NATIONAL RECOGNITION REPORT
Initial Preparation of Early Childhood Education
Teachers
NCATE recognition of this program is dependent on the review of the program by representatives of the
National Association for the Education for Young Children (NAEYC).
Cover Page
Name of Institution
Edinboro University of Pennsylvania
Date of Review
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02
/ 01
/ 2011
This report is in response to a(n):
i Initial Review
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j Revised Report
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j Response to Conditions Report
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Program covered by this Review
Early Childhood Education
Program Type
i First Teaching License
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Award or Degree Level(s)
i Baccalaureate
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j Post Baccalaureate
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j Master's
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PART A - RECOGNITION DECISION
SPA Decision on NCATE Recognition of the Program(s):
i Nationally recognized
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j Nationally recognized with conditions
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j Further development required OR Nationally recognized with probation OR Not nationally
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recognized [See Part G]
Test Results (from information supplied in Assessment #1, if applicable)
The program meets or exceeds an 80% pass rate on state licensure exams:
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Yes
j No
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j Not applicable
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j Not able to determine
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Comment:
Summary of Strengths:
The program includes strong assessments, such as the family literacy bag and the new, rigorous case
study assignment. The program faculty has responded well to some of the Part E comments made by
reviewers in the previous recognition report in knowledge and teaching of subject content areas,
including the arts.
For this initial program review for continuing recognition, five assessments are submitted as unchanged
from the previous report. Three new or substantially revised assessments are included. Two years of data
(2006-07 and 2008-09) are provided.
PART B - STATUS OF MEETING SPA STANDARDS
Standard 1.
Standard 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 create environments that are healthy, respectful, supportive, and challenging for all children.
Met
Met with Conditions
Not Met
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Comment:
The program cites Assessments 1, 2, 3, 4, 5, 6, 7, and 8 as evidence for this standard.
Assessment 1, Praxis II (020): This assessment is unchanged from the previous program report, and, in
the recognition report of October 2006, provided some evidence of meeting Standards 1 through 5. With
an overall pass rate of 100 percent and a solid range of subscores, this assessment continues to provide
evidence of candidate performance of this and other standards.
Assessment 2, Case Study Analysis: This assessment, previously known as the developmental profile,
has substantially changed since the last report. This rigorous assessment offers strong opportunities for
learning. Candidate performance data reports with a substantial number of “unacceptable” scores in a
number of components, notably in application of Bronfenbrenner’s theory to early childhood. On that
basis, the assessment offers some evidence of this standard.
Assessment 3, Final Field Experience Report, is new and offers no clear evidence of meeting Standard
1. As a field experience, there is strong potential for opportunities for candidate learning, but the
assessment is generic to the unit and the one component cited does not match the intent of this standard.
The levels of performance in the scoring guide are based on frequency or consistency of candidate
actions and are not distinguished by qualitative descriptions of actions. An additional note is that there is
no information about the age level or type of setting.
Assessment 4, Evaluation of Student Teaching: This assessment is unchanged from the previous
program report, and, in the recognition report of October 2006, provided evidence of meeting Standards
1 through 5. Candidate scores are solid range, and this assessment continues to provide evidence of
candidate performance of this standard. (Additional standards are included in the assessment description,
but only Standard 1 is included the Section 3 table.)
Assessment 5, Instructional Assessment: Please see comment under Standard 2 for this assessment.
Assessment 6. Case Study: Please see comment under Standard 2 for this assessment.
Assessment 7, Family Literacy Bag: Please see comment under Standard 2 for this assessment.
Assessment 8, Methods Courses Final Grade: This assessment is new and is intended to address all
standards but offers no clear evidence of meeting Standard 1. A matrix of key elements addressed in
each course is provided, but there is insufficient information about how course content aligns to Standard
1 and its elements. While almost all candidates have earned grades B or higher, no information is
provided on how course grades are determined. There is mention of specific areas of development in
course descriptions for ELED 310, 315, and 342, but there is not clear indication in other courses listed
of the elements of Standard 1.
Based upon the evidence provided by these assessments, Standard 1 is Met.
Standard 2.
Standard 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 learning.
