Department of Education
B.S. in Early
Childhood Education
CIP Code: 190101
Program Quality Improvement Report 2009-2010
1
2008-2009 Action Plan and
Implementations
Source
Issue/Challenge
Recommendation
Implementation
Unit Plan
Some difficulty discussing
interrelationships between
areas of development
The assignment will be due in
portions to allow instructor
feedback and scaffolding.
This action was
implemented Spring 2010.
Mini Portfolio
Students have difficulty
modifying family activities to
meet the needs of all families.
Instructor will utilize case study
analysis to illustrate techniques
useful for meeting the needs of
diverse families.
Videos and Literature
containing case studies of
school-family interactions
have been ordered at the
library and will be utilized
to facilitate students.
Unit Plan
Students have difficulty
modifying family activities to
meet the needs of all families.
Instructor will utilize case study
analysis to illustrate techniques
useful for meeting the needs of
diverse families.
Videos and Literature
containing case studies of
school-family interactions
have been ordered at the
library and will be utilized
to facilitate students.
Program Quality Improvement Report 2009-2010
2
2008-2009 Action Plan and
Implementations
Source
Issue/Challenge
Recommendation
Implementation
Mini Portfolio
Students failed to cite
references to demonstrate
application of theoretical
knowledge.
Instructor will incorporate
an in-class demonstration
of proper citation
techniques as well as
encouraging the use of
Cameron’s Writing Lab
prior to submitting
assignments.
This activity was
implemented Spring 2010.
Unit Plan
Students do not use
multiple resources to
inform curricular decisions.
Students will each be
assigned a week to share a
resource review with the
class.
This activity was
implemented Spring 2010.
Program Quality Improvement Report 2009-2010
3
Learning Outcomes
1. Promoting Child Development and Learning - Each student who
completes the ECE - BS degree requirements should be able to
create (synthesis) healthy, respectful, supportive, and challenging
environments for all children.
2. Building Family and Community Relationships - Each student who
completes the ECE-BS degree requirements should be able to
apply (application) information about the characteristics of
children’s families and communities in order to support
respectful, reciprocal relationships that support, empower and
involve all families in their children’s development and learning.
3. Observing, Documenting, and Assessing to Support Young Children
and Families- Each student who completes the ECE-BS degree
requirements should be able to interpret (application) assessment data
to create (synthesis) lesson plans that will positively affect student
learning, integrating (synthesis) subject areas across the curriculum
and differentiating (analysis) to meet the needs of all students.
Program Quality Improvement Report 2009-2010
4
Learning Outcomes
4. Teaching and Learning- Each student who completes the ECEBS degree requirements should be able to integrate (synthesis)
their understanding of positive supportive relationships with
children and families; their understanding of multiple
developmentally effective approaches to teaching and learning;
and their knowledge of academic disciplines to design
(synthesis), employ (application), and evaluate (evaluation)
experiences that promote positive cognitive, physical, and
psychosocial development for all young children.
5. Becoming a Professional- Each student who completes the ECE-BS
degree requirements should be able to examine (analysis) current
issues in early childhood education and defend (evaluation) their
position as an advocate for children.
Program Quality Improvement Report 2009-2010
5
Alignment of Learning Outcomes
The five standards upon which the Bachelor of Science degree in
Early Childhood Education at Cameron University are based
support Cameron’s mission statement in that this degree:
•
•
Offers a quality educational program that fosters a studentcentered academic environment that combines innovative
classroom teaching with experiential learning
Prepares students for professional success, responsible
citizenship, life-long learning, and meaningful contributions
to a rapidly changing world to the people living in the area.
Oklahoma requires that anyone teaching in Oklahoma public
schools in grades below first grade have a certificate in Early
Childhood Education. This program helps meet that need by
developing the occupational capacities of our students for
this career.
Program Quality Improvement Report 2009-2010
6
Alignment of Learning Outcomes
The Education Department’s unit mission states that Cameron University
graduates will be caring, competent, and committed professionals. The
learning outcomes of the ECE-BS degree support this mission in that this
degree:
• ECE graduates display caring, competence, and commitment through their
understanding of child development and their ability to use this
knowledge to create developmentally appropriate learning environments
and experiences.
