Education and Training: Childhood Education and Care …€¦ · · 2011-02-08Education and Training: Childhood Education and Care Taxonomy #: 090201 Course of Study ... Approval

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Education and Training:

Childhood Education and Care

Taxonomy #: 090201

Course of Study

Junior/Senior Levels

Developed by:

Gera F. Durbin

Millstream Career and Technology Center Findlay City Schools

620 Lynn Street Findlay, OH 45840

419-425-8386

Fall 2009

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Course of Study Table of Contents

Page Section 1: Acknowledgments 3 Section 2: Approval by Advisory Committee 4 Section 3: Approval by School Board 5 Section 4: District Philosophy 6 Section 5: Program Design 8 Section 6: Scope and Sequence 15 Section 7: Student Assessment Policy 84

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Section 1 Acknowledgement

I would like to express my appreciation to the Findlay City Schools Board of Education and Superintendants, Dr. Dean Whittwer and Dr. Paul Blane. I would like to thank Millstream Career and Technology Center for the time, resources, and guidance provided. I would also like to thank Dr. Edith Wannemacher and Mr. Richard Steiner and staff for their support. Thank you to the Childhood Education and Care Advisory Committee for their advice and guidance. Thank you to Mr. Paul Hubaker and Mrs. Nancy Pietras of The University of Toledo for their time, resources, and guidance.

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Section 2: Approval by Advisory Committee

After reviewing this document, we recommend that the Childhood Education and Care Course of Study based on the Ohio Career Field Standard Education and Training be approved and adopted. __________________________ ___________________________ Name Name __________________________ ___________________________ Business Business __________________________ ___________________________ Date Date __________________________ ___________________________ Name Name __________________________ ___________________________ Business Business __________________________ ___________________________ Date Date __________________________ ___________________________ Name Name __________________________ ___________________________ Business Business __________________________ ___________________________ Date Date __________________________ ___________________________ Name Name __________________________ ___________________________ Millstream CTC Director Millstream CTC Assistant Director __________________________ ___________________________ Date Date

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Section 3: Approval by School Board Resolution

Findlay City Schools

WHEREAS, the Childhood Education and Care Advisory Committee of The Findlay City School District has reviewed the Childhood Education and Care Course of Study, and WHEREAS, the course of study is based upon the Ohio Career Field Technical Standards for Childhood Education and Care, and WHEREAS, the Childhood Education and Care Advisory Committee has reviewed these competencies and has edited competencies to address local labor market needs, and to acknowledge the school district’s ability to offer specialized programs, NOW, THEREFORE, BE IT RESOLVED, in accordance with the superintendent’s recommendation, that the Findlay City Schools adopt the Childhood Education and Care Course of Study. Approval date: __________________ _____________________________ ______________________________ Superintendent Board President

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Section 4: District Philosophy and Goals

Findlay City Schools

Mission Statement

The mission of the Findlay City Schools, a community partnership committed to educational excellence, is to instill in each student the knowledge, skills and virtues necessary to be lifelong learners who recognize their unique talents and purpose and use them in pursuit of their dreams and for service to a global society.

This is accomplished through a passion for knowledge, discovery and vision shared by students, families, staff and community.

Beliefs Our beliefs form the ethical foundation of the Findlay City Schools.

We believe…

• every person has worth.

• every individual can learn.

• family is the most important influence on the development of personal values.

• attitude is a choice and always affects performance.

• motivation and effort are necessary to achieve full potential.

• honesty and integrity are essential for building trust.

• people are responsible for the choices they make.

• performance is directly related to expectations.

• educated citizens are essential for the survival of the democratic process.

• personal fulfillment requires the nurturing of the mind, body and spirit.

• every individual has a moral and ethical obligation to contribute to the well-being of society.

• education is a responsibility shared by students, family, staff and community.

• the entire community benefits by investing its time, resources and effort in educational excellence.

• a consistent practice of shared morals and ethics is essential for our community to thrive.

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Millstream’s Mission

Educating Students ~ Empowering Communities

Millstream’s Goals

1. All Millstream students will achieve career and education goals. 2. All communities in the Career-Technical Planning District will perceive

Millstream Career and Technology Center as a positive leader in career-technical education.

3. All communities in the Career-Technical Planning District will strengthen

communication and collaboration with all stakeholders. 4. All Millstream students and staff will continually increase their career-

specific skill levels. 5. All members in the Career-Technical Planning District will ensure a culture

of continuous improvement and innovation to attract a broader number of students.

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Section 5: Program Design Childhood Education and Care Program Description

Program Philosophy and Goals The Childhood Education and Care Program of Millstream Career Technology Center, part of Findlay City Schools, believes that students are life long learners and learn best through inquiry based learning. Hence, the students are immersed in a variety of “real-life” experiences as related to the field of early childhood education. The program values each student as an individual and strives to meet their individual needs. Goals: The Childhood Education and Care Program of Millstream Career Technology Center, part of Findlay City Schools strives to attain the following goals:

• Provide the student with the necessary skills and abilities related to the field of early childhood education required for entry-level employment.

• Provide the student early childhood foundation coursework (220 hours) /practicum experiences (450 hours) for a two-year or four-year degree in the field of early childhood education.

• Develop and learn interpersonal skills which foster good working relations between self and peers, self and subordinates, and self and supervisors.

• Develop the attitude and behavior skills necessary to become an active, productive and responsible citizen in a democratic society by developing leadership traits by participating in Family, Career, Community Leaders of America (FCCLA) at the local, state, and national levels.

• Develop pride in accomplishments and the desire to achieve high expectations and

standards.

• Develop math, reading, writing, technology and communication skills which are both generic and job specific, and at an appropriate level to enter post-secondary education if they so desire.

• Develop an understanding of his/her worth, abilities, potentials and limitations.

• Completion of professional resource file/portfolio.

• Obtainment of Certifications:

1. First Aid 2. CPR (infant, child, and adult) 3. Communicable Disease 4. Child Abuse Recognition and Prevention

Overview of Program

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The Childhood Education and Care at Millstream Career and Technical Center is a two-year program designed for 11th and 12th grade students who are interested in pursuing post-secondary education or enter their chosen career field upon graduation. The program curriculum `is based on the Ohio Career Field Standards Document for Education and Training. This curriculum is the result of a comprehensive review and refinement of content by a panel of representatives from secondary, post-secondary and business leaders. Students are encouraged to take the right classes so that they are prepared for their next step in life. The following high school portion of the program of study is a recommended sequence for students interested in this career field.

9th Grade 10th Grade 11th Grade 12th Grade CP American & World Literature 9

CP American & World Literature 10

College Tech Prep English 11

College Tech Prep English 12

Algebra 1 Geometry Algebra 2 ACT / SAT Math Prep.

Physical Science Biology Advance Physical Science

Environmental Science

American History 1 American History 2 Consumer Economics

American Government

Health/PE PE Childhood Education & Care 1

Childhood Education & Care 2 Skills For Life Child Psychology &

Development Foreign Language Life Planning In the 11th and 12th grade component of the program, all students are part of a seamless curriculum, which allows student to transition into post-secondary programs. Each competency and descriptor in the required curriculum is designated to be introduced, reinforced, or mastered at various levels. The basic instructional philosophy for the program encourages project-based learning. To this end, a senior project will be completed by each student as a culmination of their high school exit from tech prep. An advisory committee comprised of representatives from business and industry, program graduates and academic representatives from school meets twice each year to provide input and guidance in this program. Throughout the school year, students participate in a variety of work-based learning in order to observe and interact with employees, employers and administrative personnel to learn more about the industry as a whole. Early placement/ internships/ mentoring assignments/ job shadowing are all examples of work-based opportunities. Articulation agreements and/or dual enrollment opportunities have been developed between Owens Community College and Northwest State Community College. There is on-going dialogue following the established process and procedures between our school and each participating post-secondary institution to develop and maintain articulation agreements and dual enrollment. The procedure can include post-secondary options, waiver of classes, transcripted credit or other formats providing time-shortened or advanced skill college degree paths.

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Students enrolled in Childhood Education and Care are also members of Family Career Community Leaders of American (FCCLA). Participation in FCCLA provides the student with experiences in competitive events at local, regional and national levels. In addition to the competitive events, the student learns citizenship, parliamentary procedures, democratic principles, social skills, civic responsibility, and team building. Population Served Students, are drawn from a population from fourteen school districts, are identified by school required criteria: GPA, attendance, prerequisite academic courses, aptitude, interest, ect. This is a two-year sequenced of curriculum. The school guidance office will have the student records to ensure graduation requirements are met for each student. This program is open to all 11th and 12th grade students. Occupations Addressed High School Exit Careers Associate Degree Exit

Careers Baccalaureate Degree Exit Careers

*Teacher Aide – Public School *After School Provider *Early Childhood Assistant *Children’s Librarian Assistant *In-Home Early Childhood Provider *Early Childhood Teacher (Non Step Up To Quality sites)

*Early Childhood Educator § Head Start § Preschool / Day

Care § Director

*Children’s Resource Case Manager

*Early Childhood Teacher § Preschool / Day

Care § Kindergarten § Grades 1 - 3

*Licensing Specialist *Social Worker *Intervention Specialist *Career Technical Teacher

Performance Measures

• Pass the OGT • 90% post program placement with 66% transition to post-secondary education • 95% participation in FCCLA • 95% student attendance • 100% complete senior projects / portfolio • Complete the COMPASS Exam (Tech Prep Students)

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Program Overview – from Jeff

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POS – from Jeff

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Definitions and Codes – from Jeff

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Sample Competency – from Jeff

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Section 6: Scope and Sequence Core Body of Knowledge Unit 1: Introduction to Education and Training

EDU/BUS: Essential

Competency 1.1: Utilize career planning skills to explore career opportunities in education and training.

TPO: Given a variety of resources the student will compare and

evaluate career opportunities and develop personal educational goals using a provided outline with 85% proficiency level or above.

Descriptor: 1.1.1 Describe education and training career options (e.g., preschool; infant and toddler;

elementary, middle and high school; special education; career-technical education; non-school opportunities).

1.1.2 Research current demographic information affecting education and training (e.g., employment opportunities, salaries, student and family populations).

1.1.3 Identify the state and national professional standards that guide the practice of teaching in today’s society.

1.1.4 Research the licensure, endorsement requirements and respective education necessary to qualify for the various teaching positions.

1.1.5 Discuss traits, personal qualities and dispositions congruent with work in the education and training profession.

1.1.6 Develop personal goals, and plan activities to meet those goals. Correlated English Language Arts Academic Content Standards

• Compile, organize and evaluate information, take notes and summarize findings. (Research B, 11-12)

• Evaluate the usefulness and credibility of data and sources and synthesize information from multiple sources. (Research C, 11-12)

Correlated Social Studies Academic Content Benchmarks • Explain the use of a budget in making personal economic decisions and planning for the

future. (Economics E, 11-12) • Obtain and evaluate information from public records and other resources related to a

public policy issue. (Social Studies Skills and Methods A, 11-12) • Critique data and information to determine the adequacy of support for conclusions.

(Social Studies Skills and Methods B, 11-12)

EDU/BUS: Essential

EDU: 12 AD/BD P R

EDU: 12 AD/BD P R

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Competency 1.2: Demonstrate professionalism in an education and training setting. TPO: Using a professional rubric the student will interpret /

demonstrate with 85% proficiency level or above, the required areas of personal work behaviors, personal qualities, and respect for cultural and generational values needed for employment through teacher / mentor observation.

Descriptor: 1.2.1 Describe the process by which individuals are socialized into education and

training organizations. 1.2.2 Explain what it means to be a professional educator and a member of the

education and training profession. 1.2.3 Demonstrate positive work behaviors and personal qualities needed to work in the

education and training profession. 1.2.4 Demonstrate respect for cultural and generational values. Correlated English Language Arts Academic Content Standards

• Use a variety of strategies to enhance listening comprehension. (Communication: Oral and Visual A, 8-10; Communication: Oral and Visual A, 11-12)

• Select and use effective speaking strategies for a variety of audiences, situations and purposes. (Communication: Oral and Visual C, 11-12)

Correlated Social Studies Academic Content Benchmarks • Analyze how issues may be viewed differently by various cultural groups. (People in

Societies A, 11-12) • Explain the role of diverse cultural institutions in shaping American society. (People in

Societies C, 11-12)

EDU/BUS: Essential

Competency 1.3: Explain the various components of diversity.

TPO: Given classroom resources the student will identify and create lesson plans that address the diverse needs of the various cultural groups in a given classroom with 85% proficiency level or above.

