CD 258 Spring - HWC Child Developmenthwcresourceroom.weebly.com/uploads/5/0/6/8/5068170/...Child Development Program CD 258 Principles and Practices in Preschool Education ... and

CD 258 Fall 2013 Principles and Practices of Preschool Education

Carrie Nepstad

CD 258 Fall 2013

1 This syllabus may change. Please see Blackboard for updates.

Table of Contents CD 258 Principles and Practices in Preschool Education .................................................... 2

Contact Information ............................................................................................................ 2

Required Text: .................................................................................................................... 4 Blackboard (Bb) .................................................................................................................. 5 Coursework ......................................................................................................................... 5 Grading Policy: ................................................................................................................... 6 Grading Scale: ..................................................................................................................... 6

Active Pursuit...................................................................................................................... 6 Attendance ......................................................................... Error! Bookmark not defined. Late Arrival/early leave ...................................................................................................... 6

Weekly Schedule ................................................................................................................ 6 Classroom Management...................................................................................................... 7 Students with Disabilities ................................................................................................... 7

Student Support Services .................................................................................................... 8 Grades First ......................................................................................................................... 8

NAEYC Code of Ethical Conduct ...................................................................................... 8 National Association for the Education of Young Children (NAEYC) ............................. 9 CD 258 uses the Flipped Classroom Model ..................................................................... 11

Assignment Descriptions .............................................................................................. 12 NAEYC Standards E-Portfolio ......................................................................................... 12

Weekly quizzes ................................................................................................................. 12 Philosophy Paper .............................................................................................................. 12

Lesson Plan Analysis ........................................................................................................ 12 Teacher Research Project .................................................................................................. 13

HWC Child Development Program Rubrics...................... Error! Bookmark not defined. Observation and Interpretation Rubric....................... Error! Bookmark not defined. Documentation Rubric .............................................................................................. 15

Lesson Plan Analysis Rubric .................................................................................... 17 Reflection Rubric ...................................................................................................... 19

Practicum Portfolio Rubric ....................................................................................... 20 Philosophy Statement Rubric .................................................................................... 24

Writing Rubric .......................................................................................................... 26 Observation Hours Sheet .................................................................................................. 27

CD 258 Fall 2013


HAROLD WASHINGTON COLLEGE, CCC

APPLIED SCIENCE DEPARTMENT

Child Development Program

CD 258 Principles and Practices in Preschool Education Saturday 9:00 am to 12:35 pm

Room 408

Instructor: Carrie Nepstad, MS Assistant Professor

Contact Information Office: Applied Science Department Room 712E Office Hours:

Tuesday 1:00-2:00 pm Wednesday 1:00-2:00 pm Thursday 1:00-2:00 pm Saturday 8:00-9:00am, and 12:30-3:30 pm

Phone: (312) 553-6095 E-mail: [email protected] ________________________________________________________________ Title, Number, & Classification: Principles of Preschool Education 090-0258

Credit: 4 credit hours Lecture: 4 lecture hours Lab: none Contact Hours: 3 contact hours Observation Hours: 30 observation hours Length of Course: 16 weeks Catalogue Description: This class provides opportunities to plan developmentally appropriate play-based activities that support all developmental domains including physical, cognitive, language, and socioemotional development with an emphasis on designing appropriate early childhood environments that address the needs of all children. The course emphasizes the process of becoming a professional including the implementation of the NAEYC Code of Ethical Conduct and other professional guidelines as well as fostering an early childhood environment that is conducive to respecting diversity. Students

mailto:[email protected]

CD 258 Fall 2013


will write/revise their philosophy of early care and education. 30 hours observing young children in an early childhood education setting are required for the course. Writing assignments and oral presentations as appropriate to the discipline are part of the course. Prerequisites: Completion of CD 101, CD 107, CD 109, CD 120, and CD 143 with a grade of “C” or better. Or, consent of Department Chair. Completion of CD 201 suggested. Course Objectives: This course will introduce:

1. Theories, philosophies, and professional guidelines as well as historical and current approaches that effect child development and classroom practice and planning.

2. The importance of play in child development and early childhood education.

3. Developmentally Appropriate Practice in early childhood education that include curriculum planning as well as developing positive relationships as the foundation of work with young children and their families.

4. The value of self-reflection for professional growth including the development and ongoing review of a personal philosophy of Early Childhood Education, ongoing professional development and advocacy.

Student Learning Outcomes: Upon completion of this course, students will be able to Compare developmental theories within a cultural context (Obj. 1).

Maintain rules of confidentiality, and uphold the NAEYC Code of Ethical Conduct and other professional guidelines (Obj. 1). Articulate the importance of play in child development and early childhood education to a variety of audiences including professionals in the field, families, and the community (Obj. 2).

Refine one’s personal philosophy that reflects evolving beliefs about working with young children (Obj. 4).

