Practice Teaching I/Field Seminar 1 · Practice Teaching I/Field Seminar I: (FAM1233/FAM1234)...

(PLAR) Prior Learning Assessment & Recognition Student Resource Guide

www.algonquincollege.com/PLAR

Practice Teaching I/Field Seminar 1

http://www.algonquincollege.com/PLAR

PLAR Resource Guide: Practice Teaching I (FAM1233)/Field Seminar 1(FAM 1234)

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Table of Contents

Information Section .................................................................................................................... 3

Introduction ................................................................................................................................ 4

Step1: Awareness (What Is PLAR?) ....................................................................................... 5

Benefits of PLAR .................................................................................................................... 5

Step 2: Access (Is This Theme for You?) ............................................................................... 6

Self-Assessment .................................................................................................................... 8

Step 3: Advisory (Meet with the PLAR Administrator) .........................................................12

Step 4: Assessment (Application Portfolio Submission Guidelines) ..................................12

Portfolio Submission & Supervisor Verification ...................................................................... 12

Step 5: Achievement (Credit Recognition) ............................................................................ 13

For More Information............................................................................................................. 13

PLAR Process Resources ..................................................................................................... 14

Portfolio Submission .............................................................................................................15

Supervisor Verification (optional)12………………………………………………………..….35

PLAR Resource Guide: Practice Teaching I (FAM1233)/Field Seminar 1(FAM 1234) _Revised June 2015 3


Introduction

The purpose of this resource guide is to help you follow the five steps of the Prior Learning

Assessment and Recognition (PLAR) process for FAM1233/FAM1234:

1. Awareness – Understand PLAR and how it can benefit you.

2. Access – Self-assess against course requirements and review PLAR assessment

criteria.

3. Advisory – Meet with PLAR Administrator to discuss questions, application and fees.

4. Assessment – Submit portfolio for evaluation.

5. Achievement – Credit recognition granted if assessment is successful.

Exemptions

If you have previously taken a course through a recognized post-secondary institution in this

subject area, you may be eligible for a course exemption. This is different from the PLAR

process. You must complete a request for an exemption through the Registrar’s Office. For

more information visit the Registrar’s Office. http://www3.algonquincollege.com/ro/apply-to-

college-and-program-eligibility/advanced-standingexemptions/

http://www3.algonquincollege.com/ro/apply-to-college-and-program-eligibility/advanced-standingexemptions/

http://www3.algonquincollege.com/ro/apply-to-college-and-program-eligibility/advanced-standingexemptions/


What is PLAR?

Step 1: Awareness – Explore PLAR

PLAR (Prior Learning Assessment and Recognition) is designed for people who have acquired

significant knowledge and skills in different learning settings and experiences outside of

traditional accredited post-secondary institutions. You should be able to use this knowledge and

these skills in a variety of new settings. If you have acquired such skills and knowledge, then

you have the opportunity to prove your learning that relates to the applicable course learning

requirements assessed and possibly recognized in the form of academic credit.

Other than in formal classroom situations, learning can be gained through areas such as:

Employment experience

Military training or service

Volunteer work or community service

Online learning, seminars, corporate training and workshops

Professional development, skills training, non-degree programs

Self-directed learning such as reading, research

Possible Benefits of PLAR

Accelerate program of study completion.

Save time by taking fewer classes.

Gain confidence and self-esteem from having your previous accomplishments

recognized.

Strengthen the links between your formal studies and your work and life experience

May decrease time to graduation.

May reduce the cost of education.

Offers a reflective learning experience for future success.

Students in the Early Childhood Education program have the added benefit of completing a

single process once to obtain exemption for both FAM1233 and FAM1234.


Step 2: Access – Review Course Learning Requirements and Self-Assess

Practice Teaching I/Field Seminar I: (FAM1233/FAM1234)

Course Description

FAM1233-Field Seminar 1

Taking the time to reflect on one’s knowledge, skills and practice is essential to ongoing

development of the educator. Students examine and reflect on their growing skills through

discussions in an online community of learners. Students share and collaborate to facilitate

reflection and problem solving.

FAM1234-Practice Teaching 1

Practical learning experience support the integration of theory and professional expectations in

early learning programs. Students practice observational skills, facilitation of routines and

transitions and guiding children’s behavior. Students also reflect on their emerging knowledge

and skills for working directly with children and families.

Students reflect on their performance in field placement and determine strategies to meet

challenges, to enhance their own performance, and to facilitate the reflection and problem

solving of fellow students.

