facilitate understanding of subject matter for individuals with ELN whose primary language is not English.

Beginning special educators demonstrate their mastery of language for and with individuals with ELN through the mastery of the CEC Common Core Knowledge and Skills, as well as through the appropriate CEC Specialty Area(s) Knowledge and Skills for which the preparation program is preparing candidates.

X#5 □#6 X#7 □#8□#9 □#10 □#11 □#12

7. Instructional Planning. Individualized decision-making and instruction is at the center of special education practice. Special educators develop long-range individualized instructional plans anchored in both general and special curricula. In addition, special educators systematically translate these individualized plans into carefully selected shorter-range goals and objectives taking into consideration an individual’s abilities and needs, the learning environment, and a myriad of cultural and linguistic factors. Individualized instructional plans emphasize explicit modeling and efficient guided practice to assure acquisition and fluency through maintenance and generalization. Understanding of these factors as well as the implications of an individual’s exceptional condition, guides the special educator’s selection, adaptation, and creation of materials, and the use of powerful instructional variables. Instructional plans are modified based on ongoing analysis of the individual’s learning progress. Moreover, special educators facilitate this instructional planning in a collaborative context including the individuals with exceptionalities, families, professional colleagues, and personnel from other agencies as appropriate. Special educators also develop a variety of individualized transition plans, such as transitions from preschool to elementary school and from secondary settings to a variety of postsecondary work and learning contexts. Special educators are comfortable using appropriate technologies to support instructional planning and individualized instruction.


□#1 □#2 X#3 X#4X#5 X#6 □#7 □#8□#9 □#10 □#11 □#12

8. Assessment. Assessment is integral to the decision-making and teaching of special educators and special educators use multiple types of assessment information for a variety of educational decisions. Special educators use the results of assessments to help identify exceptional learning needs and to develop and implement individualized instructional programs, as well as to adjust

□#1 □#2 X#3 X#4X#5 X#6 X#7 □#8□#9 □#10 □#11 □#12

14


instruction in response to ongoing learning progress. Special educators understand the legal policies and ethical principles of measurement and assessment related to referral, eligibility, program planning, instruction, and placement for individuals with ELN, including those from culturally and linguistically diverse backgrounds. Special educators understand measurement theory and practices for addressing issues of validity, reliability, norms, bias, and interpretation of assessment results. In addition, special educators understand the appropriate use and limitations of various types of assessments. Special educators collaborate with families and other colleagues to assure non-biased, meaningful assessments and decision-making. Special educators conduct formal and informal assessments of behavior, learning, achievement, and environments to design learning experiences that support the growth and development of individuals with ELN. Special educators use assessment information to identify supports and adaptations required for individuals with ELN to access the general curriculum and to participate in school, system, and statewide assessment programs. Special educators regularly monitor the progress of individuals with ELN in general and special curricula. Special educators use appropriate technologies to support their assessments.

Beginning special educators demonstrate their mastery of this standard through the mastery of the CEC Common Core Knowledge and Skills, as well as through the appropriate CEC Specialty Area(s) Knowledge and Skills for which the preparation program is preparing candidates.9. Professional and Ethical Practice. Special educators are guided by the profession’s ethical and professional practice standards. Special educators practice in multiple roles and complex situations across wide age and developmental ranges. Their practice requires ongoing attention to legal matters along with serious professional and ethical considerations. Special educators engage in professional activities and participate in learning communities that benefit individuals with ELN, their families, colleagues, and their own professional growth. Special educators view themselves as lifelong learners and regularly reflect on and adjust their practice. Special educators are aware of how their own and others attitudes, behaviors, and ways of communicating can influence their practice. Special educators understand that culture and language can interact with exceptionalities, and are sensitive to the many aspects of diversity of individuals with ELN and their families. Special educators actively plan and engage in activities that foster their professional growth and keep them current with evidence-based best practices. Special educators know their own limits of practice and practice within them.


□#1 □#2 □#3 X#4X#5 X#6 □#7 X#8□#9 □#10 □#11 □#12

10. Collaboration. Special educators routinely and effectively collaborate with families, other educators, related service providers, and personnel from community agencies in culturally

□#1 □#2 □#3 X#4□#5 X#6 □#7 X#8

15


responsive ways. This collaboration assures that the needs of individuals with ELN are addressed throughout schooling. Moreover, special educators embrace their special role as advocate for individuals with ELN. Special educators promote and advocate the learning and well being of individuals with ELN across a wide range of settings and a range of different learning experiences. Special educators are viewed as specialists by a myriad of people who actively seek their collaboration to effectively include and teach individuals with ELN. Special educators are a resource to their colleagues in understanding the laws and policies relevant to Individuals with ELN. Special educators use collaboration to facilitate the successful transitions of individuals with ELN across settings and services.


□#9 □#10 □#11 □#12

16


SECTION IV—EVIDENCE FOR MEETING STANDARDS

The IDEC Program faculty make every attempt to establish fairness and

consistency, and avoid bias in all assessments. With a small “Program faculty” of one

early childhood educator and two early childhood special educators, faculty frequently

meet to discuss candidates, assessment, course/instruction modifications, issues arising

in the field, and advising. Candidates, of course take courses from other specialty

faculty, i.e., reading, science, math, educational technology. Faculty teaching these

courses confer, informally or formally, with the IDEC Program coordinator, or attend an

IDEC Program meeting if there is a significant issue.

12 Key Assessments Are Attached as Section IV AssessmentsAssessment #1Assessment Name: Licensure tests, including Praxis II subtest scores Program Context: Prior to admission to the program (spring of junior year), students must demonstrate they’ve taken this test. Students must pass the Praxis II prior to admission to their internship in the fall of the senior year.Program Standards: NCATE 1a – Content Knowledge Description of task: The Praxis II, 0014 Elementary Education subtest, assesses content knowledge necessary for elementary education majors. Since IDEC students are recommended for teaching license in Virginia, PreK to third grade, they must pass this assessment.Assessment Rubric/Scoring Guide: Students must take the test before being admitted to the Teacher Education Program. By the time they start their internship in their senior year, they must pass the test with a score of 143.

2009-2010 Candidate DataAll seniors who are in the 5th year program and graduate students (as of fall 2010) in the IDEC program have passed Praxis II, test number 0014.

Analysis: We have 100% success rate with this assessment.

Assessment #2Assessment Name: Departmental ReviewProgram Context: Prior to Admission to Teacher Education ProgramProgram Standards: Pedagogical Content Knowledge and Skills (1b)Description of task: Either program faculty or the School’s clinical coordinator completes the form. The following information is reported:Hours completedOverall academic preparation which includes RU and Major GPAPraxis I and II, Virginia Reading Assessment, and Virginia Communication and Literacy Assessment scoresSubject matter knowledgeProfessional qualitiesInterpersonal skills

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Assessment Rubric/Scoring Guide:

Overall Departmental Rating of Candidate Poor

Below Average Average

Above Average Excellent

Hours completed

Equal to or less than 61 62-69 70-77 78 +

RU GPA/ major GPA

Less than 2.49 2.5-7.74 2.75-3.00 3.01-3.5 3.6-4.0

Praxis I Reading Score

175 or below 176-177 178

Above 178.If student passed VCLA and Math portion of Praxis I, Excellent rating for Writing and Reading

Praxis I Writing Score

173 or below 174-175 176 above 176

Praxis I Math Score

174 or below 175-177 178 above 178

Praxis I Composite Score

531 or below

532If student gets Composite Score, gets Above Average for 3 subtests. above 532

Major GPA

less than 2.49 2.5-7.74 2.75-3.00 3.01-3.5 3.6-4.0

GPA overall college level work

less than 2.49 2.5-7.74 2.75-3.00 3.01-3.5 3.6-4.0

Other Departmental Requirements/Virginia Communication and Literacy Assessment

469 or below 470 471-509 510 or above

2009-2010 Candidate DataPercentage passed

Juniors 2009 27% (3/11)Juniors 2008 78% (14/18)

Analysis: For the juniors of 2009, those that did not meet the criteria still needed to

pass licensure tests, including Praxis I and II and the VCLA. One also did not meet the GPA requirement. They have the rest of their junior year and

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part of the summer before their senior year to pass those tests and raise their GPA.

Juniors in the 2008 cohort had a much higher percentage meeting the criteria for acceptance. All four who did not had planned to leave with their BS.

Assessment #3Assessment Name: Lesson Planning: Thematic Unit with adaptationsProgram Context: Prior to Admission to Teacher Education Program (EDEC 322 and EDSP 436) and during Early Field Experiences (EDEC 425) Program Standards: Pedagogical Content Knowledge and Skills (1b), Professional Knowledge and Skills (1c); Knowledge, Skills, and Dispositions to Help All Students Learn (3c)NAEYC Standard - Promoting Child Development and Learning; Observing, Documenting, and Assessing to Support Young Children and Families; Becoming a Professional.CEC Standards – Foundations; Development and Characteristics of Learners; Individual Learning Differences; Instructional Strategies; Learning Environments and Social Interactions; Language; Instructional Planning; AssessmentDescription of task: Thematic Unit PlanTheme or Topic (examples: Growing things; OR Community workers, etc.) (written and presentations)I. Rationale (Why is the theme/topic worth studying?): EDEC 322 (hereafter (322) (written and preview presentation)1. How does this theme address children’s interests or potential interest?2. How is this theme real and/or relevant to children’s experiences? Is it age-appropriate?3. How can children explore the theme firsthand? What real objects can be manipulated?4. List at least 3 available resources (people, places, objects, books, etc.) for this theme.5. Can this topic be explored over an extended period (at least one week)?6. When is a good time of the year to present this topic and why?7. Can you incorporate: (check all that apply)

___ Literacy? ___ Math? ___ Science?

___ Social studies? ___ Fine arts? ___ Technology?8. List at least four activities that family members can do at home (in a format that you could send to the family) to encourage them to participate in their child’s learning for the unit. (written and preview presentation)9. Identify (list here) how you will ensure that this topic is respectful of cultural differences. (written and preview presentation)10. Key vocabulary: (at least 5 new words children will learn and highlight these words in your lesson plan to demonstrate how you will introduce, teach and review these words)(written and preview presentation)

II. Major concepts to be taught: ex: “1. All living things grow/change 2. I am growing, etc.” (322) (written only)

III. Learning Centers: 1) For each of the following learning centers, describe the theme-related activities and materials that you might provide to support learning for this unit. 2)

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You will describe the type of adaptation for the disability listed for each center to enable a child with that type of disability to meaningfully participate in the center activities. For example, if for the Dramatic play center you were asked to describe a curriculum accommodation of a material for a child with visual impairment you might describe how shelves will be labeled with raised outlines of items for easier clean up by that child. As you plan the presentation you will do with the Head Start children, you will identify and create at least one adaptation or adapted material to facilitate the learning of one or more children in your center. You will describe the adaptation for that center in this written plan, present it at the in-class preview, and use it with children in your HS presentation. (written (all) and presentations (your own center)(322) Dramatic Play:(EDSP 436: hereafter (436) Accommodation of child preference for a child with ADD:(322) Blocks:(436) Accommodation of environmental support for a child with autism:(322) Table Toys/Games:(436) Accommodation of peer support for a child with motor planning problems:(322) Sand and Water Table (or equivalent, could be outside)(436) Accommodation of invisible support for a child with developmental delay:(322) Discovery/Science/Social Studies:(436) Accommodation of material/s for a child with visual impairment:(322) Reading/Writing:(436) Accommodation of simplify the activity for a child with fine motor impairment:(322) Art:(436) Accommodation of adult support for a child with gross motor impairment:(322) Computer:(436) Accommodation of material/s for a child with hearing impairment:

IV. Planned Activities: Describe one theme-related activity for each of the following routines: (322) (written only)1. Circle or Group/Gathering time (how will you introduce the theme? Will you read an age-appropriate book? Will you show a concrete object and ask questions? Will you sing a song that introduces your theme? Etc.)2. Cooking3. Field Trip or Classroom Visitor4. Gross Motor game (could be indoor or outdoor)5. Music, Poems, Finger plays: Provide words (and tune if familiar, for example “sung to the tune of Twinkle, Twinkle Little Star”) for at least two of the following: songs, poems (nursery rhymes) or finger plays (provide actions). These may be used in Circle time or a center, etc. (words may be attached if space below not sufficient6. Large and Small group activities: Each student in the team will plan one large or small group activity that can be incorporated throughout the unit of study. List the titles of the activities here and attach the detailed activity plans using the IDEC Lesson Plan Format.

V. Additions for 4361. Describe the role of the teacher: what will you do to introduce, instruct, and summarize the content of the lesson/activity? (written and preview)2. Describe how you as the teacher will facilitate social interaction between children: How will you arrange the materials so that one child will ask another child for a turn, to trade a material, to pass him or her something, ask a peer for help, etc. If this does not occur naturally, how will you as the teacher facilitate this? (written and preview)

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3. Explain how you will plan for children to transition from one activity to another (Example: unit is Zoo animals, so teacher will count down for clean-up and then children will s-s-slither like a s-s-snake” or “jump like a kangaroo” to the next activity). Describe here what you as the teacher will do (the group may do the same transition from each center to the next if appropriate), and demonstrate in the preview and use it in the HS presentation. (written and presentations)4. Each student will: Describe the communication system you will develop for a child who does not use speech, to be able to participate in the activity you present for your thematic unit. This system will be described in this plan and presented in the preview. It will not be used in the Head Start presentation unless a child needs it. If you find a child who has a communication delay in HS, and wish to make a communication system for that child, discuss your ideas with Dr. Hoover and they may be used for this part of the assignment.

1. Describe the system (example: pictures or photos; ASL; cheap talk); the group will decide which system the child will use in all of the centers.

2. Describe how the child will use the communication system to learn in your center: for example if the system the group has chosen is ASL, in your art activity you might target ASL signs for ‘more’ ‘please’ and ‘paint’ and set up the activity so the child needs to ask for more paint, how the child will initiate interaction with other children, etc. If the communication system you select is a voice output device and your center is Block play, describe how it would be set up for your activity and where it would be located relative to the other materials the child will work with: 1) ask someone to play, 2) tell others what she wants to build, 3) ask for more or help, and 4) make a comment like “That’s good!” Develop these ideas for this communication task from watching children play and noting the communication they do with each other.

3) You will also need to attach a data collection sheet to show how you would record data on the child’s communication while at your activity. You will need to show how you can collect data for each phrase or word you provide in the communication system. If you have created a system for use by a child in the HS classroom, you will use the system when you present to the HS class, and collect data on the child’s success with the system.

Each student will create this assignment and the data collection sheet—so there should be as many data sheets as there are students in a group. (written only unless a child is identified and system created for him or her)5. On the Foundation Blocks Record of Activities table provided on WEB/CT/Blackboard in Assignments folder (436 class site), describe how at least two of the listed foundation blocks for each category (two for Literacy, two for Mathematics, two for Science, two for History and Social Science, two for Physical and Motor development, and two for Personal and Social development) are addressed in your Thematic Unit. These are to be addressed in learning centers, large or small group activities, table toys and games, etc. For example, “L1 Oral expression: circle time as we greet each other by name”. Fill in and attach to this assignment. (written and preview presentation)6. Resource Materials: List the books, websites, and other resources you used as you developed your thematic unit in APA style, with all needed information to locate the resource. You must use at least three resources. If you use the course text book from either course or a reading from the course, that reference must be complete and in correct APA style as well. (written only)7. Teacher Made Materials: Describe the teacher-made theme-related material that you created for your presentation: can be folder games, song posters, puppets, recipe boards, books, or other, which you could make for the unit. These need to be creative,

21


DAP, culturally sensitive, and easily adapted for differing levels of ability. Each team member will create one of these to show in your Thematic Unit preview and use HS presentation. (written and presentations)

22


Assessment Rubric/Scoring Guide: Thematic Unit Plan Rubric

Target Acceptable Minimal UnacceptableEarned Points for 436

Earned Points for 322

Section IRationales

All questions are completely and appropriately answered.Rationales are thoughtful and making perfect connection to the theme.

5 pts.

All questions are appropriately answered.Rationales are good to make connection to the theme.

3 pts.

All questions are answered.

1 pt.

Any of the questions is not answered. Or the rationales do not make sense.

0 pt.

/5Section IIConcepts to be Taught

Three major concepts are suggested.All of the concepts are under the umbrella of the theme.The concepts are age- and ability appropriate and meaningful for children’s learning.The concepts are considering children’s family-, social-, and cultural background.

3 pts.

Three major concepts are suggested.All of the concepts are under the umbrella of the theme.The concepts are age- or ability appropriate and meaningful for children’s learning.

2 pt.

Two major concepts are suggested.75% of the concepts are corresponding to the theme.Half of the suggested concepts are age- or ability appropriate and meaningful for children’s learning.

1 pt.

Less than two concepts are suggested.Half of the concepts are not corresponding to the theme.Many of the concepts are not meaningful for children’s learning

0 pt. /3

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Section IIILearning Centers

All eight centers are thoughtfully planned.All the materials/activities are developmentally appropriate.There are basic necessary materials listed as well as theme-related materials.

10-9 pts.

All eight centers are planned.90% of the materials/activities are developmentally appropriate.All of the listed materials are theme-related.

8-7 pts.

All eight centers are planned.Half of the materials/activities are developmentally appropriate.Theme-related materials are listed.

6-5 pts.

Any of the centers is missing.Many of the materials/activities are developmentally inappropriate; not corresponding to the theme.

4-0 pt.

/10Accommodation for each center is appropriate for type of disability, to the theme/goals of learning center, and support target child in meaningful participationSection is complete (all centers are described in sufficient detail)

24-21 pts.

Accommodation for most of the centers is appropriate for type of disability, to the theme/goals of learning center, and support target child in meaningful participationSection is complete (all centers are described but not in sufficient detail)

20-17 pts.

Accommodation for most of the centers is appropriate for type of disability, to the theme/goals of learning center, and support target child in meaningful participationSection is not complete (several centers are not described in sufficient detail or are incorrect)

16-13 pts.

Accommodation for most of the centers is not appropriate for type of disability, to the theme/goals of learning center, and support target child in meaningful participationSection is not complete (most centers are not described in sufficient detail or are incorrect)

12-0 pts.

/24

Section IVPlanned Activities

All planned activities are age-, ability-, and culturally appropriate.All activities are

90% of the activities are age-, ability-, and culturally appropriate; and corresponding to

Half of the activities are age-, ability-, and culturally appropriate; and corresponding to

Any of the activities is missing.Many of the activities are developmentally

/12

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corresponding to the theme.

IDEC Lesson plan:Objectives are focused, stated in terms of children’s learning outcomes and enable viable assessment.Activity structure is clearly articulated.Plan shows depth of understanding of the contents.Assessment is consistent with objectives and learning activity.Assessment is authentic.

12-11 pts.

the theme.

IDEC Lesson plan:Objectives are focused and aligned with instruction.Activity structure is clear.Plan shows some background content knowledge.Assessment is consistent with objectives and learning activity.

10-8 pts.

the theme.

IDEC Lesson plan:Objectives need minor revision to be focused and aligned with instruction.Plan shows limited or superficial understanding of the contents.Assessment is partly aligned with objectives and learning activity.