CD 258 Fall 2013


Compare contemporary and historical approaches to curriculum and early childhood practices (Obj. 1). Reflect, in a variety of ways, on their own experiences as learners (Obj. 4). Plan an integrated curriculum for preschool, across content areas, that demonstrates sensitivity to cultural, linguistic, and ability diversity (Obj. 3). Create a daily classroom schedule, and develop an early childhood classroom design that meets the needs of young children (Obj. 3). Participate in professional development opportunities, including community involvement, advocacy, and service learning (Obj. 4). Engage in continuous, collaborative learning activities, with classmates and other professional colleagues, to inform one’s own practice (Obj. 4).

Use a reflective and critical approach to examining current trends in the field and one’s own developing practice (Obj. 4).

Required Text:

1. Paley, V.G. (2004). A Child’s Work: The importance of fantasy play. Chicago, IL: Chicago University Press.

2. Hill, L.T.; Stremmel, A.J.; & Fu, V.R. (2005). Teaching as Inquiry: Rethinking curriculum in

Early Childhood Education.

3. NAEYC Standards for Professional Preparation http://www.naeyc.org/ecada/files/ecada/NAEYC%20Initial%20and%20Advanced%20Standards%2010_2012.pdf

4. Teacher Research

http://www.naeyc.org/files/naeyc/file/Voices/VoicesOfPractitioners_vol7no2_Castle.pdf

5. Developmentally Appropriate Practice

http://www.naeyc.org/files/naeyc/file/positions/PSDAP.pdf

6. Students must also sign up to receive various online newsletters from Specialized Professional Associations. The expectation is that students read these each week in addition to other reading assignments (see Blackboard).

Technology requirement: Students will be using computers with internet access during each session. The class takes place in a computer classroom. Students are allowed to come one hour early and stay up to one hour

http://www.naeyc.org/ecada/files/ecada/NAEYC%20Initial%20and%20Advanced%20Standards%2010_2012.pdf




http://www.naeyc.org/files/naeyc/file/positions/PSDAP.pdf

CD 258 Fall 2013


after class to continue using the computer as needed. Students are also encouraged to make use of the open computer lab in room 404.

Blackboard (Bb) Announcements and other materials including links to video clips are posted on Blackboard (Bb) every week. Students are expected to login to Bb several times per week. To access Bb please go to https://ccc.blackboard.com and enter your CCC user name and password. Your course will appear once you are logged in. If you do not have (or forgot) your CCC username and password, go to https://my.ccc.edu and click on the link at the bottom of the screen to retrieve your username.

Coursework

Assignments Points Possible

Points Earned

30 Observation hours Pass/Fail

Observation Log 30

Module Quizzes (total points subject to change) 250

Philosophy paper 37

Advocacy papers 20

Teacher Research Project 35

Curriculum Project 35

Standards 1-6 60

Final web-based portfolio 24

Total Possible = 491

Student Total =

https://ccc.blackboard.com/

https://my.ccc.edu/

CD 258 Fall 2013


Grading Policy: Final grades are determined by a percentage of total points (see above) earned compared to the possible total. The instructor will post assignment scores in Blackboard for each assignment. Students can check the course percentage to determine his/her grade at any time during the semester. A descriptive rubric is used for all major assignments. All module quizzes must receive a minimum mastery score of 80% in order for students to move on the next Module.

Grading Scale: A = 90% - 100% B = 80%- 89% C = 70% - 79% D = 60% - 69% F = 59% <

Active Pursuit Active pursuit is a measure of a student’s participation in the class via class participation, and the completion of coursework. Active pursuit of this course includes the completion of assignments, in-class projects, quizzes, and general activities of the class as well as maintaining attendance that allows students the oportunity to effectively succeed in the course. It is the student’s responsibility to make arrangements with the instructor if he/she misses a full class session or partial class session.

Participation

This class meets once per week for a total of 16 sessions. Because collaboration is essential to success in this course, students are expected to attend every class session. If a class is missed, students are responsible for all work that would have been completed in class. It is recommended that students form a “buddy system” in order to help each other. Because your presence is important to the collaborative life of this course, ten points are deducted from the final score on the second absence. 20 points are deducted from the final score on the third absence, and so on with every subsequent absence.

Late Arrival/early leave Students are expected to attend each class session from 9:00 am to 12:35 pm. If a student is persistently late or leaves early, points will be deducted from the final score.

Weekly Schedule

Group meeting at the beginning of each session

Students will write their plan for the day on an index card and hand it in to the instructor

Students will spend the majority of class time working through the modules

The instructor will work with students on an individual and small group basis throughou the session

Group meeting at the end of each session

CD 258 Fall 2013


Classroom Management 1. Behavior: Please see the behavior policy as stated in the CCC Student Policy Manual:

Part VII – Students’ Rights and Responsibilities, Standards of Conduct. http://www.ccc.edu/departments/Documents/studentpolicymanual.pdf

2. No Show Withdrawal (NSW) policy: http://www.ccc.edu/departments/Documents/Academic%20Policy%20Manual/INDEX%20NUMBER%202.30D.pdf

3. Dispositions: Like all courses in the Child Development program, this course emphasizes the importance of becoming a professional in the field of Early Childhood Education. Students should behave accordingly.

Consider the CARE model when thinking about dispositional qualities important to the field:

Curious: are you curious or do you feel you already know everything there is to know?

