Early Childhood Education Specialist
Credential Program
Program Assessment
Kremen School of Education and Human Development
CALIFORNIA STATE UNIVERSITY, FRESNO
_____________________________________________________
Prepared for
Institutional Review by the
California Commission on Teacher Credentialing (CCTC)
and the
National Council for Accreditation of Teacher Education (NCATE)
Document revised Fall 2010
Program Assessment Submission Checklist
Use a separate checklist for each program submission
(i.e. School Counseling, Professional Administrative Services, Multiple Subject, etc.)
Institution
California State University, Fresno
Contact Person
Contact Email
Dean Name
Assoc. Dean Name
Susan R. Macy
smacy@csufresno.edu
Paul Beare
James Marshall
Contact Phone
559-278-0267
Dean Email
pbeare@csufresno.edu
Assoc. Dean Email jamesm@csufresno.edu
Program (specify delivery Early Childhood Education Specialist Credential
Models i.e. intern)
nRead Me file or other description of the materials submitted
nProgram Narrative
nCourse syllabi for two most recent years, or other evidence of the content of the
program
nAssessment tools reported on in the Biennial Report
Submission Options:
•1 CD/flash drive and this completed check list (printed or saved on CD/flash) mailed to:
Commission on Teacher Credentialing
1900 Capitol Avenue
Sacramento, CA 95811
ATTN: PSD Program Assessment
•Post on a web site with access for on-line review
•Email submissions to programassessment@ctc.ca.gov (attachments larger than 10MB
must be broken into multiple emails, and zipped files cannot be accepted through the
CTC mail server).
Formatting Suggestions:
•MS Word or PDF document
•12 pt. Times New Roman or Arial font
•Hyperlinks from narrative to attachments (syllabi, assessments) and back to the specified
point in the narrative
•Bookmarks (available in PDFs only) are very useful to readers
Directions for Readers
This report provides the reader with a response to Program Standards and
accompanying documentation for the Early Childhood Education Specialist
Credential at California State University, Fresno.
This report is comprised of four sections:
Section One is the program’s response to the 1992 revision of the Early Childhood
Specialist Credential Program Standards. Each Standard is identified in capital letters
followed by its summary description in bold face. The text that follows is the
response to that Standard.
Section Two (Appendix A) contains the expanded syllabi for each course in the ECE
Specialist Credential Program. The expanded syllabi detail the course objectives,
readings, topics and activities for each lesson. Full descriptions of each course
assignment are also provided.
Section Three (Appendix B) contains the assessment tools the program uses for
candidate and program assessment based on the Program’s 2009 Biennial Report.
Appendix C contains additional documents referenced in the Response to Program
Standards.
Appendix D contains a Program Assessment Summary.
Appendices A, B, and C are hyperlinked to the Program Standards of Section One.
Section One reports where and how the program meets each standard. Appendices A,
B, and C provide the supporting evidence of how each standard is met.
This document is in PDF format. You can navigate to the parts of the document by
using the linked Table of Contents. There are also links within the document that will
lead you to supporting evidence. These links can be identified by blue underlined
text. You can return to your place in the document by pressing the ALT key
(Windows) or the COMMAND key (Mac) followed by the backwards arrow.
Early Childhood Education Specialist Credential
And Master of Arts in Education: Early Childhood Option
Table of Contents
Section I Response to Program Standards
Category 1: Institutional Resources and Coordination
Standard 1
Program design, rationale, and coordination ............................................. 1
Standard 2
Institutional attention to the program........................................................ 17
Standard 3
Resources allocated to the program .......................................................... 19
Standard 4
Qualifications of faculty............................................................................ 21
Standard 5
Faculty evaluation and development......................................................... 23
Standard 6
Program evaluation and development....................................................... 24
Category II: Admission and Candidate Services
Standard 7
Admission of candidates: Academic qualification................................... 28
Standard 8
Admission of candidates: Prior experience and qualifications ................ 30
Standard 9
Availability of program information......................................................... 32
Standard 10
Candidate advisement and placement ....................................................... 34
Standard 11
Candidate assistance and retention ........................................................... 37
Category III: Professional competencies and field experiences
Standard 12
Determination of candidate competence................................................... 41
Section 2 (Appendix A)
Expanded Syllabi
LEE171 Trends and Issues in ECE ................................................................................... 44
LEE232 Literacy in ECE ................................................................................................. 69
LEE233 Curriculum and Assessment in ECE.................................................................. 94
LEE235 Concept Development in ECE......................................................................... 115
LEE241 Field Work in ECE .......................................................................................... 126
LEE271 Diversity and Inclusion in ECE ....................................................................... 138
ERA 285 Seminar in Advanced Educational Psychology ............................................. 149
LEE298B Project ............................................................................................................ 182
LEE 299 Thesis.............................................................................................................. 195
Section 3 (Appendix B)
Assessment
Assessment 1 Action Research Project........................................................................... 211
Assessment 2 Developmentally Appropriate Practice: The Charter School................... 213
Assessment 3 ECE Leadership Activity ........................................................................ 228
Assessment 4 ECE Portfolio .......................................................................................... 236
Assessment 5 Thesis/Project/Research Paper ................................................................. 240
Appendix C Other Documents
ECE Specialist Exit Survey............................................................................................. 251
ECE Specialist Verification Form................................................................................... 252
Alignment
of
NAEYC
Standards
and
Tools
with
Approved
Assessments.................... 253
Appendix D Program Summary
ECE Specialist Credential Program Summary................................................................ 255
INSTITUTIONAL RESOURCES AND COORDINATION
STANDARD 1
PROGRAM DESIGN, RATIONALE, AND COORDINATION
Each program of professional preparation is coordinated effectively in
accordance with a cohesive design that has a cogent rationale.
Overall Design
University
California State University, Fresno is central California's major regional university, with an
enrollment of approximately 21,000 students. The university is one of the 23 campuses of the
California State University (CSU) system, one of the largest systems of higher education in the
world. Fresno State's 388-acre main campus and its 1,011-acre University Farm are located at the
northeast edge of Fresno, California, at the foot of the majestic Sierra Nevada mountain range.
The surrounding San Joaquin Valley is one of the richest agricultural areas in the world, and
Fresno is the sixth largest city in California. The University’s service area encompasses five
counties and includes both urban and rural areas. The demographics of the service area reflect a
highly diverse population.
Mission – “We will become New California’s premier engaged university, nationally recognized
for our teaching, learning, transformational scholarship, and dynamic leadership which engages
faculty, students, staff, and community in mutually beneficial and respectful collaboration
benefiting the region and society as a whole.”
The university strives to manifest its mission through strategic planning and goal setting.
Progress toward meeting goals is reported annually to the Provost by the dean of each school or
college. The University’s last three strategic plans — Plan for the '90s, Plan for Excellence I
(1997-2000), and the Plan for Excellence II (2001-2006) — established a foundation for a new
level of excellence and a culture of planning on our campus. To be implemented in the 20102011 academic school year, this plan differs from the previous three in that we are focusing on
innovation and transforming the university. The Strategic Plan calls for
• Enhancing Academic Excellence and Scholarship
• Promoting the Success of all Students
• Advancing Graduate Education
• Using Technology to Advance all Aspects of University Life
• Engaging with the Region
• Developing a Diverse and Global Perspective
• Generating Private and External Support
• Developing our University Community
Teacher education occupies a primary position within the CSU system, which prepares a
majority of teachers in California. At Fresno State, teacher education has received priority
attention in the mission and strategic planning of the institution since its founding.
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School
History - The Kremen School of Education and Human Development (KSOEHD) extends back
to 1911 with the establishment of a state normal school. In 1921, the two-year teacher
preparation program was changed to a four-year Bachelor of Arts in Teaching Degree with the
institution being named Fresno State Teachers College; later it was changed to Fresno State
College. In 1961, the Fisher Act eliminated the Bachelor of Arts in Teaching and affected
general restructuring of programs in professional education. As more specialized courses were
added beyond those of traditional education, the School of Education was renamed the School of
Education and Human Development in 1981. The first Master's degree at CSU, Fresno was
awarded in 1949 and a Joint Doctorate in Educational Leadership was approved in 1991.
Through a significant gift by the spouse of one its former faculty members, the school was
renamed, the Marion and Benjamin Kremen School of Education and Human Development in
2002.
The professional education unit at Fresno State has been fully accredited by the National Council
for the Accreditation of Teacher Education (NCATE) since 1953. All credential programs were
reviewed by California Commission on Teacher Credentialing (CCTC) program review teams in
March 2006 and were approved without stipulations by the Commission.
Leadership for Diverse Communities
At the heart of the conceptual framework for the professional education unit at California State
University, Fresno is its theme, Leadership for Diverse Communities.
Vision: The Kremen School of Education and Human Development is a center for academic
excellence and collaboration in the fields of education and counseling. Graduates will become
community leaders who advocate for high standards and democratic values with attention to
professional ethics and diversity.
Mission: The Kremen School of Education and Human Development's mission is the recruitment
and development of ethically informed leaders for classroom teaching, education administration,
counseling, and higher education. Our mission is realized through a framework of teaching,
scholarship, and service that addresses regional, state, national, and international perspectives.
School Goals
•
•
•
•
To be a model for collaboration with higher education and K-12 colleagues.
To prepare professionals who are committed to leadership and service in diverse
community settings.
To prepare education professionals who have a command of content knowledge and
pedagogy and who continuously strive to improve their practice.
To integrate performance assessment as a key evaluation technique in each of our
programs.
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•
•
•
•
•
•
•
To support the lifelong development of practicing professionals with services and
programs including the doctorate.
To recruit qualified candidates, who are representative of the diversity in our community,
into the fields of education and counseling, beginning with students in the public schools.
To be a national demonstration site for exemplary practices in education and counseling.
To be at the cutting edge of the application of best practice models and educational
technology.
To sustain a university work environment that is exemplary in its humanity, ethics,
effectiveness and intellectual vitality.
To secure, through advancement efforts, the supplemental funding needed to provide the
margin of excellence for programs and special initiatives.
To be the higher education partner of choice for the public schools and other relevant
institutions of the five counties we serve in the Central Valley.
Dispositions: Both basic and advanced programs are committed to providing leaders who have a
command of content in their field, who will be reflective, collaborative leaders for our schools,
and who are prepared to meet the challenges and opportunities of working with diverse
communities. The professional education unit fosters the development of the following
professional dispositions among candidates. Candidates increasingly reflect these dispositions in
their work with students, families, and communities
Reflection: Candidates develop the dispositional tendency to reflect on their professional
practice. Unit programs support the development of this disposition by having candidates
regularly reflect on their learning and on their practice.
Critical thinking: Candidates analyze situational contexts, resulting in more informed
decision-making. Unit programs provide candidates practice analyzing the implications of
intrapersonal, interpersonal and contextual issues in educational settings.
Professional ethics: Candidates learn to make well-reasoned ethical judgments. Unit
programs foster this disposition by teaching ethical decision-making that relies on reflection and
results in professional action.
Valuing diversity: Candidates are able to work effectively with diverse populations and
recognize the importance of valuing of cultural, linguistic, cognitive, and physiological diversity.
Unit programs promote this disposition through experiences in educational settings with diverse
populations and opportunities to discuss, observe, and reflect on the benefits of valuing diversity.
Collaboration: Candidates learn and practice the skills of collaboration in their classes and in
their fieldwork. Furthermore, program faculty model collaboration in their work with one
another and with the larger educational community.
Life-long learning: Candidates demonstrate a commitment to life-long learning
about their profession and beyond. Unit programs foster this disposition through pre-professional
experiences that bring the candidate into the profession in meaningful ways and by acquainting
them with opportunities for continuing professional growth.
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Commitment to Technology
The conceptual framework includes a commitment to the appropriate use of technology in ways
that enhance the learning environment for students. The unit has been involved in many
initiatives to manifest this commitment. For example, the KSOEHD was the lead institution in a
Preparing Tomorrow’s Teachers to Use Technology (PT3) grant from the U.S. Department of
Education and was involved in two other such grants. Programs have infused technology in
coursework and all coursework is enhanced by the use of Blackboard. Multiple and Single
Subject candidates are now submitting their key performance assessments through an online
portfolio system. The Instructional Technology Resources Center (INTERESC) in the KSOEHD
supports faculty professional development in technology; at the university level, Teaching,
Learning, and Technology (TLT) provides computer workshops and many professional
development opportunities related to technology.
Alignment of Proficiencies with Professional and State Standards
Coursework and fieldwork syllabi are aligned with standards such as the California Standards for
Program Quality and Effectiveness, California Teaching Performance Expectations, national
standards for professional organizations where applicable, and, in the case of teacher preparation
programs, with state content standards. Evidence of the conceptual framework is also evident in
the commitment of program faculty to providing instruction that expands candidates’
pedagogical and content knowledge base and that incorporate technology to enhance learning.
Each unit program has a knowledge base, consistent with the unit’s conceptual framework while
unique to the research, standards, theories, and wisdom of practice particularly appropriate to the
program.
Commitment to Diversity
The rich diversity of the university’s service area makes commitment to diversity a natural and
critical component of the conceptual framework. This commitment is woven through all unit
programs. Course outcomes related to preparing students to work with diverse populations are
common. Foundations courses provide understanding of and appreciation for differences. All
candidates have at least some field experience in a setting with students from diverse
backgrounds.
Advanced Programs:
Leadership and collaboration are taught and practiced throughout the advanced programs of the
KSOEHD. Learning to work as a collaborative leader in a culturally diverse context is a focus of
the advanced coursework. ECE students in the specialist credential program apply these skills in
problem solving and curriculum development.
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Knowledge Base:
ECE philosophy, foundational beliefs, research-based practices, literacy and technology
orientation, cultural competence and collaborative leadership skills are the pillars
supporting program design and delivery. The sequence of the courses builds upon these
structural underpinnings and is concretized in the learning experiences designed to
promote student understanding and application of these principles. Program Philosophy,
Goals, Theories of Human Development and Learning, Research/Practice and
Technology orientation are explained fully in following sections of this document.
Organizational Structure
University
Governance - CSU, Fresno derives its existence, authority, and power form the State of
California through enactments of the Legislature (California Administrative Code) and the rules
and regulations promulgated by the Trustees of the California State University System
(Executive Orders of the Board of Trustees). Under principles enumerated by the Trustees, the
president is authorized to delegate functions and consult with the faculty, and is charged with the
final responsibility for and given final authority over the university. To accomplish the purposes
of the university, the Academic Assembly was created and authorized to serve as the official
means of consultation between the faculty and the president. Through the Academic Assembly,
the faculty have responsibility and authority to develop/recommend policies and are consulted on
academic policy matters.
The university academic governance structure includes the President, the Academic Provost, and
Deans who administer the academic colleges/schools/divisions: Agricultural Science and
Technology, Arts and Humanities, Sid Craig School of Business and Administrative Sciences,
KSOEHD, Engineering, Health and Social Work, Sciences and Mathematics, Social Sciences,
Global and Continuing Education and Graduate Studies. Detailed descriptions of CSU, Fresno
University governance, policies and procedures are obtained by review of the California State
University, Fresno Academic Policy Manual and by review of the Agreement Between the Board
of Trustees of The California State University and the California Faculty Association.
Unit Governance - University organization and Kremen School of Education and Human
Development (KSOEHD) governance structure provide the leadership and authority necessary to
plan, deliver, and evaluate coherent unit programs. The Dean, Dr. Paul Beare, is the Chief
Administrative Officer of the KSOEHD. By virtue of the university president’s authorization,
Dr. Beare also serves as the Director of Teacher Education for the university and is responsible
for administering the policies for all basic and advanced teacher education programs offered at
California State University, Fresno. Dr. Beare reports directly to the Provost and Vice-President
for Academic Affairs.
Accreditation - CSU, Fresno is fully accredited by the California Board of Education and the
Western Association of Schools and Colleges (WASC). CSU Fresno is also a member of the
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ECE Specialist Credential (Advanced Program), California State University, Fresno
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Western Association of Graduate Schools, the Council of Graduate Schools in the United States,
and the American Association of Colleges for Teacher Education.
Teacher education programs offered in CSU, Fresno are fully accredited on a national level by
the National Council for Accreditation of Teacher Education (NCATE). All credential programs
offered at CSU, Fresno have received full approval by the State of California Commission on
Teacher Credentialing (CTC).
School
Governance - As the chief administrator, the Dean is charged with final responsibility for and
given final authority over the KSOEHD. He is extensively involved in a variety of functions that
support the development, implementation, evaluation, and modification of all credential and
master’s degree programs. He frequently consults with department chairs, program coordinators,
and individual faculty to address programmatic and other issues. The dean has the authority to
delegate responsibility and authority to faculty delegates and does so according to approved
KSOEHD policies and procedures. The KSOEHD functions within policies and procedures
specified in the Constitution for the School of Education and Human Development of the
California State University, Fresno. There are currently 11 KSOEHD standing committees:
Executive Committee, Admissions and Standards, Basic Credential and Curriculum,
Budget, Educational Equity, Graduate. Personnel. Research. Scholarship. Development and
International Education.
ECE program faculty currently serve on the following committees: Basic Credential and
Curriculum, Educational Equity, Graduate. Personnel, Research. Scholarship. Development and
International Education.
The KSOEHD has four departments:
Department
Counseling, Special Education and Rehabilitation (CSER)
Curriculum and Instruction (CI)
Educational Research and Administration (ERA)
Literacy and Early Education (LEE)
Chair
Dr. Albert Valencia
Dr. Jack Benninga
Dr. Sharon Brown-Welty
Dr. Glenn Devoogd
The ECE initial and advanced programs including the ECE Specialist Credential Program are
housed in the LEE department.
The Early Childhood Education Specialist Credential (Advanced Credential Program) and
Master of Arts in Education with an Emphasis in Early Childhood Education
The ECE Programs are located in the Department of Literacy and Early Education in the
KSOEHD. The advanced program provides students with relevant educational experiences for
advanced careers in ECE and related professions and enables graduates to become leaders in the
early childhood profession at the local, state and national levels. At application students indicate
whether they are applying for the Masters in Education ECE Emphasis and/or an ECE Specialist
Credential program. Not all applicants are interested in or qualify for admission to the ECE
Specialist Credential, but virtually all ECE Specialist Credential applicants concurrently enroll in
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the Masters in Education Program. The ECE graduate program is designed to accommodate all
three graduate groups:
• ECE Specialist Credential only
• Masters in Education Early Childhood Education Emphasis only
• ECE Specialist Credential and Masters in Education Early Childhood Education
Emphasis
The graduate courses have a strong developmental and constructivist philosophical and
ideological orientation. In the courses, students reflect on the best professional practices to meet
the needs of young children and their families, learn to interpret and apply relevant ECE research
and develop skills as teachers, administrators, researchers and leaders. Students are expected to
integrate new knowledge into practice that is developmentally appropriate and culturally
sensitive. Graduates of the ECE master's and specialist programs are expected to be reflective,
collaborative leaders in the profession
The ECE graduate courses have a strong philosophical and ideological base from which students
learn how to make judgments about developmentally appropriate practices. As leaders who will
"make a difference" they are exposed the history, questions and practices central to their
discipline in Trends and Issues in ECE (LEE 171) [See LEE171 syllabus]. In subsequent
courses, they reinforce and extend this philosophical and ideological base.
The ECE graduate courses are rich in dialogue, discussion, analysis and reflection. The class
members have a wide variety of experiences and career goals ranging from child care and
preschool educators to kindergarten and primary grade teachers and administrators. Interaction
generated in the classes emanates from readings, lectures, and professional and personal
experiences. The interaction is stimulated by instructors who are aware of conflicts in the field
and who assist students in constructing their own belief statements based on past and current
ECE research and practice.
In graduate courses, Literacy in ECE (LEE 232) [See LEE232 syllabus], Curriculum and
Assessment in ECE (LEE 233) [See LEE233 syllabus], and Concept Development in ECE (LEE
235) [See LEE235 syllabus], students are expected to analyze and integrate their understandings
about best practices in ECE through research on programs, curricular approaches and strategies,
assessment and evaluation methods. In fieldwork in ECE (LEE 241) [See LEE241 syllabus],
students build individual portfolios which document their application of ECE practices in a "real
world" setting and demonstrate their understandings of advanced ECE principles in order to
provide leadership for the profession.
Students in the graduate courses are on the cutting edge in their learning about developmentally
appropriate practices and cultural diversity. Throughout the courses and especially in Culturally
Responsive Teaching in Early Childhood (LEE 271) [See LEE271 syllabus], students develop
new understandings about how educators, young children and families gain knowledge, attitudes
and dispositions about learning, cultural competence, schooling, prejudice and stereotypes. The
graduate classes provide valuable opportunities for students to share their personal and
professional experiences regarding living and teaching in a diverse community. Under the
guidance of the faculty, ECE graduate students gain skills for becoming leaders who make a
difference at local, state and national levels to promote culturally responsive programs for young
children and their families.
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The major goals of ECE graduate and specialist programs are to:
•
•
•
•
•
•
•
•
•
•
Meet individual needs of candidates who differ in experiential and educational
backgrounds and who have varied career objectives.
Provide an advanced study in fundamental theories and philosophies of child
development.
Examine curriculum development serving programs for children eight and under.
Interrelate field experiences and appropriate course work.
Develop techniques and skills for understanding and utilizing family backgrounds, ethnic,
cultural, economic, linguistic and socio-cultural influences in order to develop
appropriate learning activities for young children.
Offer learning experiences designed to interpret and assess processes of physical, mental
and psycho-social growth of young children both typical and atypical who are
functioning at different developmental levels.
Use appropriate technology for teaching and facilitating early childhood learning
experiences for parent and professional audiences.
Give information concerning current research, models, administrative practices and
supervisory skills as those relate to program in ECE.
Afford experiences that emphasize the development of human interaction skills and
guidance techniques appropriate for working with young children and adults in a variety
of cultural settings.
Prepare students for work in a variety of professional roles including ECE teachers,
instructional leaders or demonstration teachers, resource coordinators for ECE programs,
supervisors or directors of ECE programs, parent educators, research team members,
consultants to ECE programs, instructors of child development and ECE courses in
institutes of higher education.
Objectives of the Early Childhood Specialist Credential Program (Advanced Credential)
and Masters in Education Early Childhood Education Option
Graduates of the ECE Specialist Program:
•
•
•
•
Demonstrate knowledge of the dominant theories of human development and learning;
research on social, emotional, cognitive, language, motor and perceptual development
and learning in children from birth through age eight; importance of studying the child in
the family context.
Demonstrate knowledge of the theories and content of curriculum and instruction and
alternative teaching models and methodologies.
Demonstrate knowledge of alternative perspectives in ECE, child development, programs
for young children and their parents, research priorities, teacher education and staff
development.
Demonstrate competence in use of technology assisting research and program
development and information dissemination to diverse audiences.
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•
•
•
•
•
•
•
Demonstrate knowledge of appropriate strategies, procedures and instruments for
assessment and evaluation of young children, ECE environments and ECE programs.
Demonstrate knowledge of program planning for children from a variety of diverse
cultural and language backgrounds, as well different age and developmental levels.
Demonstrate knowledge of the diverse delivery systems through which programs are
offered for young children and their families (social service agencies, public schools,
private enterprise).
Demonstrate knowledge of research methods and findings in ECE and translate research
into practice.
Demonstrate knowledge of expertise in a specialized area of ECE such as infant/toddler,
child care, parent education, kindergarten, other preprimary programs, primary grades in
connection with teaching, administration, advocacy or other leadership role in the
specialized area.
Demonstrate application of appropriate curriculum, demonstration of leadership in the
field and use of community resources.
Demonstrate ability to design, implement and complete appropriate graduate level project
or thesis work in ECE.
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Sequence of Courses for the Masters in Early Childhood Education
and the Early Childhood Specialist Credential [See Appendix A]
Required ECE Core Courses (6 Units)
LEE 235 Concept Development in ECE (3 units)
LEE 241 Field Work in ECE (3 units)
Elective ECE Core Courses (12 units, Select 3 of 4 courses)
LEE 171 Trends and Issues in ECE (3 units)
LEE 232 Literacy in ECE (3 units)
LEE 233 Curriculum and Assessment in ECE (3 units)
LEE 271 Diversity and Inclusion in ECE (3 units)
Masters of Arts Degree Core Requirements (15 Units)
ERF 153 Educational Statistics (Prerequisite for ERF 220)
ERF 220 Research in Education (3 units)
ERF 285 Seminar in Advanced Educational Psychology (3 units) or
ERF 288 Educational Measurement and Program Evaluation (3 units)
LEE 298B Project (4 units) or
LEE 299 Thesis (4 units)
Other Electives
5 units of approved electives
Early Childhood Specialist Credential (30 units)
The ECE Specialist Credential Program is an advanced credential for those who already hold a
valid California Multiple Subject Teaching Credential. For the Specialist Credential, two years of
successful ECE teaching at two levels of ECE is required.
The ECE Specialist Program may be combined with the Master’s program or taken separately.
Master’s candidates in the ECE Teacher Leader Specialization may use their course work to
fulfill requirements for the ECE Specialist Credential. For the Specialist Credential only, a
summative research paper is required in lieu of a thesis or project.
Required ECE Core Courses (6 Units)
LEE 235 Concept Development in ECE (3 units)
LEE 241 Field Work in ECE (3 units)
Elective ECE Core Courses (9 units, Select 3 of 4 courses)
LEE 171 Trends and Issues in ECE (3 units)
LEE 232 Literacy in ECE (3 units)
LEE 233 Curriculum and Assessment in ECE (3 units)
LEE 271 Diversity and Inclusion in ECE (3 units)
Other Electives
15 units approved electives
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Description of Field Experiences, Student Teaching
All of the ECE core courses require observations and/or practice assignments that must be
completed in the field. In all of the courses, advanced students have access to a variety of
professional settings in the community where they can gain experience, collect data and interact
with professionals in the field. Expanding on this theory-to-application approach, Fieldwork in
ECE (LEE 241) provides advanced candidates with an extended, supervised field experience that
is tailored to meet our program’s areas of specialization. For the ECE Teacher Leader, the focus
of fieldwork is completing supervised fieldwork in ECE classroom settings at two different ECE
levels. ECE Specialist candidates have additional fieldwork requirements as specified in the
course syllabus to meet CTC standards [See LEE241 syllabus] .
In their field assignments, ECE graduate students demonstrate leadership, knowledge of child
development and constructivist theory as well as application of professional knowledge, skills
and dispositions gained throughout the ECE Graduate Program. Students create their own
portfolios to support the realization of NAEYC standards [See Appendix B: Assessment 2],
conduct individual self-reflections identifying a personal growth area, and plan and implement a
leadership activity [See Appendix B: Assessment 4] to be documented in their portfolio.
In ECE Field Work (LEE 241), students have a supervised experience in advanced work with
young children and their families at least two different levels including preschool, kindergarten
and primary grades. Students demonstrate leadership, knowledge of child development and
ability to apply constructivist theory gained in the ECE Graduate Program. Students maintain
their own portfolios that support the realization of course objectives. They engage in selfreflection in an identified personal growth area, conduct a leadership and an outreach activity
that are documented in their portfolio. The leadership and outreach activities are used to expand
the candidate's roles as leaders in the field. They must develop a professional proposal, make a
professional presentation of organize an inservice or parent training workshop. Presentation
skills are emphasized and the candidates are encouraged to work collaboratively with each other
or with faculty to expand their abilities to be reflective, collaborative leaders.
Although particular areas of specialization are not provided, in every course, students are
encouraged to explore their individual interests in assignments, papers and projects. In fieldwork
and final projects, students' interests and career goals are supported. Through individual
advisement, electives are selected in relation to special interests or previous background.
Overall Design
The Master of Arts with an emphasis in ECE and the ECE Specialist Credential programs were
approved by the Commission on Teacher Credentialing initially in 1977. Beginning with a
faculty of one and expanding to a full time faculty of six in the late nineteen nineties, the
program enjoys a strong reputation both in California and the US with faculty assuming
leadership roles in regional, state, national and international professional organizations and
projects.
The MA/ECE and Specialist Credential Programs are structured to provide advanced study in
fundamental theories and philosophies of ECE and child development for students who have a
wide variety of experiential and educational backgrounds. To distinguish candidates seeking the
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ECE Specialist Credential from others in the program with divergent ECE responsibilities and
career objectives, two specializations are identified within the graduate program:
ECE Teacher Leader Specialization
This specialization is for primarily intended for those in K-3 settings and meets requirements for
the ECE Specialist Credential. ECE teacher leaders must hold a valid multiple subject credential.
Kindergarten-Primary Teacher Leader
Preschool Teacher Leader
ECE Curriculum Specialist
School Readiness Coordinator
ECE Program Leader Specialization
This specialization is for ECE professionals in diversified settings.
Infant/Toddler and Preschool Teacher Leader
ECE Program Administrator
Community College Teacher
Home Visitor Coordinator
Parent Program Coordinator
Within the ECE courses, ECE teacher leaders have additional, specific requirements to meet
such as documentation and demonstration of practice with P-3 children and work in public
school settings.
The Specialist Credential program provides training for ECE teacher leaders in the public
schools and related agencies. In addition to advanced work in P-3 public school programs,
content on infant and toddler, preschool, ECE administration, ECE development, community
college teaching are included in the areas of curriculum development, observation, assessment,
multicultural education, and research. The field experience class requires that students integrate
their knowledge demonstrating their abilities to teach children of various developmental levels,
identify their own professional strengths and weaknesses and formulate a professional growth
plan, utilize community resources, and prepare a leadership activity that involves a professional
presentation. As one of the requirements of the specialist program, ECE candidates must
document mastery of nine essential tools for ECE professional practice identified by NAEYC:
The nine Essential ECE Professional Tools are:
1. Cultural Competence
2. Knowledge and Application of Ethical Principles
3. Communication Skills
4. Mastery of Relevant Theory and Research
5. Skills in Identifying and Using Professional Resources
6. Inquiry Skills and Knowledge of Research Methods
7. Skills in Collaborating, Teaching, and Mentoring
8. Advocacy Skills
9. Leadership Skills
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Leadership in ECE
The ECE Graduate Program offers intensive preparation for ECE professionals in a multiplicity
of educational and human development settings serving children from birth through primary
grades and their families. The ECE Graduate Program is a learning community committed to
developing collaborative leaders who:
• Demonstrate knowledge, skills and dispositions that promote development and learning
• Build strong relationships with families and communities
• Integrate various perspectives to create quality early education for all children
• Are responsive to ethnic, cultural and linguistic diversity
• Apply current ECE research to issues of practice
• Utilize a variety of inquiry methods and the latest technology
• Engage in reflection, documentation, self-assessment and life-long learning
• Advocate for children, families and the profession
The Master of Arts/ECE and Specialist Credential programs have a strong emphasis on
making a difference in practices in the classroom and in the community. Beginning with
the core course, Tends and Issues in ECE (LEE 171) [See LEE171 Syllabus], and
throughout the program, students examine relationships among child development, early
literacy practices, psychosocial development, family and school culture and appropriate
classroom practices. Constructivist theory that supports a multicultural approach and
builds on the experiences of the individual child are emphasized in order to facilitate
language, literacy and concept development is stressed in every course. Educational
Statistics (ERA 153) students become familiar with the tools of inquiry, allowing them
the opportunity to critically analyze research in their discipline. Specialist program
students also become thoroughly familiar with California standards.
Encouraging Collaborative ECE Teacher Leaders
With its commitment to diversity and interprofessional work, ECE teacher leaders
contribute their knowledge in the context of collaborative decision-making on behalf of
children and families. These skills are explicitly taught and practiced throughout the
Master of Arts/ECE and ECE Specialist Credential programs. Students engage in
collaborative inquiry and reflection that allow applications from theory to practice.
Collaboration is required in group presentations and in their leadership activity during
their fieldwork (LEE 241). The process of inquiry is further encouraged through research
assignments that require understanding and use of technology to conduct searches of
appropriate ECE data bases. Presentation skills are a focus in several of the classes (LEE
233, 235) and in LEE 241 the students must prepare a professional presentation proposal
and frequently present at ECE conferences collaboratively with other students or faculty
as a result of this assignment. ECE Teacher Leaders have also co-authored with faculty
papers, articles and book chapters.
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Early Childhood Education: Vision Statement and Goals
Utilizing diverse and dynamic communities as the primary resource, the ECE Program
empowers ECE teacher leaders and ECE program leaders to construct a philosophy and approach
to teaching and learning that empowers its graduates to:
• Demonstrate knowledge, skills and dispositions that promote development and learning
• Build strong relationships with families and communities
• Integrate various perspectives to create quality early education for all children
• Are responsive to ethnic, cultural, and linguistic diversity
• Apply current ECE research to issues of practice
• Utilize a variety of inquiry methods and the latest technology
• Engage in reflection, documentation, assessment, and life-long learning
• Advocate for children, families and the profession
With respect to the unit’s theme, Leadership for Diverse Communities, and consistent with the
unit’s conceptual framework, our ECE Program focuses on NAEYC standards:
• Ethical standards, dispositions and values of the ECE profession
• Professional skills and exemplary practices
• Interdisciplinary, family-based services
• Assessment and evaluation
• Observation and documentation
• Developmental appropriateness
• Early literacy and language development
• Cultural competence
• Leadership and advocacy for children and families
• Inquiry-based learning and critical reflection
• Ability to understand research and apply findings
• Standards and guidelines for curriculum
• Outcome performance assessment of candidates
• Meeting the needs of English learners and students with special needs through
differentiated instruction
The specific goals of the ECE program are to develop literate, competent ECE teacher leaders
and ECE program leaders who utilize theory, research, and ongoing assessment when making
instructional decisions. During their studies in the Option II Credential Program, future teachers
become caring and ethical professionals, guided by their knowledge of culturally and
developmentally appropriate practices. ECE leaders address the needs of their culturally diverse
learners respectfully and responsively. Further, in the course of their ECE program, students
develop interprofessional skills necessary to becoming ECE leaders in both the educational
community and in the community at large.
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ECE Program Philosophy: Core Values and Beliefs
The ECE Program operates within a social-constructivist orientation characterized primarily by
the work of Piaget, Vygotsky and Dewey. The philosophy and structure of the program is
consistent with social constructivism. The ECE Program uses a small group cohort model as a
means for co-constructing content knowledge, demonstrating professional knowledge, skills and
dispositions and documenting effects on student learning. ECE program candidates experience
Piaget’s (l952; l965) theory of cognitive and moral development, Vygotsky’s (1978;1987) sociocultural view of cognition, language, and social development. behavioral theory (Skinner, 1978),
social-cognitive behaviorism (Bandura, l989), information processing (Ausubel, l978),
interactionism (Vygotsky, l978; Bruner; 1964), and neuro-biological theories (Tooby &
Cosmides, l989; Martinez & Kesner, l991; Shonkoff and Phillips, 2000). Additionally Gardner’s
theory of Multiple Intelligences (l992, l995), Kohlberg’s (l984) moral reasoning, and
professional ethics guided by Rest, Narvaez, Bebeau and Thomas, (1999).
The ECE Knowledge Base provides an extended description of the philosophy, research and
practices that guide the ECE Specialist Program and its content.
Diversity in ECE
Preparing advanced ECE teacher leaders for diverse communities is a core value of our ECE
Specialists and Masters Programs. These advanced programs share a common framework
and a focus on psychosocial and cognitive developmental phenomena that characterize ECE. As
ECE teacher leaders who make a difference our advanced students are exposed to ECE
profession-oriented topics in Trends and Issues in ECE (LEE 171) [See LEE171 Syllabus]. In
subsequent courses, students also focus on issues, which affect the profession and their future
roles. Our advanced students benefit from courses, which infuse technology and reliance on
current research to advance learning. In all of the courses, advanced students have access to a
variety of professional settings in the community in which they can collect data and interact with
professionals in the field. A distance learning delivery option for the ECE Specialist and Masters
degree is offered for students living in the Visalia/Tulare area.
In graduate courses, Literacy in ECE (LEE 232) [See LEE232 Syllabus], Curriculum and
Assessment in ECE (LEE 233) [See LEE233 Syllabus], and Concept Development in ECE (LEE
235) [See LEE235 Syllabus], students are expected to analyze, integrate, demonstrate and assess
their understandings about best practices in ECE through presentations, documentation of
practice, field visits, research on model programs, curricular approaches and strategies,
assessment and evaluation methods. In Field Work in ECE (LEE 241) [See LEE241 Syllabus],
students build individual evaluative portfolios which document their application of ECE
practices in "real world" p-K settings and demonstrate their understandings of advanced ECE
teaching principles in order to provide leadership for the profession.
We believe that cultural competence is basic for advanced students in order to consider the
various ways diverse children learn—based on their personal disposition, developmental stage
and cultural background. Developmentally appropriate practice encompasses cultural diversity
and multiple paths for learning. Throughout the courses and especially in, Diversity and
Inclusion in ECE (LEE 271) [See LEE 271 Syllabus]students develop new understandings about
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how educators, young children and families gain knowledge, attitudes and dispositions about
learning, schooling, prejudices and stereotypes and how to plan, implement and evaluate
culturally responsive and inclusive curriculum. The graduate courses provide valuable
opportunities for students to share their personal and professional experiences regarding living
and teaching in a diverse community. Under the guidance of the faculty, ECE graduate students
gain skills for becoming leaders and advocates who make a difference at local, state and national
levels to promote culturally responsive programs for young children and their families.
Research-based practices for early learning and literacy are emphasized in ECE graduate courses
as well as information on educational reforms that address diversity, learning style and the
cultural dimension of schooling.
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STANDARD 2
INSTITUTIONAL ATTENTION TO THE PROGRAM
The institution gives ongoing attention to the effective operation of
each program, and resolves each program's
administrative needs promptly.
ECE Program Coordination
Master's Degree and Specialist Credential programs are assigned to a program coordinator who
normally reports to the Department Chair. Coordinators work directly with the faculty in
planning, developing, implementing, evaluating, and modifying program components. The
program coordinator serves at the pleasure of the Dean and function in accordance to policies
described in the School of Education and Human Development Role of the Program Coordinator
Policy statement. School-wide coordinator/directorships are also assigned i.e. INTERESC,
Graduate Programs etc.
An appointed program coordinator oversees the ECE Program which includes the ECE Specialist
Credential and Masters In Education at the graduate level and a Multiple Subject Credential ECE
emphasis program at the post-baccalaureate level. In this capacity, she participates in the
KSOEHD Coordinating Council and the KSOEHD Graduate Committee, and chairs the Early
Childhood Program Advisory Board.
Advisory Committee for Professional Education
The purpose of this school-level committee is to obtain university-wide and community reviews
and recommendations pertaining to KSOEHD credential and degree program proposals and/or
modifications; to address issues and make recommendations pertaining to unit programs,
operations and services; and to advise the Dean in terms of current and emerging issues related to
KSOEHD programs, operations, and services to the schools and regional community.
Early Childhool Education Program Advisory Committee
The ECE Program has its own Advisory Committee that meets annually for program review.
Representatives are from related disciplines and a wide-cross section of school districts,
community colleges and other agencies and organizations that focus on ECE issues and children
and families.
ECE faculty meet regularly to plan and solve problems. Student grievances are handled first by
the professor involved, then referred to the ECE Program Coordinator, as necessary. The ECEadopted Professional Problem-Solving Process first considers problems interpersonal in nature
and accepts this as a natural occurrence and offers guidance for addressing the issue for those
involved. This problem-solving process developed by the faculty to quickly address issues as
they arise in order to maintain the high level of collegiality and collaboration that characterize
the program. Only when the most familiar approach has failed, is the more formal grievance
procedure advocated. The ECE program uses Formal grievances by ECE faculty, staff and
students are resolved following unit and university procedures that are clearly delineated in the
Policy Manual. The University has in place well-defined policies for student rights, grade
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protest, and review processes for student petitions. The process for grade protest is outlined in
the Academic Policy Manual, the Faculty Handbook, the General Catalog, the Schedule of
Courses, and on a handout from the Office of the Dean of Student Affairs. The policy detailing
the student academic petition process is available in the General Catalog and on a handout from
the Office of the Vice President for Student Affairs. The Dean of Student Affairs and the Student
Grievance Board handle all formal grievances with the exception of matters related to grading.
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STANDARD 3
RESOURCES ALLOCATED TO THE PROGRAM
The institution annually allocates sufficient resources to enable each
program to fulfill the needs of the program in terms of Coordination,
Admissions, Field Experiences, and the Development of
Candidate Competence.
The CSU system and the university also provide extensive support for sabbaticals, scholarly
activities, program innovation, travel, and research through various campus and KSOEHD funds.
Faculty must apply for these funds on a competitive basis.
ECE Program
ECE faculty are supported in their professional, scholarly and service endeavors by the
university and the school. Currently ECE faculty have been awarded Sabbatical Leave,
development funding and assigned time for research. Assigned time is awarded to the ECE
Program Coordinator. Sufficient instructional faculty and field supervisors are provided to
maintain an effective program. In addition to excellent access to classrooms, library services and
technology, the ECE program benefits from two closely aligned programs, the Huggins Early
Education Center and D. Paul Fansler Institute for Leadership in Early Childhood Education.
Huggins Early Education Center. Throughout their training, ECE candidates have ample
opportunities to observe young children and have field experiences that include designing and
teaching projects, and documenting and assessing learning at the Joyce M. Huggins Early
Education Center (Huggins Center), a developmentally appropriate setting as delineated by
NAEYC (Bredekamp, 1997).
The Huggins Center aims to be an exemplary model for teacher preparation and quality programs
in ECE. The center's infant-toddler, preschool, and school-age programs are accredited by
NAEYC. In collaboration with the Fresno Unified School District, a full-inclusion program for
children with special needs is provided and a preschool-special education teacher is onsite. The
Huggins Center is dedicated to the study of the "Reggio Approach" (Edwards, Gandini, &
Forman, 1998; Hendricks, 1997; Gandini, 1993; Project Zero/Reggio Children, 2001). This
inspiring curriculum is based on social constructivist theory and the notion that children have the
capacity for representing ideas in a wide variety of symbolic and graphic modes, the "hundred
languages of children" (Mallaguzzi, 1998). The belief that early artistic and creative education
are critical to intellectual development is also consistent with Howard Gardner's theory (1985) of
"multiple intelligences" that recognizes the differing abilities of learners. Given the great
diversity of cultures and language backgrounds in our community, the emphasis on multiple
abilities as well as collaboration and group learning experiences support second language
acquisition and constructive problem-solving and community building.
Curriculum and assessment practices at the Huggins Center are also guided by State Department
of Education guidelines including: Early Steps to Reading Success, Pre-Kindergarten
Guidelines, and Desired Results. NAEYC Position Statements, Guidelines for Program
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Accreditation and NAEYC Early Learning Standards are reflected in the Huggins Center
program and used as sources throughout the ECE Initial and Advanced programs.
The Huggins Center is the preferred venue through which several work products are completed
in both the Multiple Subject/ECE program and the ECE Specialist Credential Program. For
example, students in the Multiple Subject/ECE program must observe infants in action,
document their activities, discuss those actions with the classroom infant teacher, and interview
parents of infants about their children’s activities. Students in the ECE Specialist Credential
Program are required to assess the development of object permanence and compare Piagetian
development during infancy with more modern research. For several years, the Huggins Center
has been the location at which demonstrations for assessment have been modeled. In addition,
both groups of students must complete other assessments related to cognitive development (e.g.,
conservation, conception of the world, etc.) and the Huggins Center remains an accessible
location for that work.
In the ECE Specialist and MA Programs, emphasis is given to preparing ECE Teacher and
Program leaders who are knowledgeable, capable advocates for best practices. Using their
current ECE work settings as a resource and with opportunities to observe and learn in other
ECE settings, ECE graduate students deepen their content knowledge, acquire professional skills
and dispositions, understand how to enhance effects on student learning, practice ethical
decision-making and provide leadership in their areas of expertise.
D. Paul Fansler Institute for Leadership in Early Childhood Education. The Fansler Leadership
Institute sponsors professional development initiatives for early ECE professionals. The Fansler
Leadership Institute is dedicated to growing capable and active ECE leaders able to apply ECE
theory, research and innovative approaches to development of ECE programs for our region. A
wide range of experiences is offered: seminars, tours, workshops, institutes and conferences.
These programs are intended for early childhood educators at all levels of the career ladder—
students, assistants, providers, teachers, specialists and administrators—who teach or work in a
variety of settings that include: preschools, kindergartens, family child care homes, infant toddler
programs, primary grades, organizations and agencies in the public and private sectors. Our
graduate students attend many of these programs and these programs lead to successful
recruitment of more students for the graduate program.
The specialized ECE resources for ECE leader development have directly contributed the the
ECE Programs national recognition and stature as an accredited, exemplary intial and advance
program in ECE.
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STANDARD 4
QUALIFICATIONS OF FACULTY
Qualified persons teach all courses and supervise all field experiences
in each program of professional preparation.
ECE Graduate Program Faculty hold doctorates in ECE or closely related field, have previous
teaching experience with young children, contribute to professional organizations and are
accomplished scholars.
Shareen Abramson, Ph.D. (Vanderbilt University) – Former coordinator, ECE Graduate
Program, Past Director of the Huggins Early Education Center and D. Paul Fansler Chair for
Leadership in ECE. Expertise includes Reggio Emilia Approach, innovative curriculum, diverse
learners, leadership development.
Dr. Abramson is a full-time, tenured full professor. She teaches Reading and Language Arts in
ECE (LEE 232), Curriculum and Assessment in ECE, Final Project (LEE 298B) and Thesis
(LEE 299).
Jacques Benninga, Ph.D. (Vanderbilt University) – Chairperson of the Curriculum and
Instruction Department. Expertise includes psychological and cultural foundations of education,
character education, professional ethics, concept development.
Dr Benninga is a full-time, tenured full professor. He teaches Trends and Issues in ECE (LEE
171), Concept Development in ECE LEE 235), Final Project (LEE 298B) and Thesis (LEE 299).
Pamela Lane-Garon, Ph.D. (Arizona State)
Former co-coordinator ECE Program. Expertise includes educational psychology; peer
mediation and conflict resolution, character education and professional ethics.
Dr Lane-Garon is a full-time, tenured full professor. She teaches Advanced Psychological
Foundations (CI 285), Final Project (LEE 298B) and Thesis (LEE 299).
Susan Macy, Ed.D. (UC Davis—CSU, Fresno)
Coordinator, ECE Programs and KSOEHD Assessment Coordinator. Expertise in performance
assessment, integrated curriculum; program evaluation; standards-based assessment
Dr Macy is a full-time lecturer. She teaches Final Project (LEE 298B) and Thesis (LEE 299).
Marilyn Shelton, Ph.D. (Ohio State University)
Former co-coordinator ECE Program. Expertise includes multicultural education, professional
portfolios, alternatives to violence, computers for young children
Dr Shelton is a full-time, tenured full professor. She teaches Diversity and Inclusion in ECE
(LEE 271), Fieldwork in ECE (LEE 241), Final Project (LEE 298B) and Thesis (LEE 299).
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All ECE faculty, in addition to graduate degrees, have had extensive experience teaching in the
primary grades (average primary experience of ECE faculty = 10 years). Full time graduate
faculty meet the following criteria:
•
Holding membership in the KSOEHD Faculty Assembly.
•
Holding terminal degree in an appropriate area of specialization.
•
Having taught at least one graduate course and having supervised at least one project or
thesis during the most recent five years.
•
Having adequate and appropriate teaching effectiveness as established by peer and
student evaluations.
•
Showing evidence of scholarly activity appropriate to a specific graduate program. In
general, a conference presentation, refereed publications every two years are considered
minimal.
•
Participation on graduate program, school and/or University committees that focus on
graduate curricula and related graduate issues.
ECE Faculty Contributions: Service, Teaching and Scholarship
ECE faculty are serve in leadership roles at the state and national levels and are involved in
research and service projects at the local level in the public schools throughout the Valley.
Examples of projects being led by ECE include peer conflict mediation and resolution, and
character education.
In addition, ECE faculty provide workshops and other inservice opportunities at local schools
whose populations are culturally and linguistically diverse. That partnership demands an
awareness of pedagogical and assessment strategies appropriate for application in classrooms
serving a culturally and linguistically diverse student clientele. Three members of the ECE
Program faculty have received an Outstanding Faculty Publication Awards; Dr. Lane-Garon in
l998, Dr. Marilyn Shelton in 2006, and Dr. Susan Macy in 2010. These publications document
service to the schools and contribute to the knowledge base in their domains. Four ECE faculty
have been recognized by the Bud and Jan Richter Award for Teaching Excellence: Drs. LaneGaron, Macy, Abramson and Benninga.
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STANDARD 5
FACULTY EVALUATION AND DEVELOPMENT
The institution evaluates regularly the quality and currency of courses and field
experiences in each Multiple Subject with an Emphasis in Early Childhood Education
Program, contributes to faculty development, recognizes and rewards outstanding
teaching in the program, and retains in the program instructors and supervisors who
are consistently effective.
University requires peer reviews and student evaluations of instruction to evaluate teaching
effectiveness. Additional evidence may include honors and distinctions received for teaching,
development of instructional materials, use of computer technology, involving students in
research, curriculum development, and student mentoring. While university policy requires that
only two courses be evaluated annually by students, the KSOEHD requires that every course be
evaluated as a way to ensure that faculty are modeling best practices at all times.
While University policy does not dictate specific forms of assessment to measure faculty
teaching effectiveness, it does approve the use of multiple measures to determine self-efficacy.
Forms of assessment include student performance outcomes as indicated by course products
(e.g., tests, lesson plans, curriculum units, webquests, reflection papers, literature reviews);
student evaluations of courses; peer observations; and program outcomes (e.g., master's projects,
end-of-program surveys and interviews, follow-up surveys of graduates and employers). These
performance review documents provide evidence that faculty members reflect on student
learning and performance; consider student and colleague evaluations of their teaching; and
seeks additional information to design course improvements based on the results of these
assessments.
KSOEHD has a long history of providing support for the professional development of faculty.
The KSOEHD dean encourages ongoing professional development of faculty.
ECE Program
In addition to the School and University guidelines for ensuring excellence of instruction,
ECE program faculty collaborate closely and communicate regularly promoting quality
assurance of instruction. Specific examples of this are found in the following practices:
•
•
•
•
•
•
Co-teaching
Regular program meetings
Norm of sharing of conference information with faculty and students
Faculty research conducted on “best practices”
Peer evaluation
Exit interviews and surveys
ECE program faculty members maintain currency in the field through active participation
in appropriate ECE scholarly and professional activities, including leadership and
organizations, conferences, research and similar professional development activities.
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STANDARD 6
PROGRAM EVALUATION AND DEVELOPMENT
The institution operates a comprehensive, ongoing system of program
evaluation and development that involves program participants and
local practitioners, and that leads to substantive improvements in each
program. The institution provides opportunities for meaningful
involvement by diverse community members in program evaluation
and development decisions.
Unit
Commitment to the increased use of data-informed decision making and an increased emphasis
on performance assessments have been implemented and refined since the 2006 visit. Some key
components include:
•
Creation of an Assessment Committee for Initial Teacher Preparation programs
•
Increased use of computer technology to make information more timely and accessible
•
Implementation and refinement of performance assessment tasks and rubrics to measure
candidate knowledge, skills, and dispositions
•
Triangulation of date from multiple sources to inform program improvement efforts
•
Inclusion of specific measures of candidate professional dispositions
Consistent with the emphasis on collaboration articulated in the conceptual framework, members
of the educational community continue significant, long-established roles in the implementation
and refinement of the system. Some of these activities include:
•
Meetings of program advisory boards, the Kremen School of Education and Human
Development (KSOEHD) Dean’s Advisory Council, and the President’s Commission on
Teacher Education regarding results of graduate and employer surveys and their
implications.
•
Meetings of program advisory committees, program faculty, and K-12 master teachers
and clinical supervisors regarding program assessments of candidate proficiencies and
recommendations for improvement.
Regular meetings of coordinators representing all unit programs to facilitate communication
and consistency of the system throughout the unit. There is collaboration among faculty of
each advanced program to develop and implement a Student Outcomes Assessment Program
(SOAP) containing performance objectives, assessment activities, assessment timelines, and
an implementation plan.
Use of Technology for Data Management
Additional reliance on technology to support the collection and analysis of data has been
incorporated into the assessment system.
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•
For all programs within the KSOEHD, the Data Technician in the Student Services office
continues to maintain the database of candidate information. This database contains
information on program candidates and is used in conjunction with the university’s
Common Management System.
In order to monitor the progress of candidates, to evaluate and improve candidate performance,
and to evaluate and enhance program quality, the unit assessment system includes multiple types
of information on applicant qualifications; on candidate performance data related to the
knowledge, skills, and dispositions expected of an education professional in each program; and
from surveys of exiting candidates, graduates, and employers.
Use of data for program improvement
Schedules for collection, analysis, and use of data, results of assessments, surveys, and other data
collection are shared with candidates, program faculty, and advisory boards in order to improve
candidate and faculty performance, and program quality. Coordinators are responsible for
sharing results of program data with faculty and advisory boards.
ECE Program
The ECE program assessments are consistent with the unit and university policies. Beginning in
2001, all university graduate programs were required to develop a “Standards-Based Outcomes
Assessment Plan,” (SOAP) consisting of program standards, assessments, course matrices and a
timeline for administration. An initial assessment for admission is made by the graduate program
coordinator for the unit. As part of the program, candidates must meet a graduate writing
requirement. In the ECE program, this critical assessment is made in LEE 235: Concept
Development in ECE [See LEE235 Syllabus]. As part of SOAP, the Alumni and Employer
Survey are required by the unit as a post-program assessment.
The ECE Program has also developed a unique set of program assessments that monitor the
progress of candidates through a spiraling series of steps toward competence as an ECE Leader.
During the program, five assessments are made of students that respond directly to NAEYC Core
Standards for Advanced Programs and the Essential Professional Tools [See Appendix B:
Assessments]. A sixth assessment meets NCATE dispositional assessment criteria, but is
currently being replaced by a yet to be identified measure that not only meets the validy and
reliability needs of the program, but is also a practical instrument for implementation within the
advanced program. Assessment is an ongoing process in the ECE Graduate Program and begins
at the initial interview of a prospective program applicant. Formative assessments are embedded
in each class in the ECE program to provide candidate’s with performance feedback. Five of the
six summative assessments are embedded in course and fieldwork. The Ethics Assessment has
been a stand-alone pre- and post-test evaluation administered in the first and last semesters of a
candidate’s course of study. The steps in the assessment system are as follows:
Step 1. The coordinator makes an assessment of student’s readiness for enrollment according
to the unit’s established criteria and the ECE program’s additional criteria (initial
certification in ECE). Using a ECE advisement form, a tentative program of studies is
planned. Based on the interview and an identification of interests, the ECE Specialization is
