Program Report for the Initial Preparation of Early
Childhood Teachers
National Association for the Education of Young
Children (NAEYC) Option C
NATIONAL COUNCIL FOR ACCREDITATION OF TEACHER EDUCATION
COVER SHEET
1. Institution Name
Edinboro University of Pennsylvania
2. State
Pennsylvania
3. Date submitted
MM
DD YYYY
09
/ 15
/ 2010
4. Report Preparer's Information:
Name of Preparer:
Dr. Sandra Waite-Stupiansky
Phone:
Ext.
( 814 ) 732 - 1334
E-mail:
swaite@edinboro.edu
5. NCATE Coordinator's Information:
Name:
Dr. Lisa Brightman
Phone:
Ext.
( 814 ) 732 - 1328
E-mail:
lbrightman@edinboro.edu
6. Name of institution's program
Early Childhood Education
7. NCATE Category
Early Childhood Education-First Teaching License
8. Grade levels(1) for which candidates are being prepared
Birth to Grade 3
(1) e.g. Birth to Grade 3, P-3
9. Program Type
j Advanced Teaching
k
l
m
n
i First Teaching License
j
k
l
m
n
j Other School Personnel
k
l
m
n
j Unspecified
k
l
m
n
10. Degree or award level
i Baccalaureate
j
k
l
m
n
j Post Baccalaureate
k
l
m
n
j Master's
k
l
m
n
j Post Master's
k
l
m
n
j Specialist or C.A.S.
k
l
m
n
j Doctorate
k
l
m
n
j Endorsement only
k
l
m
n
11. Is this program offered at more than one site?
j Yes
k
l
m
n
i No
j
k
l
m
n
12. If your answer is "yes" to above question, list the sites at which the program is offered
13. Title of the state license for which candidates are prepared
Early Childhood Education
14. Program report status:
i Initial Review this cycle, Continuing Recognition
j
k
l
m
n
j Response to One of the Following Decisions: Further Development Required or Recognition with
k
l
m
n
Probation
j Response to National Recognition With Conditions
k
l
m
n
15. State Licensure requirement for national recognition:
NCATE requires 80% of the program completers who have taken the test to pass the applicable
state licensure test for the content field, if the state has a testing requirement. Test information and
data must be reported in Section III. Does your state require such a test?
i Yes
j
k
l
m
n
j No
k
l
m
n
SECTION I - CONTEXT
1. Description of any state or institutional policies that may influence the application of NAEYC
standards. (Response limited to 4,000 characters)
Currently, Pennsylvania awards an initial teaching certification in Early Childhood Education from N-3.
The state standards, although not identical, align with the standards identified by the National
Association for the Education of Young Children. The State System of Higher Education guidelines
mandate that the Baccalaureate Degree be limited to 120 credits. The Early Childhood Education
program at Edinboro University of Pennsylvania results in dual certification in Early
Childhood/Elementary Education. Teacher candidates receive certification in N-3 and K-6. We have
chosen this approach because it gives our graduates an advantage over teachers with only K-6
certification. Second, the state encourages teacher preparation programs to provide teacher candidates
with the opportunity to be marketable in the teaching field by providing certification beyond grade three.
Our early childhood teacher preparation program outcomes include those related to preschoolers through
grade 3 while the elementary education outcomes relate to kindergarten through grade six. Coursework
in the early childhood education courses address preschool through grade three. Field experiences and
student teaching are provided in early childhood settings as well as elementary settings (grades 4-6).
The state standards are modeled on NAEYC standards but are not identical. Our early childhood
program addresses and meets both sets of standards as well as the INTASC standards adopted by the
unit for initial teacher licensure.
2. Description of the field and clinical experiences required for the program, including the
number of hours for early field experiences and the number of hours/weeks for student teaching or
internships. (Response limited to 8,000 characters)
Field experiences in the Early Childhood Certification program are intensive and purposeful. They begin
with guided observations of single or small groups of children in the Child Studies I and II courses and
participatory observations in the Introduction to Early Childhood, Children’s literature and early
childhood methods courses, all taken in the freshman and sophomore years. In the junior year, students
continue with the methods courses for their elementary teaching certificate as they complete their 75hour field experience in early childhood and elementary settings. They also conduct an intensive case
study of one child for the ELED 580 course. The capstone field experience is student teaching (ELED
495) during which candidates must complete at least 7 ½ weeks in an early childhood (K-3) grade level.
See the chart attached in number four of this section for a summary of field experiences per semester
and course.
3. Please attach files to describe a program of study that outlines the courses and experiences
required for candidates to complete the program. The program of study must include course titles.
(This information may be provided as an attachment from the college catalog or as a student
advisement sheet.)
Section I Attachment C program of study
See Attachments panel below.
Section I - Question 3
4. This system will not permit you to include tables or graphics in text fields. Therefore any
tables or charts must be attached as files here. The title of the file should clearly indicate the
content of the file. Word documents, pdf files, and other commonly used file formats are
acceptable.