• ECE graduates exhibit caring, competence, and commitment by the
participation in service learning activities engaging families and
community organizations.
Program Quality Improvement Report 2009-2010
7
Alignment of Learning Outcomes
The Bachelor of Science degree in Early Childhood Education
reinforces the core values of Plan 2013 and fits especially well with
the following goals of Plan 2013:
• 1.1 Maintain and enhance Cameron’s commitment to providing programs of the
highest quality in instruction, research, and service to better meet the needs of
the citizens of the region.
• 1.3 Ensure effective assessment of student learning including experiential
learning.
• 1.4 Maintain existing accreditations and review additional opportunities for
university and programmatic accreditations.
• 1.5 Assure efficient, effective course delivery in multiple formats.
• 3.6 Expand the number of educational, cultural, and social opportunities for the
region.
• 4.4 Increase educational partnerships with common education, career
technology centers, community colleges, and other Oklahoma universities.
• 4.5 Provide student, faculty, and staff resources and expertise to support the
community.
Program Quality Improvement Report 2009-2010
8
Measures of Learning and Service Outcomes
PROGRAM GOAL: Promoting Child Development and Learning - Each student who completes the ECE - BS degree
requirements should be able to create (synthesis) healthy, respectful, supportive, and challenging environments for all
children.
MEASUREMENT OF PROGRAM OBJECTIVE
PROGRAM
OBJECTIVE 1
Promoting Child
Development
and Learning
CURRICULUM
AREA OR TARGET
AUDIENCE
ECE 4144
Methods and
Practicum in
Cognitive
Development
Measurements
Mini Portfolio Section 1 (direct)
Methods used to
determine validity
of measurement
instruments
Methods used
to determine
reliability of
measurements
Rubrics were sent
to NAEYC
reviewers
In the future,
key
assessments in
Chalk and Wire
will be sent to
a second
assessor to
check
reliability.
Unit Plan - Essay
(direct)
Teacher Work
Sample (direct)
Program Quality Improvement Report 2009-2010
Schedule for
measurements
Annually , Spring
Semester
Each semester
9
Mini Portfolio Rubric
Standard 1 Components n=15
n= The total number of students assessed during the academic year.
Standard
Does Not Meet
Meets
Exceeds
1a: Knowing and understanding young
children’s characteristics and needs
7%
27%
66%
1b: Knowing and understanding the multiple
influences on development and learning
0%
13%
87%
1c: Using developmental knowledge to create
healthy, respectful, supportive, and
challenging
0%
0%
100%
Research Skills(1.a, 1.b, 1.c, 2.c, and 4.d)
7%
20%
73%
Program Quality Improvement Report 2009-2010
10
Mini Portfolio Standard 1: Trend Analysis
% meets or exceeds
2007-2008
(n = 6)
2008-2009
(n = 5)
2009-2010
(n=15)
1a: Knowing and understanding
young children’s characteristics
and needs
83%
100%
93%
1b: Knowing and understanding
the multiple influences on
development and learning
100%
100%
100%
1c: Using developmental
knowledge to create healthy,
respectful, supportive, and
challenging
100%
100%
100%
Research Skills
34%
80%
93%
Program Quality Improvement Report 2009-2010
11
Unit Plan Rubric
Standard 1 Components n=16
n= The total number of students assessed during the academic year.
Does Not Meet
Meets
Exceeds
1a: Knowing and understanding young
children’s characteristics and needs
38%
50%
13%
Research Skills
1.a.2, 1.c.2, 2.c.2
19%
38%
44%
1b: Knowing and understanding the multiple
influences on development and learning
0%
31%
69%
1c: Using developmental knowledge to create
healthy, respectful, supportive, and
challenging
0%
19%
81%
1.c.3: Creates healthy,
respectful, supportive, and challenging
environments
0%
6%
94%
Standard
Program Quality Improvement Report 2009-2010
12
Unit Plan Standard 1: Trend Analysis
n= The total number of students assessed during the academic year.