7-5 pts.

inappropriate; not corresponding to the theme.

IDEC Lesson plan:Objectives are not stated in terms of children’s learning outcomes.Activity structure is unclear.Plan shows insufficient understanding of the contents.Assessment is missing or inconsistent with objectives or learning activity.

4-0 pt. Section VAdditions for 436

Role of the teacher in the center described in sufficient detailFacilitation of social interaction among children appropriate and described in sufficient detailTransition plan tied to theme: advance warning, fun, simple

One or more of the following was less than well done:Role of the teacher in the center not described in sufficient detail ORFacilitation of social interaction among children not described in sufficient detail. OR

One or more of the following was poorly done:Role of the teacher in the center inappropriate ORFacilitation of social interaction among children inappropriate ORTransition plan not tied

More than one of the following is missing:Role of the teacher ORFacilitation of social interaction among children ORTransition plan ORCommunication system and data sheet one or both

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activity to help children end one activity and move to another; Communication system/s how child will use to participate in each activity for the presentation center adequately described and Data collection sheet attached;Virginia Foundation Blocks addressed in activities (attached) : Foundation Blocks Activities Table completed for two blocks in each of the six areas.Clear description of where the block is addressed in the unit plan.Resource materials: At least 3 additional resources are listed. Citations in correct APA style.Teacher made material: Creative, DAP, and contribute to learning Culturally sensitive, adapted or adaptable

Transition plan not tied to theme: advance warning, fun, simple ORCommunication system/s not described adequately, how child will use to participate in each activity OR data sheet not attached ORVirginia Foundation Blocks addressed in activities (attached) : Foundation Blocks Activities Table not completed for two blocks in each of the four areas.Clear description of where the block is not addressed in unit plan. ORResource materials: Fewer than 3 additional resources are listed. Citations in correct APA style. ORTeacher made material: missing one of the following:Creative, DAP, and contribute to learning

to theme: no advance warning, not fun, simple ORCommunication /s not described adequately, how child will use to participate in each activity OR data sheet not attached ORVirginia Foundation Blocks addressed in activities (attached) : Foundation Blocks Activities Table completed for two blocks in each of the four areas but unclear description of where the block is in unit plan. ORResource materials: Fewer than 3 additional resources are listed. Citations not in correct APA style. ORTeacher made material: Missing more than one of the following:Creative, DAP, and contribute to learning Culturally sensitive, adapted or adaptable

missing ORVirginia Foundation Blocks addressed in activities (attached) : Foundation Blocks Activities Table missing. ORResource materials: ORTeacher made material

/28

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for differing levels of ability.

28-22 pts.

Culturally sensitive, adapted or adaptable for differing levels of ability.

21-17 pts.

for differing levels of ability.

16-10 pts.

9-0 pts.

Section VIIn-Class Preview Presentation

Selects and uses a variety of effective instructional materials and resources.Organizes physical space and resources optimally to enhance children’s engagement and minimize distractions.Demonstrates confidence and knowledge of early childhood education practice.

10-9 pts.

Selects and uses a variety of effective instructional materials and resources.Organize physical space and resources to enhance children’s engagement.Demonstrates knowledge of early childhood education practice.

8-7 pts.

Selects and uses a variety of instructional materials and resources.Physical space and resources are somehow helpful for children’s engagement.Demonstrates limited knowledge of early childhood education practice.

6-5 pts.

Insufficient instructional materials and resources are selected.Physical space and resources are ineffectively organized to enhance children’s engagement.No evidence of knowledge of early childhood education practice.

4-0 pts.

/10

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Presentation well organized: theme, focus book/s, activities and materials DAP; Role of the teacher appropriate and adequately explained teacher-made material appropriately adapted for a child with a disability anddemonstrated and explained well.Explained clearly how center is set up to promote social interaction and how teacher can facilitate; identified Foundation Blocks addressed in center;Communication system appropriate, covers needed vocabulary, requests and comments for center; Transition activity appropriate to theme and fun

12-10 pts.

One or more of the following was less than well done:Presentation organization, theme covered, materials, set up, and adaptations demonstrated and explained.Explained how center is set up to promote development and learning and identifies Foundation Blocks addressed.Role of the teacher appropriate and adequately explained, and explanation of how center is set up to promote social interaction was.Demonstrated or explained a teacher-made material appropriately adapted for a child with a disability.

9-7 pts.

One or more of the following was poorly done:Presentation organization, theme covered, materials, set up, and adaptations demonstrated and explained.Explained how center is set up to promote development and learning and identifies Foundation Blocks addressed.Role of the teacher appropriate and adequately explained, and explanation of how center is set up to promote social interaction.Demonstrated or explained a teacher-made material appropriately adapted for a child with a disability.

6-4 pts.

One or more of the following was missing:Presentation organization, theme covered, materials, set up, and adaptations demonstrated and explained.Explained how center is set up to promote development and learning and identifies Foundation Blocks addressed.Role of the teacher appropriate and adequately explained, and explanation of how center is set up to promote social interaction.Demonstrated or explained a teacher-made material appropriately adapted for a child with a disability.

3-0 pts.

/12

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Section VIIHead Start Presentation

Selects and uses a variety of effective instructional materials and resources.Organizes physical space and resources optimally to enhance children’s engagement and minimize distractions.Employs positive, effective, and developmentally responsive guidance.Demonstrates confidence and knowledge of early childhood education practice.

10-9 pts.

Selects and uses a variety of effective instructional materials and resources.Organize physical space and resources to enhance children’s engagement.Employs positive guidance while interacting with children.Demonstrates knowledge of early childhood education practice.

8-7 pts.

Selects and uses a variety of instructional materials and resources.Physical space and resources are somehow helpful for children’s engagement.Child guidance is reasonable while interacting with children.Demonstrates limited knowledge of early childhood education practice.

6-5 pts.

Insufficient instructional materials and resources are selected.Physical space and resources are ineffectively organized to enhance children’s engagement.Child guidance is not employed or inappropriate.No evidence of knowledge of early childhood education practice.

4-0 pts. /10Role of the teacher: student managed materials and activity as a teacher (took control, showed initiative, gave each child necessary attention or assistance, etc.)Teacher-made material and/or adaptation: was used appropriately and enhanced learning;

One or more of the following was less than well done:Role of the teacher: did not take control, show initiative, give each child necessary attention or assistance, etc.) Teacher-made material and/or adaptation: was not used appropriately or

One or more of the following was poorly done:Role of the teacher: student did show initiative (waited for help), focused on only a few children Teacher-made material and/or adaptation: was used inappropriately Promote social

One or more of the following was missing:Role of the teacher: no initiative, did not give attention or assistance, etc.)Teacher-made material and/or adaptation not usedPromote social interaction: did not try to facilitate social

29


Promote social interaction: facilitated social interaction between children at least two times; Communication system:If appropriate, system was used successfully: if not, student encouraged communication from all children; Transition activity fun and facilitated transition of children from one activity to the next;Pacing and responsiveness: Student keep the activity moving, and made changes when an activity did not hold attention or did not workGroup management: Student scanned the group and brought attention back to the activity appropriately; tried positive behavior supports to manage any inappropriate behaviors

did not enhance learning; Promote social interaction: facilitated social interaction between children once; Communication system:system was not used successfully, or student did not encourage communication from all children; Transition activity did not facilitate transition of children from one activity to the next; Pacing and responsiveness: Student tried but failed to keep the activity moving, did not make changes when an activity did not hold attention or did not work Group management: Student tried to scan the group and bring attention back to the activity but failed to do so; OR did not try

interaction: did not succeed in facilitating social interaction between children Communication system:system was not used student tried to encourage communication but was not successful Transition activity was unsuccessful Pacing and responsiveness: Student did not try to keep the activity moving or to make changes when an activity did not hold attention or did not workGroup management: Student did not scan the group or bring attention back to the activity appropriately; used inappropriate management strategies to try to manage inappropriate behaviors

interaction Communication system:Did not try to encourage communication from all students Transition activity Pacing and responsiveness: Group management: (waited for classroom teacher assistance with behavior)

5-0

/14

30


14-12

positive behavior supports to manage any inappropriate behaviors

11-9

8-6

TOTAL

/78 /50

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2009-2010 Candidate DataThematic Unit Plan (EDEC 322)

Rubric Row n Mean StdDevN/A

UnacceptableN (%)

MinimalN (%)

AcceptableN (%)

TargetN (%)

Section I: Rationales 30 3.467 2.151 0 0 0 23 (76) 7 (23)Section II: Concepts to be taught 30 2.533 2.537 0 0 0 14 (46) 16 (53)Section III: Learning Centers 30 9.467 2.034 0 0 0 6 (20) 24 (80)Section IV: Planned Activities 30 10.43

3 4.839 0 0 3 (10) 12 (40) 15 (50)

Section VI: In-Class Preview Presentation

30 9.567 3.284 0 0 1 (3) 4 (13) 25 (83)

Section VII: Head Start Presentation

30 10 0 0 0 0 0 30 (100)

all percentages (%) rounded to nearest integer

2009-2010 Candidate DataThematic Unit Plan (EDSP 436)

Rubric Row n Mean StdDevN/A

UnacceptableN (%)

MinimumN (%)

AcceptableN (%)

TargetN (%)

Learning Centers Adaptations 3 1

2.742 0.445 0 0 0 8 (25) 23 (74)

Section V: Additions for 436: Teacher role, social interaction, communication, etc.

3 1

2.806 0.402 0 0 0 6 (19) 25 (80)

In-Class Presentation 3 1

3 0 0 0 0 0 31 (100)

Head Start Presentation 3 1

2.355 0.486 0 0 0 20 (64) 11 (35)

TOTAL 3 3 0 0 0 0 0 31 (100)

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1

all percentages (%) rounded to nearest integerThe n is larger in the data EDSP 436 when compared to EDEC 322, even though students are typically enrolled in both classes at the same time. One student took EDEC 322 prior to 2009 and then took EDSP 436 in 2009.

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Analysis: The students received ratings of “acceptable” and “target” for all of the

items in the rubrics except for Planned Activities and In-Class Preview Presentation.

No student earned “unacceptable” on any item reported.

Description of task: Resource Unit PlanIdentify an instructional unit of study, in conjunction with your CP, which fits his/her planning schedule, and which can integrate other curriculum area (such as Language Arts, Math, Social Studies, Science, PE, Music, Art, etc.). Make a web with Kidsperation® software for the integration of curriculum areaSet up the learning outcomes

What will be the SOLS/FBs addressed in this unit of study? (Briefly describe, do not write out the complete SOL)

What are the learning objectives/outcomes from the children? (Briefly describe, do not write out each individual outcome)

Are there any IEP goals/objectives, or other special needs, even if not officially labeled? How are these incorporated into the unit? (Provide an overview)

Brainstorm all possible resources for teaching the unitWhich resources could be utilized for this unit and this age children? In addition to materialistic resources, seek field trip sites, guest speakers, family and/or community involvement, and so on. Include all contact information for each resource in a separate page.Collect baseline data on students’ knowledge of contentBaseline data is needed to document change in children’s learning. Pre- and post-assessment data should be similar so that the data can be compared. Write one paragraph narrative on your pre-assessment(s) and data. Instructional ProceduresProvide detailed word-for-word lesson plans of your unit (a minimum of 10 lesson plans are to be written word-for-word and the others are allowed to be brief versions). Also, include a brief reflection evaluating each lesson if it was implemented.AssessmentAssessment informs instruction and informs others on child progress. Develop a plan for data collection. “What data are you going to look at? How are you going to collect it? How often will you collect data?” Write a three paragraph narrative.

Provide results from pre-assessment(s) and the original data collection sheet(s) from your baseline data to provide evidence of instructional need.

Provide results from post-assessment(s) and the original data collection sheet(s) from your post-assessment(s) to provide evidence of impact on children’s learning

Include informal and formative assessment data. Utilize a variety of methods and obtain sufficient data, e.g., anecdotal records, interviews with students, KWL charts, checklists, rubrics on student work, rating scales, time samplings, samples of student work, photos of student work, etc.

Provide a visual depiction (e.g., progress monitoring graph or chart) and sample child work products, if applicable, showing the pre-, formative, and post-results of your instruction.

Results and Reflections

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In your conclusion, analyze and evaluate: the objectives, the instructional methods used, the assessments used, and the results. Write a four to six paragraph narrative describing the results.

Did the children achieve the objectives? What worked? What didn’t? How did the children respond to the lesson/activities? How did the children do on the assessments? Were the objectives aligned with the SOLs/FBs? Were the objectives measureable and aligned with the assessments? Were the assessments aligned with the instruction? Did you include children’s IEPs and special needs (even if not officially labeled)? Were these IEPs and special needs also assessed?

Given this evidence, how you would modify future instruction and assessment to this group of children? Write a two paragraph narrative

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Assessment Rubric/Scoring Guide: Resource Unit Plan Rubric

Target Acceptable Needs Improvement Unacceptable

Them

atic

Uni

t Web

Web has more than six different subject areas; Each subjectarea includes more than two learning experiences; Theexperiences are organically related to each other(3 pts.)

Web has six different subject areas; Each subject area includes two learning experiences

(2 pts.)

Web incomplete

(1 pts.)

No web

(0 pts.)

Lear

ning

Out

com

es

Learning outcomes are developmentally appropriate; ANDLearning outcomes are well-related to the unit

(3 pts.)

Learning outcomes are developmentally appropriate; ORLearning outcomesare well-related tothe unit

(2 pts.)

Learning outcomesare somehowdevelopmentallyappropriate; Toomany or too fewoutcomes are setup; Learningoutcomes are notrelated to the unit(1 pts.)

No outcomes are set up; Learning outcomes are not appropriate

(0 pts.)

36


Ava

ilabl

e R

esou

rces

Available resources and their specific information are listed in a separate page (i.e., contactinfo for the field trip site); Resources include books, media, props, possible field trips, parental involvement, and other community resources(3 pts.)

Available resourcesfor the unit plan arelisted in a separatepage; Resources include books, media, props, possible field trips, parental involvement, and other community resources(2 pts.)

Available resourcesfor the unit plan arelisted in a separatepage

(1 pts.)

No resources; ORThe listed resources reflect little or no effort

(0 pts.)

Less

on

Pla

ns

Ten or more well-written lesson plans are included(1 pts.)

Ten lesson plans are included(0.8 pts.)

Less than ten lesson plans are included(0.5 pts.)

No lesson plan isIncluded(0 pts.)

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Inst

ruct

iona

l Pro

cedu

res

Objectives are focused, stated in terms of student learning outcomes and enable viable assessmentClearly aligned with standards, Objectives are clearly aligned with instructionObjectives are aligned with assessment(0.5 pts. per LP)

Objectives are focused and enable viable assessmentGenerally aligned with standardsObjectives are aligned with instruction

(0.4 pts. per LP)

Objectives not focused or measurableObjectives inconsistent with instruction, standards, or assessment

(0.3 pts. per LP)

Objectives not focused or stated in terms of student learning outcomesObjectives not aligned with standards or instruction

(0 pts. per LP)

Cross-curricular SOLs/FB are addressedLesson effectively integrates cross-curricular content areas into learning and assessmentCross-curricular goes beyond English(0.5 pts. per LP)

Cross-curricular SOLs are listedCross-curriculum content is part of objectives and lesson procedure

(0.4 pts. per LP)

Cross-curricular content is not clear in lesson or objectives.

(0.3 pts. per LP)

Cross-curricular content is missing or not part of lesson

(0 pts. per LP)

38


Lesson structure is clearly articulated.Content and instructional principles underlying plan are evident.Lesson plan format appropriate to topic and methodology.Plan show depth of understanding of content concepts and subject matter tools of inquiry.(0.5 pts. per LP)

Lesson structure is clear and progression is organized in an appropriate sequence.Plan show some background content knowledge.Is able to provide appropriate examples and non-examples.(o.4 pts. per LP)

Plan shows limited or superficial understanding of content.Limited or insufficient description of concepts and principles.(0.3 pts. per LP)

Lesson structure is unclear, progression is not organized. Limited or insufficient description of concepts and principles(0 pts. per LP)

Developmentally appropriate instruction/ learning activities adaptable for diverse childrenHands-on & Minds-on (critical thinking)Effective use of resources

(0.5 pts. per LP)

Developmentally appropriate for general class

(0.4 pts. per LP)

Instruction/learning activity not developmentally appropriateLesson could be improved with manipulatives or critical thinking skillsVisuals could be improved(0.3 pts. per LP)

Instruction/learning activity not developmentally appropriateVisual lacking or insufficientLesson may include manipulatives, but purpose is unclear

(0 pts. per LP)

39


Includes adaptations/ accommodations for English language learners and children with special needs including assistive technologySpecifically addresses targeted IEP objectives as appropriateRelates to children’s home life, community and experiences.(0.5 pts. per LP)

At least one connection to community or home lifeIncludes environment, teaching, or material adaptations for children with special needs.Or addresses IEP children only

(0.4 pts. per LP)

1-2 modifications/ accommodations apparent for children with differing abilities or learning styles.

(0.3 pts. per LP)

No connections to community or home lifeNo modifications apparently made for children with differing abilities and learning styles

(0 pts. per LP)

Assessment is consistent with SOLs, objectives, and instructionAssessment is embedded in instruction and authentic.Children summarize for closure.(0.5 pts. per LP)

Assessment is consistent with SOLs, objectives and instruction/learning activityChildren summarize for closure

(0.4 pts. per LP)

Assessment is partly aligned with SOLs, objectives and instructionTeacher summarizes

(0.3 pts. per LP)

Assessment missing or inconsistent with SOL, objective(s) or instruction/learning activity

(0 pts. per LP)

40


Uni

t Ass

essm

ent

Provide pre- and post-assessment results, and a variety of methods and sufficient data were obtainedANDProvide a visual depiction (e.g., progress monitoring graph or chart) and sample child work products(4 pts.)

Provide pre- and post-assessment results, and a variety of methods and sufficient data were obtained

(3 pts.)

Provide pre- and post-assessment results, but the assessment methods are limited

(2 pts.)

Pre- or post-assessment is missing

(0 pts.)

Uni

t Ref

lect

ion

Overall unit plan and its implementation were reflected; ANDReflection seriously consider children's learning; ANDCritical thinking is evident in the reflection(4 pts.)

Overall unit planand its implementationwere reflected; ANDReflection seriouslyconsider children'slearning

(3 pts.)

Reflection is partial;OR Few consideration of children's learning

(2 pts.)

No reflection

(0 pts.)

Writ

ing Perfect grammar

and punctuation(2 pts.)

Rare grammatical errors or typos(1 pts.)

A few grammaticalerrors or typos(0.5 pts.)

Too many grammatical errors or typos(0 pts.)

