Unit/Department: MEd. Elementary and Early Childhood ... · Elementary and Early Childhood Programs...

Academic Program: Assessment Report 2014-2015

Unit/Department: MEd. Elementary and Early Childhood Programs Division: School of Education

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Component Description

Program Mission Statement

From your Program Assessment Plan

The USC Upstate School of Education aims to be recognized nationally for its outstanding teacher preparation programs. It is the mission of the School of Education Graduate Elementary and Early Childhood Programs to prepare effective teachers who are reflective practitioners and professionals. It is also our mission to advance understanding of how teaching and learning occur effectively. The ultimate purpose of the Graduate Elementary and Early Childhood Program is to promote teacher quality, which positively impacts student achievement and student learning, ensuring maximum student progress. Additionally, by offering the Programs in Elementary and Early Childhood Education, frequently requested master’s degrees, the University more completely fulfills its metropolitan mission of meeting the needs of citizens in the Upstate.

As a whole, the School of Education has five goals: • The candidates of the USC Upstate School of Education value reflective teaching practice. • The candidates of the USC Upstate School of Education value learner-centered pedagogy. • The candidates of the USC Upstate School of Education value performance-based assessment. • The candidates of the USC Upstate School of Education are committed to and affirm diversity. • The candidates of the USC Upstate School of Education are committed to professional responsibility.

Goal 1 From your Program Assessment Plan

School of Education Graduate Programs Reflective Professionals will design and implement lessons that engage, provide high-quality content, and maximize student learning. This goal aligns with SoE specific goals I, II, III, and IV.

Objectives SLO’s


SLO 1.1 Graduate Programs Reflective Professionals will demonstrate the ability to plan high-quality, developmentally appropriate lessons that includes a variety of instructional strategies. SLO 1.2 Graduate Programs Reflective Professionals will provide high-quality, developmentally appropriate instruction to P-6 students that includes a variety of instructional strategies.



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Assessment Methods


Both 1.1 and 1.2 The Teacher Work Sample assessment was completed in the capstone course during 2014-2015. Candidates described the contextual factors that may have influenced student learning and provided detailed information about the students’ academic, social, and behavioral characteristics. This analysis along with the literature review provided the foundation upon which the candidates based their instruction. Candidates then designed instruction for specific learning goals based on their analysis. They created lesson plans that included a variety of strategies, activities, assignments, and resources for achieving the learning goals. After implementing the instruction and videotaping one lesson, the candidates then fully described their ongoing data collection methods and interpretation of the results. Their analysis included evidence of the impact on student learning and provided implications for theory and/or practice. A copy of the guidelines and rubric for the Teacher Work Sample is attached beginning on page 11.

Specifically, the overall rating on the TWS and category entitled Lesson Plans will be used for SLO 1.1. Specifically, the overall rating on the TWS and categories Analysis of Teaching and Evidence of Impact on Student Learning will be used for SLO 1.2.

1.2 Candidates in the Early Childhood and Elementary Programs candidates were evaluated in the ten performance standards for the first time in the spring of 2012 as part of their capstone course. This model was used again the last two years as it aligned with the state personnel teacher evaluation instrument. According to the South Carolina Department of Education, ADEPT is South Carolina's system for assisting, developing, and evaluating professional teaching. Based on the ADEPT Performance Standards that are aligned with nationally recognized professional standards, the ADEPT system forms a seamless continuum for educators throughout the entirety of their careers.

The observation of teaching was to provide the teacher candidate with focused, constructive feedback, phrased in terms of strengths, weaknesses and specific strategies for improvement. The system relied upon open, candid, and constructive communication between the candidate and the university supervisor. A copy of the observation tool is attached, beginning on page 8.

Assessment Criteria

Level of achievement you are targeting

100% of candidates should receive a minimum score of Satisfactory (identified as check mark on the tool) or higher (identified as a check plus on the tool) on all categories within the Teacher Observation Tool. Please see Attachment 1 beginning on page 8 for additional information. 100% of candidates should receive a minimum score of Satisfactory or higher on the overall Teacher Work Sample as well as a minimum score of Satisfactory or higher on the targeted categories. Please see Attachment 1beginning on page 11 for additional information.