Articulate: can you articulate what you know in discussion, oral presentation, and in writing?

Respectful: are you respectful of young children, other adults, course content, our space, etc.?

Ethical: do you know about the NAEYC Code of Ethics and can you apply them to your own practice?

4. Cell phones: The signs in our classrooms indicate a zero tolerance cell phone policy. Please be discreet if you need to answer a call or text during class time. None of us in the room should be aware of your incoming or outgoing messages. If there is something urgent, please leave so you can address the emergency. If necessary, you can notify the instructor later via e-mail.

5. Plagiarism: Please see the CCC Student Policy Manual Part VII: Students’ Rights and Responsibilities, sections on Academic Integrity, Academic Dishonesty, and Penalties for academic dishonesty. http://www.ccc.edu/menu/Documents/Academic_policy_manual.pdf

Students with Disabilities Harold Washington College abides by the Americans with Disability Act and with Section 504 of the Rehabilitation Act of 1973 and will provide reasonable accommodations to students with disabilities covered by these laws. If you have a disability for which you may require accommodations, please contact the Disability Access Center located in room 107 or call (312) 553-3050.

Federal and State Statutes and Mandates -Americans with Disabilities Act (ADA)

Harold Washington College abides by the Americans with Disability Act and with Section 504 of the Rehabilitation Act of 1973 and will provide reasonable accommodations to students with disabilities covered by these laws. If you have a disability for which you may require accommodations, please contact the Disability Access Center located in room 107 or call (312) 553-3050.” http://www.ccc.edu/colleges/washington/departments/Pages/Disability-Access-Center.aspx http://www.ada.gov/pubs/adastatute08.htm

http://www.ccc.edu/departments/Documents/studentpolicymanual.pdf

http://www.ccc.edu/departments/Documents/Academic%20Policy%20Manual/INDEX%20NUMBER%202.30D.pdf

http://www.ccc.edu/departments/Documents/Academic%20Policy%20Manual/INDEX%20NUMBER%202.30D.pdf

http://www.ccc.edu/menu/Documents/Academic_policy_manual.pdf

http://www.ccc.edu/colleges/washington/departments/Pages/Disability-Access-Center.aspx

http://www.ccc.edu/colleges/washington/departments/Pages/Disability-Access-Center.aspx

http://www.ada.gov/pubs/adastatute08.htm

CD 258 Fall 2013


-Family Educational Rights and Privacy Act (FERPA) http://www.ed.gov/policy/gen/guid/fpco/ferpa/index.html -Section 504, Rehabilitation Act of 1973 http://www.dol.gov/oasam/regs/statutes/sec504.htm

Student Support Services

1. Wellness Center, room 1041

http://www.ccc.edu/colleges/washington/departments/Pages/Wellness-Center.aspx 2. Writing Lab, room 203A

http://www.ccc.edu/colleges/washington/departments/Pages/Writing-Lab.aspx 3. Tutoring Services, please check sign-up sheets in the Applied Science office room 712

http://www.ccc.edu/colleges/washington/departments/Pages/Tutoring.aspx 4. Chicago Legal Clinic

http://www.ccc.edu/colleges/washington/departments/Pages/Chicago-Legal- Clinic.aspx

Grades First Grades First is a student support system that will be used by faculty, advisors, and tutors to help students achieve success in their classes. Use Grades First to schedule tutoring or advising appointments or to see communications about your course progress generated by me or your other professors.

NAEYC Code of Ethical Conduct This course requires 30 hours of observation time in an early childhood setting. In this, and in all other work associated with the Harold Washington College Child Development Program, students and faculty will follow the Code of Ethical Conduct as stated by the National Association for the Education of Young Children (NAEYC). Please read this code thoroughly as we will refer to it often throughout the semester. The link to this code can be found on our Blackboard site and at the following web address:

http://www.naeyc.org/about/positions/PSETH05.asp

P-1.1-Above all, we shall not harm children. We shall not participate in practices that are

emotionally damaging, physically harmful, disrespectful, degrading, dangerous, exploitative, or intimidating to children. This principle has precedence over all others in this Code.

NOTE: Whenever a child is mentioned (in writing or in discussion), please use the child’s first name only. We need to protect our subjects’ confidentiality and although the HWC faculty are the only people who will read your work, students will be sharing observations with each other through discussion and workshop. Please do not mention last names or other identifying information about any child or family. Also, any documentation created by the student should not include identifying information about young children, their families, their ECE setting, or their teachers.