Course Learning Requirements:

1. Reflect on emerging skills and growth as a student educator.

2. Evaluate and analyse the effectiveness of routines and transitions in order to identify specific strategies needed.

3. Examine the model of child care used at field practicum to share with others.

Eligibility requirements for Practice Teaching 1 and Field Seminar 1 through PLAR:

To be eligible to PLAR the Field Placement 1 and Field Seminar 1 for FAM1233/FAM1234, an

individual must meet the following requirements:

a) A total of 300 hours of paid work in a licensed group care or a licensed family homecare or drop in center working directly with children.

b) The work experience is current within the last 3 years. c) The work experience is consecutive over a 12 month period. d) Completed all Level 1 Courses


After reading the course description and learning requirements, you may be asking yourself,

“What does this mean for ME?” The self-assessment will help you determine what you have

done in the past that might qualify you for a PLAR credit in this course.

The intention of the PLAR process for FAM1233 and FAM 1234 is to provide an opportunity for

the student to demonstrate that they have the prior knowledge and learning to achieve the

“assist” level competency for Practice Teaching 1 and Field Seminar 1. All documents required

to complete the PLAR process are to support the CLR’s (Course Learning Requirements) of

FAM1233 and FAM1234. The field of Early Childhood Education is regulated by the College of

Early Childhood Educators and needs to uphold the standards determined by the College as it

pertains to practices in Field Placement.


Self-Assessment

This self-evaluation is designed to assist you in determining whether you have prior learning that

might be used to prove current competence to achieve credit for this course.

Eligibility Requirements:

I have: YES NO

1. A total of 300 hours of paid work in a licensed group care or a licensed family homecare or Drop in center working directly with children.

2. The work experience is current within the last 3 years.

3. The work experience is consecutive over a 12 month period.

4. Completed all Level 1 Courses

If you answered “Yes” to all the eligibility criteria above, complete the following Self-Assessment

to determine if you have the required competencies to proceed with PLAR.

Review the following statements below. Give yourself one mark for each statement you feel you

have demonstrated at the “assist level”. Please note if the candidate is “unsure” if they can

demonstrate at the level of assist in a competency, they can seek clarification from the

Coordinator of the ECE program.

Assisting is described as: “consistently shows the ability and willingness to follow through on

requests and directions from the on-site supervisor (and other educators in the program when

appropriate), and is beginning to take initiative in demonstrating responsibility for their

participation in the agencies program. The Student takes responsibility for initiating and

implementing routines and transitions.”

Can Demonstrate at ‘Assist Level’

Professional Performance: Yes No 1. Is punctual at all times.

2. Is dependable at all times (follows through on commitments to on-site supervisor and/or the agency).

3. Is self-motivated and takes initiative.

4. Is adaptable/flexible.

5. Models a professional appearance by wearing appropriate clothing for both the indoor and outdoor environment.

6. Is receptive to new ideas and constructive feedback and acts upon it.

7. Recognizes effect of own behaviour on others.

8. Functions under pressure.

9. Understands the meaning of confidentiality and maintains confidentiality at all times.


10. Displays non-judgmental understanding of diverse family systems.

Communication: Yes No 11. Speaks slowly, concisely.

12. Uses appropriate voice tone and expression.

13. Listens attentively.

14. Listens and responds positively to direction from agency staff.

15. Models appropriate language

16. Is consistently responsive to child’s communication (verbal and/or non-verbal)

17. Acknowledges parent/s upon arrival in the program. (At the beginning and end of the day).

18. Introduces self to educators and parents.

19. Writes clearly, concisely and in a grammatically correct form.

Human Qualities: Yes No 20. Shows enjoyment and appreciation of the children and their

individual differences.

21. Acknowledges each child by name.

22. Displays patience.

23. Responds appropriately to children’s cues.

24. Follows through on commitments to children.

Behavior Guidance: Yes No 25. Establishes and maintains eye contact.

26. Acknowledges positive behavior.

27. Works comfortably with a child on a one-to-one basis.

28. Works comfortably with children in a group setting.

29. States directions in a clear, positive manner.

30. Gets down to the child’s level when interacting.

31. Integrates a solitary player into groups when child needs support to play with others.

32. Builds child’s trust and respect.

Supervision: Yes No 33. Supervises children in playgrounds with the direct guidance of

the on-site supervisor.