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Assessment Results

Actual results and data collected

Teacher Observation Tool

(Early Childhood Education)

M S U Not Observed/Rated Short-Range Planning of Instruction 1 0 0 0 Establishing and Maintaining High Expectations for Learners 1 0 0 0 Using Instructional Strategies to Facilitate Learning 1 0 0 0 Providing Content for Learners 1 0 0 0 Monitoring & Enhancing Learning 1 0 0 0 Maintaining an Environment That Promotes Learning 1 0 0 0 Managing the Classroom, including Maximizing Instructional Time and Transitions 1 0 0 0

(Elementary)

M S U Not Observed/Rated Short-Range Planning of Instruction 4 1 0 0 Establishing and Maintaining High Expectations for Learners 4 1 0 0 Using Instructional Strategies to Facilitate Learning 4 1 0 0 Providing Content for Learners 4 1 0 0 Monitoring & Enhancing Learning 3 2 0 0 Maintaining an Environment That Promotes Learning 4 1 0 0 Managing the Classroom, including Maximizing Instructional Time and Transitions 4 1 0 0

1 early childhood education and 5 elementary education graduate candidates completed a Teacher Work Sample during 2014-2015 as part of the capstone course.

Early Childhood

E M S U Overall Rating 1 0 0 0 Category: Lesson Plans 1 0 0 0 Category: Analysis of Teaching 1 0 0 0 Category: Evidence of Student Learning 1 0 0 0 Category: Use of Instructional Technology 1 0 0 0

Elementary

E M S U Overall Rating 2 2 1 0 Category: Lesson Plans 4 0 1 0 Category: Analysis of Teaching 3 2 0 0 Category: Evidence of Student Learning 3 1 1 0 Category: Use of Instructional Technology 2 2 1 0



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Action Plan

What actions or modifications have been or will be made based on this assessment?

The classroom observation tool was completed as part of the capstone course in 2014-2015. After the observation, candidates reflected on their planning, instruction and student learning. The reflection provided rich evidence of what candidates learned throughout the planning and teaching process as well as how subsequent instruction was changed as a result of the lesson. It also provided an opportunity for candidates to describe how effective their instructional strategies were in promoting student learning. Thus, we believe it is important to continue this component in 2015-2016.

Continuing to include an assessment plan with the teacher work sample proposal was also very helpful in ensuring that students collected the data that they would need to answer their research questions. Students continued to meet individually with the course instructor throughout the semester to discuss their assessment plan, intervention strategies, and assessment data. This ensured that students remained on track throughout the semester and eliminated potential issues. We plan to continue with the proposal meetings and individual meetings with the course instructor in 2015-2016.

The data from 2014-2015 indicated that our students are performing well and have a strong foundation in planning and delivering instruction.

We plan to refine the observation tool during the 2015-2016 school year. We believe it would be helpful to align the rubric with the National Board’s Five Core Propositions for Teaching and include explicit qualifiers for each of the evaluative markers.

Implementation and Evaluation of Previous Years’ “Action Plan”

How was the action plan identified in the previous year’s report implemented this year, and what was the impact?

Based on feedback about the 2013-2014 assessment report, SLO 1.2 was rewritten to be more direct and clear. Additionally, information about how the check mark corresponds to satisfactory and the check plus corresponds to more than satisfactory was included in the assessment criteria section. This led to a helpful discussion in 2014-2015 about the observation tool. As stated in the above section, we plan add explicit qualifiers for each of the evaluative markers in 2015-2016.

The addition of a reflection on candidates’ planning, instruction, and student learning continues to be powerful. The reflection provided rich evidence of the effectiveness of instructional strategies in promoting student learning. We have also been very pleased with the addition of the proposal, assessment plan, and individual conferences during the capstone course. These elements have minimized the need for students to make significant revisions or adjustments during data collection and the formal writing of their teacher work sample.



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Component Description

Goal 2 From your Program Assessment Plan

School of Education Graduate Programs Reflective Professionals possess a thorough and accurate command of theories of child development and learning. This goal aligns with SoE specific goals I, II, III, and IV.

Objectives SLO’s (student learning outcomes)


SLO 1. Graduate Programs Reflective Professionals will know key theories of child development and learning.

SLO 2. Graduate Programs Reflective Professionals will apply the accepted theories of child development and learning to explain and describe observations of children.

