W
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Program Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
University Policies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Qualifications and Transition Points . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Teacher Candidate Responsibilities and Expectations . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Field Site Selection Process and Agreement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Cooperating Teacher Qualifications and Expectations . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
University Supervisor Qualifications and Expectations . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Course Field Experiences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Block 1 Practicum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Block 2 Practicum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Student Teaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Appendices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Inclusive Early Childhood Education licensure Observation and Evaluation Form . . . . . 31
Inclusive Early Childhood Education Program CLASS Observation Tool . . . . . . . . . . . . . 33
Professional Dispositions and Responsibilities Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Inclusive Practices Checklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
Professional Portfolio Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
NAEYC Code of Ethical Conduct . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
Administrative File Review Checklists. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
Contact Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
Contract . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
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:
BI:IECE Vision:
The UCCS Bachelor of Innovation in Inclusive Early Childhood Education is the first and only of its kind in the nation. With a strong core in fully inclusive early childhood education, this degree integrates values and best practices in educating each and every child in developmentally appropriate, inclusive settings. Graduates are prepared to engage in respectful, culturally responsive practices and promote meaningful collaboration among children with diverse abilities, families, and colleagues.
Graduates are qualified to earn dual state teaching licensure in ECE (birth-8) and ECSE
(birth-8 special education), as well as state Child Care Center Director Qualification. In the robust core in innovation and multiple teams classes, students engage in creative problem-solving in interdisciplinary teams serving actual community clients with realworld issues. Concepts and experiences in innovative problem-solving, being a catalyst for positive change in education and business, teaching for social justice, valuing diversity, creative thinking, and interpersonal engagement are integrated systemically throughout the entire program. The focus of this unique and cutting-edge degree program is truly on developing change agents fully capable of navigating complex systems and ensuring positive outcomes for each and every child and family.
The program meets all of the state and national standards for licensure including the following:
 Colorado Early Childhood Special Education Standards
 Colorado Early Childhood Education Standards
 National Association for the Education of Young Children Standards
 Colorado’s Core Competencies for Early Childhood Educators and
Administrators
Candidates in the Inclusive Early Childhood Education programs (BI and PB) are provided the experiences and academic support to learn how to meet the needs of all students with diverse abilities in inclusive early childhood learning environments. Candidates are taught to focus on student strengths in order to support academic and social progress in inclusive environments.
The program includes 10 content and methods courses with 5 field experiences interspersed throughout the program. A majority of the coursework is concurrent with field experience placements; all course content is carefully designed and assignments are linked to fieldwork requirements. These requirements will allow candidates to apply the concepts and skills, as well as receive feedback from cooperating teachers, university site supervisors, and their course faculty throughout the program. Candidates will gain experience teaching students from birth through age eight.
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The College of Education Conceptual Framework
In, 2011, the College of Education began a series of dialogues envisioned to bring faculty and staff together to discuss the College’s direction, goals, and priorities while giving participants the opportunity to learn more about their colleagues and the College.
Out of this process, a new mission statement was adopted:
We prepare teachers, leaders, and counselors who embrace equity, innovation, and inquiry.
The College of Education’s framework, driven by this mission, is based on the three elements referenced in the mission statement: Equity, Inquiry, and Innovation.
COE Vision
We endeavor to be the foremost regional College of Education, fostering a just and inclusive global society.
COE Mission
We prepare teachers, leaders, and counselors who embrace equity, inquiry, and innovation.
COE Goals
Faculty in the College of Education:

Embrace equity, diversity, and social justice

Ensure high quality preparation of education and counseling professionals
 Engage in research-based inquiry and practice

Provide continual professional growth opportunities

Infuse and enhance the use of technology

Collaborate with campus and community partners to effect change
 Work across college and university to optimize efficiency and effectiveness
The College has chosen to use a Möbius Band, as it represents the iterative nature of education, where equity informs inquiry, which in turn feeds innovation, which leads us back to equity.
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Diversity Statement: The faculty of the College of Education is committed to preparing students to recognize, appreciate, and support diversity in all forms – including ethnic, cultural, religious, gender, economic, sexual orientation and ability – while striving to provide fair and equitable treatment and consideration for all. Any student who believes that he/she has not been treated fairly or equitably for any reason should bring it to the attention of the instructor, Department Chair or the Dean of the College of Education.
Accommodations: The College of Education wishes to fully include persons with disabilities in this course. In compliance with section 504 and the Americans with
Disabilities Act (ADA), UCCS is committed to ensure that “ no otherwise qualified individual with a disability … shall, solely by reason of disability, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or activity… ” If you are a student with a disability and believe you will need accommodations for this class, it is your responsibility to contact and register with the
Disabilities Services Office, and provide them with documentation of your disability, so they can determine what accommodations are appropriate for your situation.
To avoid any delay in the receipt of accommodations, you should contact the Disability
Services Office as soon as possible. Please note that accommodations are not retroactive and disability accommodations cannot be provided until a “Faculty
Accommodation Letter” from the Disability Services office has been given to the professor by the student. Please contact Disability Services for more information about receiving accommodations at Main Hall room 105, 719-255-3354 or dservice@uccs.edu.
Military Students : Military students who have the potential to participate in military activities including training and deployment should consult with faculty prior to registration for any course, but no later than the end of the first week of classes. At this time, the student should provide the instructor with a schedule of planned absences, preferably signed by the student's commander, in order to allow the instructor to evaluate and advise the student on the possible impact of the absences.
In this course, the instructor will consider absences due to participation in verified military activities to be excused absences, on par with those due to other unavoidable circumstances such as illness. If, however, it appears that military obligations will prevent adequate attendance or performance in the course, the instructor may advise the student to register for the course at another time, when she/he is more likely to be successful.
Student Appeals: Students enrolled in programs or courses in the College of Education may access the COE Appeal/Exception Form at:
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http://www.uccs.edu/Documents/coe/studentresources/AppealsForm2009.pdf
. This form is to be used for an appeal when a student is:
(1) denied admission to professional education program
(2) denied permission to student teach or complete professional internship
(3) removed from a professional education program or internship
(4) denied permission to graduate due to missing requirements
(5) requesting an exception to specific policies, procedures, or requirements
(6) requesting a grade change
This form is not to be used for requests to take classes out of sequence or to take a class without the proper prerequisites. Such requests should be initiated with the department chair.
UCCS Student Code of Conduct: The purpose of the Student Code of Conduct is to maintain the general welfare of the university community. The university strives to make the campus community a place of study, work, and residence where people are treated, and treat one another, with respect and courtesy. http://www.uccs.edu/~oja/student-conduct/student-code-of-conduct.html
UCCS Student Rights and Responsibilities: http://www.uccs.edu/orientation/student-rights-and-responsibilities.html
UCCS Academic Ethics Code: http://www.uccs.edu/Documents/vcaf/200-019%20StudentAcademic%20Ethics.pdf
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At three critical stages through the BI:IECE process, teacher candidates’ competencies and credentials are reviewed. These are the Transition
Points. In order to qualify for BI:IECE, you must successfully progress through these transition points. Your initial formal entry into the degree is transition point 1, generally at the end of the second year.
The following Transition Points Rubric shows recurring qualifications that must be met in order to continue in the program.
Inclusive
Early
Childhood
Education
Licensure
Program
Transition Point 1
Spring of Year 2
Application Portfolio:
 Transcripts
 GPA

IECE, ENGL 1310 course minimum grades
 Passing score on Praxis
Elementary Education
Content (0014 or 5014)
 Dispositions Rubrics
(from IECE 1000, 1020)
 Three References
 Goal Statement/
Philosophy of Education
 Three background checks
(Quick check, Finger
Print, Child Abuse)
 Review of Key
Assessments o IECE 1000 o IECE 1010 o IECE 1020
 Formal Interview
Transition Point 2
Fall of Year 4


GPA
IECE, TED, COUN, and
ENGL1310 course minimum grade
 Review of Major
Assessments o IECE 2000 o IECE 3000 o IECE 3010 o IECE 3020 o IECE 4000 o IECE 4010 o IECE 4020 o IECE 4030

Disposition Rubrics
Midterm and Final from
Practicum I (IECE 3020) and Disposition Rubric
Midterm from Practicum
2 (IECE 4030)
 Passing score on PLACE
ECE and ECSE
Transition Point 3
Spring of Year 4

Successful Completion of
Student Teaching (IECE
4040) and Student
Teaching Seminar (IECE
4050) with minimum grade required
 Review of Professional
Portfolio and integrated project unit


Initial Alumni Survey
Applications for ECE and
ECSE licensure
 Field site administrator survey
 Innovation Exit survey
(Nina)
Transition Point 4