34. Supervises children in activity rooms with the direct guidance of the on-site supervisor.

35. Positions self to maximize view of the area.

36. Scans the learning environment frequently.

The learning environment: Yes No 37. Keeps the environment organized and tidy.

38. Encourages children to keep environment tidy and safe.


39. Identifies and protects children from dangerous or unsafe materials.

40. Is aware of available materials and supplies in the agency

41. Brings a variety of resources to use with the children.

42. Actively participates in circles and/or community time, or one-on-one.

43. Actively participates in outdoor activities.

Routines and Transitions: Yes No 44. Reinforces agency’s expectations/timetable.

45. Provides a pleasant and orderly transition from the previous activity.

46. Models appropriate safety and health practices.

47. Demonstrates awareness of health and safety issues.

48. Maintains awareness of the whole group during the routine.

49. Uses the time as a learning opportunity for the children.

50. Smiles and greets children.

Dressing: Yes No 51. Dresses child appropriately for the weather.

52. Ensures each child is fully dressed.

53. Encourages attempts at self-help skills/independence.

54. Praises cooperation.

Bathroom: Yes No 55. Carries out sanitary practices as outlined by the agency.

56. Provides help with clothing if necessary.

57. Is attentive to hand washing. Assists if necessary.

58. Respects the child’s need for privacy.

Lunch or Snack: Yes No 59. Provides a pleasant and orderly transition from the previous

activity.

60. Makes sure children’s hands are washed before and after snack (according to the agency’s policy).

61. Serves the children promptly.

62. Provides a pleasant, relaxed social atmosphere.

63. Is aware of allergies and taken necessary precautions to prevent allergic reactions.

64. Encourages conversation with and between the children.

65. Encourages self-help skills.

66. Recognizes individual skills and provides assistance when necessary.

67. Respects the family’s practices regarding specific foods and dietary requirements.

Sleep/Rest Time: Yes No 68. Assists the child (ren) to prepare for rest.


69. Provides physical comfort if required, (eg. pat back, etc).

70. Assists early risers.

Total: / 70

Compare your results with the scoring scale below to determine your likelihood of obtaining credit

for this course through PLAR. Please note that in most programs in Early Childhood Education,

the ability to speak clearly and correctly and the ability to write clearly, concisely and in a grammatically

correct form is essential for success within the program.

Scoring Scale

65/70 or higher You are a good candidate to proceed with the PLAR process. Continue to Step 3 in this guide.

60-64/70 You may need additional learning to be successful in completing the PLAR process. Please meet with the PLAR administrator.

Below 60/70 You are unlikely to be successful in completing the PLAR process. It is recommended that you enroll in the course.


Step 3: Advisory - Meet with the PLAR Administrator

If, after you have completed the self-assessment in Step 2, your score was 60/70 or higher, the

next step is to go to the PLAR office to meet with the PLAR Administrator. The PLAR

Administrator will discuss your self-evaluation results with you and provide details on completing

the application, fees and the assessment process. You may then decide to proceed with the

PLAR process or register for the course.

Portfolio Submission

The portfolio is a binder of information which describes your relevant experience, identifies and

analyses your learning achievements as they relate to the course learning requirements, and

provides validation through a collection of documents that provide evidence of your learning.

In this option, to achieve credit recognition through the PLAR process, you need to submit a

portfolio which includes:

1. Introductory letter

2. Resume

3. Employer Verification Form, and

4. Documents that prove your learning against Course Learning Requirements (CLRs). See

below.

Portfolio Requirements

Components of Portfolio Satisfactory Unsatisfactory

A) Introductory Letter

B) Resume

C) Employer Verification Form

D) Documents to satisfy CLRs

i. Competency Examples Listing

ii. Reflection Page

iii. Seminar questions

iv. Profile Observation

v. Class List Log

vi. Informal Observation

vii. Learning Story

Each component of the portfolio must meet a minimum of satisfactory level. Rubrics/Scoring

Charts are available in the PLAR Process Resource Package following.


Step 5: Achievement - Credit Recognition

Once the portfolio is assessed, you will be notified of the results by the PLAR Office. The

assessor will have completed a form detailing his/her assessment. That information is available

to you. The grade CR will appear on your transcript if the assessment criteria have been met.