Assessment Methods


Candidates in the Early Childhood and Elementary Program completed a retooled child study project in EDPY 705: Children and Adolescents as Learners in the Summer 2013-2015 that was based on an interactive simulation that allowed students to play the role of a parent and raise their own virtual child. By making decisions about specific scenarios, students raised the virtual child from birth to 18 and learned how their decisions and actions affected their child overtime. As a final project for the course, candidates created a developmental portfolio based on their virtual child experience. Candidates analyzed data about the virtual child in order to identify the developmental milestones the child had achieved as well as how primary language, disability (if any), culture, and/or familial backgrounds had impacted the child’s development. Candidate then wrote a narrative that described the child’s development (cognitive, social-emotional, language, and motor) and made connections and interpretations based on their knowledge of the accepted theories of child development and learning. A copy of the assessment is provided in Attachment 3, beginning on page 16. The candidates in the early childhood program also completed an additional case study as part of EDEC 740: The Young Child: Applying Theory And Research. Developmentally appropriate practices is a major component of early childhood education, and this case study is an extension of the child study project. A copy of the assessment is provided in Attachment 4, beginning on page 18. The project and case study demonstrated: 1. Knowledge of theory as reflected by a familiarity with assigned readings, lectures, and class activities and discussions. 2. Thoughtful organization and writing that demonstrates candidates can apply the accepted theories of child development and learning to explain and describe observations of children.

Assessment Criteria

Level of achievement you are targeting

100% of candidates should receive a minimum score of Satisfactory (acceptable performance) or higher on the child study project. 100% of candidates in the Early Childhood Program should receive a minimum score of Satisfactory or higher on each of the categories on the case study.



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Assessment Results

Actual results and data collected

All students enrolled in EDPY 705 satisfactorily completed the child study project. This included the following categories: identification of key concepts related to development and learning and identification of the supporting theory or research for interpretations and/or connections.

EDPY 705 Grades Summer 2013-2015

Course grade ranges Virtual child portfolio grades

Summer 2013 n= 11

Summer 2014 n= 5

Summer 2015 n= 6

93-100 Achievement of distinction 37-40 7 3 4

87-92 More than satisfactory level of performance 35-36 2 2

2

80-86 Satisfactory performance indicates minimum level of achievement

32-34 2 0 0

79 and below Unsatisfactory performance

31 and below

0 0

0

The candidates in the early childhood program also completed an additional case study as part of EDEC 740: The Young Child: Applying Theory And Research. All four students satisfactorily completed the assessment. A three-point scale was used to evaluate student performance in each category (0 points for unsatisfactory, 1 point for satisfactory, 2 points for more than satisfactory, and 3 points for exemplary). Mean data is provided in the table below for each category.

Fall 2013 (n=4) Fall 2014 (n=3)

Reflection 2.3 2.5

Observations and/or Interviews

3.0 3.0

Content (Understanding & connection of key concepts)

2.8 2.9

References in Support of Interpretation and Conclusions

2.5 2.5

Culture and Familial Influences

2.5 2.5



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Action Plan

What actions or modifications have been or will be made based on this assessment?

We were pleased that all candidates received either a rating of distinction or more than satisfactory performance in summer 2015. Candidates in the early childhood program completed an additional case study in the fall of 2014 as part of EDEC U740 – The Young Child: Applying Theory And Research. Scores for the reflection category were slightly higher than the previous year. We attribute the increase in scores to the revised instruction.

We plan to report the category data as well as provide explicit qualifiers for each of the evaluative markers for the child study project in 2015-2016. We believe this will strengthen our assessment system.

Implementation and Evaluation of Previous Years’ “Action Plan”

How was the action plan identified in the previous year’s report implemented this year, and what was the impact?

Based on feedback about the 2013-2014 assessment report, information about the case study completed in EDEC 740 is now introduced in the Assessment Method and Assessment Criteria sections. This was an unintentional oversight in the previous report.

The course instructor indicated that students once again more fully addressed the impact of culture in development and learning in their case studies. We attribute the improvement to the revised content.

Content knowledge about children’s development is especially important for early childhood educators. Thus, we were pleased with the ratings on the case study in EDEC 740, especially in the categories “Observations and/or Interviews” and “Content (Understanding & connection of key concepts)”. If the ratings for the reflection, references and culture categories continue to be lower than other categories, we will revisit content again.



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USC UPSTATE School of Education - ADEPT Observation Form (Attachment 1)

Directions: Mark each blank with a + if observed, done well; if observed; N/A if not observed or not applicable; or – if unsatisfactory. Use Evidence/Comments block to provide written feedback. APS 2: Short-Range Planning of Instruction Overall Rating: Evidence/Comments: ____ Developmentally appropriate lesson plan ____ Incorporates technology into instructional plans

APS 4: Establishing and Maintaining High Expectations for Learners Overall Rating: Evidence/Comments: ____ Clarifies objectives /assessments at beginning ____ Expectations for instructional activities ____ Relevance/importance ____ Relates to past/future learning