Yearly employer survey on graduates’ impact on student learning
 Alumni survey one year post graduation

Focus groups of alumni, including child work samples
(impact on student learning), reflective responses to program preparation for employment

Teacher performance data from the state DOE
(when available)
Action by Faculty Action by Faculty Action by Faculty Action by Faculty
 Faculty score Application
Portfolio

Candidates who do not pass the Praxis Content
Core will not be able to progress in the program.
 Faculty meet early
November to review all data above. During this
 meeting faculty will determine candidates who have met the competencies and those who have not.
Candidates who do not pass the PLACE ECE and
ECSE will not progress into student teaching.
 In mid March faculty meet with teacher candidates who are at risk of not successfully completing student teaching
 Faculty meet mid May to determine candidates who have not met the student teaching competencies.
Candidates who have not met the competencies will work with faculty to create a plan to retake the student teaching
 Candidate exit survey
 Send out surveys in
May

Send reminder in
June
 Gather and compile
SB-191 data in June
 Pull data in August
 Compile and analyze data on graduates’ impact on children’s learning

Meet with faculty and staff to present impact data distributed in April
Each semester, IECE Director will review data from Course Action Forms (CAF) and make changes based on CAF feedback.
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During the field experience placements, you will engage in careful observations of the classroom teacher to identify effective instructional practices. Over time, you will gradually assume teaching responsibilities, implementing lessons plans and activities as assigned in your UCCS classes for observations.
You will take on a variety of roles in the classroom, including:
 facilitating small group work
 guiding whole group instruction
 working individually with specific students
 preparing and reviewing materials
 planning and collaborating with your cooperating teacher.
You are expected to take an active role within the learning environment, gaining more responsibility over time and as each field experience progresses. During Practicum Block 1,
Block 2, and Student Teaching, Candidates are expected to participate in and fulfill all daily tasks accomplished by full-time early childhood professionals and educators.
You are expected to fulfill all professional expectations and responsibilities as identified in the IECE Professional Dispositions and Responsibilities form (located in the Appendices of this handbook). Your Cooperating Teacher and University Supervisor will evaluate your professional behaviors and conduct at midterm and end-of-semester for each field experience placement.
If you do not meet the required expectations at the midterm informal assessment, a plan for improvement will be implemented. If improvement and progress has not been made by the final assessment, a formal meeting may be required to determine candidate’s continued appropriateness for the program.
Attendance:
You are expected to be at your field placement site at least five to ten minutes before your scheduled start time every day. As a Teacher Candidate, you are an integral part of the learning community in which you are observing and teaching. Your Cooperating Teacher and the students rely on and deserve your consistency and professionalism. If you are unable to be at the field site for your appointed time, you are required to call the teachers and let them know at least one hour before your scheduled time to arrive . You must also make arrangements to make up any missed time.
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There are very few acceptable reasons for missing time at your field site. However, when anyone is ill, it is not permissible to be in the field site (teachers, children, college students). Therefore, if you are too ill or contagious, let your Cooperating Teacher know ahead of time. Familiarize yourself with the center or school/center’s illness policy prior to your placement start. Provide a doctor’s note as needed to excuse your absence/s.
You are expected to follow the school/center or center calendar , attending your practicum visits even if the university is not in session. You are also expected to attend staff meetings, IEP, RTI, or other student meetings, grade-level or center meetings, specials classes (such as Music, Physical Education, and Art), recess duties, etc. when they occur on your scheduled field site days.
Professional Attire:
You are expected to wear professional and appropriate attire when at your field site. Check with the dress code requirements at your site to ensure that you are dressed appropriately for each field placement. Unacceptable attire includes: low cut tops or pants, too tight or too loose fitting clothes, above the knee shorts or skirt/dress, tank tops, or any clothing that reveals chest, belly, back/backside. Wearing inappropriate clothing is grounds for removal from your field site and may impact your ability to complete the field experiences.
Professional Conduct:
Candidates are expected to maintain the high standards of professional conduct including appropriate language, positive attitude, and respectful conflict resolution when necessary.
As a guest in field placement sites, you are expected to support and respect the work of the teachers and professionals.
Confidentiality:
You are to maintain confidentiality regarding student, teacher, staff, or family matters at all times. Do not discuss matters related to children, families, and/or colleagues, other than with professionals with a legitimate educational interest. If at any time you are concerned for a child’s welfare, you are required to discuss your concerns immediately with your faculty or University Supervisor. Additionally, at no time may you record or photograph anyone without written permission. During in-class discussions, you are to refrain from using student names.
Technology:
You are expected to check your UCCS email daily, as email will be your main form of communication with your University Supervisor and other instructors. You are also expected to use Blackboard. For each field experience placement, you will upload all of your lesson plans and activities to the Blackboard ORG shell. You will also upload all
Cooperating Teacher and University Supervisor observation/evaluation forms.
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While you are at your site, you are NOT to use your cell phone, tablet, or other device unless it is an emergency. Under no circumstances are you to be engaging in unprofessional behaviors such as personal correspondence (texting or emailing) or to appear distracted, uninterested, or uninvolved in the classroom activities. Your cell phone needs to remain out of sight while you are in the classroom.
You should plan to use a digital camera to capture photos and videos of children’s learning.
These are required components of your professional portfolio and certain course assignments. You MUST receive written, signed consent from a parent/guardian for EVERY child (image of child or their work) represented in your documentation. Use the letter on the next page for permission.
Working with your Cooperating Teacher:
Your Cooperating Teacher serves as your mentor and guide and is responsible for evaluating and observing your performance in the classroom throughout your field experience. You are responsible for keeping an open line of communication with your
Cooperating Teacher, in order to understand your school/center/center/district’s established curriculum, along with school/center or center-wide, department, or grade level academic practices and policies you will be expected to follow (for example, late work policies, communication of standards and expectations, etc.). Also, you need to understand your Cooperating Teacher’s classroom policies and routines, student behavioral expectations, daily schedule, etc. You will engage in co-planning with your Cooperating
Teacher, as well as discuss the requirements of your practicum experience to ensure that all activities and lesson plans are developmentally and age-appropriate. Daily discussions and observations with your Cooperating Teacher are key as you engage in your field experience.
Working With Students/Children:
Your job is to get to know the students you are working with. Learn their names, their likes, their strengths. Work with your Cooperating Teacher to learn about students with disabilities, IEPs, READ Plans, 504 Plans, Gifted and Talented Plans, etc. Commit to seeing each student as a capable individual with the potential to succeed. As you work with the students in your field placement, uphold the following guidelines:

Adhere to professional ethics regarding student-teacher relationships

Be culturally responsive and aware as you interact with students and families from diverse cultures and backgrounds

Do not administer any medications, including over-the-counter medications, to any student

Avoid transporting students in your car unless you have the approval of the student’s parent and principal

Never strike, push, or physically discipline a student
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
Be sensitive to children’s individual reactions to physical contact. A handshake or an encouraging pat on the back, arm, or shoulder is generally acceptable
 Avoid providing your personal phone number or email to students
 Do not single out an individual student for preferential treatment, gifts, treats, etc.
Other expectations for successful field experiences:

Enter each field placement site with an open mind and a willingness to grow, change, and learn

Actively reflect on what you see and do during each observation and experience at your field placement sites. Provide a weekly journal/feedback entry for each field placement experience