Descriptor: 1.3.1 Identify the multiple categories of diversity that teachers need to recognize and to

which they need to respond. 1.3.2 Describe how diverse categories of students and families influence teacher

expectations and student achievement. 1.3.3 Explain how diversity is related to a dynamic global society. 1.3.4 Describe the impact of linguistic diversity in an education and training setting. Correlated Social Studies Academic Content Benchmarks

• Analyze how issues may be viewed differently by various cultural groups. (People in Societies A, 11-12)

• Explain the role of diverse cultural institutions in shaping American society. (People in Societies C, 11-12)

EDU: 12 AD/BD P R

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EDU/BUS: Essential

Competency 1.4: Adhere to a professional code of conduct. TPO: Using a professional rubric the student will interpret /

demonstrate with 85% proficiency level or above, the required areas of legal / ethical issues and work related duties needed for employment through teacher / mentor observation.

Descriptor: 1.4.1 Differentiate legal and ethical issues. 1.4.2 Perform duties according to laws, regulations, policies and contract provisions. 1.4.3 Explain the implications of an individual’s past or present legal history on

teaching credentials. 1.4.4 Discuss the implications of both ethical and unethical behavior. 1.4.5 Complete work-related duties within an ethical framework. 1.4.6 Maintain behavior in concert with the legal and ethical framework of the teaching

profession. Correlated English Language Arts Academic Content Standards

• Use multiple resources to enhance comprehension of vocabulary. (Acquisition of Vocabulary F, 8-10; Acquisition of Vocabulary E, 11-12)

• Demonstrate comprehension of print and electronic text by responding to questions (e.g., literal, inferential, evaluative and synthesizing). (Reading Process B, 8-10; Reading Process B, 11-12)

Correlated Social Studies Academic Content Benchmarks • Explain how the exercise of a citizen’s rights and responsibilities helps to strengthen a

democracy. (Citizenship Rights and Responsibilities B, 11-12)

EDU: 12 AD/BD P R

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Unit 2: Organizational Processes

EDU/BUS: Essential

Competency 2.1: Describe the purpose of education historically and currently for individuals, groups and society.

TPO: Given classroom resources the students will create a timeline of

the history of education with 70% proficiency level or above. Descriptor: 2.1.1 Trace the development of modern education and training and its impact on

society. 2.1.2 Describe various environments in which education and training are delivered. 2.1.3 Explain the impact of economic, social and technological changes on education

and training. 2.1.4 Explain the concept, barriers and impact of systemic change in education and

training organizations. 2.1.5 Discuss inertia, status quo and change forces within organizations. Correlated English Language Arts Academic Content Standards

• Formulate open-ended research questions suitable for investigation and adjust questions as necessary while research is conducted. (Research A, 8-10)

• Formulate open-ended research questions suitable for inquiry and investigation and adjust questions as necessary while research is conducted. (Research A, 11-12)


Correlated Social Studies Academic Content Benchmarks • Use historical interpretations to explain current issues. (History B, 11-12) • Explain the role of diverse cultural institutions in shaping American society. (People in

Societies C, 11-12)

EDU/BUS: Essential

Competency 2.2: Describe the organizational structures of education and training systems.

TPO: Given the educational hierarchy of administration, funding,

and resources the student will correctly match the roles and educational contributions with 85% accuracy.

Descriptor: 2.2.1 Identify the hierarchy within various educational and training systems. 2.2.2 Differentiate among administrative, management, leadership and supervisory

positions. 2.2.3 Describe roles of various organizational members.

EDU: 12 AD/BD I P

EDU: 12 AD/BD I P

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2.2.4 Identify support agencies outside the education system and their value to the learning environment.

2.2.5 Identify funding sources and level of contribution for education and training. Correlated Social Studies Academic Content Benchmarks

• Explain the role of diverse cultural institutions in shaping American society. (People in Societies C, 11-12)

• Analyze the role of fiscal and regulatory policies in a mixed economy. (Economics D, 11-12)

EDU/BUS: Essential

Competency 2.3: Identify effective relationships with internal and external stakeholders.

TPO: Given classroom experiences the student will summarize the importance of maintaining a liaison with families, communities, agencies, political advocates and other stakeholders with 75% proficiency level.

Descriptor: 2.3.1 Identify internal and external stakeholder needs. 2.3.2 Describe the importance of maintaining a liaison with families, communities,

agencies and political advocates. 2.3.3 Describe the importance of maintaining stakeholder satisfaction and of addressing

problems and complaints. 2.3.4 Participate in communicating with internal and external stakeholders to ensure

that services meet expectations. Correlated English Language Arts Academic Content Standards



Correlated Social Studies Academic Content Benchmarks • Explain the role of diverse cultural institutions in shaping American society. (People in

Societies C, 11-12)

EDU/BUS: Essential

Competency 2.4: Describe the accountability systems that education and training organizations use to manage and improve performance.

EDU: 12 AD/BD I P

EDU: 12 AD/BD I P

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TPO: Given an outline and online resources the student will identify the requirements for teacher licensure, program licensing, funding, and employee accountability measures with 75% proficiency level.

Descriptor: 2.4.1 Describe the accreditation and licensure requirements that education and training

organizations must meet. 2.4.2 Discuss the safety, health and environmental compliances for education and

training organizations. 2.4.3 Describe the methods education and training organizations use to evaluate

teaching and learning effectiveness. 2.4.4 Discuss the financial accountability measures an education and training

organization must meet. 2.4.5 Define an employee performance and improvement plan. Correlated English Language Arts Academic Content Standards


• Analyze the features and structures of documents and critique them for their effectiveness. (Reading Applications: Informational, Technical and Persuasive Text A, 11-12)

Correlated Social Studies Academic Content Benchmarks • Obtain and evaluate information from public records and other resources related to a



EDU/BUS: Essential

Competency 2.5: Explain employment practices. TPO: Given an outline and online resources the student will identify

human resource functions and strategies and legal issues related to employment with 75% proficiency level.

Descriptor: 2.5.1 Describe human resources functions and strategies (e.g., recruiting, training,

evaluating). 2.5.2 Discuss legal implications concerning discrimination, harassment, discipline and

termination. 2.5.3 Describe how to access information about employee benefits and policies. 2.5.4 Describe the role of organized labor. Correlated English Language Arts Academic Content Standards


EDU: 12 AD/BD I P

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(Social Studies Skills and Methods B, 11-12) EDU/BUS: Essential

Competency 2.6: Demonstrate the ability to lead and to work on a team. TPO: Given scenarios and classroom experiences involving

interpersonal skills the student will be able to create and implement solutions in accordance with professional rubric observed by teacher / mentor with 85% proficiency level or above.

Descriptors: 2.6.1 Recognize the importance of teamwork and its impact on operations. 2.6.2 Explain the roles and responsibilities of the individual as part of the team. 2.6.3 Describe the twenty-first century interpersonal skills that contribute to leadership

and teamwork. 2.6.4 Explain the importance of the culture and climate of an organization. 2.6.5 Help team members meet their individual and team goals. 2.6.6 Facilitate inducting new employees into the informal organization. 2.6.7 Utilize conflict resolution and dispute management skills. Correlated English Language Arts Academic Content Standards



Correlated Social Studies Academic Content Benchmarks • Work in groups to analyze an issue and make decisions. (Social Studies Skills and

Methods D, 11-12)

EDU: 12 AD/BD P R

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Unit 3: Communications

EDU/BUS: Essential

Competency 3.1: Write and utilize coherent and focused communications that support a defined perspective.

TPO: Given classroom experiences the student will create formal and

informal documents (e.g. Essays, professional presentations, journals, and note taking) adhering to writing process rubric with 85% proficiency level or above.

Descriptors: 3.1.1 Use various note-taking techniques to summarize main ideas. 3.1.2 Structure ideas and arguments in an organized manner, supported by relevant

documentation and/or examples. 3.1.3 Write messages using language that is appropriate for the intended audience and

purpose. 3.1.4 Use correct spelling, grammar, capitalization and punctuation. 3.1.5 Identify positions from relevant research and resources. 3.1.6 Calculate and interpret descriptive statistics to communicate and support

predictions and conclusions. 3.1.7 Utilize tables, charts and graphs to clarify textual explanations and to support

arguments. Correlated English Language Arts Academic Content Standards

• Formulate writing ideas, and identify a topic appropriate to the purpose and audience. (Writing Processes A, 8-10; Writing Processes A, 11-12)

• Prepare writing for publication that is legible, follows an appropriate format and uses techniques such as electronic resources and graphics. (Writing Processes F, 8-10)

• Edit to improve sentence fluency, grammar and usage. (Writing Processes D, 8-10) • Produce functional documents that report, organize and convey information and ideas

accurately, foresee readers’ problems or misunderstandings and that include formatting techniques that are user friendly. (Writing Applications C, 11-12)

• Organize information from various resources and select appropriate sources to support central ideas, concepts and themes. (Research C, 8-10)

Correlated Mathematics Academic Content Benchmarks • Create, interpret and use graphical displays and statistical measures to describe data;

e.g., box-and-whisker plots, histograms, scatterplots, measures of center and variability. (Data Analysis and Probability A, 8-10)

• Find, use and interpret measures of center and spread, such as mean and quartiles, and use those measures to compare and draw conclusions about sets of data. (Data Analysis and Probability D, 8-10)

• Construct convincing arguments based on analysis of data and interpretation of graphs. (Data Analysis and Probability F, 8-10)

• Create and analyze tabular and graphical displays of data using appropriate tools, including spreadsheets and graphing calculators. (Data Analysis and Probability A, 11-12)

EDU: 12 AD/BD P R

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• Use a variety of mathematical representations flexibly and appropriately to organize, record and communicate mathematical ideas. (Mathematical Processes E, 8-10)

• Locate and interpret mathematical information accurately, and communicate ideas, processes and solutions in a complete and easily understood manner. (Mathematical Processes H, 8-10) EDU/BUS: Essential

Competency 3.2: Deliver formal and informal presentations that demonstrate organization and delivery skill.

TPO: Given classroom experiences the student will create oral formal

and informal presentations (e.g. FCCLA competition material and other early childhood content) using appropriate technology following presentation rubric with 85% proficiency level or above.

Descriptors: 3.2.1 Demonstrate appropriate grammar, diction and sentence structure. 3.2.2 Communicate main ideas and supporting facts to achieve the communication’s

purpose. 3.2.3 Use appropriate technology to enhance clarity and persuasiveness. 3.2.4 Use proper organization and structure to achieve coherence. 3.2.5 Use technical terms, references and quoted material properly. 3.2.6 Engage an audience with appropriate vocal variety and gestures. Correlated English Language Arts Academic Content Benchmarks

• Demonstrate an understanding of effective speaking strategies by selecting appropriate language and adjusting presentation techniques. (Communication: Oral and Visual D, 8-10)

• Give presentations using a variety of delivery methods, visual displays and technology. (Communication: Oral and Visual G, 8-10; Communication: Oral and Visual F, 11-12)


• Give informational presentations that contain a clear perspective; present ideas from multiple sources in logical sequence; and include a consistent organizational structure. (Communication: Oral and Visual E, 11-12)

EDU/BUS: Essential

Competency 3.3: Listen and speak effectively to contribute to group discussions and meetings.

TPO: Using the FCCLA leadership guidelines the student will plan, execute, and participate in meetings to accomplish local goals of the organization with 85% proficiently level or above.

EDU: 12 AD/BD P R

EDU: 12 AD/BD P R

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Descriptors: 3.3.1 Conduct meetings in a timely, organized and professional manner. 3.3.2 Clarify the purpose and goals of a discussion or meeting. 3.3.3 Demonstrate respect for diverse positions, values and cultures. 3.3.4 Give and receive feedback appropriately. 3.3.5 Summarize the results of meetings, including agreements and disagreements. 3.3.6 Speak succinctly and clearly to convey information. 3.3.7 Communicate with non-English-speaking populations. 3.3.8 Respect linguistic differences in communicating. Correlated English Language Arts Academic Content Standards



• Demonstrate an understanding of effective speaking strategies by selecting appropriate language and adjusting presentation techniques. (Communication: Oral and Visual D, 8-10)

• Evaluate the clarity, quality, effectiveness and overall coherence of a speaker’s key points, arguments, evidence, organization of ideas, delivery, diction and syntax. (Communication: Oral and Visual B, 11-12)


Correlated Social Studies Academic Content Benchmarks

• Analyze how issues may be viewed differently by various cultural groups. (People in Societies A, 11-12)

• Work in groups to analyze an issue and make decisions. (Social Studies Skills and Methods D, 11-12)

EDU/BUS: Essential

Competency 3.4: Apply active listening skills to obtain and clarify information provided in oral communications.