41


42


2009-2010 Candidate DataResource Unit Plan (EDEC 425)

Rubric Row n Mean StdDev N/AUnacceptable

N (%)

Needs Improvement

N (%)Acceptable

N (%)Target N (%)

Thematic Unit Web

34 18.431 0.554 0 0 2 (5) 4 (11) 28 (82)

Learning Outcomes

34 18.234 0.448 0 0 0 9 (26) 25 (73)

Available Resources

34 16.666 0.749 0 0 5 (14) 7 (20) 22 (64)

Lesson Plans 34 9.804 0.239 0 0 0 2 (5) 32 (94)

Writing 34 10 0 0 0 0 0 34 (100)Unit Reflection 34 9.608 0.327 0 0 0 4 (11) 30 (88)Description of Experiences

34 9.706 0.288 0 0 0 3 (8) 31 (91)


43


Analysis: In teaching this course, the professor changed some of the rows to

improve the rubric. Therefore, not all of the rows in the class rubric match the analysis rubric.

There were seven students who indicated they needed to improve on their thematic unit web and available resources.

The majority of the students received acceptable and target scores on the items.

Assessment #4Assessment Name: IDEC Internship Evaluations and Professional Characteristics and Dispositions formProgram Context: EDEC 430 (Fall of senior year), EDSP 440 (Spring of senior year), EDSP 750 (Fall of graduate year) and EDEC 750 (Spring of graduate year)Program Standards: Pedagogical Content Knowledge and Skills (1b); Professional Knowledge and Skills (1c); Dispositions (1g); Technology Knowledge, Skills (1c and state requirement); and Knowledge, Skills, and Dispositions to Help All Students Learn (3c)NAEYC Standard - Promoting Child Development and Learning, Building Family and Community Relationships; Observing, Documenting, and Assessing to Support Young Children and Families; Becoming a Professional.CEC Standards – Foundations; Development and Characteristics of Learners; Individual Learning Differences; Instructional Strategies; Learning Environments and Social Interactions; Language; Instructional Planning; Assessment; Professional and Ethical Practice; Collaboration

Description of task: IDEC Internship Evaluations and Professional Characteristics and Dispositions formStudents are placed in four different sites for experience in early intervention (EI), early childhood (EC), early childhood special education (ECSE), and early elementary (EE) (1st to 3rd grades). For each of these placements, they are mentored and supervised onsite by an experienced teacher/professional who has at least three years experience with the age group assigned. The EI placement is for 20 hours/week for seven weeks. The EC placement is for 19-20 hours/week for a complete semester. The ECSE and EE placements both last the semester and the student is in the placement for a minimum of 300 clock hours, including a minimum of 150 supervised teaching hours.

These forms are completed by the intern/student teacher’s cooperating professional/teacher and university supervisor for each of the four field experiences. The Internship Evaluation form for EDEC 430 and EDEC 750 is slightly different from the EDSP 440 and EDSP 750 Internship Evaluation form.

Assessment Rubric/Scoring Guide: IDEC Internship EvaluationsThis form is four pages long and addresses the competency areas of child development, family and community, observation and assessment, teaching and learning, and professionalism. The rating scale used is as follows:U = Unacceptable N = Needs improvement A = Acceptable for student’s current level T = Target for emerging professional level. INS = Insufficient information to rate the candidate or not applicable

44


Professional Characteristics and Dispositions formThis form is four pages long and addresses the following areas: Communication skills, written and oral Attendance and punctuality Work habits/Commitment to excellence Quality of work Professional dress Quality of interactions and participation Critical thinking skills Collegiality Respect for others Initiative Attitude toward learners Response to constructive feedback Ability to handle stress and to manage workload Commitment to diversity and equityEach area is assessed by rating the student from 1 to 4, with 1 being the lowest rating and indicating the student needs significant work. Four is the highest rating, indicating the student is exhibiting professional characteristics and dispositions.

45


2008-2010 Candidate DataIDEC Internship EvaluationsEDEC 430 by RUS

Rubric Row nMea

nStdDe

v N/A

Unacceptable

N (%)

Needs Improvemen

tN (%)

AcceptableN (%)

TargetN (%)

1.1 Applies understanding of the

development and individual differences of

each child in developing and implementing

instruction.

4 6

3.935 0.25 0 0 0 3 (6) 43 (93) 0

1.2 Uses teaching practices based on an

understanding of typical and atypical child

growth and development

4 6

3.935 0.25 0 0 0 3 (6) 43 (93) 0

1.3 Appropriately modifies instruction,

assessment, and environment to adapt to

differences among children (including

disabling and at-risk conditions, English

language learners and non-identified special

needs)

4 6

3.87 0.4 0 0 1 (2) 4 (8) 41 (89) 0

1.4 Demonstrates 4 3.978 0.147 0 0 0 1 (2) 45 (97) 0

46


understanding and manages health care conditions of young

children

6

2.1 Demonstrates respect for the

family/community culture, and parent

choices for their child

4 6

4 0 0 0 0 0 46 (100) 0

2.2 Appropriately incorporates children’s

interests, cultural heritage, and local

community in teaching

4 6

3.957 0.206 0 0 0 2 (4) 44 (95) 0

3.1 English/Language Arts: Demonstrates

competence in knowledge and use of English language arts.

4 6

3.848 0.363 0 0 0 7 (15) 39 (84) 0

3.2 Engages children meaningfully with

English Language Arts, and effectively uses concepts from the

teaching of reading, writing, speaking,

viewing, listening, and thinking to help children successfully apply their

developing skills to many different sit

4 6

3.87 0.341 0 0 0 6 (13) 40 (86) 0

3.3 Applies an understanding of how

4 6

3.761 0.431 0 0 0 11 (23) 35 (76) 0

47


young children learn English language arts,

including typical challenges children

may encounter.3.4 The Arts: Demonstrates

knowledge of arts education and

incorporates the arts: music, creative

movement, dance, drama, and art, into

instructional programming.

4 6

3.892 0.315 9 0 0 4 (10) 33 (89) 0

3.5 Engages children meaningfully with the

Arts

4 6

3.944 0.232 10 0 0 2 (5) 34 (94) 0

3.6 Applies an understanding of how young children learn

the arts, including typical challenges

children may encounter.

4 6

3.833 0.447 10 0 0 7 (19) 28 (77) 1 (2)

3.7 Demonstrates knowledge of health

and physical development/education

and incorporates physical activity and

physical education into instructional

4 6

3.977 0.266 3 0 0 2 (4) 40 (93) 1 (2)

48


programming.3.8 Engages children

meaningfully with health and physical

development/education.

4 6

3.841 0.428 2 0 0 8 (18) 35 (79) 1 (2)


about health and physical

development/education, including typical

challenges children may encounter.

4 6

3.841 0.428 2 0 0 8 (18) 35 (79) 1 (2)

3.10 Mathematics: Demonstrates

understanding of the major concepts and

reasoning processes of mathematics that

define number systems and number sense,

geometry, measurement, statistics

and probability, and algebra.

4 6

3.978 0.147 0 0 0 1 (2) 45 (97) 0

3.11 Applies the reasoning processes of mathematics, engages children meaningfully with mathematics, and

fosters children’s

4 6

3.913 0.285 0 0 0 4 (8) 42 (91) 0

49


understanding of patterns, quantities,

and spatial relationships to

represent phenomena, solve problems, and

manage data.3.12 Applies an

understanding of how young children learn

mathematics, including typical challenges


4 6

3.848 0.363 0 0 0 7 (15) 39 (84) 0

3.13 Science: Demonstrates

understanding of the major concepts in

physical, life, earth, and space sciences, the

nature of science, the unifying concepts of

science, and science in personal and social

perspectives.

4 6

3.935 0.25 0 0 0 3 (6) 43 (93) 0

3.14 Applies the tools of inquiry of science

and engages children meaningfully with

science.

4 6

3.913 0.285 0 0 0 4 (8) 42 (91) 0


4 6

3.913 0.285 0 0 0 4 (8) 42 (91) 0

50


science, including typical challenges


3.16 Social Studies: Demonstrates

understanding of the major concepts of the

social studies—the integrated study of history, geography,

economics, the social sciences, and other

related areas.

4 6

3.935 0.25 0 0 0 3 (6) 43 (93) 0

3.17 Uses the modes of inquiry from the social

studies, engages children meaningfully

with social studies, and fosters children’s abilities to make

informed decisions as citizens of a culturally

diverse democratic society and

interdependent world.

4 6

3.848 0.363 0 0 0 7 (15) 39 (84) 0


social studies, including typical challenges


4 6

3.804 0.401 0 0 0 9 (19) 37 (80) 0

51


4.1 Uses a wide variety of informal assessment strategies appropriate to instructional goals and characteristics of

children to assess children’s learning

4 6

3.826 0.383 0 0 0 8 (17) 38 (82) 0

4.2 Uses assessment results to guide

instructional planning for children.

4 6

3.761 0.431 0 0 0 11 (23) 35 (76) 0

5.1 Develops clearly structured instructional plans with objectives,

activities, and assessments.

4 6

3.804 0.453 0 0 1 (2) 7 (15) 38 (82) 0

5.2 Aligns instruction with curriculum, state

and national standards, and IEPs.

4 6

3.891 0.315 0 0 0 5 (10) 41 (89) 0

5.3 States objectives in clear, measurable

terms

4 6

3.891 0.315 0 0 0 5 (10) 41 (89) 0

5.4 Uses clear directions,

explanations, steps, procedures,

demonstrations, questions, etc.

4 6

3.848 0.42 0 0 1 (2) 5 (10) 40 (86) 0

5.5 Plans and implements a variety of effective instructional strategies based on

4 6

3.783 0.417 0 0 0 10 (21) 36 (78) 0

52


content & on development &

differences of each child, that encourage

critical thinking, problem-solving, & performance skills

5.6 Selects and uses a variety of effective

instructional materials and resources.

4 6

3.804 0.453 0 0 1 (2) 7 (15) 38 (82) 0

5.7 Uses technology resources to develop learning activities and integrate technology

4 6

3.957 0.362 0 0 0 4 (8) 40 (86) 2 (4)

5.8 Develop learning activities integrate

technology and enhance children’s technology skills.

4 6

3.978 0.333 0 0 0 3 (6) 41 (89) 2 (4)

5.9 Encourages active participation in

individual and group activities.

4 6

4 0 0 0 0 0 46 (100) 0

5.10 Persists in assisting children having difficulties

4 6

3.935 0.25 0 0 0 3 (6) 43 (93) 0

5.11 Plans are prepared and complete

(including needed materials) in a timely

manner).

4 6

3.848 0.42 0 0 1 (2) 5 (10) 40 (86) 0

5.12 Maintains 4 3.87 0.341 0 0 0 6 (13) 40 (86) 0

53


accurate records of children’s progress

6

6.1 Establishes and maintains a physically and psychologically

safe and healthy learning environment.

4 6

3.978 0.147 0 0 0 1 (2) 45 (97) 0

6.2 Develops equitable, caring, respectful, and

productive learning environments.

4 6

3.957 0.206 0 0 0 2 (4) 44 (95) 0

6.3 Fosters positive home and new cross-

cultural learning experiences.

4 6

4 0 0 0 0 0 46 (100) 0

6.4 Organizes physical space and resources optimally to enhance

children’s engagement and minimize distractions.

4 6

3.739 0.444 0 0 0 12 (26) 34 (73) 0

6.5 Uses clear and efficient instructional and administrative routines that create smoothly functioning learning experiences.

4 6

3.935 0.25 0 0 0 3 (6) 43 (93) 0

6.6 Responds to children in a timely and helpful manner and in

ways that promote learning.

4 6

3.957 0.206 0 0 0 2 (4) 44 (95) 0

6.7 Employs positive, 4 3.913 0.285 0 0 0 4 (8) 42 (91) 0

54


effective, and developmentally

responsive guidance and management

techniques

6

6.8 Establishes and continually reinforces

clear standards for behavior

4 6

3.891 0.315 0 0 0 5 (10) 41 (89) 0

6.9 Regularly monitors behavior and responds

to inappropriate behavior effectively.

4 6

3.957 0.206 0 0 0 2 (4) 44 (95) 0

7.1 Demonstrates knowledge of the

theories, philosophies, & best practice that

form the basis for early childhood education /

early childhood special education practice.

4 6

3.935 0.25 0 0 0 3 (6) 43 (93) 0

7.2 Exhibits knowledge of rights and

responsibilities of children, parents, teachers, other

professionals, and schools.

4 6

3.978 0.149 1 0 0 1 (2) 44 (97) 0

7.3 Exhibits knowledge of the major laws and

policies that affect young children,

families, and programs

4 6

3.978 0.149 1 0 0 1 (2) 44 (97) 0

55


for young children.7.4 Uses technologies

to communicate, network, locate resources, and

enhance continuing professional

development.

4 6

3.913 0.285 0 0 0 4 (8) 42 (91) 0

7.5 Engages in team-building, problem-

solving, and/or conflict resolution to resolve

concerns.

4 6

3.889 0.318 1 0 0 5 (11) 40 (88) 0

7.6 Applies models of consultation and team process to enhance

education and services for children and

families.

4 6

3.911 0.288 1 0 0 4 (8) 41 (91) 0

7.7 Demonstrates a commitment to the

profession. Handles stress is a productive manner and maintains

an optimistic and positive approach in stressful situations.

Manages the demands/workload

associated with teaching well.

4 6

3.913 0.354 0 0 1 (2) 2 (4) 43 (93) 0

7.8 Behaves ethically and in the best interest

4 6

3.978 0.147 0 0 0 1 (2) 45 (97) 0

56


of children, families, and the community.


Analysis: There are only six items which received ratings of insufficient data, implying that the university supervisors were able to

observe the candidates completing a wide variety of tasks. Only five items received the rating of needs improvement with only one candidate each time. This indicates the candidates

exceled in this placement.

2009-2010 Candidate DataEDSP 440 by RUS

Rubric Row n Mean StdDev N/A

Unacceptable

N (%)

Needs improvement

N (%)

Acceptable for student’s current level

N (%)TargetN (%)

Insufficient information

N (%)Child Development 1.

Demonstrates understanding of

typical and atypical child growth and

development.

42 3.143 1.026 0 0 1 (2) 22 (52) 16 (38) 3 (7)

Evidences knowledge of the nature and characteristics of

disabling and at-risk conditions.

42 3.048 1.125 0 0 1 (2) 22 (52) 15 (35) 4 (9)

Demonstrates understanding and

manages medical and

42 2.619 1.361 0 0 1 (2) 24 (57) 9 (21) 8 (19)

57


health care conditions of young children.Establishes and

maintains a physically and psychologically


42 3.381 1.058 0 0 0 14 (33) 25 (59) 3 (7)

1. Demonstrates understanding of family

and community characteristics.

42 2.452 1.626 0 0 0 17 (40) 13 (30) 12 (28)

2. Exhibits understanding of

multicultural issues and influences on families.

42 1.714 1.686 0 0 0 16 (38) 6 (14) 20 (47)

3. Conveys understanding of the role of cultural and

family environment in supporting

development.

42 2.048 1.752 0 0 0 14 (33) 11 (26) 17 (40)

4. Creates respectful, collaborative,

reciprocal relationships with families and

communities

42 2.5 1.656 0 0 0 15 (35) 15 (35) 12 (28)

5. Demonstrates respect for the


choices for their child.

42 2.643 1.65 0 0 0 13 (30) 18 (42) 11 (26)

6. Assists families in identifying resources,

42 2.5 1.566 0 0 0 19 (45) 12 (28) 11 (26)

58


priorities/concerns about their child’s

development.7. Demonstrates understanding of

family-centered service delivery.

42 3.262 0.885 0 0 0 23 (54) 17 (40) 2 (4)

1. Articulates goals, benefits, and

limitations (including cultural bias) of various

formal and informal assessment methods.

42 2.238 1.559 0 0 0 22 (52) 7 (16) 13 (30)

2. Is skilled in using a variety of assessment

strategies.

42 2.405 1.398 0 0 0 27 (64) 5 (11) 10 (23)

3. Plans and uses assessment tools and strategies appropriate to instructional goals and characteristics of

children.

42 2.81 1.11 0 0 0 30 (71) 7 (16) 5 (11)

4. Integrates assessment results

into instructional planning for children

and families.

42 3 0.765 0 0 0 34 (80) 6 (14) 2 (4)

1. Applies understanding of the

development and individual differences

of each child in developing and

42 3.429 0.501 0 0 0 24 (57) 18 (42) 0

59


implementing instruction.

2. Uses teaching practices based on an

understanding of typical and atypical

child growth and development.

42 3.333 0.526 0 0 1 (2) 26 (61) 15 (35) 0

3. Appropriately modifies instruction and environment to adapt to differences

among children (including English


needs)

42 2.952 1.058 0 0 0 28 (66) 10 (23) 4 (9)

4. Appropriately incorporates children’s


community in teaching.

42 2.5 1.566 0 0 0 19 (45) 12 (28) 11 (26)

5. Develops clearly structured instructional plans with objectives,


42 3.286 0.554 0 0 2 (4) 26 (61) 14 (33) 0

6. Aligns instruction with state and national

standards, and IFSP’s/IEPs.

42 3.19 1.018 0 0 0 22 (52) 17 (40) 3 (7)

7. States objectives in clear, measurable

42 3.381 0.539 0 0 1 (2) 24 (57) 17 (40) 0

60


terms.8. Plans are prepared

and complete (including needed

materials) in a timely manner).

42 3.19 0.707 0 1 (2) 4 (9) 23 (54) 14 (33) 0

9. Plans and implements a variety of effective instructional strategies based on

content and on development and


critical thinking, problem-solving, and performance skills.

42 3.238 0.617 0 1 (2) 1 (2) 27 (64) 13 (30) 0

10. Selects and uses a variety of effective


42 3.286 0.708 0 0 0 26 (61) 15 (35) 1 (2)

11. Uses clear directions,

explanations, steps, procedures,

demonstrations, questions, etc.

42 3.238 0.906 0 0 1 (2) 22 (52) 17 (40) 2 (4)

12. Develops and integrates learning

activities that integrate technology and

enhance children’s technology skills.

42 1.571 1.625 0 0 1 (2) 16 (38) 4 (9) 21 (50)

61


13. Maintains accurate records of children’s

progress.

42 3.143 0.683 0 0 1 (2) 30 (71) 10 (23) 1 (2)

14. Persists in assisting children having difficulties.

42 3.5 0.506 0 0 0 21 (50) 21 (50) 0

15. Encourages active participation in


42 3.524 0.505 0 0 0 20 (47) 22 (52) 0

16. Fosters positive inter- and intra- cultural

experiences.

42 1.476 1.581 0 0 0 18 (42) 2 (4) 22 (52)

17. Organizes physical space and resources

optimally.

42 2.69 1.506 0 0 1 (2) 17 (40) 15 (35) 9 (21)

18. Develops safe, equitable, caring, respectful, and


42 3.405 0.734 0 0 0 21 (50) 20 (47) 1 (2)

19. Uses clear and efficient instructional and administrative routines that create

smoothly functioning learning experiences.

42 2.857 1.26 0 0 0 24 (57) 12 (28) 6 (14)

20. Responds to children in a timely and helpful manner and in


42 3.476 0.74 0 0 0 18 (42) 23 (54) 1 (2)

21. Employs positive, 42 3.31 0.897 0 0 0 21 (50) 19 (45) 2 (4)

62


effective, and developmentally

responsive guidance and management

techniques.22. Establishes and

continually reinforces clear standards for

behavior.