Know and respect the norms of the field site school/center and classroom.
Familiarize yourself with the culture of the school/center/center. Be involved.
Follow the school/center/center’s code of professional conduct
 Communicate frequently with your Cooperating Teacher, University Supervisor, and
UCCS instructors. Seek opportunities to discuss your progress, observations, and opportunities for professional growth and development. Display initiative and make a full contribution to student achievement
 Discuss your lesson plans, activities, and requirements with your Cooperating
Teacher to ensure they are developmentally and age-appropriate
 Provide your Cooperating Teacher and University Supervisor with your lesson plans for observations at least 24 hours prior to the scheduled observation
 Use the observation feedback, as well as midterm and end-of-semester assessments to guide your instructional and reflective practices
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Date:
Dear parents and guardians,
My name is_________________________ and I am excited to join your child’s classroom at
__________________________as a Teacher Candidate completing my student teaching. I am a senior at the University of Colorado-Colorado Springs and part of my requirement to earn my teaching certification is to complete a professional portfolio.
The purpose of my professional portfolio is to document my proficiency as a new teacher as well as provide evidence of the impact of my teaching on children’s learning and development. Part of my portfolio includes child progress reports, which integrate pictures and video of the children and their work.
Children’s names will not be used in any form of documentation and confidentiality is strictly maintained, however photo and video images of the children will be visible. This documentation will be shared in my Senior Seminar class and shared with other UCCS student teachers and UCCS
Education faculty. Parts of this documentation may be used in my professional portfolio to demonstrate my competencies as a teacher, and videos or photos may appear in presentations on campus related to the student teaching experience.
Thank you!! I look forward to working with you and your child throughout this culminating experience!
Sincerely,
PLEASE CHECK ONE BOX:
 I give permission for my child to be photographed or videotaped during classroom learning activities related to my student teaching requirements.
Child’s full name: _______________________________________ Date: __________________
Parent or legal guardian: _______________________ _______________________________
Print name signature
 My child can have their photo taken with the following limitations:
 I DO NOT give permission for my child to be photographed or videotaped during classroom learning activities related to my student teaching requirements.
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The following is the process for selecting Inclusive Early Childhood
Education School/center and Center Field Sites for the IECE Field Experience
Placements.
 IECE Director and Staff will place all Teacher Candidates in their appropriate field site for each field placement o Class Practicums - various inclusive settings serving children from birth through age eight representing a variety of methods and approaches to early childhood education o Block 1 Practicum - inclusive setting for children ages birth through age four o Block 2 Practicum – inclusive setting for children ages five to eight o Student Teaching – various inclusive settings serving children from birth through age eight
 Inclusive Early Childhood Education School/center and Center Field Sites for children birth through age eight will be chosen after fulfilling the following criteria: o Initial meeting with principal/administrator and UCCS IECE Director or Staff o Principal recommends highly qualified and successful inclusive early childhood educators, based on evaluations, observations and evidence of inclusive practices, to be Cooperating Teachers for IECE o Initial meeting with recommended Cooperating Teachers and IECE Director and Staff
 Includes observing recommended teachers in classroom settings and discussing evidence of inclusion as specified in Inclusive Practices
Checklist (found in the Appendices of the handbook) o Partnership agreement with IECE, the principal/administrator, and the
Cooperating Teachers o Placements of Teacher Candidates in selected Cooperating Teacher classrooms/settings
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Field Experience Agreement
UCCS Student’s Name
Placement Site
Cooperating Teacher
UCCS Class/Semester ________
_________
_____________
______
______
We, the undersigned, agree to allow UCCS IECE Teacher Candidate, _________________________, to complete the UCCS IECE Field Experience requirements at this site. We have received and read the IECE Handbook of Policies and Procedures and understand the expectations and responsibilities involved in this field experience partnership.
Principal/Administrator______________________________________________ Date _______
Cooperating Teacher ________________________________________________ Date _______
Director, BI:IECE/PB:IECE ___________________________________________________ Date
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The Cooperating Teacher’s serves as a role model, guide, observer, and mentor for the Teacher Candidate as he/she experiences the inclusive early childhood education setting. The Coordinating Teacher must desire to work closely with and support the Teacher Candidate, as well as demonstrate strong inclusive practices in the classroom.
A Cooperating Teacher for the IECE field placements must:
 Hold a current Colorado teaching license in Early Childhood Education, Early
Childhood Special Education OR have at least three years of teaching experience
 Be strongly recommended and supported by the building administrator
 Recommended by IECE Director and Staff following observations and meeting
 Have Inclusive Practices in place in the classroom environment
Other Expectations Include:
 Orient the Teacher Candidate to the school/center, community, culture, students, classroom routines, polices, curriculum, instruction and assessment practices
 Model effective teaching practices, and guide the Teacher Candidate in gradual assumption of teaching responsibilities

Ensure Teacher Candidate is provided the range of experiences needed to meet requirements and gain experience related to inclusive early childhood education

Have a solid and thorough command of the curriculum being taught in the classroom and assist the Teacher Candidate to broaden and deepen his/her content knowledge

Informally observe the Teacher Candidate in interactions with students, other school/center personnel, staff, and parents

Review the teacher candidate’s lesson plans and requirements as they are completed and provide feedback, helping the Teacher Candidate ensure the lesson plan is developmentally and age-appropriate

Formally observe the Teacher Candidate at least three times throughout the semester and complete the Observation Evaluation Form; meet with the candidate to discuss observations
 Complete the Professional Dispositions and Responsibilities checklist at midterm and end-of-semester to evaluate Candidate’s professional behavior and conduct
 Provide weekly positive and constructive feedback to the Teacher Candidate
 Attend meetings with the University Supervisor and Teacher Candidate throughout the semester to discuss progress, evaluations, observations, and recommendations
 Communicate with the University Supervisor regarding the Teacher Candidate’s performance and contact the University Supervisor when an issue or question arises
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The University Supervisor acts as a liaison between the UCCS and the field experience site. The University Supervisor must be in continuous communication with the
Teacher Candidate and Cooperating Teacher throughout the semester to discuss progress, evaluations, observations, and recommendations. The University Supervisor will visit the field experience site regularly, meet with Teacher Candidates, and informally and formally observe.
A University Supervisor for IECE field experiences must:
 Have experience in inclusive early childhood education settings
 Attend UCCS professional development related to the field experiences
 Attend training to become a Certified CLASS Observer for all field site observations
Other Expectations Include:
 Lead an initial meeting with Cooperating Teacher and Teacher Candidate to discuss the expectations and requirements of the field experience
 Meet with and advise Teacher Candidate throughout the semester on observations, lesson plans, and other concerns

Review and provide Teacher Candidate feedback on lesson prior to formal observations

Formally observe the Teacher Candidate providing instruction on three occasions and provide written feedback, coaching, and evaluation scores using the CLASS
Observation Tool

When possible, informally observe the Teacher Candidate in interactions with students, other school/center personnel, parents and while completing the required activities.

Provide ongoing positive and constructive feedback to the Teacher Candidate.

Communicate regularly with the Cooperating Teacher and principal regarding the
Teacher Candidate’s performance
 Review all completed Dispositions and work with candidate to create a plan for improvement, if needed
 Ensure the Teacher Candidate has uploaded all necessary written requirements in
BlackBoard and score the work in Blackboard
 Assign the Teacher Candidate’s grade considering the Cooperating Teacher’s feedback, the lesson observation evaluation scores, the CLASS Observation scores, the written requirements’ scores, and the student’s attendance and participation in the seminars
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
Lead an exit meeting with the principal (if available), Cooperating Teacher, and
Teacher Candidate to discuss the teacher candidate’s performance, strengths, areas for improvement and recommendations for subsequent placements
 Turn in copies of all score sheets (for observations and requirements and the final grade) to the university course instructor by 24 hours after the final class date of the semester or previously agreed upon date
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During IECE 1000 and 1020, you are required to spend ten hours of practicum experience in a field site. For each class, you will be assigned observation, activities and/or lesson plans to implement at your field site.
In order to fulfill the requirements of both classes, you are expected to be at your field site at your scheduled time and implement the activities for observations. Your Cooperating
Teacher and University Supervisor will observe you throughout the semester.
For IECE 1000 , your Key Assessments include a Law and Ethics paper, as well as a Learning
Approaches presentation. Your practicum experience will play a vital role in your completion and implementation of both Key Assessments. During IECE 1000, you will be require to pass the “Quick Check” background check prior to beginning your practicum field experience.
For IECE 1020 , your Key Assessment include a Center-based Learning Observation and
Analysis. As in IECE 1000, your practicum experience is vital in completing and implementing Key Assessments. During IECE 1020, you will complete your full background check and child abuse clearance.
You are expected to fulfill all professional expectations and responsibilities as identified in the IECE Professional Dispositions and Responsibilities form (located in the Appendices of this handbook). Your Cooperating Teacher and University Supervisor will evaluate your professional behaviors and conduct at midterm and end-of-semester. If you do not meet the required expectations at the midterm informal assessment, a plan for improvement will be implemented. If improvement and progress has not been made by the final assessment, a formal meeting may be required to determine your continued appropriateness for the program.
Expectations for class field experiences include:
 Be at your site five to ten minutes early on your scheduled day
 Actively engage in classroom activities and lessons throughout the entire day
 Know and respect the norms of the field site school/center and classroom.
Familiarize yourself with the culture of the school/center. Be involved. Follow the school/center’s code of professional conduct

Uphold all expectations as outlined on the IECE Professional Dispositions and
Responsibilities checklist

Follow the school/center calendar, attending your practicum visits even if the university is not in session during student teaching (not required during 1000 and
1020)