Met
Met with Conditions
Not Met
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Comment:
The program cites Assessments 1, 4, 5, 6, 7, and 8 as evidence for this standard.
Assessment 1, Praxis II: Please see comment under Standard 1 for this assessment.
Assessment 5, Instructional Assessment: This assessment is unchanged from the previous program
report, and, in the recognition report of October 2006, provided some evidence of meeting Standards 1
through 5. With the current data provided, this assessment continues to provide evidence of candidate
performance of this and other standards, with particular strength in Standards 3 and 4.
Assessment 6, Case Study: This assessment is unchanged from the previous program report, and, in the
recognition report of October 2006, provided some evidence of meeting Standards 1, 2 and 3. With the
current data provided, this assessment continues to provide evidence of candidate performance of all
standards, with particular strength in Standard 3.
Assessment 7, Family Literacy Bag: This assessment is unchanged from the previous program report,
and, in the recognition report of October 2006, provided good evidence of meeting Standards 1 through
5. With the strong data provided in the current report, this assessment continues to provide good
evidence of candidate performance of this and other standards, with particular strength in Standard 2.
Assessment 8, Methods Courses Final Grade: This assessment is new and is intended to address all
standards but offers no evidence of meeting this standard. There is no mention of families and
communities in the descriptions of courses cited. Please see additional comments under Standard 1 for
this assessment.
Based on the evidence provided in these assessments, Standard 2 is Met.
Standard 3.
Standard 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, documentation, and other effective assessment strategies in a responsible
way, in partnership with families and other professionals, to positively influence children's development
and learning.
Met
Met with Conditions
Not Met
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Comment:
The program cites Assessments 1, 4, 5, 6, 7, and 8 as evidence for this standard.
Assessment 1, Praxis II: Please see comment under Standard 1 for this assessment.
Assessment 4, Evaluation of Student Teaching: Please see comment under Standard 1 for this
assessment.
Assessment 5, Instructional Assessment: Please see comment on Standard 2 for this assessment.
Assessment 6, Case Study: Please see comment under Standard 2 for this assessment.
Assessment 7, Family Literacy Bag: Please see comment under Standard 2 for this assessment.
Assessment 8, Methods Courses Final Grade: This assessment is new and is intended to address all
standards but offers no evidence of meeting this standard. There is no mention of assessment in the
descriptions of courses cited. Please see additional comments under Standard 1 for this assessment.
Note: The new Assessment 3 Final Field Experience Report is not cited in the Section III table but is
included in the assessment scoring guide. As a field experience, there is strong potential for
opportunities for candidate learning and evidence of some of the elements of Standard 3. The evidence
is somewhat limited by the construction of the scoring guide as mentioned in the comment under
Standard 1.
Based on the evidence provided in these assessments, Standard 3 is Met.
Standard 4.
Standard 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 knowledge of academic disciplines to design, implement, and evaluate experiences
that promote positive development and learning for all children.
Met
Met with Conditions
Not Met
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Comment:
The program cites Assessments 1, 3, 4, 5, 7, and 8 as evidence for this standard.
Assessment 1, Praxis II: Please see comment for Standard 1 for this assessment.
Assessment 3, Final Field Experience Report, is new and offers some evidence of meeting Standard 4.
As a field experience, there is strong potential for opportunities for candidate learning and evidence of
some of the elements of Standard 4. The evidence is somewhat limited by the construction of the scoring
guide as mentioned in the comment under Standard 1.
Assessment 4, Evaluation of Student Teaching: Please see comment for Standard 1 for this assessment.
Assessment 5, Instructional Assessment: Please see comment for Standard 2 for this assessment.
Assessment 7, Family Literacy Bag: Please see comment for Standard 2 for this assessment.
Assessment 8, Methods Courses Final Grade: This assessment is new and is intended to address all
standards and has the potential to provide evidence of meeting this standard. The course descriptions
include teaching and learning across multiple content areas. The evidence is limited by the lack of
information provided on how course grades are determined. Please see additional comments under
Standard 1 for this assessment.
Based upon the evidence provided in these assessments, Standard 4 is Met.