http://www.ed.gov/policy/gen/guid/fpco/ferpa/index.html

http://www.dol.gov/oasam/regs/statutes/sec504.htm

http://www.ccc.edu/colleges/washington/departments/Pages/Wellness-Center.aspx

http://www.ccc.edu/colleges/washington/departments/Pages/Writing-Lab.aspx

http://www.ccc.edu/colleges/washington/departments/Pages/Tutoring.aspx

http://www.ccc.edu/colleges/washington/departments/Pages/Chicago-Legal-%20Clinic.aspx

http://www.ccc.edu/colleges/washington/departments/Pages/Chicago-Legal-%20Clinic.aspx

http://www.naeyc.org/about/positions/PSETH05.asp

CD 258 Fall 2013


National Association for the Education of Young Children (NAEYC) The NAEYC Commission on Early Childhood Associate Degree Accreditation awards accreditation to associate degree programs that demonstrate evidence of meeting the Professional Preparation Standards. Accreditation provides a framework for self-study, external evaluation and improvement in the quality of teacher preparation programs. The HWC Child Development Program has been NAEYC accredited since 2006. http://www.naeyc.org/ecada/files/ecada/NAEYC%20Initial%20and%20Advanced%20Standards%2010_2012.pdf Standard 1: Promoting Child Development and Learning

a) Knowing and understanding young children’s characteristics and needs b) Knowing and understanding the multiple influences on development and learning c) Using developmental knowledge to create healthy, respectful, supportive and

challenging learning environments. Standard 2: Building Family & Community Relationships

a) Knowing about and understanding diverse families and community characteristics b) Supporting and engaging families and communities through respectful, reciprocal

relationships. c) Involving families and communities in their children’s development and learning.

Standard 3: Observing, Documenting and Assessing to Support Young Children and Families

a) Understanding the goals, benefits, and uses of assessment b) Knowing about assessment partnerships with families and with professional colleagues c) Knowing about and using observation and other appropriate assessment tools and

approaches d) Understanding and practicing responsible assessment to promote positive outcomes for

each child. Standard 4: Using Developmentally Effective Approaches to Connect with Children and Families

a) Understanding positive relationships and supportive interactions as the foundation of their work with children

b) Knowing and understanding effective strategies and tools for early education c) Using broad repertoire of developmentally appropriate teaching/learning approaches d) Reflecting on their own practice to promote positive outcomes for each child

Standard 5: Using Content Knowledge to Build Meaningful Curriculum

a) Understanding content knowledge and resources in academic disciplines b) Knowing and using the central concepts inquiry tools and structures of content areas or

academic disciplines. c) Using their own knowledge, appropriate early learning standards, and other resources

to design implement, and evaluate meaningful, challenging curricula for each child. Standard 6: Becoming a Professional

a) Identifying and involving oneself with the early childhood field b) Knowing about and upholding ethical standards and other professional guidelines



CD 258 Fall 2013


c) Engaging in continuous, collaborative, learning to inform practice. d) Integrating knowledgeable, reflective, and critical perspectives, on early education e) Engaging in informed advocacy for children and the profession

CD 258 Fall 2013


CD 258 uses the Flipped Classroom Model This may be very different from what students have experienced in other courses. The main idea behind the Flipped Classroom is that students work through modules at his/her own pace. Students will work on the modules during class time and outside of class time. During the class session each week, the instructor will work one-on-one, and in small groups with students on specific concepts or skills necessary to complete each module. Attendance is mandatory, but students generally choose how to spend their time each session. The instructor will hold a brief class meeting at the beginning and end of each session. The time in between is spent based on each student's goals for the day. In order to move on to the next module, the student must pass the module quiz with an 80% or higher. Students can re-take a quiz as often as necessary in order to achieve mastery. However, all other module activities and projects may only be submitted once for a final grade. During the class session, students will choose to do various activities such as, 1) reading assignments, 2) researching topics on the internet, 3) working on module projects and activities, 4) watching assigned films, 5) taking quizzes, 6) engaging in discussions with other students, 7) working with the instructor, etc. Different ways of working with the instructor include:

asking questions about the module asking for help in terms of using technology asking for feedback on a draft clarifying instructions - after the student reads through the module carefully first! discussing current events in the field of ECE discussing how to prepare for the Practicum discussing the ECE career and the student's future

Different ways of working with classmates:

the same as above!

CD 258 Fall 2013


Assignment Descriptions

NAEYC Standards E-Portfolio

Students will go to www.childdevelopmentportfolio.weebly.com to see the framework

for designing their own Standards E-portfolio.

Following the exact layout of the example, students will develop a framework to create

their own website.

Students must use the prescribed layout but can be creative in the design of their e-

portfolio website.

To complete the website, students will include one artifact for every key element of the

6 NAEYC standards. For each artifact, students will write a reflective narrative that

explains what the artifact is, how it demonstrates the student’s understanding of the

standard, and finally how the student plans to make use of that knowledge in the future.

Weekly quizzes

Quizzes are based on the reading assignments and are in short answer/essay format. o Answers should be written in paragraph form with complete sentences and full

paragraphs of 5-7 sentences. o Answers are graded on the quality of the writing including spelling, grammar,

clarity, organization, and content (see writing rubric). o Students will use what they write for quizzes as the first draft or portions of the

larger assignments for the class including the philosophy, lesson plan analysis, newsletter, letter to the editor, and the e-portfolio.

Philosophy Paper

The paper should be personal and reflect your understanding of the multiple influences on child development.

The statement should include historical perspectives.

The statement should include your personal experiences in terms of who you are and what you bring to this profession in order to promote positive outcomes for young children.

The statement should include a clear vision of how you plan to apply your philosophy to future work with young children.