Discuss your assigned lesson plans and activities in advance with your Cooperating
Teacher to determine developmental and age-appropriateness
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
Implement your lesson plans and activities throughout the semester for observations
 Upload all lesson plans and observation forms to the appropriate Blackboard Shell
 Meet regularly with your Cooperating Teacher and University Supervisor to discuss progress, evaluations, observations and recommendations
 Actively reflect on your experiences, and complete a weekly reflection journal
Background Checks
For your experience in IECE 1000, you will need to complete a Quick Check Background
Check.
To complete this requirement :
1.
G o to the website: https://www.cbirecordscheck.com/Index.aspx
2.
Click on “Individuals”
3.
Pay $6.85 to receive results
4.
Print a copy of the background check and return it to the Student Resource
Office as part of your admissions materials.
** Current Colorado school/center or agency employees who have already completed a background check for employment may provide a copy of their
Colorado license or background check results.
For your experience in IECE 1020, you will also need to complete a Fingerprint check and a
Child Abuse check. NOTE: The Fingerprint check can take four to six weeks to process.
Please plan accordingly.
To complete the Fingerprint check requirement :
1.
Obtain the appropriate fingerprint card (Form FD258) from a local Law
Enforcement Agency (the Colorado Department of Education does not provide cards). The UCCS Public Safety Office does not provide fingerprint cards, but can take fingerprints and complete your card if you provide one.
The Colorado Springs Police Department charges $15.00 for fingerprint cards. T o learn more about CSPD and fingerprint services, go to: http://www.springsgov.com/Page.aspx?NavID=780
You may also obtain a fingerprint card from the Colorado Correctional Industries’ Fo rms Center by calling (303) 3702165 or by completing and mailing in the form on th e internet at http://www.coloradoci.com/ or in person at:
Colorado Correctional Industries,
4999 Oakland St., Denver, CO 80239
Hours: Monday – Friday; 8:00 a.m. – 4:00 p.m.
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No appointment necessary. Cash only, no checks or credit cards.
2.
Complete the fingerprinting process with the assistance of a qualified Law
Enforcement Agency.
*Note: it is a legal requirement that a qualified law enforcement agency assist you with completing the fingerprint card. You may wish to call ahead to confirm that a particular office can assist you.
TIPS FOR OBTAINING QUALITY FINGERPRINTS (AND AVOIDING RETURNS):

Drink a lot of water a couple of hours before prints are taken. This raises ridges on prints.

Rub your fingertips while you are waiting to have prints taken. This raises the ridges on prints.

Apply hand lotion prior to your appointment. Dry skin makes poor quality prints.

Wash hands with very warm water right before prints are taken.
3.
Complete the fingerprint card (Form FD258 – no other cards will be accepted) using only black ink and follow the instructions on the back of the form. Be sure to complete all of the identification information requested accurately.
Employer and Address Reason Fingerprinted Your No. OCA
Educator Licensing
Colorado Department of Education
201 East Colfax Ave, Room 105
Denver, CO 80203
Educator Licensing
Section 22 – 60.5‐103, C.R.S.
CONCJ1134
*Leave the FBI No., the Armed Forces No., and the Miscellaneous No. fields listed on th e fingerprint card BLANK
4. Submit the completed CDE fingerprint card and fingerprint processing fee of $39.50 to:
Colorado Bureau of Investigation (CBI)
690 Kipling Street, Suite 3000
Denver, CO 80215
303‐239‐4208, http://cbi.state.co.us
For more information, follow the link: http://www.uccs.edu/Documents/coe/studentresources/Fingerprint%20background%20c heck%2012%2016%2013%20.pdf
To complete the Child Abuse Check :
1.
Complete and sign the Individual Inquiry Form found on the Colorado Department of Human Service website. The link is: http://www.colorado.gov/cs/Satellite/CDHS-
Emp/CBON/1251586556814
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2.
Send the completed, signed form and $25 fee to:
Boards and Commission Division
Background Investigation Unit
1575 Sherman Street, 7 th Floor
Denver, CO 80203-1714
In order to proceed to Block 1 Practicum, you will need to successfully meet all qualifications of Transition Point 1.
For IECE 3020: Block 1 Practicum, you will be placed in an early childhood setting serving children ages birth through four. You are expected to be at your field experience site one full day a week (6 hours) . During the Block 1 semester, you will also be taking IECE 3000:
Observation and Assessment for the Early Childhood Educator and IECE 3010: Early
Childhood Language and Literacy Birth through 4 . In those classes, you will create lesson plans and activities that you will then implement at your field experience site for observations. During the semester, you will be observed six times . Your Cooperating
Teacher will observe three of your lesson plans from the above mentioned classes using the Observation and Evaluation Tool (in the Appendix). Your University Supervisor will observe three other lesson plans using the CLASS Observation Tool (in the Appendix).
You are expected to fulfill all professional expectations and responsibilities as identified in the IECE Professional Dispositions and Responsibilities form (located in the Appendices of this handbook) and of your field site. Your Cooperating Teacher and University Supervisor will evaluate your professional behaviors and conduct at midterm and end-of-semester. If you do not meet the required expectations at the midterm informal assessment, a plan for improvement will be implemented. If improvement and progress has not been made by the final assessment, a formal meeting may be required to determine your continued appropriateness for the program.
Expectations for the Block 1 Semester include:
 Be at your site five to ten minutes early on your scheduled day
 Actively engage in classroom activities and lessons throughout the entire day
 Know are respect the norms of the field site school/center and classroom.
Familiarize yourself with the culture of the school/ center. Be involved. Follow the school/ center’s code of professional conduct
 Uphold all expectations as outlined on the IECE Professional Dispositions and
Responsibilities checklist

Follow the school/center calendar, attending your practicum visits even if the university is not in session, or make prior arrangements for scheduling conflicts
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Week
1

Attend staff meetings, IEP, RTI, or other student meetings, grade-level or center meetings, specials classes (such as Music, Physical Education, and Art), recess duties, etc. when they occur on your scheduled field site days
 Discuss your six lesson plans in advance with your Cooperating Teacher to determine developmental and age-appropriateness
 Implement your six lesson plans throughout the semester for observations
 Coordinate each observation with either your Cooperating Teacher or University
Supervisor. Submit lesson plans for review at least 24 hours before your scheduled observation
 Upload all lesson plans and observation forms to the appropriate Blackboard
Portfolio Shell

Meet regularly with your Cooperating Teacher and University Supervisor to discuss progress, evaluations, observations and recommendations

Attend all Block 1 Practicum classes at UCCS and be ready to discuss experiences and reflections

Actively reflect on your experiences, and complete a weekly reflection journal

Successfully complete the Block 1 Key Assessments: o IECE 3000: Positive Behavior Supports: Research and Best Practices o IECE 3010: Toddler Observation Project o IECE 3020: Integrated Unit Plan and Implementation; Block 1 Reflection in
Impact on Children’s Learning and Development Paper

Follow the week by week schedule included below, in addition to schedules provided by faculty in class meetings
2
3
4
5
Block 1 Practicum Responsibilities

Become familiar with the early childhood setting and school/center procedure and policies. Discuss classroom procedures and policies with your Cooperating Teacher (CT)

Become acquainted with classroom materials and activities. Find out where students’ data collection on
IFSP or IEP goals are kept and how they are organized

Become familiar with the classroom, staff, and individual students’ schedules

Use your reflection journal after each visit to write down all observations, questions, ideas, and reflections

Review the Inclusive Practices checklist. Identify practices that you observe in the classroom and site; reflect on areas for improvement

Become familiar with assessments in place in the classroom

Assist CT with classroom routines and tasks; be actively involved in your setting

Discuss your Lesson Plan assignments with your CT for suggestions and guidance

Observe and identify areas where students with disabilities are actively participating with curriculum, peers, general educators

Specifically observe and make notes in your journal about how ALL content areas are integrated into the curriculum

Identify areas of inclusion and differentiation in the classroom; write down observations in reflection journal

Discuss plans for implementing lessons with university faculty and your CT
 Look for examples of culturally responsive teaching in the classroom.
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11
12
13
14
8
9
10
6
7

Have a plan in place to gather data and evidence for your final Block 1 Reflection paper, focusing on evidence of your impact on children’s learning and development (consider early and later work samples and assessment artifacts from your lesson implementations

Remind your CT that the Professional Dispositions and Responsibilities checklist needs to be filled out in the next week (midterm)
 Midterm Professional Dispositions and Responsibilities checklist needs to be completed by your CT and
University Supervisor

Discuss the ways in which your CT partners with families to ensure child learning and growth. Write down observations and examples of family communication in your reflection journal.