APS 5: Using Instructional Strategies to Facilitate Learning Overall Rating: Evidence/Comments: _____ Varied strategies and instructional groupings _____ Sequenced strategies _____ Appropriate strategies _____ Accommodates learning styles _____ Accommodates rates of learning



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_____ Active involvement of students _____ Higher-level thinking/problem-solving APS 6: Providing Content for Learners Overall Rating: Evidence/Comments: _____ Appropriate, standards-related content _____ Current/accurate ____ Suitable place ____ Multiple sources ____ Varied formats ____ Clear explanations/examples/models ____ Correct oral and written communication APS 7: Monitoring & Enhancing Learning Overall Rating: Evidence/Comments: ____ Uses a variety of assessments-observations/questioning/performance/other ____ Adjusts pace/sequence ____ Provides feedback ____ Extends learning ____ Reviews/summarizes



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APS 8: Maintaining an Environment That Promotes Learning Overall Rating: Evidence/Comments: ____ Attractive, organized environment ____ Room arranged for learning ____ Confident in content/teaching ____ Mutual teacher/student respect and cooperation ____ Sense of responsibility in students ____ Positive/productive interactions APS 9: Managing the Classroom Overall Rating: Evidence/Comments: ____ Maximizes instructional time ____ Rules for behavior evident ____ Enforces rules consistently ____ Preventive techniques used ____ Non-instructional routines ____ Transitions ____ Material/resources/technologies managed effectively



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Attachment 2 Teacher Work Sample: Research in Practice

(Case Study or Classroom Study) The teacher work sample will serve as a culminating activity for all graduate programs. This research in practice project will provide a written record of how you as a reflective professional:

link instruction/intervention/treatment to the literature use information about the context and student(s) to set learning goals and plan instruction and assessment define, observe, and measure progress use multiple assessment approaches aligned with learning goals to assess student learning before, during and after instruction design instruction for specific learning goals, student characteristics and needs, and learning contexts use on-going analysis of student learning to make instructional decisions analyze the relationship between instruction and student learning in order to improve teaching practice

Required items to submit include:

Narrative described in detail in the following section Unit plan with a minimum of six lesson plans Videotape of one lesson Student work samples Graph(s) of results

Section and Length Description I. Introduction This section presents the general background information about the setting, student(s), and description of your approach to

teaching. I-A. Philosophy of Teaching

A clear, precise statement of your philosophy of teaching as it applies to your current environment. It should acknowledge current theory and research.

I-A. Problem Statement The problem statement is a clear, precise statement of the problem. It should be related to the literature and to your research questions and hypothesis.

What is the problem or desired learning outcome(s)? Is it a problem in all contexts or under certain conditions? Why is it important that the problem or desired learning outcome(s) be addressed? Is it a common problem or desired learning outcome? What are the independent and dependent variables?

I-B. Literature Review (minimum of 5 pages) Provide a concise review of current “best practice” in the literature for trying to resolve similar problems or addressing the desired learning outcome(s).

What do we already know? How have similar problems or issues been resolved?

I-C. Justification (2-3 pages) Describe why is your study justified given the existing knowledge. II. Method This section includes the setting, students and procedures for obtaining the data and analyzing the data. II-A. Context Describe the setting within which the project will be conducted—including including both opportunities and challenges.



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II-B. Subject/Respondent Describe details about student(s) involved (i.e. grade, age, linguistic background, diagnoses if any, academic/functional levels, behavior issues, gender, time in program, previous educational/therapeutic interventions) and how this information affects teaching and learning.

II-C. Current Behavior vs. Target Behavior(s)

Describe the initial steps you took to assess current skills and the needs of the student(s). Then, define the current and targeted behavior(s) in observable and measurable terms. This section should begin with information about pre-assessment strategies that will provide specific, concrete information about current skills related to target behavior. In addition, discuss why your targeted behaviors are appropriate in terms of the development, pre-requisite knowledge, skills, and other student needs.

II-D. Overview of Intervention Describe the educational intervention you intend to implement. Describe its origin and what we know about its effectiveness to date.

Why was this intervention selected? What validation does it have?

Provide a concise and clear overview of your unit/intervention that illustrates purposeful planning and multiple opportunities for knowledge and skills to be developed and then generalized across environments and settings.