% meets or exceeds
2007-2008
(n= 6)
2008-2009
(n= 5)
2009-2010
(n=16)
1a: Knowing and understanding
young children’s characteristics
and needs
100%
80%
63%
1.a.2, 1.c.2: Research Skills
50%
80%
82%
1b: Knowing and understanding
the multiple influences on
development and learning
100%
100%
100%
1c: Using developmental
knowledge to create
environments
100%
100%
100%
1.c.3 creates healthy, respectful,
supportive, and challenging
environments
100%
100%
100%
Program Quality Improvement Report 2009-2010
13
Teacher Work Sample:
FACTOR 1 CONTEXTUAL INFORMATION RUBRIC n=6
n= The total number of students assessed during the academic year.
Not Met
Meets
Exceeds
7. Describes Developmental
Characteristics
0%
100%
0%
8. Describes Prior Knowledge and
Skills
16%
0%
84%
Program Quality Improvement Report 2009-2010
14
Action plan – Standard 1
Teaching and Learning- Each student who completes the ECE-BS degree requirements should be able to integrate
(synthesis) their understanding of positive supportive relationships with children and families; their understanding of
multiple developmentally effective approaches to teaching and learning; and their knowledge of academic disciplines to
design (synthesis), employ (application), and evaluate (evaluation) experiences that promote positive cognitive, physical,
and psychosocial development for all young children.
Concern
Action
Timeline
Student scores on knowing and
understanding young children’s
characteristics and needs remain lower
than desired.
ECE 4144- Instructor will utilize
classroom videos in conjunction
with observational assessment
checklists to emphasize the
importance of daily observational
assessments to inform knowledge
of children’s developmental
levels.
Spring 2011
Students continue to struggle with
research skills.
An emphasis in reading research,
summarizing and sharing with
peers will be encouraged in all
Early Childhood courses in an
effort to practice the philosophies
of writing apprenticeship.
Ongoing,
Beginning Spring
2011
Every effort should be made to ensure
that our rubrics are in line with the
appropriate standards and are written to
discourage subjectivity.
Key assessments in Chalk and
Wire will be sent to a second
assessor to check reliability.
Spring 2011
Program Quality Improvement Report 2009-2010
Human and/or
Fiscal Resources
15
Measures of Learning and Service Outcomes
PROGRAM GOAL: Building Family and Community Relationships - Each student who completes the ECE-BS degree
requirements should be able to apply (application) information about the characteristics of children’s families and
communities in order to support respectful, reciprocal relationships that support, empower and involve all families in
their children’s development and learning.
MEASUREMENT OF PROGRAM OBJECTIVE
PROGRAM
OBJECTIVE 2
Building Family
and Community
Relationships
CURRICULUM
AREA OR TARGET
AUDIENCE
ECE 4144
Methods and
Practicum in
Cognitive
Development
Measurements
Mini Portfolio Section 2 (direct)
Unit Plan – Take Home
Activity
(direct)
Methods used to
determine validity
of measurement
instruments
Methods used
to determine
reliability of
measurements
Rubrics were sent
to NAEYC
reviewers
In the future,
key
assessments in
Chalk and Wire
will be sent to
a second
assessor to
check
reliability.
Family /Community
Activity (direct)
Schedule for
measurements
Annually , Spring
Semester
* See complete list of approved direct and indirect measurements (search program assessment on Cameron’s intranet)
Program Quality Improvement Report 2009-2010
16
Mini Portfolio Rubric
Standard 2 Components n=15
n= The total number of students assessed during the academic year.
Does Not Meet
Meets
Exceeds
2a: Knowing about and understanding family and
community characteristics
7%
27%
66%
2b: Supporting and empowering families and
communities through respectful, reciprocal
relationships
0%
40%
60%
2c: Involving families and communities in their
children’s development and learning
7%
7%
87%
2.c.4 Reflection and modification
7%
60%
33%
Program Quality Improvement Report 2009-2010
17
Mini Portfolio Standard 2: Trend Analysis
% meets or exceeds
2007-2008
n=6
2008-2009
n=5
2009-2010
n=15
2a: Knowing about and understanding
family and community characteristics
83%
100%
93%
2b: Supporting and empowering families
and communities through respectful,
reciprocal relationships
83%
100%
100%
2c: Involving families and communities
in their
83%
100%
93%
2.c.4 Reflection and modification
83%
80%
93%
Program Quality Improvement Report 2009-2010
18
Unit Plan Rubric
Standard 2 Components n=16
n= The total number of students assessed during the academic year.