Early Childhood Field Experiences Chart
Appendix A Disposition Evaluation Form
Appendix B Disposition Rubric
Appendix C Disposition Policy
Section I - Question 4
See Attachments panel below.
5. Candidate Information
Directions: Provide three years of data on candidates enrolled in the program and completing the
program, beginning with the most recent academic year for which numbers have been tabulated.
Report the data separately for the levels/tracks (e.g., baccalaureate, post-baccalaureate, alternate
routes, master's, doctorate) being addressed in this report. Data must also be reported separately
for programs offered at multiple sites. Update academic years (column 1) as appropriate for your
data span. Create additional tables as necessary.
Program:
Elementary Education/Early Childhood
Academic Year
# of Candidates
Enrolled in the
Program
# of Program
Completers(2)
08/09
260
37
07/08
232
32
06/07
206
24
(2) NCATE uses the Title II definition for program completers. Program completers are persons who have met all
the requirements of a state-approved teacher preparation program. Program completers include all those who are documented
as having met such requirements. Documentation may take the form of a degree, institutional certificate, program credential,
transcript, or other written proof of having met the program's requirements.
6. Faculty Information
Directions: Complete the following information for each faculty member responsible for
professional coursework, clinical supervision, or administration in this program.
Faculty Member Name
Karen Bauer
Highest Degree, Field, &
University(3)
Ed.D., Curriculum and Instruction, Indiana University of PA
Assignment: Indicate the role
Coordinator ECE, faculty (retired May, 2010)
of the faculty member(4)
Faculty Rank(5)
Tenure Track
Professor
b YES
c
d
e
f
g
Scholarship (6), Leadership in Environmental Print Activities; Literacy Play Centers (Carson-Dellosa Publishers;
Professional Associations, and 2003; 2007); NAEYC National Conference Presentation 2003; Developer of new
Service (7):List up to 3 major P-4 ECE program; ECE Graduate Program Head (2000-2008)
contributions in the past 3
years(8)
Teaching or other
professional experience in P12 schools(9)
Supervision of Early Childhood and Elementary Student Teachers and Field
students in K-6; certification in K-6
Faculty Member Name
Nancy Briggs
Highest Degree, Field, &
University(3)
Ed.D.,Indiana University of PA
Assignment: Indicate the role
Faculty
of the faculty member(4)
Faculty Rank(5)
Tenure Track
Associate Professor
b YES
c
d
e
f
g
Scholarship (6), Leadership in
Professional Associations, and Developed online course ELED 661: Family Partnerships (2005); Revised ELED
Service (7):List up to 3 major 344 Family/ Community Partnerships for Associate’s program; worked on revised
courses for new early childhood certification program (2009)
contributions in the past 3
(8)
years
Teaching or other
professional experience in P12 schools(9)
Supervision of Early Childhood and Elementary Field students in Pre-K-6;
Certification in pre-K-6
Faculty Member Name
Lisa Brightman
Highest Degree, Field, &
University(3)
Ed.D., Educational Technology; University of Pittsburgh
Assignment: Indicate the role
Assistant Chair Early Childhood/Special Education NCATE Assessment Director
of the faculty member(4)
Faculty Rank(5)
Tenure Track
Associate Professor
b YES
c
d
e
f
g
(6)
Scholarship , Leadership in
Professional Associations, and PA Pathways presenter for tri-county region (2006-present); NCATE Assessment
Service (7):List up to 3 major Director; Co-Advisor of KDP, PSEA, and ACEI campus organizations, LiveText
Trainer
contributions in the past 3
(8)
years
Teaching or other
professional experience in P12 schools(9)
Supervision of early childhood and elementary field experiences students in K-6;
PA Certification (K-6) Early Childhood Certification as well as Instructional
Technology Specialist Certification
Faculty Member Name
Patricia Flach
Highest Degree, Field, &
University(3)
Ed.D., Curriculum and Instruction, Indiana University of PA
Assignment: Indicate the role
Faculty
of the faculty member(4)
Faculty Rank(5)
Tenure Track
Scholarship (6), Leadership in
Professional Associations, and
Associate Professor
g YES
b
c
d
e
f
Service (7):List up to 3 major
contributions in the past 3
years(8)
NCTM Presenter (2009); NAEYC PDI Presenter (2009)
Teaching or other
professional experience in P12 schools(9)
Supervision of Early Childhood and Elementary Field students in K-6; PA
certification (K-6)
Faculty Member Name
Virginia McGinnis
Highest Degree, Field, &
University(3)
Ed.D. Instructional Design and Technology University of Pittsburgh
Assignment: Indicate the role
Faculty
of the faculty member(4)
Faculty Rank(5)
Tenure Track
(6)
Assistant Professor
b YES
c
d
e
f
g
Scholarship , Leadership in
Professional Associations, and
Service (7):List up to 3 major
contributions in the past 3
years(8)
Director of Professional Development School Office (2007-present); Erie School