TPO: Given a variety of classroom experiences students will apply active listening techniques to complete assigned tasks with 85% proficiency level or above as observed by teacher / mentor.

Descriptors: 3.4.1 Identify and apply active listening techniques, both one-to-one and in team or

group meetings. 3.4.2 Interpret verbal cues and behaviors to enhance communication. 3.4.3 Interpret nonverbal cues and behaviors to enhance communication. 3.4.4 Paraphrase and repeat information to confirm understanding. 3.4.5 Ask questions to seek or confirm understanding. Correlated English Language Arts Academic Content Standards

EDU: 12 AD/BD P R

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EDU/BUS: Essential

Competency 3.5: Apply research strategies to investigate issues, topics and problems.

TPO: Using the FCCLA guidelines / rubric (e.g. Illustrated Talk and Applied Technology) the student will use appropriate technology to select, research, and present information on a relevant early childhood topic with 85% proficiency level and above.

Descriptors: 3.5.1 Locate, select and utilize relevant information from a variety of sources. 3.5.2 Formulate open-ended research questions suitable for inquiry and investigation. 3.5.3 Compile, organize and evaluate information. 3.5.4 Determine the credibility of data and sources. 3.5.5 Use style guides to produce written reports, including source acknowledgements. 3.5.6 Communicate findings orally, visually and in writing or through multimedia. Correlated English Language Arts Academic Content Standards

• Formulate open-ended research questions suitable for investigation and adjust questions as necessary while research is conducted. (Research A, 8-10)

• Formulate open-ended research questions suitable for inquiry and investigation and adjust questions as necessary while research is conducted. (Research A, 11-12)



• Use style guides to produce oral and written reports that give proper credit for sources (e.g., words, ideas, images and information) and include an acceptable format for source acknowledgement. (Research D, 8-10; Research D, 11-12)

• Communicate findings, reporting on the substance and processes orally, visually and in writing or through multimedia. (Research E, 8-10; Research E, 11-12)

Correlated Mathematics Academic Content Benchmarks

• Create, interpret and use graphical displays and statistical measures to describe data; e.g., box-and-whisker plots, histograms, scatterplots, measures of center and variability. (Data Analysis and Probability A, 8-10)


• Evaluate the validity of claims and predictions that are based on data by examining the appropriateness of the data collection and analysis. (Data Analysis and Probability E, 8-10)

EDU: 12 AD/BD P R

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• Use a variety of mathematical representations flexibly and appropriately to organize, record and communicate mathematical ideas. (Mathematical Processes E, 8-10)

• Locate and interpret mathematical information accurately, and communicate ideas, processes and solutions in a complete and easily understood manner. (Mathematical Processes H, 8-10)

• Communicate mathematical ideas orally and in writing with a clear purpose and appropriate for a specific audience. (Mathematical Processes I, 11-12)

Correlated Social Studies Academic Content Benchmarks • Evaluate the reliability and credibility of sources. (Social Studies Skills and Methods A,

9-10) • Obtain and evaluate information from public records and other resources related to a



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Unit 4: Academic Foundations

EDU/BUS: Essential

Competency 4.1: Demonstrate a solid foundation in core academic areas (e.g., English language arts, mathematics, science, social studies).

TPO: Given classroom experiences the student will create formal and informal written documents related to early childhood content using appropriate technology adhering to a rubric with 85% proficiently level or above.

Descriptors: 4.1.1 Apply core academic skills and knowledge in daily operations and interactions

with parents, the community and other professionals. 4.1.2 Utilize core academic skills contextually within the technical content. 4.1.3 Stress the relevance of academics to the attainment of technical knowledge and

skills. 4.1.4 Enhance inquiry-based instruction with aligned academics.

EDU/BUS: Essential

Competency 4.2: Apply basic theories of educational psychology to enhance student learning.

TPO: Given classroom resources the student will identify and create lesson plans that address the various theories of learning and universal design with 85% proficiency level or above.

Descriptors: 4.2.1 Compare and contrast the various theories of learning. 4.2.2 Identify the stages of human development. 4.2.3 Discuss multiple cultural, ethnic and racial belief systems that relate to student

learning. 4.2.4 Apply various theories of learning when appropriate. 4.2.5 Apply Universal Design for learning principles. Correlated English Language Arts Academic Content Standards

• Synthesize the content from several sources on a single issue or written by a single author, clarifying ideas and connecting them to other sources and related topics. (Reading Applications: Informational, Technical and Persuasive Text D, 11-12)

• Analyze an author’s implicit and explicit philosophical assumptions and beliefs about a subject. (Reading Applications E, 11-12)


EDU: 12 AD/BD P R

EDU: 12 AD/BD P R

28

Correlated Social Studies Academic Content Benchmarks • Analyze how issues may be viewed differently by various cultural groups. (People in

Societies A, 11-12) EDU/BUS: Essential

Competency 4.3: Describe sociological factors that impact learning.

TPO: Given developmental checklist classroom observations the student will evaluate and analyze the social interactions of the children as individuals and as a group with 85% proficiently level or above.

Descriptors: 4.3.1 Identify multiple social factors that impact learning. 4.3.2 Discuss the social interactions of individuals as a predictor of individual and

group behavior. Correlated English Language Arts Academic Content Standards


• Synthesize the content from several sources on a single issue or written by a single author, clarifying ideas and connecting them to other sources and related topics. (Reading Applications: Informational, Technical and Persuasive Text D, 11-12)

• Analyze an author’s implicit and explicit philosophical assumptions and beliefs about a subject. (Reading Applications: Informational, Technical and Persuasive Text E, 11-12)

EDU/BUS: Essential

Competency 4.4: Employ critical thinking, problem solving and innovation skills independently or in teams to formulate solutions to problems.

TPO: Given classroom experiences the student will analyze areas of conflict (e.g. time, unplanned schedule changes, missing resources, emergency situations, group dynamics, ect.) and be able to problem solve and being flexible to meeting the needs of the classroom with 85% proficiently level or above according to teacher / mentor observations.

Descriptors: 4.4.1 Describe problem-solving methods used in education and training organizations. 4.4.2 Combine critical thinking and team building skills to address problems. 4.4.3 Engage in group decisions, keeping them within ethical, safety and legal

boundaries. 4.4.4 Adjust plans and schedules to respond to unexpected events and conditions. 4.4.5 Address conflict between available resources, requirements and timelines.

EDU: 12 AD/BD P R

EDU: 12 AD/BD P R

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4.4.6 Evaluate the solutions and unintended consequences of problem-solving methods. Correlated English Language Arts Academic Content Standards



Correlated Social Studies Academic Content Benchmarks • Work in groups to analyze an issue and make decisions. (Social Studies Skills and

Methods D, 11-12)

30

Unit 5: Safety and Health

EDU/BUS: Essential

Competency 5.1: Maintain general safety standards in accordance with applicable regulations, health standards and organizational policies.

TPO: Given Day Care licensing and OSHA standards the student will

follow safety and health procedures with 100% compliance according to teacher / mentor checklist and observations.

Descriptors: 5.1.1 Check and correct potential hazards. 5.1.2 Identify the locations and operation of fire alarms and exits. 5.1.3 Maintain work areas in accordance with standards for cleanliness and safety. 5.1.4 Describe how to operate fire extinguishers, and identify classes of fires. 5.1.5 Maintain and wear personal protective equipment (PPE) as appropriate. 5.1.6 Identify effective body mechanics and repetitive motion factors associated with

ergonomics. 5.1.7 Complete orientation to pertinent equipment before operating. 5.1.8 Handle hazardous materials in accordance with applicable regulations and health

standards. Correlated English Language Arts Academic Content Standards

• Apply reading comprehension strategies to understand grade-appropriate texts. (Reading Process A, 8-10; Reading Process A, 11-12)

EDU/BUS: Essential

Competency 5.3: Identify practices that contribute to healthy environments. TPO: Given Day Care licensing and OSHA standards the student will

take part in implementing safety and healthy practices while in the early childhood classroom with 100% compliance according to teacher / mentor checklist and observations.

Descriptors: 5.3.1 Describe strategies for reducing exposure to health threatening environments

(e.g., temperature, chemicals, communicable diseases, blood-borne pathogens). 5.3.2 Explain basic sanitation, dietary, health and hygiene principles. 5.3.3 Describe strategies for promoting wellness in the work environment. Correlated English Language Arts Academic Content Standards


EDU: 12 AD/BD P R

EDU: 12 AD/BD P R

31

• Demonstrate comprehension of print and electronic text by responding to questions (e.g., literal, inferential, evaluative, and synthesizing). (Reading Process B, 8-10; Reading Process B, 11-12)

EDU/BUS: Essential

Competency 5.4: Explain emergency response plans. TPO: Given Red Cross training in first aid and communicable

disease the student will complete requirements to obtain certifications with 85% proficiency level or above on Red Cross approved assessments.

Descriptors: 5.4.1 Explain and discuss procedures for addressing an emergency (e.g., natural

disaster, substance abuse). 5.4.2 Describe the PPE and the response equipment and materials needed for

emergency responses. 5.4.3 Demonstrate universal precautions for protecting against infection and

communicable diseases. Correlated English Language Arts Academic Content Standards


• Apply reading comprehension strategies to understand grade-appropriate texts. (Reading Process A, 8-10; Reading Process A, 11-12)

• Analyze the features and structures of documents and critique them for their effectiveness. (Reading Applications: Informational, Technical and Persuasive Text A, 11-12)

EDU/BUS: Essential

Competency 5.5: Assess the impact of stress on health. TPO: Given personal and early childhood classroom scenarios the

student will use technology to research and justify appropriate strategies to manage stress and stressors in the work environment with 85% proficiently level or above.

Descriptors: 5.5.1 Differentiate between stress and stressors. 5.5.2 Summarize the physical, emotional, behavioral and cognitive consequences of

unmanaged stress. 5.5.3 Recognize the function of employee assistance programs. 5.5.4 Describe effective strategies for managing stress.

EDU: 12 AD/BD P R

EDU: 12 AD/BD P R

32

Correlated English Language Arts Academic Content Standards • Use multiple resources to enhance comprehension of vocabulary. (Acquisition of

Vocabulary F, 8-10; Acquisition of Vocabulary E, 11-12)

33

Unit 6: Technology

EDU/BUS: Essential

Competency 6.1: Demonstrate basic technology competencies through effective use of multiple software applications.

TPO: Given teacher guidelines the student will construct early

childhood documents using technology (e.g. lesson plans, newsletters, and attendance charts) with 85% proficiency level or above.

Descriptors: 6.1.1 Create documents using a computer (e.g., text documents, spreadsheets,

databases, graphics, publications, newsletters). 6.1.2 Access and complete research on the Internet. 6.1.3 Access student information from electronic sources. 6.1.4 Perform calculations and analysis on data. 6.1.5 Employ electronic applications to assist with curriculum design, instruction,

assessment and classroom organizational tools. Correlated English Language Arts Academic Content Standards

• Use appropriate self-monitoring strategies for comprehension. (Reading Process C, 8-10; Reading Process C, 11-12)


Correlated Mathematics Academic Content Benchmarks • Create, interpret and use graphical displays and statistical measures to describe data;

e.g., box-and-whisker plots, histograms, scatterplots, measures of center and variability. (Data Analysis and Probability A, 8-10)

• Evaluate different graphical representations of the same data to determine which is the most appropriate representation for an identified purpose. (Data Analysis and Probability B, 8-10)



• Locate and interpret mathematical information accurately, and communicate ideas, processes and solutions in a complete and easily understood manner. (Mathematical Processes H, 8-10)

EDU/BUS: Essential

Competency 6.2: Use existing and emerging technologies to accomplish educational

EDU: 12 AD/BD P R

EDU: 12 AD/BD P R

34

goals. TPO: Given teacher guidelines the student will use technology to

construct instructional materials to be utilized in the early childhood classroom with 85% proficiency level or above.

Descriptors: 6.2.1 Describe the range of options and role of technology in the instructional process. 6.2.2 Utilize a variety of educational technology tools to support and enhance

instructional activities. 6.2.3 Describe applications of educational technology to support classroom

management strategies. 6.2.4 Examine the effective use of technology in terms of planning for and assisting

students to meet instructional objectives. 6.2.5 Utilize technology support staff effectively. 6.2.6 Demonstrate a variety of productivity and utility software applications. Correlated English Language Arts Academic Content Standards


EDU/BUS: Essential

Competency 6.3: Explain the laws and regulations governing information gathering, software and educational use.