II-E. Design and Methodology Describe the specific teaching methods, instructional strategies, and learning activities. Discuss any media tools or technology that you will use and how it will enhance/support learning. You will also submit 5 lesson plans which should be formally structured and detailed as an appendix. The following components must be addressed:

• Title of lesson • Overview of lesson • How lesson relates to your instructional goal and targeted behaviors • How lesson stems from your pre-assessment information; characteristics, abilities and needs of student(s); and

contextual factors • Time, materials, and technology needed for lesson • Objectives for lesson • Steps/activities within lesson • Extensions or modifications if needed

Assessment of student learning during and/or following lesson II-F. Measurement procedures (including reliability, content validity, subjectivity, and sensitivity)

Describe how you will measure progress throughout the unit/intervention. This should include how you will define, measure, observe, and code responses. You should have a minimum of ten data points. Briefly defend reliability and sensitivity of the assessment(s) to improvement.

How will you monitor ongoing effectiveness of your unit/intervention? What post-assessments will you administer? How will the assessment measure the content goals of the unit/intervention? Did the assessments measure the overall purpose and/or target behaviors?



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What student work samples will you collect? Was the scoring clear?

You may use commercially available assessment instruments or create your own. II-G. Internal validity Defend the internal validity of your project by identifying independent and dependent variables. Clearly state the potential

limitations and how you will address them. III. Assessment and Results This section provides a detailed overview of the results. Describe gains and improvements made.

Appraise the outcomes and effects the intervention had on the student(s) as shown by the evidence and/or artifacts. III-A-1 Classroom assessment as a tool in planning

Briefly describe how you assess your students’ understanding and how your assessment techniques have helped you design subsequent lessons.

III-A-2 Students’ Reaction Describe students’ reaction to your lessons including analysis of what worked well and what did not come off as you expected. III-A-3 Assessment Artifacts Include several samples of student work with a brief description of what the assessment of these artifacts tells you about the

student’s abilities and need for future instruction. III-B. Interpretation of Data and Graphs Describe the magnitude of the changes across the intervention and the rate of the changes. This is to include the mean, level, rate,

and trend of change. III-C. Analysis of Video and Artifacts Please videotape one lesson within the intervention. Analyze your teaching performance and submit the video when you complete

your project. III-D. Assessment Analysis Write a narrative summarizing what you learned from the pre- and post-assessments.

Was the format of the assessments appropriate to the goals and the learner? Was the scoring clear? Were there surprises? What adjustments will or did you make in your lesson plans after reviewing initial data? Did you adjust intervention due to ongoing data collection? If some external factors or outside situation influenced results, please provide explanation. What interventions/interactions/lessons were most and least productive in improving learning? To what extent was your hypothesis/research question supported?

IV. Discussion and Implications This section explains how your results may contribute to theory and practice. This section also suggests further, related area for future investigation.

V. Conclusion This section describes what you learned throughout the process and how it has transformed your teaching practice. V-A. Reflection Describe what you learned throughout this process as well as how what you have learned over the course of your study will affect

your teaching practice. V-B. Continuing Efforts In addition, based on your experiences, what strategies will you use in the future? How could you improve your instruction in the

future? How can you continue to build on your knowledge and experience and collaboration with peers to guide parents, administrators, and other teachers in best practices?

V-C Concluding Remarks Use this section to comment on any key elements of skills and abilities that you have been unable to showcase in the sections above.

VI. Presentation The TWS will be presented and defended before a three-person panel during the seminar/practicum course.



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Rating Indicator Exemplary (3) Indicator Fully Met

More than Satisfactory (2) Indicator Mostly Met

Satisfactory (1) Indicator Somewhat Met

Unsatisfactory (0) Indicator Not Met

Score

Introduction and Context This section presents the general background information about the setting, student(s), and description of your approach to teaching. Problem statement is clear, precise, and linked to the related learning goals and literature.

Provides full description of contextual factors with supporting data. Presents summative and formative data of present level of performance. Problem statement is justified and relates to literature or prior research. In addition, philosophy of teaching is justified and relates to literature, prior research, and evidence-based practices.

Provides description with some supporting data. Presents summative and formative data of present level of performance. Problem statement is mostly justified and/or at least partially relates to literature or prior research. In addition, philosophy of teaching is justified and relates to literature, prior research, and evidence-based practices.

Lacks full description of setting and/or data. Provides brief summative and formative data of individual student’s present level of performance. Problem statement is partially justified and/or lacks relation to literature or prior research. Philosophy of teaching is somewhat unclear and/or lacks relation to literature, prior research, or evidence-based practices.

Lacks full description of setting. Does not provide clear problem statement related to the literature or prior research. Partial data of individual student’s present level of performance is given. Does not provide clear philosophy of teaching or does not relate the philosophy of teaching to the literature, prior research, or evidence-based practices.