Continue collecting information on how your CT promotes family involvement
 Do a self-reflection using the Inclusive Practices checklist. In what areas have you grown this semester? In what areas do you still need improvement?

Self-reflect on the Professional Dispositions and Responsibilities checklist, noting your own strengths and areas you could improve

Gather data and evidence for your final Block 1 Reflection paper, focusing on evidence of your impact on children’s learning and development

Remind your CT that the final Professional Dispositions and Responsibilities checklist needs to be completed by next week
 Complete any fieldwork requirements needed
 Make sure ALL assignments and observation forms for each of the six observations are uploaded in
Blackboard

Final Professional Dispositions and Responsibilities forms from your CT and University Supervisor need to be uploaded to BlackBoard
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For IECE 4030: Block 2 Practicum, you will be placed in an early childhood education setting serving children ages five through eight (Kindergarten through 2 nd grade). You are expected to be at your field experience site one full day a week (6 hours) . During the Block 2 semester, you will also be taking IECE 4000:
Early Math and Numeracy , IECE 4010: Early Language and Literacy Ages 5 – 8 , and IECE
4020: Creating Classroom Communities.
In those classes, you will create lesson plans and activities that you will then implement at your field experience site for observations.
During the semester, you will be observed six times . Your Cooperating Teacher will observe three of your lesson plans from the above mentioned classes using the Observation and
Evaluation Tool (in the Appendix). Your University Supervisor will observe three other lesson plans using the CLASS Observation Tool (in the Appendix).
You are expected to fulfill all professional expectations and responsibilities as identified in the IECE Professional Dispositions and Responsibilities form (located in the Appendices of this handbook). Your Cooperating Teacher and University Supervisor will evaluate your professional behaviors and conduct at midterm and end-of-semester. If you do not meet the required expectations at the midterm informal assessment, a plan for improvement will be implemented. If improvement and progress has not been made by the final assessment, a formal meeting may be required to determine your continued appropriateness for the program.
Expectations for the Block 2 Semester include:
 Be at your site five to ten minutes early on your scheduled day
 Actively engage in classroom activities and lessons throughout the entire day
 Know are respect the norms of the field site school/center and classroom.
Familiarize yourself with the culture of the school/ center. Be involved. Follow the school/ center’s code of professional conduct
 Uphold all expectations as outlined on the IECE Professional Dispositions and
Responsibilities checklist
 Follow the school/center calendar, attending your practicum visits even if the university is not in session

Attend staff meetings, IEP, RTI, or other student meetings, grade-level or center meetings, specials classes (such as Music, Physical Education, and Art), recess duties, etc. when they occur on your scheduled field site days

Discuss your six lesson plans in advance with your Cooperating Teacher to determine developmental and age-appropriateness

Implement your six lesson plans throughout the semester for observations

Coordinate each observation with either your Cooperating Teacher or University
Supervisor. Submit lesson plans for review at least 24 hours before your scheduled observation
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
Upload all lesson plans and observation forms to the appropriate Blackboard
Portfolio Shell
 Meet regularly with your Cooperating Teacher and University Supervisor to discuss progress, evaluations, observations and recommendations
 Attend all Block 2 Practicum classes at UCCS and be ready to discuss experiences and reflections
 Actively reflect on your experiences, and complete a weekly reflection journal
 Successfully complete the Key Assessments : o IECE 4000: Error Analysis Paper o IECE 4010: Family Literacy Plan o IECE 4020: Classroom Communities PPT; Inventory of Practices: Self
Evaluation and Plan o IECE 4030: Integrated Unit Plan and Implementation; Block 2 Reflection
Paper

Follow the week by week schedule included below, in addition to assignments and schedules provided by faculty in class meetings
Week
1
2
3
4
5
6
7
8
Block 2 Practicum Responsibilities

Become familiar with the early childhood setting and school/center procedure and policies. Discuss classroom procedures and policies with your Cooperating Teacher (CT)

Become acquainted with classroom materials and activities. Find out where students’ data collection on IFSP or IEP goals are kept and how they are organized

Become familiar with the classroom, staff, and individual students’ schedules
 Use your reflection journal after each visit to write down all observations, questions, ideas, and reflections

Review the Inclusive Practices checklist. Identify practices that you observe in the classroom and site; reflect on areas for improvement

Become familiar with assessments in place in the classroom

Assist CT with classroom routines and tasks; be actively involved in your setting
 Identify Positive Behavior Support policies and practices

Discuss your Lesson Plan assignments with your CT for suggestions and guidance

Observe and identify areas where students with disabilities are actively participating with curriculum, peers, general educators

Specifically observe and make notes in your journal about how ALL content areas are integrated into the curriculum

Identify areas of inclusion and differentiation in the classroom; write down observations in reflection journal

Discuss plans for implementing lessons with university faculty and your CT

Have a plan in place to gather data and evidence for your final Block 2 Reflection paper, focusing on evidence of your impact on children’s learning and development (consider early and later work samples and assessment artifacts from your lesson implementations

Remind your CT that the Professional Dispositions and Responsibilities checklist needs to be filled out in the next week (midterm)

Midterm Professional Dispositions and Responsibilities checklist needs to be completed by your CT and
University Supervisor; upload all forms to Blackboard Org Shell

Discuss the ways in which your CT partners with families to ensure student learning and growth. Write down observations and examples of family communication in your reflection journal.
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9
10
11
12
13
14

Continue to identify strategies and systems for ensuring strong collaborative partnerships with children, families, colleagues, and adminsitration

Do a self-reflection using the Inclusive Practices checklist. In what areas have you grown this semester?
In what areas do you still need improvement?

Self-reflect on the Professional Dispositions and Responsibilities checklist, noting your own strengths and areas you could improve

Gather data and evidence for your final Block 2 Reflection paper, focusing on evidence of your impact on children’s learning and development

Remind your CT that the final Professional Dispositions and Responsibilities checklist needs to be completed by next week
 Complete any fieldwork requirements needed

Make sure ALL assignments and observation forms for each of the six observations are uploaded in
Blackboard

Final Professional Dispositions and Responsibilities forms from your CT and University Supervisor need to be uploaded to BlackBoard
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25

In order to advance to Student Teaching, you will need to successfully meet all of the qualification from Transition Point 2.
During your student teaching semester, you will be at an early childhood education setting for sixteen weeks. Your experience will be divided into two eight-week sections. For one eight-week section, you will be in an early childhood setting serving children from birth through four years old. For the second eight-week section, you will be placed in an early childhood education setting serving students ages five through eight. During this experience, you are expected to be at the site every day for the full-school/center day. You are expected to gradually take on all of the responsibilities of a classroom teacher, including lesson planning, implementation, small and whole group instruction, recess duties, team collaboration, classroom management, assessment, etc. Your Cooperating
Teacher will be your mentor and guide throughout the semester. You will complete at least two full solo-teaching weeks in each setting.
For each eight-week session, you will be observed at least 6 times . Your Cooperating
Teachers will observe three of your lessons using the Observation and Evaluation Tool.
Your University Supervisor will observe three other lessons using the CLASS Observation
Tool.
You are expected to fulfill all professional expectations and responsibilities as identified in the IECE Professional Dispositions and Responsibilities form (located in the Appendices of this handbook) and those of your field site. Your Cooperating Teacher and University
Supervisor will evaluate your professional behaviors at least twice during each eight-week session; once as a midterm evaluation and once at the end of your session. If you do not meet the required expectations at the midterm informal assessment, a plan for improvement will be implemented. If improvement and progress has not been made by the final assessment, a formal meeting may be required to determine your continued appropriateness for the program.
Expectations for the Student Teaching Semester include:
 Be at your site five to ten minutes early on your scheduled day
 Actively engage in classroom activities and lessons throughout the entire day
 Know are respect the norms of the field site school/center and classroom.
Familiarize yourself with the culture of the school/ center. Be involved. Follow the school/ center’s code of professional conduct
 Uphold all expectations as outlined on the IECE Professional Dispositions and
Responsibilities checklist

Follow the school/center calendar
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
Attend staff meetings, IEP, RTI, or other student meetings, grade-level or center meetings, specials classes (such as Music, Physical Education, and Art), recess duties, etc. when they occur on your scheduled field site days
 Attend any special school/center or site functions, such as Book Fairs, Art Night,
Read Across America Day, etc.
 Discuss all of your lesson plans and upcoming observations in advance with your
Cooperating Teacher to determine developmental and age-appropriateness
 Implement your six lesson plans throughout each eight week session for observations
 Coordinate each observation with either your Cooperating Teacher or University
Supervisor. Submit lesson plans for review at least 24 hours before your scheduled observation

Upload all lesson plans and observation forms to the appropriate Blackboard
Portfolio Shell

Meet regularly with your Cooperating Teacher and University Supervisor to discuss progress, evaluations, observations and recommendations

Attend all Student Teaching Seminar classes at UCCS and be ready to discuss experiences and reflections

Actively reflect on your experiences, and complete a reflection journal

Complete a Professional Portfolio (in the Seminar course) aligning with NAEYC standards and including at least two sources of exemplary evidence of your proficiency in each standard. For additional expectations, see Professional Portfolio
Rubric in the Appendices of this manual.