TPO: Using classroom resources the student will explain the social,

cultural, legal, and ethical laws governing copyright laws with 85% proficiency level or above.

Descriptors: 6.3.1 Specify copyright laws designed to protect publications, performances and artistic

creations. 6.3.2 Identify requirements for access and use of copyrighted materials, and the

consequences of failing to secure formal permission. 6.3.3 Describe the safety and health issues related to technology. 6.3.4 Explain social, legal, ethical and cultural issues related to technology. 6.3.5 Examine policies for the use of technology in schools. Correlated English Language Arts Academic Content Standards





EDU: 12 AD/BD P R

35

EDU/BUS: Essential

Competency 6.4: Align curricular goals and instructional objectives with the capabilities of electronic media.

TPO: Given the Early Learning Content Standards and teacher

guidelines the student will use technology create lesson plans to enhance the learning environment with 85% proficiency level or above.

Descriptors 6.4.1 Identify electronic resources suitable for specific content learning and teaching. 6.4.2 Plan learning environments and experiences that are supported by technology. 6.4.3 Develop students’ abilities to access, evaluate and use technology. 6.4.4 Use technology for its ability to accurately represent particular ideas and

concepts. Correlated English Language Arts Academic Content Standards

• Give presentations using a variety of delivery methods, visual displays and technology. (Communication: Oral and Visual G, 8-10; Communication: Oral and Visual F, 11-12)

EDU: 12 AD/BD P R

36

Early Childhood Education Pathway Unit 14: Child Growth and Development

EDU/BUS: Essential

Competency 14.1: Articulate the fundamental principles of child growth and development.

TPO: Given classroom resources, technology, and teacher guidelines

the student will examine and analyze the stages of child development to construct a visual display (e.g. chart, graph, and power point) with 85% proficiency level or above.

Descriptors: 14.1.1 Describe the interdependence of the developmental domains (e.g., social,

emotional, cognitive, language, sensory, creative, physical, adaptive). 14.1.2 Explain developmental sequences, stages and milestones. 14.1.3 Discuss the varying rates of development in individual children. 14.1.4 Identify developmental results from interactions between the child and the child’s

early relationships and experience, which include family, language, culture and environment.

14.1.5 Explain how attachment significantly impacts all areas of development. 14.1.6 Describe the cumulative effects of early experiences and their potential for both

positive and negative effects on child growth and development. 14.1.7 Discuss how self-regulation affects all areas of development and behavior. 14.1.8 Discuss how caring, consistent relationship with adults provide external supports

that serve as the basis for developing self-regulation and resiliency. 14.1.9 Describe the importance of effective language and communication between

children and adults, and among children, for healthy growth and development. 14.1.10 Explain how children’s pro-social behavior is supported by adults who model

positive behavior and view challenging behavior as a learning opportunity. 14.1.11 Identify strategies for responding to the differing developmental needs of

children, including those with developmental delays. 14.1.12 Explain how play provides the opportunity for young children to grow and

develop, incorporating different modes of learning and different ways of representing knowledge and demonstrating skills.

14.1.13 Explain that the early childhood profession has a constantly evolving knowledge base of research and theory that guides appropriate practice.

EDU/BUS: Essential

Competency 14.2: Apply the fundamental principles of the human development process in early childhood.

EDU: 12 AD/BD P R

EDU: 12 AD/BD P R

37

TPO: Given NAEYC’s developmentally appropriate practices (DAP) and teacher guidelines the student will create and implement lesson plans incorporating the total classroom environment with 85% proficiency level or above.

Descriptors: 14.2.1 Recognize and respect individual differences in children’s growth, development

and learning and adjust practices and expectations for individual children accordingly.

14.2.2 Identify basic developmental sequences, stages and milestones of young children. 14.2.3 Explain children’s developmental levels in relation to age appropriate norms and

use that information to meet the general needs of children showing typical development.

14.2.4 Recognize family, community and culture influence the development of children and adjust practices and interaction patterns for individual children and/or families accordingly.

14.2.5 Articulate challenging behavior has environmental and developmental causes and use that information to modify environment, activities and expectations to improve behavioral outcomes.

14.2.6 Explain children develop skills and abilities and learn best through their natural medium of play and use that medium to enhance development, behavior and learning outcomes for all children.

EDU/BUS: Essential

Competency 14.3: Apply the fundamental principles of nurturing relationships associated with early childhood growth and development.

TOP: Given actual early childhood experiences the student will

support positive relationship and interactions as identified in the performance rubric with 85% proficiency level or above.

Descriptors: 14.3.1 Engage in safe, responsive relationships with each child to provide a sense of

security and promote optimal development. 14.3.2 Respect families as the primary teachers of their children by valuing their

opinions and nurturing their involvement in the educational process. 14.3.3 Observe and discuss attachment and separation behaviors as evidenced by the

ability to respond and assist both child and family members in a supportive and comforting manner.

14.3.4 Model positive, pro-social behavior in all settings including child, family and professional interactions.

14.3.5 Talk with children frequently to develop relationships and promote children’s understanding of their world through a variety of approaches including special consideration of children with cultural differences and special needs that might hinder development of this skill.

14.3.6 Communicate respectfully and responsibly with families and colleagues. EDU/BUS: Essential

EDU: 12 AD/BD P R

38

Competency 14.4: Apply the fundamental principles of appropriate environments for positive child growth and development.

TPO: Given NAEYC’s DAP guidelines the student will plan and

support the development of the whole child by implementing a variety of activities in the early childhood activities with 85% proficiency level or above.

Descriptors: 14.4.1 Recognize the importance of consistency in environments, expectations and

responses to children. 14.4.2 Recognize and respect the importance of exploration and play in children’s

growth and development and use that medium consistently across the day. 14.4.3 Provide a variety of activities and experiences that foster the development of the

whole child. 14.4.4 Recognize and support appropriate and culturally responsive environments for

children by weaving awareness and sensitivity of diversity through total learning experience.

EDU: 12 AD/BD P R

39

Unit 15: Family and Community Relations

EDU/BUS: Essential

Competency 15.1: Articulate without bias the diverse structure and nature of children’s families and communities.

TPO: Using classroom instruction and classroom experiences the

student will illustrate the variety of family structures, relationships, and outside influences affecting a child’s development using teacher guidelines with 75% proficiency level or above.

Descriptors: 15.1.1 Acknowledge families are children’s primary educators and must be supported in

that role. 15.1.2 Recognize families’ contributions in identifying their children’s varied strengths

and actively use that information to construct appropriate programs for individual children.

15.1.3 Recognize the ever-changing nature of families (e.g., socioeconomic status, culture, religion, family structure).

15.1.4 Explain the interdependency of culture, community and family systems. 15.1.5 Express the necessity of developing a collaborative partnership with each family. 15.1.6 Identify strategies to initiate and maintain various types of family involvement. 15.1.7 Employ a variety of communication skills to engage and promote reciprocal

interaction. 15.1.8 Explain the impact of diverse family support systems on children, families and

communities. 15.1.9 Discuss the unique contribution of culture and community on the family system. 15.1.10 Identify community resources and services and explain how to utilize them. 15.1.11 Describe how to make collaborative connections to benefit children and families. 15.1.12 Identify different parenting styles and their impact on children’s learning and

development.

EDU/BUS: Essential

Competency 15.2: Maintain effective relationships with families. TPO: Given actual early childhood experiences the student will

demonstrate positive relationship and interactions with families as identified in the performance rubric with 80% proficiency level or above.

Descriptors: 15.2.1 Establish rapport with families through regular communication. 15.2.2 Maintain and follow rules of confidentiality. 15.2.3 Identify the primary language of the child and family and provide support if

EDU: 12 AD/BD I P

EDU: 12 AD/BD I P

40

necessary. 15.2.4 Communicate with families in a sensitive and appropriate manner. 15.2.5 Utilize problem solving skills and conflict resolution strategies to assist families.

EDU/BUS: Essential

Competency 15.3: Support and collaborate with all appropriate service providers working with families and children.

TPO: Given actual early childhood experiences and individualized

service plans the student will understand required support and begin to apply these in the classroom environment as identified in the performance rubric with 70% proficiency level or above.

Descriptors: 15.3.1 Participate on teams for the development of individualized service plans (the

Individualized Family Service Plan, or IFSP, for under three years of age; the Individualized Education Plan, or IEP, for over three years of age).

15.3.2 Follow individualized plans developed by service providers and families. 15.3.3 Acknowledge the value of family and community partnerships within children’s

learning environment. 15.3.4 Identify the community resources and services available to support children and

families. 15.3.5 Explain various referral processes to support children and families.

EDU: 12 AD/BD I P

41

Unit 16: Health, Safety and Nutrition

EDU/BUS: Essential

Competency 16.1: Communicate fundamental practices in health for early childhood. TPO: Given Communicable Disease training the student will

complete requirements to obtain certifications with 85% proficiency level or above on Red Cross approved assessment.

Descriptors: 16.1.1 Express the need for a healthy environment and how it impacts the growth and

development of children birth through eight, including children with special needs.

16.1.2 Describe the importance of applying a broad definition of health that includes the child and family’s physical, mental, social and emotional health in policy and procedure.

16.1.3 Recognize each child has unique health care needs. 16.1.4 Acknowledge families as the primary caregivers play a central role in child health

and developmental services. 16.1.5 Explain all health curricula that should be designed to motivate and support

children to improve health, prevent disease and avoid risky behaviors. 16.1.6 Describe the role of the early childhood professional in preventing the spread of

disease, promoting wellness and caring for the ill child.

EDU/BUS: Essential

Competency 16.2: Monitor individual children’s health and maintain a healthy environment.

TPO: Given Red Cross Trainings (First Aid, CPR, and

Communicable Disease) and Day Care Licensing the student will complete requirements to obtain certifications on Red Cross approved assessments and teacher / mentor observations / checklists with 85% proficiency level or above.

Descriptors: 16.2.1 Recognize the symptoms of common childhood illness. 16.2.2 Maintain clean and sanitized learning materials and environments. 16.2.3 Practice effective hand washing procedures to reduce the spread of diseases. 16.2.4 Encourage and model good health practices and effective use of hand washing

procedures. 16.2.5 Apply effective sanitation procedures during diapering, toileting, cleaning toys,

washing dishes and materials.

EDU: 12 AD/BD P R

EDU: 12 AD/BD P R

42

16.2.6 Practice standard precautions in handling blood or bodily fluids to ensure safety of adults and children.

16.2.7 Explain reasons for health-related rules to children. 16.2.8 Assess each child’s health status daily and objectively document and respond

when necessary. 16.2.9 Acquire current and valid training in communicable disease prevention and

cardiopulmonary resuscitation (CPR). 16.2.10 Recognize the signs and symptoms of communicable diseases and respond

according to regulatory standards. 16.2.11 Follow current medication administration policies and procedures according to

local, state or national regulations and document appropriately. 16.2.12 Provide safe and effective care for ill children.

EDU/BUS: Essential

Competency 16.3: Articulate fundamental practices for safe childhood environments. TPO: Given classroom instruction and Day Care Licensing the

student will complete a health and safety checklist, interpret results, and create written recommendations with 85% proficiency level and above.

Descriptors: 16.3.1 Express children’s need for a physically and emotionally safe environment and

how it impacts the growth and development of young children, including children with special needs.

16.3.2 Explain that safety risks change with each child’s developmental stage. 16.3.3 Stress the importance of active and age-appropriate supervision of children. 16.3.4 Communicate that children can and should play an active role in keeping self and

others safe. 16.3.5 Discuss routine care and maintenance of materials and equipment. 16.3.6 Identify potential threats to children associated with natural or human initiated

disasters or emergencies. 16.3.7 Describe basic emergency procedures and safe practices and regulations.

EDU/BUS: Essential

Competency 16.4: Monitor activities and comply with local, state and federal regulations to maintain a safe environment.

TPO: Given Child Abuse Training and Day Care Licensing the

student will complete certification assessment and teacher / mentor observations / checklists with 85% proficiency level or above.