Alignment Between Analysis and Learning Goals

The intervention is based upon students’ performance and contextual analysis. Design for intervention and assessment are well defined and clearly linked to the knowledge of the student. Overview of learning strategies and activities are provided.

Analysis clearly aligns w/ goals, learning objectives and intervention plan. Research-based, well-defined intervention is based upon students’ performance and contextual analysis. Design for intervention and pre/post assessment methods are appropriate and lead to learning goals.

Analysis is mostly aligned with goals, learning objectives, and intervention plan. Research-based, well-defined intervention is mostly based upon students’ performance and contextual analysis. Design for intervention and pre/post assessment methods are appropriate and will likely lead to learning goals. .

Analysis is partially aligned with goals, learning objectives and intervention plan. Defined intervention is somewhat based upon students’ performance and contextual analysis. Design for intervention and pre/post assessment methods has weak evidence/research.

Analysis is not aligned w/ goals, learning objectives, and intervention plan. Intervention is poorly linked to analysis and/or lacks research. Partial intervention design and pre/post assessment methods are provided.

Lesson Plans

A minimum of five (5) plans are thoroughly developed. All lessons within the unit are logically organized and appear to be useful in moving students toward achieving the learning goals. Technology is integrated as appropriate, and teacher employs a wide variety of strategies that are research-based or display best practice.

A minimum of five (5) plans are developed. The lessons within the unit have some logical organization and appear to be useful in moving students toward the learning goals. Almost all of the lessons incorporate technology as appropriate. Lesson plans use a wide variety of strategies that are research-based or display best practice.

A minimum of five (5) plans are mostly developed. The lessons within the unit have some logical organization and appear to be somewhat useful in moving students toward the learning goals. Some or most of the lessons incorporate technology as appropriate. Lesson plans use a variety of strategies that are research-based or display best practice.

A minimum of four (4) plans are somewhat developed and meet some of the guidelines. Some plans use approaches inconsistent with best practice.



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Assessment and Analysis of Teaching

Performance

Pre/post assessments are age appropriate, varied, and culturally and linguistically valid. Links between assessment and instruction are insightful. Self-analysis is reflective and insightful. Self-analysis also includes clear implication for change in classroom practice

Pre/post assessments are age appropriate, varied, and culturally and linguistically valid. Links between assessment and instruction are clearly evident. Self-analysis is reflective and includes clear implication for change in classroom practice

Pre/post assessments are somewhat age appropriate, varied and culturally and linguistically valid. Links between assessment and instruction are somewhat evident. Self-analysis is somewhat reflective or implications for change in classroom practice may not be fully developed or somewhat unclear.

Assessments may be appropriate, but not valid or varied. Links between assessment and instruction are weak or not evident. Self-analysis fails to include evidence of implications for change in classroom practice.

Interpretation of Data Presents the data in a graph and narrative.

Interpretation is meaningful and appropriate conclusions drawn from the data. Fully describes the method(s) for obtaining the data. Presents graphs and narrative.

Interpretation is technically accurate, but conclusions are not fully supported by data. Describes the method(s) for obtaining the data. Presents graph and narrative.

Interpretation is technically accurate, but conclusions are missing or not fully supported by data. Partial method for obtaining data. Presents graphs and narrative.

Interpretation is inaccurate, and conclusions are missing or unsupported by data. Lacks graphs and narrative.

Evidence of Impact on Student Learning

Video demonstrates appropriateness of intervention and teaching strategies. Interprets results and provides implication for theory/ practice. (This should include limitations and suggest studies for future investigation.)

Analysis includes evidence of the impact on student learning. Interprets results and provides implication for theory/ practice.

Analysis includes evidence of the impact on student learning. Mostly interprets results and provides implication for theory/practice.

Analysis includes incomplete evidence of the impact on learning. Partial discussion of implication for theory/ practice.

Analysis fails to include evidence of impact on learning. Lacks implication for theory/ practice.

Reflection Provides adequate reflection and explains how teaching practice has been affected in the process. (This should include an analysis of teaching from the video.

Demonstrates consistent thoughtful, insightful reflection. Provides many concrete illustrations how teaching practice has been transformed during process.

Demonstrates thoughtful, insightful reflection. Provides at least 2 concrete illustrations how teaching practice has been transformed during process.

Some thoughtful reflection is evident. Provides at least one concrete illustration how teaching practice has been transformed during the process.

Uses only simple, obvious statements to demonstrate reflection. Does not provide concrete illustration how teaching practice has been transformed.