For More Information: Please contact the PLAR Office Phone: (613) 727-4723 x 7027 [email protected]

PLAR information:

http://www3.algonquincollege.com/plar/

http://www3.algonquincollege.com/directives/policy/prior-learning-assessment-and-recognition/

mailto:[email protected]

http://www3.algonquincollege.com/plar/

http://www3.algonquincollege.com/directives/policy/prior-learning-assessment-and-recognition/


Developing a Portfolio

Contact the PLAR Administrator prior to assembling your portfolio.

The following guidelines are provided to assist you in the assembly of a portfolio for Prior

Learning Assessment and Recognition. Read the guidelines carefully and include each

component as described in these guidelines.

What is a portfolio?




The Portfolio must adequately:

Identify/describe your relevant learning accomplishments (knowledge, skills, competencies, abilities).

Show a match between learning accomplishments and the requirements of the course.

Prove these learning accomplishments with supportive documents.

What are the Essential Components of an Educational Portfolio for this Course?

1. Title Page

2. Introductory Letter

3. Résumé

4. Employer Verification Form

5. Index to Documentation

6. Documents to Support the Course Learning Requirements


1. Title Page

The portfolio title page should include the following components:

The name of the course for which you are submitting your portfolio

Your name and address, phone number, and email address

Your student number, if applicable

The date of submission of the portfolio

A (signed and dated) declaration of accuracy and verification

I declare that all of the information in this portfolio is accurate and

true.

I hereby present this portfolio of evidence of learning, and commit

that all documents have been developed by me (in whole or in part,

as indicated) during my prior learning.

2. Introductory Letter

Write a maximum of two pages.

Use business format.

Introduce yourself and the purpose for the portfolio (i.e. To obtain credit in

FAM1233/FAM1234. Convince the assessor that you have mastered the skills taught

within FAM1233/1234. Demonstrate your ability to distinguish between experience

and learning. If you worked in a confidential environment you may wish to mention

that and detail if this affects any documentation provided.

3. Résumé

The résumé is a general summary of your education and employment background.

It should be written to emphasize your strengths and abilities and to highlight your

accomplishments as they relate to the CLRs (Course Learning Requirements).

The following areas of information should be included:

education

work experience

career aims or goals

4. Employer Verification Form

This form is a sign-off by your employer that you have met the work requirements to

meet the criteria for PLAR eligibility. It also includes a verification of competencies. A

template is included in this Resource Package.

5. Index

This section is a key element in the portfolio. It organizes your evidence to prove your

learning meets the CLRs. Credit is awarded for the learning that has resulted from

experience. It is important that you are able to draw out what you have learned

(Knowledge and Skills) from the tasks you have completed. The required documents

should be filed under A-Z index tabs.


6. Documents to Support the Course Learning Requirements

The purpose of the documentation section of your portfolio is to provide evidence of the

learning you have described in the Index. Just as students in a classroom must provide

evidence of their learning in the form of book reports, oral presentations, research papers

or examination results, so you will be expected to demonstrate that you really possess

the knowledge or skills you claim to have.

Documentation to be included:

Documents needed to Satisfy/Validate Meeting the CLRs (Course Learning

Requirements):

i. Competency Examples Listing. Provide 2 clear concrete examples of how you

have demonstrated each of the competencies from working directly with children

and their families. Be sure that each example reflects your skills and how you

have demonstrated each in your real life experience of working directly with

children and families. The template for this Competency Examples Listing is

provided at the end of this Resource Package.

ii. Write a one page Reflection focusing on specific learning and skills that you

developed working with children in an early learning environment.

iii. Please answer the following two Field Seminar questions:

Question 1: In your Foundations class, you discussed various models of child care. In a

written assignment of a maximum of two pages please describe the model of an agency

where you have worked. In this assignment you will answer and address the following

points:

• Identify the child care model of your program and explain why you think it fits that

category.

• A description of the philosophy of the program (in your own words).

• Numbers of children who attend and age group(s)

• Age group you are working with

• Number of children in your specific program

• Delivery (how do the families access the service? All day every day, half days,

etc)

• Cost (how much does the space cost families on a monthly basis, if the space is

subsidized, what is the cost to the region?)

• Family Involvement (what do families do to support the program?)

• Does the program offer additional services? If so, what are these services?

• Other information that will help to get to know your program


Question 2: Read the Stages of Educators below. Reflect on your experiences by

providing a minimum of two examples of each stage taken from your experience working

in the field. Examples must clearly demonstrate your understanding of each stage.

Reflection will be a maximum of two pages in length.