Descriptors: 16.4.1 Identify and Comply with local, state and federal emergency preparedness and the

EDU: 12 AD/BD P R

EDU: 12 AD/BD P R

43

program’s general emergency procedures. 16.4.2 Respond to accidents and injuries according to appropriate first aid training while

assuring the comfort and care of other children. 16.4.3 Identify and Comply with appropriate local, state and national regulations and

guidelines for ratios and group sizes. 16.4.4 Choose and utilize safe and appropriate learning materials and media. 16.4.5 Recognize types and stages of bullying. 16.4.6 Recognize and protect against hazards in the environment. 16.4.7 Explain reasons for safety precautions to children. 16.4.8 Supervise all activities, indoors and outdoors, to anticipate and prevent dangerous

situations and accidents. 16.4.9 Model use of simple safety precautions and safe use of learning materials and

instruct children to do the same. 16.4.10 Store and use hazardous materials, medication, emergency supplies and

equipment safely. 16.4.11 Follow procedures for documentation and reporting of injuries, incidents and

suspected abuse. 16.4.12 Release children, only, to approved individuals as designated by the parent or

guardian. 16.4.13 Obtain current and valid training in child abuse prevention and recognition. 16.4.14 Maintain a safe sleep environment and position based on the child’s age and

developmental state.

EDU/BUS: Essential

Competency 16.5: Observe and monitor children’s dietary habits and nutritional conditions, and execute corrective action when appropriate.

TPO: Given internet access and classroom resources the student will

chart nutritional guidelines for each developmental stage with 75% proficiency level or above.

Descriptors: 16.5.1 Articulate fundamental practices for the nutrition of young children. 16.5.2 Follow diet modifications for children with identified health or cultural issues

pertaining to food or feeding. 16.5.3 Describe and Create pleasant, relaxed, safe and developmentally appropriate

meals and snacks. 16.5.4 Teach and model healthy eating habits. 16.5.5 Encourage children to learn and develop self-help skills during meal time and

food activities. 16.5.6 Practice safe and sanitary food handling procedures when purchasing, storing,

preparing and serving meals and snacks. 16.5.7 Monitor eating habits to ensure a healthy diet including the need for children to

eat and drink frequently. 16.5.8 Respond appropriately to hunger and fullness cues. 16.5.9 Recognize health hazards in meals and snacks (e.g., choking, allergies) and take

steps to prevent dangerous situations.

EDU: 12 AD/BD I P

44

16.5.10 Follow current policies and procedures as related to food and nutrition such as United States Department of Agriculture (USDA) dietary guidelines and Child and Adult Care Food Program (CACFP) meal patterns.

16.5.11 Recognize and respond to the limitations of personal knowledge regarding nutrition and know when to seek professional guidance.

16.5.12 Communicate with parents regarding menus, child’s eating patterns and amounts, mealtime skills and behaviors as appropriate per age and situation.

16.5.13 Access current, reliable nutrition and resources and information.

45

Unit 17: Child Observation and Assessment

EDU/BUS: Essential

Competency 17.1: Explain assessment types, their purposes and the data they generate. TPO: Given classroom resources the student will match a variety of

assessments with their purpose and the data they generate with 80% proficiency level or above.

Descriptors: 17.1.1 Explain the characteristics, uses and limitations of the various types of diagnostic,

formative and summative assessments. 17.1.2 Discuss assessment related issues, such as, validity, reliability, bias, and scoring. 17.1.3 Describe when and why to integrate varied assessments into the instructional

cycle.

EDU/BUS: Essential

Competency 17.2: Articulate the foundation and principles of child observation and assessment strategies.

TPO: Given classroom resources the student will compare and

contrast the informal and formal assessments summarizing a variety of options available to the early childhood teacher with 80% proficiency or above.

Descriptors: 17.2.1 List the reasons for conducting observation and assessment. 17.2.2 Identify the differences between informal and formal assessment. 17.2.3 Recognize that there is more than one way to gather information about a child. 17.2.4 Recognize that observation and assessment practices are guided by established

standards. 17.2.5 Identify the ethical principles that guide observation and assessment processes.

EDU/BUS: Essential

Competency 17.3: Explain methods of observation and assessment. TPO: Given classroom resources the student will match a variety of

assessments with their purpose, methodology, and data they generate with 80% proficiency level or above.

Descriptors:

EDU: 12 AD/BD I P

EDU: 12 AD/BD I P

EDU: 12 AD/BD I P

46

17.3.1 Identify goals, benefits and appropriate uses of selected assessment instruments and methods.

17.3.2 Stress the importance of maintaining confidentiality of child and family records and assessment information.

17.3.3 Identify multiple assessment and observation instruments and methods used to determine children’s strengths and challenges (e.g., running records, anecdotal information, portfolios, work samples, norm-referenced instruments, screening), that are objective, culturally sensitive, unbiased documentation.

17.3.4 Explain the relationship between planning for observation and assessment and curriculum planning and instruction.

EDU/BUS: Essential

Competency 17.4: Select, develop and use diagnostic, formative and summative assessments.

TPO: Given assessment and observation data the student will match

assessment to instructional objective and identify classroom learning opportunities with 75% proficiency level or above.

Descriptors: 17.4.1 Align classroom assessment with instructional objectives. 17.4.2 Use a variety of formal, informal and authentic assessment techniques to collect

evidence of students’ knowledge and skills. 17.4.3 Plan assessments and differentiate assessment choices to match the full range of

student needs, abilities and learning styles. 17.4.4 Utilize assessments to identify student strengths, promote student growth and

maximize access to learning opportunities.

EDU/BUS: Essential

Competency 17.5: Gather and document pertinent data for individual children. TPO: Given developmental information the student will gather and

record assessment information of a child as identified in teacher guidelines with 80% proficiency level or above.

Descriptors: 17.5.1 Recognize appropriate methods of documenting developmental progress. 17.5.2 Assist in collecting information about developmental progress from multiple

sources and use a variety of means. 17.5.3 Maintain confidentiality of observation and assessment information. 17.5.4 Recognize ways to develop a relationship with a child before observation and

assessment procedures are implemented.

EDU/BUS: Essential

EDU: 12 AD/BD I P

EDU: 12 AD/BD I P

47

Competency 17.6: Analyze observation and assessment data to monitor student progress and plan, differentiate and modify instruction.

TPO: Given assessment and observation data (e.g. portfolios,

observations, checklists, standardized measures, curriculum based measurements) the student will interpret results and develop lesson plans that reflect the children’s strengths and weaknesses with 75% proficiency level or above.

Descriptors: 17.6.1 Utilize observation and assessment data to identify students’ strengths and needs,

and modify instruction. 17.6.2 Monitor student progress toward achievement of school and district curriculum

priorities, and the Ohio academic, technical content and early learning content standards.

17.6.3 Maintain accurate and complete assessment records as needed for data-based decision making.

17.6.4 Examine classroom assessment results to reveal individual and group progress and to anticipate learning obstacles.

17.6.5 Use student assessment results to assess and monitor teaching strategies and behaviors in relation to student success.

EDU/BUS: Essential

Competency 17.7: Share and report children’s observation and assessment data to the appropriate parties.

TPO: Given assessment and observation data the student will

summarize the child’s progress, identify strengths and weaknesses, and communicate information appropriately according to teacher / mentor guidelines with 80% proficiency level or above.

Descriptors: 17.7.1 Explain the purpose and benefits of ongoing observation and assessment to all

appropriate parties. 17.7.2 Define assessment criteria and standards so children and families can easily

understand. 17.7.3 Identify appropriate reporting methods for child observation and assessment

results. 17.7.4 Utilize a variety of means and resources to communicate student learning and

achievement. 17.7.5 Provide timely feedback of children progress to children’s, families and other

school personnel. 17.7.6 Communicate results to families in an objective, understandable and supportive

manner.

EDU: 12 AD/BD I P

EDU: 12 AD/BD I P

48

17.7.7 Maintain confidentiality by limiting communications to school personnel who have responsibilities for the child and individuals with proper signed release.

49

Unit 18: Professional Development

EDU/BUS: Essential

Competency 18.1: Demonstrate professionalism and comply with ethical standards as an early childhood professional.

TPO: Given the classroom setting the student will demonstrate

professionalism as delineated in a professional practice rubric with 80% proficiency level or above.

Descriptors: 18.1.1 Stress the ethical responsibilities and practices of the early childhood professional

community and their impact on children, families, co-workers and the community.

18.1.2 Explore new knowledge and skills that will support young children’s development and learning.

18.1.3 Model the attitudes and behaviors that she/he values in children. 18.1.4 Recognize and respect individual differences among children, families, colleagues

and in the community. 18.1.5 Ask for help, to learn from others, and to accept constructive criticism. 18.1.6 Reflect on the personal beliefs and values that influence personal attitudes and

practices. 18.1.7 Accept responsibility for personal actions. 18.1.8 Demonstrate professional work habits including confidentiality, respect for all

people, dependability, time management, independence and teamwork. 18.1.9 Communicate effectively using appropriate oral and written language skills. 18.1.10 Respond to challenges and changes with flexibility, perseverance and

cooperation. 18.1.11 Express personal emotions in healthy and constructive ways. 18.1.12 Value and nurture imagination, creativity and play, both in children and self. 18.1.13 Discuss the importance of collaboration and respect among all adults who work in

early childhood settings. 18.1.14 Present oneself as a professional in physical appearance and use of language in

the community. 18.1.15 Manage the demands of personal and professional commitments and seek support

or assistance as needed.

EDU/BUS: Essential

Competency 18.2: Engage in continuous and reflective professional development.

EDU: 12 AD/BD I P

EDU: 12 AD/BD I P

50

TPO: Given classroom experiences and discussions the student will summarize professional opportunities and the value of professional relationships accordingly to teacher guidelines with 70% proficiency level or above.

Descriptors: 18.2.1 Discuss professional preparation and training as the foundation for knowing how

to create experiences and interactions that help children reach their potential. 18.2.2 Stress the importance of effectively communicating research, theory and

professional guidelines as the basis for practice. 18.2.3 Describe how to make decisions about program planning based on the most

current recommended practices, professional standards and research available. 18.2.4 Discuss the value of continually seeking to increase one’s own knowledge and

skill by reflecting on, analyzing and evaluating one’s own professional practices. 18.2.5 Describe how to seek out and take advantage of opportunities to develop

personally and professionally. 18.2.6 Advocate for effective services and legislation for children and families and

develop collaborative partnerships within the community. 18.2.7 Describe the value of professional relationships and the value of each

professional’s contribution in building the larger community of early childhood practice.

18.2.8 Meet minimum regulatory requirements for professional development. 18.2.9 Reflect on one’s own practices and seek input from supervisors and colleagues. 18.2.10 Utilize professional resources and seek information to enhance knowledge and

skills. 18.2.11 Seek out knowledge to improve practice through a variety of means (e.g.,

conferences, reading material, professional organizations). 18.2.12 Identify state and national standards that promote quality early child care and

education. 18.2.13 Participate in opportunities for professional growth and development at the local,

state and national level (e.g., conferences, reading material, professional organizations).

18.2.14 Engage in and value supportive working relationships that include mentoring opportunities.

EDU/BUS: Essential

Competency 18.3: Demonstrate leadership and advocacy with colleagues, families and the community.

TPO: Given the classroom resources and discussion the student will

explain their role as a leader and advocate as an Early Childhood professional according to teacher guidelines with 75% proficiency level or above.

Descriptors: 18.3.1 Follow all legal and regulatory mandates. 18.3.2 Recognize the family’s right to make decisions about their children’s care and

education.

EDU: 12 AD/BD I P

51

18.3.3 Contribute to staff discussions and decision making based on current knowledge of child development.

18.3.4 Engage and value mentoring opportunities with both colleagues and families. 18.3.5 Recognize oneself as a decision maker within early care and education setting. 18.3.6 Identify early care and education as a profession and be fully aware and articulate

this value to the general community. 18.3.7 Recognize local, state and national legislation and public policy affecting young

children and families.

EDU/BUS: Essential

Competency 18.4: Comply with ethical standards and professional guidelines.

TPO: Given the Ohio Teacher’s Ethnical Code of Conduct the student will interpret the information and identify implications for professional practice with 80% proficiency level or above.

Descriptors: 18.4.1 Demonstrate awareness of, read and practice the ethical responsibilities and

confidentiality in the code of ethical conduct promoted by the professional association most closely associated with the professional role.

18.4.2 Explain the reason for the code of ethics or recognize the core values that underlie the code of ethics.

18.4.3 Identify the difference between a code of ethics and personal values. 18.4.4 Recognize and act on primary responsibility to value early childhood 18.4.5 Discuss the importance of collaboration and respect among all adults who work in

early childhood settings.