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decided and a faculty adviser assigned. Referrals to testing office, financial aid, etc. are made
based on student needs. The Ethics Assessment pretest is taken to provide a baseline for
dispositional growth at the beginning of the program.
Step II. During the first year in the program, students are assessed in the areas of professional
knowledge, skills and dispositions mainly through the DAP Charter School Assessment
[See Appendix B: Assessment 3]. All students take ECE core electives in the first year
having the DAP Charter School Component. Because the assessment requires a research
paper, skills demonstration and commitment to exemplary practice, key aspects of ECE
leadership, requires that students meet expectations for these areas early on.
Step III. During the first or early in the second year, the additional assessments, Action
Research Project [See Appendix B: Assessment 1] and graduate writing assessment [See
LEE235 Syllabus] are required of students for continuation in the program and advancement
to candidacy. Additional DAP Charter School Components require repeated demonstrations
of competence.
Step IV. With their growing leadership and expertise by the end of the second year,
assessments are more rigorous and comprehensive but also self-evaluative. The cumulative
Portfolio [See Appendix B: Assessment 2], Leadership Activity [See Appendix B:
Assessment 4] and Ethics Assessment post-test are completed.
Step V. The most demanding assessment of the ECE Leader is the Summative Assessment
[See Appendix B: Assessment 5]. The ECE Specialist Credential student completes a
rigorous research paper while the Master’s Degree candidate may choose between a thesis or
project. Unit required follow-up studies of alumni and employers provide follow-up
evidence of program outcomes.
These six assessments evaluate students’ performances on the five Standards and nine Essential
Tools identified by the National Association of the Education of Young Children as being
representative of the quintessential Early Childhood educator [See Alignment of Standards and
Tools with Assessment]. The five Standards and nine Essential Tools create the cornerstone of
ECE Specialist Credential and Master’s coursework.
The results of students’ performances on those six measures are reported to the Commission on
Teacher Credentialing (CCTC) in the Biennial Report along with program improvement efforts
that have been made based on those data. Current plans for program improvements include:
•
•
Provide writing resources. The ECE Program will work with the University Dean of
Graduate Studies and the Dean of the School of Education to provide expanded
opportunities to develop graduate-level writing skills.
Change in reporting methods. The ECE Program believes that if our data reporting
method by assessment reflected discrete scores for the Standards and Essential Tools
evaluated by that assessment, we would be in a much better position to evaluate
individual candidate’s performance on each Standard and each Essential Tool; have more
critical evidence with regard to specific coursework and fieldwork effectiveness; and
finally, by aggregating Standard and Essential Tool data across assessments, be able to
discern overall program strengths and weaknesses.
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•
•
•
Establishment of a permanent database. A database is being designed to coincide with
the University’s BlackBoard system that allows faculty to enter student assessment data.
Recruit more ECE Specialist Credential candidates. Continued effort needs to be made
through school districts and from ECE credential program graduates to recruit students
into the ECE Graduate Program.
Identifying a more practical assessment of candidate’s dispositions. The current
assessment tool, albeit valid and reliable, in not practical with regard to time required in
its administration or analysis.
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STANDARD 7
ADMISSION OF CANDIDATES: ACADEMIC QUALIFICATIONS
As a group, candidates admitted into the program each year have
attained a level of academic qualifications, using one or more
indicators, equivalent to or higher than candidates admitted to other
post-baccalaureate programs offered by the institution.
University
All CSU, Fresno applicants must comply with admissions requirements to the California State
University which are in accordance with Title 5, Chapter 1, Subchapter 3 of the California Code
of Regulations.
Graduate applicants must apply for graduate standing. To do this, they must complete a
university application, pay an admissions fee, and secure official transcripts. They also must; 1)
have completed a four-year college course of study and acceptable bachelors degree from an
accredited institution, 2) be in good academic standing at the last college or university attended,
3) have attained a 2.50 GPA (A = 4.0) in the last 60 (90 quarter) units attempted, and 4)
satisfactorily have met professional, personal, scholastic, and other standards, including
qualifying examinations, as appropriate campus authorities may prescribe.
School
All basic credential, advanced credential, and master's degree applications and records are
housed in the KSOEHD Student Services office. Personnel include an admissions technician
(basic credential programs), a graduate technician (advanced credential and master's degrees), a
credential analyst (all university credential applications) and a data technician. Program
coordinators and program faculty work closely with records technicians as students make
application, complete programs, and apply for appropriate degrees and/or credentials.
ECE Program
The criteria for admission to the ECE Graduate Program are as follows:
1. Admission to Division of Graduate Studies at Fresno State.
2. Complete application to ECE Graduate Program.
3. Minimum GPA of 2.75
4. Statement of Purpose
5. Three letters of recommendation
6. Meeting undergraduate writing requirement-course, UDWE or CBEST.
7. Meet qualifications for ECE Master Teacher Permit (BA/BS degree, 12 units ECE or
Child Dev,3 units supervised ECE fieldwork) or hold a teaching credential.
8. TOEFL score of 560 (international students only
9. Meet with ECE Program Coordinator for advisement interview and program planning
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Retention in the program requires
1. Maintain a 3.0 grade point. No grade less than a C.
2. Obtain classified standing prior to completion of 9 units.
3. Pass the graduate writing requirement (LEE 235).
4. Successful advancement to candidacy.
5. Complete all program requirements 5 years from the date of classified standing.
Exit from the program:
• MA in Education, ECE Option: Successful meeting of all program standards and passing
all assessments including the project/thesis.
• ECE Specialist Credential Program: Successful meeting of all program standards and
passing all assessments including the research paper.
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STANDARD 8
ADMISSION OF CANDIDATES:
PRIOR EXPERIENCE AND PERSONAL QUALIFICATIONS
Before admitting candidates into the program, the institution
determines that each individual has personal qualities and prior
experiences that suggest a strong potential for professional success and
effectiveness in the specialist or service area.
School
All advanced credential and Masters degree applicants are required to do the following:
1.
Complete a Statement of Purpose which provides relevant information about goals, objectives,
and experiences related to the advanced program (credential and/or degree) to which admission
is begin sought. This information is used by faculty in their review of program applicants.
2.
Obtain three letters of recommendation from instructors, supervisors, or other individuals who
are in a position to make an evaluation in terms of potential for success in post-baccalaureate
study in a specific course of study. The Letter of Recommendation requests rating intellectual
ability, imagination and creativity, interest and enthusiasm, ability to communicate and stability.
Additional space is also provided for evaluator comments.
All advanced credential applicants are required to make application for a Character and
Identification Clearance. This involves an FBI background check of the candidate to establish
true identity and good moral character. It must be secured as a condition for working with
children and young adults in a K-12 setting. It should be noted that most applicants secure this
clearance at the time they apply for and enroll in a basic Multiple/Single Subject Credential
Program.
ECE Program
In order to be aligned with requirements by NAEYC that Advanced Program candidates possess
initial ECE certification, ECE applicants are “must meet qualifications for ECE Master Teacher
Permit (BA/BS degree plus 12 units ECE or Child Development and 3 units supervised ECE
fieldwork) or hold a valid teaching credential.” This requirement is automatically met by ECE
Specialist Credential applicants by virtue of their meeting CCTC requirements of holding a valid
elementary-level teaching credential.
Candidates for the Early Childhood Specialist Credential must interview with the ECE
Coordinator for admittance to the program and again at the completion of the program. The
initial interview is done to determine what, if any, weaknesses are found in the personal
qualifications or professional background that can be remedied by specific coursework or field
experiences.
All specialist credential candidates take a core group of ECE classes (15 units) and an additional
15 units approved by the ECE Coordinator. The 15 units of optional classes are carefully
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selected to match the needs and career goals of the individual student. Because the vast majority
of ECE Specialist candidates are also working toward their Masters in Education, most use the
the remaining Master’s courses (10 units) as ten of their fifteen units of electives.
Attention to the Needs of Diverse Populations
Because of the population in the San Joaquin Valley much attention is given to the needs of
diverse populations. Most of the field placements in ECE are done in multicultural settings. One
of the required classes in the ECE Specialist and Masters Programs is Diversity and Inclusion in
ECE (LEE 271) [See LEE271 syllabus]. The cultural and linguistic needs of children is a topic of
focus in several of the other required classes (LEE 171, LEE 232, LEE 233, and LEE 235).
The ECE Specialist Credential program has been successfully completed by ECE Teachers
having diverse backgrounds. We are pleased that more than one-half of our ECE candidates
represent the diversity of our region. The need for qualified ECE teachers and leaders of diverse
backgrounds is a recognized priority and diverse candidates are actively sought by faculty as
they attend conferences, interact with school district personnel and interact with basic credential
students.
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STANDARD 9
AVAILABILITY OF PROGRAM INFORMATION
The institution informs each candidate in the program about (a) all
requirements, standards and procedures that affect candidates' progress
toward certification, and (b) all individuals, committees and offices that
are responsible for operating each program component.
University and School
Advanced credential and masters degree applicants are provided with information about
university-wide services that are available as they enter and progress through their programs.
This information is available from a variety of sources, including the University catalog and
numerous linked websites. Applicants also receive information about office location, support
personnel contacts and program coordinators. Once an applicant is admitted to a credential
and/or a degree program he/she is assigned a faculty adviser who meets with the candidate and
provides advising and mentoring support throughout program enrollment. KSOEHD Student
Services personnel and specifically the Graduate Technician are available to provide assistance
and direction as is needed.
Applicants to a KSOEHD advanced credential and/or masters degree program receive individual
program application information through the KSOEHD website. Information includes program
admission requirements, program content, specific coursework required, timelines and deadlines
for document submission, and procedures for credential application and financial aid. Additional
information pertaining to student appeals and various university wide services available is also
included.
Masters degree and ECE Specialist Credential program applicants also are given the Masters
Degree Programs - General Information handout produced by the Division of Graduate Studies
at their annual Orientation. This informational document contains requirements and procedures
needed beginning with program application, then applying for Advancement to Candidacy, and,
finally, making application for the degree. Information pertaining to specific regulations and
policies relating to KSOEHD and university graduate programs is also provided. Masters degree
information is secured in the KSOEHD Student Services office or from individual program
coordinators. The Graduate Technician and other Student Services office personnel are available
to provide additional information and clarification as needed.
ECE Program
Information about the program is disseminated in multiple ways. For example, the graduate
studies department forwards e-mail of interested students to the program coordinator so that she
can make personal contact with the student. This is especially helpful to international students.
Also, as students submit materials indicating interest in advanced study, the graduate studies
department sends the coordinator information allowing her to make contact with those students
and personalize information. An up-to-date, detailed ECE Advanced Program brochure is also
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available and the ECE program has a website that is linked with both university and KSOEHD
application websites.
An ECE Orientation is held each semester (in the fall in conjunction with the University
Graduate Studies Office Orientation). At that orientation program requirements and logistical
timelines are reviewed with the new enrollees. The KSOEHD Graduate Studies Technician
attends to answer logistical questions whereas the ECE Program Coordinator and faculty in
attendance answer questions dealing with program content and requirements. At that
Orientation, each new enrollee is assigned to an ECE Academic Advisor who helps the
candidates complete an ECE Advising Form that sets a course sequence that meets the
requirements of the program and the unique needs of the candidate. The ECE Specialist
Credential and Graduate Programs enjoy a reputation for “student-friendliness.” For example,
the schedules of professionals in the community who wish advanced study are accommodated
with classes scheduled after 5:00 p.m.
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STANDARD 10
CANDIDATE ADVISEMENT AND PLACEMENT
Qualified members of the institution's staff are assigned and available
to advise candidates about their academic, professional and personal
development as the need arises, and to assist
in their professional placement.
University
University advisement and placement services that are available to credential applicants and
candidates include:
Records Office - Transcript Evaluation All undergraduate transfer students with 40 or more
semester units receive an Advanced Standing evaluation during the first semester of enrollment.
Upon request, a senior evaluation is conducted by the Evaluations office after 90 semester units
have been completed. The evaluation shows requirements completed and any remaining
baccalaureate requirements.
Office of Advising Services This office provides a variety of services to enable students to attain
their educational goals and effectively use the resources of the university. Specialized university
advisers are available to assist undeclared students in undergraduate academic advising,
undeclared major advising, academic petitions procedures, changes of major services, general
academic problem solving, and appropriate referrals.
Counseling Center A highly skilled counseling staff provides services to students in acquiring a
wide range of skills in life management, career and life planning, and personal growth and
development.
Varied and Specialized Support Services The university provides a variety of support services
for students including: The Ronald E. McNair Program for historically underrepresented student
enrichment; disabled student services; Educational Opportunity program; Financial Aid Office;
Reentry Program; Student Health Center; University Outreach Services; Upward Bound; and,
Veterans and Extended Outreach Services.
School
School services in support of program advisement and support of students include:
Student Services: This office provides students with information, technical assistance, and
advising for credential programs. Technical assistance is provided by an Admissions
Technician, a Graduate Technician, a Credential Analyst, and clerical support who provide
information and assistance related to program admission, documentation of progress in
programs, and evaluations required for recommending a credential and/or Masters degree. In
addition, this office houses the Multiple Subject adviser, the Single Subject Coordinator, and the
Director of Field Placements. The office is open a minimum of 40 hours per week. Individually
scheduled appointments, walk-in appointments, and group and individual advising are available
here.
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KSOEHD Mentoring Center This office was established to promote recruitment, retention, and
graduation of minorities in KSOEHD programs.
Counselor Education Faculty The Counselor Education faculty of the KSOEHD's Department
of Counseling and Special Education are available to serve as resources for consultation and
initial evaluation of identified students, and to provide information related to counseling services
available in schools and in the community.
Department Offices Department Chairs are available to students for providing assistance and
advisement pertaining to programs housed within these four units. Program information is also
available and provided for students as needed.
Program Coordinators Every program coordinator meets with students and provides assistance
and support as is needed for program admission, program completion, credential authorization,
and career planning. Some coordinators hold group orientation sessions for program applicants.
Program Faculty Program faculty are available to meet with students a minimum of five hours
each week. Each keeps posted office hours. They provide academic advisement and mentoring
for program enrollees.
Placement Information
University
Career planning and placement services are provided by:
Career Development and Employment This office provides students with services directed
toward development, evaluation, and implementation of career plans. A career counselor is
assigned to the School of Education and Human Development and provides specialized
assistance for all students who are planning to enter education or education related careers.
School
School support for career planning and placement is provided as follows:
Program Coordinators, Program Advisers, and Faculty serve as the best sources of information
pertaining to career opportunities and positions available in a specific area of specialization.
Advice about career opportunities and job availability is provided by these individuals.
Bulletin Boards and Websites University, school, department, and program bulletin boards and
websites contain information about job opportunities available to credential and degree program
graduates.
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Services are Provided for All Students
University and school services available for students are available for all students. Depending
upon the type and complexity of services needed, they are available to all students either by
appointment or on a scheduled basis. Special attention is given to providing services at times of
high demand. The KSOEHD Student Services office and the KSOEHD Graduate Office remains
open during noon hours in order to more effectively serve students as well as potential program
applicants.
ECE Program
Most Specialist and Masters students receive initial advisement from the ECE program
coordinator as part of the application process to determine their eligibility prior to application.
Once admitted, each ECE student attends an evening ECE Program Orientation. At that meeting
each candidate is assigned to an ECE Academic Advisor who completes an Advising Form with
the candidate. As part of that form, students identify themselves as either Program or Teacher
Leaders, which helps lay a path for meeting the specific career goals of each candidate.
While in the program, ECE faculty take a hands-on approach to mentoring ECE students. Class
sizes average 12 students which facilitates a more intimate professional relationship between
faculty and student and permits adjustment of the curriculum to meet the specific needs of
students. Academic advisors are also ECE faculty and are in frequent contact with their advisees
in class. Additionally, ECE Academic Advisors meet individually with their advisees at least
once a semester to provide guidance and help assure that the program is meeting the students’
needs. This advising role is particularly important for students earning an ECE Specialist
Credential only as only fifteen units are assigned as their core program. The remaining fifteen
units of electives should be selected with attention to the student’s interests, career goals, and
weaknesses. The Academic Advisor is in a good position to assist individual credential
candidates in making wise choices that supplement the ECE core curriculum.
Over time the Academic Advisor becomes involved in the academic and career interests of the
student and in the case of a student earning both a Master’s or a Master’s and an ECE Specialist
Credential concurrently, reassigns the student in their next-to-last semester to a Project Advisor.
This Project Advisor is responsible for mentoring the student in their Research in Education
course (ERA220) and in the completion of their project or thesis. In the case of a student earning
their Specialist Credential only, the Project Advisor mentors the student in the completion of
their Summative Research Paper which is completed in lieu of a project or thesis.
The ECE Coordinator communicates via email newsletter at least twice every semester to remind
students of important filing deadlines, upcoming university- and program-generated professional
development opportunities, and course availability for the upcoming semester. This
communication supplements email communication sent directly to all graduate students via the
Division of Graduate Studies.
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STANDARD 11
CANDIDATE ASSISTANCE AND RETENTION
The institution identifies and assists candidates who need academic,
professional or personal assistance. The institution retains only those
candidates who are likely to attain the necessary skills and knowledge
to practice in a specialist or service credential area.
Services for Support of Applicants and Candidates in Academic, Professional, or Personal
Issues
University
Services that are provided for candidates academic, professional, and/or personal support both
prior to and after they have been admitted to the program include the following:
Learning Assistance Center This office provides services for students who would like to become
more independent and effective learners. This unit houses the Tutorial Center and provides
coursework for improving reading skills, college planning, and tutorial skill building. Refresher
courses are provided to prepare for standardized examinations such as the CBEST, GRE, and
ELM. Tutorial services are also provided as well as special support for non-traditional students
in their movement toward attainment of educational objectives.
Educational Opportunities Program This office provides comprehensive support services for
students who have potential and motivation to achieve academically. Services iinclude preadmission counseling, intensive summer skills-building workshops, diagnostic testing, career
planning, counseling, financial aid help, etc.
Disabled Student Services This office provides specialized assistance and resources that enable
students with physical, perceptual and learning disabilities to achieve maximum independence
while they pursue educational goals.
Graduate Writing Centers. Three special services are provided to graduate students that assist
them in writing papers: The Madden Library Reference Desk, the Writing Center in the
KSOEHD, and the Learning Center in the Madden Library Basement. Each center offers
specific assistance in writing at the graduate level.
Health and Counseling Services This office provides outpatient clinical medical care, and
separately, psychological counseling services to students enrolled in the university in accordance
with policies set by the CSU Board of Trustees.
Career Development and Employment This office provides students with services directed
toward development, evaluation, and implementation of career plans. A career counselor is
assigned to the School of Education and Human Development and provides specialized
assistance for all students who are planning to enter education or education related careers.
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International Student Services This office provides special assistance for international students
in areas that, among others, include: admission, transcript evaluation, housing, information
about the region, and monitoring of student progress.
Migrant Services Support for students from migrant and seasonal farm workers families is
provided. Staff work with university offices and area community based agencies in improving
educational opportunities for this special student group.
Orientation and Transition Services Special assistance is provided for first-time and transfer
students who have been admitted to the university. Orientation sessions are provided along with
the facilitation of access to program advisers.
Outreach Services This office provides services to assist students in pre-admission, to improve
access for underrepresented populations, and to maintain visible relationships with all segments
of the community.
Re-Entry Program Special support is provided for potential applicants and candidates who are
25 years or older and who wish to begin or resume a college education.
Testing Services This office provides services needed to accurately measure academic aptitudes
and personal attributes as required to be deemed desirable for enrollment in the university.
Assessment is also provided to accommodate individual student interests and needs.
Veterans Affairs This office serves as a liaison with the Veterans Administration, State
Department of Veterans Affairs and other related agencies in support of the veteran population
on campus.
Financial Aid This office is responsible for administration of nearly all of the need-based and
non-need based financial aid programs available at CSU, Fresno.
Other Offices Other university offices that provide specialized support for admission and
retention of students include: the Counseling Center, the Office of Advising Services, the
Records Office, and the COS-CSUF Center. A more detailed description of functions and
services provided is found under the University component of Standard #10.
School
Special services to students for academic, professional and/or personal support both prior to and
after they have been admitted to the program include the following:
Education Student Services Center. The KSOEHD Student Services and Liberal Studies offices
are staffed with professional, technical, and clerical personnel who provide advisement and
ongoing support to students in KSOEHD credential and degree programs. The Dean and
Department Chairs also provide advisement, assistance, and support for applicants and
candidates as they enter, enroll in and complete their programs. Information is provided,
orientation sessions are conducted, and monitoring of programs continues throughout enrollment
in school programs.
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KSOEHD Education Student Services Center Credential Certification & Graduate Programs.
The KSOEHD Graduate Office provides logistical support to candidates to meet University and
program requirements from application to graduation. They maintain the students’ graduate
program records
Mentoring Center Through this Center, special assistance and support is provided for minority
applicants and candidates who are interested in pursuing education or education related careers.
Instructional Technology and Resource Center. This center will provide students with access to
computers, printers, scanners, and other technologies as well as assist students in using
technology for research, presentations, and other educational purposes.
ECE Program
Five of the six summative assessments used by the ECE Graduate Program to determine
candidate proficiency may be considered gatekeepers [See Appendix B]. The five assessments
are embedded in coursework [See Appendix A]. Students must “meet expectations” on every
aspect of every assessment in order to meet the criteria for passing the class with a “C” or better,
and students must pass each class with a “C” or better in order to receive credit for that course.
Assessment
Class
Action Research Project
Developmentally Appropriate
Practice: The Charter School
CI285
Combined in LEE241;
individual components in
LEE171, LEE232, LEE233, &
LEE 271
LEE241
LEE241
As an Independent Study with
Advisor/LEE298B/LEE299
Not embedded
ECE Leadership Activity
ECE Portfolio
Thesis/Project/Research Paper
Dispositional Survey
Approximate Place in
Program Sequence
Within the first 2-3 semesters
Next-to-last or last semester;
individual components done
throughout program
Next-to-last or last semester
Next to last or last semester
Last semester
First and last semesters
ECE Special Credential and Master’s students are required to maintain a 3.0 GPA with no course
below a “C” level. Students who do not meet this requirement are put on academic probation by
the Division of Graduate Studies. The Program Coordinator is duly informed as is the student.
The Coordinator informs the student’s Academic Advisor who meets with that student to discuss
the situation and to make recommendations accordingly. Recommendations may include referral
to a university or KSOEHD service or adjusting the students Program Plan by reducing the
number of courses taken each semester in the future. Academic probation for more than three
semesters will result in academic disqualification.
Graduate students who have been formally disqualified from the program for poor academic
performance by the Division of Graduate Studies, but wish to continue with the program must
complete a Disqualification Readmission form and accompany it with a letter making the case
for readmission based on a compelling reason. That request is formally discussed with all ECE
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faculty. A vote is taken as to whether to reinstate the student or not and the student is notified.
If the student is reinstated, the Coordinator may place the student on Administrative Probation
with the approval of the Dean of Graduate Studies. This allows the Coordinator to identify a
timeline and specific steps that must be taken or quality criteria that must be met in order for the
student to continue in the program.
In addition to monitoring students’ GPAs, the program requires students to pass the Graduate
Writing Requirement in order to Advance to Candidacy which must be attained prior to a
candidate enrolling in coursework aligned with the Summative Research Paper, Thesis or
Project. This writing requirement is embedded in LEE235 and most often taken in the first three
semesters of the program [See LEE235].
The Early Childhood Education Program faculty has made a professional commitment to
maintain high standards for its graduate program in order to maintain, in part, the high regard
given to the ECE Specialist Credential. Every effort is made to maintain each candidate’s active
enrollment in good standing within the program. ECE faculty monitor candidate performance
within their class and provide meaningful feedback to enhance the knowledge and skills of every
candidate. Because of small class size, faculty know their students and are able to provide
feedback related to course and fieldwork performances in meaningful ways. Faculty and
Academic Advisors are kept current with opportunities for students to improve specific skills
such as writing and may recommend intervention to a student to meet very specific academic
weaknesses or may become a personal mentor.
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CATEGORY III
PROFESSIONAL COMPETENCIES AND FIELD EXPERIENCES
STANDARD 12
DETERMINATION OF CANDIDATE COMPETENCE
Prior to recommending each candidate for a Specialist or Services
Credential, one or more persons who are responsible for the program
determine, on the basis of thorough documentation and written
verification by at least one district supervisor and one institutional
supervisor, that the candidate has satisfied
each professional competence.
University
Because virtually all ECE Specialist Credential students are completing their Master’s Degree
simultaneously, the status of ECE Specialist Credential students has been under the auspices of
the Division of Graduate Studies. The Division office oversees students’ progress through the
mandated course-and fieldwork requirements for each program through the students adherence to
the course of study identified, documented, and finally verified by the student, the Program
Coordinator, and the Head Coordinator who supervises all Master’s in Education options,
including ECE. This Advancement to Candidacy, a “contract” of sorts, identifies:
•
•
•
the mandated core classes and the electives approved by the Program Coordinator
a timeline for completion of all requirements to ensure completion in less than five years
and the grades earned for each course
Upon application for graduation, a final check is made by the Division of Graduate Studies to
assure compliance with University and Program requirements by each candidate. This final
check is instigated by the signature of the student’s Project Advisor that the thesis or project has
been successfully completed [See Appendix B: Assessment 5].
Program
If a student were to apply for the ECE Specialist credential only, he/she would not apply for
Advancement to Candidacy through the Division of Graduate Studies, but would complete the
same form for an internal check by the Program Coordinator or KSOEHD Graduate Technician
in order to determine the same alignment with program requirements. In alignment with
University procedure for Master’s students, the ECE Specialist credential student would undergo
a final check by the Program Coordinator or KSOEHD Graduate Technician to assure
completion of all coursework and fieldwork requirements. This step would be instigated by the
signature of the student’s Research Paper Advisor that the research paper has been successfully
completed [See Appendix B: Assessment 5].
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In addition to the research paper, the graduate fieldwork class, LEE 241, is used as a culminating
experience for the specialist credential candidate [See LEE241 Syllabus]. The specialist
competencies are expected to be demonstrated in field experience, showing that the candidate not
only has the knowledge but can utilize the knowledge in teaching young children at two different
levels: Preschool, kindergarten or primary grades. The graduate field experience supervisor
documents observation of these competencies and this documentation is placed in the candidate's
file.
Additional documentation is provided by an on-site administrator at the request of the candidate.
The candidate's completion of two years of successful teaching in early childhood settings is
documented by a letter from the candidate's principal or supervisor and is placed in the
candidate's file.
An exit interview is conducted by the ECE Coordinator. At this time the candidate's completion
of competencies is again reviewed and discussed. The ECE Program Coordinator verifies that
the candidate:
•
•
•
holds a valid California elementary teaching credential
has completed two years of supervised experience teaching at two levels of Early
Childhood Education
has completed the ECE Specialist Credential Program with at least a 3.0 GPA
If all documentation is complete, the candidate is recommended for an ECE Specialist Credential
through the KSOEHD Credentials Office who assists the candidate in completing the necessary
forms and who submits the application to the Commission on Teacher Credentialing.
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Appendix
A
Syllabi
43
Leadership for Diverse Communities
LEE 171
Trends and Issues in
Early Childhood Education (ECE)
Fall 2010
Our candidates are ethical, reflective and critical thinkers who value diversity and life-long
learning. Faculty of the Kremen School of Education and Human Development foster the
development of these dispositions. Candidates will reflect these dispositions in their work
with students, families, and communities.
Course Description:
A comprehensive study of the field of early childhood education, including principles of
early childhood education, parent relations, use of community resources, and
organization of programs in early childhood education.
Course Title: Trends and Issues in
ECE
Instructor Name: Shareen Abramson
Units: 3
Office Number: Education Room 436
Time: Tuesdays, 8:00am-10:50am
Email: shareena@csufresno.edu
Location: Education Bldg. 153
Telephone: 278-1230
Office Hours: 1:30-4:00pm, Tuesdays, Thursdays and by appointment
Required Texts:
Chen, J., Horsch, P., DeMoss, K. & Wagner, S. L. (2003). Effective partnering for school
change: Improving early childhood education in urban classrooms. NY: Teacher’s
College Press.
Paciorek, K. M. (2010). Annual Editions – Early Childhood Education. NY: McGraw Hill
NAEYC. (2009). Informing Our Practice: Useful Research on Young Children’s
Development. Washington, DC: NAEYC.
In addition to those listed in Annual Editions, the following websites are recommended
for completing course assignments:
FOUNDATION FOR CHILD DEVELOPMENT
http://www.fcd-us.org/
POLICY HUB (integrated services in Canada)
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ECE Advanced Program, California State University, Fresno
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http://www.policyhub.gov.uk/news_item/childhood_support06.asp
ANTI DEFMANATION LEAGUE (bias free curricula)
http://www.adl.org/education/edu_awod/awod_childhood_edu.asp
WEST ED: EARLY CHILDHOOD FOR LIFELONG LEARNING
http://www.wested.org/online_pubs/rd-05-03.pdf.
HARVARD UNIV: THE SCIENCE OF EARLY CHILDHOOD DEVELOPMENT
http://tulsa.ou.edu/outulsa/ECDevelopment.pdf.
WHAT WORKS CLEARINGHOUSE: ECE
http://ies.ed.gov/ncee/projects/wwc/early_childhood.asp
http://www.whatworks.ed.gov/Topic.asp?tid=13&ReturnPage=default.asp
US DEPARTMENT OF EDUCATION
http://www.ed.gov/teachers/how/early/edpicks.jhtml?src=lnEARLY CHILDHOOD
RESEARCH AND PRACTICE
http://ecrp.uiuc.edu/
JOURNAL OF EARLY CHILDHOOD RESEARCH
http://www.sagepub.com/journalsProdDesc.nav?prodId=Journal201641
EARLY CHILDHOOD RESEARCH QUARTERLY
http://www.elsevier.com/wps/find/journaldescription.cws_home/620184/description
CENTER FOR EARLY CHILDHOOD RESEARCH
http://eci.uchicago.edu/
RESEARCH ON EARLY CHILDHOOD EDUCATION (Historical—1960s-1989)
http://www.nwrel.org/scpd/sirs/3/topsyn3.html
NATIONAL CENTER FOR EARLY DEVELOPMENT AND LEARNING
http://www.fpg.unc.edu/~ncedl/
CLEARINGHOUSE ON EARLY EDUCATION AND PARENTING
http://ceep.crc.uiuc.edu/poptopics.html
NATIONAL ASSOCIATION FOR THE EDUCATION OF YOUNG CHILDREN
http://www.naeyc.org/
SPECIALIZATIONS
The ECE Graduate Program includes two specializations. Each student must identify
one of the two specializations as the focus for their graduate studies.
ECE Teacher Leader:
This specialization provides advanced study for ECE teacher leaders who are primarily
interested in teaching in classrooms or comparable settings—infant/toddler program,
preschool, kindergarten-third grade. Within this focus is preparation for ECE Specialist
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Credential– PreK-3 (also requires a Multiple Subject Teaching Credential and two years
teaching at two different grade levels, preschool through third grade).
ECE Program Leader:
This specialization provides advanced study for ECE program leaders who work or are
planning to work as supervisors or administrators in ECE programs or agencies or as
instructors at two- or four-year higher education institutions. Research and policy in
ECE is another emphasis for this specialization.
Course Goals and Objectives:
The goal of this course is to provide an overview of contemporary trends and issues in
ECE affecting education and the lives of children and families in diverse communities.
This course is responsive to the varied backgrounds and experiences of ECE graduate
students. Each of you will emerge with shared understanding of the history of ECE, its
interdisciplinary roots and current and future directions for the field as well as
individualized learning through research on topics related to your particular interest and
professional responsibilities.
NAEYC’s Advanced Professional Preparation core standards for early childhood
programs ask candidates to demonstrate competence at higher levels and with greater
depth and specialization than those holding an initial degree, license or credential in
early childhood education or child development. NAEYC affirms the value of having a
common set of outcomes shared by all in the profession, whatever their preparation or
professional role.
Standard 1: Promoting Child Development and Learning
Standard 2: Building Family and Community Relationships
Standard 3: Observing, Documenting and Assessing to Support Young Children
and Families
Standard 4: Teaching and Learning
Standard 5: Growing as a professional
Candidates in advanced programs are also expected to demonstrate competence in
using each of the following professional tools, as these tools apply to their areas of
specialization and professional roles. The Essential Tools for all candidates in Advance
Programs include:
1. Cultural competence
2. Knowledge and application of Ethical principles
3. Communication skills
4. Mastery of Relevant Theory and Research
5. Skills in Identifying and using professional Resources
6. Inquiry skills and knowledge of Research methods
7. Skills in collaborating, teaching, and mentoring
8. Advocacy skills
9. Leadership skills
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The California Commission on Teacher Credentialing has developed a set of
Standards of Program Quality and Effectiveness for Teaching Specialist and Service
Credentials. These are:
1. Field Experiences (to include differentiated supervised field and practicum
experiences with children and adults; in at least one pre-kindergarten and one
level K-3; observation and participation experiences; opportunities to work with
professional educators and other professional personnel not necessarily
members of the education profession.)
2. Professional Competencies (to include such competencies as: knowledge of
human development and education; knowledge, application, and analysis of
several theoretical bases on which ECE programs have been and currently are
being developed; plan programs that meet individual needs and interests of
children; and, evaluate objectives, individual growth, learning and programs.
Goals and Objectives: CCTC Standards 2.1, 2.2, 2.4,)
1.
Build the foundational knowledge of history, philosophy, theory, research and
practice necessary for strong professional leadership in ECE settings. (1.0, 2.0,
3.0, 4.0,5.0, 6.0)
2.
Understand the significant influence of early education, parents and the
community on child development, education and literacy. (2.0, 3.0, 4.0)
3.
Study and reflect on the current trends and issues affecting children, families,
teachers and the field of ECE and their relationship to the historical context,
philosophical ideas and policies informing education. (7.0)
4.
Gain experience accessing, using and evaluating ECE resources and programs
at an advanced level of leadership, scholarship and practice. (6.0, 11.0).
5.
Recognize the interdisciplinary nature of ECE in order to broaden perspectives,
develop collaborative partnerships with other professionals in a variety of
programs serving children at the infant-toddler, preschool and K-3 levels and
including early intervention for high risk families and special needs children. (8.0,
10.0)
COURSE REQUIREMENTS
Web-Enhanced Course:
This course will be web enhanced. All students are required to have a student
e-mail account and internet access. Information on obtaining these services is
available at http://www.csufresno.edu/ait/ait-links.htm. We will be using “Blackboard,”
a Web-Based E-Learning portal system. Blackboard can be accessed 24-hours a day,
seven days a week from any computer with an internet connection. You can access
the Fresno State Blackboard server at http://blackboard.csufresno.edu/
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REQUIRED ASSIGNMENTS:
The required assignments below for this course are:
Reading Summaries
Trends and Issues in the News: Class Co-Inquiry (“Lab” Activity)
History Brief and Presentation
Demonstration of Knowledge: Trends and Issues Presentation and Paper
Demonstration of Skills: Observation of a Family/Home-Based Program or
Service and Discussion
Demonstration of Dispositions: Plan a Family/Home-Based Program or Service
for a Charter School (Take Home Final)
Weekly Assignments:
(1) Class attendance is important. If you must be absent, call my office or leave an email. If you are absent from class, it is your responsibility to check on
announcements made while you were away. Repeated absences will lower your
grade.
(2) Complete all assignments in a professional manner. Grammar and punctuation are
important and will contribute to the overall grade assigned to any written
assignment.
Reading Summaries (10 points):
(1) Read all assigned readings from the text before coming to class.
(2) Write a one or two paragraphs about one or two of the selections and submit it on
Blackboard in the link provided.
(3) Along with the paragraph, include a question for class discussion based on all the
readings.
Trends and Issues in the News Co-Inquiry (10 points):
(4) Bring to class a newspaper, magazine or online resource on your computer.
(5) Find an article that pertains to this week’s trend or issue in areas such as schools,
education, family, policy or program areas.
(6) Class time and a form is provided for writing a one-page summary of the article and
how it relates to an ECE issue, trend or topic of professional concern.
(7) Along with the summary, include a question for co-inquiry (discussion). With a
partner or in a small group, discuss the articles and questions.
Overview of Major Course Assignments (More detailed directions provided on each
assignment in next sections with bold headings):
History Brief and Presentation (25 points paper, 5 points presentation)
(1) Write a brief paper (3-5 pages) an ECE leader/authority who represents a historical
period, program/model or philosophical position. Make a brief presentation in class
that includes visuals to enhance knowledge of this individual’s contribution to ECE.
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Trends and Issues Paper (50 points paper, 30 points presentation)
(2) Write a 5-7 page research paper on an ECE trend, issue or topic in child/family
development, practice or policy that is significant to your particular interest, work or
future endeavors. The general topic must be chosen from those on the course
syllabus or a similar area and the specific trend or issue for the paper as well as the
reference list for writing the paper must be approved by the instructor.
(3) Based on your research, give a 10-15 minute presentation using media (powerpoint,
video, etc,) and lead a facilitated class co-inquiry on this ECE topic Your
presentation should include multiple sides or controversies related to the trend or
issue, whether you agree or not.
Charter School Project (20 points home visit and presentation; 50 points
proposal)
For each of the ECE elective courses, directions are provided for completing three
assignments that comprise one component of the DAP Charter School Project. Each
component is assessed in the corresponding course. Students must complete three of
the four components. After three components are completed by the student, the DAP
Charter School Project- Combined Assessment is performed in LEE 241. The scoring
rubric for each of the required components of the Charter School appear in the
“Grading” section of this syllabus.
The “Charter School” family connections project that includes:
(1) Trends Research Paper. (Described in the section above).
(2) Field Visit and Observation. Find a home-based program or family service in the
local community that provides services that support school-home connections
(ideas for programs to visit will be discussed in class). Contact them to arrange for
a field visit, observation and/or staff interview. Make the visit during the first two
months of this course.
(3) Presentation. Make a brief class presentation on your visit in class.
(4) Proposal of a Service. Based on the visit, readings and trend paper, prepare a
proposal for a family service home-based program that might be offered by an ECE
Charter School. This proposal described constitutes the Final Exam for this class.
All major assignments are submitted on Blackboard and then posted so that our class
can share and use these resources professionally with proper credit given. If you do
not wish to participate in this manner, please let me know.
(1) Directions for ECE History Research and Philosophy Paper (3-5 pages):
(NAEYC Essential Tools 1, 2, 8, 9)
Our field has a long and distinguished history, but the interpretation of that history is
constantly re-defined by current practices: “The value of history lies in what it tells us
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about the world in which we live” (Tulane University). We will spend the first few weeks
of the semester looking at our rich history and its connections to present issues and
trends in ECE.
Your Assignment: Pick one of the people or topics mentioned below and research
him/her/it. Other topics/people can be studied only after consulting with instructor.
Your task will be to explore, analyze and discover one aspect of the roots of early
childhood education as it has (or has not) inspired thinking for today’s professional.
You will do this in a 3 to 5-page paper (with 2-3 references) and a short in-class
presentation. Grammar and punctuation are important and will be considered in the
grading. Inspirational aspects of the lives of these great leaders and the times in
which they lived should be included. Why did they do this? Did everyone agree? How
did they overcome adversity? Were there sacrifices? Why are they great? What
lessons can we learn from them in our time? (Addresses CCTC Standards 2.1 and 2.2)
Good Source:
Paciorek, Karen M. and Joyce H. Munro (Eds.) (1999), Sources: Notable Selections in
Early Childhood Education (2nd Edition). Guilford, CT: Dushkin, McGraw Hill.
1762
1801
1816
1836
*1837
1837
*1856
*1860
*1873
1896
1907
1911
1921
1924
1944
1950
1951
Jean Jacques Rousseau author of Emile
Johann Pestalozzi author of How Gertrude Teaches Her Children
Robert Owen
Wm McGuffey and his Ecclectic Reader
Fredrich Froebel, Father of the Kindergarten
Horace Mann, Father of the American Common School
Margarethe Schurz established the first kindergarten
Elizabeth Peabody opened the first private kindergarten in Boston
Susan Blowopened the first public school kindergarten
John Dewey started the first Laboratory School at the University of
Chicago
Maria Montessori started her first preschool in Rome
Arnold Gesell began his Child Development study at Yale
Patty Smith hill started a progressive nursery school at Columbia
Teachers College
College and in 1926 founded what is now the NAEYC
Childhood Education, the first professional journal in ECE was published
by what is now AEYC (Association for the Education of Young Children)
Young Children, the professional journal of NAEYC was first published.
Erik Erikson published his writings on the eight Stages of personality
growth and development and identified tasks for each stage of
development.
Jean Piaget published "The Origins of Intelligence" and became well
known in America.
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1960 The Day Care and Child Development Council was formed to publicize
the need for quality services for children.
1962 Lev Vygotsky’s influential research on cognition and language, “Thought
and Language” was translated into English and became more widely
disseminated
1964 The Economic opportunity Act of 1964 was passed by Congress paving
the way for Head Start (1965)
1967 The Follow Through program was initiated to extend Head Start
1983 IDEA federal law extends special education services to children under 5
1984 The High/Scope Educational Foundation released a 30 year longitudinal
study documenting the value of high quality preschool programs.
1989 The UN Convention on the Rights of Children was adopted by the UN
General Assembly.
1990s Reggio Emilia approach to early education became known in the US
1995 Head Start Reauthorization established Early head Start for low-income
pregnant women and families with infants and toddlers.
(NOTE: A guide to referencing: www.topnz.ac.nz/research/wp-apa.pdf)
(2) Directions for Research and Presentation on an ECE Trend or Issue:
(NCATE/NAEYC Standards 1b, 2a,,5a, 5d; Essential Tools 1, 2, 3, 4, 5, 8, 9)
(CCTC Standards 2.1.1, 2.2.2, 2.3.10, 2.4, 2.6.1)
You will write a research paper and create a summary class presentation (powerpoint,
video, etc.) to be given in class. After the presentation, you will lead a “co-inquiry” (a
structured class dialogue) about the topic. You will not only make a presentation, but
will lead a discussion in such a manner that the rest of us will have the best opportunity
to understand and learn its major and relevant concepts.
Research Paper. For this paper you can use the book, Early Child Development in the
21st Century: Profiles of Current Research Initiatives as your base reference. That book
contains excellent links and references. I will assume you’ll use that book and from it
include 5-7 references (web or other) in your paper. Included in this section, you will
address how this trend or issues influences children’s development and learning;
creates respectful, reciprocal, and empowering family relationships; informs a
candidate’s understanding of diversity of culture, language and ethnicity; how
NAEYC’s Code of Ethical Conduct can guide candidates’ behavior in relation to
working with diverse families in the community.
Presentation. In developing your presentation, as our professional organization, the
National Association for the Education of Young Children (NAEYC) reminds us,
“Every day, policy makers, administrators, and teachers/caregivers make a great many
decisions, at all levels, both long-term and short-term, that affect young children. It is
those many decisions that determine whether what actually happens in a classroom or
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family childcare home is or is not developmentally appropriate. In their decision
making, effective early childhood educators keep in mind the identified goals for
children's learning and development, and they are intentional in helping every child
achieve these goals. The core of developmentally appropriate practice lies in this
intentionality—in the knowledge educators consider when they are making decisions,
and in their always aiming for goals that are both challenging and achievable for
children” (NAEYC).
See also:
* http://en.wikipedia.org/wiki/Developmentally_Appropriate_Practice
* http://sales.naeyc.org/Itemdetail.aspx?Stock_No=2349&Category=
* http://www.amazon.com/Developmentally-Appropriate-Practice-ChildhoodPrograms/dp/093598979X
For your paper, identify one to three questions or problems your paper will examine.
For your review of pertinent research, present multiple views on the question or
problem that is raised.
Below are examples of questions that might be helpful in developing your own:
• Is early maternal employment harmful to young children?
• Should young children use computers?
• Should brain science guide educational practice?
• Is time-out an effective discipline technique?
• Does television viewing cause violent behavior in young children?
• Is spanking an effective means of discipline?
• Should parental participation in schools be required?
• Does homework in the primary grades improve academic achievement?
• Do at-risk young children learn best through active learning experiences?
• Should all children be at least five years old before starting kindergarten?
• Is full day kindergarten best for all children?
• Are multi-age programs best for young children?
• Is class size reduction the most effective way to improve educational performance?
• Is grade retention a sound educational practice?
• Does looping (staying with same teacher for more than a year) improve primary
students' learning?
NAEYC Core Standards 1, 5 and CCTC Standards 2.1, 2.2, 2.4,)
Useful Resource:
Paciorek, Karen M. (Ed.) (2002), Taking Sides: Clashing Views on Controversial Issues
in Early Childhood Education. Guilford, CT: Dushkin/McGraw Hill.
(3) Directions for Charter School Project: Home-School Connections
CCTC Standards: 1.3.3, 2.2.1, 2.2.3, 2.3, 2.5, 2.10)
See Charter School Rubric for More Information on NCATE Standards,
Requirements and Scoring.
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Background:
Charter schools are innovative schools providing choices for families and greater
accountability for results. In many states such schools are free of many of state
regulations that confound innovation. Assume that is the case here. Several classes in
the ECE Graduate Program are contributing to conceptualizing a program or services
for a Charter School that focuses on family/home-based connections and family
participation including service rationale (Knowledge), procedures (Skills), and best
practices (Dispositions). Family and home/based programs serve several functions:
parent education, parent mental health, promoting healthy behaviors, children’s social
and cognitive development, assisting parents in education and employment goals, and
decreasing child abuse/neglect and family and community violence.
Many types of educational programs now exist for young children that include home
and family services. Research informs the outcomes. Programs may emphasize:
• Prevention and Early Intervention Services
• Transition to
• Pre- and Post-Natal, Infant and Preschool Home Visiting and Interventions
• Child Welfare and Mental Health
• Early Childhood Education and Care
• Family Support (Back to Work, Finances, Home Management)
Demonstration of Knowledge: History and Trends Paper
Your papers on history and review an ECE trend or issue with implications for ECE and
relations among school, family and community meets the demonstration of knowledge
requirement and provide the research background for the charter school proposal.
Demonstration of Skills: Documentation and Analysis of an Exemplary
Family/Home Based Service
Directions: Each of you will visit a home-family connections service. It may involve
observing, accompanying or interviewing an expert on staff about the program. After
your visit you will share the experience in class. The presentation shall also address:
The kinds of human, material, and technological resources and services you observed
that improve professional relations with children and families to meet ECE goals and
demonstrate of what you learned in your visit concerning how professionals with varied
skills and responsibilities need to work together in their professional roles.
In this class discussion you will address:
• The use of human, material, and technological resources needed to perform your
professional roles with children and families. This part may include a technically
sophisticated demonstration of what you learned in your visit (Essential Tools 5,
CCTC 2.10)
• How professionals with varied skills and responsibilities need to work together in
their professional roles (Essential Tools 7, CCTC 2.10)
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Demonstration of Dispositions: Encouraging Family or Home-Based Services as a
Component for the DAP Charter School
Each of you will propose a model family/home-based service that could be included in
an ECE Charter School. This will be based on your literature review, your own visit,
your discussion with others after their visits that your informed idea of this process and
delivery models. Included in this section you will address: sound professional
practices for the positive development and learning of all young children and improving
family participation in children’s development, learning and school activities.
Directions: As a separate assignment (the Final Exam for this course), you will write a
5-7 page paper that is a proposal for a family or home-school service that you believe
would be a significant benefit to an ECE Charter School serving our region. This paper
will include the following sections:
Service: Briefly provide the name and type of service being proposed. Rationale:
Discuss the area or problem to be addressed by the service. Using our course texts,
Informing our Practice and Annual Additions, provide the background information and
relevant ECE research that are the basis for the home-school connection program.
Description. Using our text, Effective Partnering for School Change, as an example,
give a description of the specific program or intervention to improve family
participation and enhance children’s success in school.*
*Please note the text describes intervention projects with teachers in a school. Your
paper will deal with an intervention with parents and families.
Explain the philosophy of the program and principles to be utilized in providing
services for the ECE charter school. Describe different strategies to be used,
professionals to be involved and the target group of participants. What kinds of
activities will be offered? How will success be measured?
Your paper should address how:
• School-home connections influence children’s development and learning (NAEYC
Standard 1, CCTC Standard 1.3).
• How school-home connections create respectful, reciprocal, and empowering
relationships (NAEYC Standard 2, CCTC Standard 1.3)
• School-home connections can inform a candidate’s understanding of diversity of
culture, language and ethnicity (Essential Tools 1, CCTC Standard 2.3)
• NAEYC’s Code of Ethical Conduct guide professional behavior in relation to
working with families in their homes (Essential Tools 2, CCTC 2.6)
• Sound professional practices contribute to the positive development and learning of
all young children (Essential Tools 8, CCTC 2.10)
*CALENDAR [Check Blackboard for changes]
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* Subject to Change: This syllabus and schedule are subject to change in the event
of extenuating circumstances. If you are absent from class, it is your responsibility to
check on announcements made while you were absent.
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COURSE CALENDAR:
Date
8/25
Week 1
9/1
Week 2
9/8
Week 3
9/15
Week 4
9/22
Week 5
9/29
Topic
Newspaper Review: Trends
and Issues; History of ECE
History of ECE (continued)
ECE Policies; Public
Investment in Education
LIBRARY ORIENTATION
Readiness; Developmentally
Appropriate Practice (DAP)
Human Development Theory
and Practice
Measuring ECE Quality
Standards
Curriculum Models and
Approaches
Week 6
10/6
Parents and Families
Week 7
10/13
Culture and Language
Week 8
10/20
Week 9
10/27
Week 10
11/3
Early Intervention
Children’s Health
Childhood Obesity
Inclusion
Week 11
11/10
Week 12
11/17
Guidance
Bullying
Readings and Assignments Due
Annual Editions, 1-3
NAEYC, pp. 3-21
Annual Editions, 4-7, 27, 35
NAEYC, pp. pp 50-58
Annual Editions, 28-30, 34
NAEYC, pp.101-118
Annual Editions, 19, 42-46
NAEYC, pp. 119-135
History Papers Due
History Presentation
Annual Editions, 25, 39-41
NAEYC, pp. 136-142
History Presentation
Annual Editions, 8-10
NAEYC, pp. 203-215
Chen & Horsch, pp. 1-42
Annual Editions, 13-14
NAEYC, pp. 99-117
Chen & Horsch, pp. 43-74
Trend Presentation
Chen & Horsch, pp. 75-107
NAEYC, pp. 216-240
Trend Presentation
Annual Editions, 20-22, 24, 33
NAEYC, pp. 173-190
Chen & Horsch, pp. 111-140
Trend Presentation
Annual Editions, 15-17, 23
NAEYC, pp. 241-251
Trend Paper Due
Trend Presentation
Annual Editions, 36-38
NAEYC, pp. 145-172
Trend Presentation
Trend Presentation
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Week 13
11/24
Week 14
12/1
Week 15
12/8
Week 16
12/9
Week 17
12/15
Week 18
Thanksgiving
Home-School Connections
ECE Leadership Paths
Television and New Media
ECE Convocation
Final Exam
Annual Editions, 31-32
Home-School Connections
Presentation
Home-School Connections
Presentation
Charter School Project Due
ASSIGNMENTS, POINT VALUES AND GRADES:
Reading Summary. Each week, reflect in
writing on one or two readings and
propose a question for class discussion
related to the readings. The summary
must be submitted prior to class for full
credit.
News Trend or Issue and Co-Inquiry.
Each week, reflect in writing on an ECE
news, magazine or journal article and
engage in co-inquiry discussion. Both the
summary of the article must be
submitted in class and discussed in
class for full credit.
History paper. You will analyze one
aspect of the roots of early childhood
education that has inspired thinking for
today’s professional. You will do this in a
3 to 5-page paper (with 2-3 references)
and make a short in-class presentation.
Trend or Issue in ECE Paper and
Presentation. Pick a topic from the
syllabus or one of our textbooks and write
a paper reviewing the research with APA
references. Present a 20-minute overview
with different views on topic to the class
and lead a co-inquiry discussion.
Home-School Connections. Includes
visit to home-school program or service in
10 Reading Summaries
1 point each
5 Reading Summaries
2 point each
Paper (3-5 pages)
5-10 minute Presentation
10 points
10 points
25
5
Paper (5-7 pages)
50
Presentation and Co-Inquiry
(20 minutes)
30
Home Visit and Discussion
Charter School Plan
20
50
LEE171 Master Syllabus, 2010, page 16 of 26
ECE Advanced Program, California State University, Fresno
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the region and discussion. A paper
describes a service for an ECE charter
school based on readings and visit.
TOTAL POINTS AVAILABLE
Discretionary Points
(5-7 pages, Final Exam-Take Home)
POINTS
200
Attendance/full participation/ etc. 5
Grading Scale:
185-200
A
160-185
B
140-160
C
LEE171 Master Syllabus, 2010, page 17 of 26
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Topic Descriptions
Dispositions About ECE Trends and Issues
ECE leaders examine their own dispositions, beliefs and biases about ECE trends and
issues. More importantly, they recognize that it is essential to know current events,
policies and developments that have the potential to influence the welfare and
education of children and families. A variety of ECE trends and issues are examined to
explore multiple views, opinions, theories and research on early learning and the value
of ECE at various levels—infant toddler, preschool, K-3--and the home environment,
the role of the family, culture and socio-economic status as factors in learning and
development. ECE leaders choose a specific trend or issue as a topic in order to
develop knowledge in a specific area of ECE research and practice. The course
emphasizes that quality ECE has been shown to have a lasting, positive influence on
children’s success in learning and in life.
ECE History. Major Authorities and Best Practices
The history and philosophy of ECE and those who have made lasting contributions to
the foundation of knowledge for the ECE field are introduced in this course. Major
authorities include: Froebel, Montessori, Dewey, Piaget, Vygotsky and Malaguzzi. ECE
best practices are viewed as a product of the unique history of the field that includes
major philosophical and theoretical writings, research, child study, curriculum models,
influence of parents, social welfare policies, public and private initiatives and advocacy.
These influences have led to the development of model curricula, programs and
services. These different ECE theories, approaches, models, curricula and learning
materials related to current trends and issues in ECE and help our guide understanding
of them and the variety of perspectives they involve.
Knowing ECE Trends and Issues
Trends and issues having implications for ECE professionals and those in related areas
are examined on a wide number of topics. Some of the topics given greatest emphasis
include the research on: ECE quality, legislation and policies affecting children and
families, early intervention and special education, child development, ECE program
models, Head Start, health, nutrition and safety, curriculum, relationships, home-school
connections, community programs, guidance and discipline, transition to school,
teacher qualifications, school and home environments, indoor and outdoor learning.
Integrating Family and Home-Based Services and Creating Partnerships
A major emphasis of this course is gaining familiarity and experience with the wide
variety of family and home-based services that can improve ECE outcomes and
provide early intervention and help to families, having children at risk, with special
needs or other factors needing to be addressed for making positive transitions into
ECE and optimizing outcomes. Collaboration and partnerships among ECE programs
and agencies serving families can help to achieve coordinated and focused efforts to
improve early education, development and family success.
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Assessing and Teaching All Children (English Learners, High Risk Learners,
Children with Special Needs)
Learning about the importance of assessing and teaching all children leads to
increased opportunities for access and equity for all children. A variety of trends and
issues are considered in relation to making ECE programs responsive to diversity.
Different approaches, curricula and assessments are compared. ECE leaders learn to
enhance learning and development of diverse learners and how to build strong
relationships with families in diverse communities in order to serve them better.
Using Technology
Technology is incorporated in locating resources and information on ECE, evaluating
the quality of source materials and as an important tool for knowing trends and issues
in the field that affect education and policy-making. Students use technology for
teaching, for collaboration on lab assignments and to make a presentation on their
trend or issue to the class. Students learn how to locate internet resources appropriate
for research, ECE teaching and program improvement.
Role as a Professional Educator
The use of professional resources (e.g. standards, professional journals and
organizations) is infused throughout the course through lectures, activities, and