42 2.929 1.314 0 0 1 (2) 19 (45) 16 (38) 6 (14)

23. Regularly monitors behavior and responds


42 2.857 1.299 0 0 2 (4) 20 (47) 14 (33) 6 (14)

1. Demonstrates knowledge of the

theories, philosophies, and best practice that

form the basis for early childhood special

education practice.

42 2.738 1.308 0 0 0 25 (59) 10 (23) 7 (16)

2. Exhibits knowledge of rights and



42 2.857 1.26 0 0 0 24 (57) 12 (28) 6 (14)

3. Exhibits knowledge of the major laws and


families, and programs for young children.

42 2.952 1.103 0 0 2 (4) 24 (57) 12 (28) 4 (9)

63


4. Accurately self-evaluates the

effectiveness of practice to improve

instruction and guide professional growth.

42 3.405 0.587 0 0 2 (4) 21 (50) 19 (45) 0

5. Makes continuous efforts to improve

professional practice.

42 3.429 0.59 0 0 2 (4) 20 (47) 20 (47) 0

6. Relationships with others are

characterized as collaborative,

productive, and professional.

42 3.405 0.587 0 0 2 (4) 21 (50) 19 (45) 0

7. Supports and advocates for children, families, programs, and

schools.

42 2.31 1.787 0 0 0 11 (26) 16 (38) 15 (35)

8. Demonstrates effective verbal, non-

verbal and written communication skills.

42 3.357 0.577 0 0 2 (4) 23 (54) 17 (40) 0

9. Demonstrates effective work habits

(punctual, dependable, carries out

responsibilities, etc.)

42 3.31 0.643 0 0 4 (9) 21 (50) 17 (40) 0

10. Demonstrates tact, initiative, and acceptance of

constructive criticism.

42 3.548 0.504 0 0 0 19 (45) 23 (54) 0

11. Demonstrates a 42 3.31 0.78 0 0 2 (4) 21 (50) 18 (42) 1 (2)

64


commitment to the profession.

12. Participates in professional

organizations and activities in the

professional community.

42 1.429 1.61 0 0 0 16 (38) 3 (7) 23 (54)

13. Behaves ethically and in the best interest


42 3.476 0.505 0 0 0 22 (52) 20 (47) 0

14. Reveals cognizance of personal

cultural biases and differences that affect

one’s teaching and interactions with

others.

42 2.262 1.754 0 0 0 13 (30) 14 (33) 15 (35)

15. Uses technologies to communicate, network, locate resources, and


development.

42 3.071 1.156 0 0 2 (4) 19 (45) 17 (40) 4 (9)

16. Engages in team-building, problem-

solving, and/or conflict resolution to resolve

concerns.

42 2.571 1.532 0 0 1 (2) 18 (42) 13 (30) 10 (23)

65


17. Applies models of consultation and team process to enhance


families.

42 2.81 1.366 0 0 1 (2) 20 (47) 14 (33) 7 (16)

all percentages (%) rounded to nearest integerAnalysis:

There are 42 included in this n instead of 41 because one student was counted twice since she took the course twice. When looking at all the items, the highest number of students needing improvement for any one item is four. The vast majority of students received a rating of acceptable for student’s current level or target, indicating the IDEC students

are demonstrating skills learned in courses in their field placement. Several items received a rating indicating their was insufficient information to rate between 1 and 23 students. This is typically

due to the parameters of the placement itself and opportunities the students have.

2008-2010 Candidate DataEDEC 750 by RUS

Rubric Row n MeanStdDe

v N/A

Unacceptable

N (%)

Needs Improveme

ntN (%)

AcceptableN (%)

TargetN (%)

Insufficient Info

N (%)1.1 Applies understanding 20 3.9 0.308 0 0 0 2 (10) 18 (90) 0

66


of the development and individual differences of each child in developing

and implementing instruction.

1.2 Uses teaching practices based on an

understanding of typical and atypical child growth

and development

20 3.95 0.224 0 0 0 1 (5) 19 (95) 0

1.3 Appropriately modifies instruction, assessment,

and environment to adapt to differences among

children (including disabling and at-risk conditions, English


needs)

20 3.85 0.366 0 0 0 3 (15) 17 (85) 0

1.4 Demonstrates understanding and

manages health care conditions of young

children

20 3.9 0.308 0 0 0 2 (10) 18 (90) 0

2.1 Demonstrates respect for the family/community

culture, and parent choices for their child

20 3.9 0.308 0 0 0 2 (10) 18 (90) 0

2.2 Appropriately incorporates children’s

interests, cultural heritage, and local community in

20 3.85 0.366 0 0 0 3 (15) 17 (85) 0

67


teaching3.1 English/Language Arts: Demonstrates competence

in knowledge and use of English language arts.

20 3.65 0.489 0 0 0 7 (35) 13 (65) 0

3.2 Engages children meaningfully with English

Language Arts, and effectively uses concepts

from the teaching of reading, writing, speaking,

viewing, listening, and thinking to help children successfully apply their

developing skills to many different sit

20 3.75 0.444 0 0 0 5 (25) 15 (75) 0


English language arts, including typical challenges


20 3.75 0.444 0 0 0 5 (25) 15 (75) 0

3.4 The Arts: Demonstrates knowledge

of arts education and incorporates the arts:

music, creative movement, dance, drama, and art, into instructional programming.

20 3.733 0.458 5 0 0 4 (26) 11 (73) 0

3.5 Engages children meaningfully with the Arts

20 3.733 0.458 5 0 0 4 (26) 11 (73) 0


20 3.889 0.471 2 0 0 3 (16) 14 (77) 1 (5)

68


young children learn the arts, including typical

challenges children may encounter.

3.7 Demonstrates knowledge of health and

physical development/education

and incorporates physical activity and physical

education into instructional programming.

20 3.85 0.489 0 0 0 4 (20) 15 (75) 1 (5)

3.8 Engages children meaningfully with health

and physical development/education.

20 3.8 0.523 0 0 0 5 (25) 14 (70) 1 (5)


young children learn about health and physical

development/education, including typical challenges


20 3.75 0.444 0 0 0 5 (25) 15 (75) 0

3.10 Mathematics: Demonstrates

understanding of the major concepts and reasoning

processes of mathematics that define number

systems and number sense, geometry,

measurement, statistics and probability, and

20 3.95 0.224 0 0 0 1 (5) 19 (95) 0

69


algebra.3.11 Applies the reasoning processes of mathematics,

engages children meaningfully with

mathematics, and fosters children’s understanding of

patterns, quantities, and spatial relationships to represent phenomena,

solve problems, and manage data.

20 3.95 0.224 0 0 0 1 (5) 19 (95) 0


mathematics, including typical challenges children

may encounter.

20 3.9 0.308 0 0 0 2 (10) 18 (90) 0

3.13 Science: Demonstrates

understanding of the major concepts in physical, life,

earth, and space sciences, the nature of science, the

unifying concepts of science, and science in

personal and social perspectives.

20 3.9 0.308 0 0 0 2 (10) 18 (90) 0

3.14 Applies the tools of inquiry of science and

engages children meaningfully with science.

20 3.95 0.224 0 0 0 1 (5) 19 (95) 0

3.15 Applies an 20 3.9 0.308 0 0 0 2 (10) 18 (90) 0

70


understanding of how young children learn

science, including typical challenges children may

encounter.3.16 Social Studies:

Demonstrates understanding of the major

concepts of the social studies—the integrated

study of history, geography, economics, the social sciences, and other

related areas.

20 3.95 0.224 0 0 0 1 (5) 19 (95) 0

3.17 Uses the modes of inquiry from the social

studies, engages children meaningfully with social

studies, and fosters children’s abilities to make

informed decisions as citizens of a culturally

diverse democratic society and interdependent world.

20 3.95 0.224 0 0 0 1 (5) 19 (95) 0


young children learn social studies, including typical challenges children may

encounter.

20 3.9 0.308 0 0 0 2 (10) 18 (90) 0

4.1 Uses a wide variety of informal assessment

strategies appropriate to

20 3.9 0.308 0 0 0 2 (10) 18 (90) 0

71


instructional goals and characteristics of children

to assess children’s learning

4.2 Uses assessment results to guide

instructional planning for children.

20 3.9 0.308 0 0 0 2 (10) 18 (90) 0

5.1 Develops clearly structured instructional plans with objectives,


20 3.95 0.224 0 0 0 1 (5) 19 (95) 0

5.2 Aligns instruction with curriculum, state and

national standards, and IEPs.

20 4 0.324 0 0 0 1 (5) 18 (90) 1 (5)

5.3 States objectives in clear, measurable terms

20 4 0.324 0 0 0 1 (5) 18 (90) 1 (5)

5.4 Uses clear directions, explanations, steps,

procedures, demonstrations, questions,

etc.

20 3.95 0.224 0 0 0 1 (5) 19 (95) 0

5.5 Plans and implements a variety of effective

instructional strategies based on content & on

development & differences of each child, that

encourage critical thinking, problem-solving, & performance skills

20 3.9 0.308 0 0 0 2 (10) 18 (90) 0

72


5.6 Selects and uses a variety of effective


20 3.85 0.366 0 0 0 3 (15) 17 (85) 0

5.7 Uses technology resources to develop learning activities and integrate technology

20 3.8 0.41 0 0 0 4 (20) 16 (80) 0

5.8 Develop learning activities integrate

technology and enhance children’s technology skills.

20 3.85 0.366 0 0 0 3 (15) 17 (85) 0

5.9 Encourages active participation in individual

and group activities.

20 3.95 0.224 0 0 0 1 (5) 19 (95) 0

5.10 Persists in assisting children having difficulties

20 3.95 0.224 0 0 0 1 (5) 19 (95) 0

5.11 Plans are prepared and complete (including needed materials) in a

timely manner).

20 3.9 0.308 0 0 0 2 (10) 18 (90) 0

5.12 Maintains accurate records of children’s

progress

20 3.95 0.224 0 0 0 1 (5) 19 (95) 0

6.1 Establishes and maintains a physically and psychologically safe and

healthy learning environment.

20 4 0.324 0 0 0 1 (5) 18 (90) 1 (5)

6.2 Develops equitable, caring, respectful, and


20 4 0.324 0 0 0 1 (5) 18 (90) 1 (5)

73


6.3 Fosters positive home and new cross-cultural learning experiences.

20 4 0.324 0 0 0 1 (5) 18 (90) 1 (5)

6.4 Organizes physical space and resources optimally to enhance

children’s engagement and minimize distractions.

20 3.85 0.489 0 0 0 4 (20) 15 (75) 1 (5)

6.5 Uses clear and efficient instructional and

administrative routines that create smoothly

functioning learning experiences.

20 3.85 0.366 0 0 0 3 (15) 17 (85) 0

6.6 Responds to children in a timely and helpful

manner and in ways that promote learning.

20 3.95 0.224 0 0 0 1 (5) 19 (95) 0

6.7 Employs positive, effective, and

developmentally responsive guidance and management techniques

20 3.95 0.224 0 0 0 1 (5) 19 (95) 0

6.8 Establishes and continually reinforces clear

standards for behavior

20 4 0.324 0 0 0 1 (5) 18 (90) 1 (5)

6.9 Regularly monitors behavior and responds to

inappropriate behavior effectively.

20 4 0.324 0 0 0 1 (5) 18 (90) 1 (5)

7.1 Demonstrates knowledge of the theories,

philosophies, & best

20 3.95 0.224 0 0 0 1 (5) 19 (95) 0

74


practice that form the basis for early childhood

education / early childhood special education practice.7.2 Exhibits knowledge of rights and responsibilities

of children, parents, teachers, other


20 4 0.324 0 0 0 1 (5) 18 (90) 1 (5)

7.3 Exhibits knowledge of the major laws and policies that affect young children, families, and programs for

young children.

20 4 0.324 0 0 0 1 (5) 18 (90) 1 (5)

7.4 Uses technologies to communicate, network, locate resources, and enhance continuing

professional development.

20 3.95 0.394 0 0 0 2 (10) 17 (85) 1 (5)

7.5 Engages in team-building, problem-solving,

and/or conflict resolution to resolve concerns.

20 3.947 0.405 1 0 0 2 (10) 16 (84) 1 (5)

7.6 Applies models of consultation and team process to enhance

education and services for children and families.

20 3.895 0.315 1 0 0 2 (10) 17 (89) 0

7.7 Demonstrates a commitment to the

profession. Handles stress is a productive manner and maintains an optimistic and

20 3.95 0.224 0 0 0 1 (5) 19 (95) 0

75


positive approach in stressful situations.

Manages the demands/workload

associated with teaching well.

7.8 Behaves ethically and in the best interest of

children, families, and the community.

20 3.95 0.224 0 0 0 1 (5) 19 (95) 0


Analysis: There were no students rated as needing improvement. This is important since this is their last placement in the program and

expectations are that students are performing at their highest. Only one student was marked on 15 items as having insufficient information to be able to rate that item. This indicates the

placements are providing sufficient opportunities for students to demonstrate the expected skills.

2008-2010 Candidate DataEDSP 750 by RUS


N (%)

Needs improvement

N (%)

Acceptable for student’s current level

N (%)TargetN (%)

Insufficient information

N (%)Child Development 1.

Demonstrates understanding of

31 3.548 0.506 0 0 0 14 (45) 17 (54) 0

76


typical and atypical child growth and

development.Evidences knowledge

of the nature and characteristics of

disabling and at-risk conditions.

31 2.097 1.955 0 0 0 3 (9) 14 (45) 14 (45)

Demonstrates understanding and

manages medical and health care conditions

of young children.

31 1.484 1.913 0 0 0 2 (6) 10 (32) 19 (61)

Establishes and maintains a physically and psychologically


31 3.742 0.773 0 0 0 4 (12) 26 (83) 1 (3)

1. Demonstrates understanding of family

and community characteristics.

31 1.871 1.979 0 0 0 2 (6) 13 (41) 16 (51)

2. Exhibits understanding of

multicultural issues and influences on families.

31 1.516 1.842 0 0 0 5 (16) 8 (25) 18 (58)

3. Conveys understanding of the role of cultural and

family environment in supporting

development.

31 1.581 1.911 0 0 0 3 (9) 10 (32) 18 (58)

4. Creates respectful, 31 2.871 1.5 0 0 0 11 (35) 14 (45) 6 (19)

77


collaborative, reciprocal relationships with

families and communities

5. Demonstrates respect for the


choices for their child.

31 2.871 1.5 0 0 0 11 (35) 14 (45) 6 (19)

6. Assists families in identifying resources,

priorities/concerns about their child’s

development.

31 2.903 1.375 0 0 0 14 (45) 12 (38) 5 (16)

7. Demonstrates understanding of

family-centered service delivery.

31 3.226 1.477 0 0 0 4 (12) 22 (70) 5 (16)

1. Articulates goals, benefits, and limitations (including cultural bias) of various formal and informal assessment

methods.

31 1.452 1.877 0 0 0 3 (9) 9 (29) 19 (61)

2. Is skilled in using a variety of assessment

strategies.

31 2.613 1.498 0 0 0 15 (48) 9 (29) 7 (22)

3. Plans and uses assessment tools and strategies appropriate to instructional goals and characteristics of

children.

31 2.774 1.309 0 0 0 18 (58) 8 (25) 5 (16)

78


4. Integrates assessment results into instructional planning

for children and families.

31 3.484 0.811 0 0 0 12 (38) 18 (58) 1 (3)

1. Applies understanding of the

development and individual differences of

each child in developing and implementing

instruction.

31 3.677 0.475 0 0 0 10 (32) 21 (67) 0

2. Uses teaching practices based on an

understanding of typical and atypical

child growth and development.

31 3.323 1.013 0 0 0 13 (41) 16 (51) 2 (6)

3. Appropriately modifies instruction and environment to adapt to

differences among children (including English language learners and non-identified special

needs)

31 3.742 0.773 0 0 0 4 (12) 26 (83) 1 (3)

4. Appropriately incorporates children’s


community in teaching.

31 3.516 0.811 0 0 0 11 (35) 19 (61) 1 (3)

79


5. Develops clearly structured instructional plans with objectives,


31 3.774 0.425 0 0 0 7 (22) 24 (77) 0

6. Aligns instruction with state and national

standards, and IFSP’s/IEPs.

31 3.742 0.773 0 0 0 4 (12) 26 (83) 1 (3)

7. States objectives in clear, measurable

terms.

31 3.871 0.341 0 0 0 4 (12) 27 (87) 0

8. Plans are prepared and complete

(including needed materials) in a timely

manner).

31 3.226 1.146 0 1 (3) 2 (6) 9 (29) 17 (54) 2 (6)

9. Plans and implements a variety of effective instructional strategies based on

content and on development and


critical thinking, problem-solving, and performance skills.

31 3.613 0.803 0 0 0 8 (25) 22 (70) 1 (3)

10. Selects and uses a variety of effective


31 3.871 0.341 0 0 0 4 (12) 27 (87) 0

11. Uses clear 31 3.968 0.18 0 0 0 1 (3) 30 (96) 0

80


directions, explanations, steps,

procedures, demonstrations, questions, etc.

12. Develops and integrates learning

activities that integrate technology and

enhance children’s technology skills.

31 1.935 1.931 0 0 0 4 (12) 12 (38) 15 (48)

13. Maintains accurate records of children’s

progress.

31 3.581 0.807 0 0 0 9 (29) 21 (67) 1 (3)

14. Persists in assisting children having

difficulties.

31 3.968 0.18 0 0 0 1 (3) 30 (96) 0

15. Encourages active participation in


31 3.935 0.25 0 0 0 2 (6) 29 (93) 0

16. Fosters positive inter- and intra- cultural

experiences.

31 1.774 1.995 0 0 0 1 (3) 13 (41) 17 (54)

17. Organizes physical space and resources

optimally.

31 3.903 0.301 0 0 0 3 (9) 28 (90) 0

18. Develops safe, equitable, caring, respectful, and


31 3.935 0.25 0 0 0 2 (6) 29 (93) 0

19. Uses clear and 31 3.839 0.374 0 0 0 5 (16) 26 (83) 0

81


efficient instructional and administrative routines that create smoothly functioning learning experiences.

20. Responds to children in a timely and helpful manner and in


31 3.774 0.762 0 0 0 3 (9) 27 (87) 1 (3)

21. Employs positive, effective, and

developmentally responsive guidance

and management techniques.

31 3.871 0.341 0 0 0 4 (12) 27 (87) 0

22. Establishes and continually reinforces

clear standards for behavior.

31 3.871 0.428 0 0 1 (3) 2 (6) 28 (90) 0

23. Regularly monitors behavior and responds


31 3.839 0.454 0 0 1 (3) 3 (9) 27 (87) 0

1. Demonstrates knowledge of the

theories, philosophies, and best practice that

form the basis for early childhood special

education practice.

31 3.419 0.502 0 0 0 18 (58) 13 (41) 0

2. Exhibits knowledge of rights and

31 1.871 1.979 0 0 0 2 (6) 13 (41) 16 (51)

82




3. Exhibits knowledge of the major laws and


families, and programs for young children.

31 1.935 1.931 0 0 0 4 (12) 12 (38) 15 (48)

4. Accurately self-evaluates the

effectiveness of practice to improve

instruction and guide professional growth.