EDU: 12 AD/BD I P

52

Unit 19: Learning Environments and Experiences

EDU/BUS: Essential

Competency 19.1: Engage in positive interactions and relationships. TPO: Given classroom experiences, discussion, and resources the

student will implement strategies to foster positive relationship according with NAEYC’s best practices as identified in a professional rubric with 85% proficiency level or above.

Descriptors: 19.1.1 Articulate positive interactions and relationships between adults and children and

among children. 19.1.2 Assume primary responsibility for specific children in the group while remaining

aware of momentary needs or emergencies that may arise outside of individual assignments.

19.1.3 Interact positively with children in responsive, consistent ways 19.1.4 Treat all children with fairness, respect, dignity and a sense of understanding. 19.1.5 Recognize relationships with co-workers, families and others impacts children. 19.1.6 Base expectations for behavior on age and development level of children.

19.1.7 Demonstrate an awareness that challenging behaviors can have a variety of causes.

19.1.8 Prevent challenging behavior by providing consistent and predictable routines and respond to challenging behavior with positive guidance techniques.

19.1.9 Speak to children with calm, respectful tones. 19.1.10 Engage in reciprocal interactions with children to form safe, nurturing

relationships. 19.1.11 Engage in many one-on-one, face-to-face interactions with children in a calm

pleasant manner to foster secure attachments. 19.1.12 Recognize a child’s social and emotional needs. 19.1.13 Show individual attention to each child within the group using the interaction

approaches most appropriate for that individual child. 19.1.14 Listen to children attentively to gain understanding and respond quickly to their

needs. 19.1.15 Convey respect for diversity among children and families utilizing cultures and

languages of the children as evidenced by attempts to accommodate beliefs, needs and differences noted among children.

19.1.16 Encourage and support children’s efforts, ideas, accomplishments and interests. 19.1.17 Explain the benefits and methods of modeling and encouraging behaviors that

contribute to a supportive, inclusive sense of community.

EDU/BUS: Essential

EDU: 12 AD/BD P R

EDU: 12 AD/BD P R

53

Competency 19.2: Describe physical environments that reflect children’s needs and abilities.

TPO: Given a classroom resources the student will design a safe and

age appropriate learning environment by identifying the materials, equipment, room arrangement, and defining the role of the teacher as measured by teacher guidelines with 85% proficiency level or above.

Descriptors: 19.2.1 Describe the relationship between the physical environment and young children’s

behavior and learning. 19.22 Explain how to plan and prepare a learning environment that nurtures children’s

initiative, encourages active exploration of materials, and supports engagement with activities and interaction with others.

19.2.3 Discuss how to choose materials and equipment and arrange physical spaces based on children’s developmental needs.

19.2.4 Explain how to maintain a safe and positive environment through careful supervision and anticipation and avoidance of problems before they occur.

EDU/BUS: Essential

Competency 19.3: Provide learning environments conducive to learning for young children.

TPO: Given the Day Care Licensing rules, classroom activities and

resources the student will create and implement a developmentally appropriate learning environment as measured by teacher provided rubric with 85% proficiency level or above.

Descriptors: 19.3.1 Recognize when a child’s behavior is being affected by characteristics of his or

her surroundings and adjust expectations or mitigate the effects of those influences.

19.3.2 Provide adequate space for routine care and play that supports the age and interests of the children.

19.3.3 Ensure that equipment and materials are clean, safe and free from hazards. 19.3.4 Ensure that physical aspects of the room, such as temperature, noise level, and

lighting, are comfortable to children. 19.3.5 Use equipment that is appropriate for the size of the children and their

developmental needs 19.3.6 Comply with state rules and regulations specific to children’s environments, both

indoors and outdoors. 19.3.7 Select and make accessible developmentally appropriate materials that are rotated

frequently. 19.3.8 Recognize individual space is needed for children to keep their individual

belongings. 19.3.9 Label children’s organizers (e.g., bins, shelving units) with pictures and words to

foster children’s literacy skills, thinking skills, and independence and to provide organization to their world.

EDU: 12 AD/BD P R

54

19.3.10 Provide learning activities to nurture children’s initiative encourage active exploration of materials, and support engagement and interaction with others.

19.3.11 Provide careful supervision, anticipating and avoiding problems before they occur to maintain a safe and positive environment.

EDU/BUS: Essential

Competency 19.4: Provide learning experience appropriate for young children. TPO: Given classroom activities and resources the student will create

and implement developmentally appropriate learning activities as measured by teacher provided rubric with 85% proficiency level or above.

Descriptors: 19.4.1 Explain fundamental principles of early childhood learning experiences 19.4.2 Develop and implement a daily schedule and routine, as appropriate. 19.4.3 Recognize that learning occurs through play, and develop and enhance play in

children lacking this skill. 19.4.4 Choose and implement an integrated curriculum that includes all developmental

domains and incorporates knowledge of individual children and their interests. 19.4.5 Support and encourage children’s participation in a variety of activities and in

differing degrees of participation dependent on their comfort levels and or special learning needs.

19.4.6 Engage children in verbal word play and uses this play to develop language skills in children.

19.4.7 Communicate with parents, using sensitivity and respect, about children’s activities, accomplishments and developmental milestones.

19.4.8 Utilize strategies to create intellectually engaging environment that fosters curiosity, thinking and problem solving.

EDU: 12 AD/BD P R

55

Unit 20: Subject Knowledge

EDU/BUS: Essential

Competency 20.1: Demonstrate excellence in the content/subject area to be taught. TPO: Given classroom resources and discussion the student will

research principals and theories that guide instructional best practices of the classroom with 70% proficiency level or above.

Descriptors: 20.1.1 Identify relevant research, principles, theories and debates significant to the content. 20.1.2 Utilize knowledge of the content area, assumptions and skills in planning and instruction. 20.1.3 Identify the developmental sequence of learning in content, in an effort to link

current instruction with students’ prior knowledge. 20.1.4 Integrate different viewpoints, theories and processes of inquiry to guide thinking

and instructional planning. 20.1.5 Demonstrate enthusiasm for the subject discipline and a commitment to

continuous learning in a specific subject area.

EDU/BUS: Essential

Competency 20.2: Use content-specific instructional strategies to teach the central concepts and skills of the discipline.

TPO: Given the conceptual framework and classroom discussion the

student will summarize learning strategies used in the early childhood classroom to build understandings of how children learn according to teacher guidelines with 70% proficiency level or above.

Descriptors: 20.2.1 Explain how students’ conceptual framework and common misconceptions can

influence learning. 20.2.2 Anticipate and adjust learning experiences to address common misconceptions of

the discipline. 20.2.3 Incorporate content specific learning strategies to enable students to analyze,

build and adapt new understandings.

EDU/BUS: Essential

Competency 20.3: Describe school and district priorities and Ohio’s academic, technical

EDU: 12 AD/BD I P

EDU: 12 AD/BD I P

EDU: 12 AD/BD I P

56

and early learning content standards. TPO: Given the school’s mission, goals, and early learning content

standards the student will state district priorities with 70% proficiency level or above.

Descriptors: 20.3.1 Describe the content, concepts and processes in school and district curriculum

priorities, Ohio’s academic, technical and early learning content standards. 20.3.2 Enrich curriculum by integrating school and district curriculum priorities with

Ohio’s academic, technical and early learning content standards. EDU/BUS: Essential

Competency 20.4: Explain the relationship of knowledge within the content area to other content areas.

TPO: Given the Ohio Learning Content Standards the student will

identify integration of subject matter and the importance of collaboration with 70% proficiency level or above.

Descriptors: 20.4.1 Make relevant content connections between disciplines 20.4.2 Prepare opportunities for students to apply learning from different content areas to

solve problems. 20.4.3 Collaborate to construct interdisciplinary learning strategies that make

connections between content areas.

EDU/BUS: Essential

Competency 20.5: Connect content to relevant life experiences. TPO: Given classroom experiences and resources the student will

create and implement a variety of lesson plans / activities according to teacher / mentor guidelines with 85% proficiency level or above.

Descriptors: 20.5.1 Facilitate learning experiences that connect to real-life situations. 20.5.2 Utilize a variety of resources to enable students to experience, connect and

practice real-life experiences. EDU/BUS: Essential

Competency 20.6: Describe the importance of reading skills for personal and social

EDU: 12 AD/BD I P

EDU: 12 AD/BD P R

EDU: 12 AD/BD P R

57

growth, and for the achievement of excellence in all subject matters. TPO: Given classroom resources the student will demonstrate the

importance of reading and writing while supporting the early learner in classroom experiences according to teacher / mentor guidelines with 85% proficiency level or above.

Descriptors: 20.6.1 Define reading and writing skills as essential for life-long learning. 20.6.2 Support the process of reading skill development in learners.

58

Unit 21: Instructional Strategies

EDU/BUS: Essential

Competency 21.1: Align instructional goals and activities with school and district priorities and Ohio’s academic, technical and early learning content standards.

TPO: Given classroom resources and early learning content standards

the student will identify the content standard(s) and align learning activities and instructional goals accordingly with 75% proficiency level or above.

Descriptors: 21.1.1 Follow district curriculum priorities. 21.1.2 Select learning experiences with clearly defined goals and alignment with school

and district curriculum priorities and state academic, technical and early learning content standards.

21.1.3 Sequence and group concepts and processes to provide a continuous curriculum aligned with school and district curriculum priorities and state academic, technical and early learning content standards.

EDU/BUS: Essential

Competency 21.2: Plan and deliver instruction that will close the achievement gap. TPO: Given classroom resources the student will define factors that

support closing the achievement gap with 75% proficiency level or above.

Descriptors: 21.2.1 Utilize student pre-assessment data and information to develop appropriate

learning activities. 21.2.2 Prepare clear long- and short-term educational goals and objectives for learners. 21.2.3 Develop long- and short-term instructional plans. 21.2.4 Adjust instruction based on student learning. 21.2.5 Identify how individual experience, talents and prior learning as well as language,

culture and family influence student learning and plan accordingly. 21.2.6 Monitor performance gaps of students and develop interventions that close those

gaps. 21.2.7 Explain the alignment of goals, objectives, instructional plans and assessments. 21.2.8 Make curriculum and instruction decisions that respond to the immediate teaching

context and student needs.

EDU/BUS: Essential

EDU: 12 AD/BD I P

EDU: 12 AD/BD I P

59

Competency 21.3: Communicate clear learning goals and link learning activities to those defined goals.

TPO: Given child assessment results the student will identify

instructional goals and align learning activities accordingly, using teacher / mentor guidelines with 75% proficiency level or above.

Descriptors: 21.3.1 Establish and communicate challenging individual learning goals based on the

needs of each student. 21.3.2 Communicate the link between learning activities and goals. 21.3.3 Create instructional environments where student actively and independently set,

articulate and internalize learning goals. EDU/BUS: Essential

Competency 21.4: Apply knowledge of how students think and learn to instructional design and delivery.

TPO: Given a scenario and sample lesson plan the student will identify

the following: research-based instructional strategies, cognitive processes associated with the lesson, skill sequencing, prior knowledge children, extension activity, and evidence of differentiated instruction with 80% proficiency level or above.

Descriptors: 21.4.1 Describe the cognitive processes associated with learning. 21.4.2 Demonstrate through instruction how to stimulate the cognitive processes. 21.4.3 Use research-based instructional strategies. 21.4.4 Implement instructional activities that are sequenced to help students acquire

concepts and skills of the discipline. 21.4.5 Articulate a logical and appropriate rationale for the sequence of learning

activities. 21.4.6 Link the content of each learning activity to the content of the previous and future

learning experiences. 21.4.7 Prepare learning activities that allow for content review, student reflection and

different pathways, depending on student needs.

EDU/BUS: Essential

Competency 21.5: Differentiate instruction to support the learning needs of all students.

EDU: 12 AD/BD I P

EDU: 12 AD/BD I P

EDU: 12 AD/BD I P

60

TPO: Given the Early Learning Content Standards, scenario, and sample lesson plan the student will identify the following components: evidence of differentiated instruction, supporting materials and resources, assessment of lesson objectives with 80% proficiency level or above.

Descriptors: 21.5.1 Gather and use student data to choose appropriate instructional strategies for

individuals and groups of students. 21.5.2 Use appropriate and flexible grouping during instruction to support the learning

needs of all students. 21.5.3 Recognize that the scope and sequence of learning activities must be

differentiated to meet the needs of all students. 21.5.4 Differentiate instruction to meet individual student’s learning needs. 21.5.5 Adapt instructional methods and materials and pace learning activities to meet the

needs of individual students. 21.5.6 Provide varied options for how students will demonstrate mastery.