assignments. The importance of parent and community partnerships to improve family
and home-based services is discussed throughout the course.
CLASS AND UNIVERSITY POLICIES
ATTENDANCE: Attend all class sessions unless ill. Due to co-inquiry discussion and
lab activity requirements, more than 2 absences may result in a lower grade.
HONOR CODE: “Members of the CSU Fresno academic community adhere to
principles of academic integrity and mutual respect while engaged in university work
and related activities.” You should:
a) understand or seek clarification about expectations for academic integrity in this
course (including no cheating, plagiarism and inappropriate collaboration)
b) neither give nor receive unauthorized aid on examinations or other course work
that is used by the instructor as the basis of grading.
c) take responsibility to monitor academic dishonesty in any form and to report it to
the instructor or other appropriate official for action.
CELL PHONES: Out of respect for everyone’s learning experience, cell phones are to
be turned off during class except when an emergency call is expected, or during
breaks. Cell phones must be stowed at all times, and not visible on the desk, clothing,
lap, etc. Cell phones may not be used to record, transmit, photograph or video without
prior arrangement and permission of the instructor. Violation of this policy will result in
requiring the student to remove his or her cell phone from my classroom for the
remainder of the semester.
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STUDENTS WITH DISABILITIES: Upon identifying themselves to the instructor and
the university, students with disabilities will receive reasonable accommodation for
learning and evaluation. For more information, contact Services to Students with
Disabilities in Madden Library 1049 (278-2811).
CHEATING AND PLAGIARISM: "Cheating is the actual or attempted practice of
fraudulent or deceptive acts for the purpose of improving one's grade or obtaining
course credit; such acts also include assisting another student to do so. Typically,
such acts occur in relation to examinations. However, it is the intent of this definition
that the term 'cheating' not be limited to examination situations only, but that it include
any and all actions by a student that are intended to gain an unearned academic
advantage by fraudulent or deceptive means. Plagiarism is a specific form of cheating
which consists of the misuse of the published and/or unpublished works of others by
misrepresenting the material (i.e., their intellectual property) so used as one's own
work." Penalties for cheating and plagiarism range from a 0 or F on a particular
assignment, through an F for the course, to expulsion from the university. For more
information on the University's policy regarding cheating and plagiarism, refer to the
Class Schedule (Policy/Legal Statements) or the University Catalog (University policies)
STUDENT CONDUCT: In accordance with university policies and California state law,
students are expected to be responsible, civil and respect others and their property.
Examples of unacceptable behaviors include: destruction, damage or misuse of
university property; dishonesty, falsifying information or misrepresentation; lewd or
obscene behavior; disruption of a university-related activity; conduct that threatens or
endangers the health or safety of any person within or related to the University
community, including physical abuse, threats, intimidation, harassment, or sexual
misconduct; and unauthorized recording, dissemination, or publication of academic
presentations (including handwritten notes) for a commercial purpose (For more
information and additional prohibitions see: California Code of Regulations, TITLE 5
Education, Division 5. Board of Trustees of the California State Universities,
Subchapter 4. Student Affairs, Article 2. Student Conduct § 41301).
DISRUPTIVE CLASSROOM BEHAVIOR: "The classroom is a special environment in
which students and faculty come together to promote learning and growth. It is
essential to this learning environment that respect for the rights of others seeking to
learn, respect for the professionalism of the instructor, and the general goals of
academic freedom are maintained . . . . Differences of viewpoint or concerns should be
expressed in terms which are supportive of the learning process, creating an
environment in which students and faculty may learn to reason with clarity and
compassion, to share of themselves without losing their identities, and to develop and
understanding of the community in which they live . . . conduct which disrupts the
learning process shall not be tolerated and may lead to disciplinary action and/or
removal from class."
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MAKE UP POLICY FOR PLANNED AND UNPLANNED ABSENCES: In the case of an
unplanned student absence, papers, tests, and/or homework assignments due during
the time the student is absent may be made up only if the student contacts the
instructor as soon as practicable after the absence occurs and works out a plan. In the
case of authorized absences due to university-sponsored activities, students should
submit their work to the instructor on or before the due date, or as arranged with the
instructor. This includes papers, tests, and/or homework assignments. The instructor
may require a doctor’s note to verify illness for absence during examinations or for late
assignments. When a student is absent for an extended period, a viable make-up plan
may not be feasible. In these circumstances, other options such as dropping the class
for a serious and compelling reason or withdrawal from the university may be
appropriate.
COMPUTERS: "At California State University, Fresno, computers and communications
links to remote resources are recognized as being integral to the education and
research experience. Every student is required to have his/her own computer or have
other personal access to a workstation (including a modem and a printer) with all the
recommended software. The minimum and recommended standards for the
workstations and software, which may vary by academic major, are updated
periodically and are available from Information Technology Services or the University
Bookstore. In the curriculum and class assignments, students are presumed to have
24-hour access to a computer workstation and the necessary communication links to
the University's information resources."
During class, use of the computer is for approved, in-classroom activities only such as
note-taking or class presentations. Use of the computer for non-class related activities
including, but not limited to, social networking, e-mail, other personal
access/communication or unauthorized audio or visual recording or transmission of
classroom activities, lectures, students or their work are strictly prohibited. Violation of
this policy will result in requiring the student to remove the computer from my
classroom for the remainder of the semester.
COPYRIGHT POLICY: Copyright laws and fair use policies protect the rights of those
who have produced the material. The copy in this course has been provided for private
study, scholarship, or research. Other uses may require permission from the copyright
holder. The user of this work is responsible for adhering to copyright law of the U.S.
(Title 17, U.S. Code).To help you familiarize yourself with copyright and fair use
policies, the University encourages you to visit its copyright web page.
Digital Campus course web site contains material protected by copyrights held by the
instructor, other individuals or institutions. Such material is used for educational
purposes in accord with copyright law and/or with permission given by the owners of
the original material. You may download one copy of the materials on any single
computer for non-commercial, personal, or educational purposes only, provided that
LEE171 Master Syllabus, 2010, page 21 of 26
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63
you (1) do not modify it, (2) use it only for the duration of this course, and (3) include
both this notice and any copyright notice originally included with the material. Beyond
this use, no material from the course web site may be copied, reproduced, republished, uploaded, posted, transmitted, or distributed in any way without the
permission of the original copyright holder. The instructor assumes no responsibility
for individuals who improperly use copyrighted material placed on the web site.
LEE171 Master Syllabus, 2010, page 22 of 26
ECE Advanced Program, California State University, Fresno
64
DEVELOPMENTALLY APPROPRIATE PRACTICE (DAP) CHARTER SCHOOL –
SEPARATE COURSE ASSESSMENT RUBRIC
NAEYC Standards 1, 2; Essential Tools 1, 5
CHARTER
SCHOOL
ELEMENT
Standard 1
Promoting Child
Development and
Learning
Knowing young
children’s
characteristics
and needs,
understanding
multiple
influences on
development and
learning to create
healthy,
supportive,
respectful
environments.
Standard 2
Building Family
and Community
Relationships
Candidates know
about, understand
and value
children’s families
and communities.
They use this
understand to
create respectful,
reciprocal
relationships that
support, involve
and empower
families to
participate in their
children’s
education.
DOES NOT YET
MEET
EXPECTATIONS
Charter School
Project does not
show that candidate
understands young
children, their
learning styles
needs, or
appropriate learning
environments to
support their
learning.
Charter School
Project does not
consider families and
communities or the
need for their
participation in the
design of curriculum
and the plan for the
charter school.
MEETS
EXPECTATIONS
EXCEEDS
EXPECTATIONS
Charter School
Project
demonstrates that
candidate
understands young
children, their
learning styles needs
and appropriate
learning
environments to
support their
learning. Research
paper and
demonstration of
practice provide
specific examples
that promote
children’s learning
and development.
Charter School
Project
demonstrates that
candidate
understands young
children, their
learning styles needs
and appropriate
learning
environments to
support their
learning. Research
paper and
demonstration of
practice provide
specific examples of
skills and strategies
including research
that validates their
use and ways to
adapt methods to
diverse learners.
Charter School
Project summarizes
theory and research
on family
involvement, the
importance of caring
relationships and
implications for
practice. A detailed
description of familyoriented practices
with examples is
offered in the plan.
Resource lists for
teachers, parents
and children related
to family issues are
created. Description
of activities for family
participation,
diversity and
inclusion. Includes
an evaluation plan
Charter School
Project summarizes
theory and research
related to families
and communities
and how they might
best participate and
have a voice in the
Charter School. The
plan for the school
includes a detailed
description regarding
the family and school
context and resource
list is provided for
teachers, parents
and children.
Includes evaluation
plan. Provisions for
family participation,
diversity and
inclusion.
SCORE
LEE171 Master Syllabus, 2010, page 23 of 26
ECE Advanced Program, California State University, Fresno
65
for parent
participation.
Drawings/diagrams
of facility, service
areas and classroom
include space for
families.
Tool 1: Cultural
Competence
Demonstrate a
high level of
competence in
understanding
and responding to
diversity of
culture, language,
and ethnicity
within an ECE
setting. The term
"culture" includes
ethnicity, racial
Identity, economic
class, family
structure,
language, and
religious and
political beliefs,
which profoundly
influence each
child's
development and
relationship to the
world.
Tool 5: Skills in
Identifying and
Using
Professional
Resources
Demonstrate a
Charter School
Project reveals a lack
of understanding
and sensitivity in
responding to
cultural, ethnic and
language diversity.
Curriculum and/or
other ECE practices
do not examine
cultural aspects of
development and
learning.
Charter School
Project includes
evidence of attention
to cultural, ethnic
and language
diversity and their
implications for
practice and
instructional
programming.
Several examples
are provided of
research, curriculum
and best practices
that specifically deal
with issues of
diversity such as
ethnicity, racial
Identity, economic
class, family
structure, language,
and religious and
political beliefs. The
candidate’s plan for
the Charter School
reveals knowledge,
skills and attitudes
demonstrating
cultural competence.
Few professional
resources identified
in the Charter School
Project.
Charter School
Project provides
research, resources,
curriculum or other
materials and
activities for
improving the field
The Charter School
Project contains
numerous examples
of practice,
programs, design
considerations,
resources and many
ways to connect
school and the home
that reflect
knowledge and
understanding of
cultural, ethnic and
language diversity,
social conditions,
disparities and
policies that affect
learning,
development, equal
education, social
and economic
access. Project
demonstrates
candidate honors
diversity, is
concerned with
social justice and
equity in creating
learning experiences
and environments
that welcome
interchange and
varied culturally
based experiences
and perspectives.
Charter School
Project represents
the candidate’s deep
commitment to
improving curriculum
and other programs
related to the
LEE171 Master Syllabus, 2010, page 24 of 26
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66
high level of skill
in identifying and
using the human,
material, and
technological
resources needed
to perform one's
professional roles
and keep abreast
of the field's
changing
knowledge base
use of library,
Internet and
community
resources,
networks of
colleagues, and
other sources of
knowledge and
professional
growth.
obtained from the
library, internet and
other resources. The
candidate has a
clear plan for using
work from the
project as a basis for
advocating for a
sound knowledge
and research base
for ECE practices
and improving the
lives of children and
families in the real
world.
candidate’s work or
professional goals
through active
research and
exemplary practice.
All recommendations
draw on this
research. The
candidate has a
clear plan for using
the charter school
project and findings
from research to
make it available to
other professionals,
families or programs.
DAP Charter School Project -Separate Component Scoring Guide
Analytic Scores:
Does Not Yet Meets Expectations = 1
Meets Expectations = 2
Exceeds Expectations = 3
Holistic Scoring: Does Not Yet Meets Expectations = 6 or less; Meets Expectations = 7-9;
Exceeds Expectations = 10-12
Professional Bibliography
Baker, A. & Manfredi/Petitt, L. Relationships, the heart of quality care: Creating
community among adults in early care settings. Washington, DC: NAEYC.
Bouhebent, E. A. (March 2008). Providing the best for families: Developmentally
appropriate home visitation services. Young Children, 63(2), 82-87.
Follari, L. M. (2011). Foundations and best practices in early childhood education:
History, theories, and approaches to learning. (2nd ed.), Boston, MA: Pearson.
Goffin. S. G. & Washington, V. (2007). Ready or not: Leadership choices in early
care and education. NY: Teachers College Press.
Morrison, G. S. (2008). Fundamentals of early childhood education. (8th ed.). Upper
Saddle River, NJ: Pearson.
LEE171 Master Syllabus, 2010, page 25 of 26
ECE Advanced Program, California State University, Fresno
67
Helm, J. S., Berg, S., Scranton, P. & Wilson, R. (2005). Teaching parents to do
projects at home: A tool kit for parent educators. NY: Teachers College Press.
Paciorek, Karen M. and Joyce H. Munro (Eds.) (1999), Sources: Notable
Selections in Early Childhood Education (2nd Edition). Guilford, CT: Dushkin?McGraw
Hill.
Isenberg, J. P. & Jalongo, M. R. Eds. (2003). Major trends and issues in early
childhood education: Challenges, controversies, and insights. 2nd ed. NY: Teacher’s
College Press.
Paciorek, Karen M. (Ed.) (2002), Taking Sides: Clashing Views on Controversial
Issues in Early Childhood Education. Guilford, CT: Dushkin/McGraw Hill.
Major Trends and Issues in Early Childhood Education
Challenges, Controversies, and Insights, 2nd Edition
Shonkoff, Jack P. and Deborah A. Phillips (Eds.) (2001), From Neurons to
Neighborhoods: The Science of Early Childhood Development. Washington, DC:
National Academy Press.
Washington, V. & Andrews, J.D. Eds. Children of 2020: Creating a better
tomorrow. Washington, DC: NAEYC.
Wesley, P.W., & V. Buysse. (2010). The quest for quality: Promising innovations for
early childhood programs. Baltimore, MD: Brookes.
Woodward, S., & D.C. Hurley. (2010). The home visitor’s manual: Tools and
strategies for effective interactions with family child care providers. St. Paul, MN:
Redleaf.
Zigler, E., & S.J. Styfco. (2010). The Hidden History of Head Start. New York:
Oxford University Press.
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CALIFORNIA STATE UNIVERSITY, FRESNO
KREMEN SCHOOL OF EDUCATION AND HUMAN DEVELOPMENT
Department of Literacy and Early Education
Early Childhood Education Graduate Program
Leadership for Diverse Communities
LEE 232:
Literacy in Early Childhood Education (ECE)
Spring, 2010
Our candidates are Ethical, Reflective and Critical Thinkers who Value Diversity and
Life-Long Learning. The faculty of the Kremen School of Education and Human
Development foster the development of these dispositions. Candidates will
increasingly reflect these dispositions in their work with students, families, and
communities.
Course Description:
Examines development of oral and written language skills in young children. Explores
theories, curricula and strategies for teaching language arts and beginning reading.
Prerequisite: Admission to the MA in Education (ECE Option) or permission of
instructor.
Course Title: Literacy in ECE
Instructor Name: Shareen Abramson
Units: 3
Office Number: Education Room 436
Time: Tuesdays, 8:00am-10:50am
Email: shareena@csufresno.edu
Location: Education Bldg. 153
Telephone: 278-1230
Office Hours: 1:30-4:00pm, Tuesdays, Thursdays and by appointment
Textbooks:
The textbooks that have been selected for this course are appropriate, advanced texts
for both ECE Teacher Leaders and Professional Leaders.
Literacy Development & Research-Based Teaching
McGee, L. M. & Richgels, D. J. (2004). Literacy’s beginnings. (4th ed.). Boston: Pearson.
ECE Text: Exemplary Research in Early Literacy
Kress, G. (2007). Spelling. NY: Routlege.
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The following scholarly periodicals and websites may be useful for course assignments:
International Reading Association http://www.reading.org/; Reading Research Quarterly,
Journal of Reading Behavior, Reading Teacher, Language Arts, TESOL Quarterly,
Elementary School Journal, Child Development, Childhood Education, Early Childhood
Research Quarterly, Journal of Research in Early Childhood Education, Early Childhood
Research and Practice http://ecrp.uiuc.edu/; Educational Leadership, Kappan, Young
Children and Beyond the Journal http://www.naeyc.org/
.
Graduate Program Specializations:
The ECE Graduate Program includes two specializations. Each student must identify
one of the two specializations as the focus for their graduate studies.
ECE Teacher Leader:
This specialization provides advanced study for ECE teacher leaders who are primarily
interested in teaching in classrooms or comparable settings—infant/toddler program,
preschool, kindergarten-third grade. Within this focus is preparation for ECE Specialist
Credential– PreK-3 (also requires a Multiple Subject Teaching Credential and two years
teaching at two different grade levels, preschool through third grade).
ECE Program Leader:
This specialization provides advanced study for ECE program leaders who work or are
planning to work as supervisors or administrators in ECE programs or agencies or as
instructors at two- or four-year higher education institutions. Research and policy in
ECE is another emphasis for this specialization.
Course Standards:
NAEYC’s Advanced Professional Preparation Core Standards for Early Childhood
Programs ask candidates to demonstrate competence at higher levels and with greater
depth and specialization than those holding an initial degree, license or credential in
ECE or child development. NAEYC affirms the value of having a common set of
outcomes shared by all in the profession, whatever their preparation or professional
role. The standards are:
Standard 1: Promoting Child Development and Learning
Standard 2: Building Family and Community Relationships
Standard 3: Observing, Documenting and Assessing to Support Young Children and
Families
Standard 4: Teaching and Learning
Standard 5: Growing as a professional
The above standards are listed in under course goals and objectives.
Candidates in advanced programs are also expected to demonstrate competence in
using each of the following professional tools, as these tools apply to their areas of
specialization and professional roles. The Essential Tools are:
1. Cultural competence
LEE 232 Master Syllabus, 2010, page 2 of 25
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2.
3.
4.
5.
6.
7.
8.
9.
Knowledge and application of Ethical principles
Communication skills
Mastery of Relevant Theory and Research
Skills in Identifying and using professional Resources
Inquiry skills and knowledge of Research methods
Skills in collaborating, teaching, and mentoring
Advocacy skills
Leadership skills
Standards for ECE Literacy Instruction:
Infant Toddler
Infant Toddler Learning and Development Foundations
http://www.cde.ca.gov/sp/cd/re/documents/itfoundations2009.pdf
Infant Toddler Learning and Development Guidelines
http://www.cde.ca.gov/sp/cd/re/documents/itguidelines.pdf
Preschool
Preschool Learning Foundations, Volume 1
http://www.cde.ca.gov/sp/cd/re/documents/preschoollf.pdf
Preschool Learning and Development Guidelines
http://www.cde.ca.gov/sp/cd/re/prekguide.asp (for ordering information)
Kindergarten-Grade 12
English-Language Arts Content Standards for California Public Schools (K-12)
English Language Development Content Standards for California Public Schools
(K-12) http://www.cde.ca.gov/be/st/ss/
ECE Literacy Components:
Oral Language
Engaging in rich, extended conversation
Increasing oral language vocabulary
Participating in group Co-Inquiry and dialogue
Telling stories
Describing people, objects and events
Emergent Literacy
Reading aloud to children
Providing phonological awareness and alphabetic activities
Offering early writing experiences
Developing print knowledge and concepts, purposes and conventions of print
Discussing book illustrations and the sequence of story events
Recognizing print in the environment and in different types of texts
Using interactive and shared reading with big books
Reading and responding to alliterative books, predictable books and other literature
LEE 232 Master Syllabus, 2010, page 3 of 25
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Early Literacy
Teaching phonemic awareness
Providing direct, systematic, explicit instruction in phonics, decoding and spelling
patterns and sound/symbol that promote fluent reading and writing
Provide opportunities for extended practice in reading, speaking, researching and
writing appropriate for students’ assessed levels of performance.
Integrating reading and writing across the curriculum.
Course Goals:
1. Develop a thorough understanding of research related to literacy development and
language acquisition in young children.
2.
Demonstrate understanding of teaching and assessment strategies, which
facilitate language and literacy development while meeting the needs of young
children.
Objectives:
1. Discuss theories and stages of language and literacy development and their
implications for instruction. (NAEYC Advanced 1, 4, 4c; CTC 2.1, 2.1.2., 2.2,
2.2.1, 2.3. 2.3.2., 2.3.3, 2.8.1).
2. Demonstrate understanding of ways to promote family literacy, literate home
environments and create linkages with families and the community that
strengthen children’s language development, early literacy and success in
school. (NAEYC Advanced 2, 4a); CTC 2.1, 2.2, 2.3.6, 2.3.10, 2.6.1, 2.6.2, 2.6.3,
2.6.5. 2.6.6, 2.6.8).
3. Address the impact of cultural, ethnic, socio-economic and language diversity of
students on reading achievement. (NAEYC Advanced 1, 4, 4a); CTC 2.1, 2.3,
2.3.2, 2.3.3, 2.3.6, 2.3.10, 2.4, 2.4.1, 2.5, 2.5.1, 2.6.1, 2.6.2, 2.6.3, 2.6.5. 2.6.6,
2.6.8).
4. Demonstrate understanding of second language acquisition, strategies for
facilitating acquisition of English literacy and adapting instruction according to
needs. (NAEYC Advanced 1, 4. 4b, 4d; CTC 2.1, 2.2., 2.2.3, 2.3.1, 2.3.2, 2.4.1,
2.5, 2.5.1,2.5.2, 2.6.1, 2.6.2, 2.6.8).
5. Utilize current research on reading and language arts in ECE and knowledge of
California Reading/Language Arts Content Standards/English Language
Development Standards of PreK Guidelines/Desired Results and other
professional guidelines to plan and provide instruction in an integrated oral
language, emergent literacy, early literacy experiences and instruction See
emergent/early literacy descriptions listed above. (ECE Teacher Leader) (NAEYC
Advanced 1, 4, 4b, 4c, 4d; CTC 2.1, 2.2.1, 2.2.2, 2.2.3, 2.3, 2.3.2, 2.3.6, 2.3.7,
2.3.8, 2.3.9, 2.3.10, 2.4, 2.4.1, 2.4.3, 2.4.5, 2.5, 2.5.1, 2.5.2, 2.6.2).
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6. Demonstrate understanding of a variety of genres and types of children’s
literature and their use in early childhood settings. (NAEYC Advanced 4, 4b, 4d;
CTC 2.1, 2.3, 2.3.2, 2.3.3, 2.3.6, 2.4.1, 2.4.3, 2.5).
7. Demonstrate understanding of the developmental stages of spelling and
appropriate teaching strategies for facilitating the acquisition of conventional
spelling. (NAEYC Advanced 1, 3, 4, 4b, 4c, 4d; CTC 2.1, 2.2., 2.2.2, 2.3.1, 2.3.2,
2.4.1, 2.4.4,2.5.2).
8. Demonstrate ability to use a variety of informal and formal assessment
strategies including observation, checklists, parent interview, screening tests,
inventories, tests and other measures to guide early literacy instruction,
diagnose reading abilities and difficulties, monitor reading progress and evaluate
reading achievement as well as being able to communicate and interpret
assessment data to others. (NAEYC Advanced 3; CTC 2.3.1, 2.3.2,, 2.4,,2.4.2,
2.4.3,2.4.4,2.4.5,, 2.6.7, 2.7,2.7.2,).
9. Discuss issues related to early identification and the characteristics of high risk
readers and how to refer children for services and accessing school and
community resources and programs for early intervention with high risk readers
and their families. (NAEYC Advanced 2, 3, 4; CTC 2.1, 2.3, 2.3.1, 2.3.2, 2.3.3,
2.3.8, 2.3.10, 2.4, 2.4.1, 2.4.2, 2.4.3, 2.4.4, 2.4.5, 2.5, 2.5.1, 2.5.2, 2.6.1,2.6.8,
2.7, 2.7.1,2.7.2,2.7.3).
COURSE REQUIREMENTS:
Web-Enhanced Course:
This course will be web enhanced. All students are required to have a student
e-mail account, microsoft office and internet access. Information on obtaining these
services is available at http://www.csufresno.edu/ait/ait-links.htm. We will be using
“Blackboard,” a Web-Based E-Learning portal system. Blackboard can be accessed
24-hours a day, seven days a week from any computer with an internet connection.
You can access the Fresno State Blackboard server at
http://blackboard.csufresno.edu.
REQUIREMENTS:
The required assignments for this course are:
Reading Summaries and Class Co-Inquiries
Lab Activities
Children’s Literature Collection
Demonstration of Knowledge: Specialty Area Paper
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Demonstration of Skills: Demonstration and Analysis of an Exemplary Literacy
Strategy/Practice
Demonstration of Dispositions: Design a Literacy Program for a Charter School
Take Home Final
Reading Reflection and Co-Inquiry:
The class will meet in small co-inquiry groups each week to discuss assigned readings
and lab activities. Prior to class, students will read the chapters indicated on calendar.
Students will turn in on Blackboard a 1 page written summary of the readings with at
least 3 key points of interest that have implications for practice. A reflective question
must be included for the small group in-class, co-inquiry session. This written summary
will be due each week prior to class as indicated on the calendar.
Scoring Criteria: All readings are graded as credit (completed) or no credit (not
completed). All readings must be completed for an A or B grade in course. For a grade
of A, students must participate in a minimum of 8 co-inquiry sessions (class
discussions) of readings and for a B, 6 co-inquiry sessions.
(NAEYC Advanced 1, 4, 4c; CTC 2.1, 2.1.2, 2.2, 2.2.1, 2.3. 2.3.2., 2.3.3, 2.8.1).
Lab Activities:
Lab activities involve both out-of-class preparation and an in-class
activity/presentation. The purpose of these activities is to practice particular
instructional strategies for literacy or to become more familiar with instructional and
assessment materials and resources.
Scoring Criteria: All lab activities are graded as credit (completed) or no credit (not
completed). However all lab activities must be completed for an A or B grade in course.
The required lab activities are listed below:
1. Family Collage and Description: Bring in a family collage with a written description
including family literacy and communication activities.
(NAEYC Advanced 2, 4a); CTC 2.1, 2.2, 2.3.6, 2.3.10, 2.6.1, 2.6.2, 2.6.3, 2.6.5.
2.6.6, 2.6.8).
2. Language Experience Activity: Share a language experience activity and sample of
children’s work.
(NAEYC Advanced 1, 3, 4, 4b, 4c, 4d; CTC 2.1, 2.2., 2.2.2, 2.3.1, 2.3.2, 2.4.1,
2.4.4,2.5.2)
3. Required Book or Literacy Material: Bring in a required literacy book or literacy
teaching material from an ECE program.
(NAEYC Advanced 1, 4, 4b, 4c, 4d; CTC 2.1, 2.2.1, 2.2.2, 2.2.3, 2.3, 2.3.2, 2.3.6,
2.3.7, 2.3.8, 2.3.9, 2.3.10, 2.4, 2.4.1, 2.4.3, 2.4.5, 2.5, 2.5.1, 2.5.2, 2.6.2).
4. Children’s Writing/Spelling Sample: Bring in a “writing” sample of a young child at
an identified developmental level.
(NAEYC Advanced 1, 3, 4, 4b, 4c, 4d; CTC 2.1, 2.2., 2.2.2, 2.3.1, 2.3.2, 2.4.1,
2.4.4,2.5.2)
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5. Charter School Name, Mission and Goals: Work in small groups to create Charter
School Name, Mission Statement and Goals, a model for best practices in ECE
literacy instruction
(NAEYC Advanced 1, 4, 4c; CTC 2.1, 2.1.2., 2.2, 2.2.1, 2.3. 2.3.2., 2.3.3, 2.8.1)
6. Literacy Assessment Measure: Review a literacy assessment and discuss its
purpose, scores, norming sample, reliability and validity.
(NAEYC Advanced 2, 3, 4; CTC 2.1, 2.3, 2.3.1, 2.3.2, 2.3.3, 2.3.8, 2.3.10, 2.4, 2.4.1,
2.4.2, 2.4.3, 2.4.4, 2.4.5, 2.5, 2.5.1, 2.5.2, 2.6.1, 2.6.7, 2.6.8, 2.7, 2.7.1,2.7.2,2.7.3).
7. Literacy Resources for Parents: Bring in a pamphlet, brochure, website that assists
parents and the community in better understanding of curriculum that promotes
early learning and literacy development.
(NAEYC Advanced 2, 4a); CTC 2.1, 2.2, 2.3.6, 2.3.10, 2.6.1, 2.6.2, 2.6.3, 2.6.5.
2.6.6, 2.6.8).
Children’s Literature Collection:
Students will bring to class a selective, thematic collection of 5-8 (no more than 8)
children’s books and give a brief talk about the collection, about 10 minutes.
Students will sign-up for the themes for the literature collections according to the
presentation dates set by the instructor. (NAEYC Advanced 1, 2, 4, 4a, 4b, 4d; CTC
2.1, 2.2, 2.2.3, 2.3.1, 2.3, 2.3.2, 2.3.3, 2.3.6, 2.4.1, 2.4.3, 2.5, 2.5.1, 2.5.2, 2.3.6,
2.3.10, 2.6.1, 2.6.2, 2.6.3, 2.6.5. 2.6.6, 2.6.8)
Scoring Criteria: The Children’s Literature Collection and Presentation is graded as
credit (completed) or no credit (not completed). The Collection and Presentation are
required for an A or B grade in course.
CHARTER SCHOOL PROJECT: ENVISIONING BEST PRACTICES FOR AN ECE
(BIRTH-THIRD GRADE) LITERACY PROGRAM (3 PARTS)
The “Charter School Project” consists of a specialty area research paper, class
demonstration and charter school component description. For all of the assignments,
students will select and have approved a specialty area topic in literacy as an individual
focus for developing professional knowledge, skills and dispositions (see list of
recommended literacy topics). A detailed scoring rubric for the Charter School Project
appears in the “Grading” section of the syllabus.
PART 1. Demonstration of Knowledge: Specialty Area Paper
To meet individual needs and interests, students will prepare a research paper on a
specific literacy topic (see list of suggested topics) that is also related to their literacy
demonstration. Students will need at least two books and 5 articles from scholarly
literature. The following scholarly periodicals, among others, may be used: Reading
Research Quarterly, Journal of Reading Behavior, Reading Teacher, Language Arts,
TESOL Quarterly, Elementary School Journal, Child Development, Childhood
Education, Early Childhood Research Quarterly, Journal of Research in Early Childhood
Education, Early Childhood Research and Practice (online), Educational Leadership,
Kappan, Young Children and Beyond the Journal (online). The references of books,
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journals and in particular, website sources must be approved by the instructor in
advance of writing the paper. The Blackboard is to be used so that students can
perform a comprehensive check on content and originality prior to paper submission.
(NAEYC Advanced 1, 4, 4b, 4c, 4d; CTC 2.1, 2.2.1, 2.2.2, 2.2.3, 2.3, 2.3.2, 2.3.6, 2.3.7,
2.3.8, 2.3.9, 2.3.10, 2.4, 2.4.1, 2.4.3, 2.4.5, 2.5, 2.5.1, 2.5.2, 2.6.2).
PART 2. Demonstration of Skills: A Class Presentation with Documentation and
Analysis of an Exemplary Literacy Strategy/Practice (Student Movie, Powerpoint,
Photo Panel or PhotoBook)
Students will demonstrate an exemplary, research-based, specific literacy strategy or
practice related to their selected specialty area literacy practice. Documentation for the
practice can be presented through a movie (video, DVD, youtube or similar formats),
powerpoint, photo panel or photobook. Those in the ECE Teacher Leader
specialization, must provide a demonstration of their actual skill in working with
children. ECE Program Leaders may choose a demonstration, observation or
simulation of the skill or practice in working with children or adults. For anyone not
having access to children in a classroom, it is possible to make an arrangement with
the Huggins Center.
A 1-2 page summary with references (APA style) will be required for the presentation. A
copy of the best article found for the specialty area that could be used for teacher
training or parent education will be submitted on Blackboard. These materials will be
made available to the students in class.
Students will need to bring a computer or memory stick, materials and resources for
their demonstration. Be sure to check software applications, websites, etc. prior to the
presentation so that valuable class time is not used for this purpose.
(NAEYC Advanced 1, 4, 4b, 4c, 4d; CTC 2.1, 2.2.1, 2.2.2, 2.2.3, 2.3, 2.3.2, 2.3.6, 2.3.7,
2.3.8, 2.3.9, 2.3.10, 2.4, 2.4.1, 2.4.3, 2.4.5, 2.5, 2.5.1, 2.5.2, 2.6.2).
PART 3. Demonstration of Dispositions: Planning a Literacy Program Component
for the Charter School (Take-Home Final Exam)
A charter school is a model school that has its own innovative mission for education
that does not always conform to mandates for public schools. Therefore our charter
school will be dedicated to incorporating the best literacy practices and materials
available.
Our class will create the mission statement, goals and name for the school. Students
will then design a plan for integrating and implementing a major component of the
literacy program (oral language, comprehension development, writing, literature,
English language development, etc.) that relates to the research specialization.
However the charter school assignment is the “theory to practice” application that
shows how literacy curriculum should be taught based on research. The design will
include the following: 1) a description of the component; 2) the recommended
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teaching strategies and activities to be used at various levels and specific adaptations
for diversity and English learners; 3) a classroom and/or school design for literacy; 4)
recommendations for parent participation or home activities. This assignment is usually
about five pages. (NAEYC Advanced 2, 4a); CTC 2.1, 2.2, 2.3.6, 2.3.10, 2.6.1, 2.6.2,
2.6.3, 2.6.5. 2.6.6, 2.6.8).
EXTRA CREDIT: Visit a local charter school, observe the program and write up a
description of the literacy program.
Final Meeting:
At the final meeting, students will discuss and make connections between course work
and actual practices being used. Students will reflect on their professional growth
since the pre-test.
(NAEYC Advanced 1, 4, 4b, 4c, 4d; CTC 2.1, 2.2.1, 2.2.2, 2.2.3, 2.3, 2.3.2, 2.3.6, 2.3.7,
2.3.8, 2.3.9, 2.3.10, 2.4, 2.4.1, 2.4.3, 2.4.5, 2.5, 2.5.1, 2.5.2, 2.6.2).
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*CALENDAR [Check Blackboard for changes]
* Subject to Change: This syllabus and schedule are subject to change in the event
of extenuating circumstances. If you are absent from class, it is your responsibility to
check on announcements made while you were absent.
Date
Topic
Due
January 21 Focus: Infancy: Beginnings of
A pre-test will be
administered related to
Language and Cognition
course objectives.
Review of Course Requirements,
Questions, Final
The infant’s cognitive and linguistic
abilities are described. The importance
of the family in children’s language and
literacy development.
Explain next week’s lab activity: Family
Collage
ECE Professional Tool 1: Mastery of
Relevant Theory and Research
January 28 Focus: Language Development
Reading: McGee & Richgels,
Chap. 1
This session examines behavioral,
psycholinguistic and sociolinguistic
DUE: Reading and Cotheories and the stages of language
Inquiry
acquisition. The Charter School
assignment is presented and discussed. Lab Activity: ECE Teaching
Strategy – Bring in a family
ECE Professional Tool 1: Mastery of
collage with a written
Relevant Theory and Research
description
February 4
Reading: McGee & Richgels,
Focus: Parents and Early Learning
Chap. 2
The role of parents in developing
DUE: Reading Co-Inquiry
children’s literacy is examined. The
importance of parent partnerships and
fostering family literacy are emphasized. Literature Collection: Board
Books for Very Young
Select Specialty Area
Children
Explain next lab activity: Language
Experience
ECE Professional Tool 7: Skills in
Collaborating, Teaching, Mentoring
Reading: McGee & Richgels,
Library Orientation
Chap. 3
Following presentation, students will
February 11 begin to research their specialty areas
DUE: Reading Co-Inquiry
and create an initial list of reference
materials.
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February 18
February 25
March 4
Focus: Language and Literacy in
Preschool
Emergent literacy in preschool children
is examined. A variety of literacy
experiences that foster early literacy
development are highlighted with
reference to creating literate home and
school environments.
Explain next lab activity: Required
Literacy Books or Materials
ECE Professional Tool 7: Skills in
Collaborating, Teaching, Mentoring
Focus: Reading Approaches
A look at different reading approaches,
terminology and research based
instructional practices in the early
literacy program. Explain next lab
activity: Writing and Spelling (2
examples)
ECE Professional Tool 5: Skills in
Identifying and Using Professional
Resources
Focus: Writing Development
Stages of writing development and
recommended practices are described
including interactive writing, journals,
language experience stories, writing and
revision process.
Explain next lab activity: Charter School
Name, Mission and Goals
ECE Professional Tool 7: Skills in
Collaborating, Teaching, Mentoring
DUE: Possible Reference
List for Demonstration
Specialty Area Paper
Lab Activity: ECE Teaching
Strategy – Share a Language
Experience Activity and
Sample
Literature Collection: Nursery
Rhymes and Songs
Reading: McGee & Richgels,
Chap. 4
DUE: Reading Co-Inquiry
Research Based
Demonstrations Begin
Lab Activity: Bring in a
required literacy book or
material from an ECE
program
Literature Collection:
Alphabet Books
Reading: McGee & Richgels,
Chap. 5; Kress, Spelling
DUE: Reading Co-Inquiry
Demonstration Lab Activity:
ECE Teaching Strategy –
Writing - Bring in a “writing”
sample of a young child at
an identified age level
Literature Collection:
Wordless Picture Books,
Poetry and Language Play
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March 11
March 18
Focus: Changing Views on Literacy
Reading Summary and Co-Inquiry
Social, cultural and political factors
affecting the teaching of reading and the
public’s understanding of the school
reading in program. Consideration of the
media’s role in promoting literacy.
Explain next lab activity: Review of
Literacy Assessment Measures
ECE Professional Tool 8: Advocacy Skills
Focus: Assessing Literacy Skills
Assessment strategies and tools
including the use of informal and formal
measures of reading skills, progress and
achievement.
ECE Professional Tool 6: Inquiry Skills
and Knowledge of Research Methods
March 25
Focus: Second Language Issues
Second language acquisition is
described as well as strategies for
supporting English learners including
scaffolding, peer interaction, the natural
approach, etc. are reviewed.
ECE Professional Tool 1: Cultural
Competence
April 1
April 8
Spring Recess
Focus: Reading Difficulties
Types of reading intervention programs
are overviewed. Reading Recovery, a
validated model for assisting high risk
readers while in first grade is presented.
Explain next lab activity: Literacy
Resources for Parents
ECE Professional Tool 5: Skills in
Identifying and Using Professional
Resources
Reading: McGee & Richgels,
Chap. 6, 7; Kress, Spelling
DUE: Reading Co-Inquiry
Demonstration
Lab Activity: Work in small
groups to create Charter
School Name, Mission
Statement and Goals
Literature Collection:
Multicultural Books
Reading: McGee & Richgels,
Literacy’s Beginnings, Chap.
12
DUE: Reading Co-Inquiry
Demonstration
Final version of Charter
School Goals
Lab Activity: Review a
literacy assessment
Literature Collection:
Predictable Books
Reading: McGee & Richgels,
Chap. 11
DUE: Reading Co-Inquiry
Demonstration
Bring to class a literacy
assessment tool used in
your program for evaluating
literacy progress.
Literature Collection:
Bilingual Books, Illustrations
and Art
Reading: McGee & Richgels,
Chap. 8
DUE: SPECIALTY PAPER
Literature Collection: Big
Books;Leveled “Little” Books
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April 15
Focus: Standards, Mandates
The advantages and disadvantages for
standards for young children. A
discussion of ways to ensure standards
are developmentally appropriate.
ECE Professional Tool 2: Knowledge
and Application of Ethical Principles
April 22
April 29
May 6
May 13
May 20
Focus: Literacy Across the
Curriculum
Integrating literacy experiences through
projects, research and thematic studies
at different levels is described.
ECE Professional Tool 1: Cultural
Competence
Focus: Integrative Approaches to
Literacy
Integrating literacy across the curriculum
ECE Professional Tool 1: Skills in
Collaborating Teaching and Mentoring
Discuss and work on Final:
Meeting/Take Home Exam (Charter
School Plan for student’s individual
literacy area)
Faculty Consultation Days 5/13-5/14
Leadership Convocation
A leadership convocation of past,
present and future ECE leaders. Fansler
ECE leader of the year is recognized.
ECE Professional Tool 9: Leadership
Skills
Final Meeting
Reading: McGee & Richgels,
Chap. 9
DUE: Reading Co-Inquiry
Demonstration
Lab Activity: Bring in a
pamphlet, brochure, website
that assists parents and the
community in better
understanding of curriculum
that promotes early learning
and literacy development
Literature Collection: Author
Study
Reading: McGee & Richgels,
Chap. 10
DUE: Reading Co-Inquiry
Demonstration
Literature Collection:
Thematic, Content Books
Literature Collection: Books
with Music or Other Media
Final: Take-Home Exam
involves completion of the
Charter School Plan. Must
attend final meeting and
reflect on the pre-test from
the first night of class to selfassess professional growth.
DUE: CHARTER SCHOOL
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Topic Descriptions
Dispositions About Literacy
ECE leaders examine their own dispositions, beliefs and biases about language and
literacy development in the early years. A variety of ECE program philosophies are
presented to explore views on early literacy, teaching literacy skills, the value of
reading and beliefs about the home environment, the role of the family, culture and
socio-economic status as factors in development. ECE leaders choose a specialty
topic in literacy in order to deepen knowledge in a specific area of literacy research and
practice. The course emphasizes that literacy is the primary communication tool for life
success and that being literate is essential to being a contributing member of society.
Literacy Components
Literacy components that correspond to early learning standards are addressed
throughout the course. The literacy components include: language development,
second language acquisition, phonemic awareness, alphabetic and word knowledge,
comprehension, assessment, vocabulary, spelling, integrated literacy and
communicative literacy. Literacy research is examined as the basis for informed
practice. ECE leaders create a literature collection of children’s books, multi-media
materials and resources for teaching. Key concepts, skills, strategies and literacy
materials are discussed in readings and class lectures and practiced through class
presentations and assignments. ECE leaders must demonstrate research-based
strategies for ECE literacy instruction and identify related research, curricula, texts,
materials and resources. As a class, ECE leaders examine each of the literacy
components essential to design of a well-rounded, comprehensive literacy program.
Teaching Strategies
ECE literacy strategies are central to competent teaching and creating a literate ECE
community in the classroom and home environment. Varied teaching strategies are
modeled by the instructor and practiced by the class for each literacy component.
These instructional strategies include motivating ways to engage young learners in
reading and writing activities. Featured literacy strategies develop phonemic
awareness, comprehension, vocabulary and early reading and writing skills through
lessons and activities that include: contextualized learning, scaffolding, language
experience, reading aloud, shared reading using “big books,” writing process and
books and literacy projects in social studies, science, music and the arts.
Assessment of Literacy
Principles and methods of formative and summative literacy assessment are examined
throughout the course. Candidates learn how formal and informal measures are used in
ECE to assess language and literacy, vocabulary and interests and also for program
evaluation of the literacy environment. To become familiar with the variety of literacy
assessments, ECE leaders select and present an ECE assessment and discuss how it
is administered, scored and interpreted. Assessments include surveys, inventories,
questionnaires, individually and group administered tests, observations of the
classroom and home to gather data from children, parents and teachers. Results may
be used to determine risk factors or children who may require early intervention.
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English Language Development and Cultural Diversity
Research on teaching English language learners is reviewed and discussed. A variety
of curricula, strategies responsive to diversity and multilingual classrooms and
assessment alternatives are presented in the readings, demonstrations and course
lectures. Different approaches and programs for English language development are
compared. The importance of parent participation and teachers or liaisons
representing language and backgrounds of children are stressed. ECE leaders learn to
enhance the language and literacy of diverse learners using culturally relevant lessons,
artifacts, contextualized experiences, visuals and active learning.
Literacy for All Children (High Risk Learners, Children with Special Needs)
Learning how to adapt ECE literacy experiences for inclusive and special education
settings leads to increased opportunities for access and equity for all children.
Teaching methods, specially designed materials and individualized teaching are
explored. Types of risk factors and early intervention programs such as RTI and
Reading Recovery are examined as well as more informal strategies such as intensive
one-on-one help, reading buddies, volunteers and parent involvement. Community
resources and services that may be helpful are shared.
Using Technology
Technology is incorporated into the components of literacy, teaching strategies and
literacy assessment covered in this course. Students use technology for literacy
instruction, for collaboration on lab assignments and to make a presentation on their
specialty area to the class. Students learn how to locate internet resources appropriate
for research, ECE teaching and program improvement.
Role as a Professional Educator
The use of professional resources (e.g. standards, professional journals and
organizations) is infused throughout the course through lectures, activities, and
assignments. The importance of parent and community partnerships to improve
literacy are discussed throughout the course.
CLASS AND UNIVERSITY POLICIES
COURSE ATTENDANCE POLICY: Attend all class sessions unless ill. Due to coinquiry discussions and lab activity requirements, more than 2 absences may result in a
lower grade.
CELL PHONES: Out of respect for everyone’s learning experience, cell phones are to
be turned off during class except when an emergency call is expected, or during
breaks. Cell phones must be stowed at all times, and not visible on the desk, clothing,
lap, etc. Cell phones may not be used to record, transmit, photograph or video without
prior arrangement and permission of the instructor. Violation of this policy will result in
requiring the student to remove cell phone from my classroom for the remainder of the
semester.
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STUDENTS WITH DISABILITIES: Upon identifying themselves to the instructor and
the university, students with disabilities will receive reasonable accommodation for
learning and evaluation. For more information, contact Services to Students with
Disabilities in Madden Library 1049 (278-2811).
CHEATING AND PLAGIARISM: "Cheating is the actual or attempted practice of
fraudulent or deceptive acts for the purpose of improving one's grade or obtaining
course credit; such acts also include assisting another student to do so. Typically,
such acts occur in relation to examinations. However, it is the intent of this definition
that the term 'cheating' not be limited to examination situations only, but that it include
any and all actions by a student that are intended to gain an unearned academic
advantage by fraudulent or deceptive means. Plagiarism is a specific form of cheating
which consists of the misuse of the published and/or unpublished works of others by
misrepresenting the material (i.e., their intellectual property) so used as one's own
work." Penalties for cheating and plagiarism range from a 0 or F on a particular
assignment, through an F for the course, to expulsion from the university. For more
information on the University's policy regarding cheating and plagiarism, refer to the
Class Schedule (Policy/Legal Statements) or the University Catalog (University policies)
STUDENT CONDUCT: In accordance with university policies and California state law,
students are expected to be responsible, civil and respect others and their property.
Examples of unacceptable behaviors include: destruction, damage or misuse of
university property; dishonesty, falsifying information or misrepresentation; lewd or
obscene behavior; disruption of a university-related activity; conduct that threatens or
endangers the health or safety of any person within or related to the University
community, including physical abuse, threats, intimidation, harassment, or sexual
misconduct; and unauthorized recording, dissemination, or publication of academic
presentations (including handwritten notes) for a commercial purpose (For more
information and additional prohibitions see: California Code of Regulations, TITLE 5
Education, Division 5. Board of Trustees of the California State Universities,
Subchapter 4. Student Affairs, Article 2. Student Conduct § 41301).
DISRUPTIVE CLASSROOM BEHAVIOR: "The classroom is a special environment in
which students and faculty come together to promote learning and growth. It is
essential to this learning environment that respect for the rights of others seeking to
learn, respect for the professionalism of the instructor, and the general goals of
academic freedom are maintained. . . . Differences of viewpoint or concerns should be
expressed in terms which are supportive of the learning process, creating an
environment in which students and faculty may learn to reason with clarity and
compassion, to share of themselves without losing their identities, and to develop and
understanding of the community in which they live . . . conduct which disrupts the
learning process shall not be tolerated and may lead to disciplinary action and/or
removal from class."
LEE 232 Master Syllabus, 2010, page 16 of 25
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84
MAKE UP POLICY FOR PLANNED AND UNPLANNED ABSENCES: In the case of an
unplanned student absence, papers, tests, and/or homework assignments due during
the time the student is absent may be made up only if the student contacts the
instructor as soon as practicable after the absence occurs and works out a plan. In the
case of authorized absences due to university-sponsored activities, students should
submit their work to the instructor on or before the due date, or as arranged with the
instructor. This includes papers, tests, and/or homework assignments. The instructor
may require a doctor’s note to verify illness for absence during examinations or for late
assignments. When a student is absent for an extended period, a viable make-up plan
may not be feasible. In these circumstances, other options such as dropping the class
for a serious and compelling reason or withdrawal from the university may be
appropriate.
COMPUTERS: "At California State University, Fresno, computers and communications
links to remote resources are recognized as being integral to the education and
research experience. Every student is required to have his/her own computer or have
other personal access to a workstation (including a modem and a printer) with all the
recommended software. The minimum and recommended standards for the
workstations and software, which may vary by academic major, are updated
periodically and are available from Information Technology Services or the University
Bookstore. In the curriculum and class assignments, students are presumed to have
24-hour access to a computer workstation and the necessary communication links to
the University's information resources."
During class, use of the computer is for approved, in-classroom activities only such as
note-taking or class presentations. Use of the computer for non-class related activities
including, but not limited to, social networking, e-mail, other personal
access/communication or unauthorized audio or visual recording or transmission of
classroom activities, lectures, students or their work are strictly prohibited. Violation of
this policy will result in requiring the student to remove the computer from my
classroom for the remainder of the semester.
COPYRIGHT POLICY: Copyright laws and fair use policies protect the rights of those
who have produced the material. The copy in this course has been provided for private
study, scholarship, or research. Other uses may require permission from the copyright
holder. The user of this work is responsible for adhering to copyright law of the U.S.
(Title 17, U.S. Code).To help you familiarize yourself with copyright and fair use
policies, the University encourages you to visit its copyright web page.
Digital Campus course web site contains material protected by copyrights held by the
instructor, other individuals or institutions. Such material is used for educational
purposes in accord with copyright law and/or with permission given by the owners of
the original material. You may download one copy of the materials on any single
computer for non-commercial, personal, or educational purposes only, provided that
you (1) do not modify it, (2) use it only for the duration of this course, and (3) include
LEE 232 Master Syllabus, 2010, page 17 of 25
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85
both this notice and any copyright notice originally included with the material. Beyond
this use, no material from the course web site may be copied, reproduced, republished, uploaded, posted, transmitted, or distributed in any way without the
permission of the original copyright holder. The instructor assumes no responsibility
for individuals who improperly use copyrighted material placed on the web site.
GRADING POLICY: Assignments will be graded according to criteria discussed in
class. All grades are determined by the instructor and are based on both the quantity
and quality of work. Qualitative assessment (your grade) is based on an Outcomes
Assessment Rubric that includes the Demonstration, Paper and Charter School Plan
assignments. The final grade for the course includes: Readings and Co-Inquiry; Lab
Activities; Literacy Collection; Take Home Final; Literacy Charter School Components:
Demonstration of an Exemplary Literacy Practice, Literacy Specialty Paper, Literacy
Plan for the Charter School.
Possible Grade A: All readings and 8 co-inquiry sessions; Demonstration includes
video, DVD or imovie, powerpoint and written summary; write 10
page or more Specialty Area Paper, Charter School Plan (Final),
attend 10 in-class Reading Co-Inquiry groups, Literature
Collection.
To receive an A in class requires: 1) a grade of A on the
Demonstration and 2) a grade of A on two of the other Charter
School parts: either the Specialty Area Paper or the Charter School
Plan (final).
Possible Grade B: All readings and 6 co-inquiries, Demonstration in any form with
written summary, 5 page Specialty Area Paper, All Lab Activities,
Literature Collection, Charter School Plan (Final).
Possible Grade C: All readings, 5 page Specialty Area Paper, Demonstration,
Literature Collection, Charter School Plan (Final).
LEE 232 Master Syllabus, 2010, page 18 of 25
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86
DEVELOPMENTALLY APPROPRIATE PRACTICE (DAP)
CHARTER SCHOOL – SEPARATE COURSE ASSESSMENT RUBRIC
NAEYC Standards 1, 3, 4; Essential Tool 5
CHARTER
SCHOOL
ELEMENT
Standard 1
Promoting Child
Development and
Learning
Knowing young
children’s
characteristics and
needs,
understanding
multiple influences
on development and
learning to create
healthy, supportive,
respectful
environments.
Standard 3
Observing,
Documenting and
Assessing to
Support Young
Children and their
Families
Candidates know
about and
understand the
goals, benefits, and
uses of assessment.
They use systematic
observations,
documentation and
other strategies in a
responsible with and
in partnership with
families and other
professionals to
positively influence
development and
learning.
(LEE 232, LEE
233)
DOES NOT YET
MEET
EXPECTATIONS
Charter School Project
does not show that
candidate understands
young children, their
learning styles needs,
or appropriate learning
environments to
support their learning.
Charter School Project
does not provide
sufficient detail
concerning assessment
program.
MEETS
EXPECTATIONS
EXCEEDS
EXPECTATIONS
Charter School Project
demonstrates that
candidate understands
young children, their
learning styles needs
and appropriate
learning environments
to support their
learning. Research
paper and
demonstration of
practice provide
specific examples that
promote children’s
learning and
development.
Charter School Project
demonstrates that
candidate understands
young children, their
learning styles needs
and appropriate
learning environments
to support their
learning. Research
paper and
demonstration of
practice provide
specific examples of
skills and strategies
including research that
validates their use and
ways to adapt methods
to diverse learners.
Charter School Plan
makes use of
systematic assessments
and continuous
ongoing observation
and documentation of
the learning processes
and achievements of
learners. A plan for
reporting findings to
parents and involving
them in the process of
program development
is formulated. An
interdisciplinary
approach to assessment
for children with
special needs is
included. The design
of school environment
and resources reflect
attention to inclusion
and the provision of
services for children
having varying
disabilities.
Charter School Project
includes a description
and analysis of an ECE
assessment measure as
well as a
comprehensive
assessment plan for the
charter school
curriculum component.
LEE 232 Master Syllabus, 2010, page 19 of 25
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SCORE
87
Standard 4
Teaching and
Learning
Candidates integrate
their understanding
of children and
families and the
importance of
relationships that
develop a variety of
approaches and
strategies for
teaching/learning to
reflect knowledge of
academic
disciplines, essential
concepts, inquiry
tools and structure
of content areas to
design, implement
and evaluate
meaningful,
developmentally
appropriate and
challenging learning
for all children.
Tool 5: Skills in
Identifying and
Using Professional
Resources
Demonstrate a high
level of skill in
identifying and
using the human,
material, and
technological
resources needed to
perform one's
professional roles
and keep abreast of
the field's changing
knowledge base use
of library, Internet
and community
resources, networks
of colleagues, and
other sources of
knowledge and
professional growth.
The Charter School
Project lacks research,
practices and a
coherent plan for the
school that integrate
understanding of
children, the
importance of caring
relationships and
instructional
methodologies.
Few professional
resources identified in
the Charter School
Project.
The Charter School
Project presents
research, practices and
plan for the school that
integrate understanding
of children, the
importance of caring
relationships and
varied approaches to
the design of effective
instruction that reflect
the full span of content
knowledge from the
disciplines. The
demonstration of
practice aligns with
early learning
standards and other
mandates. Learning
experiences, activities
or services have a clear
purpose and are
research-based.
Analysis and
reflections are
discussed. A guide is
prepared to summarize
presentation and key
findings.
Charter School Project
provides research,
resources, curriculum
or other materials and
activities for improving
the field obtained from
the library, internet and
other resources. The
candidate has a clear
plan for using work
from the project as a
basis for advocating for
a sound knowledge and
research base for ECE
practices and
improving the lives of
children and families in
the real world.
The Charter School
Plan represents a
synthesis of the latest
research and best
practices as well as
new technologies and
other innovations.
Learning experiences
are integrated, DAP
and meets the highest
early learning and
professional standards.
Description of the
curriculum references
adaptations for
differences in abilities,
cultural backgrounds.
Future plans or
modifications are
described. A guide is
prepared that
summarizes activity,
key findings and
includes a selected
bibliography.
Charter School Project
represents the
candidate’s deep
commitment to
improving curriculum
and other programs
related to the
candidate’s work or
professional goals
through active research
and exemplary
practice. All
recommendations draw
on this research. The
candidate has a clear
plan for using the
charter school project
and findings from
research to make it
available to other
professionals, families
or programs.
LEE 232 Master Syllabus, 2010, page 20 of 25
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88
DAP Charter School Project -Separate Component Scoring Guide
Analytic Scores:
Does Not Yet Meets Expectations = 1
Meets Expectations = 2
Exceeds Expectations = 3
Holistic Scoring: Does Not Yet Meets Expectations = 6 or less; Meets Expectations = 7-9;
Exceeds Expectations = 10-12
LEE 232 Master Syllabus, 2010, page 21 of 25
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PROFESSIONAL BIBLIOGRAPHY
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& Bacon.
Beaty, J. J. (2009). 50 early childhood literacy strategies. NY: Allyn & Bacon.!
!
Bradley, B.A., & Jones, J. (2007, February). Sharing alphabet books in early
childhood classrooms. The Reading Teacher, 60(5), 452–463. doi:10.1598/RT.60.5.5
Bissex, G. L. GNYS at work. A child learns to write and read. Cambridge: Harvard
University Press.
Cazden, C. (2001). Classroom discourse: The language of teaching and learning.
Portsmouth, NH : Heinemann.
Clay, M. (2006). An Observation Survey of Early Literacy Achievement. Rev. 2nd ed.
Portsmouth, NH: Heinemann.
Clay, M. (2010). How very young children explore writing. Portsmouth, NH:
Heinemann.
Clay, M. (1991). Becoming literate: The construction of inner control. Portsmouth,
NH: Heinemann.
Collins, M. F. (2005). ESL preschoolers' English vocabulary acquisition from
storybook reading, Reading Research Quarterly, 40, 406–408. doi:10.1598/RRQ.40.4.1
Coyne, M. D., McCoach, B., Loftus, S., Zipoli Jr., R. & Kapp , S. (2009). Direct
vocabulary instruction in Kindergarten: Teaching for breadth versus depth. The
Elementary School Journal, 110, 1-18.
Fields, M. V., Groth, L. & Spangler, K. (2008). Let's begin reading right: A
developmental approach to emergent literacy. NY: Allyn & Bacon.
Ferreiro, E. & Teberosky. (1979). Literacy before schooling. Portsmouth, NH:
Heinemann.
Gallas, K. (1994). The languages of learning: How children talk, write, dance, draw,
and sing their understanding of the world. NY: Teacher’s College Press.
Garcia, E. E. & Frede, E. C. (Eds.). (2010). Young English language learners:
Current research and emerging directions for practice and policy. NY: Teachers
College Press.
LEE 232 Master Syllabus, 2010, page 22 of 25
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Giorgis, C. & Glazer, J. I. (2009). Literature for young children: Supporting
emergent literacy, Ages 0-8. NY: Allyn & Bacon.
Heath, S. B. (1983). Ways with words: Language, life, and work in communities and
classrooms. NY: Cambridge University Press, 1983.
Kindle, K. Vocabulary development during read-alouds: primary practices.
The Reading Teacher, 63, 3, 202–211.
Lenox, M. F. (2000). Storytelling for young children in a multicultural world. Early
Childhood Education Journal, 28, 97-103.
Makin, L. (October 2006). Literacy 8–12 months: what are babies learning? Early
Years, 26, 267–277.
Mays, L. (2008, February). The Cultural divide of discourse: Understanding how
English-language learners' primary discourse influences acquisition of literacy. The
Reading Teacher, 61(5), 415–418. doi: 10.1598/RT.61.5.6
McGee, L. M. & Richgels, D. J. (2003). Designing early literacy programs: Strategies
for at-risk preschool and kindergarten children. NY: Guilford Press.
McLaughlin, M. (2010). Guided comprehension in the primary grades. 2nd ed.
Newark, DE: International Reading Association.
Morrow, L. (2009). Literacy development in the early years: Helping children read
and write.!NY: Allyn & Bacon.!
Neuman, S.B., & Dwyer, J. (2009, February). Missing in action: Vocabulary
instruction in pre-K. The Reading Teacher, 62(5), 384–392. doi: 10.1598/RT.62.5.2
Otto, B. (2008) Literacy development in early childhood: Reflective teaching for
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Paratore, J.R., & Jordan, G. (2007, April). Starting out together: A home–school
partnership for preschool and beyond. The Reading Teacher, 60(7), 694–696. doi:
10.1598/RT.60.7.12
Piasta, S.B., & Wagner, R.K. (2010). Developing early literacy skills: A metaanalysis of alphabet learning and instruction. Reading Research Quarterly, 45(1), 8–38.
doi: 10.1598/RRQ.45.1.2
Roskos, K. A., Tabors, P. O,. & Lenhart, L. A. (2009). Oral language and early
literacy in preschool. Newark, DE: International Reading Association.
LEE 232 Master Syllabus, 2010, page 23 of 25
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Reyes, I., & Azuara, P. (2008, October/November/December). Emergent biliteracy
in young Mexican immigrant children. Reading Research Quarterly, 43(4), 374–398. doi:
10.1598/RRQ.43.4.4
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orchestrate meaning and marks. 2nd ed. Newark, DE: International Reading Association.
Shagoury, R. (March 2009). Language to language: Nurturing writing development
in multilingual classrooms. Young Children, 64, 52-57.
Sipe, L. R. (2007). Storytime: Young Children's Literary Understanding in the
Classroom
Soderman, A. K. & Farrell, P. (2008). Creating literacy-rich preschools and
Kindergartens. Boston: Pearson.
Skolnick, D. (2000). More than meets the eye: How relationships enhance literacy
learning. Portsmouth, NH: Heinemann.
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Reading Association.
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Weigel, D.J., Martin, S.S., & Bennett, K.K. (2005). Ecological influences of the
home and the child-care center on preschool-age children's literacy development.
Reading Research Quarterly, 40(2), 204–233. doi: 10.1598/RRQ.40.2.4
LEE 232 Master Syllabus, 2010, page 24 of 25
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Wells, G. (1986). The meaning makers: Children learning language and using
language to learn. Portsmouth, NH: Heinnemann.
Welsch, J.G. (2008, October). Playing within and beyond the story: Encouraging
book-related pretend play. The Reading Teacher, 62(2), 138–148. doi:
10.1598/RT.62.2.5
Wohlwend, K. E. (2008). Kindergarten as nexus of practice: A mediated discourse
analysis of reading, writing, play, and design in an early literacy apprenticeship.
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CALIFORNIA STATE UNIVERSITY, FRESNO
KREMEN SCHOOL OF EDUCATION AND HUMAN DEVELOPMENT
Department of Literacy and Early Education
Early Childhood Education Graduate Program
Leadership for Diverse Communities
LEE 233:
Curriculum and Assessment in
Early Childhood Education (ECE)
Fall 2010
Our candidates are Ethical, Reflective and Critical Thinkers who Value Diversity and
Life-Long Learning. The faculty of the Kremen School of Education and Human
Development foster the development of these dispositions. Candidates will
increasingly reflect these dispositions in their work with students, families, and
communities.
Course Description:
Design of appropriate curriculum and assessment for young children. Includes
standards, planning, project approach, integration of play and materials. Use of
observation, rubrics and portfolios to document play, development and learning.
Organizing learning environments in ECE settings, infants through grade three.
Prerequisite: Admission to the MA in Education (ECE Option) or permission of
instructor.
Course Title: Curriculum and
Assessment in ECE
Instructor Name: Shareen Abramson
Units: 3
Office Number: Education Room 436
Time: Tuesdays, 8:00am-10:50am
Email: shareena@csufresno.edu
Location: Education Bldg. 153
Telephone: 278-1230
Office Hours: 1:30-4:00pm, Tuesdays, Thursdays and by appointment
Required Texts:
Kostelnik, M. J., Soderman, A.K. & Whiren, A. P. (2011). Developmentally appropriate
curriculum. Upper Saddle River, NJ: Pearson Education.
Edwards, C. & Rinaldi, C. (2010). Diary of Laura. Redleaf Press.
Gandini, L., Hill, L., Cadwell, L. & Schwall. C., Eds. (2005). In the spirit of the studio:
Learning from the Atelier of Reggio Emilia. NY: Teacher’s College Press.
Gullo, D. (2002). Understanding assessment. NY: Teacher’s College Press.
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These journals and websites may also be helpful for required assignments for this course:
RESEARCH AND PRACTICE
http://ecrp.uiuc.edu/
JOURNAL OF EARLY CHILDHOOD RESEARCH
http://www.sagepub.com/journalsProdDesc.nav?prodId=Journal201641
EARLY CHILDHOOD RESEARCH QUARTERLY
http://www.elsevier.com/wps/find/journaldescription.cws_home/620184/description
CENTER FOR EARLY CHILDHOOD RESEARCH
http://eci.uchicago.edu/
RESEARCH ON EARLY CHILDHOOD EDUCATION (Historical—1960s-1989)
http://www.nwrel.org/scpd/sirs/3/topsyn3.html
NATIONAL CENTER FOR EARLY DEVELOPMENT AND LEARNING
http://www.fpg.unc.edu/~ncedl/
CLEARINGHOUSE ON EARLY EDUCATION AND PARENTING
http://ceep.crc.uiuc.edu/poptopics.html
NATIONAL ASSOCIATION FOR THE EDUCATION OF YOUNG CHILDREN
http://www.naeyc.org/
SPECIALIZATIONS
The ECE Graduate Program includes two specializations. Each student must identify
one of the two specializations as the focus for their graduate studies.
ECE Teacher Leader:
This specialization provides advanced study for ECE teacher leaders who are primarily
interested in teaching in classrooms or comparable settings—infant/toddler program,
preschool, kindergarten-third grade. Within this focus is preparation for ECE Specialist
Credential– PreK-3 (also requires a Multiple Subject Teaching Credential and two years
teaching at two different grade levels, preschool through third grade).
ECE Program Leader:
This specialization provides advanced study for ECE program leaders who work or are
planning to work as supervisors or administrators in ECE programs or agencies or as
instructors at two- or four-year higher education institutions. Research and policy in
ECE is another emphasis for this specialization.
Goals and Objectives:
1. Become familiar with theories, history and models of curriculum in relation to
children’s development and education in the social, emotional, cognitive, creative
and physical domains. NCATE 1; CTC 2.2, CTC 2.1, CTC 2.2.3,
2. Observe, facilitate and document children’s learning and development through a
well-designed, research based curriculum and offer appropriate guidance to
LEE 233 Master Syllabus, 2010, page 2 of 21
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promote integration of all children and foster social competence. NCATE 4; NCATE
4b; CTC 2.2.3, 2.3.7, 2.3.11
3. Plan a varied, developmentally appropriate curriculum that addresses all domains
and content areas and differentiates instruction based on assessment and other
individual characteristics utilizing a variety of resources including teacher-made and
commercial curriculum materials. NCATE 4c; CTC 2.3.2, 2.3.4, 2.3.5, 2.3.6, 2.3.8,
2.3.9, 2.5.1, 2.5.2
4. Design appropriate early childhood curriculum and learning environments that
integrate theory and research in early childhood education for children from birth
through eight years old. NCATE 1; NCATE 4d; CTC 2.1.2, CTC 2.2.1, 2.4, 2.7.1,
2.8.5, 2.9.4
5. Recognize cultural, ethnic and linguistic differences in learning styles and afford
curriculum materials and experiences that are appropriate and relevant to the
backgrounds of children. NCATE 2; CTC 2.3, 2.3, 2.5
6. Develop and use appropriate, multifaceted assessment plans that include informal
or performance-based measures as well as standardized tests as a basis for
understanding individual differences, curriculum planning, teaching and program
evaluation. NCATE 3; CTC 2.3.1, 2.4.1, 2.4.2, 2.4.3, 2.4.4, 2.4.5, 2.7.1, 2.7.2
7. Understand the professional responsibility of early childhood educators to work
collaboratively with parents and others to advocate for children’s right to
developmentally appropriate curriculum, appropriate and valid assessments and
the importance of play in early childhood education. NCATE 2, NCATE 5; CTC
2.1.1, 2.6, 2.6.8, 2.8.1, 2.8.2, 2.8.3, 2.8.4, 2.9.3
8. Read, interpret and synthesize research on curriculum and assessment to improve
early childhood education programs, classroom environments and work with
children and families. NCATE 1, 4a; CTC 2.1.1
Standards for ECE Curriculum and Assessment:
NAEYC Position Statement on Developmental Appropriate Practice:
http://www.naeyc.org/positionstatements/dap/
NAEYC Position Statements on Curriculum, Assessment and Evaluation
http://www.naeyc.org/positionstatements/cape/
Infant and Toddler
Infant Toddler Learning and Development Foundations
http://www.cde.ca.gov/sp/cd/re/documents/itfoundations2009.pdf
Infant Toddler Learning and Development Guidelines
http://www.cde.ca.gov/sp/cd/re/documents/itguidelines.pdf
LEE 233 Master Syllabus, 2010, page 3 of 21
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Preschool
PreKindergarten Development & Learning Guides
http://www.cde.ca.gov/sp/cd/re/prekguide.asp
Preschool Learning Foundations, Volume 1
http://www.cde.ca.gov/sp/cd/re/documents/preschoollf.pdf
Preschool Learning and Development Guidelines
http://www.cde.ca.gov/sp/cd/re/prekguide.asp (for ordering information)
ECE Assessment
Desired Results Assessment System
http://www.cde.ca.gov/sp/se/sr/drassessment.asp
Kindergarten-Grade 12
Content Standards for California Public Schools (K-12)
Content standards were designed to encourage the highest achievement of every
student, by defining the knowledge, concepts, and skills that students should
acquire at each grade level.
http://www.cde.ca.gov/be/st/ss/
Curriculum Frameworks for California Public Schools (K-12)
Frameworks are blueprints for implementing the content standards
http://www.cde.ca.gov/be/st/fr/
COURSE REQUIREMENTS
Web-Enhanced Course:
This course will be web enhanced. All students are required to have a student
e-mail account, microsoft office and internet access. Information on obtaining these
services is available at http://www.csufresno.edu/ait/ait-links.htm. We will be using
“Blackboard,” a Web-Based E-Learning portal system. Blackboard can be accessed
24-hours a day, seven days a week from any computer with an internet connection.
You can access the Fresno State Blackboard server at
http://blackboard.csufresno.edu/
REQUIRED ASSIGNMENTS:
The required assignments below for this course are:
Reading Summaries and Class Co-Inquiries
Lab Activities
Demonstration of Knowledge: Specialty Area Paper
Demonstration of Skills: Demonstration and Analysis of an Exemplary Literacy
Strategy/Practice
Demonstration of Dispositions: Plan a Literacy Program for a Charter School
(Take Home Final)
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Readings and Collaborative Inquiry (Co-Inquiry). The class will meet for co-inquiry
dialogue each week to reflect on assigned readings, discuss course questions and
examine related documentation. Prior to class, read chapters indicated on calendar.
You will write and turn in on Blackboard in the designated link a 1 page to 2 page
reflection on the readings assigned for the week that includes:
1) Identify three key points that were of interest to you and have implications for
practice discussed in the texts.
2) Describe an idea or strategy from texts that can be applied to your specific work or
future work as an ECE Program or ECE Teacher leader.
3) Decide on the question you want to discuss in the small group session (from the list
of questions or a new question from the readings).
Scoring Criteria: All readings are graded as credit (completed) or no credit (not
completed). All readings must be completed for an A or B grade in course.
NCATE 1; CTC 2.2, CTC 2.1, CTC 2.2.3, NCATE 2; CTC 2.3, 2.3, 2.5
Lab Activities:
Lab activities involve both out-of-class preparation and an in-class
activity/presentation. The purpose of these activities is to practice particular
instructional strategies for literacy or to become more familiar with instructional and
assessment materials and resources.
Scoring Criteria: Lab activities are graded as credit (completed) or no credit (not
completed). However all lab activities must be completed for an A or B grade in course.
The lab activities for this course are:
Course Problems for Study
Documentation Diary (6 lab activities)
Small Group Project (4 lab activities)
ECE Curriculum Review
ECE Test Review
Course Research Problems for Study:
At our first class meeting we will collaborate in the development of the course syllabus
through a lab activity. We will decide on a set of problems to investigate over the
course in the areas of ECE curriculum, assessment and other related topics. Questions
pertaining to individual interests as well as those of the group will be collected and
combined with questions raised by previous ECE graduate students in this course.
The problems and questions identified will be used for a weekly class dialogue,
Collaborative Inquiry Process or “Co-Inquiry.” Below is a tentative course calendar. It
will be revised after an activity on the first meeting. The final Course Syllabus will be
posted on Blackboard.
(NCATE 1, 4a; CTC 2.1.1)
Documentation Diary. The lab activity for this class requires creating documentation
of children’s learning processes in school, at home or in the community. Beginning in
the fifth week of class, you will create a “diary” page that visually documents a child or
group of children. The weekly documentation (usually one or two pages as illustrated in
LEE 233 Master Syllabus, 2010, page 5 of 21
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98
the text, Laura’s Diary) should concern the question/problem for the week you selected
or any other idea suggested in the weekly readings. The documentation may include
observational notes and descriptions, photos, video, or children’s work. It may be
placed into a notebook or posted on Blackboard. A permission letter for parents to
sign is required for making documentation and available on Blackboard. For anyone
not having access to children in a classroom, it is possible to make an arrangement
with the Huggins Early Education Center.
Scoring Criteria: This written and visual documentation is due each week in class as
indicated on the calendar. The documentation is graded as credit or no credit. For a
grade of A, 6 separate weekly entries are required and presented in class. For a grade
of B, 4 separate weekly entries are required and presented in class.
(NCATE 2, 4, 4b, 5; CTC 2.1.1, 2.2.3, 2.3.7, 2.3.11, 2.6, 2.6.8, 2.8.1, 2.8.2, 2.8.3, 2.8.4,
2.9.3)
ECE Curriculum Review. Locate a published ECE curriculum or material related to the
specialty area or grade level you are teaching. Prepare a curriculum review using the
manual and research to determine its philosophical model, purpose; types of activities,
strengths and limitations in meeting DAP guidelines. Bring the curriculum to class and
briefly discuss your findings.
(NCATE 4c; CTC 2.3.2, 2.3.4, 2.3.5, 2.3.6, 2.3.8, 2.3.9, 2.5.1, 2.5.2)
ECE Assessment and Test Review. Locate a published ECE assessment or test that
is individually or group administered and related to the specialty area or grade level you
are teaching. Prepare a test review using references such as the technical manual and
Buros Yearbook of Mental Measurements, review the test to determine its purpose;
age groups, norming sample, reliability and validity. Bring the test to class and briefly
discuss your findings.
(NCATE 3; CTC 2.3.1, 2.4.1, 2.4.2, 2.4.3, 2.4.4, 2.4.5, 2.7.1, 2.7.2)
In class as listed in the syllabus, present a published ECE assessment Describe
assessment, norming sample, validity, reliability and other technical features
associated with its proper use.
CURRICULUM PROJECT AND DOCUMENTATION:
In a small group required lab activity, you will design and implement a curriculum
project with documentation. A major part of this project is completed during class but
some fieldwork outside of class will also be required. The project will be turn in on
Blackboard in the designated link. The project will be evaluated and each member of
the group will receive the same grade. The parts of the project include:
(1)Topic Selection. Choose a topic for group presentation. Use DMQ process,
drawings memories and questions to explore background and feelings.
(2) Investigation. A field trip to a place of interest. Library research.
(3) Documentation. Organized record of observations, photos, video, materials, etc.
(4) Class Presentation and Project Work. Creative response to project represented in
arts and media, presentation and a report.
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Scoring Criteria: The group project is completed according to course calendar. The
project is graded as credit or no credit.
(NCATE 4c; CTC 2.3.2, 2.3.4, 2.3.5, 2.3.6, 2.3.8, 2.3.9, 2.5.1, 2.5.2)
CHARTER SCHOOL PROJECT: ENVISIONING DEVELOPMENTALLY
APPROPRIATE PRACTICE, BIRTH-THIRD GRADE:
CURRICULUM AND ASSESSMENT
Charter schools are an innovative approach to educational reform. Because they are
unencumbered by the restrictive regulations governing other public schools, charter
schools provide choices for families with accountability for results. In a charter school,
teachers, parents and children to have a commitment to a shared educational vision. A
major assignment in the four ECE elective courses, the Charter School Project, makes
real the ideals of our field: developmentally and culturally appropriate practices (DAP)
and a quality, comprehensive ECE program spanning birth through third grade.
Directions for Charter School Project:
For each of the ECE elective courses, directions are provided for completing three
assignments that comprise one component of the DAP Charter School Project. Each
component is assessed in the corresponding course. Students must complete three of
the four components. After three components are completed by the student, the DAP
Charter School Project- Combined Assessment is performed in LEE 241. A detailed
scoring rubric for the Charter School Project appears in the “Grading” section of the
syllabus.
LEE 233: Curriculum and Assessment Component for Charter School
Select and have approved one specialty area from the list of topics provided by the
instructor as a focus for developing professional knowledge, skills and dispositions in
curriculum or assessment. The scoring rubric for each of the required components of
the Charter School appear in the “Grading” section following the course calendar.
Demonstration of Knowledge: Specialty Area Paper
Prepare a research paper on a specific area curriculum or assessment topic related to
your particular interests and your curriculum/assessment demonstration (below) that is
7-10 pages in length. Please use at least one book recommended by the instructor and
at least 5 articles from scholarly periodicals. Scholarly periodicals among others:
Elementary School Journal, Child Development, Childhood Education, Early Childhood
Research Quarterly, Journal of Research in Early Childhood Education, Early Childhood
Research and Practice (online), Educational Leadership, Kappan, Young Children and
Beyond the Journal (online). Other sources must be approved in advance.
(NCATE 1, 4a; CTC 2.1.1)
Demonstration of Skills: Documentation and Analysis of an Exemplary Curriculum
and Assessment Practice
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(Student Movie, Powerpoint, Photo Panel or PhotoBook)
A 15-20 minute class presentation by the ECE student of a research-based, specific
exemplary curriculum and assessment practice related to the selected specialty area.
Examples include a classroom project or learning experience with children or use of a
curriculum resource or strategy. You may also wish to expand on one of the brief
entries in your course diary in a more extended presentation.
The documentation can be presented through a movie (video, imovie or DVD format),
powerpoint, photo panel or photobook. If you are in the ECE Teacher Leader
specialization, you must provide a demonstration of skill in working with children. For
curriculum demonstrations, an assessment should be included. ECE Program Leaders
may choose a demonstration, observation or simulation of skill in working with children
or adults. If appropriate, please bring materials, resources or children’s books related
to this demonstration. Please provide a 1-2 page summary handout with references
(APA style) is required. A copy of the best article you found on this area that could be
used for teacher training or parent education is also to be submitted.
(NCATE 4c; CTC 2.3.2, 2.3.4, 2.3.5, 2.3.6, 2.3.8, 2.3.9, 2.5.1, 2.5.2)
Demonstration of Dispositions: Charter School Curriculum and Assessment.
(Take-Home Final Exam)
Design a plan for a charter school component applying what you learned in
researching your specialty area. Include a description of practice, drawings, diagrams
and a list of professional and/or children’s resources.
(NCATE 1, 2, 4d, 5; CTC 2.1.1, 2.1.2, CTC 2.2.1, 2.4, 2.6, 2.6.8, 2.7.1, 2.8.1, 2.8.2,
2.8.3, 2.8.4, 2.8.5, 2.9.3, 2.9.4)
*CALENDAR [Check Blackboard for changes]
* Subject to Change: This syllabus and schedule are subject to change in the event
of extenuating circumstances. If you are absent from class, it is your responsibility to
check on announcements made while you were absent.
DATE
TOPICS
DUE
8/26
Introduction, Syllabus
Development Activity, ECE
Projects
A self-assessment activity is
used to identify questions about
curriculum and assessment and
find a course theme.
Lab Activity: Course Problems
9/2
History of ECE Curriculum
DAC, Introduction, Part 1
The history of ECE curriculum
Chapter 1
including major authorities,
Edwards, pp. 1- 50
programs and research. The
Reading Summary
Charter School assignment is
Lab Activity: Small Group
LEE 233 Master Syllabus, 2010, page 8 of 21
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9/9
9/16
9/23
9/30
10/7
10/14
10/21
10/28
11/4
presented and discussed.
LIBRARY INSTRUCTION
Research skills and identification
of specialty area topics
Development and Learning,
ECE Curriculum Models,
Reggio Approach
A review of established ECE
models, methods and
approaches
Project Research
Laura’s Diary and
Documentation Methods
Assessing Infants
Documentation is a means for
understanding learning process
using observation, media and
co-inquiry.
The Environment, Play in
Relation to Curriculum
The environment is a significant
but overlooked factor in ECE.
Curriculum and Standards,
Cultivating Learning Dispositions
How standards are used to
define curriculum. Learning
dispositions and their role.
The Aesthetic and Affective
Domains
Arts and emotional development
in the ECE curriculum.
The Cognitive and Language
Domains
Language and cognitive
development in ECE curriculum.
Standardized Assessment
Using and Reporting Results
A discussion of the uses and
misuses of standardized tests.
Physical and Social Domains
Assessment and Diversity
Projects: Topic Selection
DAC Chapter 2
Edwards, pp. 57-95
Gandini, pp.1-31
Reading Summary
DAC Chapter 16
Edwards, pp. 97-137
Gandini, pp. 32-57
Reading Summary
Lab Activity: Project Work
DAC, Chapter 5, 15
Gandini, pp. 58-72
Lab Activity: Documentation
DAC Part III Chapter 3, 4
Gandini, pp.73-73
Reading Summary & Co-Inquiry
with Diary Documentation
Lab Activity: Small Group
Project Presentations
DAC Chapter 6
Reading Summary & Co-Inquiry
Gandini, pp.94-132
DAC Chapter 9, 10
Reading Summary & Co-Inquiry
Gandini, pp.133-168
Specialty Area Presentation
DAC Chapter 11
Gandini, pp.169-196
Reading Summary & Co-Inquiry
Specialty Area Presentation
Reading Summary & Co-Inquiry
Gullo, pp. 1-39
Specialty Area Presentation
DAC Chapters 13, 14
Gullo, pp. 43-79
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11/4
11/11
11/18
11/25
12/2
12/9
12/16
Physical and Social Domains
Assessment and Diversity
Physical and social development
in the curriculum. Importance of
diversity and culture in designing
curriculum and interpreting tests.
Veteran’s Day Holiday
Misuses of Tests; Retention
Informal Assessment: Teacher
Designed, Performance Based
Retention, readiness and other
problems in ECE assessment.
Value of teacher observation.
Thanksgiving Recess
Linking Assessment and
Curriculum Authentic
Assessment and Family
Participation, Portfolios
How authentic performance
measures engage students and
families in evaluating progress.
ECE Leaders Convocation
A leadership convocation of
past, present and future ECE
leaders. The Fansler ECE leader
of the year is recognized.
Final Examination Due
DAC Chapters 13, 14
Gullo, pp. 43-79
Specialty Area Presentation
Assessment/Test Review
DAC Chapter 7, 8
Reading Summary & Co-Inquiry
Gullo, pp. 83-116
Specialty Area Presentation
Presentation
Lab Activity: ECE Test Reviews
Gullo, pp. 117-149
Specialty Area Presentation
Take-Home test is discussed.
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Topic Descriptions
Dispositions About Curriculum and Assessment
ECE leaders examine their own dispositions, beliefs and biases about ECE curriculum
and assessment of young children. A variety of ECE philosophies and curriculum
models are presented to explore views on early learning, teaching skills, the value of
ECE and beliefs about the early education at various levels—infant toddler, preschool,
K-3, home environment, the role of the family, culture and socio-economic status as
factors in learning and development. ECE leaders choose a specialty topic in
curriculum and assessment in order to deepen knowledge in a specific area of ECE
research and practice. The course emphasizes that quality ECE teaching has been
shown to have a lasting, positive influence on children’s success in learning and in life.
ECE Curriculum Models and Best Practices
ECE curriculum and assessment that correspond to early learning standards are
addressed throughout the course. Some of the ECE curriculum models include:
Cognitive-Developmental, High Scope, Montessori Method and Reggio Emilia
Approach. Relevant and recent research on best practices is reviewed important for
designing developmentally appropriate lessons in the cognitive, language, affective,
social, aesthetic and emotional domains and project approach. Key concepts, skills,
strategies and curriculum goals and objectives are discussed in readings and lectures
and practiced through class presentations and assignments. ECE leaders must
demonstrate research-based methods for ECE instruction and identify related
research, curricula, texts, materials and resources. As a class, ECE leaders examine
components essential to designing a well-rounded, comprehensive ECE program.
Teaching Strategies in the Content Areas
Knowledge of ECE teaching strategies is central to competence in teaching and
administration in ECE programs. ECE leaders review an array of ECE curricula,
materials and resources for teaching. Varied curricula and teaching strategies are
modeled by the instructor and practiced by the class. ECE leaders engage in their own
small group project to learn the phases of inquiry-based learning. Using early learning
standards, creative lessons in the content areas of literacy, mathematics, social
studies, science, music, drama and the arts are presented to motivate and teach
learners at the infant-toddler, preschool, K and primary levels.
Assessment
Principles and methods of formative and summative assessment are examined in the
course. Candidates learn how formal and informal measures are used in ECE to assess
children’s development, learning, behavior and interests and also for ECE program
evaluation and accreditation. To become familiar with the variety of assessments, ECE
leaders select and present an ECE assessment and discuss how it is administered,
scored and interpreted. Assessments include surveys, inventories, questionnaires,
individually and group administered tests, observations of the classroom and home to
gather data from children, parents and teachers. Results may be used to determine risk
factors or children who may require early intervention.
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Teaching All Children (English Learners, High Risk Learners, Children with
Special Needs)
Learning how to adapt ECE curriculum for inclusive and special education settings
leads to increased opportunities for access and equity for all children. Teaching
methods, specially designed materials and individualized teaching are explored. A
variety of curricula, strategies responsive to diversity and multilingual classrooms and
assessment alternatives are presented in the readings, demonstrations and course
lectures. Different approaches and programs for English learners are compared. ECE
leaders learn to enhance learning and development of diverse learners using culturally
relevant lessons, artifacts, contextualized experiences, visuals and active learning.
Using Technology
Technology is incorporated into teaching ECE curriculum and assessment practices
covered in this course. Students use technology for teaching, for collaboration on lab
assignments and to make a presentation on their project and specialty area to the
class. Students learn how to locate internet resources appropriate for research, ECE
teaching and program improvement.
Role as a Professional Educator
The use of professional resources (e.g. standards, professional journals and
organizations) is infused throughout the course through lectures, activities, and
assignments. The importance of parent and community partnerships to improve
literacy are discussed throughout the course.
CLASS AND UNIVERSITY POLICIES
ATTENDANCE: Attend all class sessions unless ill. Due to co-inquiry discussion and
lab activity requirements, more than 2 absences may result in a lower grade.
HONOR CODE: “Members of the CSU Fresno academic community adhere to
principles of academic integrity and mutual respect while engaged in university work
and related activities.” You should:
a) understand or seek clarification about expectations for academic integrity in this
course (including no cheating, plagiarism and inappropriate collaboration)
b) neither give nor receive unauthorized aid on examinations or other course work
that is used by the instructor as the basis of grading.
c) take responsibility to monitor academic dishonesty in any form and to report it to
the instructor or other appropriate official for action.
CELL PHONES: Out of respect for everyone’s learning experience, cell phones are to
be turned off during class except when an emergency call is expected, or during
breaks. Cell phones must be stowed at all times, and not visible on the desk, clothing,
lap, etc. Cell phones may not be used to record, transmit, photograph or video without
prior arrangement and permission of the instructor. Violation of this policy will result in
requiring the student to remove his or her cell phone from my classroom for the
remainder of the semester.
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STUDENTS WITH DISABILITIES: Upon identifying themselves to the instructor and
the university, students with disabilities will receive reasonable accommodation for
learning and evaluation. For more information, contact Services to Students with
Disabilities in Madden Library 1049 (278-2811).
CHEATING AND PLAGIARISM: "Cheating is the actual or attempted practice of
fraudulent or deceptive acts for the purpose of improving one's grade or obtaining
course credit; such acts also include assisting another student to do so. Typically,
such acts occur in relation to examinations. However, it is the intent of this definition
that the term 'cheating' not be limited to examination situations only, but that it include
any and all actions by a student that are intended to gain an unearned academic
advantage by fraudulent or deceptive means. Plagiarism is a specific form of cheating
which consists of the misuse of the published and/or unpublished works of others by
misrepresenting the material (i.e., their intellectual property) so used as one's own
work." Penalties for cheating and plagiarism range from a 0 or F on a particular
assignment, through an F for the course, to expulsion from the university. For more
information on the University's policy regarding cheating and plagiarism, refer to the
Class Schedule (Policy/Legal Statements) or the University Catalog (University policies)
STUDENT CONDUCT: In accordance with university policies and California state law,
students are expected to be responsible, civil and respect others and their property.
Examples of unacceptable behaviors include: destruction, damage or misuse of
university property; dishonesty, falsifying information or misrepresentation; lewd or
obscene behavior; disruption of a university-related activity; conduct that threatens or
endangers the health or safety of any person within or related to the University
community, including physical abuse, threats, intimidation, harassment, or sexual
misconduct; and unauthorized recording, dissemination, or publication of academic
presentations (including handwritten notes) for a commercial purpose (For more
information and additional prohibitions see: California Code of Regulations, TITLE 5
Education, Division 5. Board of Trustees of the California State Universities,
Subchapter 4. Student Affairs, Article 2. Student Conduct § 41301).
DISRUPTIVE CLASSROOM BEHAVIOR: "The classroom is a special environment in
which students and faculty come together to promote learning and growth. It is
essential to this learning environment that respect for the rights of others seeking to
learn, respect for the professionalism of the instructor, and the general goals of
academic freedom are maintained . . . . Differences of viewpoint or concerns should be
expressed in terms which are supportive of the learning process, creating an
environment in which students and faculty may learn to reason with clarity and
compassion, to share of themselves without losing their identities, and to develop and
understanding of the community in which they live . . . conduct which disrupts the
learning process shall not be tolerated and may lead to disciplinary action and/or
removal from class."
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106
MAKE UP POLICY FOR PLANNED AND UNPLANNED ABSENCES: In the case of an
unplanned student absence, papers, tests, and/or homework assignments due during
the time the student is absent may be made up only if the student contacts the
instructor as soon as practicable after the absence occurs and works out a plan. In the
case of authorized absences due to university-sponsored activities, students should
submit their work to the instructor on or before the due date, or as arranged with the
instructor. This includes papers, tests, and/or homework assignments. The instructor
may require a doctor’s note to verify illness for absence during examinations or for late
assignments. When a student is absent for an extended period, a viable make-up plan
may not be feasible. In these circumstances, other options such as dropping the class
for a serious and compelling reason or withdrawal from the university may be
appropriate.
COMPUTERS: "At California State University, Fresno, computers and communications
links to remote resources are recognized as being integral to the education and
research experience. Every student is required to have his/her own computer or have
other personal access to a workstation (including a modem and a printer) with all the
recommended software. The minimum and recommended standards for the
workstations and software, which may vary by academic major, are updated
periodically and are available from Information Technology Services or the University
Bookstore. In the curriculum and class assignments, students are presumed to have
24-hour access to a computer workstation and the necessary communication links to
the University's information resources."
During class, use of the computer is for approved, in-classroom activities only such as
note-taking or class presentations. Use of the computer for non-class related activities
including, but not limited to, social networking, e-mail, other personal
access/communication or unauthorized audio or visual recording or transmission of
classroom activities, lectures, students or their work are strictly prohibited. Violation of
this policy will result in requiring the student to remove the computer from my
classroom for the remainder of the semester.
COPYRIGHT POLICY: Copyright laws and fair use policies protect the rights of those
who have produced the material. The copy in this course has been provided for private
study, scholarship, or research. Other uses may require permission from the copyright
holder. The user of this work is responsible for adhering to copyright law of the U.S.
(Title 17, U.S. Code).To help you familiarize yourself with copyright and fair use
policies, the University encourages you to visit its copyright web page.
Digital Campus course web site contains material protected by copyrights held by the
instructor, other individuals or institutions. Such material is used for educational
purposes in accord with copyright law and/or with permission given by the owners of
the original material. You may download one copy of the materials on any single
computer for non-commercial, personal, or educational purposes only, provided that
you (1) do not modify it, (2) use it only for the duration of this course, and (3) include
LEE 233 Master Syllabus, 2010, page 14 of 21
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107
both this notice and any copyright notice originally included with the material. Beyond
this use, no material from the course web site may be copied, reproduced, republished, uploaded, posted, transmitted, or distributed in any way without the
permission of the original copyright holder. The instructor assumes no responsibility
for individuals who improperly use copyrighted material placed on the web site.
GRADING POLICY: Assignments will be graded according to criteria discussed in
class. All grades are determined by the instructor based on quantity (see below) and
quality of work. Qualitative assessment of Charter School assignment is based on a
rubric and the final exam is based on points. Final grade includes: Reading and CoInquiry Documentation; Class Participation; Documentation of Exemplary
Curriculum/Assessment Practice, Specialty Paper and Take Home Final.
Possible Grade A: Read and reflect on all 4 textbooks each week and provide 8
separate co-inquiry documentations in a class diary, at least 5
shared in class on date due; group project; curriculum review,
assessment review; Charter School Project: (Exemplary Practice
documentation includes video, DVD or imovie, powerpoint and
written summary; 10 page Specialty Area Paper (grade: 90-100);
Must receive a holistic score of three on rubric for Charter School;
Final Exam.
To receive an A in class requires: 1) a grade of A on the
Demonstration and 2) a grade of A on two of the other Charter
School parts: either the Specialty Area Paper or the Charter School
Plan (final).
Possible Grade B: Read and reflect on all 4 Textbooks and provide 6 co-inquiry
documentations in a class diary, at least 4 shared on date due;
group project; curriculum review, assessment review; Charter
School Project: Exemplary Practice documentation includes video,
DVD or imovie, powerpoint and written summary or write a Five
page Specialty Area Paper (grade: 80-90). Must receive a holistic
score of two on rubric for Charter School; Final Exam.
Possible Grade C: Read and reflect on DAC textbook and provide 4 co-inquiry
documentations in a class diary, group project; curriculum review,
assessment review; Charter School Project: write a Five page
Specialty Area Paper (80-90); rubric or Exemplary Practice
documentation includes video, DVD or imovie, powerpoint and
written summary; Must receive a holistic score of two on rubric for
Charter School; Final Exam.
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DEVELOPMENTALLY APPROPRIATE PRACTICE (DAP) CHARTER SCHOOL –
SEPARATE COURSE ASSESSMENT RUBRIC
NAEYC Standards 1, 3, 4; Essential Tool 5
CHARTER
SCHOOL
ELEMENT
Standard 1
Promoting Child
Development and
Learning
Knowing young
children’s
characteristics and
needs,
understanding
multiple influences
on development and
learning to create
healthy, supportive,
respectful
environments.
Standard 3
Observing,
Documenting and
Assessing to
Support Young
Children and their
Families
Candidates know
about and
understand the
goals, benefits, and
uses of assessment.
They use systematic
observations,
documentation and
other strategies in a
responsible with and
in partnership with
families and other
professionals to
positively influence
development and
learning.
DOES NOT YET
MEET
EXPECTATIONS
Charter School Project
does not show that
candidate understands
young children, their
learning styles needs,
or appropriate learning
environments to
support their learning.
Charter School Project
does not provide
sufficient detail
concerning assessment
program.
MEETS
EXPECTATIONS
EXCEEDS
EXPECTATIONS
Charter School Project
demonstrates that
candidate understands
young children, their
learning styles needs
and appropriate
learning environments
to support their
learning. Research
paper and
demonstration of
practice provide
specific examples that
promote children’s
learning and
development.
Charter School Project
demonstrates that
candidate understands
young children, their
learning styles needs
and appropriate
learning environments
to support their
learning. Research
paper and
demonstration of
practice provide
specific examples of
skills and strategies
including research that
validates their use and
ways to adapt methods
to diverse learners.
Charter School Project
includes a description
and analysis of an ECE
assessment measure as
well as a
comprehensive
assessment plan for the
charter school
curriculum component.
Charter School Plan
makes use of
systematic assessments
and continuous
ongoing observation
and documentation of
the learning processes
and achievements of
learners. A plan for
reporting findings to
parents and involving
them in the process of
program development
is formulated. An
interdisciplinary
approach to assessment
for children with
special needs is
included. The design
of school environment
and resources reflect
attention to inclusion
and the provision of
services for children
having varying
disabilities.
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109
Standard 4
Teaching and
Learning
Candidates integrate
their understanding
of children and
families and the
importance of
relationships that
develop a variety of
approaches and
strategies for
teaching/learning to
reflect knowledge of
academic
disciplines, essential
concepts, inquiry
tools and structure
of content areas to
design, implement
and evaluate
meaningful,
developmentally
appropriate and
challenging learning
for all children.
(LEE 232, LEE
233)
Tool 5: Skills in
Identifying and
Using Professional
Resources
Demonstrate a high
level of skill in
identifying and
using the human,
material, and
technological
resources needed to
perform one's
professional roles
and keep abreast of
the field's changing
knowledge base use
of library, Internet
and community
resources, networks
of colleagues, and
other sources of
knowledge and
professional growth.
The Charter School
Project lacks research,
practices and a
coherent plan for the
school that integrate
understanding of
children, the
importance of caring
relationships and
instructional
methodologies.
Few professional
resources identified in
the Charter School
Project.
The Charter School
Project presents
research, practices and
plan for the school that
integrate understanding
of children, the
importance of caring
relationships and
varied approaches to
the design of effective
instruction that reflect
the full span of content
knowledge from the
disciplines. The
demonstration of
practice aligns with
early learning
standards and other
mandates. Learning
experiences, activities
or services have a clear
purpose and are
research-based.
Analysis and
reflections are
discussed. A guide is
prepared to summarize
presentation and key
findings.
Charter School Project
provides research,
resources, curriculum
or other materials and
activities for improving
the field obtained from
the library, internet and
other resources. The
candidate has a clear
plan for using work
from the project as a
basis for advocating for
a sound knowledge and
research base for ECE
practices and
improving the lives of
children and families in
the real world.
The Charter School
Plan represents a
synthesis of the latest
research and best
practices as well as
new technologies and
other innovations.
Learning experiences
are integrated, DAP
and meets the highest
early learning and
professional standards.
Description of the
curriculum references
adaptations for
differences in abilities,
cultural backgrounds.
Future plans or
modifications are
described. A guide is
prepared that
summarizes activity,
key findings and
includes a selected
bibliography.
Charter School Project
represents the
candidate’s deep
commitment to
improving curriculum
and other programs
related to the
candidate’s work or
professional goals
through active research
and exemplary
practice. All
recommendations draw
on this research. The
candidate has a clear
plan for using the
charter school project
and findings from
research to make it
available to other
professionals, families
or programs.
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DAP Charter School Project -Separate Component Scoring Guide
Analytic Scores:
Does Not Yet Meets Expectations = 1
Meets Expectations = 2
Exceeds Expectations = 3
Holistic Scoring: Does Not Yet Meets Expectations = 6 or less; Meets Expectations = 7-9;
Exceeds Expectations = 10-12
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Professional Bibliography
Althouse, R., Johnson, M. H., & Mitchell, S. T.. (2003). The colors of learning:
Integrating the visual arts into the early childhood curriculum. NY: Teacher’s College
Press.
Bedrova, E. & Leong, D. J. (2007). Tools of the mind: The Vygotskian approach to
early childhood education. 2nd ed. Boston: Allyn & Bacon.
Berk, L. & Winsler, A. (1995). Scaffolding children’s learning: Vygotsky and early
childhood education. Washington, DC: NAEYC.
Bergen, D. Reid, R., & and Torelli, L. (2001). Young children in action. NY: Teacher’s
College Press.
Caldwell, L. B. (2002). Bringing learning to life: The Reggio Approach to early
childhood education. NY: Teacher’s College Press.
Copple, C. & Bredekamp, S. (Eds.). (2009). Developmentally appropriate practice in
early childhood programs serving children from birth through age 8. Washington, DC:
NAEYC.
Copley, J. V. (2010). The young child and mathematics. 2d ed. Washington, DC:
NAEYC.
Goodwin, W. L. & Goodwin, L. D. (1996). Understanding qualitative and quantitative
research in early childhood education. NY: Teacher’s College Press.
Edwards, C., Forman, G., & Gandini, L. (1998), The hundred languages of children:
The Reggio Emilia approach—Advanced reflections. Greenwich, CT: Ablex.
Epstein, A. (2007). The intentional teacher: Choosing the best strategies for young
children’s learning. Washington, DC: NAEYC.
Foliari, L. M. (011). Foundations and best practices in early childhood education.
Histories theories and approaches to learning. 2nd ed. Boston: Pearson.
Helm, J. H. (2007). Windows on learning: documenting young children's work. NY:
Teachers College Press.
Helm, J. H. and Helm, A. (2006). Building support for your School: How to use
children's work to show learning. NY: Teacher’s College Press.
LEE 233 Master Syllabus, 2010, page 19 of 21
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Helm, J. H. & Beneke, S. (2003). The Power of projects: Meeting contemporary
challenges in early childhood classrooms, strategies and solutions. NY: Teacher’s
College Press.
Hill, L. T., Stremmel, A. J. & Fu, V. R. (2005).Teaching as inquiry: Rethinking
curriculum in early childhood education. Boston: Pearson.
Himley, M. & Carini, P. F. (2000). From another angle: Children’s strengths and
school standards. NY: Teacher’s College Press.
Hyson, M. (2008). Enthusiastic and engaged learners: Approaches to learning in the
early childhood classroom. Washington, DC: NAEYC.
Isenberg, J. P. & Jalongo, M. R. (2010). Creative thinking and arts-based learning:
Preschool through fourth grade. Upper Saddle Rever, NJ: Merrill.
Jalongo, M. R. (2008). Learning to listen, listening to learn: Building essential skills
in young children. Washington, DC: NAEYC.
Jones, E. & Reynolds, G. (1994). The play is the thing: Teacher’s role in children’s
play. NY: Teacher’s College Press.
Jones, E. & Reynolds, G.. (1997). Master players. NY: Teacher’s College Press.
Katz, L. & Chard, S. (2000). Engaging children’s minds: The project approach.
Stamford, CT: Ablex.
Lewin-Benham, A. (2004). Possible Schools The Reggio Approach to urban
education. NY: Teacher’s College Press.
Katz, L. & Chard, S. (1996). The contribution of documentation to the quality of early
childhood education. Urbana,IL: ERIC Clearinghouse.
McAee, O. & Leong, D. J. Assessing and guiding young children’s development
and learning. 4th ed. Boston: Pearson.
Miller, D. (2008). Teaching with intention: defining beliefs, Aligning practice, taking
action, K-5. Portland,ME: Stenhouse.
Odom, S. L. (2001).Widening the circle: Including children with disabilities in
preschool programs. Washington, DC: NAEYC.
Pellegrini, A. D. (2009). The role of play in human development. NY : Oxford
University Press, 2009.
LEE 233 Master Syllabus, 2010, page 20 of 21
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Perry, J. (2001). Outdoor play: Teaching strategies with young children. NY:
Teacher’s College Press.
Rivkin, M. S. (1995). The great outdoors: Restoring children’s right to play outside.
Washington, DC: NAEYC.
Schwartz, S. & Copeland, S. M. (2008). Connecting emergent curriculum and
standards in the early childhood classroom: Strengthening content and teaching
practice. Washington, DC: NAEYC.
Seefeldt, C. The early childhood curriculum: Current findings in theory and practice.
3rd ed. NY: Teacher’s College Press.
Sheridan, M. K., Foley, G. M. & Radlinski, S. H. (1994). Using the supportive play
model: Individualized intervention in early childhood. NY: Teacher’s College Press.
Topal, C. & Gandini, L. (1999). Beautiful stuff. Worester, MA: Davis.
Wein, C. A. (Ed.). (2010). Emergent curriculum in the primary classroom: Interpreting
the Reggio Emilia approach in schools. Washington, DC: NAEYC.
Wein, C. A. (2004). Negotiating Standards in the primary classroom: The teacher’s
dilemma. NY: Teacher’s College Press.
Wolfberg, P. L. (2009). Play and imagination in children with autism. 2nd ed. NY:
Teacher’s College Press.
Wortham, S. C. (2008). Assessment in early childhood education. 5th ed. Upper
Saddle River, NJ: Pearson.
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California State University, Fresno
Leadership for Diverse Communities
LEE 235
Concept Development in Early Childhood
Master Syllabus:
SPRING 2011
Vision:
The Kremen School of Education and Human Development is a center for academic excellence and
collaboration in the fields of education and counseling. Graduates will become community leaders who
advocate for high standards and democratic values with attention to professional ethics and diversity.
The faculty of the Kremen School of Education and Human Development fosters the development of the
following candidate dispositions: Reflection, Critical Thinking, Professional Ethics, Valuing Diversity,
Collaboration, and Life-long Learning. Candidates will increasingly reflect these dispositions in their
work with students, families, and communities.
Course Perspectives, Topics and Descriptions:
Welcome to LEE 235, a course in the basic sequence for the MA in Early Childhood Education.
Because each of you aspires to the MA in ECE and will thus become an instructional leader, I
want to use our time together to pursue, in some depth, several topics that I believe will have
relevance to you as professional educators who, by virtue of your professional training, will be
expected to speak publicly on behalf of children.
We will spend the bulk of our time this semester uncovering how children develop
conceptual understandings. It is my hope that our discussions and your study will give you
deeper insights to better interact with children on a cognitive level. In addition, you should
emerge with a clearer perspective through which to evaluate the impact of new curricula being
considered by your program, school or district.
The two prime topics of focus this semester relate to:
(a) Piaget's theory of intellectual development, including what is now called alternatively moral
education or character education. These topics will be studied from the perspective of concept
development. For example, we will study a topic (e.g., children’s moral development), assess
children’s development and understanding of that concept, and make connections to classroom
practice; and, (b) research on the growth and development of young children. The Board of
Children, Youth and Families of the National Research Council and Institute of Medicine
produced From Neurons to Neighborhoods “to blend the knowledge and insights of a broad
range of disciplines to generate an integrated science of early childhood development” (p. 15).
The research in the book covers the period from before birth till the first day of kindergarten. “It
includes efforts to understand how early experience affects all aspects of development—from the
neural circuitry of the maturing brain, to the expanding network of a child’s social relationships,
to both the enduring and the changing cultural values of the society in which parents raise
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children. It includes efforts to understand the typical trajectories of early childhood, as well as
the atypical developmental pathways that characterize the adaptations of children with
disabilities” (p. 3). We’ll learn together!
I've chosen to focus on Piaget’s theory of cognitive development for approximately half
of the course because I believe that an understanding of children's cognitive development is one
of the most important topics teachers can know about in making several levels of professional
decisions: decisions related to appropriate interactions with children of different ages; decisions
related to choosing instructional materials; decisions related to choosing instructional strategies.
The Galotti book is a good one and can be applied by professionals like you in helping you to
make those decisions. I’ll supplement this book with handouts and my own perspectives, but I
believe this part of the course will provide a solid foundation for our look at the research and
policy implications in From Neurons to Neighborhoods.
I've chosen to include moral education/character education because increasingly this is a
topic and a curriculum area that has attracted school boards and district administrators. Tulare
County and Visalia have adopted a character education curriculum and are recognized for this
nationally. Clovis and FUSD and Central have implemented Character Counts! as well. Both
the U.S. Congress and the California Board of Education have passed resolutions related to
character education in the schools, and the CDE publication Elementary Makes the Grade!
(2000) includes the development of positive character traits as one of 15 recommendations for
elementary education in California. What is character education? is it a cognitive function? a
philosophic function? YES. Are there instructional approaches that are more effective than
others? We'll look at this area from a developmental perspective and a philosophic perspective.
Finally, I hope that through this class you will think about issues you may not have
connected before--issues like what kinds of discipline strategies may be best for kids and
whether certain strategies may be better for children than others; the relation between direct
instruction and higher level thinking (do philosophical principles and psychological principles
conflict?); intrinsic vs. extrinsic learning (is intrinsic learning always best?), etc. These are
topics that are part of the early childhood education/child psychology experience.
This course is, then, about ideas affecting your professional knowledge as educators.
You may discover that some of the ideas we will discuss are somewhat controversial and that I
have strong beliefs about some of the topics we will examine (just as do many other professors
and graduate students). Some authorities agree with me--others disagree. This is the case in our
professional educational world--we still don't have the underlying professional knowledge on
which all educators can agree. If we did, more of our children would be learning more, and
fewer would end up involved with various disorders that currently face them (low achievement,
early pregnancies, the justice system, suicide, etc.).
Your grades in this class will be unrelated to whether you agree or disagree with my
perspective. My grading procedures will be objective and depend on the clarity of your answers
and presentations. Please participate, and write clearly and correctly and thoughtfully and
persuasively.
Course Information
Unit: 3
Time:
Location:
Instructor:
Office Number:
E-Mail:
Telephone:
Office Hours:
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Prerequisites: Admission to the ECE graduate program.
Required Texts and instructional Materials:
(1) Galotti, Kathleen (Ed.). (2011). Cognitive Development: Infancy Through
Adolescence. Sage.
(2) Purchase of one of Piaget’s books is optional. Reading one is required.
(3) Shonkoff, J.P. & Phillips, D.A. (Eds.) (2000). From Neurons to Neighborhoods:
The Science of Early Childhood Development. Washington, DC: National
Academy Press.
OBJECTIVES and PRIMARY LEARNING OUTCOMES:
1. To understand and be able to describe various aspects of the process of cognitive
development as defined by Jean Piaget and related researchers and relate those processes to
appropriate interactions with children.
2. To describe the process of moral development from a cognitive developmental perspective
and character education from a philosophic perspective and to distinguish between the two;
and, to make connections to the professional ethical development of teachers.
3. To participate as discussants and leaders in reviewing the research presented in From
Neurons to Neighborhoods.
The NCATE/NAEYC Advanced Professional Preparation core standards for early
childhood programs ask candidates to demonstrate competence at higher levels and with greater
depth and specialization than those holding an initial degree, license or credential in early
childhood education or child development. NAEYC affirms the value of having a common set
of outcomes shared by all in the profession, whatever their preparation or professional role. The
standards are:
Standard 1: Promoting Child Development and Learning
Standard 2: Building Family and Community Relationships
Standard 3: Observing, Documenting and Assessing to Support Young Children and Families
Standard 4: Teaching and Learning
Standard 5: Growing as a professional
Candidates in advanced programs are also expected to demonstrate competence in using each of
the following professional tools, as these tools apply to their areas of specialization and
professional roles. The Essential Tools for all candidates in Advance Programs include:
1. Cultural competence
2. Knowledge and application of ethical principles
3. Communication skills
4. Mastery of relevant theory and research
5. Skills in identifying and using professional resources
6. Inquiry skills and knowledge of research methods
7. Skills in collaborating, teaching, and mentoring
8. Advocacy skills
9. Leadership skills
The California Commission on Teacher Credentialing has developed a set of Standards of
Program Quality and Effectiveness for Teaching Specialist and Service Credentials. These are:
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1. Field Experiences (to include differentiated supervised field and practicum experiences
with children and adults; in at least one pre-kindergarten and one level K-3; observation
and participation experiences; opportunities to work with professional educators and
other professional personnel not necessarily members of the education profession.)
2. Professional Competencies (to include such competencies as: knowledge of human
development and education; knowledge, application, and analysis of several theoretical
bases on which ECE programs have been and currently are being developed; plan
programs that meet individual needs and interests of children; and, evaluate objectives,
individual growth, learning and programs.
MAJOR REQUIREMENTS AND ASSIGNMENTS
1. Each of you should have an e-mail address that you access regularly.
2. Read all assigned readings and complete homework activities BEFORE coming to class.
3. Choose one of Piaget's books (buy it or check it out from the library), read a significant
portion and write a 6-8 page review. Include page references as appropriate. The review
should state:
1. the intention of the book (what was Piaget looking at or for?),
2. how did Piaget study the particular concept, and,
3. how are the concepts uncovered applicable to your understanding of and your work with
children.
4. As a preview for this assignment you will test a variety of children at a variety of ages,
on a variety of Piagetian concepts (see specific assignments below).
This Piaget book review assignment is due on or about March 18. I'll bring in samples of
Piaget's work for you to choose from.
NOTE: As an alternative to this assignment, you may choose to read and write a review of
an approved book by Jerome Bruner or Lev Vygotsky and complete a similar assignment.
(NCATE/NAEYC Standards 1a, 1c, 3b, 4b; Essential Tools 3, 4, 6, 7)
(CCTC Standards 1.3.3, 2.1.1, 2.1.2, 2.3.1, 2.3.7, 2.4.2)
4. You will lead the discussion of a section of From Neurons to Neighborhoods. You will not
only make a presentation, but will lead a discussion in such a manner that the rest of us will
have the best opportunity to understand and learn its major and relevant concepts. All of us
will read the Executive Summary, the Conclusions and Recommendations and the book
itself.
(NCATE/NAEYC Standards 1b, 2a,,5a, 5d; Essential Tools 1, 4, 5, 8)
(CCTC Standards 2.1.1, 2.2.2, 2.3.10, 2.6.1)
You will turn in a 5-7 page overview of your section, reproduced for all members of the
class or you will prepare a separate paper on one aspect of the book. This overview will be
due at the time of your presentation or no later than May 6.
5. Other assignments will relate to assessments of infants and children and will be explained in
class.
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COURSE SCHEDULE/TOPICS/ASSIGNMENTS FOR LEE 235
DATE
Week 1
Week 2
Week 3
TOPIC
Introduction to Course
Piaget’s Life, Times, and Work
Piaget on Infancy; Practice Tasks
Week 4
Review Infant Assessment
Piaget’s Early Work
Review Assignment
Week 5
Review Assignment from last week
Creating Conceptual Questions
(Jack and the Beanstalk)
Week 6
Week 7
Week 8
Week 9
Moral Development—Piaget
Moral Development—Kohlberg
Complete and Score DIT
Review moral judgment assignment
Moral/Character Ed Cont’d
--Character Education
--11 Principles
--2nd Step
Professional Ethics
Piaget’s Later Work
Classification/Conservation
ASSIGNMENT
Read Chapter 1 & 2
Read Chapter 3
Infant Assessment
Read Chapter 4
Interview children on
conception of the world OR
their reactions to Aesop’s
Fables
Read Jack and the Beanstalk
Read and interpret short story
Bring in substantive children’s
book to share
Chapter 7
Complete and Score DIT
Moral judgment assignment
Chapter 5
Classification/conservation
interview of three children
Reading on Professional
Ethics
Piaget Book Due March 14
Week 10
Group Discussion/Summary of Piaget
Week 11
Discuss Neurons to Neighborhoods
Get N to N and read
Week 12
Discuss Neurons to Neighborhoods
N to N. pp 1-87
Week 13
Discuss Neurons to Neighborhoods
N to N. pp. 89-217
Week 14
Discuss Neurons to Neighborhoods
N to N. pp 219-380
Final Exam Week
Exam Day
5:45 pm – 7:45 pm
Note: The foregoing is, to the best of my current level of anticipation, the general plan for the
semester. But things may change a bit and we'll discuss any changes as I know about them.
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GRADING
Test infants at each of about four stages—and write up
Interview two or more children--conception of the world
OR
write up their reactions to Aesop fables
Moral Judgment Interview--Piaget--two children (minimum)
Classification/conservation experiment with two children
BOOK REVIEW--PIAGET (or Bruner/Vygotsky)
N to N Discussion and Overview paper
Extra credit (write-ups of special events: up to 2 points each)
Miscellaneous
15 points
15 points
15 points
15 points
20 points
20 points
6 points
5 points
A = 100-111
B = 89-99
C = 78-88
**All assignments will be accepted up to one week after the due deadline; however, all such late
papers will receive an automatic 30% penalty taken after the paper or assignment has been
graded. Write-ups and reviews that are more than one week late, will ordinarily not be accepted.
All assignments must be completed for a passing grade.
**It is important that professional educators express themselves professionally. LEE 235 is the
class where writing proficiency is assessed for the MA in ECE. I will consider both grammar
and style in my grading of your work. For specific details see the ECE Graduate Writing
Requirement policy (attached).
**If you have special needs as addressed by the Americans with Disabilities Act (ADA) and
need course materials in alternative formats, notify me immediately. Reasonable efforts will be
made to accommodate your special needs.
UNIVERSITY POLICIES
Students with Disabilities: Upon identifying themselves to the instructor and the university,
students with disabilities will receive reasonable accommodation for learning and evaluation. For
more information, contact Services to Students with Disabilities in University Center (UC) room 5
(278-2811).
Honor Code: “Members of the CSU Fresno academic community adhere to principles of academic
integrity and mutual respect while engaged in university work and related activities.” You should:
a) understand or seek clarification about expectations for academic integrity in this course
(including no cheating, plagiarism and inappropriate collaboration),
b) neither give nor receive unauthorized aid on examinations or other course work that is used
by the instructor as the basis of grading,
c) take responsibility to monitor academic dishonesty in any form and to report it to the
instructor or other appropriate official for action.
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Cheating and Plagiarism: "Cheating is the actual or attempted practice of fraudulent or deceptive
acts for the purpose of improving one's grade or obtaining course credit; such acts also include
assisting another student to do so. Typically, such acts occur in relation to examinations. However, it
is the intent of this definition that the term 'cheating' not be limited to examination situations only,
but that it include any and all actions by a student that are intended to gain an unearned academic
advantage by fraudulent or deceptive means. Plagiarism is a specific form of cheating which consists
of the misuse of the published and/or unpublished works of others by misrepresenting the material
(i.e., their intellectual property) so used as one's own work." Penalties for cheating and plagiarism
range from a 0 or F on a particular assignment, through an F for the course, to expulsion from the
university. For more information on the University's policy regarding cheating and plagiarism, refer
to the Class Schedule (Legal Notices on Cheating and Plagiarism) or the University Catalog
(Policies and Regulations).
Make Up Policy for Planned and Unplanned Absences: In the case of an unplanned student
absence, papers, tests, and/or homework assignments due during the time the student is absent
may be made up only if the student contacts the instructor as soon as practicable after the
absence occurs and works out a plan. In the case of authorized absences due to universitysponsored activities, students should expect to submit their work to the instructor on or before
the due date, or as arranged with the instructor. This includes papers, tests, and/or homework
assignments. See grading policy in syllabus for additional information.
When a student is absent for an extended time period, a viable make-up plan may not be feasible.
In these circumstances, other options such as dropping the class for a serious and compelling
reason or withdrawal from the university may be appropriate.
Computers: "At California State University, Fresno, computers and communications links to remote
resources are recognized as being integral to the education and research experience. Every student is
required to have his/her own computer or have other personal access to a workstation (including a
modem and a printer) with all the recommended software. The minimum and recommended
standards for the workstations and software, which may vary by academic major, are updated
periodically and are available from Information Technology
Services (http://www.csufresno.edu/ITS/) or the University Bookstore. In the curriculum and class
assignments, students are presumed to have 24-hour access to a computer workstation and the
necessary communication links to the University's information resources."
Disruptive Classroom Behavior: "The classroom is a special environment in which students and
faculty come together to promote learning and growth. It is essential to this learning environment
that respect for the rights of others seeking to learn, respect for the professionalism of the instructor,
and the general goals of academic freedom are maintained. ... Differences of viewpoint or concerns
should be expressed in terms which are supportive of the learning process, creating an environment
in which students and faculty may learn to reason with clarity and compassion, to share of
themselves without losing their identities, and to develop an understanding of the community in
which they live . . . Student conduct which disrupts the learning process shall not be tolerated and
may lead to disciplinary action and/or removal from class."
Copyright policy: Copyright laws and fair use policies protect the rights of those who have
produced the material. The copy in this course has been provided for private study, scholarship, or
research. Other uses may require permission from the copyright holder. The user of this work is
LEE 235 Master Syllabus, 2010, page 7 of 11
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responsible for adhering to copyright law of the U.S. (Title 17, U.S. Code). To help you familiarize
yourself with copyright and fair use policies, the University encourages you to visit its copyright
web page.
Digital Campus course web sites contain material protected by copyrights held by the instructor,
other individuals or institutions. Such material is used for educational purposes in accord with
copyright law and/or with permission given by the owners of the original material. You may
download one copy of the materials on any single computer for non-commercial, personal, or
educational purposes only, provided that you (1) do not modify it, (2) use it only for the duration of
this course, and (3) include both this notice and any copyright notice originally included with the
material. Beyond this use, no material from the course web site may be copied, reproduced, republished, uploaded, posted, transmitted, or distributed in any way without the permission of the
original copyright holder. The instructor assumes no responsibility for individuals who improperly
use copyrighted material placed on the web site.
Recommended Professional Journals and Websites
• FOUNDATION FOR CHILD DEVELOPMENT
http://www.fcd-us.org/
• POLICY HUB (integrated services in Canada)
http://www.policyhub.gov.uk/news_item/childhood_support06.asp
• ANTI DEFMANATION LEAGUE (bias free curricula)
http://www.adl.org/education/edu_awod/awod_childhood_edu.asp
• WEST ED: EARLY CHILDHOOD FOR LIFELONG LEARNING
http://www.wested.org/online_pubs/rd-05-03.pdf.
• HARVARD UNIV: THE SCIENCE OF EARLY CHILDHOOD DEVELOPMENT
http://tulsa.ou.edu/outulsa/ECDevelopment.pdf.
• WHAT WORKS CLEARINGHOUSE: ECE
http://ies.ed.gov/ncee/projects/wwc/early_childhood.asp
http://www.whatworks.ed.gov/Topic.asp?tid=13&ReturnPage=default.asp
• US DEPARTMENT OF EDUCATION
http://www.ed.gov/teachers/how/early/edpicks.jhtml?src=ln
• EARLY CHILDHOOD RESEARCH AND PRACTICE
http://ecrp.uiuc.edu/
• JOURNAL OF EARLY CHILDHOOD RESEARCH
http://www.sagepub.com/journalsProdDesc.nav?prodId=Journal201641
• EARLY CHILDHOOD RESEARCH QUARTERLY
http://www.elsevier.com/wps/find/journaldescription.cws_home/620184/description
• CENTER FOR EARLY CHILDHOOD RESEARCH
http://eci.uchicago.edu/
• RESEARCH ON EARLY CHILDHOOD EDUCATION (Historical—1960s-1989)
http://www.nwrel.org/scpd/sirs/3/topsyn3.html
• NATIONAL CENTER FOR EARLY DEVELOPMENT AND LEARNING
http://www.fpg.unc.edu/~ncedl/
• CLEARINGHOUSE ON EARLY EDUCATION AND PARENTING
http://ceep.crc.uiuc.edu/poptopics.html
• NATIONAL ASSOCIATION FOR THE EDUCATION OF YOUNG CHILDREn
http://www.naeyc.org/
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Bibliography
• Books by and about Jean Piaget
In the list below, the following definitions have been used
(The references have been presented in order of their impact according to Google Scholar.)
• Exemplars: More than 5,000 citations in Google Scholar
• Super-Classics: More than 2,500 citations in Google Scholar
Exemplars
Piaget, J. (1952). The Origins of Intelligence in Children. New York: International
University Press. (Original work published 1936.)
• Piaget, J. (1932). The Moral Judgment of the Child. London: Kegan Paul, Trench,
Trubner and Co. (Original work published 1932.)
Super-classics
• Piaget, J. (1999). The construction of reality in the child (original work,1932)
• Piaget, J. (1962). Play, Dreams and Imitation in Childhood. New York: Norton.
• Piaget, J. The language and thought of the child (originally published 1932).
• Piaget, J., and Inhelder, B. (1962). The Psychology of the Child. New York: Basic Books.
• Inhelder, B. and J. Piaget (1958). The Growth of Logical Thinking from Childhood to
Adolescence. New York: Basic Books.
• Piaget, J. (1928). The Child's Conception of the World. London: Routledge and Kegan
Paul.
• Piaget, J. (1951). The Psychology of Intelligence. London: Routledge and Kegan Paul.
•
•
• Research on Current Child Development
See above: Recommended Professional Journals and Websites for current research
(all are very current and constantly updated)
• Major References about Lev Vygotsky's Work
Wertsch, J. V. (1985). Vygotsky and the Social Formation of Mind. Harvard University
Press, Cambridge, Mass., and London.
 Kozulin, A. (1990). Vygotsky's Psychology: A Biography of Ideas. Cambridge, MA:
Harvard University Press.
 Lee, C. D., & Smagorinsky, P. (Editors) (2000). Vygotskian perspectives on literacy
research: Constructing meaning through collaborative inquiry. New York: Cambridge
University Press.
 Van der Veer, R., & Valsiner, J. (1991). Understanding Vygotsky. A quest for synthesis.
Oxford: Basil Blackwell.
 Newman, F. & Holzman, L. (1993). Lev Vygotsky: Revolutionary scientist. London:
Routledge.Drove
 Van der Veer, R., & Valsiner, J. (Eds.) (1994). The Vygotsky Reader. Oxford: Blackwell.
 Daniels, H. (Ed.) (1996). An Introduction to Vygotsky. London: Routledge.
 Cole, M. & Wertsch, J. (1996). Contemporary Implications of Vygotsky and Luria.
Worcester, MA: Clark University Press.
 Daniels, H., Wertsch, J. & Cole, M. (Eds.) (2007). The Cambridge Companion to
Vygotsky. New York: Cambridge University.
• Bodrova, E. and Leong, D.J. (2007). Tools of the Mind: A Vygotskian Approach to
Early Childhood Education. Upper Saddle, NJ: Pearson.