Not Met
Meets
Exceeds
2b: Supporting and empowering families and
relationships
19%
25%
56%
2.b.2 Using knowledge of individual family
culture to build relationships with families
19%
63%
19%
2c: Involving families and communities in their
children’s development and learning
6%
31%
63%
2.c.3 Demonstrates ability to utilize a variety of
approaches to family and community
involvement
13%
38%
50%
2.c.4 Actively reflects on family and community
involvement, critically analyzing approaches
in an effort to improve performance.
(Essay)
75%
25%
0%
Program Quality Improvement Report 2009-2010
19
Unit Plan Standard 2: Trend Analysis
% meets or exceeds
2007-2008
n=6
2008-2009
n=5
2009-2010
n=16
2b: Supporting and empowering families and
relationships
83%
80%
81%
2.b.2 Using knowledge of individual family
culture to build relationships with families
83%
60%
82%
2c: Involving families and communities in their
children’s development and learning
83%
100%
94%
2.c.3 Demonstrates ability to utilize a variety of
approaches to family and community
involvement
67%
80%
88%
2.c.4 Actively reflects on family and community
involvement, critically analyzing approaches
in an effort to improve performance. (Essay)
50%
80%
25%
Program Quality Improvement Report 2009-2010
20
Family and Community Activity Rubric n=18
n= The total number of students assessed during the academic year.
Not Met
Meets
Exceeds
2a: Knowing about and understanding family and
community characteristics
6%
33%
61%
2b.1: Supporting and empowering families and
communities through respectful, reciprocal
relationships
6%
44%
50%
2b.2: Ability to assess family needs to develop
communication and recommend
developmentally appropriate home activities.
0%
17%
83%
2b.3 Knowledge and application of multiple
communication strategies including technology
22%
33%
44%
2b.4 Linking families with community resources.
17%
11%
72%
2c: Involving families and communities in their
children’s development and learning
44%
28%
28%
Program Quality Improvement Report 2009-2010
21
Family and Community Activity: Trend Analysis
2008-2009
n = 22
2009-2010
N=18
2a: Knowing about and understanding family and
community characteristics
91%
94%
2b.1: Supporting and empowering families and
communities through respectful, reciprocal
relationships
100%
100%
2b.2: Ability to assess family needs to develop
communication and recommend developmentally
appropriate home activities.
91%
100%
2b.3 Knowledge and application of multiple
communication strategies including technology
64%
77%
2b.4 Linking families with community resources.
50%
83%
2c: Involving families and communities in their
children’s development and learning
86%
56%
Program Quality Improvement Report 2009-2010
22
Action plan – Standard 2
Building Family and Community Relationships - Each student who completes the ECE-BS degree requirements should be able to apply
(application) information about the characteristics of children’s families and communities in order to support respectful, reciprocal
relationships that support, empower and involve all families in their children’s development and learning.
Concerns
Action
Timeline
Unit Plan- Although there has been an
improvement, students continue to
have difficulty modifying family
activities to meet the needs of all
cultures.
Instructor will increase utilization
of case study analysis to illustrate
techniques useful for meeting
the needs of diverse families.
Spring 2011
Unit Plan - Students fail to reflect on
family and community involvement.
Instructor will model active
reflection and will incorporate
exemplary examples of educator
reflections such as “teacher lit”
or well written teacher blogs.
Spring 2011
Family and Community Activity –
Students demonstrate limited
knowledge Involving families and
communities in their children’s
development and learning. In addition,
students struggle with utilization of
multiple communication strategies
(including technology).
Instructor will expose students to
a wide variety of classroom
communication strategies
including blogs, facebook group
sites, and exemplary classroom
newsletters that inform and
encourage involvement.