District/Cambridge Springs Elementary (Director/coordinator Pa Pathways 200609. Co-presenter NAPDS for last 6 years- University participating faculty in
College for Every Student
Teaching or other
professional experience in P12 schools(9)
Supervisor of EC and ELED Field and Student Teachers K-6, Pa. Certification K-6
and SPED ED K-12
Faculty Member Name
Mary Jo Melvin
Highest Degree, Field, &
University(3)
Ph.D., Elementary/Early Childhood Education; University of Akron
Assignment: Indicate the role
Faculty; Department Chairperson
of the faculty member(4)
Faculty Rank(5)
Tenure Track
Professor
b YES
c
d
e
f
g
Scholarship (6), Leadership in
Professional Associations, and Scholastic INC Consultant since 1995 Co advisor of Kappa Delta Pi, PSEA, and
Service (7):List up to 3 major NCTE PA Pathways Presenter Presenter at NAEYC conference 2008 Presenter at
NCTM conference 2007
contributions in the past 3
(8)
years
Teaching or other
professional experience in P12 schools(9)
Remedial Mathematics Teacher, 1 yr. * Elementary Teacher, 14 years *
University Clinical Supervision, 14 yrs. K-6 PA certification
Faculty Member Name
Sandra Waite-Stupiansky
Highest Degree, Field, &
University(3)
Ph.D., Interdisciplinary Doctoral Program on Young Children, Indiana UniversityBloomington
Assignment: Indicate the role
Faculty; faculty advisor for BOROeyc
of the faculty member(4)
Faculty Rank(5)
Tenure Track
Professor
b YES
c
d
e
f
g
Scholarship (6), Leadership in
Professional Associations, and
Service (7):List up to 3 major
contributions in the past 3
years(8)
Managing Editor (1995-present), Play, Policy, and Practice Connections,
publication of the PPP Interest Forum of NAEYC; Presenter at the NAEYC Annual
Conference, last 15 years; Recess: It’s Indispensable (co-authored with Olga
Jarrett, Young Children, Sept., 2009)
Teaching or other
professional experience in P12 schools(9)
Supervision of Early Childhood and Elementary Field and Student Teachers in K6; K-6 certification (PA and OH)
Faculty Member Name
Maureen Walcavich
Highest Degree, Field, &
University(3)
Ed.D., Curriculum and Instruction, Indiana University of PA
Assignment: Indicate the role Faculty; Program Director for Masters in ECE program and ECE Certification
Program
of the faculty member(4)
Faculty Rank(5)
Tenure Track
(6)
Associate Professor
b YES
c
d
e
f
g
Scholarship , Leadership in
Professional Associations, and
Service (7):List up to 3 major
contributions in the past 3
years(8)
Environmental Print Activities; Literacy Play Centers (Carson Dellosa, publishers;
2003; 2007); NAEYC National Conference Presentation 2003; Keystone State
Reading Conference Presentation, 2004; ACEI International Conference
Presentation 2003; 2006; 2007
Teaching or other
professional experience in P12 schools(9)
Supervision of Early Childhood and Elementary Student Teachers in K-6; N-3
Certification in MD, PA, TX, WV.
(3) e.g., PhD in Curriculum & Instruction, University of Nebraska.
(4) e.g., faculty, clinical supervisor, department chair, administrator
(5) e.g., professor, associate professor, assistant professor, adjunct professor, instructor
(6) Scholarship is defined by NCATE as systematic inquiry into the areas related to teaching, learning, and the education of
teachers and other school personnel.
Scholarship includes traditional research and publication as well as the rigorous and systematic study of pedagogy, and the
application of current research findings in new settings. Scholarship further presupposes submission of one's work for
professional review and evaluation.
(7) Service includes faculty contributions to college or university activities, schools, communities, and professional
associations in ways that are consistent with the institution and unit's mission.
(8) e.g., officer of a state or national association, article published in a specific journal, and an evaluation of a local school
program.
(9) Briefly describe the nature of recent experience in P-12 schools (e.g. clinical supervision, inservice training, teaching in a
PDS) indicating the discipline and grade level of the assignment(s). List current P-12 licensure or certification(s) held, if
any.
SECTION II - LIST OF ASSESSMENTS
In this section, list the 6-8 assessments that are being submitted as evidence for meeting the
NAEYC standards. All programs must provide a minimum of six assessments. If your state does not
require a state licensure test in the content area, you must substitute an assessment that documents
candidate attainment of content knowledge in #1 below. For each assessment, indicate the type or
form of the assessment and when it is administered in the program.
1. In this section, list the 6-8 assessments that are being submitted as evidence for meeting the
NAEYC standards. All programs must provide a minimum of six assessments. If your state does
not require a state licensure test in the content area, you must substitute an assessment that
documents candidate attainment of content knowledge in #1 below. For each assessment, indicate
the type or form of the assessment and when it is administered in the program.