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Graduate Writing Requirement Policy
Master of Arts Degree in Education
Early Childhood Education Emphasis
In keeping with the California State University, Fresno’s Graduate Writing Requirement, all students in
the MA in Education, Early Childhood Education Emphasis, must demonstrate competence in written
English prior to applying for advancement to candidacy. Students will have the opportunity to
demonstrate writing proficiency in LEE 235, Concept Development in ECE. The program faculty
recognizes the importance of having students demonstrate writing competence early in their programs.
Accordingly, graduate faculty will advise students to complete LEE 235 during the first or second
semester of program enrollment.
Overview
Candidates for the Master of Arts Degree in Education, Early Childhood Education Emphasis,
will meet the University requirement for demonstrating graduate-level competence in written
English by satisfactory completion of a scholarly analysis of various developmental aspects in
young children. This assessment will be completed as part of the course requirements forLEE
235. Writing competency will be assessed using a 4 point scoring rubric. To demonstrate
competency, the student must score a 3 in each of three areas: Style and Format; Mechanics;
and Content and Organization. The writing sample will be evaluated by graduate faculty.
Inability to demonstrate competence will necessitate remediation which may require (but not be
limited to) additional course work, experiences in the Writing Center, tutoring and/or
independent study. The student must demonstrate writing competence before advancement to
candidacy.
Writing Requirement
As one of the requirements for LEE 235, each student will identifyvarious developmental issues related
to the development of concepts in young children, locate and read related literature, and write a formal
analysis 5-8 pages in length reviewing the concept and drawing conclusions about the issue. The
student’s writing should demonstrate:
•
•
•
•
•
•
comprehensibility;
clear organization and presentation of ideas;
an ability to arrange ideas logically so as to establish a sound scholarly argument;
thoroughness and competence in documentation;
an ability to express in writing a critical analysis of existing scholarly/professional literature in
the student’s area of interest; and
an ability to model the discipline’s overall style as reflected in representative journals.
The attached Scoring Rubric has been developed to provide guidance to students and faculty alike. The
student will receive a score on each of three sub-scales: Style and Format, Mechanics, and Content and
Organization. Scores will range from 1 to 4 with the following designations:
4 - Exemplary
3 - Accomplished
LEE 235 Master Syllabus, 2010, page 10 of 11
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2 - Developing
1 - Beginning
In order to demonstrate writing proficiency, the student must receive a score of “3” in each area. As
successful completion of this requirement will only be one component of the course evaluation, the
student may pass CTET 250 while failing the Graduate Writing Requirement or visa versa.
Faculty Evaluation of Writing Proficiency
The instructor of LEE 235 will be the primary evaluator of each student’s writing. When the
instructor determines that the student meets the criteria (achieves a score of 3 in each area of the
rubric), the process will be considered completed. For each section of LEE 235, the instructor
will forward to the program coordinator a list of students enrolled and the status of their writing
competence. The program coordinator will forward this information to the School of Education
graduate chair and the Graduate Studies Office. A record of each student’s writing proficiency
status will be placed in the student’s file.
If the instructor believes the student’s writing to be deficient in one or more areas, it will be
referred to the Review Committee and evaluated by the committee as a whole. The Review
Committee will consist of 2 graduate faculty in addition to the instructor. The decision of this
committee will be considered final. If the committee determines that the student meets the
criteria, the process will be considered completed and the chair of the committee will notify the
program coordinator that the student has demonstrated writing proficiency.
If the reviewers determine that the student has not demonstrated competence in written English,
the student will be required to remediate writing skills. The appropriate methods for remediation
will be determined in conjunction with the Review Committee and monitored by the student’s
Graduate Advisor. Remediation may require (but not be limited to) additional course work,
experiences in the Writing Center, tutoring and/or independent study. Following remediation,
the student will submit a letter to the Graduate Advisor outlining the steps taken to improve
writing proficiency and requesting that s/he be allowed to redo the writing assessment. With the
concurrence of the advisor, the student will be allowed to redo the writing assignment on a
different topic. The subsequent writing sample will be evaluated by the Review Committee and
the decision of the committee will be considered final.
LEE 235 Master Syllabus, 2010, page 11 of 11
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California State University, Fresno
Lead ership for Diverse Communities
Field Work in Early Childhood Education
LEE 241, Fall 2010
Vision:
The Kremen School of Education and Human Development is a center for academic excellence and
collaboration in the fields of education and counseling. Graduates will become community leaders who
advocate for high standards and democratic values with attention to professional ethics and diversity.
The faculty of the Kremen School of Education and Human Development fosters the development of the
following candidate dispositions: Reflection, Critical Thinking, Professional Ethics, Valuing Diversity,
Collaboration, and Life-long Learning. Candidates will increasingly reflect these dispositions in their
work with students, families, and communities.
Course Description:
Supervised experience in work with young children and their families in pre-K-3 classrooms and other
early childhood education settings.
Course Information
Units: 3
Time:
Location:
Instructor:
Office Number:
E-mail:
Telephone:
Office Hours
Course Goals:
This field experience is intended to support application of skills and understandings related to
leadership, early childhood education, child development and constructivist theory in a "real world"
ECE setting. This course includes a monthly seminar to allow opportunities for synthesis of knowledge
gained through ECE graduate course work. Field experience may include different ages and diversity of
children as well as varied ECE program types.
Attendance Policy:
Students will be expected to spend a minimum of three hours per week in a ECE field setting during this
semester. The instructor will observe each student in their ECE setting. Students will meet once a
month for three hours as a seminar group with their faculty supervisor during the semester. Attendance
of the monthly seminar is required.
Grading: letter grade. The supervised field work is an ungraded portion of the course. The quality of
the professional work accomplished will be reflected in the portfolio, the graded portion of the course.
LEE 241 Master Syllabus, 2010, page 1 of 12
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Text:
Jones and Shelton, (2006). Developing Your Portfolio, Enhancing your learning and showing your stuff:
A guide for the early childhood student or professional. Routledge.
ECE Graduate Program Specializations:
The ECE Graduate Program includes two specializations. Each student must identify one of the two
specializations as the focus for their graduate studies
ECE Program Leader
ECE Teacher Leader
ECE Specialist Credential
description
This specialization provides
This specialization provides
advanced study for ECE program
advanced study for ECE teacher
leaders who work or are planning
leaders who are primarily
to work as supervisors or
interested in teaching in
administrators in ECE programs
classrooms or comparable
or agencies or as instructors at
settings—infant/toddler program,
two- or four-year higher
preschool, kindergarten-third
education institutions. Research
grade. Within this focus is
and policy in ECE is another
preparation for ECE Specialist
emphasis for this specialization.
Credential– PreK-3
qualifications
Field Study or Field
Experience
Multiple Subject Teaching
Credential and two years teaching
experience at two different grade
levels, preschool through third
grade
Three hours per week minimum of three hours per week
2 hrs per week with children, the
other hour can be observations,
Required hours for field work is
interviews, etc. Required hours for 45.
field work is 45. Supervised.
Supervised
Select an area of focus for doing
field study and arrange to visit
several sites for field work and
observations.
Document hours of
field experiences
Keep a log of dates, times and
descriptions of field experiences
supervised field experiences in
work with young children and
their families at two different ECE
levels including infants/toddler,
preprimary or primary grades in
cross-cultural settings
documentation of an
interprofessional experience with
those outside the school
Keep a log of dates, times and
descriptions of field experiences
LEE 241 Master Syllabus, 2010, page 2 of 12
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and specific activities.
Obtain signature from on-site
administrator or field supervisor
and specific activities.
Obtain signature from on-site
administrator or field supervisor
ECE Teacher Leader: Fieldwork Requirements-for the Early Childhood Specialist Credential
Candidates:
The term field experiences includes supervised field work, observation, teaching or other clinical
experiences such as home visiting. With the help of supervisor, decide on placement(s) for a semester
that allows completion of LEE 241 requirements. Spend a minimum of three hours per week for this
field experience. Arrange with the university instructor to observe field experiences. Document hours of
field experiences and specific activities in a log or journal and obtain signature from on-site
administrator or field supervisor
The Early Childhood Specialist Credential is an advanced teaching credential available to those
who already hold a California Teaching Credential. In addition to 15 units of ECE course work
and 15 units of approved electives, additional LEE 241 requirements are as follows: 1)
supervised experiences in work with young children and their families at two different ECE
levels including preprimary or primary grades in cross-cultural settings 2) observation and
participation at the Huggins Center of infants/toddlers and preschoolers or in a similar setting; 3)
documentation of an interprofessional experience with those outside the school (social work,
special education, medical professionals, etc.). Include a section in your portfolio for
documentation of required hours and observations by University and on-site supervisors.
Once all these requirements are completed, along with two years of teaching experience, the
ECE graduate can apply for the Early Childhood Specialist Credential. Like other credentials,
this credential is not automatically issued just because you have completed requirements. (CTC
1.3.2, 1.3,3, 1.3.4).
ECE Program Leader: ECE Field Study
This assignment involves making a field study in an ECE Program over the course of the
semester. You should plan on devoting at least 2 hours a week to the field study assignment. An
additional hour of fieldwork per week is also required but may involve other activities, visits,
observations, etc. The total number of required hours for field work is 45 hours.
Develop a time line for the study that includes at least the following:
Select topic and theoretical framework for study
Identify possible field sites
Develop interview and observation guides
Set up organizational system for documentation
Conduct interviews and site visits
Analyze your data
Determine the purpose for the field study. Who (child/teacher/ administrator) and what (ECE
center, classroom, agency, etc.) do you wish to study and why (fieldwork question or focus).
Select several possible sites for the field study. evaluate whether or not the site fits the study,
who is willing to participate, releases that need to be obtained, etc. Choose a theoretical
framework, ECE philosophy, etc. to guide your field study. Add at least one related book/article
to your reading list. Develop a series of questions to inform the field study that reflect the
purpose and context of the field study.
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In order to provide a complete picture, one needs to include information about other related
individuals/settings. Discuss the relationships and different settings that affect those involved in
the study. Who else or what other programs do you need to interview and where else might you
want to visit for the observation?
Determine how you will record and document findings. In addition to observational notes or
journal, you may wish to develop interview forms, use photographs or video tape, collect work
samples, etc. Create a filing system or notebook for the field study.
Conduct observations and interviews.
Analyze your data. What were your major findings, what was learned that will assist in
enhancing professional work and leadership in ECE. [ If you aren’t currently doing your final
project, then “How will the field study assist in determining your final project?”]
Reflect on what you learned during the course of the field study. What were the surprises, the
disappointments?
Share your conclusions with others in the LEE 241 seminar.
Course Outcomes/assignments
Outline of outcomes and sequence for students to get started
1. Document prior ECE Work Experience
2. Self assessment on each of the Nine Essential ECE Professional Tools
3. Develop a Professional Growth Plan
4. Develop a Philosophy of Education Statement
5. Plan and present a Leadership Activity
6. Analyze Charter School Projects and Recommendations
7. Prepare and present a professional Portfolio
1. Document Prior ECE Work Experience
Fill out a chart with the following headings, and analyze your past experiences. Use the LEE 241 field
work to fill gaps if you have not had experiences with all ECE ages/grade levels.
Dates
Time
Age/grade level Setting
Description of experience and/or
durations
responsibilities
2. Self assessment on each of the Nine Essential ECE Professional Tools
Conduct an individual self-assessment based on each of the Nine Essential ECE Professional Tools. Ask
yourself “What do I know and how do I know it?” Write a one-two page description on previous
knowledge, course work or professional development and work experiences in each of the nine areas.
Begin by reviewing relevant prior coursework and experiences. Ask yourself questions like: What did I
learn from this experience? How did this experience change my thinking? The self-assessment is
supported by specific descriptions or other carefully selected evidence that support the builder’s claims
of competence with regard to knowledge, skills, dispositions, and accomplishments. The goal is to
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document learning in a succinct fashion. End each self assessment with, “What’s next - what can I do to
enhance my knowledge in this area?”
NINE ESSENTIAL ECE PROFESSIONAL TOOLS (NAEYC)
1). Cultural Competence
Demonstrate a high level of competence in understanding and responding to diversity of culture,
language, and ethnicity within an ECE setting. The term "culture" includes ethnicity, racial
Identity, economic class, family structure, language, and religious and political beliefs, which
profoundly influence each child's development and relationship to the world.
Example: Describe personnel practices, program design or family engagement strategies that are
responsive to cultural diversity.
2). Knowledge and Application of Ethical Principles
Demonstrate in depth knowledge and thoughtful application of NAEYC's Code of Ethical
Conduct and other guidelines relevant to one's professional role. Evidence should relate to
critical issues in the ECE field that require one to consider and apply ethical values of caring,
justice, and equity.
Example: Describe the congruence between your professional practice and ethical standards for
the profession.
3). Communication Skills
Demonstrate a high level of oral, written, and technological communication skills related to the
identified ECE specialization. Communication skills include use of effective presentation
techniques, writing a research paper or summary related to specialization and application of
technology need for professional role including use of word processing and editing tools,
databases, search engines and other Internet tools, and presentation software.
Example: Design and conduct training on an ECE topic of importance.
4). Mastery of Relevant Theory and Research
Demonstrate in depth, critical knowledge of the theory and research relevant to the professional
role(s) and specialization by applying critical perspectives in reading, discussing, writing about
and evaluating scholarly writing and research in the ECE field.
Example: A Head Start teacher summarizes current research about the effectiveness of Head
Start and other interventions and about the gaps in current knowledge.
5). Skills in Identifying and Using Professional Resources
Demonstrate a high level of skill in identifying and using the human, material, and technological
resources needed to perform one's professional roles and to keep abreast of the field's changing
knowledge base using relevant library and Internet resources as well as community resources,
networks of colleagues, and other sources of knowledge and professional growth.
Example: Create a list of resources related to a professional role that you plan to have after
completing the graduate program.
6). Inquiry Skills and Knowledge of Research Methods
Using systematic and professionally accepted approaches, demonstrate inquiry skills, showing
one's ability to investigate questions relevant to their practice and professional goal as well as
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demonstrate strengths and limitations of various research methods, with emphasis on the
professional role(s) and specialization area emphasized.
Example: Conduct research or review literature on an ECE topic related to your area of expertise
and present these research findings to a professional ECE audience.
7). Skills in Collaborating, Teaching, and Mentoring
Demonstrate the flexible, varied skills needed to work collaboratively and effectively with other
adults in professional roles including collaboration across disciplines and roles.
Example: Work on a committee of a professional or community group concerned with the
education and welfare of children and families.
8). Advocacy Skills
Demonstrate competence in articulating and advocating for sound professional practices and
public policies for the positive development and learning of all young children. Identify and
analyze public policy issues, build collaborations or effective coalitions, and communicate early
childhood issues to a wide range of stakeholders and decision makers. The position taken should
include knowledge about evidence-based approaches to promoting early learning, development,
and family strengths, to advocate for appropriate care and education for young children and their
families.
Example: Participate, write an editorial or give testimony concerning an ECE program, policy or
issue that is under consideration by an organization, school board or other agency.
9). Leadership Skills
Reflect on and use abilities and opportunities to think strategically, build consensus, create
change, and influence better outcomes for children, families, and the profession.
Example: Create or participate in a specific leadership activity related to your specialization or
area of expertise that involves parents, others in ECE, etc.
Please note: Some ECE professional activities may provide evidence of the ability to use
multiple skills, for example, leadership, advocacy and collaboration.
NAEYC ADVANCED PROGROGRAM STANDARDS:
NAEYC’s Advanced Professional Preparation Core Standards for Early Childhood Programs
ask candidates to demonstrate competence at higher levels and with greater depth and
specialization than those holding an initial degree, license or credential in ECE or child
development. NAEYC affirms the value of having a common set of outcomes shared by all in
the profession, whatever their preparation or professional role. The standards are:
Standard 1: Promoting Child Development and Learning
Standard 2: Building Family and Community Relationships
Standard 3: Observing, Documenting and Assessing to Support Young Children and Families
Standard 4: Teaching and Learning
Standard 5: Growing as a professional
3. Develop a Professional Growth Plan
Based on the above self-assessment the ECE graduate student will select an area of concentration.
Include in the professional growth plan goals for acquiring or improving in the use at least one
professional tool, a timeline for field experiences, a professional reading list (minimum 10
LEE 241 Master Syllabus, 2010, page 6 of 12
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books/professional articles), and the leadership activity topic. (CTC 1.3.1).
4. Develop a Philosophy of Education Statement
Your ECE philosophy of education will work as a unifying element for your portfolio. As you conduct
your self-analysis, develop your growth plans, and reflect on your progress; check for congruence with
your philosophy statement.
*Components of a Philosophy Statement
1. Philosophical Foundation: The nature, aim/s, and value of education
2. Theoretical Foundation: The theories and/or research ground the philosophy
3. Learning: The source/s of motivation for learning and how people learn
4. Roles: The teacher’s and student’s roles in learning. The nature of the teacherstudent relationship. The relationship between the environment and learning.
*Page 45 from Jones and Shelton, (2006) Developing Your Portfolio: Enhancing Your Learning and
Showing Your Stuff: A guide for the early childhood student or professional. Routledge.
5. Plan and present a Leadership Activity
Design or participate in a leadership activity related to ECE specialization that enhances ECE quality.
The Leadership activity may be focused on one or more of the nine tools, and be the major professional
growth activity for one or more of the tools. Present your leadership activity to the class.
6. Analyze Charter School Projects and Recommendations
Overview of Charter School Project: Envisioning Developmentally Appropriate Practice, Birth-Third
Grade: CURRICULUM AND ASSESSMENT Charter schools are an innovative approach to
educational reform. Because they are unencumbered by the restrictive regulations governing other
public schools, charter schools provide choices for families with accountability for results. In a charter
school, teachers, parents and children have a commitment to a shared educational vision. A major
assignment in the four ECE elective courses, the Charter School Project, makes real the ideals of our
field: developmentally and culturally appropriate practices (DAP) and a quality, comprehensive ECE
program spanning birth through third grade.
For each of the ECE elective courses, directions are provided for completing assignments that comprise
a component of the DAP Charter School Project. Each component is assessed in the corresponding
course. Students must complete three of the four components.
After three components are completed by the student, the DAP Charter School Project- Combined
Assessment is performed in LEE 241.
Charter School Project Prompt for LEE 241
LEE 241 Master Syllabus, 2010, page 7 of 12
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132
Provide an overview of the Charter School Projects that you completed in the following courses: LEE
171, LEE 232, LEE 233, and/or LEE 271. Include the course number, course name and the topic of your
Charter School Project. A short annotation with other pertinent information would be helpful. (ex:
different topic or age focus from one project to another).
Analyze the Charter School Projects that were done in the courses. Use the rubrics if you have them;
otherwise, use your copies of the projects. The analysis portion is open ended. Here are some ideas to
get you thinking: compare and contrast projects, connection to research, strengths/weakness, and depth
of coverage on topic.
Based on your composite Charter School Projects, what would be your recommendations for best
practices regarding philosophy, policy and/or curriculum for someone thinking of opening a charter
school, or sending their child to one?
Note: the above three items should be one or two pages in length. Please do not exceed two written
pages.
Include the following in the Portfolio: the three items above, copies of the rubrics or whatever instructor
feedback you received. The following format is recommended for reporting scores.
Course
LEE 171
LEE 232
LEE 233
LEE 271.
Total
score
score
7. Prepare and Present a Professional Portfolio
Sections:
1. Documentation of prior ECE Work Experience , and log of 241 experience
2. Nine Essential ECE Professional Tools; self-assessment, goals, and reflections
3. Professional Growth Plan
4. Philosophy of Education Statement
5. Leadership Activity
6. DAP Charter School Project- Combined Assessment and Recommendations
7. Optional: Professional resumes, certificates, etc.
A major requirement of the course is the development of an ECE professional portfolio. This evaluative
portfolio provides cumulative evidence that the graduate student meets the standards of the National
Council for Accreditation of Teacher Education (NCATE) for an ECE professional at the advanced
level. The National Association for the Education of Young Children (NAEYC) is the professional
organization charged with preparing these standards for NCATE. Candidates in advanced programs are
expected to demonstrate competence in using each of the nine essential ECE professional tools, as these
tools apply to their areas of specialization and professional roles.
In conjunction with the field experience and with additional support from previous ECE course work
and assignments, you are to document and organize the cumulative evidence of your ability to use the
nine essential ECE professional tools identified by NAEYC in order to demonstrate growth as an ECE
professional in your identified specialization. Include evidence from ECE graduate studies, fieldwork
and professional experiences. At the end of the semester, as you are finalizing your portfolio you will
add reflections for each of the nine tools.
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Reflection: Reflection is a defining feature of a portfolio and is one of the components that set it
at a higher level than scrapbooks (collections of artifacts/evidence organized around themes).
The role of reflection is that of analysis and interpretation, clarify insights and implications, and
to provide projections and planning for the future. Reflections for each professional tool will
typically be at least 2-3 paragraphs long. (These reflections will include 241 content and
completed assignments.)
The Portfolio may be developed as a hard copy, but electronic (CD or DVD) versions are preferred.
With electronic copies, links can be created to provide a very user-friendly and professional document.
Students will present their portfolios to classmates during the final meeting for the semester.
Selection of Artifacts
*General guidelines for selecting and using evidence
1.
2.
3.
4.
5.
All evidence should express the voice of the builder.
All evidence should connect back to, and support, the purpose of the portfolio.
Each piece of evidence should be weighed against criteria to determine best fit.
Evidence must be explained to clearly communicate connections and relevance to criteria
and/or philosophy.
The body of chosen evidence should be evaluated to ensure balanced coverage of all
criteria.
*Pages 66-67 from Jones and Shelton, (2006) Developing Your Portfolio: Enhancing Your Learning
and Showing Your Stuff: A guide for the early childhood student or professional. Routledge.
Bibliography
Bella, J. & Bloom, P. J. (2003). ZOOM: the impact of early childhood leadership training on role
perceptions, job performance, and career decisions. Wheeling, IL: Center forfor Early
Childhood Leadership.
Bloom, P. J. & Rafanello, D. (1995). The professional development of early childhood center directors:
Key elements of effective training models. Journal of Early Childhood Teacher Education,
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California Department of Education. (2008). California Preschool Learning Foundations, Volume 1.
Sacramento; California Department of Education.
California Department of Education. (2007). Desired Results for Children and Families. Sacramento;
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Carolina Abecedarian Project. (1999). Early Learning later success: The Abecedarian study, executive
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Culkin, M. L. (1997). Administrative leadership. In S. L. Kagan & B. T. Bowman (Eds.), Leadership in
early care and education. Washington, DC: NAEYC, pp. 23-33.
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Frede, E. (1995). The role of program quality in producing early childhood program benefits. Future of
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Galinsky, E., Howes, C., Kontos, S., & Shinn, M. B. (1994). The study of children in family child care
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& B. T. Bowman (Eds.), Leadership in early care and education. Washington, DC: NAEYC. Pp. 321.
Kagan, S. L. & Hallmark, L. G. (2001, Jul.-Aug.). Cultivating leadership in early care and education-Reaping the harvest of a new approach to leadership. Child Care Information Exchange, 140, 710, 12.
National Institute of Child Health and Human Development Early Child Care Research Network
(NICHD). (2002). Early child care and children’s development prior to school entry: Results for
the NICHD study of early child care. American Educational Research Journal, 39(1): 133-164.
LEE 241 schedule, Fall 2010
First meeting: August 26
Before class
Begin recording prior teaching experiences
In class
Go over syllabus and schedule
Discuss assignments
Discuss prior teaching experiences
Decide on observations dates
Second meeting: September _23__
Before class
Read chapters 1-3 in text
Draft list of Field Experiences
Drat of Self-assessment for at least 2 of the 9
tools
In class
Discuss chapters 1-3
Share field experiences
Discuss the nine tools
Discuss Professional Growth Plan
Analyze philosophy statements
Third meeting: October __21___
Before class
Read chapters 4-5 in text
Prepare draft of philosophy statement
Draft reflections for ALL 9 tools
Plan leadership activity and develop reading lists
In class
Discuss chapters 4-5
Share and get peer feedback on philosophy
statements
Discuss tools
Discuss leadership activity and connection to
tools
LEE 241 Master Syllabus, 2010, page 10 of 12
ECE Advanced Program, California State University, Fresno
135
Begin collecting artifacts for portfolio
Set up organization for portfolio
Discuss artifacts and documentation
portfolio organization (look at models)
Fourth meeting: November _16__
Before class
Read chapters 6-7 in text
Refine philosophy statement
In class
Continue collecting artifacts for portfolio
Discuss text chapters
Discuss philosophy statements and connection to
Portfolio
Discuss progress on portfolios
Fifth meeting December ____
Before class
Prepare presentation for leadership activity
Complete portfolio
In class
Present leadership activity
Share Complete portfolio
University Policies
Students with Disabilities: Upon identifying themselves to the instructor and the university, students with
disabilities will receive reasonable accommodation for learning and evaluation. For more information,
contact Services to Students with Disabilities in University Center (UC) room 5 (278-2811).
Honor Code: “Members of the CSU Fresno academic community adhere to principles of academic integrity
and mutual respect while engaged in university work and related activities.” You should:
a) understand or seek clarification about expectations for academic integrity in this course (including
no cheating, plagiarism and inappropriate collaboration),
b) neither give nor receive unauthorized aid on examinations or other course work that is used by the
instructor as the basis of grading,
c) take responsibility to monitor academic dishonesty in any form and to report it to the instructor or
other appropriate official for action.
Cheating and Plagiarism: "Cheating is the actual or attempted practice of fraudulent or deceptive acts for
the purpose of improving one's grade or obtaining course credit; such acts also include assisting another
student to do so. Typically, such acts occur in relation to examinations. However, it is the intent of this
definition that the term 'cheating' not be limited to examination situations only, but that it include any and all
actions by a student that are intended to gain an unearned academic advantage by fraudulent or deceptive
means. Plagiarism is a specific form of cheating which consists of the misuse of the published and/or
unpublished works of others by misrepresenting the material (i.e., their intellectual property) so used as
one's own work." Penalties for cheating and plagiarism range from a 0 or F on a particular assignment,
through an F for the course, to expulsion from the university. For more information on the University's
policy regarding cheating and plagiarism, refer to the Class Schedule (Legal Notices on Cheating and
Plagiarism) or the University Catalog (Policies and Regulations).
Make Up Policy for Planned and Unplanned Absences: In the case of an unplanned student absence,
papers, tests, and/or homework assignments due during the time the student is absent may be made up
LEE 241 Master Syllabus, 2010, page 11 of 12
ECE Advanced Program, California State University, Fresno
136
only if the student contacts the instructor as soon as practicable after the absence occurs and works out a
plan. In the case of authorized absences due to university-sponsored activities, students should expect to
submit their work to the instructor on or before the due date, or as arranged with the instructor. This
includes papers, tests, and/or homework assignments. See grading policy in syllabus for additional
information.
When a student is absent for an extended time period, a viable make-up plan may not be feasible. In
these circumstances, other options such as dropping the class for a serious and compelling reason or
withdrawal from the university may be appropriate.
Computers: "At California State University, Fresno, computers and communications links to remote
resources are recognized as being integral to the education and research experience. Every student is
required to have his/her own computer or have other personal access to a workstation (including a modem
and a printer) with all the recommended software. The minimum and recommended standards for the
workstations and software, which may vary by academic major, are updated periodically and are available
from Information Technology Services (http://www.csufresno.edu/ITS/) or the University Bookstore. In the
curriculum and class assignments, students are presumed to have 24-hour access to a computer workstation
and the necessary communication links to the University's information resources."
Disruptive Classroom Behavior: "The classroom is a special environment in which students and faculty
come together to promote learning and growth. It is essential to this learning environment that respect for
the rights of others seeking to learn, respect for the professionalism of the instructor, and the general goals
of academic freedom are maintained. ... Differences of viewpoint or concerns should be expressed in terms
which are supportive of the learning process, creating an environment in which students and faculty may
learn to reason with clarity and compassion, to share of themselves without losing their identities, and to
develop an understanding of the community in which they live . . . Student conduct which disrupts the
learning process shall not be tolerated and may lead to disciplinary action and/or removal from class."
Copyright policy: Copyright laws and fair use policies protect the rights of those who have produced the
material. The copy in this course has been provided for private study, scholarship, or research. Other uses
may require permission from the copyright holder. The user of this work is responsible for adhering to
copyright law of the U.S. (Title 17, U.S. Code). To help you familiarize yourself with copyright and fair use
policies, the University encourages you to visit its copyright web page.
Digital Campus course web sites contain material protected by copyrights held by the instructor, other
individuals or institutions. Such material is used for educational purposes in accord with copyright law
and/or with permission given by the owners of the original material. You may download one copy of the
materials on any single computer for non-commercial, personal, or educational purposes only, provided that
you (1) do not modify it, (2) use it only for the duration of this course, and (3) include both this notice and
any copyright notice originally included with the material. Beyond this use, no material from the course
web site may be copied, reproduced, re-published, uploaded, posted, transmitted, or distributed in any way
without the permission of the original copyright holder. The instructor assumes no responsibility for
individuals who improperly use copyrighted material placed on the web site.
LEE 241 Master Syllabus, 2010, page 12 of 12
ECE Advanced Program, California State University, Fresno
137
California State University, Fresno
Leadership for Diverse Communities
Diversity and Inclusion in
Early Childhood Education
LEE 271, Fall 2010
Vision:
The Kremen School of Education and Human Development is a center for academic excellence and
collaboration in the fields of education and counseling. Graduates will become community leaders who
advocate for high standards and democratic values with attention to professional ethics and diversity.
The faculty of the Kremen School of Education and Human Development fosters the development of the
following candidate dispositions: Reflection, Critical Thinking, Professional Ethics, Valuing Diversity,
Collaboration, and Life-long Learning. Candidates will increasingly reflect these dispositions in their
work with students, families, and communities.
Course Description: Understanding and responding to culture, ethnic, and linguistic diversity and
ways they affect personality, language, cognitive development, and socialization. Creating inclusive
learning environments and curriculum in early childhood education. (2 lecture, 2 lab hours).
Course Information
Instructor:
Units: 3
Office Number:
Time:
E-mail:
Location:
Telephone:
Office Hours
Purpose of Course/Course Goal: The Early Childhood graduate student will study and
implement specific strategies, resources, and utilization of content to develop a multicultural
education program for young children in a variety of settings.
Technology use: Students will be working on the class web site at http://blackboard.csufresno.edu/.
Most papers or projects will be submitted electronically. The feedback from the instructor will also be
done electronically.
Students will also be using video recording equipment and digital storage.
Required texts:
1. Derman-Sparks, Louise and Olsen Edwards, Julie. (2010). Anti-Bias Education for
Young Children and Ourselves.
LEE 271 Master Syllabus, 2010, page 1 of 11
ECE Advanced Program, California State University, Fresno
138
2. Gonzalez-Mena, Janet (5th Ed 2008). Diversity in Early Care and Education: Honoring
Differences. McGraw-Hill
3. Nieto, Sonia and Bode, Patty (2008). Affirming Diversity: the Sociopolitical Context of
Multicultural Education, 5th Ed.
Primary Learning Outcomes:
COURSE OBJECTIVES
1.
Students will explore childrearing patterns in various cultures.
2.
Students will examine family roles and responsibilities in various cultures.
3.
Students will compare and contrast early childhood programs in various countries. [NAEYC
4.
Students will investigate the implications of cultural background for education. [NAEYC
5.
Students will become aware of teachers’ and children’s’ biases in relation to race and gender.
[NAEYC 1, 2, 4, 5]
[NAEYC 1, 2, 3, 4, 5]
2, 3, 4, 5]
1, 2, 4, 5]
[NAEYC 1, 2, 4, 5]
6.
Students will appreciate significance of language and delineate stages of first and second language
acquisition. [NAEYC 1, 2, 3, 4, 5]
7.
Students will devise plans for incorporating multicultural experiences into early childhood
curriculum. [NAEYC 1, 2, 3, 4, 5]
8.
Students will be sensitized to role of parents in early childhood education. [NAEYC
9.
Students will become familiar with multicultural curriculum models and programs for early
childhood education. [NAEYC 1, 2, 3, 4, 5]
10.
Students will recognize contributions of peace education movement and international
organizations for children to further cross-cultural understanding. [NAEYC 1, 2, 4, 5]
1, 2, 4, 5]
Assignments and contract system for grade:
for a grade of C: assignments 1-2
1. Participate in focused discussion on topics in assigned readings; and submit brief written
documentation of understanding of content for the assigned chapters. Include the author’s name
along with the chapter number and chapter’s title. (Documentation will be sent to the instructor
electronically before the class session when chapters are discussed. [NAEYC 2, 4, 5]
2. Present published “Multicultural Curriculum Material” to classmates and give an oral evaluation
of its quality and usefulness. Post a short written description and critique of the material on the
class web site. [NAEYC 1, 3, 4, 5] .
for a grade of B: assignments 1-3
3. Case study, presentation and written report.
[NAEYC 2, 4, 5] .
GUIDE FOR CASE STUDY WRITTEN REPORT
1. Introduction to the person
LEE 271 Master Syllabus, 2010, page 2 of 11
ECE Advanced Program, California State University, Fresno
139
2. Telling the story, in the words of the person, in chorological order, insert body language where
appropriate
Sub headings in story
3. Conclusion (more than a summary)
Interpretation
Commentary – analysis
4. Implications for teaching
5 What did you learn? your ah ha!
for a grade of A: assignments 1-4
4.
Charter School in a Perfect World [NAEYC
1, 2, 3, 4.1, 5; CTC 2.2.1, 2.3, 2.3.10, 2.5, 2.5.1, Dispositions: Reflection,
Critical Thinking, Professional Ethics, Valuing Diversity, Life-Long Learners]
A. Literature review of research about the practice. Demonstration of Knowledge: Culture, Diversity
and Inclusion
• Select a specific focus related to culture, diversity and inclusion. One place to begin looking
for a topic is the 10 course objectives. The only objective that will not be an appropriate
source of a research topic is #7 because it is in essence part C of the assignment. #9 could
include programs such as "Anti-Bias Curriculum," "A World of Difference" and "Starting
Small: Teaching Tolerance in preschool and early grades."Prepare a 3-5 page review of the
literature. Use APA.
B – Professional visual presentation (Video, PowerPoint, Poster, ….) Demonstration of
Skills: Documentation and Analysis of an Exemplary Practice That Enhances Cultural
Competence or Teaching That is Responsive to Diversity
• Select a specific exemplary practice related to Culturally Responsive Teaching.
• Prepare a 5 to 8 minute presentation (or other visual representation) which demonstrates this
practice. Teacher leaders can use themselves; program leaders can use an application of the
practice.
• For video or PowerPoint presentations, use software that records your descriptions of what is
on the screen (universal access), you may also provide written description of the script.
• The visual presentation and description will be shared with classmates at the end of the
semester.
C – Exemplary practice in charter school setting. Demonstration of Dispositions:
Encouraging Practices for Culture, Diversity, Inclusion
• Prepare a written description of this component of a program in an ideal charter
school that would support Best Practice. The detailed description could focus on one
age group or grade level. [NAEYC 1, 2, 3, 4.1, 5]
DEVELOPMENTALLY APPROPRIATE PRACTICE (DAP)
CHARTER SCHOOL – SEPARATE COURSE ASSESSMENT RUBRIC
NAEYC Standard 1, 2, 4; Essential Tool 1
CHARTER
SCHOOL
ELEMENT
Standard 1
Promoting Child
Development and
Learning
Knowing young
DOES NOT YET
MEET
EXPECTATIONS
Charter School Project
does not show that
candidate understands
young children, their
learning styles needs,
or appropriate learning
MEETS
EXPECTATIONS
EXCEEDS
EXPECTATIONS
Charter School Project
demonstrates that
candidate understands
young children, their
learning styles needs
and appropriate
Charter School Project
demonstrates that
candidate understands
young children, their
learning styles needs
and appropriate
LEE 271 Master Syllabus, 2010, page 3 of 11
ECE Advanced Program, California State University, Fresno
SCORE
140
children’s
characteristics and
needs,
understanding
multiple influences
on development and
learning to create
healthy, supportive,
respectful
environments.
environments to
support their learning.
learning environments
to support their
learning. Research
paper and
demonstration of
practice provide
specific examples that
promote children’s
learning and
development.
Standard 2
Building Family and
Community
Relationships
Charter School Project
does not consider
families and
communities or the
need for their
participation in the
design of curriculum
and the plan for the
charter school.
Charter School Project
summarizes theory and
research related to
families and
communities and how
they might best
participate and have a
voice in the Charter
School. The plan for
the school includes a
detailed description
regarding the family
and school context and
resource list is
provided for teachers,
parents and children.
Includes evaluation
plan. Provisions for
family participation,
diversity and inclusion.
The Charter School
Project lacks research,
practices and a
coherent plan for the
school that integrate
understanding of
children, the
importance of caring
relationships and
instructional
methodologies.
The Charter School
Project presents
research, practices and
plan for the school that
integrate understanding
of children, importance
of caring relationships
and varied approaches
to the design of
effective instruction
that reflect the full span
of content knowledge
from the disciplines.
The demonstration of
practice aligns with
ECE standards and
other mandates.
Learning experiences,
activities or services
have a clear purpose
and are research-based.
Candidates know
about, understand
and value children’s
families and
communities. They
use this understand
to create respectful,
reciprocal
relationships that
support, involve and
empower families to
participate in their
children’s
education.
Standard 4
Teaching and
Learning
Candidates integrate
their understanding
of children and
families and the
importance of
relationships that
develop a variety of
approaches and
strategies for
teaching/learning to
reflect knowledge of
academic
disciplines, essential
concepts, inquiry
tools and structure
of content areas to
design, implement
learning environments
to support their
learning. Research
paper and
demonstration of
practice provide
specific examples of
skills and strategies
including research that
validates their use and
ways to adapt methods
to diverse learners.
Charter School Project
summarizes theory and
research on family
involvement, the
importance of caring
relationships and
implications for
practice. A detailed
description of familyoriented practices with
examples is offered in
the plan. Resource lists
for teachers, parents
and children related to
family issues are
created. Description of
activities for family
participation, diversity
and inclusion. Includes
an evaluation plan for
parent participation.
Drawings/diagrams of
facility, service areas
and classroom include
space for families.
The Charter School
Plan represents a
synthesis of the latest
research and best
practices as well as
new technologies and
other innovations.
Learning experiences
are integrated, DAP
and meets the highest
early learning and
professional standards.
Description of the
curriculum references
adaptations for
differences in abilities,
cultural backgrounds.
Future plans or
modifications are
described. A guide is
prepared that
LEE 271 Master Syllabus, 2010, page 4 of 11
ECE Advanced Program, California State University, Fresno
141
and evaluate
meaningful,
developmentally
appropriate and
challenging learning
for all children.
Tool 1: Cultural
Competence
Demonstrate a high
level of competence
in understanding
and responding to
diversity of culture,
language, and
ethnicity within an
ECE setting. The
term "culture"
includes ethnicity,
racial Identity,
economic class,
family structure,
language, and
religious and
political beliefs,
which profoundly
influence each
child's development
and relationship to
the world.
Charter School Project
reveals a lack of
understanding and
sensitivity in
responding to cultural,
ethnic and language
diversity. Curriculum
and/or other ECE
practices do not
examine cultural
aspects of development
and learning.
Analysis and
reflections are given.
A guide or abstract
summarizes
presentation and key
findings.
Charter School Project
includes evidence of
attention to cultural,
ethnic and language
diversity and their
implications for
practice and
instructional
programming. Several
examples are provided
of research, curriculum
and best practices that
specifically deal with
issues of diversity such
as ethnicity, racial
Identity, economic
class, family structure,
language, and religious
and political beliefs.
The candidate’s plan
for the Charter School
reveals knowledge,
skills and attitudes
demonstrating cultural
competence.
summarizes activity,
key findings and
includes a selected
bibliography.
The Charter School
Project contains
numerous examples of
practice, programs,
design considerations,
resources and many
ways to connect school
and the home that
reflect knowledge and
understanding of
cultural, ethnic and
language diversity,
social conditions,
disparities and policies
that affect learning,
development, equal
education, social and
economic access.
Project demonstrates
candidate honors
diversity, is concerned
with social justice and
equity in creating
learning experiences
and environments that
welcome interchange
and varied culturally
based experiences and
perspectives.
DAP Charter School Project -Separate Component Scoring Guide
Analytic Scores:
Does Not Yet Meets Expectations = 1
Meets Expectations = 2
Exceeds Expectations = 3
Holistic Scoring: Does Not Yet Meets Expectations = 6 or less; Meets Expectations = 7-9;
Exceeds Expectations = 10-12
All work to be of acceptable professional standards, which are:
1.
2.
3.
4.
Written work to be free of grammatical and spelling errors.
Written work to be clearly understandable and appropriate for assignment.
Written work to be referenced properly (APA).
University cheating and plagiarism guidelines will be followed. Proven instances of cheating or
plagiarism may result in expulsion, suspension, probation or in the student receiving a failing
grade for the course.
LEE 271 Master Syllabus, 2010, page 5 of 11
ECE Advanced Program, California State University, Fresno
142
Topics Descriptions
Anti-bias perspective
Anti-bias education incorporates the philosophy of multicultural education while expanding to
include other forms of bias, stereotypes and misinformation. Anti-bias education not only addresses
race and ethnicity but also includes gender, language, religious diversity, sexual orientation, physical
and mental abilities and economic class. Anti-bias education takes an active, problem solving
approach that is integrated into all aspects of an existing curriculum and a school’s environment. An
anti-bias curriculum promotes an understanding of social problems and provides students with
strategies for improving social conditions.
Authenticity is being real, genuine, honest, natural and reliable and is unfictitious.
Case study
A form of qualitative descriptive research. This case study looks intensely at one individual whose
culture is different than the students. After the interview the information is analyzed and
conclusions are drawn. Results do not focus on the discovery of a universal, generalizable truth, but
implications for teachers are drawn.
Diversity
The concept of diversity encompasses acceptance and respect. It means understanding that each
individual is unique, and recognizing our individual differences. These can be along the dimensions
of race, ethnicity, gender, sexual orientation, socio-economic status, age, physical abilities, religious
beliefs, political beliefs, or other ideologies. It is the exploration of these differences in a safe,
positive, and nurturing environment. It is about understanding each other and moving beyond simple
tolerance to embracing and celebrating the rich dimensions of diversity contained within each
individual.
Inclusion
Inclusion is engaging the uniqueness of the talents, beliefs, backgrounds, capabilities, and ways of
living of individuals and groups when joined in a common endeavor. Inclusion is engaging
differences to create a culture of belonging in which people are valued and honored for the
improvement of our society, world, and enterprises. Inclusive behaviors are those practices and
behaviors that leverage and honor the uniqueness of people’s different talents, beliefs, and ways of
living. Inclusive behavior transcends all differences among people by acknowledging and honoring
the group identities we all possess while at the same time not being restricted by those identities.
Multicultural Education
Teaching with a multicultural perspective encourages appreciation and understanding of other
cultures as well as one's own. Teaching with this perspective promotes the sense of the uniqueness
of one’s own culture as a positive characteristic and enables one to accept the uniqueness of the
cultures of others.
Persona Dolls
Teaching tools, used in a similar way as using puppets that are designed to teach social skills.
Teachers give a doll a specific Persona that diptychs a culture, background, or some topic or issue
that a she wants to bring up and discuss with the class.
Resiliency
Resiliency is defined as the capacity to spring back or the capacity to recover quickly from change,
illness or misfortune; to successfully adapt in the face of adversity, and develop social competence
despite exposure to severe stress.
Universal Design for Learning (UDL)
UDL is a proactive approach to designing course instruction, materials, and content to benefit
students of all learning styles without afterthought-based adaptation or retrofitting. UDL enables you
to effectively and creatively design and teach your course in a way that makes learning accessible to
a wider range of students.
Peace Education
LEE 271 Master Syllabus, 2010, page 6 of 11
ECE Advanced Program, California State University, Fresno
143
The aim of peace education is to provide the tools and the framework to empower peaceful problem
solving, conflict resolution, and decision making in ways that emotionally support individuals, the
community and the world.
University Policies
Students with Disabilities: Upon identifying themselves to the instructor and the university, students with
disabilities will receive reasonable accommodation for learning and evaluation. For more information, contact
Services to Students with Disabilities in University Center (UC) room 5 (278-2811).
Honor Code: “Members of the CSU Fresno academic community adhere to principles of academic integrity
and mutual respect while engaged in university work and related activities.” You should:
a) understand or seek clarification about expectations for academic integrity in this course (including
no cheating, plagiarism and inappropriate collaboration),
b) neither give nor receive unauthorized aid on examinations or other course work that is used by the
instructor as the basis of grading,
c) take responsibility to monitor academic dishonesty in any form and to report it to the instructor or
other appropriate official for action.
Cheating and Plagiarism: "Cheating is the actual or attempted practice of fraudulent or deceptive acts for
the purpose of improving one's grade or obtaining course credit; such acts also include assisting another
student to do so. Typically, such acts occur in relation to examinations. However, it is the intent of this
definition that the term 'cheating' not be limited to examination situations only, but that it include any and all
actions by a student that are intended to gain an unearned academic advantage by fraudulent or deceptive
means. Plagiarism is a specific form of cheating which consists of the misuse of the published and/or
unpublished works of others by misrepresenting the material (i.e., their intellectual property) so used as one's
own work." Penalties for cheating and plagiarism range from a 0 or F on a particular assignment, through an F
for the course, to expulsion from the university. For more information on the University's policy regarding
cheating and plagiarism, refer to the Class Schedule (Legal Notices on Cheating and Plagiarism) or the
University Catalog (Policies and Regulations).
Make Up Policy for Planned and Unplanned Absences: In the case of an unplanned student
absence, papers, tests, and/or homework assignments due during the time the student is absent may be
made up only if the student contacts the instructor as soon as practicable after the absence occurs and
works out a plan. In the case of authorized absences due to university-sponsored activities, students
should expect to submit their work to the instructor on or before the due date, or as arranged with the
instructor. This includes papers, tests, and/or homework assignments. See grading policy in syllabus for
additional information.
When a student is absent for an extended time period, a viable make-up plan may not be feasible. In these
circumstances, other options such as dropping the class for a serious and compelling reason or withdrawal
from the university may be appropriate.
Computers: "At California State University, Fresno, computers and communications links to remote
resources are recognized as being integral to the education and research experience. Every student is required
to have his/her own computer or have other personal access to a workstation (including a modem and a
printer) with all the recommended software. The minimum and recommended standards for the workstations
and software, which may vary by academic major, are updated periodically and are available from
Information Technology Services (http://www.csufresno.edu/ITS/) or the University Bookstore. In the
curriculum and class assignments, students are presumed to have 24-hour access to a computer workstation
and the necessary communication links to the University's information resources."
Disruptive Classroom Behavior: "The classroom is a special environment in which students and faculty
come together to promote learning and growth. It is essential to this learning environment that respect for the
rights of others seeking to learn, respect for the professionalism of the instructor, and the general goals of
LEE 271 Master Syllabus, 2010, page 7 of 11
ECE Advanced Program, California State University, Fresno
144
academic freedom are maintained. ... Differences of viewpoint or concerns should be expressed in terms
which are supportive of the learning process, creating an environment in which students and faculty may learn
to reason with clarity and compassion, to share of themselves without losing their identities, and to develop an
understanding of the community in which they live . . . Student conduct which disrupts the learning process
shall not be tolerated and may lead to disciplinary action and/or removal from class."
Copyright policy: Copyright laws and fair use policies protect the rights of those who have produced the
material. The copy in this course has been provided for private study, scholarship, or research. Other uses
may require permission from the copyright holder. The user of this work is responsible for adhering to
copyright law of the U.S. (Title 17, U.S. Code). To help you familiarize yourself with copyright and fair use
policies, the University encourages you to visit its copyright web page.
Digital Campus course web sites contain material protected by copyrights held by the instructor, other
individuals or institutions. Such material is used for educational purposes in accord with copyright law and/or
with permission given by the owners of the original material. You may download one copy of the materials
on any single computer for non-commercial, personal, or educational purposes only, provided that you (1) do
not modify it, (2) use it only for the duration of this course, and (3) include both this notice and any copyright
notice originally included with the material. Beyond this use, no material from the course web site may be
copied, reproduced, re-published, uploaded, posted, transmitted, or distributed in any way without the
permission of the original copyright holder. The instructor assumes no responsibility for individuals who
improperly use copyrighted material placed on the web site.
LEE 271 Master Syllabus, 2010, page 8 of 11
ECE Advanced Program, California State University, Fresno
145
Course schedule of assignments
Week
Date
1.
Aug 24
Topic
Introduction, Demo multicultural
material
Resiliency
2.
Aug 31
Anti-Bias Education
*D-S: pages vi-19,
3.
Sep 7
Case studies,
multicultural
curriculum materials
4.
Sep 14
Positive interactions, environments
and terminology;
multicultural curriculum materials
5.
Sep 21
Culture, language and fairness, school
reform
D-S: ch 3
**N: pg xiv – 30
share multicultural curriculum materials
D-S: ch 4,
N: ch 2
share multicultural curriculum materials
D-S: ch 5
Book #3: ch 3
6.
Sep 28
Racial identity, fairness, Issues in
schools
D-S: ch 6
N : ch 4 & 5,
7.
Oct 5
Culture, Identity & Learning
8.
Oct 12
Linguistic diversity in Multicultural
Classrooms
9.
Oct 19
Family structure and fairness,
Understanding School Achievement
D-S: ch 7
N: ch 6
case studies
D-S: ch 8
N: ch 7
case studies
D-S: ch 9
N: ch 8
10. Oct 26
Different abilities and fairness,
Learning from students
D-S: ch 10
N: ch 9
11. Nov 2
Holidays, Adapting Curriculum for
Multicultural Classrooms
D-S: ch 11 & pg 149-160
N: ch: 10
12. Nov 9
Implications for teachers
N: ch 11
13. Nov 16
Differences and cultural conflicts
***G-M:Ch 1 - 4
14. Nov 23
differing perspectives
G-M: Ch 5 - 7
15. Nov 30
Presentation of projects Charter School
project
Charter School project presentations
16. Dec 7
Presentation of projects Charter School
project
Charter School project presentations
10 min. max. each
17. Dec 14
finals
1.
2
3
Readings and Assignment Due
10 min. max. each
*(D-S) Derman-Sparks, Olsen Edwards,. Anti-Bias Education
***(G-M) Gonzalez-Mena, Janet Diversity in Early Care and Education:
**(N) Nieto, Bode, Patty Affirming Diversity
LEE 271 Master Syllabus, 2010, page 9 of 11
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Subject to Change: This syllabus and schedule are subject to change in the event of extenuating
circumstances. If you are absent from class, it is your responsibility to check on announcements
made while you were absent.
LEE 271 Master Syllabus, 2010, page 10 of 11
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147
Bibliography:
Au, W. (2009). Rethinking Multicultural Education: Teaching for Racial and Cultural Justice.
Rethinking Schools Ltd
Banks, J. (2006). Cultural diversity and education: foundations, curriculum, and teaching, 5th
Ed. Boston; Pearson.
Bission, J. (1997). Celebrate! An anti-bias guide to enjoying holidays in early childhood
programs. Readleaf Press.
Derman-Sparks, & Ramsey, P. (2006). What if All the Kids are White? Anti-bias multicultural
education with young children and families. New York; Teachers College Press.
Garcia, E. & Frede, E. (Editors). (2010). Young English Language Learners: Current Research
and Emerging Directions for Practice and Policy. Teachers College Press.
Jones, G. & Moomaw, S. (2002). Lessons from turtle island: native curriculum in early
childhood classrooms. Redleaf Press.
Howes, Carollee. (2009). Culture and Child Development in Early Childhood Programs:
Practices for Quality Education and Care. Teachers College Press.
Gould, P. & Sullivan, J. (1999). The Inclusive Early Childhood Classroom: easy ways to adapt
learning centers for all children. Gryphon House Books.
Moore, L. (2009). Inclusion strategies for working with young children: a resource guide for
teachers, childcare providers and parents (2nd Ed.). Corwin/ SAGA Co.
Nieto, S. (2009). The Light in Their Eyes: Creating Multicultural Learning Communities.
Teachers College Press.
Paasche, C., Gorrill, L. & Strom, B. (2004). Children with special Needs in early childhood
settings: identification, intervention, inclusion. Wadsworth Publishing.
Petty, K. (2009). Deployment strategies for working with kids in military families. Redleaf Press.
Sandall, S., Hemmeter, M., Smith, B., & McLean, M. (EDs) (2004). DEC Recommended
Practice: A Comprehensive guide for practical Application in early Intervention/ Early
Childhood Special Education. Published by Sopris West.
Strieb, L. Y. (2010). Inviting Families into the classroom: Learning form a life in Teaching.
National Writing Project and Teachers College Press.
Taylor, L. & Whittaker, C. (2009). Bridging multiple worlds: case studies of diverse educational
communities 2nd Ed. Boston; Pearson.
Wolpert, E. (2005). Start Seeing Diversity: The Basic Guide to an Anti-Bias Classroom.
Australia, Redleaf Press.
Wood, K. I. & Youcha, V. (2009). The ABCs of the ADA: Your early childhood program’s
guide to the Americans with Disabilities Act.
York, S. (2006).Roots & Wings: Affirming Culture in Early Childhood Programs, Revised
Edition. Redleaf Press.
LEE 271 Master Syllabus, 2010, page 11 of 11
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Leadership for Diverse Communities
Our candidates are Ethical, Reflective, Critical Thinkers,
Valuing Diversity and Life-Long Learning
The faculty of the Kremen School of Education and Human Development foster the
development of the following candidate dispositions. Candidates will increasingly
reflect these dispositions in their work with students, families, and communities.
CI 285 Advanced Seminar in Educational Psychology
Dr. Pamela Lane-Garon
http://www.csufresno.edu/mediatormentors/
http://www.csufresno.edu/bonnercenter/
FALL 2010
Office ED 365
Campus Phone 278-0320
e-mail pamelalg@csufresno.edu
Office Hours: Mon. 6:30, Wed. 11:30-12:30 INTERESC; Fridays
12:00 ED 215 and also by appointment.
Class Meets on Mondays 7:00-9:50 ED 153
Principles of the psychology of human learning are critical to understanding and
effecting all interpersonal change—where it is the intention to assist, lead, counsel,
teach, or design instruction.
Course Description
This graduate seminar is designed to allow you to explore educational psychology concepts in depth.
Discussion, group and partner work, independent reading, brief weekly quizzes, video analysis, and a
final mini-research paper/presentation will engage you in the subject matter pertinent to your discipline.
In seminars, student and instructor construct knowledge (interpretation: you teach too!)
Prerequisites Minimum 3 units from the following: CI 130, 152; COUN 174, PSYCH 101
or enrollment in the Masters in Education program with permission of program advisor.
Note: This class is one of the core course requirements for the Masters in Education. This course is also an elective for the
PPS Counseling program.
Purchase:
Required Text #1: Driscoll, M.P. (latest edition). Psychology of Learning for Instruction,
Allyn & Bacon: Boston.
Additional readings are supplied by the instructor from Freakonomics and Readings in Educational Psychology.
Primary Learning Outcomes:
The learning outcomes are aligned with the Standards of Quality and Effectiveness for Professional Teacher Preparation
Programs adopted by the California Commission on Teacher Credentialing (CCTC), the Teaching Performance Expectations
(TPE), the National Council for Accreditation of Teacher Education (NCATE) Standards, and the KSOEHD Dispositions:
Reflection, Critical Thinking, Professional Ethics, Valuing Diversity, Collaboration, Life-Long Learning.
This course aims to provide the advanced student with opportunities to:
CI 285 Master Syllabus, 2010, page 1 of 33
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•
•
•
Explore previously-learned, research-based psychological frameworks important to explaining and planning
behavior.
Identify psychological principles that operate in human learning.
Become more conversant with a variety of psychological theories implicated in development, learning and
design/implementation of instruction or intervention. Such as:
Behavioral Learning Theories (& implications for practice)
Cognitive-Behavioral Theories (& implications for practice)
Interactional Theories of Learning (& implications for practice)
Family Systems Theory (& implications for practice)
Biological Bases of Learning and Behavior (&implications for practice)
The Neurophysiology of Learning (& implications for practice)
Theories of Motivation (& implications for practice)
Issues of Language (Theories & Practice)
Culturally-based Theories of Learning (and implications for practice)
Constructivism (& implications for practice)
Principles of Assessment (& implications for practice)
Professional Ethics (& implications for practice)
Positive Psychology (& implications for practice)
•
•
•
•
Identify a context for brief intervention, develop an assessment plan, collect data, interpret results, and describe
implications for planning and change.
Examine, design and implement a method of measurement.
Review and summarize the literature base around your discipline-specific topic.
Implement your plan in your current setting, summarize the experience by writing up your mini-research project and
present your process and findings to your peers.
Special Needs:
Upon identifying themselves to the instructor, students with disabilities will receive reasonable accommodations. For
more info, contact services in Madden Library 1049 at 278-2811.
Honor Code: "Members of the CSU Fresno academic community adhere to principles of academic integrity and
mutual respect while engaged in university work and related activities."
For more details, please check out APM-236 for the complete text of the Honor
Code. (http://www.csufresno.edu/aps/documents/apm/236.pdf) Major Assignments and
Examinations:
BlackBoard Documents explain assignments in further detail.
Cell Phones. Out of respect for everyone’s learning experience, cell phones are to be turned off during
class except when an emergency call is expected.
Confidentiality. The privacy and identity of children and their families should be protected in all written materials.
Therefore when writing about a child, the recommended language is “for the purpose of this study, I will refer to the
observed student as Child A.”
* Subject to Change: This syllabus and schedule are subject to change in the event of extenuating
circumstances. If you are absent from class, it is your responsibility to check on announcements made
while you were absent.
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University Policies
Students with Disabilities: Upon identifying themselves to the instructor and the university, students with disabilities
will receive reasonable accommodation for learning and evaluation. For more information, contact Services to
Students with Disabilities in University Center (UC) room 5 (278-2811).
Honor Code: “Members of the CSU Fresno academic community adhere to principles of academic integrity and mutual
respect while engaged in university work and related activities.” You should:
a) understand or seek clarification about expectations for academic integrity in this course (including no
cheating, plagiarism and inappropriate collaboration),
b) neither give nor receive unauthorized aid on examinations or other course work that is used by the instructor
as the basis of grading,
c) take responsibility to monitor academic dishonesty in any form and to report it to the instructor or other
appropriate official for action.
Cheating and Plagiarism: "Cheating is the actual or attempted practice of fraudulent or deceptive acts for the purpose
of improving one's grade or obtaining course credit; such acts also include assisting another student to do so.
Typically, such acts occur in relation to examinations. However, it is the intent of this definition that the term
'cheating' not be limited to examination situations only, but that it include any and all actions by a student that are
intended to gain an unearned academic advantage by fraudulent or deceptive means. Plagiarism is a specific form of
cheating which consists of the misuse of the published and/or unpublished works of others by misrepresenting the
material (i.e., their intellectual property) so used as one's own work." Penalties for cheating and plagiarism range from
a 0 or F on a particular assignment, through an F for the course, to expulsion from the university. For more
information on the University's policy regarding cheating and plagiarism, refer to the Class Schedule (Legal Notices
on Cheating and Plagiarism) or the University Catalog (Policies and Regulations).
Make Up Policy for Planned and Unplanned Absences: In the case of an unplanned student absence, papers, tests,
and/or homework assignments due during the time the student is absent may be made up only if the student
contacts the instructor as soon as practicable after the absence occurs and works out a plan. In the case of
authorized absences due to university-sponsored activities, students should expect to submit their work to the
instructor on or before the due date, or as arranged with the instructor. This includes papers, tests, and/or
homework assignments. See grading policy in syllabus for additional information.
When a student is absent for an extended time period, a viable make-up plan may not be feasible. In these
circumstances, other options such as dropping the class for a serious and compelling reason or withdrawal from
the university may be appropriate.