Spring 2011
Program Quality Improvement Report 2009-2010
Human and/or Fiscal
Resources
23
Measures of Learning and Service Outcomes
PROGRAM GOAL: Teaching and Learning- Each student who completes the ECE-BS degree requirements should be
able to integrate (synthesis) their understanding of positive supportive relationships with children and families;
their understanding of multiple developmentally effective approaches to teaching and learning; and their
knowledge of academic disciplines to design (synthesis), employ (application), and evaluate (evaluation)
experiences that promote positive cognitive, physical, and psychosocial development for all young children.
MEASUREMENT OF PROGRAM OBJECTIVE
PROGRAM
OBJECTIVE 4
Teaching and
Learning
CURRICULUM
AREA OR TARGET
AUDIENCE
ECE 4144
Methods and
Practicum in
Cognitive
Development
Measurements
Methods used to
determine validity
of measurement
instruments
Methods used
to determine
reliability of
measurements
Mini Portfolio Section 3 (direct)
Rubrics were sent to
NAEYC reviewers
In the future, key
assessments in
Chalk and Wire
will be sent to a
second assessor
to check
reliability.
Annually , Spring
Semester
State required &
normed test.
OSAT reliability
has been
determined by
CEOE.
Varies
Unit Plan – Lesson
Plans
(direct)
Schedule for
measurements
Teacher Work
Sample
OSAT (direct)
Program Quality Improvement Report 2009-2010
24
Mini Portfolio Rubric
Standard 4 Components n=15
n= The total number of students assessed during the academic year.
Not Met
Meets
Exceeds
53%
40%
7%
4b. Using developmentally effective approaches
7%
20%
73%
4.b.2 Classroom Management Strategies
0%
53%
47%
27%
60%
13%
7%
13%
80%
4d. Building meaningful curriculum
13%
53%
33%
4.d.2 Integration of curriculum
20%
67%
13%
0%
13%
87%
4.a.2 Demonstrates understanding relationships in Early
Childhood
4c. Understanding content knowledge in early education
4.c.3 Connection with standards
4.d.3 Promoting positive outcomes
Program Quality Improvement Report 2009-2010
25
Mini Portfolio Standard 4 Trend Analysis Part 1
% meets or exceeds
2007-2008
n=6
2008-2009
n=5
2009-2010
n=15
4.a.2 Demonstrates understanding
relationships in Early Childhood
100%
60%
47%
4b. Using developmentally effective
approaches
100%
100%
83%
4.b.2 Strategies
67%
100%
100%
4c. Understanding content knowledge
in early education
100%
80%
73%
4.c.3 Connection with standards
100%
100%
93%
4d. Building meaningful curriculum
100%
100%
86%
4.d.2 Integration of curriculum
100%
100%
80%
4.d.3 Promoting positive outcomes
100%
100%
100%
Program Quality Improvement Report 2009-2010
26
Unit Plan Rubric: Standard 4 Components n=16
n= The total number of students assessed during the academic year.
Not Met
Meets
Exceeds
4a. Connecting with children and families (Take
Home Activity and Letter to Parents)
19%
0%
81%
4b. Using developmentally effective approaches
0%
13%
88%
4.b.2 Demonstrating knowledge of a variety of
classroom management strategies
0%
56%
44%
4c. Understanding content knowledge in early
education
6%
69%
25%
4d. Building and evaluating meaningful curriculum
13%
44%
44%
4.d.5 Utilizes professional resources to facilitate
understanding
75%
0%
25%
Program Quality Improvement Report 2009-2010
27
Unit Plan Standard 4 Trend Analysis
% meets or exceeds
2007-2008
n=6
2008-2009
n=5
2009-2010
n=16
4a. Connecting with children and
families
100%
80%
81%
4b. Using developmentally effective
approaches
100%
100%
100%
4.b.2 Using a variety of approaches
100%
80%
100%
4c. Understanding content knowledge
in early education
100%
100%
94%
4d. Building meaningful curriculum
67%
100%
88%
4.d.5 Use of high quality professional
resources
34%
20%
25%
Program Quality Improvement Report 2009-2010
28
Teacher Work Sample Factor 2
Unit Learning Goals and Objectives n=6
n= The total number of students assessed during the academic year.