Stages of Student Educators

We can apply the stages of growth to our own professional journey in becoming an early

childhood educator. The stages outlined below offered a way to understanding some of

the feelings and challenges encountered on field placement. There are six stages that

have been outlined by Caruso (2000) as described by Mayfield.

1. Anxiety: Student educators typically experience and anxiety in the beginning of

the placement. Questions and worry such as “Will I be accepted by the children and

educators at my placement?”

There are many other areas of worry (travelling to placement, what if I am sick, will I like

my on-site supervisor). One of the tasks of this stage is to become acquainted and

comfortable with the children, families, and educators.

2. Confusion/clarity: The complexity of working in an early learning and care

program can be overwhelming in the beginning for student educators. Getting to know the

children, the schedule of the day, following established expectations for routines you do

not know, and meeting the requirements and expectations set by the college can be

confusing. Student educators experience disequilibrium as they try to figure out what to

do. After learning the children’s names, the expectations for routines and transitions, etc,

student educators become more comfortable in the program.

3. Competence/inadequacy: This stage is an important one for building self-

confidence. Receiving positive feedback and encouragement is an important part of

learning and growing as a student educator. However, it is not unusual to experience

feelings of doubts about one’s abilities and wonder if you have chosen the right career.

Another issue confronting student educators at this point is the role of the early childhood

educator. Many student educators want to be the children’s friend. When the children

‘test’ new people (you as the student educator) in their environment, student educators

think they will be seen by the children as mean or unkind if they have to redirect or

discipline the children.

4. New awareness/renewed doubts: During this phase student educators become

more self-reflective about his/her skills and abilities in working with children. Typically,

during this stage, student educators think of alternatives and to question what is

happening on their field placement environment. “If this were my program, I

would……….” is an example of a statement for reflection. During this stage, a student

educator is becoming more appreciative of the intricacies of working in an early learning

and care program.

5. More confidence/greater inadequacy: During this stage, the student educator

feels he or she will survive the placement. This is due to increased feelings of confidence

based on feedback from the on-site supervisor and interactions with the children. With


increased confidence comes the desire to take on more responsibility in the program.

Failure at this point is less devastating than in stage 1.

6. Loss/relief: The field placement is ending. Student educators experience a wide

range of emotions as they say good-bye to the children and educators. Combined with

this separation is the need to transition back to classes at the college. Many wish they

could stay with the children rather than return to their classes.

Recognition of the above stages helps student educators to understand that they are not

the first to experience a variety of different emotions during their field placement.

Reference: Mayfield, M. (2001). Early Childhood Education and Care in Canada

contexts, dimensions, and issues. Prentice Hall, pp. 127-128.

iv. Provide a Profile Observation as taught in OBSERVATION SKILLS (FAM1000)

v. Provide a Class List Log as taught in OBSERVATION SKILLS (FAM1000)

vi. Provide an Informal Observation as taught in OBSERVATION SKILLS (FAM1000)

vii. Provide a Learning Story as taught in INTRO TO CURRICULUM (FAM 1236)


How do I put the Portfolio together?

The basic principle that should guide you in putting together your portfolio is this: make it easy

for the reader/assessor to understand.

Organized: Documents should be organized according to the Portfolio Index.

Neat, grammatically correct and clearly written: Ideally it should be done through word

processing for appearance and ease of revision. Don’t submit a handwritten document.

Errors in grammar, spelling, punctuation, or layout could result in denial of the credit.

Submitting the Portfolio

The portfolio should be submitted to the PLAR Office. The portfolio will be examined to

determine if all the components outlined in this guide are in place. In addition, the

documentation section will be reviewed to determine if there is a clear link to the course learning

requirements. If the documentation does not appear to be substantial, you may need to

supplement the documents provided.

The application form must be completed and payment made to the PLAR Office before the

portfolio is forwarded to the assessor.

Please note that the candidate will have 2 weeks following receipt of the PLAR

assignments to complete them and submit to the PLAR office for assessment. Failure to

do so, will result in an unsuccessful attempt at the PLAR for FAM1233 and FAM1234.