Computers: "At California State University, Fresno, computers and communications links to remote
resources are recognized as being integral to the education and research experience. Every student is
required to have his/her own computer or have other personal access to a workstation (including a modem
and a printer) with all the recommended software. The minimum and recommended standards for the
workstations and software, which may vary by academic major, are updated periodically and are available
from Information Technology Services (http://www.csufresno.edu/ITS/) or the University Bookstore. In
the curriculum and class assignments, students are presumed to have 24-hour access to a computer
workstation and the necessary communication links to the University's information resources." Every
student is required to have a personal computer or access to a university computer.

Disruptive Classroom Behavior: "The classroom is a special environment in which students and faculty
come together to promote learning and growth. It is essential to this learning environment that respect for
the rights of others seeking to learn, respect for the professionalism of the instructor, and the general goals
CI 285 Master Syllabus, 2010, page 3 of 33
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of academic freedom are maintained. ... Differences of viewpoint or concerns should be expressed in
terms which are supportive of the learning process, creating an environment in which students and faculty
may learn to reason with clarity and compassion, to share of themselves without losing their identities,
and to develop an understanding of the community in which they live . . . Student conduct which disrupts
the learning process shall not be tolerated and may lead to disciplinary action and/or removal from class."
student behavior which disrupts the learning process shall not be tolerated.
Copyright policy: Copyright laws and fair use policies protect the rights of those who have produced the material. The
copy in this course has been provided for private study, scholarship, or research. Other uses may require permission
from the copyright holder. The user of this work is responsible for adhering to copyright law of the U.S. (Title 17,
U.S. Code). To help you familiarize yourself with copyright and fair use policies, the University encourages you to
visit its copyright web page.
Digital Campus course web sites contain material protected by copyrights held by the instructor, other individuals or
institutions. Such material is used for educational purposes in accord with copyright law and/or with permission given
by the owners of the original material. You may download one copy of the materials on any single computer for noncommercial, personal, or educational purposes only, provided that you (1) do not modify it, (2) use it only for the
duration of this course, and (3) include both this notice and any copyright notice originally included with the
material. Beyond this use, no material from the course web site may be copied, reproduced, re-published, uploaded,
posted, transmitted, or distributed in any way without the permission of the original copyright holder. The instructor
assumes no responsibility for individuals who improperly use copyrighted material placed on the web site. Ethical
behavior is expected of all students and especially of candidates seeking professional credentials (see university policy on
cheating and plagiarism in the catalogue and schedule of courses).
Anticipated Learning Outcomes: Some of the major NCATE/CTC/NAEYC Standards for Advanced Students that CI 285
Addresses are:

Advanced candidates collect and interpret research, translate research findings into practice, demonstrate
personal research skills, and implement applied research.

Advanced candidates understand the socio-cultural, historical, and political forces that influence the diverse
delivery systems through which programs are offered for children and their families (for example, social
service agencies, public schools, private enterprise).

Advanced 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
(NAEYC Standard 1).

Advanced 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
CI 285 Master Syllabus, 2010, page 4 of 33
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relationships that support and empower families, and involve all families in their children’s development and
learning (NAEYC Standard 2).

Advanced candidates apply theoretical and research knowledge to practice in appropriate settings—in the
context of field study projects, action research, curriculum projects, or observed clinical practice.

Advanced 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 (NAEYC Standard 3)

Advanced candidates are reflective professionals capable of taking leadership roles in schools or programs,
mentoring novice teachers, and acting as advocates for children at local, state, and national levels.

Advanced candidates integrate their knowledge of academic disciplines to design, implement and evaluate
experiences that promote positive development and learning for all children (NAEYC Standard 4).

Advanced candidates identify and conduct themselves as members of their profession. They know and use
ethical guidelines and other professional standards related to their professional practice (NAEYC Standard
5).
Expectations & Grading
Mini-quizzes based on assignments…………………….. 40 pts
Participation (attendance, general engagement,
presentations of text material with colleagues)……….… 20 pts
Analysis of a Research Article (coloring)……………… 21 pts
Team, Thematic Mini-Research Project/Paper……….
18 pts
99 pts
Note: All students complete research mini-project. Students may select manner of presentation:
paper, power point, poster, etc…
90% of the possible pts. = A, 80%-89% of the possible pts. = B, 70-79% of the possible pts. = C,
below 70% = individual contract for improvement
*late assignments (before last day of instruction) will be subject to point deductions.
**late assignments (after last day of instruction) will not be graded.
Attendance-related Issues: You are expected to be present as there will only be make-up quizzes for doctor-excused
absences and documented family emergencies. Also, your colleagues cannot have meaningful learning experiences without
you. If you know you are going to be out for a religious holiday, please inform me in writing, three weeks before that date.
You are, of course, responsible for assignments missed. missed classes will result in loss of participation points.
Schedule of Assignments and Activities
This syllabus and schedule are subject to change in the event of extenuating circumstances.
Class
1 Aug 23.
Standards
CCTC
Relationships
Between
Today’s Topic/Activity
Reading Prep
Intro to Course Content,
Objectives & Expectations
(1) Read Preface, Ch. 1
and Ch. 2 in Driscoll
for the next class.
CI 285 Master Syllabus, 2010, page 5 of 33
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Theory &
Practice
NAEYC
1a, 1b, 1c
Topic: Theory…
Interpretation of behavior
And how theoretical frames
affect practice.
(2) Theorists and Theories
on Blackboard
The Importance of Child Development
Knowledge to Your Practice
Video Review:
CACREP
Theory/History
NCATE 1.2; 1.5;1A,
NCATE 1B,
CACREP C.2.a., CACREP B.1,
CACREP C.2.h., CACREP B.7,
CACREP A.9., CACREP C.2.d
_______________________________________________________________________________
2
Aug.
30
Standards
CCTC 3, 4
NAEYC
1,a, 1b, 1c
4b, 4c
Topic:
Radical Behaviorism
To Social-Cognitive Behaviorism
(social learning theory)
(1) Classical &
Operant Conditioning
on Blackboard
(2) Behaviorism
on Blackboard
Behaviorism Video
Relevant Theory and Research
(3) Bandura on
Blackboard
Skinner to Bandura
CACREP
NCATE 1.2; 1.5; 1A; 1B
CACREP C.2.a., CACREP B.1,
CACREP C.2.h., CACREP B.7,
CACREP A.9, CACREP C.2.d
______________________________________________________________________________________
Sept 6 Labor Day No Class
_____________________________________________________________________________________
Class
Standards
Today’s Topic/Activity
3
Sept. 13
Assessing Change:
Reading Prep
(1) APA format website
http://www.docstyles.com/apacrib.htm
Measurement in Research
NAEYC
3, 4a, 4b
(2) Research Assists on
Blackboard
CACREP
NCATE 1.2; 1.5; 1B,
NCATE 1D.
CACREP C.1.a.,
Inquiry Skills & Research Methods
fun w/Freakonomics
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CACREP C.1.g.
______________________________________________________________________________________
4
Sept.
20
Standards
CCTC
3, 4, 14
Prep to
Teach
Special
Populations
NAEYC
4a, 4b
Topic: Inclusion
MINI QUIZ # 1 Behaviorism
(incl social cognitive)
(1) Syllabus Material on
Research & APA Style
(2) Read supplementals:
teaching exceptional
learners
Exercising Cultural Competence
CACREP
NCATE 1.6;4; 1B,
NCATE 1D.
CACREP C.1.a.,
CACREP C.1.g.
______________________________________________________________________________________
Topic:
Patrick Newell
(1) Be prepared with a topic,
5
Sept.
Standards
27
CCTC 11
Madden Library & ED Lab
two variables, a
Prep to
e- search methods
research question & a
hypothesis
Use
Educational
Ideas & Research
Inquiry Skills and Research Methods
NAEYC
3, 5, 6
CACREP
NCATE 1B,
NCATE 1D.CACREP C.1.a.,
CACREP C.1.g.
____________________________________________________________________________________
Topic:
Standards
Cognitive Views
(1) For this class prepare with
6
Oct. 4
Of Human Learning and Change
(team reading).
CCTC
How have cognitive frameworks
1/3 Class read Driscoll
3, 4, 6, 1
Influenced your practice?
pp. 71-112.
1/3 class read Driscoll pp.
Inclusion and Atypical Learners
pp. 183-200.
1/3 class read Woolfolk 2
*DUE Analysis of a Research Report (Coloring)
NAEYC
(2)
Theorists and Theories
1, 3
on Blackboard
______________________________________________________________________________________
Oct. 11
NO CLASS
Professor at Conference
______________________________________________________________________________________
CI 285 Master Syllabus, 2010, page 7 of 33
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Standards
7
Oct. 18 CCTC
3,4 ,6, 11
NAEYC
1, 1.2; 1.5
Interactional Views &
Constructivism
(Vygotsky, Piaget and Bruner)
(1)
Relevant Theory and Research
MINI-QUIZ #2 Cognitive
Psychological
Frameworks
For this class prepare with
(team reading) 1/4 class
read Woolfolk
articles # 21 and #32.
(2) Theorists and Theories
on Blackboard
(3)
1/4Driscoll pp. 200-216.
and
1/4Driscoll pp. 218-255.
¼ Driscoll pp. 373-395
_____________________________________________________________________________________
8 Oct. 25
Attend CUMU Conference
_____________________________________________________________________________________
9
Nov. 1
Standards
3, 4, 5, 6, 10
CCTC
Topic:
Emotional Intelligence
& Biological Bases of Learning
(1)
“Environmental Encouragers”
For this class prepare by
reading supplemental
materials and Driscoll pp.
pp. 257-298
NAEYC
2, 3, 4a
Building Family & Community
(2)
Read Working w/Families
CACREP
Relationships
on Blackboard
A.1, A.6, B.2,
B.4, A.2, C.2.c.,
MINI-QUIZ #3 Piaget, Vygotsky, Bruner (take home)
C.3.a, A.3, A.4,
C.3.b., C.3.c., C.3.d.,
Exercising Cultural Competence
B.5, C.2.f., C.2.g.
Working with Families
NCATE 1.6;1.8; 4
____________________________________________________________________________________
(1)
10
Nov.
8
Standards
CCTC 10, 11
Topic:
More EQ & Positive Character
Development in Youth
Using Collaborative, Teaching and
Mentoring Skills
NAEYC
2, 3, 4a
MINI QZ #4
EQ & Biological
Bases of Learning
Show n’ Tell
Bring a program/example
from your setting
that incorporates EQ
notions—addressing
social-emotional
needs as well as
academic.
(2)
Education on
Read Character
NCATE
Blackboard
1.3; 1.6
______________________________________________________________________________________
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11 Nov.15
Standard
CCTC 11, 12
Professional
Perspectives
Professional Ethics
& Moral Maturity
(1) search the web for your
professional code of ethics
Interprofessional Collaboration
And Professional Identity
(2) Read Bebeau on Blackboard
NAEYC
1, 2, 4a, 4b
5a-5e
CACREP
NCATE 1C,
NCATE 1D,
CACREP A.11
CACREP A.7.
_____________________________________________________________________________________
12 Nov. 22
Class does not formally meet. This is your opportunity to finalize your research team
presentations.
---------------------------------------------------------------------------------------------------------------------------------13 Nov. 29
Topic:
Motivation & Self Regulation
(1)
Prepare for this class
Standards
In Learning
with team reading.
1/4 class read Driscoll
CCTC 3, 4,
pp. 299-317.
10, 11
1/4 class read Dr
Assessment as Motivation and
pp. 317-325.
NAEYC
“Reality Base” for Learner
1/4 class read Driscoll1, 2, 1, 2, 3, 4
self-regulation
pp. 325-337.
1/4 class read Woolfolk
pp. 167-192.
NCATE
1.2; 1.5
(2)
Read Motivation on
Blackboard
______________________________________________________________________________________
14 Dec. 6
CCTC
1.3.1; 2.1
NAEYC
1, 3, 4
Your Presentations
NAEYC Standards 1, 3, 4;
Essential Tools 3, 4, 5, 6;
CTC Standards 1.3.1, 2.1
Growing As A Professional
Demonstrating your Professional
Communication, Mastery of Research
And Leadership Skills in your specialization area
CACREP
NCATE 1C,
NCATE 1D,
CACREP A.11,
CACREP A.7
_____________________________________________________________________________________
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15 Dec. 13
Your Presentations and
Contributions of the “New” Positive Psychology to Education
_____________________________________________________________________________________
FINAL EXAMS = THEMATIC RESEARCH TEAM PRESENTATIONS
Topics Descriptions
Social, moral and cognitive development
To understand the characteristics of learners in childhood, adolescence, adulthood, and old age,
educational psychology develops and applies theories of human development. Often
represented as stages through which people pass as they mature, developmental theories
describe changes in mental abilities (cognition), social roles, moral reasoning, and beliefs about
the nature of knowledge. Piaget, Vygotsky, Bruner, Kohlberg and Erikson are studied in this
regard.
Individual Differences Each person has an individual profile of characteristics, abilities and
challenges that result from predisposition, learning and development. These manifest as
individual differences in intelligence, creativity, cognitive style, motivation and the capacity to
process information, communicate, and relate to others. The most prevalent disabilities found
among school age children are attention-deficit hyperactivity disorder (ADHD), learning
disability, dyslexia, and speech disorder. Less common disabilities include mental retardation,
hearing impairment, cerebral palsy, epilepsy, and blindness. Individual differences and educator
approaches and accommodations are examined in terms of Multiple Intelligences and
Emotional Intelligence (Gardner and Goleman).
Learning and Cognition
Two fundamental assumptions that underlie formal education systems are that students (a)
retain knowledge and skills they acquire in school, and (b) can apply them in situations outside
the classroom. But are these assumptions accurate? Research has found that, even when
students report not using the knowledge acquired in school, a considerable portion is retained
for many years and long term retention is strongly dependent on the initial level of encoding.
Processes of learning and memory are discussed (Cognitive Information Processing).
Behavioral Perspective
Applied behavior analysis, a set of techniques based on the behavioral principles of operant
conditioning, is effective in a range of educational settings.For example, teachers can alter
student behavior by systematically rewarding students who follow classroom rules with praise,
stars, or tokens exchangeable for sundry itemDespite the demonstrated efficacy of awards in
changing behavior, their use in education has been criticized by proponents of selfdetermination theory, who claim that praise and other rewards undermine intrinsic motivation.
The benefits and detriments of Behaviorism are examined.
Developmental Perspective
Developmental psychology, and especially the psychology of cognitive development, opens a
special perspective for educational psychology. This is so because education and the
psychology of cognitive development converge on a number of crucial assumptions. First, the
psychology of cognitive development defines human cognitive competence at successive
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phases of development. Education aims to help students acquire knowledge and develop skills
which are compatible with their understanding and problem-solving capabilities at different
ages. Thus, knowing the students' level on a developmental sequence provides information on
the kind and level of knowledge they can assimilate, which, in turn, can be used as a frame for
organizing the subject matter to be taught at different school grades. Psychological, Social,
Emotional, Physical and Cognitive Development are explored at great length in this class.
Social Cognitive Perspective
Social cognitive theory is a highly influential fusion of behavioral, cognitive and social
elements that was initially developed by educational psychologist Albert Bandura. In its earlier,
neo-behavioral incarnation called social learning theory, Bandura emphasized the process of
observational learning in which a learner's behavior changes as a result of observing others'
behavior and its consequences. The theory identified several factors that determine whether
observing a model will affect behavioral or cognitive change. These factors include the
learner's developmental status, the perceived prestige and competence of the model, the
consequences received by the model, the relevance of the model's behaviors and consequences
to the learner's goals, and the learner's self-efficacy. The Early Childhood Educators and
Counselors in this class examine Bandura’s theories in detail.
Motivation
Motivation is an internal state that activates, guides and sustains behavior. Educational
psychology research on motivation is concerned with the volition or will that students bring to
a task, their level of interest and intrinsic motivation, the personally held goals that guide their
behavior, and their belief about the causes of their success or failure.
A form of attribution theory developed by Bernard Weiner describes how students' beliefs
about the causes of academic success or failure affect their emotions and motivations. For
example, when students attribute failure to lack of ability, and ability is perceived as
uncontrollable, they experience the emotions of shame and embarrassment and consequently
decrease effort and show poorer performance. In contrast, when students attribute failure to
lack of effort, and effort is perceived as controllable, they experience the emotion of guilt and
consequently increase effort and show improved performance. Attribution theory and and
motivational elements such as locus of control and context stability are studied in depth in this
class.
Research methodology
The research methods used in educational psychology tend to be drawn from psychology and
other social sciences. There is also a history of significant methodological innovation by
educational psychologists, and psychologists investigating educational problems. Research
methods address problems in both research design and data analysis. Research design informs
the planning of experiments and observational studies to ensure that their results have internal,
external and ecological validity. Data analysis encompasses methods for processing both
quantitative (numerical) and qualitative (non-numerical) research data. Although, historically,
the use of quantitative methods was often considered an essential mark of scholarship, modern
educational psychology research uses both quantitative and qualitative methods. Mixed method
models are encouraged in this class for the Action Research assignment.
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Assignment: Analysis of a Research Article (coloring assignment)
Rationale: Before you become engaged in implementing your own mini-research (see next
assignment), you must become familiar with the typical research report format. As you know,
reading and writing are aligned skills, and the more research you read, the more you will become
an intelligent consumer, critical thinker and potential writer of your own research results.
Your Assignment:
Look at research journal articles in your area of interest.
Select one with “traditional, quantitative” format for this assignment.
Make a color key (like a map key). With highlighters, color the parts of the research report and
make notes in the margins when necessary. You will submit this colorful product to your
professor who will give you feedback on your recognition and identification of the elements of
the research report. Later in this class, you will be writing up your own research and will find
this “coloring” assignment most helpful in preparing you for that, more generative task.
Evaluation: You will earn up to 3 pts for each of the research report elements you identify
correctly.
Please identify: 1. Literature Review, 2. Statement of Hypothesis or Research Question, 3.
Method Section 4. operational and conceptual definitions, 5. Results including knowledge
claims, 6. limitations of the study, 7. Discussion and Implications for Practice and Future
Research
ASSESSMENT 5:
Action Research Project/Paper/Presentation
This Assignment Addresses These Specific Program Standards Affecting the Development of Both the Early Childhood
Teacher Leader and The Early Childhood Program Leader; NAEYC Standard 3; Essential Tools 4 & 6
Rationale: Every profession has a knowledge-base specific to the discipline. Early Childhood
Education is no exception. When a question is asked in our field, it is set in the context of research
findings and/or previously established best practices.
Your Assignment:
Is there a question about the profession you are entering that you are eager to
explore? Both basic research and action research are encouraged. Basic research typically
establishes new knowledge about developmental phenomena or learning. A basic research question:
“What effect does age of puberty onset have on peer relationships?” Action Research endeavors to
discover which ways of doing things yield the best results. An action research question: “What is the
relationship between classroom management model and student self-regulation?
1.
Find a partner/team (research is seldom done alone these days).
2.
Develop a question. Check its suitability with your professor.
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3.
Consult four research journal articles on your topic.
4.
Write a summary of previously-generated research findings (gleaned from your journal article reading).
5.
Think up a method for investigating your question (consult professor).
6.
Collect a small sample of data with your partner/team (consult professor).
7.
Analyze your data --make sense of what you gathered (consult).
8.
Relate your findings to the formal research reviewed earlier (#4).
9.
What implications does your research have for your profession?
If you are presenting, your research work is due on the day selected for your presentation. If you are writing a paper, the
paper is due on the last day of instruction. You will earn up to 3 pts for each of the sections of the mini research report
completed professionally: Intro/Literature Review, Method, Results, Discussion, and Conclusion and Implications (18 pts
possible…an additional 3 for writing quality).
Evaluation Criteria for Action Research Related Materials
Regardless of the mode in which you choose to “tell the story” of your research experience in this class (poster, paper, power
point presentation, video, etc…), you will need to adhere to scholarly standards for graduate work.
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ACTION RESEARCH PROJECT: Rubric for Judging Evidence of Meeting Standard
NAEYC Standard or
Tool Addressed
1. Characteristics of
Action Research
Needing
Improvement
2. Characteristics of
Action Research
Meeting Expectations
3. Characteristics of
Action Research
Exceeding
Expectations
Related to Standard Three:
Observing, Documenting
and Assessing to Support
Young Children and
Families
The action research method
is not appropriate, and/or
insensitive to child and
family privacy and/or
cultural communication.
The action research method
is generally appropriate and
addresses most issues of
ethical sensitivity.
The action research
methodology is appropriate
in all ways…including
ethical sensitivity to
participants.
Does the candidate’s work
demonstrate appropriate
observation,
documentation and
assessment methods on
behalf of children and
families? Does the
candidate's work
demonstrate mastery of
inquiry/research methods
appropriate to the
discipline? Does the
candidate’s inquiry and
assessment process
demonstrate the creation
of respectful, reciprocal
relationships that support
and empower families—
involving them in their
children’s development?
Related to Tool Four:
Mastery of Relevant Theory
and Research
In general, attention to
research ethics is absent.
Does the candidate's work
demonstrate appropriate
knowledge of theory-topractice research skills—
including the use of
inquiry measurement
instruments and protocol,
aligned with professional
roles and focus areas?
The Candidate has not yet
mastered skills essential for
competence in research
methods that are supportive
of family relationships in
which members are engaged
and involved in their child’s
development.
In the action research project,
the candidate's "voice" is
personal only and not
professional.
And/or there appears a
disconnect between gathered
data and application of
learning to the ECE setting.
Action research approaches
are somewhat systematic.
Inquiry protocol is loosely
aligned with standard
practice in this focus area?
Related to Tool Six: Inquiry
Skills and Knowledge of
Research Methods
Does the candidate
demonstrate inquiry skills,
showing ability to
investigate questions
relevant to practice and
professional goals?
The candidate appears
unaware of systematic,
professionally accepted
inquiry and assessment
approaches appropriate to the
field of practice.
The candidate evidences
many professional
communication skills
essential to the research
process and to family and
child advocacy.
SCORE
The candidate's
communication with all
constituents in the research
process is effective and
professional.
The result of the
assessment/inquiry process is
supportive of family
members’ engagement in the
children’s development.
In the action research project,
the candidate has
satisfactorily established
"professional voice" and
speaks as a member of her
profession.
And/or alignment across
data, analysis and application
to practice is clear.
The research and assessment
process the candidate is
engaged in demonstrates
many of the processes
common to their practice
discipline.
For the most part, the
candidate investigates
questions important to the
discipline and uses methods
common to professional
practice in their field.
Throughout the project, the
candidate's professional
identity is clear and the
action research process is
complete in that lessons
learned from analyzed data
have high potential for
informing practice. The
candidate’s inquiry process
demonstrates standard
practice in the profession.
The candidate demonstrates
knowledge of current and
classic discipline-specific
areas of inquiry and uses
methods relevant to practice
and well aligned with
professional goals.
Candidate inquiry methods
and findings have the
potential to inform the
knowledge base.
TOTAL
Analytic Scoring: Does Not Yet Meets Expectations = 1; Meets Expectations = 2;
Exceeds Expectations = 3
Holistic Scoring: Does Not Yet Meet Expectations = 1-2; Meets Expectations = 3-4
Exceeds Expectations = 5-6
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ACTION RESEARCH
ACTIVITY
GUIDE
CULMINATING SEMESTER PROJECT
Prepared for students by Dr. Pamela Lane-Garon
PLANNING YOUR
PAPER,
DISPLAY BOARD,
POWER POINT
AND/OR
PRESENTATION
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Literature Review and
Background
 Smith and Jones (1999) found …
 Garcia and Maya (2001) supported the
findings of earlier studies…
 Studies by Eaton and Xiong (2000;
2001) demonstrated that…
Some constructs or terms that require
explanation in order to interpret study results
are defined



In sum, a review of the research literature
suggests that…
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Method
The characteristics of my sample are
[age, gender, SES, geographic location, etc…]
In order to investigate my question, I
 Interviewed __________and _________
using the following protocol:
 Observed_____________noting the
following_______________. Data was
coded numerically (1-5).
 Obtained student scores on _________
with teacher permission.
[outline of procedure sequence…chart]
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Results
In my sample
Interview data revealed



Observational data yielded the following



Data based on scores indicated



In sum, my hypothesis was supported
(was not supported) by my data.
[Insert Visual Representations of Results…graphs ]
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Discussion
The results of my study appear to support
the previous work of ______and ______.
However,
One of the possible explanations for this
may be…
Generally,
Overall, my findings suggest…
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Conclusion & Implications
for Practice
My study is important because…
To the extent I can generalize my findings
(not very far), I can make the following
recommendations to my profession:


Further investigation is needed in this area
because
Finally, the implications of this research
investigation for my own professional
development are



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References
[APA style…look at the reference style in the back of your text]