Type and
Number of
Assessment
Assessment
#1:
Licensure
assessment,
or other
contentbased
assessment
(required)
Assessment
#2: Content
knowledge in
early
childhood
education
(required)
Assessment
#3:
Candidate
ability to
plan
implement
appropriate
teaching and
learning
experiences
(required)
Assessment
#4: Student
teaching or
internship
(required)
Assessment
#5:
Candidate
effect on
student
leaning
(required)
Since the
Since the
Since the previous
previous
Name of
Type or Form
When the
submission is this
previous
submission
is this
Assessment of Assessment Assessment Is
assessment
submission is
assessment
Not
(10)
(11)
Substantially
Administered (12) this assessment
Substantially
New
changed
changed
Early
Childhood
Education
020
Case Study
Analysis
Final Field
Experience
Evaluation
State
Licensure
Test
Project
Prior to
Student
Teaching
X
X Formerly
known as
the
Developmental
Profile
Freshman
year
In ELED 180
Performance
Junior or
Senior year
Performance
Senior year
in ELED 495
(student
teaching)
X
Instructional
Assessment Performance
Plan
Senior year
in
ELED 495
(student
teaching)
X
PDE-430
X
Junior/Senior
Case Study
Case Study
year in ELED
580
X
Assessment
#6:
Additional
assessment
that
addresses
NAEYC
standards
(required)
Assessment
#7:
Additional
assessment
that
addresses
NAEYC
standards
(optional)
Assessment
#8:
Additional
assessment
that
addresses
NAEYC
standards
(optional)
Family
Literacy Bag
Project
Methods
Courses Final
Grades
Course
Grades
Sophomore/Junior
year in ELED
341
Sophomore,
Junior, and
Senior years
X
X
(10) Identify assessment by title used in the program; refer to Section IV for further information on appropriate
assessment to include.
(11) Identify the type of assessment (e.g., essay, case study, project, comprehensive exam, reflection, state licensure test,
portfolio).
(12) Indicate the point in the program when the assessment is administered (e.g., admission to the program, admission to
student teaching/internship, required courses [specify course title and numbers], or completion of the program).
SECTION III - RELATIONSHIP OF ASSESSMENT TO STANDARDS
For each NAEYC standard on the chart below, identify the assessment(s) in Section II that address
the standard. One assessment may apply to multiple NAEYC standards.
1. For each NAEYC standard on the chart below, identify the assessment(s) in Section II that
address the standard. One assessment may apply to multiple NAEYC standards.
#1 #2 #3 #4 #5 #6 #7 #8
1. Promoting Child Development and Learning. Candidates use their
understanding of young children's characteristics and needs, and of
multiple interacting influences on children’s development and learning, to g
b g
c
d
e
f
b g
c
d
e
f
b g
c
d
e
f
b g
c
d
e
f
b g
c
d
e
f
b g
c
d
e
f
b g
c
d
e
f
b
c
d
e
f
create environments that are healthy, respectful, supportive, and
challenging for all children.
2. Building Family and Community Relationships. Candidates know
about, understand, and value the importance and complex characteristics
of children’s families and communities. They use this understanding to
create respectful, reciprocal relationships that support and empower
families, and to involve all families in their children's development and
b g
c
d
e
f
g
c g
d
e
f
c g
d
e
f
b g
c
d
e
f
b g
c
d
e
f
b g
c
d
e
f
b g
c
d
e
f
b
c
d
e
f
learning.
3. Observing, Documenting, and Assessing to Support Young Children
and Families. Candidates know about and understand the goals, benefits,
and uses of assessment. They know about and use systematic observations,
g g
b
c
d
e
c g
d
e
f
c f
d
e
f
g g
b
c
d
e
b g
c
d
e
f
b f
c
d
e
f
g g
b
c
d
e
b
c
d
e
f
documentation, and other effective assessment strategies in a responsible f
way, in partnership with families and other professionals, to positively
influence children's development and learning.
4. Teaching and Learning. Candidates integrate their understanding of and
relationships with children and families; their understanding of
developmentally effective approaches to teaching and learning; and their
b f
c
d
e
f
g
g g
c
d
e
b g
c
d
e
f
b f
c
d
e
f
g g
b
c
d
e
c g
d
e
f
b f
c
d
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f
g
b
c
d
e
knowledge of academic disciplines to design, implement, and evaluate
experiences that promote positive development and learning for all
children.
5. Becoming a Professional. Candidates identify and conduct themselves
as members of the early childhood profession. They know and use ethical
guidelines and other professional standards related to early childhood
practice. They are continuous, collaborative learners who demonstrate
b g
c
d
e
f
g
c f
d
e
f
g g
b
c
d
e
b g
c
d
e
f
b f
c
d
e
f
g g
c
d
e
b g
c
d
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f
b
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d
e
f
knowledgeable, reflective, and critical perspectives on their work, making
informed decisions that integrate knowledge from a variety of sources.
They are informed advocates for sound educational practices and policies.
SECTION IV - EVIDENCE FOR MEETING STANDARDS
DIRECTIONS: Submit the following documentation for any assessments listed in Section II
as new or substantially changed since previous submission. Submit data on all assessments.
The 6-8 key assessments listed in Section II must be documented and discussed in Section IV.
Taken as a whole, the assessments must demonstrate candidate mastery of the SPA standards.