Portfolio Requirements/Scoring Rubrics




In this option, to achieve credit recognition through the PLAR process, you need to submit a

portfolio which includes:

1. Title Page

2. Introductory letter

3. Résumé

4. Employer verification form

5. Index of Evidence & Documentation

6. Documents to satisfy the Course Learning Requirements (CLRs).

Portfolio Requirements

Components of Portfolio Satisfactory Unsatisfactory

Title Page

Introductory Letter

Resume

Employer Verification Form

Index of Evidence & Documentation

Documents to satisfy CLRs

viii. Competency Examples Listing

ix. Reflection Page

x. Seminar questions

xi. Profile Observation

xii. Class List Log

xiii. Informal Observation

xiv. Learning Story

Each component of the portfolio has its own rubric/scoring chart. Scores will be calculated from

each section of this individual rubric, for each component, to determine if a Satisfactory level has

been achieved. If it has been achieved, an overall satisfactory will be given for that component.

All components must achieve this overall satisfactory level in order for a PLAR credit to

be granted.


1. Portfolio Format & Organization Rubric (Title page, Index and Evidence

Organization)

To gain Credit for the Format and Organization component, the Portfolio must meet the

‘Satisfactory’ level for each criteria above.

2. Introductory Letter Rubric

Criteria Satisfactory Unsatisfactory Organization/Presentation Letter is in business format

Letter is 2 pages or less in length

Letter is organized in a clear, logical manner

Letter does not follow a business format

Letter is more than 2 pages in length

Letter is difficult to follow, it is not clear and concise

Content Letter introduces the

candidate

Letter clearly introduces the purpose of the portfolio

Letter clearly demonstrates candidate’s ability to differentiate between the candidate’s own experience and the candidate’s learning experience

Letter describes candidate’s applicable learning from education and experience as related to the CLRs

Letter fails to introduce candidate

Letter does not clearly address purpose of the portfolio

Letter does not draw or describe learning from experience and education to meet CLRs

Mechanics Letter contains very few, spelling, grammatical; or errors in punctuation

Letter contains several mechanical errors that affect the reader’s ability to understand the content

To gain Credit for the Introductory Letter component, the Portfolio must meet the


Criteria Satisfactory Unsatisfactory Title Page Includes all required

components, with minimum required format.

Does not include all required components, and formatting may be non-professional.

Index & Evidence Pieces Organization

Index and evidence organized and inclusive.

Index and evidence not well organized and may be difficult to identify where to find evidence pieces.


3. Resume Rubric

Criteria Satisfactory

Unsatisfactory

Organization/Presentation

Resumé is well organized, following a chronological order of education and work experience

Resumé is presented in an organized, professional manner.

Resumé follow a business format

Resumé is not well organized

Resumé is not in business format

Resumé is not and does not follow a clear and logical order

Content

Resumé reflects experience directly related to the early learning environment

Resumé lists candidate’s education

Resumé lists candidates work experience

Resumé content emphasizes candidate’s strengths and abilities as they relate to the CLR (refer to page 12 of the document)

Resumé addresses candidate’s career goals

Resumé does not reflect experience directly related to the early learning environment

Resumé fails to list candidate’s education and work experience

Resumé’s content does not demonstrate the candidate’s strength and abilities as they relate to the CLR

Resumé does not indicate the candidate’s career goals

Mechanics

Resumé contains very few grammatical and spelling errors

Resumé contains many grammatical and spelling errors which affects the ability of the reader to understand content of the resumé

To gain credit for the Resume component the candidate must achieve a “Satisfactory”

level for each criteria above.


4. Employer Verification Form Rubric

Criteria Satisfactory Unsatisfactory Required Experience

Supervisor/Employer has signed off on required hours in applicable location, and required currency of experience.

Demonstrated competencies

Employer has signed off on confirmation of at least 65/70 of the competencies.

Employer has not signed off on a minimum of 65 of the competencies.

To gain Credit for the Employer Verification component, the Portfolio must meet the



5. Documents to support the Required Course Learning Requirements

i. Competency Listings Examples Rubric

To gain Credit for the Competency Listings component, the Portfolio must meet the


Criteria Satisfactory Unsatisfactory Content •Candidate provides 2 concrete

examples from working directly with children for each competency listed •Each example provides an adequate demonstration of each competency

•Candidate fails to provide 2 examples for each competency •Examples are not concrete, examples are not a reflection of the competency

Competency Achievement

•Candidate must meet the “assist” level for all 65 or more competencies of the competency listings provided •Candidate must meet the “assist” level for all 65 or more competencies of the competency listings provided

• Candidate indicates on the competency example listings 64 or fewer competencies at the “assist” level


ii. Reflection Page Rubric

To gain Credit for the Reflection component, the Portfolio must meet the ‘Satisfactory’


iii. Seminar Questions Rubrics

Question 1: Models of child care

To gain Credit for the Field Seminar Question 1 component, the Portfolio must meet the


