Department of Early Childhood Education

 

Undergraduate and Graduate Program Assessment Plans

 

Mission Statement

Urban Alternative Initial Certification Program Assessment Plan

Undergraduate General Education Learning Outcomes

Urban Alternative Masters Program Assessment Plan

Undergraduate Program Major Learning Outcomes

Collaborative Master’s Program’s Assessment Plan

Graduate Majors Learning Outcomes

Educational Specialist Degree Program Assessment Plan

Bachelor of Science in Education Program Assessment Plan

Doctor of Philosophy Program Assessment Plan

 

How analysis data will impact programs

 

1.   Department of Early Childhood Education Mission Statement and how that statement supports the college and university’s mission

 

The Department of Early Childhood Education Mission Statement

 

The ECE department at GSU is a community of educators committed to equity, diversity, collaboration, collegiality and excellence.  We are dedicated to collaborating with our urban partners, metropolitan Atlanta public schools, in order to bring together theory and practice in our teaching, service, and research. We value innovation and flexibility.  We model excellent teaching and high standards for professional performance for our students.  Our mission is to provide high quality field-based teacher education and produce highly competent graduates who are assets in schools, especially in being able to affect student learning. Our mission is to address important educational issues and to develop, disseminate and use knowledge for the enhancement of quality education for teachers and for children.  Our mission is to provide service to the department, college, and university and to the urban, state and national community.  The mission includes teacher education, child development, and education for children birth-fifth grade. We strive to be an outstanding source of teachers for the Atlanta community, to be a respected source of knowledge about teaching and learning, and to known and respected through our service.

 

Products: graduates, knowledge and service

Process: Values, modeling

Purpose: We strive to be an outstanding source of teachers for the Atlanta community, to be a respected source of knowledge about teaching and learning, and to known and respected through our service.

 

The Department of Early Childhood Education’s Mission Statement compliments both the College of Education and the University’s mission statements in its strong commitment to promoting excellence in urban education, research and service.  

 

 

2b.       Undergraduate General Education Learning Outcomes

 

                    General Education Goals

Initial Certification Program                           Major Goals (INTASC Standards)

Goal I.  Communication

1. Communi cate effectively using appropriate writing conventions and formats.

2. Communi cate effectively using appropriate oral conventions and formats.

II. Collaboration

1. Participate effectively in collaborative activities.

III. Critical Thinking

1.  Formulate appropriate questions for research

2. Effectively collect evidence and properly interpret claims and arguments.

3.  Appropriately evaluate claims, arguments, evidence and hypotheses

4. Use the results of analysis to appropriately construct new arguments and formulate new questions.

Goal IV.  Contemporary Issues

1. Effectively analyze contemporary issues within the context of diverse disciplinary perspectives.

2. Effectively analyze contemporary multicultural, global, and international questions.

Goal V.  Technology

1. Demonstrate computer competence relevant to their discipline of study.

Standard One:  Knowledge of Subject Matter:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

The candidate understands major concepts, assumptions, debates, processes of inquiry, and ways of knowing that are central to the discipline(s)) s/he teaches. (K)

 

 

 

 

 

 

X

X

X

X

 

 

 

 

 

The candidate engages students in generating knowledge and testing hypotheses according to the inquiry and standards of evidence used in the discipline. (P)

 

 

 

 

 

 

X

 

 

 

 

 

 

 

 

The candidate realizes that subject matter knowledge is not a fixed body of facts but is complex and ever-evolving. S/he seeks to keep abreast of new ideas and understandings in the field. (D)

 

 

 

 

 

 

 

X

 

 

 

 

 

 

 

The candidate can evaluate teaching resources and curriculum materials for their comprehensiveness, accuracy, and usefulness for representing particular ideas and concepts. (P)

 

 

 

 

 

 

 

 

X

 

 

 

 

 

 

The candidate effectively uses multiple representations and explanations of disciplinary concepts that capture key ideas and links them to students' prior understandings. (P)

 

 

 

 

 

 

 

 

 

X

 

 

 

 

 

The candidate develops and uses curricula that encourage students to see, question and interpret ideas from diverse perspectives. (P)

 

 

 

 

 

 

 

 

 

 

 

X

 

 

 

Standard Two:  Knowledge of Human Development and Learning

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Standard Three:  Adapting Instruction for Individual Needs:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