The key assessments should be required of all candidates. Assessments and scoring guides and
data charts should be aligned with the SPA standards. This means that the concepts in the SPA
standards should be apparent in the assessments and in the scoring guides to the same depth,
breadth, and specificity as in the SPA standards. Data tables should also be aligned with the
SPA standards. The data should be presented, in general, at the same level it is collected. For
example, if a rubric collects data on 10 elements [each relating to specific SPA standard(s)],
then the data chart should report the data on each of the elements rather that reporting a
cumulative score..
In the description of each assessment below, the SPA has identified potential assessments that
would be appropriate. Assessments have been organized into the following three areas to be
aligned with the elements in NCATE’s unit standard 1:
• Content knowledge (Assessments 1 and 2)
• Pedagogical and professional knowledge, skills and dispositions (Assessments 3 and 4)
• Focus on student learning (Assessment 5)
Note that in some disciplines, content knowledge may include or be inextricable from
professional knowledge. If this is the case, assessments that combine content and professional
knowledge may be considered "content knowledge" assessments for the purpose of this report.
For each assessment, the compiler should prepare one document that includes the following
items:
(1) A two-page narrative that includes the following:
a. A brief description of the assessment and its use in the program (one sentence may be
sufficient);
b. A description of how this assessment specifically aligns with the standards it is cited for in
Section III. Cite SPA standards by number, title, and/or standard wording.
c. A brief analysis of the data findings;
d. An interpretation of how that data provides evidence for meeting standards, indicating the
specific SPA standards by number, title, and/or standard wording;
and
(2) Assessment Documentation
e. The assessment tool itself or a rich description of the assessment (often the directions given to
candidates);
f. The scoring guide for the assessment; and
g. Charts that provide candidate data derived from the assessment.
The responses for e, f, and g (above) should be limited to the equivalent of five text pages each ,
however in some cases assessment instruments or scoring guides may go beyond five pages.
Note: As much as possible, combine all of the files for one assessment into a single file. That is,
create one file for Assessment #4 that includes the two-page narrative (items a – d above), the
assessment itself (item e above), the scoring guide (item f above, and the data chart (item g
above). Each attachment should be no larger than 2 mb. Do not include candidate work or
syllabi. There is a limit of 20 attachments for the entire report so it is crucial that you combine
files as much as possible.
1. State licensure tests or professional examinations of content knowledge. NAEYC standards
addressed in this entry could include all of the standards. If your state does not require licensure
tests or professional examinations in the content area, data from another assessment must be
presented to document candidate attainment of content knowledge. (Answer Required)
Provide assessment information (items 1-5) as outlined in the directions for Section IV
Assessment 1 data table
ASSESSMENT 1 narrative
See Attachments panel below.
2. Assessment of content knowledge(13) in early childhood education. NAEYC standards
addressed in this entry could include but are not limited to 1, 2, and 4. Examples of assessments
include comprehensive examinations, GPAs or grades(14), and portfolio tasks(15). (Answer
Required)
Provide assessment information (items 1-5) as outlined in the directions for Section IV
Assessment 2: Case Study
See Attachments panel below.
(13) Content knowledge in early childhood professional preparation includes knowledge of child development and
learning (characteristics and influences); family relationships and processes; subject matter knowledge in literacy, mathematics,
science, social studies, the visual and performing arts, and movement/physical education; as well as knowledge about children's
learning and development in these areas.
(14) If grades are used as the assessment or included in the assessment, provide information on the criteria for those grades
and describe how they align with the specialty standards.
(15) For program review purposes, there are two ways to list a portfolio as an assessment. In some programs a portfolio is
considered a single assessment and scoring criteria (usually rubrics) have been developed for the contents of the portfolio as a
whole. In this instance, the portfolio would be considered a single assessment. However, in many programs a portfolio is a
collection of candidate work—and the artifacts included
3. Assessment that demonstrates candidates can effectively plan and implement appropriate
teaching and learning experiences. NAEYC standards that could be addressed in this assessment
include but are not limited to Standard 4. Assessments might emphasize features such as (a)
adaptations to individual, developmental, cultural and linguistic differences; (b) knowledgeable and
developmentally appropriate application of subject matter knowledge; (c) use of effective and
appropriate teaching strategies for young children; and (d) attention to effects on children’s
learning. These assessments are often included in a candidate's portfolios or in student teaching
evaluations. (Answer Required)
Provide assessment information (items 1-5) as outlined in the directions for Section IV
Assessment 3: Final Field Evaluation
See Attachments panel below.
4. Assessment that demonstrates candidates' knowledge, skills, and dispositions are applied
effectively in practice. NAEYC standards that could be addressed in this assessment include all of
the standards. An assessment instrument used in student teaching or an internship should be
submitted. (Answer Required)
Provide assessment information (items 1-5) as outlined in the directions for Section IV
Assessment 4 Evaluation of Student Teaching
See Attachments panel below.
5. Assessment that demonstrates candidate effects on student learning. NAEYC standards that
could be addressed in this assessment include but are not limited to 3 and 4. Examples of
assessments include those based on samples of children’s work, portfolio tasks, case studies, followup studies, and employer surveys. They might include follow-up studies of graduates of the ECE
program, as they relate to the NAEYC standards and as they document graduates' effectiveness in
professional positions where they have an impact on young children's development and learning.