EDU/BUS: Essential

Competency 21.6: Use resources effectively to enhance student learning. TPO: Given classroom resources the student will research, create /

locate, and utilize materials that support instruction goals and individual child needs as delineated in the classroom lesson plans according to teacher / mentor guidelines with 85% proficiency level or above.

Descriptors: 21.6.1 Use materials and resources that support instructional goals and meet students’

needs. 21.6.2 Use technology that is appropriate to the discipline. 21.6.3 Develop students’ abilities to access and use technology.

EDU: 12 AD/BD P R

61

Unit 22: Child Care Business Operations

EDU/BUS: Essential

Competency 22.1: Develop and maintain an effective organization. TPO: Given classroom discussion and an early childhood program

handbook the student will identify factors that develop and maintain an effective organization with 75% proficiency level or above.

Descriptors: 22.1.1 Describe the legal form of child care organizations, their philosophical bases,

history and goals. 22.1.2 Explain factors which influence the organization and its goals. 22.1.3 Identify and comply with regulations including the understanding of rights of

licenses. 22.1.4 Develop a management philosophy that includes a clear mission statement. 22.1.5 Develop and implement strategies for management that build teamwork and

participation of staff; to make effective use of time and other resources; to use short-term problem solving and long-term planning and conflict resolution.

22.1.6 Work with and contribute to Board development and host relationships. 22.1.7 Evaluate the program and all its components and use the evaluation to change and

improve the program. 22.1.8 Use strategic planning techniques designed to insure long-term success of the

program. 22.1.9 Facilitate the development of community among staff, among parents, and among

the Board or advisory groups.

EDU/BUS: Essential

Competency 22.2: Plan and implement administrative systems that effectively carry out the program's mission, goals and objectives.

TPO: Given classroom discussion and an early childhood program

handbook the student will identify the following components: curriculum, methods for communication with parents, nutritional information, roles and responsibilities, and referrals to outside agencies with 80% proficiency level or above.

Descriptors: 22.2.1 Implement a curriculum which reflects the most accepted practices in child

development. 22.2.2 Communicate with parents about their individual child’s development, about

program and policy issues and about the business aspects of caring for their child. 22.2.3 Provide a food program which is nutritious, sanitary, cost-effective, and

responsive to scheduling needs of the center.

EDU: 12 AD/BD I P

EDU: 12 AD/BD I P

62

22.2.4 Arrange for or refer to social services or health services appropriate to the needs of families.

22.2.5 Provide a mechanism to define tasks, job roles, the distribution of authority, quality standards and concepts of teamwork and decision making.

22.2.6 Provide systems to manage the center efficiently including the use of computers. EDU/BUS: Essential

Competency 22.3: Market the program to parents and the community. TPO: Given population demographics, classroom discussion, and early

childhood program handbook the student will explain how marketing effects the program in the community with 75% proficiency level or above.

Descriptors: 22.3.1 Assess supply and demand characteristics of the area served and position the

program to respond to those needs. 22.3.2 Create or participate in efforts to market the program such as defining the image

of the center, maintaining the appearance of the building and program and development of appropriate marketing materials (e.g., advertisements, brochures, promotional campaigns, staff incentives).

22.3.3 Manage the response to parental inquiries including: defining the role of all staff in marketing, handling phone calls and tours and managing a waiting list.

22.3.4 Maintain optimum enrollment.

EDU/BUS: Essential

Competency 22.6: Articulate the legal knowledge necessary for effective management.

TPO: Given child abuse training, licensing rules, and other legal mandates the student will obtain child abuse certification and indentify the importance of potential liability issues with 80% proficiency level or above.

Descriptors: 22.6.1 Identify and explain applicable regulatory standards. 22.6.2 Describe custody issues that affect child care. 22.6.3 Explain child abuse and neglect laws. 22.6.4 Discuss mandated reporting laws for child abuse and neglect. 22.6.5 Identify confidentiality laws that affect children. 22.6.6 Identify labor laws that affect children. 22.6.7 Explain anti-discrimination laws (including disability laws) that affect children

and employees. 22.6.8 Describe potential liability issues. 22.6.9 Explain health and occupational safety rules. 22.6.10 Discuss the basics of contracts that affect the center.

EDU: 12 AD/BD I P

EDU: 12 AD/BD I P

63

EDU/BUS: Essential

Competency 22.7: Foster good community relations and influence child care policy that affects the program.

TPO: Given classroom resources and discussion the student will justify

the importance of networking in the community and build a resource file (internet or hardcopy) of community services adhering to teacher guidelines with 80% proficiency level or above.

Descriptors: 22.7.1 Describe community services and functions. 22.7.2 Build community networks and coalitions as needed. 22.7.3 Demonstrate effective skills in public speaking, writing (proposals, business

plans), supervising or producing brochures, fliers, parent handbooks, giving media interviews.

22.7.4 Maintain a commitment to educate the community on issues affecting children and their programs on a regular basis.

EDU: 12 AD/BD I P

64

Scope and Sequence Sample

Childhood Education and Care Curriculum Mapping Junior Level Program

Week Technical Content Inquiry-Based Unit

Ongoing • 1.2 - demonstrate professionalism in an educational setting

• 1.4 – adhere to a professional standard • 2.6 – demonstrate the ability to lead and work on a

team • 3.1 – write and utilize coherent and focused

communications that support a defined perspective • 3.2 – deliver formal and informal presentations that

demonstrate organization and delivery skill • 3.3 – listen and speak effectively to contribute to

group discussions and meetings • 3.4 – apply active listening skills to obtain and

clarify information provided in oral communications • 4.1 – demonstrate a solid foundation in core

academic areas • 4.4 – employ critical thinking, problem solving and

innovative skills independently or in teams to formulate solutions to problems

• 18.1 – demonstrate professionalism and comply with ethical standards as an early childhood professional

• 19.1 – engage in positive interactions and relationships

• 21.6 – use resources effectively to enhance student learning

• FCCLA Membership, Activities, and Projects

1 – 2 Working with Young Children • 14.3 – apply the fundamental principles of

nurturing relationships associated with early childhood growth and development

• 14.4 – apply the fundamental principles of appropriate environments for positive child growth and development

• 15.2 – maintain effective relationships with families

• 15.3 – support and collaborate with all appropriate service providers working with families and children

2 – 3 Infant – Birth through Two Years Unit 6 Technology

• 6.1 – demonstrate basic technology competencies through effective use of multiple software applications

• 6.2 use existing and emerging technologies to accomplish educational goals

• 6.3 explain the laws and regulations governing information gathering, software and educational use

• 6.4 – align curricular goals and instructional objectives with the capabilities of electronic media

Unit 14 Child Growth and Development • 14.1 – articulate the fundamental principles of child

growth and development

65

• 14.2 – apply the fundamental principles of human development process in early childhood

• 14.3 – apply the fundamental principles of nurturing relationships associated with early childhood growth and development


• 19.2 – describe physical environments that reflect children’s needs and abilities

• 19.3 – provide learning environments conductive to learning for young children

• 19.4 – provide learning experiences appropriate for young children

3 – 4 Twos and Three Year Olds

Unit 6 Technology • 6.1 – demonstrate basic technology competencies

through effective use of multiple software applications





growth and development • 14.2 – apply the fundamental principles of human

development process in early childhood • 14.3 – apply the fundamental principles of nurturing

relationships associated with early childhood growth and development





4 – 5 Early Childhood Programs Unit 6 Technology





• 2.2 – describe the organizational structures of education and training systems

• 15.2 – maintain effective relationships with families • 15.3 – support and collaborate with all appropriate

66

service providers working with families and children 5 – 6 Understanding Fours and Five Year Olds











• 3.5 - apply research strategies to investigate issues, topics and problems

• 17.5 – gather and document pertinent data for individual children

• 17.7 – share and report children’s observations and assessment data to the appropriate parties




6 – 8 Safe Environments – supervision & prevention of injuries v American Red Cross – First Aid v American Red Cross – CPR (infant, child, adult) v Child Abuse

• 5.2: Complete requirements for first aid and CPR certification.

• 5.3: Identify practices that contribute to healthy environments.

• 16.1: Communicate fundamental practices in health for early childhood.

• 16.2: Monitor individual children’s health and maintain a healthy learning environment.

• 16.3: Articulate fundamental practices for early childhood environments.

9 – 10 Establishing Classroom Routines • 16.3 – articulate fundamental practices for safe

childhood environments • 16.5 – observe and monitor children’s dietary habits

and nutritional conditions and execute corrective action when appropriate

• 5.1 – maintain general safety standards in accordance with applicable regulations, health standards and organizational policies

• 5.2 – complete requirements for first aid and CPR

67

certifications • 5.3 – identify practices that contribute to healthy

environments 5.4 explain emergency procedures

8 – 9 Curriculum Development: art, blocks Unit 19 Learning Environments and Experiences

• 19.1 – engage in positive interactions and relationships




• 20.1 – demonstrate excellence in content/subject area to be taught

• 20.5 – Connect content to relevant life experience • 21.1 – align instructional goals and activities with

school and district priorities and Ohio’s academic, technical and early learning content standards

• 21.3 – communicate clear learning goals and link learning activities to those defined goals

• 21.4 – apply knowledge of how students think and learn to instructional design and delivery

• 21.5 – differentiate instruction to support the learning needs of all students


Unit 21 Instructional Strategies • 21.1 – align instructional goals and activities with

school and district priorities and Ohio’s academic, technical and early learning content standards





• 20.5 - Connect content to relevant life experience Units 6 Technology









68


10 - 11 Curriculum Development: Music & Movement Unit 21

• 21.1 – align instructional goals and activities with school and district priorities and Ohio’s academic, technical and early learning content standards





• 20.5 - Connect content to relevant life experience Units 6 Technology










Unit 19 Learning Environments and Experiences • 19.1- – engage in positive interactions and

relationships • 19.2 – describe physical environments that reflect

children’s needs and abilities • 19.3 – provide learning environments conductive to

learning for young children • 19.4 – provide learning experiences appropriate for

young children • 3.5 - apply research strategies to investigate issues,

topics and problems • 20.1 – demonstrate excellence in content/subject area

to be taught • 20.5 - Connect content to relevant life experience • 20.6 – describe the importance of reading skills for

personal and social growth, and for the achievement of excellence in all subject matters

• 21.1 - align instructional goals and activities with school and district priorities and Ohio’s academic, technical and early learning content standards

• 21.3 - – communicate clear learning goals and link

69

learning activities to those defined goals • 21.4 - – apply knowledge of how students think and

learn to instructional design and delivery • 21.5 – differentiate instruction to support the

learning needs of all students • 21.6 – use resources effectively to enhance student

learning 12 – 14 Curriculum Development: Science/Social Studies

Units 6 Technology • 6.1 – demonstrate basic technology competencies





Unit 14 Child Growth and Development • 14.1 – articulate the fundamentals principles of child

growth and development • 14.2 – apply the fundamental principles of the human



• 14.4 - Apply the fundamental principles of appropriate environments for positive child growth and development





young children • 3.5 – apply research strategies to investigate issues,


to be taught • 20.5 – connect content to relevant life experiences • 20.6 – describe the importance of reading skills for

personal and social growth, and for the achievement of excellence in all subject matters

• 21.1- align instructional goals and activities with school and district priorities and Ohio’s academic, technical and early learning content standards

• 21.3 - – communicate clear learning goals and link learning activities to those defined goals

• 21.4 - – apply knowledge of how students think and learn to instructional design and delivery



15 – 16 Guiding Storytelling Experiences Unit 6 Technology

70





Unit14 Child Growth and Development • 14.1 – articulate the fundamental principles of child





Unit19 Learning Environments and Experiences • 19.1- – engage in positive interactions and






to be taught • 20.5 - Connect content to relevant life experience • 20 .6 – describe the importance for personal and

social growth. And for the achievement of excellence in all subject matters

17 – 18 Guiding Play/Puppetry Unit 14 Child Growth and Development

• 14.1 – articulate the fundamental principles of child growth and development


• 14.3 – apply the fundamental principles of nurturing relationships associated with early childhood growth and development






young children • 20.1 – demonstrate excellence in content/subject area

71

to be taught Semester Exams

19 Observing Children and Assessments Unit17




• 15.3 - support and collaborate with all appropriate service providers working with families and children



20 – 21 Guidance Unit 6 Technology















topics and problems

22 - 23 Nutrition Unit 6 Technology




72


Unit 16 • 16.3 – articulate fundamental practices for safe




24 - 25 Children’s Health Unit 6 Technology


• 6.2 - use existing and emerging technologies to accomplish educational goals

• 6.3 - explain the laws and regulations governing information gathering, software and educational use