The statement should include a clear vision for how you plan to support Cultural, Linguistic, and Ability Diversity (CLAD)

Lesson Plan Analysis Using a template (found in the Assignments tab on Bb), students will analyze one math activity

called "People Sort". The rubric will be used by the instructor to assess the student’s analysis.

NOTE: By answering the questions on the template, you are analyzing the lesson.

Please read the dictionary definition of the word "analysis" below.

noun, plural a·nal·y·ses

http://www.childdevelopmentportfolio.weebly.com/

CD 258 Fall 2013


The separating of any material or abstract entity into its constituent

elements (opposed to synthesis).

This process as a method of studying the nature of something or of

determining its essential features and their relations: the grammatical

analysis of a sentence.

A presentation, usually in writing, of the results of this process: The

paper published an analysis of the political situation.

A philosophical method of exhibiting complex concepts or propositions

as compounds or functions of more basic ones.

In our case, we are closely examining every distinct part of a lesson as well as the planning that takes place beforehand, and finally how a teacher would expand the lesson by taking the learning goal of the lesson to different areas and experiences in the early childhood classroom. You can find many, many lessons and activities online and in resource books in the library. Your job is to learn how to analyze them to make sure they are appropriate for the age group you are working with and the actual group you are working with. This means you would need to consider the special needs of your group of children, their previous experiences, and their development. Observation Log

During the week’s observation hours, pay particular attention to children in play. The

goal is to observe approximately three hours per week until you complete the 30

required observation hours. In your notes, be sure to include the date, time, and a

general description of what is happening at the time of your observation. It can be free

play time or it might be during lunch or outside on the playground or during circle time.

Whatever is happening, the reader of your observation needs to have a general sense of

the environment.

For example: 09-12-12, 10:00am, Free play

Your handwritten notes should be as detailed as possible. Be sure to include quotes

when you are directly quoting what a child or teacher says. Be sure to write your notes

in chronological order, and of course, be sure to use objective language. Do not include

any identifying information about the child, the teacher, or the site.

During class, share your observation log with your classmates and with your instructor.

You will be using your observation log for specific components of your Teacher Research

project assignment.

When you have completed your hours, submit the signed hours sheet here along with a

sample entry from your log. You may scan up to 4 pages from your observation log.

The points for this assignment are tallied based on the quality of your observation log as

observed by your instructor and on the quality of the sample you submit.

The signed hours sheet is a pass/fail component to this course.

Teacher Research Project 1. Observation Hours:

CD 258 Fall 2013


a. Each week students will observe/volunteer in an early childhood setting three hours per week for a total of 45 hours.

b. The hours-sheet will be signed by the classroom teacher as the student completes each session. When all 45 hours are completed, the director of the center will sign to verify completion. The student will scan this and submit it to Bb. This is a pass/fail component to the course.

2. Research Question:

How is play supported in this ECE setting? a. Sub question #1: When does play happen in this setting (time sampling)? b. Sub question #2: What does play look like in this setting (observations, photos)?

3. Weekly Teacher Research Notes and Data Share:

a. During observation hours, students will take notes in a composition book. Students are required to bring this to class each week.

b. A portion of class time will be dedicated for students to share the data they are collecting.

4. Writing

a. Newsletter article to families about play b. Editorial for your local newspaper about the importance of play c. Documentation:

5. Documentation Showcase: assemble and organize your final data for display.

CD 258 Fall 2013


Documentation Rubric

Standards Meets the Standard Emerging skills Does not Meet the Standard

6b. Knowing about & upholding

ethical standards & other

professional

guidelines

There is no identifying information about the

child or school on the documentation in order

to preserve

confidentiality

There is some identifying information

about the child or school

Confidentiality is violated

1a. Knowing & understanding

young children’s characteristics &

needs

Documentation is used as an assessment tool to

analyze the developmental process

Documentation includes information

about development such as developmental

milestones or domains

Documentation does not include

development

3d. Knowing about assessment partnerships with

families & with professional

colleagues

The documentation includes child assessment information to make the

learning process visible

The documentation includes child assessment

information

Child assessment information is not included

2c. Involving families & communities in

their children’s development &

learning

The documentation is targeting all audiences including the children,

teachers/colleagues, families and the

community.

The documentation targets one or two audiences but does

not consider all of them.

The documentation does not seem to

have an audience.

Supportive Skill 4: Making connections

between prior knowledge/

experience & new

learning

The documentation reveals the student's metacognitive awareness

of her/his own learning process in rich,

descriptive detail

The documentation describes some of the student's thoughts but

does not go into detail about the student's

own learning process

There is no description of the student's learning

process or the description is

superficial.

3c: Understanding and practicing

responsible assessment to

promote positive

outcomes for each child

Within the documentation there is

ample evidence of the student observing,

gathering artifacts,

questioning and hypothesizing.

Within the documentation there

is some evidence of the student observing

and gathering artifacts

but there may not be evidence of the

student questioning or hypothesizing.

There is very little evidence of the

student observing, gathering artifacts,

questioning or

hypothesizing.

Supportive Skill 3: All writing in the Writing within the Written errors are

CD 258 Fall 2013


Written and Verbal Skills

documentation is written clearly and without any

spelling, grammar, punctuation errors, or

typos.

documentation is somewhat vague.