Criteria Satisfactory Unsatisfactory

Organization/Mechanics

Reflection is well organized

and is easy to read

Reflection is free of spelling and grammatical errors

Reflection is not organized, clear or concise

Reflection contains several spelling and grammatical errors

Reflection is difficult to follow and understand

Content

Reflection focuses on specific

learning and growth of the candidate from their experience in early learning centers

Reflection focuses on specific skills developed working directly with children in early learning centers

Reflection does not address the specific learning and growth of the candidate in early learning centers

Content does not reflect candidate’s specific skills developed while working directly with children in early learning centers

Criteria Satisfactory Unsatisfactory Content assignment addresses all of

the points in the question

assignment provides details in addressing all of the points in the seminar question

assignments fails to address all points in the seminar question

assignment provides little details and description when addressing the points of the seminar question

Presentation/Format assignment is a maximum of two pages in length

assignment follows a logical order that makes sense to the reader

assignment exceeds two pages in length

assignment is not presented logically, it is difficult to follow and understand the answers to the points

Mechanics assignment is virtually free of grammatical and spelling errors

assignment contains several grammatical and spelling errors which effects the reader’s ability to understand the content


Question 2: Stages of Educators

Criteria Satisfactory Unsatisfactory Content Reflection provides 2

concrete examples from the candidate’s work experience for each stage

Content of reflection is clear and concise

Examples directly link to each stage of a Student Educator

Reflection demonstrates that the candidate has an clear understanding of the Stages of Educators through the examples given in the assignment

Reflection provides less than 2 concrete examples taken from the candidate’s work experience in the field

-Examples do not correlate directly to the Stages of Student Educators

-Reflection does not demonstrate that the candidate understands the Stages of Educators.

Examples given from the field are vague, lack detail or do not correlate with the stage

Format Reflection follows a logical formal, addressing each stage and providing examples for each stage

Reflection is difficult to follow, examples are not connected to individual stages in a logical way

Mechanics Assignment contains few grammatical or spelling errors

Assignment contains spelling and grammatical errors that affect the reader’s ability to understand content

To gain Credit for Field Seminar Question 2 , the Portfolio must meet the ‘Satisfactory’



iv. Profile Observation Rubric

Criteria Satisfactory Unsatisfactory Format

Observation follows the correct format as taught in FAM1000

Format is well organized and professionally presented

Observation does not follow correct format as taught in FAM1000 and is missing key components of the observation

Content

Observation provides many details and indicates skills, abilities and interests of a child

Content is clear, concise

Observations lacks details, and is missing one of the key components of a Profile Observation as taught in FAM1000

Mechanics

Observation is free of spelling and grammatical errors

Observation has many grammatical and spelling errors that affects the readers ability to understand content

To gain Credit for the Profile Observation component, the Portfolio must meet the


v. Class List Log Rubric

To gain Credit for the Class List Log component, the Portfolio must meet the


Criteria Satisfactory Unsatisfactory Format •Observation follows the

correct format, and is in chart form •Observations do not follow correct format learned in FAM1000 Observation Skills •Observation is typed, professional and well organized

•Observation is missing one or more of the key components of the class list log

Content •Observation includes all components of a class list log as taught in Observation Skills FAM1000 •Content reflects in detail, skill being observed •Content is clear and concise

•content is unclear, or missing detail, content does not reflect skill being observed •content is subjective


vi. Informal Observation Rubric

Criteria Satisfactory Unsatisfactory Format/Presentation Observation follows correct

format as taught in FAM1000

Observation is professional, typed and well organized

Observation does not follow correct format as taught in FAM1000

Observation is not professional in its presentation, is not typed and well organized

Content Observation contains all key components of an informal observation

Observation contains details of what was observed

Observation is missing one or more of the key components of an Informal observation

Observation contains insufficient detail of what was observed

Mechanics Observation contains few grammatical and spelling errors

Observations contains spelling and grammatical errors that affect the reader’s ability to understand content

To gain Credit for the Informal Observation component, the Portfolio must meet the


vii. Learning Story Rubric

Criteria Satisfactory Unsatisfactory Content •All components of a learning

story are present, as taught in FAM1236 Intro to Curriculum •The Learning story provides clear, concise details on what child is doing in the photos •There are 4 clear photographs that demonstrate a child engaged in play