(Answer Required)
Provide assessment information (items 1-5) as outlined in the directions for Section IV
Assessment 5: Instructional Assessment Plan
See Attachments panel below.
6. Additional assessment that addresses NAEYC initial teacher preparation standards. All
NAEYC standards could be addressed by this assessment. Examples of assessments include
evaluations of field experiences, case studies, portfolio projects, and follow-up studies. Assessments
might be candidate projects that demonstrate candidate's (a) ability to observe and assess young
children through case studies or similar projects; (b) understanding of the role of families in young
children's development and learning, and how they support this role as teachers of young children;
and (c) understanding of the early childhood profession and candidates’ future role as advocates
and reflective, continuous learners. (Answer Required)
Provide assessment information (items 1-5) as outlined in the directions for Section IV
Assessment 6: Case Study
See Attachments panel below.
7. Additional assessment that addresses NAEYC initial teacher preparation standards. All
NAEYC standards could be addressed by this assessment. Examples of assessments include
evaluations of field experiences, case studies, portfolio projects, and follow-up studies. Assessments
might be candidate projects that demonstrate candidate's (a) ability to observe and assess young
children through case studies or similar projects; (b) understanding of the role of families in young
children's development and learning, and how they support this role as teachers of young children;
and (c) understanding of the early childhood profession and candidates’ future role as advocates
and reflective, continuous learners.
Provide assessment information (items 1-5) as outlined in the directions for Section IV
Assessment 7: Family Literacy Bag
See Attachments panel below.
8. Additional assessment that addresses NAEYC initial teacher preparation standards. All
NAEYC standards could be addressed by this assessment. Examples of assessments include
evaluations of field experiences, case studies, portfolio projects, and follow-up studies. Assessments
might be candidate projects that demonstrate candidate's (a) ability to observe and assess young
children through case studies or similar projects; (b) understanding of the role of families in young
children’s development and learning, and how they support this role as teachers of young children;
and (c) understanding of the early childhood profession and candidates' future role as advocates
and reflective, continuous learners.
Provide assessment information (items 1-5) as outlined in the directions for Section IV
Assessment 8: Course Grades
See Attachments panel below.
SECTION V - USE OF ASSESSMENT RESULTS TO IMPROVE PROGRAM
1. Evidence must be presented in this section that assessment results have been analyzed and
have been or will be used to improve candidate performance and strengthen the program. This
description should not link improvements to individual assessments but, rather, it should
summarize principal findings from the evidence, the faculty's interpretation of those findings, and
changes made in (or planned for) the program as a result. Describe the steps program faculty has
taken to use information from assessments for improvement of both candidate performance and
the program. This information should be organized around (1) content knowledge, (2) professional
and pedagogical knowledge, skill, and dispositions, and (3) student learning. In addition, for each
assessment listed in Section II, describe why or why not the assessment has been changed since the
program was submitted previously.
(Response limited to 24,000 characters)
As noted in Section I, our program is a dual certification program awarding a Bachelor of Science in
Early Childhood and Elementary Education. We are mandated by the State System of Higher Education
to provide a degree within a 120 credit program limit. Pennsylvania’s Early Childhood certification is
N-3; the Elementary Certificate is K-6. All graduates in the dual program must meet the requirements
for both credentials to be recommended for certification in Early Childhood Education.
Coursework in the early childhood education courses addresses infants through grade three. Field
experiences and student teaching are provided in early childhood settings (P-3) as well as elementary
settings (4-6) for the dual majors.
Although our program does not require coursework related specifically to teaching infants and toddlers,
this stage is introduced fully in the Child Studies I course (ELED 180); developmentally appropriate
methods for teaching infants and toddlers are addressed in the Introduction to Early Childhood course
(ELED 275), Integrated Methods in Early Childhood I and II (ELED 341 and 342). There are also
elective courses available that address infant toddler development (ELED 343: Integrated Curriculum in
ECE III: Arts and 530: Infant/Toddler Care and Education), which candidates interested in working with
this age group are encouraged to take. However, when candidates take these courses, they would extend
their program of study beyond 120 credits, which we are not permitted to require.
Pennsylvania State Standards, although not identical, align with the standards identified by the National
Association for the Education of Young Children. The state standards are modeled on NAEYC
standards. Our early childhood program addresses and meets both sets of standards as well as the
INTASC standards adopted by the unit for initial teacher licensure.
The Early Childhood/Elementary Education major comprises approximately one-third of candidates
enrolled in the former Elementary Education Department (currently the Early Childhood and Special
Education Department as of May, 2009). Our program has a mixture of traditional and non-traditional
candidates.
Overall Findings
Tables 1-8 display the findings of the assessments identified to provide information on our candidates’
competencies in relation to the five NAEYC standards and to the elements within each standard.
Faculty members were pleased with the results of the assessments. Assessment 1 shows candidates
strong performance on the Early Childhood Education exam required by the state for licensure.