The candidate has a well-grounded framework for understanding cultural and community diversity and knows how to learn about and incorporate students' experiences, cultures, and community resources into instruction. (K)

 

 

 

 

 

 

 

 

 

 

 

 

X

 

 

Standard Four:  Multiple Instructional Strategies

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

                    General Education Goals

Initial Certification Program                           Major Goals (INTASC Standards)

Goal I.  Communication

1. Communicate effectively using appropriate writing conventions and formats.

2. Communicate effectively using appropriate oral conventions and formats.

II. Collaboration

1. Participate effectively in collaborative activities.

III. Critical Thinking

1.  Formulate appropriate questions for research

2. Effectively collect evidence and properly interpret claims and arguments.

3.  Appropriately evaluate claims, arguments, evidence and hypotheses

4. Use the results of analysis to appropriately construct new arguments and formulate new questions.

Goal IV.  Contemporary Issues

1. Effectively analyze contemporary issues within the context of diverse disciplinary perspectives.

2. Effectively analyze contemporary multicultural, global, and international questions.

Goal V.  Technology

1. Demonstrate computer competence relevant to their discipline of study.

Standard Five:  Classroom Motivation and Management:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

The candidate knows how to help people work productively and cooperatively with each other in complex social settings. (K)

 

 

 

 

X

 

 

 

 

 

 

 

 

 

 

Standard Six:  Communication Skills:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

The candidate models effective communication strategies in conveying ideas and information and in asking questions. (P)

 

X

X

 

 

 

 

 

 

 

 

 

 

 

 

The candidate knows how to use a variety of media communication tools, including audio-visual aids and computers, to enrich learning opportunities.(P))

 

 

 

 

 

 

 

 

 

 

 

 

 

 

X

Standard Seven:  Instructional Planning Skills

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Standard Eight:  Assessment of Student Learning

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Standard Nine:  Professional Commitment and Responsibility:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

The candidate draws upon professional colleagues within the school and other professional arenas as supports for reflection, problem-solving and new ideas, actively sharing experiences and seeking and giving feedback. (P)

 

 

 

 

X

 

 

 

 

 

 

 

 

 

 

Standard Ten:  Partnerships:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

The candidate participates in collegial activities designed to make the entire school a productive learning environment. (P)

 

 

 

 

X

 

 

 

 

 

 

 

 

 

 

The candidate makes links with the learners' other environments on behalf of students, by consulting with parents, counselors, candidates of other classes and activities within the schools, and professionals in other community agencies. (P)

 

 

 

 

X

 

 

 

 

 

 

 

 

 

 

 

 

 

Department of Early Childhood Education

Undergraduate Program Outcomes

 

  1. The teacher understands the central concepts, tools of inquiry, and structures of the discipline he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.
  2. The teacher understands how children learn and develop, and can provide learning opportunities that support a child’s intellectual, social, and personal development
  3. The teacher understands how children differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.
  4. The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills.
  5. The teacher uses an understanding of individual and group motivation and behaviors to create a learning environment that encourages positive social interactions, active engagement of learning, and self-motivation.
  6. The teacher uses knowledge of effective verbal, nonverbal, and media communications techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
  7. The teacher plans instruction based upon the knowledge of subject matter, students, the community, and curriculum goals.
  8. The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.
  9. The teacher is an effective practitioner who continually evaluates the effects of his/her choices on others ( students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.
  10. The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and wellbeing.

 

 

2c.       Graduate Learning Outcomes (Masters, Ed.S., Ph.D)

 

What teachers should know and be able to do[1]

 

Educators are committed to their pupils and their learning.

ό      Educators adjust their practice according to pupils’ individual differences.

 

ό      Educators have an understanding of how pupils develop and learn and use these to make decisions about how to teach. 

 

ό      Educators treat pupils equitably.

 

ό      An educators’ mission extends beyond developing the cognitive capacity of their pupils.

 

Educators know the subjects they teach and how to teach them, using varied instructional strategies and tools, including technology.

ό      Educators appreciate how knowledge in their subject is created, organized and linked to other disciplines.

 

ό      Educators have specialized knowledge about how to convey content to pupils.

 

ό      Educators generate multiple paths to learning. 

 

Educators are responsible for managing and monitoring student learning.

ό      Educators call on multiple methods to meet their goals.

 

ό      Educators orchestrate learning in different groupings and settings.