Successfully complete other Key Assessments : o Unit Plan and Implementation Report o Child Progress Reports (2 individual children in each site) o Evidence Based Practice Paper (Seminar Course)
The following table provides a Student Teaching “At a Glance” reference to use as you gradually take over the classroom duties and responsibilities. Use the following table as a guide; you will schedule your observations and lesson plans with your Cooperating Teacher and University Supervisor as you take over responsibilities in the classroom. The table addresses eight-weeks since you will be at each site for an eight-week session. The suggestions of teaching responsibilities apply to both settings.
Week
1
Student Teaching Responsibilities

Become familiar with the early childhood setting and school/center procedure and policies.
Discuss classroom procedures and policies with your Cooperating Teacher (CT)

Become acquainted with classroom materials and activities. Find out where students’ data collection on IFSP or IEP goals are kept and how they are organized

Become familiar with the classroom, staff, and individual students’ schedules

Assist CT with routine tasks, planning, recess duties; management and teaching

Begin attending all staff, team, and student meetings (continue this throughout your eightweek session)
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6
7
2
3
4
5
8

Use your reflection journal after each day to write down all observations, questions, ideas, and reflections

Work with small groups and individual students/children

Begin co-teaching with CT

Collaborate with CT to plan long and short-range lessons

Assist with assessments
 Engage in reflective journaling and coaching discussions with CT
 Create a data gathering plan: what artifacts will you use as assessment of your impact on children’s learning and development

Connect your plans for child progress reports with your data gather plan

Continue all lesson planning with CT

Co-teach with CT throughout the day

Begin teaching independently (mini-lessons; small and large group lessons)


Take on more responsibility in routine duties

Collaborate with other school/center staff and families
Assist with assessments
 Engage in reflective journaling and coaching discussions with CT
 Continue all lesson planning with CT
 Continue with routine and extra duties
 Take on progressive responsibility for classroom planning and instruction, as approved by your
CT

Assist with assessments

Collaborate with other school/center staff and families

Engage in reflective journaling and coaching discussions with CT

Create integrated lesson plans for the next three weeks independently; CT will review and give input
 Solo, Independent Teaching – CT may or may not be in the classroom for your solo weeks
 Assume all duties and responsibilities of the classroom teacher

Engage in reflective journaling throughout your independent teaching experience

Solo, Independent Teaching – CT may or may not be in the classroom for your solo weeks

Assume all duties and responsibilities of the classroom teacher

Engage in reflective journaling throughout your independent teaching experience

Transition back to co-teaching with your CT

Gather and analyze data evidence on your impact on children’s learning and development

Generate child progress reports

Assume all duties and responsibilities of the classroom teacher

Engage in reflective journaling and coaching discussions with CT

Engage in reflective journaling and coaching discussions with your CT

Remind your CT to complete the Professional Dispositions and Responsibilities checklist

Upload any key assignments, observation reports, and assignments to BlackBoard
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29

Throughout your numerous experiences in early childhood education settings, you will be observed by your Cooperating Teachers and University
Supervisors.
Your Cooperating Teacher will use the Observation and Evaluation Tool as they observe your lesson plans.
Your University Supervisor will use the CLASS Observation Tool for observations.
Both will evaluate your professional conduct using the Professional Dispositions and
Responsibilities checklist at midterm and end-of-semester.
All observations will be considered when grading your field experiences. Examples of each observation tool are included below.
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Your Cooperating Teacher will use the following form to evaluate all observations:
(Completed by Cooperating Teachers during three observations)
University Supervisor:
Teacher Candidate:
Lesson or Context:
School/center:
Cooperating Teacher:
Age/grade
Scoring overview:
Does not meet expectations: 1
Candidate’s performance does not demonstrate adequate understanding of s tandards of quality practice; candidate’s work fails to demonstrate knowledge of child development and inclusive practices
Developing: 2
Candidate’s performance shows some understanding of standards of quality practice, but lacks clear evidence of proficient application; candidate’s work demonstrates limited knowledge of child development and inclusive practices.
Meets Expectations: 3
Candidate’s performance meets the expected standards of quality practice; candidate’s work demonstrates knowledge of child development and inclusive practices.
Exceeds Expectations: 4
Candidate’s performance demonstrates an exceptional command of the highest standards of quality practice; candidate’s work integrates a significant depth of knowledge of child development and inclusive practices.
What to watch for:
Professionalism  Organized and prepared to teach.
 Punctual and prompt.
 Dresses appropriately and professionally.
 Returns borrowed equipment and leaves room in good condition.
 Coordinates with team during the lesson.
 Seeks feedback from cooperating teacher.
Lesson Plan  Objectives/Main ideas of the lesson clearly stated
 Activities aligned with CO state standards
 EACH student’s understanding or achievement is assessed during the lesson as well as at the end.
 Reflects inter-connectedness of content area/disciplines.
 Free from content errors, did not promote misconceptions.
Score
(1-4)
Supervisor
Comments
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Accessible
Instruction
Design
Integration/
Inclusive
Practices
*Use N/A if observing implementation of social supports or nonacademic activities
 Materials/instruction/assessment reflect culturally and developmentally appropriate best practices
 Appropriate differentiation is used
 Individualized accommodations/ modifications are used to promote student access and participation
 IEP goals are addressed in context of core curriculum and/or general education/ natural environments
 Students have frequent opportunities to interact with peers
 Strategies are used to facilitate interactions between students with and without disabilities, general educators, and school/center staff
 Peers are provided with information, modeling, and reinforcement to be effective peer partners/supports
Total Planning and Implementation points (out of 16)
Minimum Required Score for meeting licensure standards is 13 out of 16.
Additional Comments/Strengths:
Version Jan 20-2015
32

Your University Supervisor will use the following CLASS Tool:
(Completed by University Supervisor for three observations throughout the semester)
University Supervisor:
Teacher Candidate:
School/center:
Cooperating
Teacher:
Age/grade:
Date:
Lesson or Context:
Scoring overview: Teacher candidate-student interactions for each observation will be rated across 10 dimensions. Each section is scored on a point scale of 1-7 with the following rating system.
High quality (exceeds expectations) = 6 or 7
Average quality (meets expectations) = 3, 4 or 5
Low quality (does not meet expectations) = 1 or 2
N/A = indicator not observed during lesson
Domain Dimension What to watch for Score
(1-7)
Observer Comments
Positive
Climate
Negative
Climate
Teacher
Sensitivity
Regard for
Adolescent
Perspectives
Behavior
Management
 Social conversations
 Enjoys time with students
 Respectful and personal
 Positive peer-to-peer interactions
 Negative Affect
 Punitive Control
 Sarcasm/disrespect
 Severe negativity
 Monitors in the moment
 Students as individuals
 Plans with students in mind
 Responsive to students’ lives
 Gets students’ ideas and views
 Allows student choice
 Gives students responsibility
 Flexible and goes with the flow
Productivity
Instructional
Learning
Formats
 Clear behavioral expectations
 Redirection of misbehavior
 Proactive
 Consistent consequences
 Maximizes learning time
 Facilitates transitions
 Incorporates routines
 Materials prepared and accessible
 Effective facilitation
 Variety of materials and modalities
 Active student involvement
 Clear learning objectives
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Language
Modeling
Quality of
Feedback
Concept
Development
 Frequent Conversations
 Open-ended questions
 Repetition and Extension
 Self and Parallel Talk
 Advanced Language
 Feedback loops
 Open-ended questions
 Focus on the process of learning
 Scaffolds
 Analysis and Reasoning
 Creating
 Integration
 Connections to the Real World
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34