31 3.419 1.057 0 0 1 (3) 8 (25) 20 (64) 2 (6)

5. Makes continuous efforts to improve

professional practice.

31 3.645 0.839 0 0 1 (3) 5 (16) 24 (77) 1 (3)

6. Relationships with others are

characterized as collaborative,

productive, and professional.

31 3.613 0.803 0 0 0 8 (25) 22 (70) 1 (3)

7. Supports and advocates for children, families, programs, and

schools.

31 1.839 1.951 0 0 0 3 (9) 12 (38) 16 (51)

8. Demonstrates effective verbal, non-

verbal and written

31 3.548 0.568 0 0 1 (3) 12 (38) 18 (58) 0

83


communication skills.9. Demonstrates

effective work habits (punctual, dependable,

carries out responsibilities, etc.)

31 3.452 0.888 0 0 2 (6) 9 (29) 19 (61) 1 (3)

10. Demonstrates tact, initiative, and acceptance of

constructive criticism.

31 3.774 0.425 0 0 0 7 (22) 24 (77) 0

11. Demonstrates a commitment to the

profession.

31 3.774 0.425 0 0 0 7 (22) 24 (77) 0

12. Participates in professional

organizations and activities in the

professional community.

31 1.71 1.936 0 0 0 3 (9) 11 (35) 17 (54)

13. Behaves ethically and in the best interest


31 3.935 0.25 0 0 0 2 (6) 29 (93) 0

14. Reveals cognizance of personal

cultural biases and differences that affect

one’s teaching and interactions with others.

31 2.742 1.57 0 0 0 11 (35) 13 (41) 7 (22)

15. Uses technologies to communicate, network, locate resources, and

31 3.774 0.425 0 0 0 7 (22) 24 (77) 0

84



development.16. Engages in team-

building, problem-solving, and/or conflict resolution to resolve

concerns.

31 2.419 1.858 0 0 0 5 (16) 15 (48) 11 (35)

17. Applies models of consultation and team process to enhance


families.

31 3.161 1.157 0 0 0 14 (45) 14 (45) 3 (9)


Analysis: Seven of the items were rated for a few students as needing improvement or unsatisfactory. These students received

improvement plans to help them improve their work. Thirty-five items are marked as having insufficient information to be able to rate the student, as opposed to the few that were

marked that way for the early childhood placement. This is to be expected since the same form for rating the early childhood special education placement is used for the early intervention placement. It’s not surprising that there are vastly different opportunities in each of those settings.

Professional Characteristics and Dispositions form2009-2010 Candidate DataEDSP 430 by Radford University Supervisors

Rubric Row n Mean StdDev N/AUnsatisfactory

N (%)

Needs Improvement

N (%)

Progressing Satisfactorily

N (%)Proficient

N (%)

85


verbal expression, number of errors, use of voice

33 3.727 0.626 0 1 (3) 0 6 (18) 26 (78)

grammatical/mechanical errors, legibility

33 3.576 0.663 0 1 (3) 0 11 (33) 21 (63)

attendance and punctuality 33 3.424 0.561 0 0 1 (3) 17 (51) 15 (45)quality of work ethic, work

performance 33 3.727 0.574 0 0 2 (6) 5 (15) 26 (78)

quality of work, meets deadlines for due

assignments

33 3.788 0.415 0 0 0 7 (21) 26 (78)

dresses professionally or unprofessionally

33 3.939 0.242 0 0 0 2 (6) 31 (93)

contribution to class activities, student

engagement

33 3.758 0.561 0 0 2 (6) 4 (12) 27 (81)

interprets classroom criteria, questions,

analyzes data

33 3.879 0.331 0 0 0 4 (12) 29 (87)

collaborative skills, contribution to group/team

efforts

33 3.788 0.415 0 0 0 7 (21) 26 (78)

overall behavior, courtesy, reinforcement

33 3.848 0.442 0 0 1 (3) 3 (9) 29 (87)

creativity, resourcefulness, independence

33 3.697 0.637 0 0 3 (9) 4 (12) 26 (78)

interest in students and student activities,

contribution to student development

33 3.879 0.331 0 0 0 4 (12) 29 (87)

responds to constructive criticism

33 3.818 0.465 0 0 1 (3) 4 (12) 28 (84)

productivity, time 33 3.788 0.485 0 0 1 (3) 5 (15) 27 (81)

86


management, workload management

understanding of diversity, commitment

33 4 0 0 0 0 0 33 (100)


Analysis: As many as nine items on this assessment received ratings of unsatisfactory or needs improvement for at least three

students. The majority of the students received ratings of progressing satisfactorily or proficient. Except for attendance and punctuality,

the majority of the students were rated as proficient on this assessment.

2009-2010 Candidate DataPC&D by RUS 440


N (%)

Needs Improvement

N (%)


N (%)Proficient

N (%)verbal expression,

number of errors, use of voice

43 3.349 0.482 0 0 0 28 (65) 15 (34)

grammatical/mechanical errors,

legibility

43 2.907 0.526 0 0 8 (18) 31 (72) 4 (9)

attendance and punctuality

43 3.326 0.522 0 0 1 (2) 27 (62) 15 (34)

quality of work ethic, work performance

43 3.116 0.793 0 2 (4) 5 (11) 22 (51) 14 (32)


43 3.279 0.766 0 2 (4) 2 (4) 21 (48) 18 (41)

87


assignmentsdresses professionally

or unprofessionally 43 3.628 0.536 0 0 1 (2) 14 (32) 28 (65)


engagement

43 3.209 0.559 0 0 3 (6) 28 (65) 12 (27)


analyzes data

43 3.116 0.391 0 0 1 (2) 36 (83) 6 (13)

collaborative skills, contribution to

group/team efforts

43 3.279 0.549 0 0 2 (4) 27 (62) 14 (32)

overall behavior, courtesy,

reinforcement

43 3.209 0.466 0 0 1 (2) 32 (74) 10 (23)


43 3.116 0.662 0 0 7 (16) 24 (55) 12 (27)



43 3.279 0.454 0 0 0 31 (72) 12 (27)


43 3.256 0.539 0 0 2 (4) 28 (65) 13 (30)

productivity, time management, workload

management

43 3.07 0.704 0 2 (4) 3 (6) 28 (65) 10 (23)


43 3.256 0.441 0 0 0 32 (74) 11 (25)


88


Analysis: For some reason, the data for two students is counted twice in this analysis. There are a number of items rated as unsatisfactory or needing improvement with as many as eight students needing

improvement in the area of writing. For all but one item, the majority of students received ratings of progressing satisfactorily or proficient for the items. Since this is their second field placement, it is expected that students will demonstrate some areas which need improvement.

2008-2009 Candidate DataEDEC 750Supervisor PC&D


N (%)

Needs Improvement

N (%)


N (%)Proficient

N (%)verbal expression,

number of errors, use of voice

20 3.95 0.224 0 0 0 1 (5) 19 (95)

grammatical/mechanical errors,

legibility

20 3.85 0.366 0 0 0 3 (15) 17 (85)

attendance and punctuality

20 3.45 0.605 0 0 1 (5) 9 (45) 10 (50)

quality of work ethic, work performance

20 3.75 0.444 0 0 0 5 (25) 15 (75)


assignments

20 3.85 0.366 0 0 0 3 (15) 17 (85)


20 4 0 0 0 0 0 20 (100)


engagement

20 3.6 0.503 0 0 0 8 (40) 12 (60)

89



analyzes data

20 3.6 0.503 0 0 0 8 (40) 12 (60)

collaborative skills, contribution to

group/team efforts

20 3.65 0.489 0 0 0 7 (35) 13 (65)

overall behavior, courtesy,

reinforcement

20 3.9 0.308 0 0 0 2 (10) 18 (90)


20 3.75 0.444 0 0 0 5 (25) 15 (75)



20 3.85 0.366 0 0 0 3 (15) 17 (85)


20 3.85 0.366 0 0 0 3 (15) 17 (85)


management

20 3.65 0.587 0 0 1 (5) 5 (25) 14 (70)


20 4 0 0 0 0 0 20 (100)


The vast majority of students received ratings of proficient for this assessment. This is not surprising since this is their last field placement before graduating with their master’s degree.

For two items, a student received a rating of needs improvement and was placed on an improvement plan to help her.

2008-2010 Candidate DataEDSP 750

90


Supervisor PC&D


N (%)

Needs Improvement

N (%)


N (%)Proficient

N (%)verbal expression, number

of errors, use of voice 32 3.719 0.457 0 0 0 9 (28) 23 (71)

grammatical/mechanical errors, legibility

32 3.313 0.644 0 0 3 (9) 16 (50) 13 (40)

attendance and punctuality 32 3.344 0.745 0 1 (3) 2 (6) 14 (43) 15 (46)quality of work ethic, work

performance 32 3.594 0.615 0 0 2 (6) 9 (28) 21 (65)


assignments

32 3.438 0.619 0 0 2 (6) 14 (43) 16 (50)


32 3.75 0.44 0 0 0 8 (25) 24 (75)


engagement

32 3.781 0.491 0 0 1 (3) 5 (15) 26 (81)

interprets classroom criteria, questions, analyzes

data

32 3.531 0.621 0 0 2 (6) 11 (34) 19 (59)

collaborative skills, contribution to group/team

efforts

32 3.656 0.653 0 1 (3) 0 8 (25) 23 (71)

overall behavior, courtesy, reinforcement

32 3.875 0.336 0 0 0 4 (12) 28 (87)


32 3.469 0.761 0 1 (3) 2 (6) 10 (31) 19 (59)


contribution to student

32 3.781 0.491 0 0 1 (3) 5 (15) 26 (81)

91


developmentresponds to constructive

criticism 32 3.781 0.491 0 0 1 (3) 5 (15) 26 (81)


management

32 3.594 0.798 0 2 (6) 0 7 (21) 23 (71)


32 3.563 0.801 0 2 (6) 0 8 (25) 22 (68)


On only one item, attendance and punctuality, did the majority of students not receive a rating of progressing satisfactorily or proficient.

There were as many as nine and as few as 1 student who received an unsatisfactory or needs improvement rating on 12 items.

92


Assessment #5Assessment Name: Action Research AssignmentProgram Context: EDSP 750 (fall of graduate year) and EDEC 750 (spring of graduate year)Program Standards: Impact on Student Learning (1d)NAEYC Standard - Teaching and Learning; CEC Standards – Foundations; Development and Characteristics of Learners; Individual Learning Differences; Instructional Strategies; Learning Environments and Social Interactions; Language; Instructional Planning; Assessment; Professional and Ethical Practice

Description of task: EDSP 750The purpose of this project is to identify and teach an instructional goal or objective using research-based instructional methods and to evaluate your impact on student learning. You will identify an instructional need (IEP goal or objective) for a child in your ECSE setting and develop an instructional sequence to teach the skill. You will review research literature to identify effective instructional practices for addressing the identified need. This review will result in a paper and provide support for your choice of intervention. You will review results of previously administered assessments and collect baseline data, plan and deliver instruction for a minimum of 10 sessions, collect performance data, and conduct a post-assessment probe. The following description provides guidance on your assignment and the expectations for the written product that you will turn in to the professor. This paper is worth a maximum of 72 points, and to obtain a passing grade in your student teaching you must earn a minimum of 57 points on this assignment.

EDEC 750Action Research Project #1: Self-Evaluate the Effectiveness of Teaching and Behavior Management on Children’s Learning

Students self-evaluate and reflect on the effectiveness of their teaching and behavior management on their classroom children throughout their student teaching. Their project consists of a Teaching Journal, Guidance Journal, Analysis of Teaching Strategies, and Analysis of Management Techniques.

Action Research Project #2:Unit Planning, Teaching, and Assessment

Students plan, and teach an integrated unit of instruction, and assess their impact on children’s learning during their student teaching. They identify an instructional unit of study in conjunction with their CP. Then they identify effective instructional practices for teaching the lessons. They collect baseline data on students’ knowledge of content, plan, and teach a minimum of 10 unit lessons/activities. Throughout the unit, they collect interim/formative performance data, using a variety of assessment measures, and conduct post-assessment(s).

93


Assessment Rubric/Scoring Guide: EDSP 750

Grading Rubric for Research-Based Intervention For A Child With Disabilities: Action Research Project

Name: _________________________

CATEGORY TARGET = 10-12 pts. ACCEPTABLE = 7-9 pts.

MINIMAL = 4-6 pts. UNACCEPTABLE = 0-3 pts.

Introduction NOTE: The items are not listed in these cells in any particular order. Consequently, it’s not expected that each item will be addressed in the order presented here.

All elements present and well (correctly and completely) written:

Child description: Age, Diagnosis, Strengths and needs;

Purpose of the project; Measurable objective; Foundation Blocks (at least 2); Routines/activities for instruction; Importance of objective for child’s

self-efficacy;Description of instructional

strategy

All elements present but 1 or 2 less well (correctly or completely) written or described:

description incomplete,

objective incorrectly written, etc.

All elements present but several are less well (correctly or completely) written or described;

or 1 or more elements missing

Several elements missing or all or most poorly written or described

Baseline Data All elements present and well (correctly and completely) written: Data collected over at least 3

days/trials,

All elements present but 1 or 2 less well (correctly or completely) written

All elements present but several are less well (correctly or completely)


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Original data sheet submitted; Data collection method and

sheet correspond with objective;

Instruction decision clearly reflects baseline results

or described: fewer than 3

days/trials of data, original sheet not included, poor explanation of baseline to instruction decision, etc.

written or described;


Literature Review All elements present and well (correctly and completely) written: Complete description of

strategy and rationale for its use;

Brief, comprehensive description of at least 3 primary source research studies that clearly relate to the strategy;

Comparison of study participants to target child;

influence of research results on your design;

Correct APA citations in text and reference list;

Copies of studies provided in Appendix


errors in APA style, fewer than 3 studies, or no comparison of participants to target child, etc.




Method All elements present and well (correctly and completely) written: Child description: age,

diagnosis, strengths and needs; Detailed lesson plan complete; Activity by Skills Matrix

complete;


no description or poor description of


or 1 or more


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Instruction and data collection for at least 10 days/trials and final probe.

Description of instructional environment including setting, adults and children, theme, activities/routines, materials, adaptations, etc.

Step by Step description of instruction with examples

Overview of the instructional plan

instructional environment, materials, etc.

elements missing

Results and Discussion

All elements present and well (correctly and completely) written: Well constructed graph

illustrates data for 3 baseline points, at least 10 teaching sessions and final probe,

Graph discussed in relation to child results;

Child products included, if applicable;

Discussion includes evaluation of objective, method and results;

Explanation of how to improve instruction/teach the objective in future included;

Discussion of how target child’s results compared to the participants in the studies included in the literature review.


graph not easily interpreted or incomplete description of results, etc.




Writing Mechanics All elements present and correct: 2-4 errors: 5-7 errors More than 7 errors

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Reference list at end of paper; Professional, objective writing

style, Past tense throughout, 3rd person; No more than one

grammatical, spelling, or punctuation error;

Paragraphs well written (not too long, one topic, topic sentence, etc.).

Correct APA format for headings, citations, reference list;

Submitted via email; Hard copies of original data

collection sheet, articles, turned in with paper

Abstract, appendices, and other appropriate pieces included

Drafts and Final paper turned in on time

grammatical errors, not all references in APA format, paragraphs too long or multiple topic, use of first person, mixing verb tenses, etc.

EDEC 750EDEC 750: Action Research Rubric #1 Self Evaluation Name_____________________ Points ___________/ 40

32 points required Area Unacceptable Needs Improvement Acceptable TargetDocumentation of Teaching

Points part of

Skips many entries

Documentation is poorly constructed or

Documentation is incomplete and/or does not clearly indicate child(ren)’s responses

Limited data &

Documented most occurrences of varied strategies and resultant child(ren)’s responses

Includes tutoring

Documented all strategies, including technology.

Documents all children’s responses

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analysis absent, so reader often could not determine entry

documentation Includes tutoring Includes incidental

teachingAnalysis of Teaching

IDEC 3.2, Assess & Eval Methods, 6.8Techn, 6.9 Prof Writing

12 pts.

Conclusions simply involved restating information

Conclusions were not supported by evidence

No analysis of data

Narrative states change does, does not examine what cause change

States what strategies used, does not examine/determine effectiveness

Conclusions could be supported by stronger evidence

Limited analysis of data

Narrative shows good effort was made in analyzing the evidence collected

Narrative examines what caused change in children’s learning

Examines effectiveness of particular teaching strategies/methods used

Reflects on own learning regarding teaching

Determines couple sub-areas

Refers to data in analysis

Level of analysis could have been deeper

Summary analysis of change (if any)

Carefully analyzes the information & draws appropriate conclusions supported by evidence

Narrative critically examines what caused change in children’s learning

Grouping measures for data

In-depth analyses of data

Analyses and narrative discussion of sub-areas

Critically examines effectiveness of particular teaching strategies/methods used


Results & Reflection

IDEC 5.1SupervisedTeach, 6.7 ProfGrowth, 6.9 Prof Writing

Narrative does not contain actual reflections

States the obvious in self-reflection

Logically organized Addresses some factors

in results & reflection

Information is logically organized

Made good connections among ideas

Addresses various factors in results & reflection

Critically reflects on own learning regarding

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4 pts. teaching based on journal notes and children’s learning

Documentation of Management

Points part of analysis

Skips many entries

Documentation is poorly constructed or absent, so reader often could not determine entry

Documentation is incomplete and/or does not clearly indicate child(ren)’s responses

Limited data and documentation

Documented most occurrences of varied strategies and resultant child(ren)’s responses

Includes preventive strategies

Documented all behaviors, including body language, facial expressions, words, proximity control, sounds, and animations

Documents all children’s responses

Includes minor instances

Analysis of Management TechniquesIDEC 4.1 Context for Learning, 4.4 Guidance, 4.5 Health, Nutrition, & Safety, 5.1SupervisedTeach, 6.7 ProfGrowth, 6.9 Prof Writing

12 pts.

Conclusions simply involved restating information

Conclusions were not supported by evidence

No analysis of data

Narrative states change, does not examine what cause change

States what strategies used, does not examine/determine effectiveness

Conclusions could be supported by stronger evidence


Narrative shows good effort was made in analyzing the evidence collected

Narrative examines what caused change in behavior (if any)

Examines effectiveness of particular guidance/management strategies used

Determines couple sub-areas

Refers to data in analysis

Reflects on own learning regarding guidance and behavior management

Level of analysis could have been deeper.

Carefully analyzes the information collected & draws appropriate conclusions supported by evidence.

Narrative critically examines what caused change in children’s behavior (if any)

Grouping measures for data

In-depth analyses of data analyses and narrative discussion of sub-areas

Narrative critically examines effectiveness of guidance and class management techniques used

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Results & Reflection

IDEC 5.1Superv. Teach, 6.7Prof Growth, 6.9Prof Writing

4 pts.

Narrative does not contain actual reflections


Logically organized Addresses some factors

in results & reflection

Information is logically organized made good connections among ideas

Addresses various factors in results & reflection

Critically reflects on own learning regarding behavior management based on journal notes and any other records

Form & Mechanics

IDEC 6.9 Prof WritingTyped

4 pts.