Clarity and Accuracy of Presentation and Written

Materials Provides supplementary and supporting artifacts

Presentation and TWS follow APA guidelines and are well written with no errors. Presentation also shows remarkable depth of thought and research. Provides supplementary and supporting artifacts.

Presentation and TWS follow APA guidelines and/or contain very few errors. Most areas of presentation show depth of thought. Provides supplementary and supporting artifacts.

Presentation and TWS mostly follow APA guidelines and/or contains few errors. Certain areas of presentation show depth of thought. Provides supplementary and supporting artifacts.

Presentation is not clear, does not follow APA guidelines, and/or not logically organized. Presentation shows some understanding of subject but little depth. Provides few supplementary and supporting artifacts.

Total



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Child Study Project: Attachment 3

Student will create a virtual child by using my virtual child form on the publisher’s website. This interactive simulation allows students to play the role of a parent and raise their own virtual child. By making decisions about specific scenarios, students can raise the virtual child from birth to 18 and learn how their decisions and actions affect their child overtime. As a final project for this course, students will create a developmental portfolio based on their virtual child experience.

Outline a. Physical and temperamental traits of your virtual child What were the traits you have selected for your virtual child?

b. Physical Development Describe the physical development of your child and provide vignettes and/or artifacts for this domain. Were there any developmental challenges or delays? Was there a need for intervention? How did you approach to these challenges? What were the cultural influences of this domain?

c. Cognitive Development Describe your child’s developmental stages of this domain. Were there any developmental challenges or delays? Was there a need for intervention? How did you approach to these challenges? What were the cultural influences of this domain?

d. Social and Emotional Development Describe your child’s developmental stages of this domain. Were there any developmental challenges or delays? Was there a need for intervention? How did you approach to these challenges? What were the cultural influences of this domain?



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e. Reflections Reflect on your virtual experience: What was easy? What was difficult? If you were to do this again, what will you keep the same and what will you change in your parenting? Will this experience influence your teaching style? If so how? If not why? Reflect on the cultural component of your virtual child’s development.

Grading A 93-100 Performance indicates achievement of distinction . B+ 87-92 More than acceptable level of achievement B 80-86 Acceptable performance indicates minimum level of achievement C+ 77-79 Slightly less than acceptable C 70-76 Marginal achievement D+ 67-69 No graduate credit D 60-66 No graduate credit F 59-00 No graduate credit



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Attachment 4: Case Study Completed in EDEC 740 Case/child study: Your child study project will be based on your clinical observation of your focus child. You will collect and analyze data in order to identify the developmental milestones this child has achieved as well as how primary language, disability (if any), culture, and/or familial backgrounds have impacted the child’s development. Candidates will write a case study which describes their observations in terms of the four domains of development and make connections and interpretations based on class information and our textbook. Please include specific examples within your case study. As part of this assignment, interview a parent or guardian of the child that you are observing (can be by phone - prefer in person). Your project must demonstrate: 1. Knowledge of theory as reflected by a familiarity with assigned readings, lectures, and class activities and discussions. 2. Evidence of your skills documenting observations through the inclusion of anecdotal notes, photographs, and other appropriate artifacts. 3. Thoughtful organization and writing that demonstrates APA style, attention to neatness, form, grammar, spelling, and punctuation. Child Study Guidelines: Give the child who is the focus of your study a pseudonym or use his/her initial. DO NOT use his/her real name. At a minimum, your description of the child should include: • Gender, ethnicity, age in years and months. • The child's current height and weight. Into what percentiles does s/he fall? Consult the Centers for Disease Control website http://www.cdc.gov/growthcharts/. Follow links to individual growth charts. Print out the chart; plot your child's growth. Report the weight-for-age and length-for-age percentiles in your report. • Description of his/her family based on parent conference, home visits and cooperating teacher interview. Your narrative should end with a synthesis of the child’s overall development, using Bronfenbrenner’s ecological model.

In addition, here are some questions that should be addressed within your case study: 1) Have primary language, culture, and/or familial backgrounds impacted the child’s development, including the developmental domains, learning styles, academic skills, values, and interests?