•The Learning Story is missing key components as taught in FAM1236 •The Learning story provides very few details on what the child is doing in the photos •The photographs in the learning story are not clear and do not reflect a child engaged in play

Presentation •Learning story is organized and easy to follow

•Learning story does not follow a logical format, it is difficult for the reader to connect observations with the photographs

Mechanics •Learning story contains very few spelling and grammar

•The Learning story contains several mistakes in either


mistakes grammar or spelling that affects the audience’s ability to understand the content

To gain Credit for the Learning Story component, the Portfolio must meet the


Level of Performance Required for PLAR course Credit:

The Candidate to PLAR FAM1233 and FAM1234 must meet a “Satisfactory” level

for each component of the Portfolio listed above to successfully PLAR both

courses.


TEMPLATES FOR COMPLETION FOR PORTFOLIO

Competency Examples Listing (Student to Complete for Portfolio)

Student Name:

Competency #

Course Learning Requirement Competency Examples: Provide 2 concrete examples of how you have demonstrated each of the competencies from working directly with children and their families. An example may be used more than once if it applies.

Professionalism: 1. Is punctual at all times.










Communication: 11. Speaks slowly, concisely.






17. Acknowledges parent/s upon arrival in the program. (At the beginning


and end of the day).



Human Qualities: 20. Shows enjoyment and appreciation

of the children and their individual differences.





Behavior Guidance: 25. Establishes and maintains eye

contact.








Supervision: 33. Supervises children in playgrounds

with the direct guidance of the on-site supervisor.




The learning environment: 37. Keeps the environment organized

and tidy.








Routines and Transitions: 44. Reinforces agency’s

expectations/timetable.







Dressing: 51. Dresses child appropriately for the

weather.




Bathroom: 55. Carries out sanitary practices as

outlined by the agency.




Lunch or Snack: 59. Provides a pleasant and orderly

transition from the previous activity.










Sleep/Rest Time: 68. Assists the child (ren) to prepare for

rest.




Employer Verification Form (Please print these pages, request employer to complete and sign, and submit with portfolio)

FACULTY OF HEALTH, PUBLIC SAFETY AND COMMUNITY STUDIES

Algonquin College

EMPLOYER VERIFICATION

OF EMPLOYMENT RECORD AND WORK ASSIGNMENT

AS AN EARLY CHILDHOOD EDUCATOR

EMPLOYER: _______________________________________________________

NAME OF EMPLOYEE: _______________________________________________

EMPLOYMENT PERIOD:____________________________ to

HAS THE EMPLOYEE WORKED AT LEAST 300 HOURS? ________


Please check ‘YES’ (demonstrated) or ‘NO’ (not demonstrated) to evaluate the employee’s

performance.

The ECE demonstrates the following competencies at the “assist” level. Assisting is described as:

“consistently shows the ability and willingness to follow through on requests and directions from

the on-site supervisor (and other educators in the program when appropriate), and is beginning

to take initiative in demonstrating responsibility for their participation in the program. Takes

responsibility for initiating and implementing routines and transitions.”

YES NO

Professionalism: 1. Is punctual at all times.










Comments:

Communication: 11. Speaks slowly, concisely.






17. Acknowledges parent/s upon arrival in the program. (At the beginning and end of the day).



Comments:


Human Qualities: 20. Shows enjoyment and appreciation of the children and their individual differences.





Comments:

Behavior Guidance: 25. Establishes and maintains eye contact.








Comments:

Supervision: 33. Supervises children in playgrounds with the direct guidance of the on-site supervisor.




Comments:

The learning environment: 37. Keeps the environment organized and tidy.







Comments:


Routines and Transitions: 44. Reinforces agency’s expectations/timetable.







Comments:

Dressing: 51. Dresses child appropriately for the weather.




Comments:

Bathroom: 55. Carries out sanitary practices as outlined by the agency.




Comments:

Lunch or Snack: 59. Provides a pleasant and orderly transition from the previous activity.









Comments:


Sleep/Rest Time: 68. Assists the child (ren) to prepare for rest.



Comments:

__________________________

SIGNATURE NAME (Please Print)

______________________________________________________________________

POSITION - Relationship to Employee (e.g. Immediate Supervisor)

PHONE NUMBER: ____________________

DATE: ___________________________

Practice Teaching I/Field Seminar 1 · Practice Teaching I/Field Seminar I: (FAM1233/FAM1234)...

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