Some distracting errors in spelling,

grammar, and

punctuation, and/or typos.

prominent and distract too much

from the meaning.

CD 258 Fall 2013


Lesson Plan Analysis Rubric

Standards Meets the standard Emerging Does not meet the

standard

5c. Using their own knowledge,

appropriate early

learning standards, & other resources to

design, implement, & evaluate meaningful,

challenging curricula for each child

Explains how the lesson plan does or does not follow DAP

using detailed

descriptors

Identifies whether or not the plan incorporates DAP

but does not explain

how

No reference to DAP

2a. Knowing about &

understanding diverse family & community

characteristics

Examines the lesson for sensitivity to

cultural and linguistic diversity and

provides suggestions

to strengthen the lesson's sensitivity.

Describes how the lesson is sensitive to

cultural and linguistic diversity,

but does not provide

suggestions to strengthen the

lesson's sensitivity.

No discussion of how the lesson is or

is not sensitive to cultural and

linguistic diversity

5c. Using their own

knowledge, appropriate early

learning standards, & other resources to

design, implement, &

evaluate meaningful, challenging curricula

for each child.

Includes a rich description of

expansion activities and describes how

they relate to and support the lesson

plan

Includes some description of

expansion activities but the explanation

of how they relate to the lesson plan is

not clear.

No description of expansion activities

or some activities are mentioned with

no explanation of how they relate to

the lesson plan

5a. Understanding content knowledge &

resources in academic disciplines

Supportive Skill #2:

Mastering & applying

foundational concepts from general

education

Identifies the learning goals of the lesson plan and

describes reasonable child behaviors that

would indicate that

the learning goals have been met

Identifies the learning goals of the lesson plan but does

not fully describe child behaviors that

would indicate that

the learning goals have been met.

No learning goals are identified or they are

inaccurately described.

4c. Using a broad repertoire of

developmentally appropriate

teaching/learning approaches

Lists appropriate adaptations that directly relate to the

lesson plan and are accurate and

appropriate for

children with developmental

challenges

Lists some adaptations but with little connection to

the original lesson plan or are not

necessarily

appropriate for children with

developmental challenges

No adaptations or inappropriate adaptations listed.

Supportive Skill 3: Writes clearly and Writes clearly with Errors are

CD 258 Fall 2013


Written and verbal

skills

without any spelling,

grammar, & punctuation errors,

or typos.

some errors in

spelling, grammar, and punctuation, or

typos that somewhat distract from the

writing.

prominent and

distract too much from the writing.

4d. Reflecting on their

own practice to promote positive

outcomes for each

child

Reflections are thoughtful and

complete. They reveal personal

feelings about the

topic. They reflect on personal

experiences related to the topic.

Questioning and

other techniques are used that probe for

deeper meaning.

Reflections are brief. They reveal a little

about personal feelings or

experiences related

to the topic but they could be more

thoughtful and go into more detail.

There is the

beginning of reflection or

questioning.

Reflection is limited or superficial. They

don’t reveal any personal feelings or

ideas. No

questioning is used.

CD 258 Fall 2013


Reflection Rubric

Standards Meets the Standard Emerging skills Does not Meet the Standard

4d. Reflecting on their own practice to

promote positive outcomes for each

child

Reflections are thoughtful and

complete.

Reflections are brief. Reflections are superficial.

Supportive Skill #1 Self-assessment & self-advocacy

They reveal personal feelings or experiences about the

topic.

They reveal a little about personal feelings or experiences related to

the topic, but they could be more thoughtful and

go into more detail.

They don’t reveal any personal feelings or ideas

6d. Integrating knowledgeable, reflective, & critical

perspectives on early education

Questioning and other techniques are used that probe for deeper

meaning.

There is the beginning of reflection or questioning.

No questioning is used.

Supportive Skill #4: Making connections

between prior knowledge/experience

& new learning

The writing describes how the student’s

understandings have changed using

specific, meaningful examples.

Comparisons are

made between student’s prior and

current understandings.

Important questions

are raised for further exploration.

The writing describes how understandings

have changed and gives some examples. Limited

comparisons are used between student’s prior

and current

understandings.

Nothing is revealed or

examined in any detail.

Supportive Skill #3: Written & verbal skills

No spelling, grammar or punctuation errors or typos.

Some errors in spelling, grammar, and punctuation and/or

typos that distract from

the meaning.

Many errors in spelling, grammar,

punctuation.

Errors & typos are prominent

and distract too much from the

writing.

Supportive Skill: Written communication

The writing is clear and well organized.

The writing is fairly clear but the organization can be difficult to follow.

The writing is unclear and disorganized.