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2) Are there developmental issues to consider (gender identity, puberty, obesity, medications, disabilities, overall health, etc.)? How have they impacted development or learning? 3) What developmental motor (both gross and fine) milestones have been reached? What behavior(s) did you observe that indicates that these milestones have been reached? Describe the motor development trajectory of the child. How might a caregiver support future development? How does this child’s physical development compare with other children of the same age? Be sure to include documentation and/or artifacts in addition to referencing the theorists to support your interpretations. 4) What is the educational level and work history of the parents/guardian? Who else lives with the child and what impact do they have on the development of the child? To what degree are the parents involved in the education of the child? In what way does the parent play or otherwise engage the child? Be sure to reference the at least 1 source to support your argument. 5) What is the relationship between the child and the caregiver? How do you know? What behaviors tell you about that relationship? What might the caregivers do to support the development of a strong relationship? How does the child interact socially with other children? How does he/she interact with other adults? How does the child handle him/herself emotionally? Be sure to include documentation and/or artifacts in addition to referencing the theorists and textbook to support your interpretations. 6) What is the cultural background and/or ethnicity of the child and family? How does (or could) this impact the development and learning of the child? Has it impacted medical care or view of child-rearing and/or education? Cite specific examples that support your argument and/or interpretation. Be sure to reference at least 1 source to support your argument. Use APA style to document the source. 7) What behaviors indicate which Piaget stage this child is in? Explain or define the activities that you used for the child to demonstrate these skills/behaviors. 8) Describe an incident illustrating assisted learning that is an example of scaffolding within a child's zone of proximal development as described by Vygotsky. 9) Explain your focus child’s learning style. Provide examples using your observations and references. 10) Describe the child's current proficiency with language and other ways s/he communicates. Be alert for the characteristics of young children's emerging language skills especially if your focus child is bilingual.



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11) Describe the writing and drawing skills you have observed. Interpret writing/drawing artifacts by relying on class materials. 12) How would you describe this child’s temperament? Why? Provide specifics examples referring to your observations. Does this child express his/her emotions vigorously or subtly? How does s/he cope with excitement, happiness, anger, etc.? 13) Apply Erikson's theory of psychosocial development: Explain the child’s psychosocial stage and the characteristics of this developmental level. Support your decision with your observations and references. 14) Focus child’s self-esteem and self-image. How does s/he describe him/herself? What types of problem solving skills does h/she demonstrate? How does s/he handle conflict? Does s/he need frequent praise? Describe his/her identity development and moral development. Support your decision with your observations and references. 15) Describe your focus child’s social learning strategies: How is this child in learning and following the “classroom rules”? How are limits set? How are they enforced? How are pro-social behaviors such as empathy and altruism encouraged? How are the children encouraged? Provide examples using your observations. Please use APA style and include a reference list. The following scoring rubric will be used.

Exemplary More than Satisfactory

Satisfactory

Unsatisfactory

Score

Reflection Exploring and analyzing

Student demonstrates consistent thoughtful, insightful reflection.

Thoughtful reflection is evident.

Student uses only simple, obvious statements to

demonstrate reflection.

Reflection is limited to generalizations.

Observations and/or Interviews (Narrative description of interview or child and his/her behavior)

Students describes observation or interview

thoughtfully and with relevant information.

Student describes observation or

interview with relevant information.

Student somewhat describes observation or

interview with little relevant information.

There is insufficient description of

observation or the interview.

Content Understanding & connection of key concepts involved in development and learning from the text & class discussions

Identification of key concepts and critical

comments/reflections on key concepts.

Identification of key concepts and/or

comments/reflections on many key concepts.

Limited reference to key concepts and/or reference

to some key concepts.

There is insufficient amount of references to

key concepts.



IRAP 9.28.10 21

References in Support of Interpretation and Conclusions

Student accurately and appropriately identifies the supporting theory or

research for their conclusions.

Student identifies supporting theory for

some of their conclusions

Student briefly mentions theorists and/or research

within the case study.

Theorists and/or research are not included.

Culture and Familial Influences

The case study demonstrates an

excellent understanding of how culture and/or

familial influences may have impacted

development based on Bronfenbrenner’s ecological model.

The case study demonstrates an

understanding of how culture and/or familial influences may have

impacted development based on

Bronfenbrenner’s ecological model..

The case study somewhat demonstrates an

understanding of how culture and/or familial influences may have

impacted development based on

Bronfenbrenner’s ecological model..

The case study does not address how culture

and/or familial influences may have impacted development and

learning.

Standard English

The paper is free of grammatical, mechanical

and/or spelling errors.

NA The paper contains few grammatical, mechanical

and/or spelling errors that may or may not distract the reader.

There are numerous grammatical, mechanical

and/or spelling errors that make the paper

difficult to read.

Unit/Department: MEd. Elementary and Early Childhood ... · Elementary and Early Childhood Programs...

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