Assessments 2-7 show an overall performance level of target/exemplary or acceptable/superior on nearly
all of the items on the scoring guides. Assessment 8, a composite of 10 methods courses in both early
childhood and elementary education, further confirm the finding that candidates in the dual certificate
program are at the “Superior” and “Exceptional” quality as defined by the Edinboro University Grading
Policy. Very few candidates performed at the developing or basic/satisfactory level and even less
performed at the unacceptable/unsatisfactory level.
All of the assessment instruments have been used for at least several years in a systematic, departmentwide manner. This process helped us examine the results of our candidates’ performance in the
assessments in a data-driven, comprehensive way. With the adoption of Live Text as a platform for
students to submit designated assignments, our program is able to continue to generate data to monitor
candidate performance both by semester the courses were taken and by major course of study for courses
the ECE/ELED majors take along with other majors (e.g., ELED, ASPS). Such information already
served to guide decisions regarding program revisions for the newly implemented P-4 Early Childhood
Program that began accepting freshmen in Fall, 2009.
Content Knowledge
NAEYC defines “content knowledge” to include knowledge of child development and learning, family
relationships and processes, subject matter knowledge in literacy, mathematics, science, social studies,
the visual and performing arts, and movement/physical education; as well as knowledge about children’s
learning and development in these areas. Candidates’ performance on the state licensure exam
demonstrates their content knowledge. Further assessment instruments within the program also elicited
information about our candidates’ content knowledge in all content areas. Overall, candidates performed
well in these areas with the majority of candidates performing at the target or acceptable level. The
Family Literacy Bag (assessment #7) is an assignment that provides our candidates with an opportunity
to develop a project that involves families in their children’s education. Additionally, with the emphasis
on early literacy, our candidates have an opportunity to extend students’ development of literacy skills
through their interactions with the family in this project. In the field and student teaching assessments
(assessment #4 and #5) candidates performed at the exemplary/target or superior/proficient level for
nearly all categories. The strong performance of our candidates in planning and implementing lessons
demonstrates their understanding of child development and learning. Candidates also performed at the
exemplary or superior/proficient levels in presenting accurate content. These results make us confident
that are candidates are meeting the NAEYC standards in all content areas. The grades in methods
courses, further confirms that candidates are mastering the academic subject methods, but music and art,
as well (ELED 310 and 315). They also were graded at the Superior or Exceptional Level for the ELED
342 course that includes health and safety practices for working with young children (100% were graded
B or higher for program completers from 2009 and 2010).
The Case Studies completed in ELED 180 Child Studies I at the beginning of the program and ELED
580: Assessment and Evaluation in Early Childhood toward the end of the program help candidates
recognize early in their program of study the interrelationship of development and contexts that
influence children’s development, then apply this knowledge to a child with special needs in a single
subject study done during ELED 580. The data confirm that this progression leads to a strong level of
competency as evidenced by Assessments 2 and 6.
Professional and Pedagogical Knowledge, Skills, and Dispositions
Candidates performed well across the board in pedagogical knowledge and teaching skills. The
assessments indicate candidates are able to plan and implement lessons effectively. They use a variety of
techniques, create and select appropriate resources, and are able to incorporate technology. The
Instructional Assessment Plan assessment (assessment # 5) demonstrates our student teachers’ ability to
appropriately integrate contextual factors and support diverse students’ learning. Contextual factors
include developmental levels, culture, abilities/disabilities, learning styles, and characteristics of the
school and classroom. Since the program emphasizes an antibiased, inclusive curriculum in every single
course, this project helps candidates actually incorporate appropriate experiences regarding diversity in a
real setting. The results of Assessment #5 provide evidence our candidates have met the NAEYC
standards.
One area that faculty members have worked hard to improve is the ability to track and analyze
dispositions. As a faculty we agree that teachers must have particular dispositions and have been able to
articulate these dispositions in our belief statements. A Dispositions Statement is included on each
syllabus in the Early Childhood/Elementary Education department. Furthermore, several years ago, we
instituted a “Dispositions Policy” that outlines the procedures for faculty to take when they observe a
candidate with negative dispositions. That policy, evaluation and scoring rubric areincluded in
Appendices A-B found in Section I of this report. The faculty member submits a disposition report to the
chair of the Dispositions Committee. If two reports are received on the same candidate, the Dispositions
Committee holds a hearing with the candidate to review the report and create an action plan for
remediation of the problem areas. If a candidate does not follow the plan, he or she is encouraged to
pursue another major or graduate without certification. The procedure has been applied successfully for
several candidates since it was initiated several years ago.
A second area we want to address is candidates’ ability to meet needs of students who are dual language
learners. Several faculty members have obtained certification in ELL for the state of Pennsylvania and
all faculty members attended in-service workshops addressing the needs of dual language learners.
Courses in the new P-4 program address dual language learners specifically in several of the courses, as
well as provide for field experiences in programs that service dual language learners. This is an area that
continues to receive faculty and programmatic attention because it is so important to be effective
facilitators of learning in a diverse culture.