CD 258 Fall 2013


Practicum Portfolio Rubric

Standards Exceeds

Candidate demonstrates

outstanding application of the

standard

Meets

Candidate demonstrates

application of the standard

Does not meet

Candidate does not demonstrate

application of the standard

Standard 1:

Promoting Child Development and

Learning

1a. Knowing and

understanding young children’s

characteristics and needs

1a. Knowing and

understanding young children’s

characteristics and needs

The portfolio does

not provide adequate examples

of the candidate's ability to meet this

standard

Standard 1: Promoting Child Development

and Learning

1b. Knowing and

understanding the multiple influences

on development and learning

1b. Knowing and

understanding the multiple influences

on development and learning

The portfolio does



standard

Standard 1: Promoting

Child Development and Learning

1c. Using

developmental knowledge to create

healthy, respectful,

supportive and challenging learning

environments.

1c. Using

developmental knowledge to create

healthy, respectful,

supportive and challenging learning

environments.

The portfolio does


of the candidate's

ability to meet this standard

Standard 2:

Building Family and Community

Relationships

2a. Knowing about

and understanding diverse families and

community characteristics

2a. Knowing about

and understanding diverse families and

community characteristics

The portfolio does



standard

Standard 2: Building

Family and Community

Relationships

2b. Supporting and

engaging families and communities

through respectful,

reciprocal relationships.

2b. Supporting and

engaging families and communities

through respectful,

reciprocal relationships.

The portfolio does


of the candidate's


Standard 2: Building

Family and

Community Relationships

2c. Involving families

and communities in

their children’s development and

learning.

2c. Involving families

and communities in

their children’s development and

learning.

The portfolio does

not provide

adequate examples of the candidate's


Standard 3:

Observing,

3a. Understanding

the goals, benefits,

3a. Understanding

the goals, benefits,

The portfolio does

not provide

CD 258 Fall 2013


Documenting and

Assessing to Support Young Children and

Families

and uses of

assessment

and uses of

assessment

adequate examples


standard

Standard 3:

Observing, Documenting and


Families

3b. Knowing about &

using observation, documentation, &

other appropriate assessment tools &

approaches

3b. Knowing about &

using observation, documentation, &

other appropriate assessment tools &

approaches

The portfolio does



standard

Standard 3:


Assessing to Support

Young Children and Families

3c. Understanding &

practicing responsible

assessment to


child

3c. Understanding &

practicing responsible

assessment to


child

The portfolio does


of the candidate's


Standard 3:



Families

3d. Knowing about

assessment partnerships with

families and with professional

colleagues

3d. Knowing about

assessment partnerships with

families and with professional

colleagues

The portfolio does



standard

Standard 4: Using

Developmentally Effective Approaches

to Connect with

Children & families

4a. Understanding

positive relationships and supportive

interactions as the

foundation of their work with children

4a. Understanding

positive relationships and supportive

interactions as the

foundation of their work with children

The portfolio does


of the candidate's


Standard 4: Using

Developmentally

Effective Approaches to Connect with

Children & families

4b. Knowing and

understanding

effective strategies and tools for early

education

4b. Knowing and

understanding

effective strategies and tools for early

education

The portfolio does

not provide



Standard 4: Using

Developmentally


Children & families

4c. Using broad

repertoire of



4c. Using broad

repertoire of



The portfolio does

not provide



Standard 4: Using

Developmentally


Children & families

4d. Reflecting on

their own practice to


child

4d. Reflecting on

their own practice to


child

The portfolio does

not provide


ability to meet this

standard

CD 258 Fall 2013


Standard 5: Using

Content Knowledge to Build Meaningful

Curriculum

5a. Understanding

content knowledge and resources in

academic disciplines

5a. Understanding

content knowledge and resources in

academic disciplines

The portfolio does


of the candidate's


Standard 5: Using

Content Knowledge

to Build Meaningful Curriculum

5b. Knowing and

using the central

concepts inquiry tools and structures

of content areas or academic disciplines.

5b. Knowing and

using the central

concepts inquiry tools and structures

of content areas or academic disciplines.

The portfolio does

not provide



Standard 5: Using

Content Knowledge

to Build Meaningful Curriculum

5c. Using their own

knowledge,

appropriate early learning standards,

and other resources

to design implement, and evaluate

meaningful, challenging curricula

for each child.

5c. Using their own

knowledge,

appropriate early learning standards,

and other resources

to design implement, and evaluate

meaningful, challenging curricula

for each child.

The portfolio does

not provide



standard

Standard 6:

Becoming a Professional

6a. Identifying and

involving oneself with the early

childhood field

6a. Identifying and

involving oneself with the early

childhood field

The portfolio does



standard

Standard 6:

Becoming a

Professional

6b. Knowing about

and upholding

ethical standards and other

professional guidelines

6b. Knowing about

and upholding

ethical standards and other

professional guidelines

The portfolio does

not provide



Standard 6:

Becoming a

Professional

6c. Engaging in

continuous,

collaborative, learning to inform

practice.

6c. Engaging in

continuous,

collaborative, learning to inform

practice.

The portfolio does

not provide



Standard 6:

Becoming a

Professional

6d. Integrating

knowledgeable,

reflective, and critical perspectives, on

early education

6d. Integrating

knowledgeable,

reflective, and critical perspectives, on

early education

The portfolio does

not provide



standard

Standard 6: Becoming a

6e. Engaging in informed advocacy

6e. Engaging in informed advocacy

The portfolio does not provide

CD 258 Fall 2013


Professional for children and the

profession

for children and the

profession

adequate examples


standard


Written & Verbal skills

Write clearly and

without any spelling, grammar,

punctuation errors, or typos.