Does not follow recommended organization

Organization was weak

Several spelling, grammar, composition errors

Documentation in narrative insufficient

Does not follow recommended organization

Organization was weak Several spelling,

grammar, composition errors

Documentation in narrative insufficient

Usually uses professional, objective writing style

Only 1 or 2 spelling, grammar errors

Organized and neat Documentation in

narrative sufficient

Uses professional, objective writing style

Correct spelling, grammar, composition

Organized, neat, stapled paper

Documentation organized and in a folder

Documentation in narrative sufficient and used efficiently

Comments

EDEC 750: Action Research Rubric #2 Unit Name_____________________ Points ___________/ 60

47 points required Area Unacceptable Needs Improvement Acceptable Target

100


Curriculum Alignment throughout unit

IDEC 3.2, Assess & Eval Methods, 4.3Curric 4.6Instruct Strategies

5 pts.

Obj. not focused or stated behaviorally

SOLs/Found Blocks, objectives, lesson activity, closure, assessment, inconsistently align

Cross-curricular content is not clear across unit, lessons, or objectives.

Plan shows limited or superficial understanding of content

Objectives seldom focused or measureable

SOLs/Foundation Blocks, objectives, lesson activity, closure, assessment, inconsistently align

Cross-curricular content is not clear across unit, lessons, or objectives

Plan shows limited or superficial understanding of content

Objectives are usually focused and enable viable assessment

SOLs/Foundation Blocks, objectives, lesson activity, closure, assessment, usually align

Cross-curricular content is integrated into many lessons including assessment

Plan structure is clear and progression is organized in an appropriate sequence

Plan addresses key concepts and principles

Objectives are focused, stated in terms of student learning outcomes and enable viable assessment

SOLs/Foundation Blocks, objectives, lesson activity, closure, assessment, consistently align

Unit effectively integrates cross-curricular content learning and assessment

Addresses key concepts, principles and/or tools of inquiry

Plan has clearly defined structure and progression that articulates scope and sequence principles underlying plan

Lesson Plans

IDEC 4.2Cultural 4.6Instruct. Strat,4.7 Individual & Integrate, 4.8 Speech & Lang, 4.9

Instruction/learning activities not developmentally appropriate

Visuals lacking or insufficient

Lessons may include manipulatives,

Instruction/learning activities not always developmentally appropriate

Instruction could be improved with manipulatives or critical thinking skills

Developmentally appropriate for general class

Manipulatives used Critical thinking skills

not always part of lesson

Adaptations for special needs sometimes lacking,

Brings in rich background information and provides depth of knowledge for children

Plan shows depth of understanding of content

Applies a wide use of varied instructional strategies, including technology, to enhance children’s learning

Critical thinking skills addressed

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Techn & Assist Techn, 6.8 Techn

5 pts.

but purpose is unclear

No modifications apparently made for children with differing abilities and learning styles or modifications are inappropriate

Visuals could be improved

or needed Includes

environment, teaching, or material adaptations for children with special needs.

Or addresses IEP children only

Manipulatives and resources used effectively

Developmentally appropriate (for class and those with special needs – (IEPs, ELLs, behavior, or other non-classified issues, etc.)

Effective use of resources Includes

adaptations/accommodations for English language learners & for children with special needs

Specifically addresses targeted IEP objectives as appropriate

Relates to children’s home life, community, and/or experiences

AssessmentPre-Assess

IDEC 3.2 Assessment & Evaluation Methods, 4.2 Cultural

5 pts.

Assessment missing or does not match Plan

Has no background knowledge data on children

Incomplete assessment of children’s prior knowledge

Is not obvious how this is incorporated into instructional planning

Is not obvious how children’s background data impact/are incorporated into instructional planning

Assesses children’s prior knowledge

Links pre-assessment results to instructional planning

Links background data into instructional planning

Assesses children’s prior knowledge, skills, and interests in topic

Incorporates pre-assessment results into instructional planning

Incorporates background data into instructional planning

Formative & Post

Assessments missing on

Formative assessments are

Formative assessment is

Informal assessment is embedded in lessons

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Assessment

IDEC 3.2, Assess & Eval Methods, 4.6, Instruct Strat, 4.7Individual & IntegrateTechn, 6.9 Prof Writing

10 pts.

inconsistent with objective(s) or instruction/learning activity

Post assessment does not align with pre-assessment

Little analysis of data

separate from instruction

Assessment are usually consistent with SOLs, objectives, and instruction/learning activities

Limited data & documentation


Narrative provides insufficient information

authentic Variety of

assessment strategies are used

Assessment is consistent with SOLs, objectives, and instruction/learning activities

Post-aligns with pre-assessment

Graph & display data Narrative provides

sufficient information

Assessment is authentic Variety of assessment measures

utilized Adjusted for children with special

needs as appropriate Includes integrated curriculum,

IEPs, & other needs Obvious assessment revises

planning Post-aligns with pre-assessment Aggregates children’s data at pre-

and various formative and post-assessment points and graphically displays and discusses

Narratives in-depth analyses of data

Results & ReflectionsResults: Children

IDEC 3.2, Assess & Eval Methods, 4.2 Cultural, 4.6 Instruct Strat, 4.7 Individual & integrate

15 pts.

Limited information provided regarding children, objectives, lessons, and assessments

Insufficient or superficial information provided regarding children, objectives, lessons, and assessments

Reflective information provided regarding children, objectives, lessons, and assessments

Thoughtful, detailed, reflective information provided regarding children, objectives, lessons, and assessments, based on lesson reflections and other notes

Reflection: Unit

Missing narrative Narrative does

not contain


Is able to

Examines curriculum and lesson alignment of own

Narrative critically examines curriculum and lesson alignment of own unit

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IDEC 5.1Superv. Teach, 6.7Prof Growth, 6.9Prof Writing

10 pts.

actual reflections Is unable to

recognize any errors in curriculum/lesson alignment

recognize only major errors in curriculum/lesson alignment

unit May recognize one

or two errors Narrative addresses

how special needs were and/or were not addressed in unit

Recognizes all errors, if any Thoughtful self-analysis of special-

needs addressed and not addressed in unit

Modifications

5 pts.

Inappropriate modifications

No response

Makes superficial modifications

No modifications needed

Makes some appropriate modifications based on classroom experience

Thoughtfully takes into account multiple factors to determine appropriate modifications

Clearly describes modifications for instruction and assessment

Form & Mechanics

IDEC 6.9 Prof WritingTyped

5 pts.

Does not follow organization & typing guidelines

Significant spelling, grammar, composition errors

Spelling, grammar, composition errors

Follows organization guidelines, insufficient information

Few spelling, grammar errors

Organized and neat

Correct spelling, grammar, composition

Organized, neat, stapled narrative Unit organized and in a folder

Comments

2008-2010 Candidate PerformanceEDSP 750 Action Research

Rubric Row n MeanStdDe

vN/A

UnacceptableN (%)

Minimum

N (%)

Acceptable

N (%)

Target

N (%)Introduction 3

2 10.5 0.798 0 2 (6) 0 7 (21) 23

(71)Baseline Data 3

2 10.81

3 0.772 0 2 (6) 0 3 (9) 27

(84)

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Literature Review 3 2

9.875 0.803 0 2 (6) 0 11 (34) 19 (59)

Method 3 2

10.313

0.798 0 2 (6) 0 7 (21) 23 (71)

Results and Discussion 3 2

13.219

0.946 0 2 (6) 4 (12) 5 (15) 21 (65)

Writing Mechanics 3 2

9.281 0.906 0 2 (6) 4 (12) 11 (34) 15 (46)


Analysis: The majority of the students received a rating of acceptable or target on all items except writing mechanics. There were two to four students who received unacceptable or minimum scores on all of the items.

2009-2010 Candidate PerformanceEDEC 750Rubric #1


N (%)

Needs Improvement

N (%)Acceptable

N (%)TargetN (%)

Documentation of Teaching 20 13.066 0.41 0 0 0 4 (20) 16 (80)-IDEC 3.2, Assess & Eval.

Methods -IDEC 6.8, Technology -IDEC 6.9, Prof.

Writing

20 14 0.41 0 0 0 4 (20) 16 (80)

-IDEC 5.1, Supervised Teach -IDEC 6.7, Prof. Growth -IDEC 6.9, Prof. Writing

20 13.3 0.366 0 0 0 3 (15) 17 (85)

Documentation of Management

20 13.533 0.308 0 0 0 2 (10) 18 (90)

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-IDEC 4.1, Context for Learning -IDEC 4.4,

Guidance -IDEC 4.5 Health, Nutrition, & Safety -IDEC 5.1, Supervised Teach -IDEC 6.7, Prof. Growth -IDEC 6.9, Prof.

Writing

20 14 0.41 0 0 0 4 (20) 16 (80)

-IDEC 5.1, Supervise Teach -IDEC 6.7, Prof. Growth -IDEC 6.9, Prof. Writing

20 13.767 0.224 0 0 0 1 (5) 19 (95)

-IDEC 6.9, Prof. Writing Typed

20 13.067 0.523 0 0 1 (5) 2 (10) 17 (85)


The majority of the students received an acceptable or target rating on all of the items. Students did exceptionally well on this assessment.

2009-2010 Candidate PerformanceRubric #2


N (%)

Needs Improvement

N (%)Acceptable

N (%)TargetN (%)

-IDEC 3.2, Assess and Eval. Methods -IDEC 4.3,

Curriculum -IDEC 4.6 Instruct. strategies

20 12.351 0.366 0 0 0 3 (15) 17 (85)

-IDEC 4.2, Cultural -IDEC 4.6, Instruct. strategies -IDEC 4.7, Individual & Integrate -IDEC 4.8,

Speech & Language -

20 12.134 0.41 0 0 0 4 (20) 16 (80)

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IDEC 4.9, Techn. & Assist Techn. -IDEC 6.8, Techn.-IDEC 3.2, Assessment & Eval. Methods -IDEC 4.2,

Cultural

20 10.083 0.444 0 0 0 5 (25) 15 (75)

-IDEC 3.2, Assessment & Eval. Methods -IDEC 4.6 Instruct. Strategies -IDEC 4.7, Individual & Integrate

Techn. -IDEC 6.9, Professional Writing

20 12.134 0.41 0 0 0 4 (20) 16 (80)

-IDEC 3.2, Assessment & Eval. Methods -IDEC 4.2,

Cultural -IDEC 4.6, Instruct. strategies -IDEC 4.7, Individual & Integrate

20 12.351 0.366 0 0 0 3 (15) 17 (85)

-IDEC 5.1, Supervised Teach -IDEC 6.7, Prof. Growth -IDEC 6.9, Prof.

Writing

20 12.567 0.308 0 0 0 2 (10) 18 (90)

Modifications 20 10.266 0.41 0 0 0 4 (20) 16 (80)-IDEC 6.9, Prof. Writing

Typed 20 12.351 0.366 0 0 0 3 (15) 17 (85)


All of the students on this assessment received a rating of acceptable or target, indicating excellent work on this assessment.

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Assessment #6Assessment Name: Collaboration Assignment Portfolio: Role play collaborative IEP team meeting and collaborative consultation communication skills (Case Study and Reflective Paper)Program Context: EDSP 436 and EDSP 451Program Standards: Dispositions (1g)NAEYC Standard - Building Family and Community Relationships; Teaching and Learning; Becoming a Professional.CEC Standards - Development and Characteristics of Learners; Individual Learning Differences; Learning Environments and Social Interactions; Instructional Planning; Assessment; Professional and Ethical Practice; Collaboration

Description of task: Directions for Role Play for April: EDSP 436Students read a case study about a child receiving early childhood special education services. They then prepare to participate in an Individualized Education Plan team meeting, taking a specific role.

Collaborative Consultation Communication Skills/Case Study and Reflective Paper

Group Presentation_ The Collaborative Consultation and Communication Skills course provides opportunities for students to examine the lifestyles of families from diverse backgrounds. Additionally, students develop an awareness of the educational concerns of these families and begin to better understand their roles as future educators in educating students in a multicultural environment. Based on these experiences, students will work in randomly selected groups to create a case study of a student from a diverse background. Additionally, group members will design and present a lesson that addresses the student’s individual needs as a part of its plan. Group members will work together to create a lesson that meets the educational needs of a student from a diverse background in an inclusive environment. Group members should take on various roles of school personnel and share the ways in which they collaborated to create an effective lesson. Specifics on this assignment will be given well in advance. Additionally, students will develop a reflection paper that summarizes their collaborative experience and highlights individual learning.

The in class presentation and reflective paper will be worth 100 points. The group will submit ONE reflective paper that is due the day of your presentation. EVERY GROUP MEMBER WILL EARN THE SAME GRADE ON THIS ASSIGNMENT. A scoring rubric and more details about this assignment will be given to you well in advance. See class policies for paper! See your calendar for presentation dates.

Final Reflective Paper Each class is designed to extend student thinking about teaching and diversity in the classroom. Hopefully, class discussions will cause you to “question and reflect”. The objective of this assignment is to reflect on your total class experience and share your

108


thoughts on how effectively each group demonstrated a collaborative approach in planning a lesson for a diverse population of students. This paper must be threefull pages, typed with 1.5 spacing. Please use 12 -point font. Suggestion: Take the time to jot down a few notes after each class and group presentation. Good notes will help you write a well-organized final paper. Grading will be based on the thoughtfulness and quality of your answers. Failure to observe a presentation will lower your grade (15 points per missed presentation). You cannot write about something that you did not observe. This assignment is due when you take your final exam. Late papers will not be accepted by e-mail!

Assessment Rubric/Scoring Guide: EDSP 436 Role Play Collaborative IEP Team Meeting Grading Rubric

Target 5 points

Acceptable 3-4 points

Minimal 1-2 points

Unacceptable 0 points

Lists of Interests, Strengths and Needs

All items are correctly addressed. --Lists of Interest, Strengths and Needs include at least 3 important items in each list

Most items are correctly addressed. --Lists of Interest, Strengths and Needs include at least 3 items in each list, but of lesser importance

Some items are correctly addressed. --Lists of Interest, Strengths and Needs include 2 items in each list

None of the items are correctly addressed: lists missing or include fewer than 2 items

IEP Goals and Objectives

All items are correctly addressed.2 goals with 3 objectives for each; correctly written: objectives have behavior, conditions, criterion for mastery

Most items are correctly addressed. 2 goals with 3 objectives for each; errors in behavior OR conditions OR criterion for mastery

Some items are correctly addressed. Fewer than 2 goals and/or fewer than 3 objectives for each; errors in behavior OR conditions OR criterion for mastery

None of the items are correctly addressed: goals and objectives incorrect or missing

Group goals and objectives

All items are correctly addressed.2 goals with 3 objectives for each; correctly written: objectives have behavior, conditions, criterion for

Most items are correctly addressed. 2 goals with 3 objectives for each; errors in behavior OR conditions OR criterion for mastery

Some items are correctly addressed. Fewer than 2 goals and/or fewer than 3 objectives for each; errors in behavior OR conditions OR criterion for

None of the items are correctly addressed: goals and objectives incorrect or missing

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mastery mastery

/15

2009-2010 Candidate PerformanceCollaborative IEP

Rubric Row nMea

n StdDevN/A

UnacceptableN (%)

Minimum

N (%)Acceptable

N (%)TargetN (%)

Lists of Interests, Strengths and

Needs

31 5 0 0 0 0 0 31 (100)

IEP Goals and Objectives

31 4.355

0.558 0 0 1 (3) 17 (54) 13 (41)

Group goals and objectives

31 4.484

0.675 0 1 (3) 0 11 (35) 19 (61)


The majority of students excelled with this assessment.

Collaborative Consultation Communication Skills – Case Study and Reflective PaperRubric for Final Presentation and Reflective Paper

Organization

Information presented in a logical, interesting sequence which audience could follow.

Difficulty following presentation because presenters jumped around, left long pauses, and /or did not make smooth transitions.

Presentation difficult to follow. Presented in an unorganized manner with no logical sequence of information.

Circle values Organization

Target

25 Points

Acceptable11 12 13 14 15 16 17 18 19 20 21 22 23 24

Unacceptable 10 9 8 7 6 5 4 3 2 1 0

Total

Demonstrates Knowledge of Collaboration and Diversity

Presenters demonstrate and explain their collaborative approach and knowledge of issues of diversity as they deliver instruction to class that includes student(s) from diversepopulation(s).

Collaboration within the team appears weak because presenters presented as individual reporters. Presenters have difficulty with questions and do not always elaborate or share insights gained from

Presenters do not demonstrate grasp of collaboration and do not effectively demonstrate strategies to help student from diverse population access the curriculum in an inclusive

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Presenters are able to answer class questions, share new insights, offer rationales for their instructional methods, and elaborate on the diverse population chosen for assignment.

study/research on the subject of collaboration and diversity.

environment. Presenters are unable to answer questions or elaborate on subject.

Circle values Knowledge

Target

25 Points

Acceptable11 12 13 14 15 16 17 18 19 20 21 22 23 24

Unacceptable 10 9 8 7 6 5 4 3 2 1 0

Total

Graphics/ Presentation Materials

Graphics and presentation materials explain and reinforce the presentation.

Effectively used available technology.

Graphics and/or presentation materials rarely supported presentation. Posters and materials were poorly constructed. Presenters used available technology.

Presenters did not use graphics and/or available technology. Posters/materials were poorly made and barely legible to the audience.

Circle values Graphics

Target

20 Points

Acceptable11 12 13 14 15 16 17 18 19

Unacceptable 10 9 8 7 6 5 4 3 2 1 0

Total

Communication

Presenters use clear voices with correct, precise pronunciation of terms so that all audience members can hear the presentation.

Presenters repeated important points, faced the audience, moved around during the presentation, and made eye contact around the room.

Presenters speak in low tones and pronounce some terms correctly.

Presenters do not use eye contact to engage the audience.

Presenters mumble, pronounce terms incorrectly, and speak too quietly for all audience members to hear.

Presenters stand in one place, do not engage the audience with eye contact, and appear to be speaking to each other.

Circle values Communication

Target

10 Points

Acceptable 9 8 7 6 5

Unacceptable

4 3 2 1 0

Total

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Group PaperPossible 20

points

Paper is clearly a collaborative effort that evaluates group functioning and individual learning in regard to working collaboratively. Be sure to use examples to enhance your writing!

Key Questions:

What problems were encountered and how were they solved?

What did you learn about yourselves as a result of your efforts to solve or minimize problems within the group?

If there were no problems, why not?

Meeting times and individual tasks were used to provide a structure for evaluating group functioning.

Paper reflects individual learning, but does not adequately address key questions.

A summary of meeting times and individual tasks.

Circle values Group paper

Target

20 Points

Acceptable11 12 13 14 15 16 17 18 19

Unacceptable 10 9 8 7 6 5 4 3 2 1 0

Total

Grand Total Grade

2009-2010 Candidate PerformanceCase study and reflective paper


N (%)Acceptable

N (%)TargetN (%)

Organization 28 25 0 0 0 0 28 (100)Demonstrates Knowledge of

Collaboration and Diversity

28 25 0 0 0 0 28 (100)

Graphics/ Presentation

Materials

28 25 0 0 0 0 28 (100)

Communication 28 25 0 0 0 0 28 (100)Group Paper 28 25 0 0 0 0 28 (100)

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Possible 20 points


This analysis is missing one student’s data. However, as can be observed, all students received target ratings on this project.