A third addition to the program is the establishment of a student group under the local AEYC chapter
(NWPennAEYC). In Spring,2008, BOROeyc was accepted by the Edinboro Student Government
Association as a recognized student organization with bylaws and elected officers. In 2009, four of the
officers attended the NAEYC annual conference in Washington, DC with support from SGA and the
local AEYC chapter. In 2010, two of the officers have been accepted (with a faculty member) to present
at the NAEYC Annual Conference in Anaheim, CA. These leadership and networking experiences add
to the professional development of not only the elected leaders, but to the other candidates with whom
they share their experiences. BOROeyc has approximately 15-20 paying members at this point, all of
whom are also members of NAEYC, PennAEYC, and NWPennAEYC.
A fourth important addition to the program is the partnerships with local schools and early childhood
programs. There is now an Office for Professional Development Schools in the School of Education that
has signed agreements from the administration of Edinboro University and the Boards of Education of
the Professional Development Schools to work in collaboration with our faculty and students in an
interchange of professional expertise and experiences. One of the professional development schools is an
urban school in the City District of Erie and one is a rural school in the PENNCREST School District.
There is also a signed agreement of partnership with the YMCA Child Care Centers of Erie County that
ensures appropriate field experience placements in urban, suburban, and rural early childhood centers in
Erie County. Both the PDS and partnership agreements have expanded the field placement opportunities
for candidates in the Early Childhood Program.
Effects on Student Learning and Environments that Support Learning
Assessing student learning is a primary concern today, especially in an era of accountability and the
increased pressure of assessments such as the Pennsylvania System School Assessment (PSSA) exams.
Our concern has continued to be that candidates assess student learning in developmentally appropriate
ways articulated by NAEYC. Our faculty members believe that assessment and instruction are directly
connected and integrate the two throughout the methods courses. Our goal is for candidates to develop
the ability to use assessment to guide instruction as appropriate.
The course, ELED 580 Assessment and Instruction in Early Childhood, requires candidates to complete
a case study as the major course project. This assignment directly links appropriate assessment and
evaluation with instruction. Candidates must develop and implement assessment tools appropriate to the
age and content area being assessed. This particular assignment has been highly regarded by individuals
conducting our Pennsylvania Department of Education Program Review. This assignment is one
example of how the coursework provides candidates with strong background knowledge and skills to
apply in the classroom.
We began addressing candidates’ impact on student learning during their student teaching experience
through the use of the Instructional Assessment Plan (Assessment 5). This instrument was implemented
in the Spring 2005, so we now have the data for the past several years. The data indicate that our
candidates are successful in all phases of the Instructional Assessment Plan from determining the
contextual factors, learning objectives, connecting to the PA standards, assessing the students’ learning
as a result of the unit, finding appropriate resources, analyzing the students’ learning, and reflecting on
their own teaching performance.
Classroom management and guidance are concerns that candidates have as they enter the profession. Our
candidates performed at exemplary or proficient/superior in this component of the assessments. We plan
to continue to offer seminars in the ELED 425: Field Experience in Education and ELED 450:
Professional Performance. Another requirement in student teaching that is designed to support the
development of classroom management and guidance is the development of a written classroom
guidance plan, which they must complete to pass student teaching (ELED 495).
Conclusion
Our candidates perform exceptionally well in completing all of the requirements of our program. The six
assessments selected from course projects demonstrate their performance. The grade profiles from the 10
methods courses further confirm the success rate of our candidates. Candidates also performed
exceptionally well on the PRAXIS Early Childhood Education 020 exam required by Pennsylvania for
teacher certification. We have had a100% passing rate since 2006 (Table IB). The scores are nearly all
higher than the Pennsylvania average in the subscales as reported by ETS.
From the above discussion, the overall conclusion from the results of our 8 key assessments, tracked
over the past several years, is positive. These findings have given the faculty an opportunity to examine
our program systematically as we prepare to offer the new P-4 Early Childhood Credential. We used the
findings and recommendations from the 2006 review to modify specific aspects of the program. We also
continue to refine the assessment instruments as needed to obtain useful data to guide decisions
regarding our program. The results of our deliberations have definitely enhanced our candidates’ ability
to implement the knowledge, skills, and dispositions identified by the NAEYC standards.
SECTION VI - FOR REVISED REPORTS OR RESPONSE TO CONDITIONS REPORTS ONLY
1. For Revised Reports: Describe what changes or additions have been made to address the
standards that were not met in the original submission. Provide new responses to questions and/or
new documents to verify the changes described in this section. Specific instructions for preparing a
Revised Report are available on the NCATE web site at
http://www.ncate.org/institutions/resourcesNewPgm.asp?ch=90
For Response to Conditions Reports: Describe what changes or additions have been made to
address the conditions cited in the original recognition report. Provide new responses to questions
and/or new documents to verify the changes described in this section. Specific instructions for
preparing a Response to Conditions Report are available on the NCATE web site at
http://www.ncate.org/institutions/resourcesNewPgm.asp?ch=90
(Response limited to 24,000 characters.)
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