Not Met
Meets
Exceeds
5.Content Knowledge Objectives
0%
16%
84%
6.Skill/ Performance Objectives
0%
33%
67%
7.Reasoning Objectives
0%
50%
50%
8. Concentration of Objectives
0%
0%
100%
Program Quality Improvement Report 2009-2010
29
Teacher Work Sample Factor 6:
Reflection on Teaching and Learning Rubric n=6
n= The total number of students assessed during the academic year.
Not Met
Meets
Exceeds
Interpretation of Student Learning
0%
0%
100%
Insights on Best Practices and Assessments
0%
13%
87%
Alignment of Learning Goals, Instruction
with Assessment
0%
0%
100%
Implications for Future Teaching
0%
13%
87%
Implications for Professional Development
0%
25%
75%
Program Quality Improvement Report 2009-2010
30
Teacher Work Sample Holistic Scores
Factors Related to Standard 4
2008-2009
n=3
2009-2010
n=6
Factor 1: Contextual Information
(NAEYC 1, 4)
3.3
4.0
Factor 2: Unit Learning Goals
(NAEYC 4)
3.9
4.5
5
4.8
Factor 6: Reflections on Teaching and Learning
(NAEYC 3, 4, 5)
Scoring Guide:
1= Not Met
3= Meets
5= Exceeds
Program Quality Improvement Report 2009-2010
31
Oklahoma Subject Area Test (OSAT)
• This is the state mandated teacher licensure
test. The Cameron University Department of
Education requires students to pass the OSAT
in their area of specialization prior to Student
Teaching. A score of 240 overall out of 300 is
considered passing.
Program Quality Improvement Report 2009-2010
32
Oklahoma Subject Area Test (OSAT)
There are four sub-areas:
• Language and Literacy Development
• Learning Across the Curriculum
• Child Development and Early Childhood
Programs
• Constructed Response
All four areas relate directly to program
objective #4.
Program Quality Improvement Report 2009-2010
33
OSAT Comparison to State Norms
CU
2008-2009
n=3
CU
State
State
2009-2010
2008-2009
2009-2010
n=4
Language and Literacy Development
274.3
256.7
262
249.7
Learning Across the Curriculum
272
256.7
260.8
256
Child Development and
Early Childhood Programs
286
268.4
259.5
260.5
Constructed Response
220
209.1
240
212.7
Percent Passing Overall Test
100%
75%
75%
87%
Program Quality Improvement Report 2009-2010
34
OSAT Score Disaggregation n=4
Below 240
240-269
Above 269
Language and Literacy Development
1
2
1
Learning Across the Curriculum
1
2
1
Child Development and
Early Childhood Programs
1
2
1
Constructed Response
0
4
0
Program Quality Improvement Report 2009-2010
35
Action plan – Standard 4
Teaching and Learning- Each student who completes the ECE-BS degree requirements should be able to
integrate (synthesis) their understanding of positive supportive relationships with children and families;
their understanding of multiple developmentally effective approaches to teaching and learning; and their
knowledge of academic disciplines to design (synthesis), employ (application), and evaluate (evaluation)
experiences that promote positive cognitive, physical, and psychosocial development for all young
children.
Concerns
Action
Timeline
Mini Portfolio –Students failed to
cite theory and research focusing on
the importance of interactions and
relationships.
Instructor will model active
reflection and will
incorporate exemplary
examples of educator
reflections such as “teacher
lit” or well written teacher
blogs.
Spring 2011
Unit Plan – While some
improvement is shown, students
still struggle with utilizing multiple
resources to inform curricular
decisions.
Students will continue to be
assigned a week to share a
resource review with the
class.
Spring 2011
OSAT – The OSAT data is not a
reliable measure of our program at
this time because of the low
number of participants.
As our program grows, we will
continue to monitor OSAT
scores.
Program Quality Improvement Report 2009-2010
Human and/or
Fiscal Resources
36
Published information on graduates
Entered
Graduate School
Academic Year 08-09
0
Academic Year 09-10
0
Total
0
Working In
Discipline
1
3
4
Unknown
0
1
1
Total # of
Graduates
1
4
5
Please provide the headcount for placement of graduates from last Academic Year
Program Quality Improvement Report 2009-2010
37