Standard 5.
Standard 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 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.
Met
Met with Conditions
Not Met
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Comment:
The program cites Assessments 1, 3, 4, 5, 7, and 8 as evidence for this standard.
Assessment 1, Praxis II: Please see comment under Standard 1 for this assessment.
Assessment 3, Final Field Experience Report, is new and offers some evidence of meeting Standard 5.
As a field experience, there is strong potential for opportunities for candidate learning and evidence of
some of the elements of Standard 5. The evidence is somewhat limited by the construction of the scoring
guide as mentioned in the comment under Standard 1.
Assessment 4, Evaluation of Student Teaching: Please see comment under Standard 1 for this
assessment.
Assessment 5, Instructional Assessment: Please see comment under Standard 2 for this assessment.
Assessment 7, Family Literacy Bag: Please see comment under Standard 2 for this assessment.
Assessment 8, Methods Courses Final Grade: This assessment is new and is intended to address all
standards but offers no clear evidence of meeting this standard. There is no mention of the elements of
professionalism in the descriptions of the course cited. Please see additional comments under Standard 1
for this assessment.
Based upon the evidence provided in these assessments, Standard 5 is Met.
PART C - EVALUATION OF PROGRAM REPORT EVIDENCE
C.1. Candidates' knowledge of content
Assessment 1, Praxis II, and Assessment 2, Case Study Analysis, with additional evidence from
Assessments 4, 5, 6, and 7, provide evidence of candidate performance on Standards 1, 2, and 4 and
demonstrate candidates’ knowledge of content.
C.2. Candidates's ability to understand and apply pedagogical and professional content
knowledge, skills, and dispositions
Assessment 3, Final Field Experience Report, and Assessment 4, Evaluation of Student Teaching, as
well as other assessments, provide evidence of candidate performance on Standards 1 through 5 and
demonstrate candidates’ ability to understand and apply pedagogical and professional content
knowledge, skills, and dispositions.
C.3. Candidate effects on P-12 student learning
Assessment 5, Instructional Assessment, as well as Assessments 4 and 7, provide evidence of candidate
performance on Standards 1, 3, and 4 and demonstrate candidate effects on children’s learning.
PART D - EVALUATION OF THE USE OF ASSESSMENT RESULTS
Evidence that assessment results are evaluated and applied to the improvement of candidate
performance and strengthening of the program (as discussed in Section V of the program report)
Faculty members have provided an extensive discussion of how they are continuing to use the data to
improve the program. They have added two new assessments and have revised a third, maintaining the
use of existing strong assessments. In the Section V narrative, they have noted a number of changes in
the support that is provided to candidates in both their coursework and their field experiences.
PART E - AREAS FOR CONSIDERATION
Areas for consideration
1. Consistent with comments offered in the previous recognition report is the note that there is minimal
assessment evidence of candidate learning and experience with children with special needs and other
areas of exceptionality.
2. Similarly, although the narrative describes some coursework and field experience with infants and
toddlers, there are no clear assessment data to provide evidence of candidate performance with this age
group.
PART F - ADDITIONAL COMMENTS
F.1. Comments on Section I (Context) and other topics not covered in Parts B-E:
The chart of field experiences did not identify the age and setting for each entry, and it is unclear
whether the program ensures that candidates have field experiences at two of the three different age
levels in early childhood (infant/toddler, preschool, and primary grades) and also in two different types
of settings in early education and care, in addition to public schools.
F.2. Concerns for possible follow-up by the Board of Examiners:
None.
PART G - DECISIONS
Please select final decision:
i Program is nationally recognized. The program is recognized through the semester and year of the
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institution's next NCATE accreditation decision in 5-7 years. To retain recognition, another program
report must be submitted before that review. The program will be listed as nationally recognized
through the semester of the next NCATE accreditation decision on websites and/or other
publications of the SPA and NCATE. The institution may designate its program as nationally
recognized by NCATE, through the semester of the next NCATE accreditation decision, in its
published materials. National recognition is dependent upon NCATE accreditation. Please note that
once a program has been nationally recognized, it may not submit a revised report addressing any
unmet standards or other concerns.
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