 

ό      Educators place a premium on pupil engagement.

 

ό      Educators regularly assess pupils’ progress. 

 

ό      Educators have clear goals.

 

Educators think continually about their practice and learn from that experience.  They engage in scholarship and create new knowledge about teaching and learning

ό      Educators are continually making difficult choices that test their judgment.

 

ό      Educators seek advice from others and draw on educational research and scholarship to improve their practice.

 

Educators are members of learning communities.

ό      Educators collaborate with other professionals to make schools more effective.

 

ό      Educators communicate regularly with parents and involve them in the education of their children.

 

ό      Educators take advantage of a school’s community as a resource for learning. 

 

 

3 & 4.         A description of assessment methods, data collection, and analysis procedures

 

Department of Early Childhood Education Bachelor of Science in Education Program Assessment Plan

 

Entry to Program

Semester I

Decision Point I

(completion of 1st semester)

Semester II

Semester III

Decision Point II

(completion of  3rd semester)

Semester IV

Decision Point III

Exit  from Program

Candidate Assessment

Completion of core requirements

Passing scores on Praxis I and Regents Exam

Minimum 2.75 G.P.A.

Faculty Interview

Writing sample

Background check

 

 

Benchmark Conference with faculty and candidate

 

See attached Opportunities To Learn, Practice, and Perform Proficiencies

Successful completion of all ECE courses (a grade of “C” or higher)

 

See attached Decision Point I Matrix

Benchmark Conference with faculty and candidate

 

Successful completion of all ECE courses (a grade of “C” or higher)

 

See attached Opportunities To Learn, Practice, and Perform Proficiencies

Benchmark Conference with faculty and candidate

 

See attached Opportunities To Learn, Practice, and Perform Proficiencies

Successful completion of all courses (a grade of “C” or higher in all courses except for ECE 3663 which requires a “B” or higher))

 

See attached

Decision Point II Matrix

Benchmark Conference with cooperating teacher, university supervisor and candidate

 

See attached Opportunities To Learn, Practice, and Perform Proficiencies

 

Meets all university, college and department requirements

 

Passing scores on Praxis II

 

Successful completion of  Student Teaching Requirements and Professional Portfolio

 

 

Assessment of K-12 Students

 

See attached Opportunities To Learn, Practice, and Perform Proficiencies

 

See attached Opportunities To Learn, Practice, and Perform Proficiencies

See attached Opportunities To Learn, Practice, and Perform Proficiencies

 

See attached Opportunities To Learn, Practice, and Perform Proficiencies

 

Program Assessment

 

See attached Opportunities To Learn, Practice, and Perform Proficiencies

 

See attached Opportunities To Learn, Practice, and Perform Proficiencies

See attached Opportunities To Learn, Practice, and Perform Proficiencies

 

See attached Opportunities To Learn, Practice, and Perform Proficiencies

 

 

Standard/Proficiency

Semester 1

Semester 2

Semester 3

Semester 4

INTASC Standard 1

 

The teacher understands the central concepts, tools of inquiry, and structures of the discipline he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.

 

Courses/experiences:

ECE 3010, 3031, 3600, 3661

Intro. To Edu., Diversity, LA Methods, Field/Management

 

Hours/Days in field - coded by urban (U), suburban (S), or multicultural (M):

2 days per week, 7 hours per day

Pre-K – 7 weeks  (M)

K – 7 weeks (M)

 

Assessment of candidate:

Written lesson plans

Teaching Observations

Exams

Portfolio

Diversity Assessment Assign.

Teacher Appraisal Form

 

 

 

 

Assessment of K-12 students:

Reading Tutoring Project

 

 

Data collected for program

evaluation:

Course evaluations (COE,ECE)

Candidate surveys

Cooperating Teacher Survey

INTASC Survey I

Courses/experiences:

ECE 3601, 3603, 3606, 3662

LA, Math, Science Methods, Field/Management

 

Hours/Days in field - coded by urban (U), suburban (S), rural (R) or multicultural (M):

2 days per week, 7 hours per day

1st grade – 7 weeks  (S)

2nd or 3rd grade  – 7 weeks (U)

 

Assessment of candidate:

Written lesson plans

Teaching Observations/ Videotapes

Exams

Portfolio

Literature Based Math Plan

Beliefs about Children and Learning Paper

Instructional Experiences

Reactions on Readings

 