Assessment #7Assessment Name: Language Sample and Mean Length of Utterance, Child Assessment Portfolio, and Screening AdministrationProgram Context: EDSP 440 (spring of senior year), EDEC 430 (fall of senior year) and EDSP 437 (spring of senior year)Program Standards: Pedagogical Content Knowledge and Skills (1b); Professional Knowledge and Skills (1c)NAEYC Standard - Building Family and Community Relationships; Observing, Documenting, and Assessing to Support Young Children and Families.CEC Standards - Development and Characteristics of Learners; Individual Learning Differences; Language; Assessment

Description of task: Language Sample and Mean Length of UtteranceStudents take a language sample on a child between the ages of 2 and 3. They then compute the mean length of utterance, analyze the adult-to-child interactions and phonological processes.

Child Assessment PortfolioList SOLs addressed: (e.g., Hist 1.1 timelines; Georg 1.4 map skills; Econ 1.8 making choices, 1.9 saving money, for future; Civics 1. 10a) sportsmanship, c) work hard in school, d) responsibility for own actions; 1.11b) Pledge of allegiance)

Write (type) a brief paragraph for each of the following areas: General overview of student and working styles. What piece or pieces of information tell the most about this student’s knowledge?

What does this information reveal? What strengths do you see in this student’s work/knowledge/skills? What areas of improvement might be addressed? Suggestions to aid the student’s learning. What other information do you need to effectively assess this student?List and attach all documentation in order including:

multiple intelligence checklist time sampling lesson & checklist (completed on your children) assessment rubric on a piece of work or learning activity anecdotal records samples of students’ work other information that you might have

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Attach a completed report card that you filled out on this child. You should have the documentation to back up your ratings on your child.

Screening AdministrationStudents complete a developmental screening on a child under the age of 5 using a published instrument. If possible, they also complete a hearing and vision screening on the child. They then write a family-friendly report.

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Assessment Rubric/Scoring Guide: Language Sample and Mean Length of Utterance

Target3 points

Acceptable2 points

Needs improvement

1 points

Unacceptable0 points

MLU All items are correctly addressed. Number of morphemes is correct Number of utterances is correct MLU is computed correctly

Two items are correctly addressed.

One item is correctly addressed.

None of the items are correctly addressed.

Interactions and Processes

All items are correctly addressed. Correct stage of Brown’s language

development Adult-to-child interactions are listed in

the cell and are correct. Phonological processes correctly

described




Interpretation All items are correctly addressed. Stated child’s MLU and age and

interpreted this information Discussed adult-to-child interactions,

their appropriateness and helpfulness Addressed Brown’s stages in relation

to CA Discussed phonological process and if

they were age appropriate

Two to three items are correctly addressed.



Basics All areas are addressed correctly: Turned in on time Rubric attached At least 100 utterances




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Child Assessment for EDEC 430, fall 2009 and 2010

Unacceptable Minimal Acceptable TargetSOLs/Foundation

BlocksNo SOLs/Foundation

Blocks are addressedSOLs/

Foundation Blocks are addressed covering limited subject area(s)

Some SOLs/Foundation Blocks across the curriculum are addressed

Many, across the curriculumMain and Lang Arts are thoroughly

addressed

Overview of child & work style

Overview is not provided

Or, provides prejudiced overview

Overview is provided

Overview provides some information regarding child’s working styles without judgment

Provides thorough information regarding child’s working styles without judgment

Provides information regarding child’s interests, home, & community

Information most revealing?

What learned?

Unclear or incorrect information

Correct information about the student’s knowledge

Strong insights into child’s conceptual understanding or level of skills

Strong insights into child’s conceptual understanding and level of skills

Children’s strengths

Not discussedOr, addressed strengths

are not related to the children’s knowledge, skills, and work habits

Some discussed Good discussion of the child’s strengths in knowledge, skills, and work habits

Thorough discussion of child’s strengths in knowledge, skills, and work habits.

Areas of Improvements

Not addressedOr, children’s

weaknesses are negatively addressed without any contextual background

Some addressed Objectively addresses child’s weaknesses

Objectively addresses child’s weaknesses,

In context of the learning situation

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Suggestions for Child’s Learning

No suggestions Some suggestions

Individualized for the childRealistic within a VPI, Head Start, or

Public School setting (depending upon the Intern’s placement)

5 to 7 specific suggestions given or 3 general suggestions given

Individualized for the childRealistic within a VPI, Head Start,

or Public School setting (depending upon the Intern’s placement)

8 to 10 specific suggestions given or 5 general suggestions given

Suggestions use the child’s, interests, or home/community to strengthen and target the child’s weaknesses.

Other Information Needed

No need for any other information

Some need for further information

Needs at least one of the following areas:

Needs home/family/daily life information

Needs more community informationNeeds religion, tradition, ethnicity, etc.

information

Realizes that does not have whole picture of child:

Needs home/family/daily life information

Needs more community information

Needs religion, tradition, ethnicity, etc. information

Grammar & Spelling

Narrative has more than 5 errors.

Narrative has 4 to 5 errors

Narrative has 2 to 3 errors Narrative has one error or less

“Report Card” No “Report Card” “Report Card” included

“Report Card” reflects documentation “Report Card” clearly reflects documentation

Assessments More than one assessments are missing

One of the assessments is missing

Multiple Intelligence Checklist (rating scale)

Time SamplingAcademic ChecklistRubric on academic work or learning

activityAnecdotal Records (more than 10

records)Samples of Child’s Work (more than

10 samples)

Multiple Intelligence Checklist (rating scale)

Time SamplingAcademic ChecklistRubric on academic work or

learning activityAnecdotal Records (more than 12

records)Samples of Child’s Work (more

than 12 samples)

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Organized & Neat No use of an organization system such as a three-ring binder or a folder

Used a three-ring binder or a folder

Well organized Well OrganizedNeat Looking professional

Screening Administration

Target3 points

Acceptable2 points

Needs improvement

1 point

Unacceptable0 points

Protocol Six to seven of the items are correctly completed. All blanks and boxes filled

in accurately and completely.

Age correctly computed. Items scored properly. Math is correct in figuring

scores. Identifying information is

complete. Basal is figured correctly

for all domains. Ceiling is figured correctly

for all domains.

Four to five of the items are correctly completed.

One to three of the items are correctly completed.

None of the items are correctly completed.

Report Six of the items are addressed correctly.Report Identifying information is

complete. Statement on report that

identifying information is

Four to five of the items are addressed correctly.

One to three of the items are addressed correctly.

None of the items are addressed correctly.

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fictitious.Description of Child: Uses people-first,

respectful language. Contains no extraneous or

inappropriate information. Could be read by family with no offense taken.

Any subjective statements are supported by observations.

Gave source of information where needed.

Description of testing situation

Three of the items are addressed correctly. Description of how the

child responded to the testing is provided.

Child’s responses to the testing and examiner are analyzed.

Examples of what the child did and did not do during the testing are provided.

Two of the items are addressed correctly.

One of the items are addressed correctly.


Interpretation of the Child’s Performance

Six to seven of the items are addressed correctly. Named the test(s) given

and their purpose.

Four to five of the items are addressed correctly.

One to three of the items are addressed correctly.


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An accurate interpretation is provided of the child’s test behavior and the behavior is placed in developmental contexts.

Explanation shows good clinical judgment.

Defined all domains. Recommendations are

practical and appropriate. Explained basal and

ceiling. Explained the

assumptions about the items below the basal as passed and above the ceiling as failed and why.

Hearing and Vision Screening

All five items are addressed correctly. Hearing screening form

filled in completely and correctly.

Vision screening form filled in completely and correctly.

Appropriate discussion and interpretation of results of hearing screening.

Appropriate discussion and interpretation of results of vision

Three to four items are addressed correctly.

One to two items are addressed correctly.


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screening. Hearing and vision done

prior to the developmental assessment.

Basics All areas are addressed correctly: Turned in on time Turned in

electronically Rubric attached Signed agreement

form provided. Writing checklist

included.

Three to four areas are addressed correctly.

One to two areas are addressed correctly.

None of the areas are addressed correctly.

Writing Five or fewer errors in all of the areas listed: spelling, grammar, sentence

construction, punctuation, clarity organization reference to self in

first person

Six errors in all of the areas listed.

Seven errors in all of the areas listed.

Eight or more errors in all of the areas listed.

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2009-2010 Candidate DataDevelopmental Screening Assessment (EDSP 437)


N (%)

Needs Improvement

N (%)Acceptable

N (%)TargetN (%)

Protocol (If you use a pencil to complete the

protocols, make sure the writing is dark enough for

me to read it.)

40 2.7 0.648 0 0 4 (10) 4 (10) 32 (80)

Report 40 2.75 0.439 0 0 0 10 (25) 30 (75)Description of testing

situation 40 3 0 0 0 0 0 40 (100)

Interpretation of the Child’s Performance

40 2.85 0.427 0 0 1 (2) 4 (10) 35 (87)

Hearing and Vision Screening

40 2.175 0.958 0 2 (5) 9 (22) 9 (22) 20 (50)

Basics 40 2.95 0.221 0 0 0 2 (5) 38 (95)Writing 40 2.65 0.864 0 3 (7) 1 (2) 3 (7) 33 (82)


The majority of students scored “target” on all items measured. The means ranged from 2.2 to 3. They scored best in “Description of testing situation” and lowest in reporting “Hearing and vision screening”.

2010 Candidate DataLanguage sample

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Rubric Row nMea

nStdDe

vN/A

UnacceptableN (%)

Needs ImprovementN (%)

Acceptable

N (%)

Target

N (%)MLU 2

0 3.2 1.005 0 2 (10) 2 (10) 6 (30) 10

(50)Interactions and Processes 2

0 3.55 0.826 0 0 4 (20) 1 (5) 15

(75)Interpretation 2

0 3.3 1.218 0 4 (20) 0 2 (10) 14

(70)Basics 2

0 3.2 0.834 0 0 5 (25) 6 (30) 9 (45)


We are missing on student’s data in this analysis. This assignment wasn’t graded the first time it was used so only one semester’s worth of data are available. Some students evidenced difficulty with all of the items assessed. Even so, at leas 50% of the students or more were rated as

target for three of the four items.

2009-2010 Candidate DataChild assessment (EDEC 430)

Rubric Row nMea

nStdDe

vN/A

UnacceptableN (%)

Minimal

N (%)

Acceptable

N (%)TargetN (%)

SOLs / Foundation Blocks 33 5 0 0 0 0 0 33 (100)

Overview of child & work style 33 5 0 0 0 0 0 33 (100)

Information most revealing? What learned? 3 3

5 0 0 0 0 0 33 (100)

Children's strengths 3 5 0 0 0 0 0 33

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3 (100)Areas for Improvements 3

3 5 0 0 0 0 0 33

(100)Suggestions for Child's Learning 3

3 5 0 0 0 0 0 33

(100)Other Information Needed 3

3 5 0 0 0 0 0 33

(100)Grammar & Spelling 3

3 5 0 0 0 0 0 33

(100)Report Card 3

3 75 0 0 0 0 0 33

(100)Assessments 3

3 5 0 0 0 0 0 33

(100)Organized and Neat 3

3 5 0 0 0 0 0 33

(100)


All students received target ratings on this assessment, indicating mastery of the material.

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Assessment #8Assessment Name: Professional Development WorkshopProgram Context: EDSP 438 (spring of junior year)Program Standards: Professional Knowledge and Skills (1c)NAEYC Standard - Becoming a Professional.CEC Standard - Professional and Ethical Practice; CollaborationDescription of task: Students work in groups to develop a professional inservice appropriate for parents, paraprofessionals and professionals in the field of early care and education. They must survey their audience to develop the inservice and have the audience evaluate their inservice after completion. They also indicate how they would follow up with their audience, if given the opportunity.

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Assessment Rubric/Scoring Guide: Target 3 points

Acceptable 2 points

Minimal 1 point

Unacceptable 0 points

Cover letter

All areas are accurately addressed. complete

address for professor

speaks about the topic of the inservice

thanks the professor for accepting the proposal for consideration

Two areas are accurately addressed.

One area is accurately addressed.

No areas are accurately addressed.

Proposal Addressed 5-6 areas correctly. Title is 12

words or less Summary of

content is one complete sentence

Narrative Summary is 200-300 words

All items requiring a selection are addressed and accurate

Presenter information, including each presenter’s name, e-mail, address, and phone number

Title appears as a header throughout the proposal

Addressed 3-4 areas correctly.

Addressed 1-2 areas correctly.

No areas are accurately addressed.

Basics All items done correctly. Turned in

on time

Two are done correctly.

One is done correctly.

None are done correctly.

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Turned in electronically

Rubric attached

Writing Five or fewer errors in all of the areas listed: spelling, grammar, sentence

construction, punctuation, clarity organization

Six errors in all of the areas listed:

Seven errors in all of the areas listed:

Eight or more errors in all of the areas listed:

Presentation: This is an individual grade.

All areas are addressed correctly. Spoke

loudly enough to be heard by everyone.

Looked at the class.

Dressed appropriately.

Engaged the class.

Did not use “um” more than 10 times.

Four areas are addressed correctly.

Two areas are addressed correctly.

One area is addressed correctly.

InserviceThis is a group grade.

All 4 areas are addressed correctly in each section. Inservice

ran smoothly and within the time constraints

Information was presented in an interesting and engaging manner

Group was well prepared for

Two to three areas are addressed correctly in each section.

One area is addressed correctly in each section.

No areas are addressed correctly in any of the sections.

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the inservice Informatio

n was useful, accurate and informative

ActivityThis is a group grade.

All 4 areas are addressed correctly in each section. Activity

was explained adequately to the class.

Purpose was explained to the class.

Explained what was learned from the activity and how it related to the topic.

Activity ran smoothly.

Two to three areas are addressed correctly in each section.



Handouts and visuals:

This is a group grade.

All 3 areas are addressed correctly in each section. Handouts are

attractive and informative.

Handouts contain useful information.

Print was easy to see. Information wasn’t crowded on the visual.

Two areas are addressed correctly in each section.



Method for gathering information:

This is a group grade.

All 3 areas are addressed correctly in each section. Information

related to level of knowledge and areas of

Two areas are addressed correctly in each section.



128


interest are gathered from class regarding the group’s topic

Information is gathered in time to be used in developing the proposal and inservice

Information is gathered in an effective manner

EvaluationThis is a group grade.

Four to five areas are addressed correctly in each section. Evaluation

s are handed out in class.

Feedback is summarized.

Evaluation obtains useful information.

Steps listed as to how the inservice could be improved.

Description of what was good about the inservice is included.

Two to three areas are addressed correctly.

.

One area is addressed correctly.

No areas are addressed correctly.

Writing This is a group grade.

Five or fewer errors in all of the areas listed: spelling, grammar, sentence

construction, punctuatio

n, clarity organizati

Six errors in all of the areas listed:

Seven errors in all of the areas listed:

Eight or more errors in all of the areas listed:

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on

BasicsThis is a group grade.

All items done correctly. Turned in

on time Turned in

electronically Rubric

attached

Two are done correctly.

One is done correctly.

None are done correctly.

Evaluation of yourself and group membersThis is an individual grade

Points for this section will be dependent on how each group member divides her points. For instance, if Sally, Jo and Lisa were in a group, Sally could divide her points in this manner.

Sally – 2 pointsJo – 2 pointsLisa – 1 pointsShe divides

them in whatever way she wishes, according to the amount of effort she felt she and her team members expended. This information should be sent to me individually in an email on the due date for the project so that I can include it in the grade.

130


2009-2010 Candidate DataProfessional Development Workshop (EDSP 438)


N (%)Minimum

N (%)Acceptable

N (%)TargetN (%)

Cover letter 32 2.656 0.483 0 0 0 11 (34) 21 (65)Proposal 32 2.25 0.508 0 0 1 (3) 22 (68) 9 (28)Basics 32 2.094 0.856 0 0 10 (31) 9 (28) 13 (40)Writing 32 2.281 0.772 0 0 6 (18) 11 (34) 15 (46)

Presentation: This is an individual grade.

32 2.906 0.296 0 0 0 3 (9) 29 (90)

Inservice This is a group grade.

32 2.844 0.515 0 0 2 (6) 1 (3) 29 (90)

Activity This is a group grade.

32 2.875 0.336 0 0 0 4 (12) 28 (87)

Handouts and visuals: This is a group grade.

32 2.875 0.336 0 0 0 4 (12) 28 (87)

Method for gathering information: This is a

group grade.

32 3 0 0 0 0 0 32 (100)

Evaluation This is a group grade.

32 2.969 0.177 0 0 0 1 (3) 31 (96)

Writing This is a group grade.

32 2.719 0.772 0 1 (3) 3 (9) 0 28 (87)

Basics This is a group grade.

32 3 0 0 0 0 0 32 (100)

Evaluation of yourself and group members. This is an individual

grade

32 2.625 0.793 0 1 (3) 3 (9) 3 (9) 25 (78)


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Analysis: The means range from 2.1 to 3. The students scored lowest on the “Basics” of the proposal, which included turning it in electronically, on time and with the

rubric attached. The “Basics” were where they scored the highest for the actual inservice, receiving 100%. The majority of students scored “target” for 10/13 of the items graded.

132


133


SECTION V—USE OF ASSESSMENT RESULTS TO IMPROVE CANDIDATE AND PROGRAM PERFORMANCE

Evidence must be presented in this section that assessment results have been analyzed and have been or will be used to improve candidate performance and strengthen the program. This description should not link improvements to individual assessments but, rather, it should summarize principal findings from the evidence, the faculty’s interpretation of those findings, and changes made in (or planned for) the program as a result. Describe the steps program faculty has taken to use information from assessments for improvement of both candidate performance and the program. This information should be organized around (1) content knowledge, (2) professional and pedagogical knowledge, skill, and dispositions, and (3) student learning.

(response limited to 3 pages)

One significant step the Unit has taken to assist in the data collection on candidates is to purchase

the R-Grade software program during the summer of 2008. During the 2008-2010 most of those

needing to enter the data were trained on this new software. This helps track all eService teachers in

the College of Education and Human Development and assists the IDEC Program as we serve those

seeking dual ECE and ECSE licensure through our 5th year MS in Education program, and also have a

Bachelor of Science program without licensure, in which the eService teachers are co-mingled. This

facilitates the Programs’ tracking and analyzing of data for content knowledge, professional and

pedagogical knowledge, skill, and dispositions, and student learning, and we can code both candidates

and assessment data.