The following checklist of Professional Dispositions and Responsibilities will be completed by both your Cooperating Teacher and University Supervisor at midterm and finals.
Professional Dispositions and Responsibilities
Student Name: ________________________________________________ Course: ____________________________________
Supervisor completing evaluation: _______________________________________
________________________
Date:
The following professional behaviors are expected of all IECE candidates. If candidates do not meet particular expectations in the informal midterm report, a plan of improvement will be put in place. In the formal end-of-semester report, candidates are expected to meet ALL of the following expectations of professional conduct. Failure to do so may require a formal meeting to determine the candidate’s continued appropriateness for the program.
Scoring Overview:
Does Not Meet Expectations: Candidate’s performance does not demonstrate adequate understanding of standards of quality practice; candidate’s work fails to demonstrate knowledge of child development and inclusive practices
Meets Expectations: Candidate’s performance meets the expected standards of quality practice; candidate’s work demonstrates knowledge of child development and inclusive practices.
Exceeds Expectations: Candidate’s performance demonstrates an exceptional command of the highest standards of quality practice; candidate’s work integrates a significant depth of knowledge of child development and inclusive practices.
PROFESSIONALISM Comments Does
Not
Meet
Meets Exceeds
Does
Not
Meet
Meets Exceeds

Arrives on time and exhibits excellent attendance
 Plans ahead and comes prepared
 Displays a positive, professional attitude for planning, initiating, and completing work/tasks
 Attends to professional and appropriate dress code
 Demonstrates awareness of social/cultural customs, diversity, and expectations
 Actively involved in school/center/center, community, events, conferences, trainings, and meetings
 Demonstrates high ethical standards and confidentiality
 Respects school/center policies and state regulations
 Elicits trust and respect from peers and supervisors
COLLABORATION and COMMUNICATION Comments
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Does
Not
Meet
Does
Not
Meet
Meets Exceeds
 Demonstrates effective interpersonal skills
 Functions effectively in a variety of group roles
 Solicits and considers alternative viewpoints
 Communicates effectively when speaking
 Communicates effectively through writing
 Collaborates effectively with students and families
 Demonstrates sensitivity to others’ feelings, opinions, and cultures
 Resolves differences/misunderstandings respectfully and reflectively
 Demonstrates respectful and appropriate communication with teachers, administrators, and families
REFLECTIVE PRACTICE
Meets Exceeds
 Analyzes student learning, and applies what is learned to improve practice
 Analyzes and takes responsibility for own behavior
 Responds productively and respectfully to constructive feedback
 Uses reflection to drive inquiry
 Follows through with suggestions for improvement
 Demonstrates ability to learn from both successes and challenges
 Takes initiative
 Reflects on own teaching and feedback
 Demonstrates flexibility based on feedback, reflection, and self-assessments
RESPONSIBILITY FOR STUDENT LEARNING
Does
Not
Meet
Meets Exceeds
 Demonstrates organization through student-centered planning and execution of developmentally appropriate lessons
 Operates with a positive view of the meaningful inclusion and genuine potential of all students
 Exhibits high expectations for all learners
 Prompts inquiry through open-ended questions, higherorder thinking, and problem-solving
 Effectively uses assessments to drive individualized instruction
 Values diversity through selection and creation of inclusive materials, lessons, and assessments
 Preserves dignity of all students
 Demonstrates a commitment to fairness and equity
CONDUCT IN UCCS CLASSES
 Arrives on time and exhibits excellent attendance for all classes and practicum/field experience placements
 Plans ahead and comes prepared
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 Participates as an engaged and supportive colleague in class discussions
 Collaborates respectfully with an openness to other perspectives and suggestions
 Initiates reflective practice to enhance professional learning
 Demonstrates perseverance in setbacks and sees them as opportunities to learn
 Exhibits flexibility in modifying ideas, course assignments, materials, plans, lesson implementation, and schedule changes
 Communicates effectively and thoughtfully through wellorganized and clearly expressed ideas in spoken and written language
 Demonstrates strong understanding of class material; applies knowledge in meaningful and appropriate ways
 Incorporates learning and experience into practice
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At each of your field placement sites, you are encouraged to observe all inclusive practices in place. Using the following checklist, you will make notes and observations regarding the inclusive practices you see at each site. You will also use this tool as a reflective guide to ensure your own inclusive practices as you gradually take over all teaching duties and responsibilities. This will serve as a self-evaluation tool as you assume all teaching duties and responsibilities.
Inclusive Practices Checklist
Evaluation Areas and Specific Criteria
Scheduling

A written schedule is posted that delineates what each student and each staff member is doing (where, when, with whom); includes inclusive/integrated opportunities

Student and staff schedules are consistently implemented
 Each students’ general schedule coincides with her/his same-grade peers without disabilities (e.g structure of day, academic periods, lunch, recess)
Integration/Inclusion

All students attend lunch, recess, and have access to curricular “specials” at same times and with same-age peers without disabilities

All students attend school/center events together (e.g. assemblies, pep rallies, etc)

Each student is integrated into general education curricular areas/class, removed for specialized services no more than 2 hours/week in a FT program
Accessible instruction and curriculum

All students have access to general education core curriculum, school/center, and community contexts

Instructional activities, materials, bulletin boards, etc. are age-appropriate

A system is in place and consistently used to gather, file, and systematically update performance and
IFSP/IEP goal data for each student

Students are given opportunities to make meaningful choices and input throughout the school/center day

Practices that support self-determination are embedded throughout the day
Individualized supports

Individualized accommodations and modifications to facilitate participation, learning, and independence are implemented for students that need them

Positive behavior support plans are developed and implemented for students that need them

Students who need them are provided with and taught to use multi-modal AAC systems
(Dis)ability information and curriculum
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
Information is provided about integration/inclusion practices to school/center staff, students, and parents regularly

(Dis)ability awareness information is provided at the school/center and classroom level in ways that promote respect for differences and a lens of assumed competence

Special education staff model positive and respectful attitudes
Social supports and friendship

All students have multiple and frequent opportunities to interact with their peers with and without disabilities, and members of broader school/center community

Staff effectively facilitate interactions between peers

Formal and informal strategies to support integration and foster friendships are employed (e.g. peer buddies, tutors, lunch clubs, etc.)

Peers are provided with information, modeling, and positive reinforcement
Information-sharing and development for support staff

Staff meetings with paraprofessionals occurs regularly
( at least monthly)

Paraprofessionals receive on-going information and formal/informal professional development on general and student-specific practices
Collaborative practices with general educators, parents, and school/center staff

Regular planning meetings occur with general educators to discuss curriculum access, integration/inclusion practices

Regular, family-centered communication occurs

Parents are active and respected partners in
IFSP/IEP development

Positive relationships with general educators, parents, support staff, and school/center professionals are demonstrated
Contributions to school/center community

The teacher candidate participates in school/center committees and special school/center events