Write clearly with

some errors in spelling, grammar,

and punctuation, and/or typos that

somewhat distract

from the writing.

Errors are

prominent and distract too much

from the writing.

Supportive Skill #1: Self-assessment &

self-advocacy

Write thoughtful and complete reflective

narratives that

demonstrate metacognitive

awareness of the student's own work

as it relates to the standards

Write thoughtful and complete reflective

narratives that

demonstrate knowledge of the

standards

Reflective narratives do not

provide adequate

examples of this Supportive Skill


Mastering &

applying foundational skills



CD 258 Fall 2013


Philosophy Statement Rubric

Standards Meets Emerging Does not Meet

1b. Knowing and understanding the

multiple influences on

early development and learning.

The statement clearly articulates a

philosophy that is

personal & considers the multiple influences

on early development and learning.

The statement partially articulates a

philosophy that is

personal and includes at least one influence

on early development and learning.

The statement does not articulate a

personal philosophy.

Philosophy:

6d. Integrating

knowledgeable, reflective, and critical

perspectives on early

education.

The statement

incorporates several ideas about children's

development, learning and dispositions.

The statement

incorporates some ideas about children's

development, learning and dispositions

The statement does

not incorporate ideas about children's

development, learning or dispositions.

Personal Experiences:

4d. Reflecting on own

practice to promote

positive outcomes for each child.

SS 1: Self-assessment

and self-advocacy.

The writer describes

in detail what s/he brings to the

profession in order to


child.

The writer describes

in partial detail what s/he brings to the

profession in order to


child.

The writer does not

describe what s/he brings to the

profession.

Vision for the future:

6e. Engaging in informed advocacy for

young children and

the early childhood profession.

The statement includes a clear vision

of a future application of the personal

philosophy.

The statement includes a partial

vision of a future application of the

personal philosophy.

The vision for the future is vague or

nonexistent.

CD 258 Fall 2013


Approach to Cultural, Linguistic, and Ability

Diversity (CLAD):

1a. Knowing and understanding young

children’s

characteristics and needs, from birth

through age 8.

The statement includes a clear vision

for how differences

will be supported.

The statement includes a partial

vision for how

differences will be supported.

The statement does not include anything

about differences.

Writing:

SS 3: Written and verbal skills

The writing has been

carefully edited. There

are less than 5 writing errors.

There are between 6-

10 writing errors. The

paper would have benefited from

another edit.

There are several

writing errors. This

distracts from the work

CD 258 Fall 2013


Writing Rubric Meets (2pts) Emerging (1pt) Does not Meet (0) Feedback Focus Writing is clearly

focused. It holds the reader’s attention.

Writing has some focus but does not hold the reader’s attention.

Writing lacks focus.

Organization Writing includes a strong beginning, middle, and end with clear transitions and a focused closure.

Writing may include a beginning but does but does not have clear transitions or a focused closure.

Organization is unclear. No distinguishable beginning, middle, or end. Writing lacks closure.

Voice Writes with a distinct, unique voice/point of view. Writing is skillfully adapted to the audience.

Writing may have some elements of voice but it is not consistent. Writing attempts to adapt to an audience.

Writing lacks a distinguishable voice and does not consider the audience.

Coherent Development & Elaboration

Writing makes clear sense and flows logically. Relevant details enrich the writing. The thesis and purpose are clear to the reader and closely match the writing task.

Writing does not flow well and may include mistakes in logic. There are some details included, but it is unclear how the details support the writing. Parts of the writing may match the writing task but this is not consistent.

Writing does not flow logically, and lacks details. The thesis is not clear and the writing does not match the writing task.

Conventions Follows the conventions of Standard Written English (SWE), e.g., grammar, sentence structure, mechanics, and punctuation.

Follows the conventions off SWE through some of the writing. There are some mistakes with grammar, etc. but the meaning is clear to the reader.

Does not follow the conventions of SWE. Mistakes in grammar, etc. distract from the meaning.

Style & Diction Sentences are varied, complex, and employed for effect. Diction is precise, appropriate, using college-level vocabulary.

Sentences are simple in structure but remain clear. Some sentences vary. Some college-level vocabulary is used.

Sentences are incomplete, fragments, or run-on. College-level vocabulary is not used.

Support/ Citations

Writing is well supported by examples and/or citations related to the

readings for the course.

Writing includes some support through examples but they may be inaccurately

cited

Writing is not supported.

Possible points = 16

CD 258 Fall 2013


Observation Hours Sheet Harold Washington College

CD 258 Principles & Practices of Preschool Education

Fall 2013

Instructor: Carrie Nepstad, M.S. Associate Professor

Harold Washington College [email protected]

312-553-6095 Observation Hours: 30 hours total

Date Time Teacher’s Signature

The signatures on this document verify that ________________________ has fulfilled the course obligation by spending 30 hours of observation time in the following setting: ________________________________________________________________________ _______________________ __________________ Student Date _______________________ __________________ Director Date

mailto:[email protected]