All assessment results and incoming information from varied perspectives are used to improve

candidate and IDEC Program performance, as illustrated in the following flow chart:



135

Causes Reexamination

Obtain feedback on revised

Program

Candidate Performance

Cooperating Professionals’ Feedback

Master’s Students’ Program Feedback

Post Graduate Feedback

Advisory Committee

Program Faculty

Professional Education Committee

Radford University

National/Professional Organizations

Virginia Department of Education

Program Design

Course Content

& Assessment

Field Experiences

Results

in

Specific Course Changes

Changes in Field

Experiences

Program Changes

Candidates’--

1. Content Knowledge

2. Professional & Pedagogical

Knowledge, Skills, & Dispositions

3. Impact on Student Learning

Impacts

IDEC Program Revision Process


Content KnowledgeAn advisory board has been created and has met once to assist the faculty of the IDEC program in improving student learning. We seek input from professionals in the field, graduates of our program, current students in our program, cooperating teachers who work with our students in their field placements and parents of young children with disabilities. In this way, we hope to keep the content of our courses current.

Professional and Pedagogical Knowledge, Skill, and DispositionsThe department has developed a new form for assessing candidates’ professional characteristics and dispositions in the university classroom, before they begin their field placements. In this way, faculty have the opportunity to work with candidates who might need refinement of some of those characteristics and dispositions. It also heightens the candidates’ awareness of these characteristics and dispositions and their importance in the programs.

Graduates of the IDEC program are invited to speak to student teacher candidates in both their early childhood special education and early childhood field placements. In this way, the graduates who are working in the field can reinforce the lessons provided by the faculty and provide a more current picture of the requirements and responsibilities of teachers in these settings.

Student LearningThe action research projects in both graduate student teaching placements demonstrate our candidates’ impact on their students’ learning. These projects depend on research-based practices, which encourages candidates to rely on evidence in their teaching.

SECTION VI—For Revised Reports OnlyDescribe what changes or additions have been made in the report to address the standards that were not met in the original submission. List the sections of the report you are resubmitting and the changes that have been made. Specific instructions for preparing a revised report are available on the NCATE web site at http://www.ncate.org/institutions/process.asp?ch=4

NOT APPLICABLE

136

http://www.ncate.org/institutions/process.asp?ch=4


ATTACHMENT A

IDEC Candidate Information Initial Licensure Program Completers

Program Completers: 5 Year MS in Education IDEC Program with Dual Licensure in Prek-3 & ECSE

ECE & ECSE Licensure Program Completers Spring 2009 Spring 20105th Year Program Completers 5 12Licensure Candidates in 5th year (MS in Ed.)

7 12

IDEC Seniors 20 20Licensure Candidates Senior Year 15 14Non-licensure Candidates 5 6

IDEC Juniors (licensure is not yet declared in Program)

21 11

Total Enrollment by Year (Juniors through Grad)

48 43

Note: Some licensure candidates leave after their senior year to go to other colleges. We have had a couple choose not to continue in the licensure program, as they have chosen a career in early childhood education/early childhood special education that does not require licensure.

Although this chart begins with Juniors, we have begun advising freshman during the spring

semester. Freshmen are typically advised during the summer by faculty who volunteer for that task. We

have decided to advise students who have declared our major as early as possible so that we can be

supportive and help the students as they progress through their classes.

The IDEC faculty schedule two group meetings each for the Freshmen and Sophomore cohorts

since they are not yet taking all major classes, giving them similar schedules. During these meetings,

the faculty advisor in the IDEC program explains the program and options, answers any questions, and

encourages students to take the licensure tests on time.

IDEC Cohort: Preprofessionals are identified as IDEC Junior cohort as they enter their junior year of

courses. They become teacher candidates or non-licensure-track prior to their Senior year.

Candidates’ (licensure-track) first early childhood internship placement is a public school to be

supervised by a licensed teacher. Non-licensure-track candidates’ first early childhood internship

placement is in a licensed, high-quality child development program during the senior year. All eService

teachers take the same courses as undergraduates except for one course. Non-licensure candidates

take an extra course, EDSP 462 Behavior Management. Candidates (licensure track) will take EDSP

670 Behavior Management as part of their M.S. in Education program.

137


138

Radford University Blended IDEC Report 2007-2008ATTACHMENT B

IDEC Program Faculty Information

Faculty Name

HighestDegree, Field, &

University4

Assignment: Faculty Role5

Rank6Tenure Track (Y/N)

Scholarship &Leadership Professional Associations Service:7List up to 3 recent major contributions.

Teaching/Professional experience in P-12 schools/agencies

Sharon L. Gilbert

Ph.D., Auburn University

COSD/EDSP 225: Communication Processes, Development and Disorders

HUMD 300: Human Growth and Development: Birth Through Adolescence

EDSP 360: Introduction to Early Childhood Special Education

EDSP 361: Current Trends in Education of Exceptional Individuals

EDSP 437: Assessment, Diagnosis, and Evaluation in Early Childhood Special Education.

EDSP 438/538: Program Management in Early Childhood Special Education. This class had four sites and was a dual enrollment class of undergraduates and graduates.

Assist. Professor ECSE

Tenure Track

Journal Reviewer for Teaching Exceptional Children

Past president of Maine Division for Exceptional Children (CEC)

Past Co-Coordinator of Graduate program federal grant

Past director for RU Teacher Preparation and Professional Development Project: Hearing Impairment PreK-12

Program Area Leader for IDEC program

Early Intervention Specialist

4 e.g., PhD in Curriculum & Instruction, University of Nebraska5 e.g., faculty, clinical supervisor, department chair6 e.g., professor, associate professor, assistant professor, adjunct professor, instructor, administrator7Service includes faculty contributions to college or university activities, schools, communities, and professional associations in ways that are consistent with the institution and unit’s mission.


Radford University IDEC Report 2009-2010 EDSP 440: Initial

Internships in Early Childhood and Early Childhood Special Education

EDSP 560/660/638: Curriculum Problems in Education and later renamed Early Childhood Assessment and Intervention. This class had five distance sites one semester and seven distance sites another semester.

COSD 602: Language Disorders: Birth To Five Years. This course had five distance sites.

EDSP 750: Internship in Early Childhood Special Education

CORE 201: So, You Want To Be a Teacher?

Technology—iPads, active learning, disability studies, web site development

Kathryn Hoover,

Ph.D.,University of

Virginia

IDEC Program Coordinator, Spring 2008- Spring 2010

EDSP 438: Medical & Neurological Aspects of ECSE

EDSP 436/536: Adapting Methods for ECSE

EDSP 439: Program Management

EDEC 416/516: Home-

Associate Professor ECSE

Tenure Track

Director, Infant/Toddler Connection State Grant

Coordinator, State ECSE Licensure Grant Consortium

Editor for Ceridian Publications

Presenter at State Professional organizations

Early InterventionistECSE TeacherTranslate educational

meetings & reports for into Spanish for Spanish speaking populations

In-Service to Head Start Teachers

Urban & Rural TeachingSpecial Education

140


School-Community Relations

EDSP 750 & 440 Supervision of Student Teachers & Interns

Coordinator, Graduate ECSE Program

Teacher (school-age)

Boyoung Park

Ph.D., University of Georgia

HUMD 300: Child & Adolescent Development

EDEC 321:Infants & Toddlers

EDEC 322:Preschool & Primary Development & Applications

EDEC 323:Emergent Literacy

EDEC 430 :Supervision of Interns & Behavior Management

EDEC 425: Assessment-based Instruction

EDEC 750: Internship in Early Childhood Education

High Scope Curriculum Technology & web site

development

Assist. Professor ECE

Tenure Track

Reviewer for Association of

Childhood Education International (ACEI)

Southeastern Head Start

New River Valley Association for Education of Young Children Conference 2007 Chair

Presenter at National Conferences

Preschool Teacher in Korea

Early Head Start Program Evaluator, Athens, GA

In-Service to Head Start Teachers

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Attachment C: IDEC Program Competencies CrosswalkIDEC Program Competencies

The Interdisciplinary Early Childhood (IDEC) program includes program competencies from six national and state standard sets. In order to reduce the amount of references for each of the objectives in IDEC syllabi, the following crosswalk was developed. References include the following sets of standards:

National Association for the Education of Young Children (NAEYC) Council for Exceptional Children/Division for Early Childhood (CEC/DEC) Virginia Department of Education

o Special Education: Early Childhood (birth through age 5) (VAECSE)o Early/Primary Education PreK-3 (VAC 20-542-100)o Professional studies requirements for PreK-12 Endorsements, Special Education, etc

(VAC 20-542-130)o Technology Standards for Instructional Personnel (VAC 20-25-30)

International Society for Technology in Education (ISTE)

IDEC 1: Child DevelopmentIDEC 1.1: General

Pre-service teachers will describe typical and atypical child growth and development (birth through adolescent) and define pre- peri- and postnatal (biological and environmental) at risk and disabling conditions. (NAEYC 1a, 1b; CEC/DEC CC2K1-2, CC2K5-6, EC2K1-2, CC3K1 & 2; VAECSE 1.b., d., 9; VAC 20-542-130: 1.

IDEC 1.2: MedicalPre-service teachers will identify medical/neurodevelopmental aspects of the young child and

young children with disabilities and implement basic health, nutrition (including feeding), and safety practices. (NAEYC 1b; CEC/DEC CC2K7, EC2K5-6, EC5K1; VAECSE 7)

IDEC 2: Family and CommunityIDEC 2.1: Collaboration

Pre-service teachers will participate as a team member to establish and maintain collaborative reciprocal relationships with families and other professionals in diverse settings, utilizing technologies for communication and information exchange. (NAEYC 2a-c; CEC/DEC EC8S5, EC9S4, CC10K1-3, CC10S3-5, CC10S7, 8 & 11, EC10K1, EC10S3, 5 & 6; VAECSE 8a, b, e; VAC 20-542-130: 2; VAC 20-25-30 D & F; ISTE 3)

IDEC 2.2: DiversityPre-service teachers will demonstrate respect for the diversity of families, children, and settings,

and maximize child potential within the context of diversity of culture, language and ability in home, community, and society. (NAEYC 1c, 2a-c, 4a-b; CEC/DEC CC1K8 & 9, CC1K10, CC2K3, EC2K4,CC3K3-5, CC5K8-10, CC5S1, 7, 8, 13, & 14, CC6K3, CC7S8, CC8S6, CC9S6, CC10K4, CC10S10; VAECSE 10a; VAC 20-542-100: 1c, 1f, 2b(5), 2c(2)(d), 2d(3)(d); VAC 20-542-130 2)

IDEC 2.3: Family-CenteredPre-service teachers will support families in developing IFSP/IEP’s, including appropriate

community referrals for services, identifying priorities and resources, and making decisions for their children. (NAEYC 2c, 4a; CEC/DEC CC7S3, EC7S1, EC8S3 & 6, CC10K2; VAECSE 10b)

IDEC 2.4: Family SystemsPre-service teachers will apply family systems theory to family-centered services and assist

families with child character development. (NAEYC 2b-c; CEC/DEC CC1K7, CC2K4, EC6S1, EC8S5, EC9S2 & 3; VAECSE 10)



IDEC 2.5: TransitionsPre-service teachers will communicate options and facilitate transitions from program to

program for children and their families. (CEC/DEC CC4S6, EC4S3, EC10S1-2; VAECSE 8d)

IDEC 3: Assessment and EvaluationIDEC 3.1: Family Involvement

Pre-service teachers will participate in conducting family-centered assessments and planning, involving families as active participants and assisting families to identify priorities, concerns, and services. (NAEYC 2a-c, 3d; CEC/DEC CC1K6, CC8S1, EC8S2, 4 & 6, CC10S2; VAECSE 3; VAC 20-542-130 2)

IDEC 3.2: MethodsPre-service teachers will select and use a variety of culturally unbiased formal and informal

assessments, data collection, and evaluation measures, including specific sensory and motor measures, for the identification of child strengths and needs, and to monitor child progress, and report results to families and others. (NAEYC 3a-d; CEC/DEC CC1K5, CC5S2, 3 & 6, CC6K1, CC7S4-6, CC7S15, CC8K1-5, CC8S4-9, CC8S2, EC8S1&2; VAECSE 3; VAC 20-542-100: 1g, 2a(1)(a), 2d(3)(e); VAC 20-25-30 F; ISTE 2, 4)

IDEC 4: Teaching and Learning IDEC 4.1: Context for Learning

Pre-service teachers will establish and maintain physically and psychologically safe and healthy learning environments for young children. (NAEYC 1c, 4a-d; CEC/DEC CC5K1-7, CC5S4, 5, 9, 12,15 & 16, EC5S3, CC7K5; VAC 20-542-100: 2d(3)(b))

IDEC 4.2: Cultural and Linguistic DiversityPre-service teachers will plan and implement curriculum and instruction that affirms and

respects child and family cultural and linguistic diversity. (NAEYC 1c, 2a-c, 4a-b; CEC/DEC EC2K4, CC3K2, EC3S1, CC6S2, CC7S8; VAECSE 4b, 10; VAC 20-542-100: 2b(5), 2c(2)(d), 2d(6)(a))

IDEC 4.3: Curriculum and Instructional StrategiesPre-service teachers will plan and implement meaningful developmentally appropriate learning

experiences in all developmental domains, using functionally appropriate instructional practices and following national, state, and local curricular standards/guidelines. (NAEYC 4a-d, 5a-c; CEC/DEC CC4S3 & 4, CC7K1-3, CC7S1, 7 & 10-13, EC7S2, EC7S4, CC9S13; VAECSE 4, 4b-c; VAC 20-542-100:1.a-d, 2a-d; VAC 20-542-130: 2; ISTE 2)

IDEC 4.4: GuidancePre-service teachers will promote positive relationships with and among children and the

development of self-regulation and responsibility through the application of principles of positive behavior support and classroom management for individuals and groups. (NAEYC 4a-d; CEC/DEC CC1K2, CC1K7, CC4S2 & 5, CC5K2, CC5S5, CC5S10-11, CC7S14; VAECSE 5; VAC 20-542-100: 1e; VAC 20-542-130: 2)

IDEC 4.5 Health, Nutrition, and SafetyPre-service teachers will plan and implement health, nutrition, and safety practices addressing

the development of good mental health and resilience to counter stress and trauma in young children. (NAEYC 1c; CEC/DEC EC2K3, CC5K5-7, CC5S16, EC5S1 & 2; VAECSE 7; VAC 20-542-100: 2d(3)(b))

IDEC 4.6: Individualization and Integration

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Pre-service teachers will plan and implement instruction incorporating strategies from multiple disciplines including strategies to address specific disabilities and integrate content into meaningful contexts for children. (NAEYC 4a-d; CEC/DEC CC4S1, CC4K1, EC4S1 & 2, EC5S5, CC7S2, EC7S3; VAC 20-542-100: 1c, 1d, 1f, 2a(1)(b), 2d(3)d; ISTE 2)

IDEC 4.7 Speech and LanguagePre-service teachers will plan and implement instruction in language/communication and

developmentally appropriate literacy skills. (NAEYC 4a-d; CEC/DEC CC6K2, CC6S1; VAECSE 6; VAC 20-542-100: 1b, 2a(2) a-c, 2a(3) a-c; VAC 20-542-130: 2)

IDEC 4.8: Technology and Assistive TechnologyPre-service teachers will plan and appropriately incorporate the use of technology, including

Assistive/Adaptive Technology, to maximize outcomes for diverse learners. (NAEYC 4b; CEC/DEC EC5S4, CC6K4; VAC 20-542-100: 1j, 2a(5), 2b(1)(f), 2b(6), 2d(3)(f), 2d(6)(b); 2a-c; VAC 20-542-130: 2; VAC 20-25-30 E & G; ISTE 3)

IDEC 5: Clinical Experiences

IDEC 5.1: Supervised Teaching: Classroom, Home, Community Pre-service teachers will teach under supervision of qualified professionals in providing services

to diverse children (ages and abilities) and families in a variety of settings, and will analyze their experiences. (NAEYC 1c, 2b-c, 4c-d, 5b-c; CEC/DEC CC9K1, CC9S2, 7, 9 & 11; VAECSE 4a, 12; VAC 20-542-130: 2)

IDEC 6: Professionalism

IDEC 6.1: Abuse and NeglectPre-service teachers will recognize signs of emotional distress, abuse/neglect, and follow

established procedures for reporting to the authorities. (NAEYC 1b, 5b; CEC/DEC CC9S1, EC9S1; VAC 20-542-130: 2)

IDEC 6.2: Administration Pre-service teachers will apply basic principles of administration and organization, including

consultation, training other adults (such as paraprofessionals), inclusion, and performing formative and summative program evaluation for a variety of programming and service delivery options. (NAEYC 2a-b, 5a-b; CEC/DEC CC5S15, CC10K1, CC10S6, 8, & 11, EC10S4; VAECSE 4a, 8c, 8c; VAC 20-542-100: 1f)

IDEC 6.3: AdvocacyPre-service teachers will serve as advocates for young children and their families and for the

Early Childhood and Early Childhood Special Education profession. (NAEYC 5e; CEC/DEC EC9S5, CC10S4; VAC 20-542-130: 2a)

IDEC 6.4: CollaborationPre-service teachers will establish and maintain positive collaborative relationships with other

professionals and agencies. (NAEYC 5a, 5c; CEC/DEC CC7S3, CC10S6, CC10S9, EC10K1, EC10S5 & 6; VAECSE 8, 8a, 8b; VAC 20-542-100: 1h)

IDEC 6.5: EthicsPre-service teachers will adhere to professional codes of ethical conduct. (NAEYC 5b;

CEC/DEC CC9K1-3, CC9S1-3 5, 6 & 7, CC10S1; VAECSE 11; VAC 20-25-30 H; ISTE 4)

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IDEC 6.6: Foundations: Legal IssuesPre-service teachers will demonstrate knowledge/understanding of educational foundations

including the history, current trends and issues, legislation, legal decisions and regulations and procedures governing services to children with and without disabilities and will employ sound and legal instructional and disciplinary practices. (NAEYC 5a; CEC/DEC CC1K1, 3, & 4, EC1K1-3, CC4K1, CC9S13, EC9S7; VAECSE 1a, 1c, 2, 2a, 2b, 2c, 2d, 2e, 10; VAC 20-542-130: 2; VAC 20-25-30 H)

IDEC 6.7: Professional Growth/ResearchPre-service teachers will actively seek opportunities to grow professionally including analyzing,

evaluating, and applying research. (NAEYC 5c-d; CEC/DEC CC1S1, CC9K3-4, CC9S4-5, CC9S9-12, EC9K1, EC9S6, EC9S8; VAC 20-542-100: 1h, 1i; VAC 20-25-30 C; ISTE 5)

IDEC 6.8: TechnologyPre-service teachers will use technology as a tool for teaching, learning, research, and

communication. (NAEYC 4b, 5c; CEC/DEC CC7K4, CC7S9, CC8S3; VAC 20-542-100: 1j, 2a(5), 2b(1)(f), 2b(6), 2d(3)(f), 2d(6)(b); VAC 20-542-130: 2a; VAC 20-25-30 A & B; ISTE 1 & 3)

IDEC 6.9: Professional WritingPre-service teachers will demonstrate appropriate professional writing skills including

organization, clarity, spelling, and grammar (e.g. punctuation, sentence and paragraph construction, etc.). (NAEYC 5d; CEC/DEC CC9S8; VAC 20-542-100: 2a(4)(a))

Revised 11/21/08

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