The teacher candidate attends staff meetings and development activities
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Outcomes:
1.
The teacher candidate will demonstrate competency in 6 NAEYC professional standards for new teachers.
2.
The teacher candidate will identify and involve themselves with the field of early childhood and integrate knowledgeable, reflective, and critical perspectives on early education.
Your Portfolio should have three parts:
I. Introduction:
1.
Resume-including professional memberships, volunteer activities, description of fieldwork, etc
2.
Two letters of recommendation
3.
Praxis Score (5014), PLACE Scores
4.
Transcripts
II. Reflective Statement – Philosophy of Inclusive Education
Your statement coveys your overarching beliefs about teaching, learning, and the inclusive educational process and should be 1, single spaced page. Some important aspects you should cover in your well-written statement:
 Your beliefs about how to promote learning for all children
 What it means to be a great inclusive teacher
 Your vision of the ideal inclusive learning environment
 Your beliefs about children: how they grow, learn, think, feel
 What roles teachers play in children’s lives
 What roles teachers play in families’ lives
III. Documentation- Artifacts
The early childhood Professional Portfolio will be organized around the NAEYC Standards
 Each standard needs to contain a one page essay describing your growth and proficiency in the standard.
 All pieces of evidence must be labeled with a brief description the artifact and your rational for selection.
 Each Standard must include 1-2 sources of evidence that demonstrate your competency with the standards expectations.
NAEYC Standards Professional Preparation Standards for Early Childhood Educators
1.
Promoting Child Development and Learning
2.
Building Family and Community Relationships
3.
Observing, Documenting, and Assessing
4.
Using Developmentally Effective Approaches to Connect with Children and Families
5.
Using Content Knowledge to Build Meaningful Curriculum
6.
Becoming a Professional
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Scoring Rubric of Portfolio for : ________________________ date: _______ faculty: ___________________
Professional Portfolio Rubric
Component
1 Intro.
Materials
Resume
Letters
Praxis
PLACE (2)
Transcript
2 Candidate
Statement
3 Promoting child development and learning
(1)
4 Building family and community relationships
(2)
5 Observing, documenting, and assessing
(3)
6 Using developmental ly effective approaches to connect with children and families (4)
Does Not Meet Expectations
0-8 pts
One item not present
Not Presented in an organized way
Resume adequate though lacks professional polish, clear formatting, or important academic and practical substance
Letters missing or poor
Some insights into growth and understanding
Quality of writing lacks polish, contains inaccuracies of content or grammar
Meets Expectations
8.1-9 pts
All present & organized
Good resume in content and appearance, includes adequate/good coverage of academic and practical preparation and experience
Good letters
Well developed and contains good insights into growth and understanding
Well written with clear flow and few grammatical errors
Demonstrates understanding of context of teaching and learning
1-2 artifacts for each standard
Rationale stated
Well written statements, none-few errors
Artifacts demonstrate competency at a good level
Exceeds Expectations:
9.1-10 pts
All present & organized
Excellent resume in content and appearance, includes comprehensive coverage of academic and practical preparation and experience
Excellent letters
Very well developed, complete and includes insights of personal growth and understanding
Writing is clear and accurate, cohesive flow, no grammatical errors
Demonstrates student knowledge of the context of teaching and learning with strong examples
1-2 artifacts for each standard
Rationale clearly stated
Thoughtful selection
Very well written
Artifacts demonstrate competency at the highest level
Missing 1 artifact or standard
Rationale statement lacks clarity
Writing contains few errors
1-2 artifacts fail to demonstrate competency at a passing level or are incomplete
Missing 1 artifact or standard
Rationale statement lacks clarity
Writing contains few errors
1-2 artifacts fail to demonstrate competency at a passing level or are incomplete
Missing 1 artifact or standard
Rationale statement lacks clarity
Writing contains few errors
1-2 artifacts fail to demonstrate competency at a passing level or are incomplete
Missing 1 artifact or standard
Rationale statement lacks clarity
Writing contains few errors
1-2 artifacts fail to demonstrate competency at a passing level or are incomplete
1-2 artifacts for each standard
Rationale stated
Well written statements, none-few errors
Artifacts demonstrate competency at a good level
1-2 artifacts for each standard
Rationale stated
Well written statements, none-few errors
Artifacts demonstrate competency at a good level
1-2 artifacts for each standard
Rationale stated
Well written statements, none-few errors
Artifacts demonstrate competency at a good level
1-2 artifacts for each standard
Rationale clearly stated
Thoughtful selection
Very well written
Artifacts demonstrate competency at the highest level
1-2 artifacts for each standard
Rationale clearly stated
Thoughtful selection
Very well written
Artifacts demonstrate competency at the highest level
1-2 artifacts for each standard
Rationale clearly stated
Thoughtful selection
Very well written
Artifacts demonstrate competency at the highest level
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7
8 Becoming a professional
(6)
9 Level of reflection, application, and critical thinking
10 Organization and
Presentation
Component
Using content knowledge to build meaningful curriculum (5)
Does Not Meet Expectations
0-8 pts
Missing 1 artifact or standard
Rationale statement lacks clarity
Writing contains few errors
1-2 artifacts fail to demonstrate competency at a passing level or are incomplete
Missing 1 artifact or standard
Rationale statement lacks clarity
Writing contains few errors
1-2 artifacts fail to demonstrate competency at a passing level or are incomplete
Some insights into growth and understanding
Selections and statements demonstrate rudimentary self-reflection, or application of knowledge
Few connections to personal skills and competencies are made; links to practical examples do not align with competencies being described
Connections to practice are unclear
Beginning critical analysis of own teaching is demonstrated through reflections of practical experiences, though more emphasis is on summary of experience
Connections across program and to field in general are not clear
Meets Expectations
8.1-9 pts
1-2 artifacts for each standard
Rationale stated
Well written statements, none-few errors
Artifacts demonstrate competency at a good level
1-2 artifacts for each standard
Rationale stated
Well written statements, none-few errors
Artifacts demonstrate competency at a good level
Well developed and contains good insights into growth and understanding
Selections and statements demonstrate good self-reflection and application of knowledge
Some personal skills, competencies, and dispositions are clearly conveyed; appropriate practical examples are used to illustrate competencies
Candidate’s impact on children’s learning and development is presented through appropriate evidentiary data and analysis
Some critical analyses of own teaching in relation to theoretical foundations and relevant practical experiences throughout the preparation program are conveyed through reflective connections between self and practical experiences
Not clearly marked hard to find, not organized
Writing contains few-many errors, lacks clarity, not well developed
Presentation format is unclear or contains inappropriate material
Does Not Meet Expectations:
0-80
Clearly marked, easy to locate, well organized
Writing well developed, few errors, clear and concise
Presentation format is aesthetically pleasing
Proficient: 81-89
Exceeds Expectations:
9.1-10 pts
1-2 artifacts for each standard
Rationale clearly stated
Thoughtful selection
Very well written
Artifacts demonstrate competency at the highest level
1-2 artifacts for each standard
Rationale clearly stated
Thoughtful selection
Very well written
Artifacts demonstrate competency at the highest level
Very well developed, complete and includes insights of personal growth and understanding
Selections and statements demonstrate a high degree of self-reflection and application of knowledge
Several personal skills, competencies, and dispositions are clearly conveyed; exemplary practical examples are used to illustrate competencies through sophisticated connections
Candidate’s impact on children’s learning and development is made clear through appropriate evidentiary data and analysis
Strong critical analyses of own teaching in relation to theoretical foundations and relevant practical experiences throughout the preparation program are clearly conveyed through reflective connections between self, practical experiences, and field in general
Creativity in practice is made evident through innovative design of instructional experiences and/or presentation of professional competencies
Clearly marked, easy to locate, well organized.
Writing highly developed, no errors, clear and concise, flows logically
Presentation format is very aesthetically pleasing
Distinguished: 90-100
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As part of the IECE programs, you are expected to uphold the National Association of the
Education of Young Children’s (NAEYC) Code of Ethical Conduct.
Code of Ethical Conduct Core Values
Standards of ethical behavior in early childhood care and education are based on a commitment to the following core values that are deeply rooted in the history of the field of early childhood care and education. We have made a commitment to

Appreciate childhood as a unique and valuable stage of the human life cycle

Base our work on knowledge of how children develop and learn

Appreciate and support the bond between the child and family

Recognize that children are best understood and supported in the context of family, culture*, community, and society

Respect the dignity, worth, and uniqueness of each individual (child, family member, and colleague)

Respect diversity in children, families, and colleagues

Recognize that children and adults achieve their full potential in the context of relationships that are based on trust and respect
* Culture includes ethnicity, racial identity, economic level, family structure, language, and religious and political beliefs, which profoundly influence each child’s development and relationship to the world.
NAEYC (2005) Code of Ethical Conduct & Statement of Commitment . Reprinted with permission
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The following checklists are used by IECE Director and Faculty to review teacher candidates’ continued progress through the IECE Programs Transition Points.
These checklists are provided here for candidate review and are not completed by candidates’ themselves.
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POST- BACHELOR’S APPLICATION FILE REVIEW
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BI:IECE INITIAL APPLICATION FILE REVIEW
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TRANSITION POINT 2FILE REVIEW
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TRANSITION POINT 3 FILE REVIEW
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BI:IECE and PB:IECE
College of Education
University of Colorado Colorado Springs
1420 Austin Bluffs Parkway
Colorado Springs, CO 80918 www.uccs.edu/COE
NAME PHONE
(719) 255-4102 Lissanna Follari, PhD
Director of BI:IECE and PB:IECE
Christi Kasa, PhD
Chair, Special Education
(719) 255-4581
Student Resource Office (719) 255-4996
EMAIL lfollari@uccs.edu
chendri3@uccs.ecu
education@uccs.edu
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As part of this program, you are committing to becoming a highly effective inclusive early childhood educator. By signing below, you are affirming that you have read, understand, and will uphold the policies and procedures discussed throughout this manual (version dated 1-20-2015). For each field experience, you will be expected to uphold the Professional Dispositions and Responsibilities detailed throughout the manual, as well as fulfill all described duties and expectations. If you do not meet the required expectations at the midterm point of each field experience, a plan for improvement will be implemented. If improvement and progress has not been made by the final assessment of each field experience, a formal meeting may be required to determine your continued appropriateness for the program.
The purpose of this manual is to provide you with all the policies, procedures, and expectations upfront so that you will have successful and meaningful field experiences. Our goal in the IECE
Programs is to encourage, instruct, guide, and prepare highly successful and effective inclusive early childhood educators.
I, _____________________________, affirm that I have read, understand, and will uphold all of the policies and procedures discussed throughout the UCCS IECE handbook.
_____________________________________________
Signature (Teacher Candidate)
__________________
Date
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