Assessment of K-12 students:

Guided Reading Project

Journals

 

Data collected for program evaluation:

Course evaluations (COE,ECE)

Candidate Surveys

Cooperating Teacher Survey

 

Courses/experiences:

ECE 3602, 3604, 3605 3663

LA,  Math, Social Studies Methods, Field/Management

 

Hours/Days in field - coded by urban (U), suburban (S), or multicultural (M):

2 days per week, 7 hours per day

4th grade – 7 weeks  (M)

5th grade – 7 weeks (M)

 

Assessment of candidate:

Written lesson plans

Teaching Observations

Exams, online quizzes, free writes

Portfolio

Philosophy paper

Social Studies Projects

Mind Maps on Readings

PTLS

 

 

Assessment of K-12 students:

Planning, Teaching and Learning Sample

 

Data collected for program evaluation:

Course evaluations (COE, ECE)

Candidate Surveys

Cooperating Teacher Survey

INTASC Survey II

 

Courses/experiences:

ECE 4650, 4661

Opening School Experience, Student Teaching

 

Hours/Days in field - coded by urban (U), suburban (S),  or multicultural (M):

5 days per week, 7 hours per day

ECE 4650: K-5th grade – 2 wks

ECE 4661: K-5th grade – 15 wks

(U, S, M)

Assessment of candidate:

Weekly teaching observations

Weekly 3-way conf/evaluations

Planning, Teaching, and Learning Module

Portfolio

 

 

 

Assessment of K-12 students:

Planning, Teaching, and Learning Module

Student Teachers’ Assessment Records/Grades

 

Data collected for program evaluation:

Candidate Surveys

Coop. teacher surveys

Praxis II Scores

INTASC Survey III

BSE Program - Opportunities to Learn, Practice and Perform Proficiencies

 

Standard/Proficiency

Semester 1

Semester 2

Semester 3

Semester 4

INTASC standard 2

 

The teacher understands how children learn and develop, and can provide learning opportunities that support a child’s intellectual, social, and personal development.

 

 

Courses/experiences:

ECE 3010, 3021, 3031, 3600, 3661

Intro. To Edu., Child Development, Diversity, LA Methods, Field/Management

 

Hours/Days in field - coded by urban (U), suburban (S), or multicultural (M):

2 days per week, 7 hours per day

Pre-K – 7 weeks  (M)

K – 7 weeks (M)

Assessment of candidate:

Online Quizzes

Exams

Theory/Field  Notebook

Documentation of Child Dev

Lesson Plans

Teaching Observations

Teacher Appraisal Form

Class presentation/written report

 

Assessment of K-12 students:

Focal Child Presentation

Child Dev. Log

Documentation of Child Dev

 

Data for program evaluation:

Course evaluations (COE,ECE)

Candidate surveys

Cooperating Teacher Survey

INTASC Survey I

 

Courses/experiences:

ECE 3601, 3603, 3606, 3662

LA, Math, Science Methods, Field/Management

 

Hours/Days in field - coded by urban (U), suburban (S),  or multicultural (M):

2 days per week, 7 hours per day

1st grade – 7 weeks  (S)

2nd or 3rd grade  – 7 weeks (U)

 

Assessment of candidate:

Guided Reading Project

Math Assessment Kit

Exam

Lesson Plans

Theory/Field  Notebook

Teacher Appraisal Form

Behavior Support Plan

 

Assessment of K-12 students

Guided Reading Project

 

 

Data collected for program evaluation:

Course evaluations (COE,ECE)

Candidate surveys

Cooperating Teacher Survey

 

Courses/experiences:

ECE 3602, 3604, 3605, 3663

LA,  Math, Social Studies Methods, Field/Management

 

Hours/Days in field - coded by urban (U), suburban (S), or multicultural (M):

2 days per week, 7 hours per day

4th grade – 7 weeks  (M)

5th grade – 7 weeks (M)

 

Assessment of candidate:

Lesson Plans

Case Study – Reading

Math Assessments

Exam

Lesson Plans

Theory/Field  Notebook

Teacher Appraisal Form

SS Resource Binder

PTLS

 

Assessment of K-12 students

Case Study – Reading

PTLS

Data for program evaluation:

Course evaluations (COE,ECE)

Candidate surveys

Cooperating Teacher Survey

INTASC Survey II