• 16.3 – articulate fundamental practices for safe childhood environments



• 5.2 – complete requirements for first aid and CPR certifications

• 5.3 – identify practices that contribute to healthy environments

• 5.4 - explain emergency procedures

26 - 27 Children’s Safety Unit 5 Safety and Health


• 5.2 – complete requirements for first aid and CPR certifications

• 5.3 – identify practices that contribute to healthy environments

• 5.4 explain emergency procedures Unit 6 Technology






• 16.5 – observe and monitor children’s dietary habits and nutritional conditions and execute corrective action when appropriate

• 3.5 - apply research strategies to investigate issues,

73

topics and problems 28 - 29 Curriculum – Lesson Planning

















to be taught • 20.5 - Connect content to relevant life experience • 20.6 - describe the importance of reading skills for

personal and social growth, for the achievement of excellence in all subject matters

• 21.1 - align instructional goals and activities with school and district priorities and Ohio’s academic, technical and early learning content standards



• 21.5 - differentiate instruction to support the learning needs of all students


IBL - Concept Curriculum Development/Lesson Planning

30 - 33 Preparing the Environment Units 14 Child Growth and Development



• 14.3 – apply the fundamental principles of nurturing relationships associated with early childhood growth

74

and development • 14.4 – apply the fundamental principles of

appropriate environments for positive child growth and development





young children • 16.3 – articulate fundamental practices for safe



34 - 35 Selecting Toys and Equipment Unit 6 Technology





Unit14 Child Growth and Development • 14.1 – articulate the fundamental principles of child






• 16.5 – observe and monitor children’s dietary habits and nutritional conditions and execute corrective action when appropriate


36 Parent Involvement Unit 6 Technology





• 15.2 – maintain effective relationships with families

75

• 15.3 - – support and collaborate with all appropriate service providers working with families and children

Semester Exams

76

Scope and Sequence Sample Curriculum Mapping Senior Level Program

Week Technical Content Inquiry-Based Unit

Ongoing • Unit 6: Technology o 6.1: Demonstrate basic technology

competencies through effective use of multiple software applications

o 6.2: Use existing and emerging technologies to accomplish educational goals.

o 6.3: Explain the laws and regulations governing information gathering, software, and educational use.

o 6.4: Align curricular goals and instructional objectives with the capabilities of electronic media.

• Unit 19 o 19.1: Engage in positive interactions and

relationships. o 19.2: Describe physical environments that

reflect children’s needs and abilities. o 19.3: Provide learning environments

conducive to learning for young children. o 19.4: Provide learning experiences

appropriate for young children. • 1.2: Demonstrate professionalism in an education

and training setting. • 1.4: Adhere to a professional code of conduct. • 2.6: Demonstrate the ability to lead and to work on a

team. • 3.1: Write and utilize coherent and focused

communications that support a defined perspective. • 3.2: Deliver formal and informal presentations that

demonstrate organization and delivery skill. • 3.3: Listen and speak effectively to contribute to

group discussions and meetings. • 3.4: Apply active listening skills to obtain and

clarify information provided in oral communication. • 4.1: Demonstrate a solid foundation in core

academic areas. • 4.4: Employ critical thinking, problem solving and

innovation skills independently or in teams to formulate solutions to problems.

• 18.1: Demonstrate professionalism and comply with ethical standards as an early childhood professional.

• 18.4: Comply with ethical standards and professional guidelines.

1 - 3 Healthy Environments – Health Issues v Licensing v Healthy Environments v Nutrition v Communicable Disease – recognition &

prevention • 2.4: Describe the purpose of education historically

and currently for individuals, groups, and society. • 5.1: Maintain general safety standards in accordance

with applicable regulations, health standards and organizations policies.

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• 5.3: Identify practices that contribute to healthy environments.

• 5.4: Explain emergency response plans. • 5.5: Assess the impact of stress on health. • 16.2: Monitor individual children’s health and

maintain a healthy learning environment. • 16.3: Articulate fundamental practices for early

childhood environments. • 16.5: Observe and monitor children’s dietary habits

and nutritional conditions, and execute corrective action when appropriate.

4 - 6 Learning Environments – Developmentally Appro. Practice v Transitions & Schedules v Play - stages v Observation skills – portfolio development v Assessment

• Unit 17: Child Observation and Assessment o 17.1: Explain assessment types, their

purposes and the data they generate. o 17.2: Articulate the foundation and

principles of child observation and assessment strategies.

o 17.3: Explain methods of observation and assessment.

o 17.4: Select, develop and use diagnostic, formative and summative assessments.

o 17.5: Gather and document pertinent data for individual children.

o 17.6: Analyze observation and assessment data to monitor student progress and plan, differentiate and modify instruction.

o 17.7: Share and report children’s observation and assessment data to the appropriate parties.

• Unit 20: Subject Knowledge o 20.1: Demonstrate excellence in the

content/subject area to be taught. o 20.2: Use content-specific instructional

strategies to teach the central concepts and skills of the discipline.

o 20.3: Describe school and district priorities and Ohio’s academic, technical and early learning content standards.

o 20.4: Explain the relationship of knowledge within the content area to other content areas.

o 20.5: Connect content to relevant life experiences.

o 20.6: Describe the importance of reading skills for personal and social growth, and for the achievement of excellence in all subject matters.

• Unit 21: Instructional Strategies o 21.1: Align instructional goals and

activities with school and district priorities and Ohio’s academic, technical and early learning content standards.

o 21.2: Plan and deliver instruction that will close the achievement gap.

o 21.3: Communicate clear learning goals

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and link learning activities to those defined goals.

o 21.4: Apply knowledge of how students think and learn to instructional design and delivery.

o 21.5: Differentiate instruction to support the learning needs of all students.

o 21.6: Use resources effectively to enhance student learning.

• 2.4: Describe the purpose of education historically and currently for individuals, groups, and society.

• 4.3: Describe sociological factors that impact learning.

• 5.5: Assess the impact of stress on health. • 15.3: Support and collaborate with all appropriate

service providers working with families and children. • 16.2: Monitor individual children’s health and


childhood environments. 7 - 10 Intellectual Competence

v Diverse learning abilities v Communications











o 21.3: Communicate clear learning goals and link learning activities to those defined goals.




• 5.5: Assess the impact of stress on health. • 15.1: Articulate without bias the diverse structure

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and nature of children’s families and communities. • 15.2: Maintain effective relationships with families. • 15.3: Support and collaborate with all appropriate

service providers working with families and children. • 16.1: Communicate fundamental practices in health

for early childhood. 11 Parent Involvement






• 15.2 – maintain effective relationships with families • 15.3 - – support and collaborate with all appropriate

service providers working with families and children

12 - 16 Social & Emotional Development v Positive guidance & conflict resolution v Principles of Development v Theorists and application to development v Relationships – families

Ø Resources Ø Communications – formal & informal














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• 2.1: Describe the purpose of education historically and currently for individuals, groups and society.

• 2.2: Describe the organizational structures of education and training systems.

• 2.3: Identify effective relationships with internal and external stakeholders.

• 4.2: Apply basic theories of educational psychology to enhance student learning.

• 4.3: Describe sociological factors that impact learning.

• 5.5: Assess the impact of stress on health. • 15.1: Articulate without bias the diverse structure

and nature of children’s families and communities. • 15.2: Maintain effective relationships with families. • 15.3: Support and collaborate with all appropriate

service providers working with families and children. • 16.2: Monitor individual children’s health and


childhood environments. 17 – 18 Family Day Care – types

v Licensing & Marketing • Unit 22: Child Care Business Operations

o 22.1: Develop and maintain an effective organization.

o 22.2: Plan and implement administrative systems that effectively carry out the program's mission, goals and objectives.

o 22.3: Market the program to parents and the community.

o 22.6: Articulate the legal knowledge necessary for effective management.

o 22.7: Foster good community relations and influence child care policy that affects the program.

• 15.3: Support and collaborate with all appropriate service providers working with families and children.

• 16.2: Monitor individual children’s health and maintain a healthy learning environment.

• 16.3: Articulate fundamental practices for early childhood environments.

• 16.4: Monitor activities and comply with local, state and federal regulations to maintain a safe environment.

• 16.5: Observe and monitor children’s dietary habits and nutritional conditions, and execute corrective action when appropriate.

Semester Exams 19 - 25 Program Operations – program planning

v Curriculum planning v Organizational structure v Leadership styles v Portfolio Development



strategies to teach the central concepts and

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skills of the discipline. o 20.3: Describe school and district priorities

and Ohio’s academic, technical and early learning content standards.











• Unit 22: Child Care Business Operations o 22.1: Develop and maintain an effective

organization. o 22.2: Plan and implement administrative

systems that effectively carry out the program's mission, goals and objectives.





• 2.3: Identify effective relationships with internal and external stakeholders.

• 2.5: Explain employment practices. • 4.2: Apply basic theories of educational psychology

to enhance student learning. • 4.3: Describe sociological factors that impact

learning. • 15.3: Support and collaborate with all appropriate

service providers working with families and children. 26 – 30 Professionalism – Philosophy & Goals

v Theories and practices v Career Development v Personal Development v Power of One

• Unit 22: Child Care Business Operations

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o 22.1: Develop and maintain an effective organization.

o 22.2: Plan and implement administrative systems that effectively carry out the program's mission, goals and objectives.




• 2.1: Describe the purpose of education historically and currently for individuals, groups and society.


• 2.4: Describe the purpose of education historically and currently for individuals, groups, and society.

• 2.5: Explain employment practices. • 3.5: Apply research strategies to investigate issues,

topics and problems. • 4.2: Apply basic theories of educational psychology

to enhance student learning. • 18.2: Engage in continuous and reflective

professional development. • 18.3: Demonstrate leadership and advocacy with

colleagues, families and the community. 31 – 32 Understanding Middle Childhood












• 17.5 – gather and document pertinent data for individual children

• 17.7 – share and report children’s observations and assessment data to the appropriate parties



• 19.4 – provide learning experiences appropriate for

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young children 33 Observing Children and Assessments

Unit17 • 14.1 – articulate the fundamental principles of child


development process in early childhood • 14.4 – apply the fundamental principles of

appropriate environments for positive child growth and development

• 15.3 - support and collaborate with all appropriate service providers working with families and children



34 - 35 Guidance Unit 6 Technology















topics and problems

36 Semester Exams

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Section 7: Student Assessment Policy

The student shall perform competencies and descriptors in a manner acceptable to the business community. The standards set for these competencies are recommended by the advisory committee members and local employers in the community and evaluated by the teacher following these guidelines. In order to receive credit for the course, competencies to be mastered must be determined by the teacher as suggested by the advisory team. In order to measure the progress of each student in the program and to measure the effectiveness of the total program, the following procedures may be used:

• Projects / Assignments • Tests / Quizzes • Related Weekly Grade (Preparation & Participation) • Lab Weekly Grade (Employability) • Written Plans / Prep • Competency Improvements • Trainings:

• First Aid • CPR • Communicable Disease • Child Abuse Awareness

Measurement of learning will be an ongoing activity with emphasis on laboratory activities and competency improvement. Evaluation will be accomplished through pre-assessment of student’s skills, frequent formative assessment, both visual and written, and summative evaluation to determine the mastery of competencies. Formative assessments that are conducted during instruction help the teacher make necessary instructional adjustments. The instructor may decide to alter instructional materials and methods if students are experiencing difficulties in learning what is being taught. All evaluations are in the form of points received out of points possible. A percentage is then calculated and a letter grade is assigned. Progress reports on all students are mailed to parents on mid-term of each grading period. Millstream Career and Technology Center Childhood Education and Care Grading Scale A 100-92 Related Weekly Grade 20% B 91-82 Tests / Quizzes 40% C 81-72 Projects / Assignments 40% D 71-62 Lab Weekly Lab Grade 40% F Below 62 Written Plans / Prep 30% Competency Improvements 30% Student Youth Organization: Family Career and Community Leaders of America (FCCLA), the Childhood Education and Care student youth organization, is a co-curricular organization in which students develop leadership skills, self-esteem, and accomplishment of both organization and personal goals; members conduct early childhood – related community service projects in the Findlay area, social events to build loyalty with the organization and fundraisers to possibly send students to leadership opportunities and / or regional and state competitions.

Documents

Education and Training: Childhood Education and Care …€¦ · · 2011-02-08Education and Training: Childhood Education and Care Taxonomy #: 090201 Course of Study ... Approval