Appendicies




artifacts from the research
process
assessments and/or
observation protocols
photographs (permission)
interview questions
scripts
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(Because of the Interprofessional Nature of this Advanced Educational Psychology Class,
references are made to interprofessional standards—primarily—counseling and early childhood
education.
CACREP STANDARDS FOR SCHOOL COUNSELING PROGRAMS
In addition to the common core curricular experiences outlined in Section II.K, the following curricular experiences and
demonstrated knowledge and skills are required of all students in the program.
A.
FOUNDATIONS OF SCHOOL COUNSELING
1.
history, philosophy, and current trends in school counseling and educational systems;
2.
relationship of the school counseling program to the academic and student services program in the school;
3.
role, function, and professional identity of the school counselor in relation to the roles of other professional and support
personnel in the school;
4.
strategies of leadership designed to enhance the learning environment of schools;
5.
knowledge of the school setting, environment, and pre-K–12 curriculum;
6.
7.
current issues, policies, laws, and legislation relevant to school counseling;
the role of racial, ethnic, and cultural heritage, nationality, socioeconomic status, family structure, age, gender, sexual
orientation, religious and spiritual beliefs, occupation, physical and mental status, and equity issues in school counseling;
8.
knowledge and understanding of community, environmental, and institutional opportunities that enhance, as well as
barriers that impede student academic, career, and personal/social success and overall development;
9.
knowledge and application of current and emerging technology in education and school counseling to assist students,
families, and educators in using resources that promote informed academic, career, and personal/social choices; and
10. ethical and legal considerations related specifically to the practice of school counseling (e.g., the ACA Code of Ethics and
the ASCA Ethical Standards for School Counselors).
B.
CONTEXTUAL DIMENSIONS OF SCHOOL COUNSELING
Studies that provide an understanding of the coordination of counseling program components as they relate to the total school
community, including all of the following:
1.
2.
advocacy for all students and for effective school counseling programs;
coordination, collaboration, referral, and team-building efforts with teachers, parents, support personnel, and community
resources to promote program objectives and facilitate successful student development and achievement of all students;
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3.
integration of the school counseling program into the total school curriculum by systematically providing information and
skills training to assist pre-K–12 students in maximizing their academic, career, and personal/social development;
4.
promotion of the use of counseling and guidance activities and programs by the total school community to enhance a
positive school climate;
5.
methods of planning for and presenting school counseling-related educational programs to administrators, teachers,
parents, and the community;
6.
methods of planning, developing, implementing, monitoring, and evaluating comprehensive developmental counseling
programs; and
7.
C.
knowledge of prevention and crisis intervention strategies.
KNOWLEDGE AND SKILL REQUIREMENTS FOR SCHOOL COUNSELORS
1.
Program Development, Implementation, and Evaluation
a.
use, management, analysis, and presentation of data from school- based information (e.g., standardized testing,
grades, enrollment, attendance, retention, placement), surveys, interviews, focus groups, and needs assessments to
improve student outcomes;
b.
design, implementation, monitoring, and evaluation of comprehensive developmental school counseling programs
(e.g., the ASCA National Standards for School Counseling Programs) including an awareness of various systems
that affect students, school, and home;
c.
d.
implementation and evaluation of specific strategies that meet program goals and objectives;
identification of student academic, career, and personal/social competencies and the implementation of processes
and activities to assist students in achieving these competencies;
e.
preparation of an action plan and school counseling calendar that reflect appropriate time commitments and priorities
in a comprehensive developmental school counseling program;
f.
g.
strategies for seeking and securing alternative funding for program expansion; and
use of technology in the design, implementation, monitoring and evaluation of a comprehensive school counseling
program.
2.
Counseling and Guidance
a.
individual and small-group counseling approaches that promote school success, through academic, career, and
personal/social development for all;
b.
individual, group, and classroom guidance approaches systematically designed to assist all students with academic,
career and personal/social development;
c.
approaches to peer facilitation, including peer helper, peer tutor, and peer mediation programs;
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d.
issues that may affect the development and functioning of students (e.g., abuse, violence, eating disorders, attention
deficit hyperactivity disorder, childhood depression and suicide)
e.
developmental approaches to assist all students and parents at points of educational transition (e.g., home to
elementary school, elementary to middle to high school, high school to postsecondary education and career options);
f.
constructive partnerships with parents, guardians, families, and communities in order to promote each student’s
academic, career, and personal/social success;
g.
systems theories and relationships among and between community systems, family systems, and school systems,
and how they interact to influence the students and affect each system; and
h.
approaches to recognizing and assisting children and adolescents who may use alcohol or other drugs or who may
reside in a home where substance abuse occurs.
3.
Consultation
a.
b.
strategies to promote, develop, and enhance effective teamwork within the school and larger community;
theories, models, and processes of consultation and change with teachers, administrators, other school personnel,
parents, community groups, agencies, and students as appropriate;
c.
strategies and methods of working with parents, guardians, families, and communities to empower them to act on
behalf of their children; and
d.
knowledge and skills in conducting programs that are designed to enhance students’ academic, social, emotional,
career, and other developmental needs.
D.
CLINICAL INSTRUCTION
For the School Counseling Program, the 600 clock hour internship (Standard III.H) occurs in a school counseling setting, under the
supervision of a site supervisor as defined by Section III, Standard C.1-2. The requirement includes a minimum of 240 direct service
clock hours.
The program must clearly define and measure the outcomes expected of interns, using appropriate professional resources that
address Standards A, B, and C (School Counseling Programs).
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STANDARDS FOR STUDENT AFFAIRS PROGRAMS
In addition to the common core curricular experiences outlined in Section II.K, the following curricular experiences and
demonstrated knowledge and skills are required of all students in the program.
A.
FOUNDATIONS OF STUDENT AFFAIRS
1.
history and philosophy of student affairs in higher education;
2.
issues and problems in student affairs in higher education;
3.
the purpose and function of student affairs in higher education;
4.
legal and ethical considerations specifically related to the practice of student affairs;
5.
models for designing, managing, and evaluating student affairs programs, including the use of technological applications;
6.
models and methodologies of program development and implementation that use professional standards and other
resources; and
7.
the role of racial, ethnic, and cultural heritage, nationality, socioeconomic status, family structure, age, gender, sexual
orientation, religious and spiritual beliefs, occupation, physical and mental status, and equity issues in student affairs;
B.
C.
CONTEXTUAL DIMENSIONS OF STUDENT AFFAIRS
1.
historical and contemporary theories and student affairs;
2.
characteristics of traditional and nontraditional college students;
3.
impact of different kinds of college environments;
4.
methods of needs analysis that are applicable to college student populations;
5.
systematic assessment techniques that are applicable to higher education environments.
KNOWLEDGE AND SKILL REQUIREMENTS FOR STUDENT AFFAIRS PROFESSIONALS
1.
theories and models of organizational behavior, and consultation that include planning and evaluation of higher education
programs;
2.
theories, models and practices of leadership, organizational management, and program development;
3.
methods of and approaches to organizational change, decision making, and conflict resolution;
4.
strategies of group work that are applicable to the development of students in higher education and the management of
the organizational structure;
5.
theories and methods of personnel selection, supervision, and performance evaluation;
6.
history of current practices of policy making, budgeting, and finance in higher education;
7.
knowledge and skills related to personal and social planning and development for college student;
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8.
knowledge of issues that may affect the development and functioning of college students (e.g., attention deficit
hyperactivity disorder, sexual assault, various disabilities, eating disorders, substance abuse, stress) and the methods
and procedures for coping with and/or detering them and promoting healthful living;
9.
application of procedures to ensure academic success (e.g., study skills, tutoring, academic advising);
10.
methods and procedures for promoting positive interpersonal relationships (e.g.,, interventions for gender identity issues,
intimacy development);
11. methods and procedures for student leadership training and development; and
12. consultation skills for working with faculty, professional staff, and student families in areas related to student development
and welfare.
D.
CLINICAL INSTRUCTION
For the Student Affairs Program, the 600 clock hour internship
(Standard III.H) occurs in a students affairs setting, under
the supervision of a site supervisor, as defined by Section III, Standard C.1-2.
The requirement includes a minimum of
240 direct service clock hours.
The program must clearly define and measure outcomes expected of interns, using appropriate professional resources that
address Standards A, B, and C (Student Affairs Programs).
STANDARDS FOR COLLEGE COUNSELING PROGRAMS
In addition to the common core curricular experiences outlined in Section II.K, the following curricular experiences and
demonstrated knowledge and skills are required of all students in the program.
A.
B.
FOUNDATIONS OF COLLEGE COUNSELING
1.
history and philosophy of college counseling, student affairs, and higher education;
2.
issues, problems, and trends in student development in higher education;
3.
the purpose and function of college counseling in higher education;
4.
legal and ethical issues and standards of practice specifically related to college counseling;
5.
models for designing, managing, and evaluating college counseling programs, including the use of technological
applications;
6.
models and methodologies of program development and implementation that use professional standards and other
resources; and
7.
the role of racial, ethnic, and cultural heritage, nationality, socioeconomic status, family structure, age, gender, sexual
orientation, religious and spiritual beliefs, occupation, and physical and mental status, and equity issues in college
counseling.
CONTEXTUAL DIMENSIONS OF COLLEGE COUNSELING
1.
historical and contemporary theories of college counseling and student development;
2.
characteristics of traditional and nontraditional college students;
3.
impact of different kinds of college environments;
4.
methods of needs assessment that are applicable to college student populations;
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a.
systematic assessment techniques that are applicable to higher education environments; and
6. theories of adult development.
C.
KNOWLEDGE AND SKILL REQUIREMENTS FOR COLLEGE
COUNSELORS
1.
knowledge and skills related to personal, social, educational, and career planning and development for college students;
2.
methods and procedures in group work applicable to college
3.
small-group counseling approaches appropriate for the developmental stage and needs of traditional and nontraditional
college students;
4.
knowledge of issues that might affect the development and functioning of college students (e.g., attention deficit
hyperactivity disorder, sexual assault, various disabilities, eating disorders, substance abuse, stress) and the methods
and procedures that are designed to prevent, cope with, and/or deter them and promote healthful living;
5.
application of procedures to ensure academic success (e.g., study skills, tutoring, academic advising);
6.
methods and procedures to promote positive interpersonal relationships (e.g., interventions for gender identity issues,
intimacy development);
7.
theories, models, and practices of leadership, organizational management, program development, and conflict resolution.
8.
consultation skills for working with faculty, professional staff, and student families in areas related to student development
and welfare;
9.
principles and models of biopsychosocial assessment, case conceptualization, and concepts of psychopathology that lead
to diagnoses and appropriate counseling; and
populations;
10. appropriate referral systems for diagnosing and treating of disorders.
D.
CLINICAL INSTRUCTION
For the College Counseling Program, the 600 clock hour internship (Standard III.H) occurs in a counseling setting that serves
college students, and is under the clinical supervision of a site supervisor, as defined by Section III, Standard C.1-2. The
requirement includes a minimum of 240 direct service clock hours.
The program must clearly define and measure the outcomes expected of interns, using appropriate professional resources that
address Standards A, B, and C (College Counseling Programs).
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NAEYC Advanced Standards
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.
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.
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.
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.
Sub-Standard 4a. Connecting with children and families Candidates know, understand,
and use positive relationships and supportive interactions as the foundation for their
work with young children.
Sub-Standard 4b. Using developmentally effective approaches
Candidates know, understand, and use a wide array of effective approaches, strategies,
and tools to positively influence young children’s development and learning.
Sub-Standard 4c. Understanding content knowledge in early education
Candidates understand the importance of each content area in young children’s
learning.
They know the essential concepts, inquiry tools, and structure of content areas
including
academic subjects and can identify resources to deepen their understanding.
Sub-Standard 4d. Building meaningful Curriculum
Candidates use their own knowledge and other resources to design, implement, and
evaluate meaningful, challenging curriculum that promotes comprehensive
developmental and learning outcomes for all young children.
Standard 5. Growing as a Professional
Candidates identify and conduct themselves as members of the early childhood
profession. They know and use ethical guidelines and other 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.
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NAEYC Advanced Standards
1. Cultural Competence
Advanced program candidates demonstrate a high level of competence in
understanding and responding to diversity of culture, language, and ethnicity.
2. Knowledge and Application of Ethical Principles
Advanced program candidates demonstrate in depth knowledge and thoughtful
application of NAEYC’s Code of Ethical Conduct and other guidelines relevant to their
professional role.
3. Communication Skills
Advanced program candidates possess a high level of oral, written, and technological
communication skills, with specialization for the specific professional role(s)
emphasized in the program.
4. Mastery of Relevant Theory and Research
Advanced program candidates demonstrate in depth, critical knowledge of the theory
and
research relevant to the professional role(s) and focus area(s) emphasized in the
program.
5. Skills in Identifying and Using Professional Resources
Advanced program candidates demonstrate a high level of skill in identifying and
using the human, material, and technological resources
II. ESSENTIAL PROFESSIONAL TOOLS FOR ALL CANDIDATES IN ADVANCED
PROGRAMS
Candidates in advanced programs are also expected to demonstrate competence in
using each of the following professional tools, as these tools apply to their areas of
specialization and professional roles. needed to perform their professional roles and to
keep abreast of the field’s changing knowledge
base.
6. Inquiry Skills and Knowledge of Research Methods
Using systematic and professionally accepted approaches, Advanced program
candidates
demonstrate inquiry skills, showing their abilityto investigate questions relevant to
their practice professional goals.
7. Skills in Collaborating, Teaching, and Mentoring
Advanced program candidates demonstrate the flexible, varied skills needed to work
collaboratively and effectively with other adults in professional roles.
8. Advocacy Skills
Advanced program candidates demonstrate competence in articulating and advocating
for
sound professional practices and public policies
for the positive development and learning of all young children.
9. Leadership Skills
Advanced program candidates reflect on and use their abilities and opportunities to
think strategically, build consensus, create change, and influence
better outcomes for children, families, and the profession.
CI 285 Master Syllabus, 2010, page 30 of 33
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178
Bibliography
Alberto, P., & Troutman, A. (2003). Applied behavior analysis for teachers (6th ed.).
Columbus, OH, USA: Prentice-Hall-Merrill.
Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and
assessing: A revision of Bloom's taxonomy of educational objectives. New York,
USA: Addison Wesley Longman.
Berliner, D. C. (1993). The 100-year journey of educational psychology: From interest to
disdain to respect for practice. In T. K. Fagan & G. R. VandenBos (Eds).
Exploring applied psychology: Origins and critical analysis.
Washington DC: American Psychology Association.
Cano, F.(2005). Epistemological beliefs and approaches to learning: Their change
through secondary school and their influence on academic performance. British
Journal of Educational Psychology, 75, 203-221.
Cameron, J., Pierce, W. D., Banko, K. M., & Gear, A. (2005). Achievement-based
rewards and intrinsic motivation: A test of cognitive mediators. Journal of
Educational Psychology, 97, 641-655.
Cameron, J., Pierce, W. D., Banko, K. M., & Gear, A. (2005). Achievement-based
rewards and intrinsic motivation: A test of cognitive mediators. Journal of
Educational Psychology, 97, 641-655.
Carney, R. N., & Levin, J. R. (2000). Fading mnemonic memories: Here's looking anew,
again! Contemporary Educational Psychology, 25, 499-508.
Carrie Y. Nordlund, "Art Experiences in Waldorf Education", Ph.D.
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Case, R. (1985). Intellectual development: Birth to adulthood. New York: Academic
Press.
Case, R. (1992). The role of central conceptual structures in the development of
children’s mathematical and scientific thought. In A. Demetriou, M. Shayer, & A.
Efklides (Eds.), Neo-Piagetian theories of cognitive development: Implications
and applications to education (pp. 52-65). London: Routledge
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Day, L., Hanson, K., Maltby, J., Proctor, C. L., & Wood, A. M. (in press). Hope uniquely
predicts objective academic achievement above intelligence,
personality, and previous academic achievement. Journal of Research in
Personality.
Elliot, A. J. (1999). Approach and avoidance motivation and achievement goals.
Educational Psychologist, 34, 169–189.
Emmer, E. T., & Stough, L. M. (2001). Classroom management: A critical part of
educational psychology with implications for teacher education. Educational
Psychologist, 36, 103- 112.
Evans, J., Hsieh, P. P., & Robinson, D. H. (2005). Women's Involvement in educational
psychology journals from 1976 to 2004. Educational Psychology Review, 17,
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Gardner, Howard. (1983) "Frames of Mind: The Theory of Multiple Intelligences." New
York: Basic Books.
Goleman, D. (1996). Emotional Intelligence: Why It Can Matter More Than IQ .
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Goleman, D. (2006). Social Intelligence: The New Science of Social Relationships.
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Halpern, D. F. (1998). Teaching critical thinking for transfer across domains. American
Psychologist, 53, 449-455.
Kalyuga, S., Chandler, P., Tuovinen, J., & Sweller, J. (2001). When problem solving is
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interest with extrinsic reward: A test of the “overjustification”
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Lucas, J. L., Blazek, M. A., & Riley, A. B. (2005). The lack of representation of
educational psychology and school psychology in introductory psychology
textbooks. Educational Psychology, 25, 347-351.
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McGoey, K. E., & DuPaul, G. J. (2000). Token reinforcement and response cost
procedures: Reducing the disruptive behavior of preschool children with
attention-deficit/hyperactivity disorder. School Psychology Quarterly, 15, 330343.
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on interest and performance. The Behavior Analyst Today, 3, 222-226.
Schunk, D. H., & Hanson, A. R. (1985). Peer models: Influence on children's selfefficacy and achievement behavior. Journal of Educational Psychology, 77, 313322.
Theodore, L. A., Bray, M. A., Kehle, T. J., & Jenson, W. R. (2001). Randomization of
group contingencies and reinforcers to reduce classroom disruptive behavior.
Journal of School Psychology, 39, 267-277.
Thompson, B. (2004). Exploratory and confirmatory factor analysis: Understanding
concepts and applications. Washington, DC, USA: American Psychological
Association.
Weiner, B. (2000). Interpersonal and intrapersonal theories of motivation from an
attributional perspective. Educational Psychology Review, 12, 1-14.
Wechsler, D. (1949). The Wechsler Intelligence Scale for Children. New York:
Psychological Corp.
Woolfolk, A. E.,Winne,P. H. & Perry, N. E. (2006). Educational Psychology (3rd
Canadian ed.). Toronto, Canada: Pearson.
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contributions. Mahwah, NJ, US: Erlbaum.
CI 285 Master Syllabus, 2010, page 33 of 33
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Leadership for Diverse Communities
Our candidates are Ethical, Reflective, Critical Thinkers,
Valuing Diversity and Life-Long Learning
The faculty of the Kremen School of Education and Human Development foster the
development of the following candidate dispositions.
Candidates will increasingly reflect these dispositions
in their work with students, families, and communities
LEE 298 Masters Degree ECE Program Project
Dr. Pamela Lane-Garon
http://www.csufresno.edu/mediatormentors/
http://www.csufresno.edu/bonnercenter/
SEMESTER, YR
Office ED 365
Campus Phone 278-0320
e-mail pamelalg@csufresno.edu
Office Hours: M 3:00-4:00 PM; TH 3:30-4:00 PM;
and also by appointment.
Class taken concurrently with LEE 241 Fieldwork and Seminars
Course Description
The LEE 298 project represents a culminating experience for the Masters in Education candidate with an
emphasis in Early Childhood Education. The policies and procedures manual for project or thesis are
provided to students enrolled in ERF 220. This document can also be obtained from the Graduate
Admissions technician. Examples of previous project/thesis abstracts are available for students in the
faculty offices (Project) or the University Library (Thesis).
A project consists of a significant scholarly undertaking that is relevant to the field of Early Childhood
Education. It must demonstrate originality, independent thinking, effective organization, and writing
proficiency descriptive of graduate level work. The completed project includes a comprehensive
literature review and a creative project component. Procedures for completing the requirements for
project are as follows:
1) Attain advancement to candidacy and completed a minimum of 24 semester units with a B or better
including ERF 220. 2) Identify a faculty member who will supervise the project. 3) Develop a project
proposal. An example of this proposal is given in the
"Policies and Procedures Manual" for 298/Project. 4) Obtain a schedule number from the Admissions
Technician or Program Coordinator for 298/Project and register for the course. 5) Complete all work on
298/Project in consultation with the faculty advisor.
6. Meet with advisor and receive final editing guidance and endorsement. 7) Complete final typing and
get the project bound, including the abstract. 8) Submit the final project to the project advisor, which
will include the project report and two copies of the abstract.
9) The final grade for project is awarded by the faculty project advisor.
LEE 298 Master Syllabus, 2010, page 1 of 13
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182
Purchase:
Required Text #1: Glatthorn, A. and Joyner, R. (latest edition). Writing the Winning Thesis or
Dissertation: A Step-by-Step Guide.
Required Text #2: American Psychological Association (latest edition). Publication Manual of the
American Psychological Association.
Expectations & Grading
It is expected that the candidate will negotiate distal and proximal goals with the project advisor. As per
their agreement, deadlines will be met and written work will be deemed acceptable, acceptable with
revisions required or unacceptable. A final letter grade will be given to the completed project.
* Subject to Change: This syllabus and schedule are subject to change in the event of extenuating
circumstances. If you are absent from class, it is your responsibility to check on announcements made
while you were absent.
University Policies
Students with Disabilities: Upon identifying themselves to the instructor and the university, students with
disabilities will receive reasonable accommodation for learning and evaluation. For more info, contact services
in Madden Library 1049 at 278-2811.
Cell Phones. Out of respect for everyone’s learning experience, cell phones are to be turned off during
class except when an emergency call is expected.
Confidentiality. The privacy and identity of children and their families should be protected in all
written materials. Therefore when writing about a child, the recommended language is “for the purpose
of this study, I will refer to the observed student as Child A.”
Honor Code: “Members of the CSU Fresno academic community adhere to principles of academic integrity and mutual
respect while engaged in university work and related activities.” You should:
a) understand or seek clarification about expectations for academic integrity in this course (including no
cheating, plagiarism and inappropriate collaboration),
b) neither give nor receive unauthorized aid on examinations or other course work that is used by the instructor
as the basis of grading,
c) take responsibility to monitor academic dishonesty in any form and to report it to the instructor or other
appropriate official for action. For more details, please check out APM-236 for the complete text of the
Honor Code. (http://www.csufresno.edu/aps/documents/apm/236.pdf)
Cheating and Plagiarism: "Cheating is the actual or attempted practice of fraudulent or deceptive acts for the
purpose of improving one's grade or obtaining course credit; such acts also include assisting another student to do so.
Typically, such acts occur in relation to examinations. However, it is the intent of this definition that the term
'cheating' not be limited to examination situations only, but that it include any and all actions by a student that are
intended to gain an unearned academic advantage by fraudulent or deceptive means. Plagiarism is a specific form of
cheating which consists of the misuse of the published and/or unpublished works of others by misrepresenting the
material (i.e., their intellectual property) so used as one's own work." Penalties for cheating and plagiarism range from
a 0 or F on a particular assignment, through an F for the course, to expulsion from the university. For more
information on the University's policy regarding cheating and plagiarism, refer to the Class Schedule (Legal Notices
on Cheating and Plagiarism) or the University Catalog (Policies and Regulations).
LEE 298 Master Syllabus, 2010, page 2 of 13
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Copyright policy: Copyright laws and fair use policies protect the rights of those who have produced the material.
The copy in this course has been provided for private study, scholarship, or research. Other uses may require
permission from the copyright holder. The user of this work is responsible for adhering to copyright law of the U.S.
(Title 17, U.S. Code). To help you familiarize yourself with copyright and fair use policies, the University encourages
you to visit its copyright web page.
Digital Campus course web sites contain material protected by copyrights held by the instructor, other individuals or
institutions. Such material is used for educational purposes in accord with copyright law and/or with permission given
by the owners of the original material. You may download one copy of the materials on any single computer for noncommercial, personal, or educational purposes only, provided that you (1) do not modify it, (2) use it only for the
duration of this course, and (3) include both this notice and any copyright notice originally included with the
material. Beyond this use, no material from the course web site may be copied, reproduced, re-published, uploaded,
posted, transmitted, or distributed in any way without the permission of the original copyright holder. The instructor
assumes no responsibility for individuals who improperly use copyrighted material placed on the web site.
Make Up Policy for Planned and Unplanned Absences: In the case of an unplanned student absence,
papers, tests, and/or homework assignments due during the time the student is absent may be made up only if the
student contacts the instructor as soon as practicable after the absence occurs and works out a plan. In the case of
authorized absences due to university-sponsored activities, students should expect to submit their work to the
instructor on or before the due date, or as arranged with the instructor. This includes papers, tests, and/or
homework assignments. See grading policy in syllabus for additional information.
When a student is absent for an extended time period, a viable make-up plan may not be feasible. In these
circumstances, other options such as dropping the class for a serious and compelling reason or withdrawal from
the university may be appropriate.

Computers: "At California State University, Fresno, computers and communications links to remote
resources are recognized as being integral to the education and research experience. Every student is
required to have his/her own computer or have other personal access to a workstation (including a modem
and a printer) with all the recommended software. The minimum and recommended standards for the
workstations and software, which may vary by academic major, are updated periodically and are available
from Information Technology Services (http://www.csufresno.edu/ITS/) or the University Bookstore. In
the curriculum and class assignments, students are presumed to have 24-hour access to a computer
workstation and the necessary communication links to the University's information resources." Every
student is required to have a personal computer or access to a university computer.

Disruptive Classroom Behavior: "The classroom is a special environment in which students and
faculty come together to promote learning and growth. It is essential to this learning environment that
respect for the rights of others seeking to learn, respect for the professionalism of the instructor, and the
general goals of academic freedom are maintained. ... Differences of viewpoint or concerns should be
expressed in terms which are supportive of the learning process, creating an environment in which
students and faculty may learn to reason with clarity and compassion, to share of themselves without
losing their identities, and to develop an understanding of the community in which they live . . . Student
conduct which disrupts the learning process shall not be tolerated and may lead to disciplinary action
and/or removal from class." Student behavior which disrupts the learning process shall not be
tolerated.
Anticipated Learning Outcomes: Some of the major NCATE/CTC/NAEYC Standards for Advanced
Students that LEE 298 addresses are listed below.
Additionally, this project represents a required Advanced Program Assessment:
LEE 298 Master Syllabus, 2010, page 3 of 13
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184
Content Knowledge: Final Project and Presentation (MA only)
Content Knowledge: Research Paper LEE 235 (Specialist only)
NAEYC Standards 1, 4, 5: Essential Tools 3, 4-6
CTC Standard 2.1
 Advanced candidates collect and interpret research, translate research findings into
practice, demonstrate personal research skills, and implement applied research.
 Advanced 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
(NAEYC Standard 1).
 Advanced 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 involve
all families in their children’s development and learning (NAEYC Standard 2).
 Advanced candidates apply theoretical and research knowledge to practice in appropriate
settings—in the context of field study projects, action research, curriculum projects, or
observed clinical practice.
 Advanced 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 (NAEYC
Standard 3)
 Advanced candidates are reflective professionals capable of taking leadership roles in
schools or programs, mentoring novice teachers, and acting as advocates for children at
local, state, and national levels (NAEYC Standard 5).
 Advanced candidates integrate their knowledge of academic disciplines to design,
implement and evaluate experiences that promote positive development and learning for all
children (NAEYC Standard 4).
Advanced candidates identify and conduct themselves as members of their profession. They know
and use ethical guidelines and other professional standards related to their professional practice
(NAEYC Standard 5).
ASSESSMENT 5:
Masters Degree ECE Summative Assessment
Project, Thesis or Paper
This Assignment Addresses These Specific Program Standards Affecting the Development of Both the Early
Childhood Teacher Leader and The Early Childhood
LEE 298 Master Syllabus, 2010, page 4 of 13
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NAEYC Standard 5; Essential Tools 4 & 6
The ECE Graduate Program offers students three options for final Summative Assessment:
1a.
1b.
1c.
Master’s Final Project
Master’s Thesis
Research Paper (ECE Specialist Credential, no MA)
1a.
Master’s Final Project
The final project represents a culminating experience for the Masters in Education candidate with an
emphasis in Early Childhood Education. The policies and procedures manual for project or thesis are
provided to students enrolled in ERF 220. This document can also be obtained from the Graduate
Admissions technician. Examples of previous project/thesis abstracts are available for students in the
faculty offices (Project) or the University Library (Thesis).
A project consists of a significant scholarly undertaking that is relevant to the field of Early Childhood
Education. It must demonstrate originality, independent thinking, effective organization, and writing
proficiency descriptive of graduate level work. The completed project includes a comprehensive
literature review and a creative project component. Procedures for completing the requirements for
project are as follows:
1) Attain advancement to candidacy and completed a minimum of 24 semester units with a B or better
including ERF 220. 2) Identify a faculty member who will supervise the project. 3) Develop a project
proposal. An example of this proposal is given in the
"Policies and Procedures Manual" for 298/Project. 4) Obtain a schedule number from the Admissions
Technician or Program Coordinator for 298/Project and register for the course. 5) Complete all work on
298/Project in consultation with the faculty advisor.
6. Meet with advisor and receive final editing guidance and endorsement. 7) Complete final typing and
get the project bound, including the abstract. 8) Submit the final project to the project advisor, which
will include the project report and two copies of the abstract.
9) The final grade for project is awarded by the faculty project advisor.
Expectations & Grading
It is expected that the candidate will negotiate distal and proximal goals with the project advisor. As per
their agreement, deadlines will be met and written work will be deemed acceptable, acceptable with
revisions required or unacceptable. A final letter grade and rubric rating will be used to assess the
completed project based on the NCATE/NAEYC Standards.
1b. Master’s Thesis
The Masters Degree ECE Program Thesis represents a culminating experience for the Masters in
Education candidate with an emphasis in Early Childhood Education. The policies and procedures
manual for project or thesis are provided to students enrolled in ERF 220. This document can also be
obtained from the Graduate Admissions technician. Examples of previous project/thesis abstracts are
available for students in the faculty offices (Project) or the University Library (Thesis).
LEE 298 Master Syllabus, 2010, page 5 of 13
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A thesis is a written product of the study of a specific or well-defined question or issue, which merits
being investigated. It is a document resulting from original research and includes the following
elements: statement of the problem, review of relevant theoretical and empirical literature, methodology,
results and implications. The thesis format can take two forms, empirical or theoretical. For more
information, consult the "Policies and Procedures Manual for 299/Thesis.” Students become eligible to
register for LEE 299-Thesis once the research topic has been formulated, a thesis committee has been
established and a substantial amount of the initial writing has been completed. Students are encouraged
to initiate this process at least one semester prior to enrolling in 299/Thesis. Procedures for completing a
thesis include the following:
1. Develop a thesis prospectus, which includes the description of the problem justification and
statement of purpose. Also obtain a thesis-formatted disk from the Graduate Studies office.
2. Submit the prospectus to one's selected faculty members. Usually, at least two
of the faculty members are selected from the candidate’s department and have
specific content expertise while the third faculty member typically has expertise
in methodology. This group will be known as the Thesis Proposal Committee
and will include three members.
3. The thesis prospectus is expanded and developed into the thesis proposal which consists of the
following first three chapters:
Chapter 1 Introduction
Chapter 2 Review of Literature
Chapter 3 Methodology
4. The student will meet with the Thesis Proposal Committee who will examine
and assess the thesis proposal. The committee either approves the thesis proposal or recommends further
development. After approval of the thesis proposal, the committee will then be known as the Thesis
Committee.
5. The final stages of the thesis development include the collection of research data and
completion of the written report. In addition to the first three chapters, the completed thesis should also
include:
Chapter 4 - Results
Chapter 5 - Conclusions
6. The student will then complete a final oral review of his/her thesis with the
Thesis Committee.
7. The student will submit an "Approved for Final Submission" form with the completed thesis
to the Division of Graduate Studies office, TA 132. H. The thesis will be reviewed and returned to the
student by an official from the University Graduate Studies Office. Once received, the student will make
the necessary corrections and then submit the final publication copy back to the Graduate Studies Office.
Expectations & Grading
It is expected that the candidate will negotiate distal and proximal goals with the thesis chair. As per
their agreement, deadlines will be met and written work will be deemed acceptable, acceptable with
revisions required or unacceptable. A final letter grade and rating based on the Masters Degree Early
Childhood Education Thesis Rubric will be used to assess to the completed thesis based on the
NCATE/NAEYC Standards.
.
LEE 298 Master Syllabus, 2010, page 6 of 13
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1c. Research Paper
Students pursuing the Specialist Credential in Early Childhood Education (no MA) will be required to
prepare a 10-page research paper in LEE 235 to be publicly presented. The topic of the paper is to be
related to the content of LEE 235 and can focus on topics or questions such as:
• New understandings of the relation between brain research, early experiences and the
development of infant cognitive understandings. That is, are young children highly vulnerable,
highly resilient, or both?
• Can intelligence be boosted by specialized and focused interventions focusing on the
development of reasoning or learning?
• Is children’s academic achievement in the preschool years related to federal requirements
under the “Good Start, Grow Smart” initiative (requiring every child in Head Start to be tested
on literacy, math and language skills at the beginning and end of each program year). Can
Head Start testing enhance academic achievement?
• Can research in information processing and other fields assist our understanding of children’s
cognitive or moral development? How has new research modified older understandings?
• How are young children’s academic attainments—including vocabulary, language proficiency,
understanding number concepts, familiarity with letter-sound associations-- susceptible to the
negative influence of poverty in the early years? Can early school interventions reverse these
early effects?
The paper will respond to a real question of current importance in such a way that it can begin to provide
data-based evidence on an important question for the field. Six to 10 references will normally be
included to substantiate adequate coverage of the topic.
#1 Summative Assessment: Project, Thesis or Research Paper
Rubrics and Scoring Procedures
NAEYC Standards 5; Essential Tools 4, 6
1a: Master’s Project Rubric
PROJECT
ELEMENT
Standard 5
Growing as a
Professional
Candidates identify
and conduct
themselves as
members of the ECE
profession, use
ethical guidelines and
professional
standards and are
powerful advocates
for sound practices
EXPECTATIONS
NOT YET MET
The project is not
related to the
candidate’s work or
professional goals.
Although the project
examines an aspect of
ECE, it does not
provide research or
direction for improving
the field. The candidate
shows little interest in
topic and lack of
commitment to using
project professionally.
Tool 4
Fails to demonstrate
MEETS
EXPECTATIONS
The project is valuable
to the candidate’s work
or professional goals. It
provides research,
resources, curriculum
or other materials for
improving the field.
The candidate has a
clear plan for using the
project as a basis for
advocating for sound
ECE practices and
improving the lives of
children and families
in the real world.
Demonstrates mastery
EXCEEDS
EXPECTATIONS
The project represents
the candidate’s deep
commitment to
examining central
questions or issues
related to the
candidate’s work or
professional goals. The
candidate has a clear
plan for using the
project and making it
available to other
professionals, families
or programs.
SCORE
The candidate
LEE 298 Master Syllabus, 2010, page 7 of 13
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188
Mastery of Relevant
Theory and
Research
Demonstrate indepth, critical
knowledge of theory
and research
Tool 6
Inquiry Skills and
Knowledge of
Research Methods
Demonstrate inquiry
skills, showing their
ability to investigate
questions relevant to
ECE
thoroughness and
competence in
mastering the theory
and research essential
to the project’s content.
Analysis of the
scholarly/ professional
literature is inadequate.
Fails to summarize the
scope, findings and
meaning of research
and how it relates to
the project.
of relevant theory and
research for conducting
project. Thoughtful,
well-organized and
systematic review of
the literature includes
the main theories,
demographic
information and
important research
studies as well as
technical reports and
descriptive articles on
models in the field.
The research
methodology used and
findings from studies
included in the review
are clearly explained.
The candidate
generally describes the
relationship of the
body of research to the
current study.
demonstrates mastery
and insight concerning
theory, demographic
information and
research including the
latest research or
similar projects
currently underway.
The research
methodology used and
findings from studies
included in the review
are clearly explained
and shortcomings or
flaws in the
methodologies are
described. The review
of the literature not
only builds on existing
research and theory,
but also shows
potential of impacting
practice and/or
scholarly research in
the discipline. The
relationship of the
research literature and
problems or questions
in this area of study are
explicitly linked to
candidate’s project.
Fails to use standard
methods for inquiry
and research in
designing project,
reviewing literature
and implementing the
project. Does not use
research as the basis
for the project and or
fails to investigate
questions and collect
data necessary to
implement the project.
Inquiry skills and
research are used to
examine a significant
problem in ECE. The
project provides
evidence of
knowledge
concerning the
significant research
representing both
historical and current
studies. Previous
research is
summarized and its
relationship to the
current study is
described.
Inquiry skills and
research are utilized to
present a “rich” picture
of the nature and
significance of the
project and its
educational context.
Research and
information are
synthesized and
summarized concisely.
The candidate displays
sophisticated analytical
skills through his/her
ability to discriminate,
organize, synthesize,
and summarize the
literature. The
relationship of each
unit of information is
explicitly linked to the
current study.
TOTAL
LEE 298 Master Syllabus, 2010, page 8 of 13
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189
Analytic Scoring: Does Not Yet Meets Expectations = 1; Meets Expectations = 2;
Exceeds Expectations = 3
Holistic Scoring: Does Not Yet Meet Expectations = 3; Meets Expectations = 6,
Exceeds Expectations = 9
1b: Master’s Thesis Rubric
THESIS
ELEMENT
Standard 5
Growing as a
Professional
Candidates
identify and
conduct
themselves as
members of the
ECE profession,
use ethical
guidelines and
professional
standards and
are powerful
advocates for
sound practices
Tool 4
Mastery of
Relevant
Theory and
Research
Demonstrate
indepth, critical
knowledge of
theory and
research
EXPECTATIONS
NOT YET MET
The thesis is not
related to the
candidate’s work or
professional goals.
Although the thesis
examines an aspect of
ECE, it does not
provide research or
direction for
improving the field.
The candidate shows
little interest in topic
and lack of
commitment to using
thesis professionally.
MEETS
EXPECTATIONS
The thesis is valuable
to the candidate’s
work or professional
goals. It provides
research, resources,
curriculum or other
materials for
improving the field.
The candidate has a
clear plan for using the
thesis as a basis for
advocating for sound
ECE practices and
improving the lives of
children and families
in the real world.
EXCEEDS
EXPECTATIONS
The thesis represents the
candidate’s deep
commitment to examining
central questions or issues
related to the candidate’s
work or professional
goals. The candidate has a
clear plan for using the
thesis and making it
available to other
professionals, families or
programs.
Fails to demonstrate
thoroughness and
competence in
mastering the theory
and research essential
to the thesis’s content.
Analysis of the
scholarly/ professional
literature is
inadequate. Fails to
summarize the scope,
findings and meaning
of research and how it
relates to the thesis.
Demonstrates mastery
of relevant theory and
research for
conducting thesis.
Thoughtful, wellorganized and
systematic review of
the literature includes
the main theories,
demographic
information and
important research
studies as well as
technical reports and
descriptive articles on
models in the field.
The research
methodology used and
findings from studies
included in the review
are clearly explained.
The candidate
generally describes the
relationship of the
body of research to the
current study.
The candidate
demonstrates mastery and
insight concerning theory,
demographic information
and research including the
latest research or similar
thesis currently underway.
The research methodology
used and findings from
studies included in the
review are clearly
explained and
shortcomings or flaws in
the methodologies are
described. The review of
the literature not only
builds on existing research
and theory, but also shows
potential of impacting
practice and/or scholarly
research in the discipline.
The relationship of the
research literature and
problems or questions in
this area of study are
explicitly linked to
candidate’s thesis.
LEE 298 Master Syllabus, 2010, page 9 of 13
ECE Advanced Program, California State University, Fresno
SCORE
190
Tool 6
Inquiry Skills
and Knowledge
of Research
Methods
Demonstrate
inquiry skills,
showing their
ability to
investigate
questions
relevant to ECE
Fails to use standard
methods for inquiry
and research in
designing thesis,
reviewing literature
and implementing the
thesis. Does not use
research as the basis
for the thesis and or
fails to investigate
questions and collect
data necessary to
implement the thesis.
Inquiry skills and
research are used to
examine a significant
problem in ECE. The
thesis provides
evidence of
knowledge
concerning the
significant research
representing both
historical and
current studies.
Previous research is
summarized and its
relationship to the
current study is
described.
Inquiry skills and research
are utilized to present a
“rich” picture of the
nature and significance of
the thesis and its
educational context.
Research and information
are synthesized and
summarized concisely.
The candidate displays
sophisticated analytical
skills through his/her
ability to discriminate,
organize, synthesize, and
summarize the literature.
The relationship of each
unit of information is
explicitly linked to the
current study.
Method is not
described adequately:
research context,
subjects, instruments
and materials used,
procedures followed.
The data analyses
made are inappropriate
or are incompletely
described. Little
attention to logic or
clarity. Method may
not be appropriate to
addressing research
question (s) posed.
Setting, participants,
protocol, and
procedures are clearly
described.
Observations are
detailed and thorough.
Accurate and complete
notes were taken
during or recorded
immediately. Research
approach, type,
method, and
instrumentation are
generally appropriate
for the research being
conducted. The
research context,
subjects, instruments
and materials used,
procedures followed,
or the data analyses
made are generally
appropriate for the
study and fully
described.
Parsimonious, logical
presentation of setting
participants, protocol and
procedures are clearly
described with attention to
possible study replication.
When tables and figures
used they are necessary to
the unfolding of the
method. Systematic
approaches and attention
to meticulous
documentation are
demonstrated. The most
appropriate research
method and
instrumentation are
selected. The criteria for
their selection are clearly
documented. The
research context, subjects,
instruments and materials
used, procedures followed
or the data analyses made
provide assurances of
validity and reliability;
Any necessary pilot
studies have been
conducted. If human
subjects are involved,
ethical safeguards are
described.
For scoring
thesis, this
section includes
2 more sections:
Methods,
Results and
Discussion
Additional
Section for Tool
6:
Method
LEE 298 Master Syllabus, 2010, page 10 of 13
ECE Advanced Program, California State University, Fresno
191
Additional
Section for Tool
6:
Results and
Discussion
Results are vague,
sketchy, fragmented,
and incomplete. Facts
confused with opinion
and conjecture. No
supporting examples.
Excessive details and
trivial facts obscure
more important
general patterns.
Reporting is unclear,
incomplete or does not
speak specifically to
the thesis question.
There is a lack of
objectivity in the
reporting.
Discussion does not
include interpretations.
Explanations and
interpretations are
vague and not well
developed.
Interpretations are not
supported by logical
reasons and evidence.
Observations are
described, but not
analyzed or explained.
Results present raw
data to substantiate the
descriptive findings
presented.
Results are reported
professionally—with
attention to low
inference presentation
of data. When Tables
and figures are
presented, they are
generally well
organized and mostly
adhere to APA style
with few errors.
Results are organized
in terms of how the
problem statement was
posed.
Discussion offers
mostly plausible
interpretations and
explanations are
offered to tie the
observations or
activities into an
organized and
coherent pattern.
Interpretations and
explanations are
mostly supported by
logic and evidence.
Results provide extensive
and relevant observations
are described clearly and
supported with examples,
quotations, and details. A
“rich” picture is presented
and information is
synthesized and
summarized concisely.
Data substantiate results
claimed. Low inference
reporting is maintained in
this section. Consistent
attention to APA style
table and figure
presentation is evident.
Clarity is enhanced
through the use of
appropriate tables and
figures. Raw data as well
as other appropriate
materials are included in
the appendix.
The results are expertly
explained by the
discussion. Underlying
behavior or performance
patterns are noted.
Knowledge-base concepts
are used to interpret
observations made.
Interpretations reveal
insight into
subject/participant
perspective. Literature
review content is used for
interpreting findings.
TOTAL
Analytic Scoring: Does Not Yet Meets Expectations = 1; Meets Expectations = 2;
Exceeds Expectations = 3
Holistic Scoring: Does Not Yet Meet Expectations = 1-4; Meets Expectations = 5-9
Exceeds Expectations = 10-15
LEE 298 Master Syllabus, 2010, page 11 of 13
ECE Advanced Program, California State University, Fresno
192
1c: Research Paper Rubric (ECE Specialist Only)
Standard 5:
Growing as a
Professional
Evidence of
professional
involvement,
upholding ethical
standards,
engaging in
continuous
collaborative
learning and
informed
advocacy.
Tool 6
Inquiry Skills
CHARACTERISTICS
OF WRITING
NEEDING
IMPROVEMENT
CHARACTERISTICS
OF WRITING
MEETING
EXPECTATIONS
CHARACTERISTICS
OF WRITING
EXCEEDING
EXPECTATIONS
Paper does not address
follow-up activities to
implement strategies
derived from
implications.
Paper documents followup activities where
implications of the paper
have been shared with
colleagues for their input,
feedback, or action,
resulting in a
professional exchange of
ideas.
In addition to previous
column, paper
documents revisions
based on professional
interactions and feedback
and continued
professional interactions.
Results are vague,
sketchy, fragmented, and
incomplete. Facts
confused with opinion
and conjecture. No
supporting examples.
Excessive details and
trivial facts obscure more
important general
patterns. Reporting is
unclear, incomplete or
does not speak
specifically to the thesis
question. There is a lack
of objectivity in the
reporting.
Results present raw data
to substantiate the
descriptive findings
presented.
Results are reported
professionally—with
attention to low inference
presentation of data.
When Tables and figures
are presented, they are
generally well organized
and mostly adhere to
APA style with few
errors. Results are
organized in terms of
how the problem
statement was posed.
Results provide extensive
and relevant observations
are described clearly and
supported with examples,
quotations, and details.
A “rich” picture is
presented and
information is
synthesized and
summarized concisely.
Data substantiate results
claimed. Low inference
reporting is maintained
in this section. Consistent
attention to APA style
table and figure
presentation is evident.
Clarity is enhanced
through the use of
appropriate tables and
figures. Raw data as
well as other appropriate
materials are included in
the appendix.
Discussion does not
include interpretations.
Explanations and
interpretations are vague
and not well developed.
Interpretations are not
supported by logical
reasons and evidence.
Observations are
described, but not
analyzed or explained.
Discussion offers mostly
plausible interpretations
and explanations are
offered to tie the
observations or activities
into an organized and
coherent pattern.
Interpretations and
explanations are mostly
supported by logic and
evidence.
SCORE
The results are expertly
explained by the
discussion. Underlying
behavior or performance
patterns are noted.
Knowledge-base
concepts are used to
interpret observations
made. Interpretations
reveal insight into
LEE 298 Master Syllabus, 2010, page 12 of 13
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193
subject/participant
perspective. Literature
review content is used
for interpreting findings.
TOTAL
Analytic Scoring: Does Not Yet Meets Expectations = 1; Meets Expectations = 2;
Exceeds Expectations = 3
Holistic Scoring: Does Not Yet Meet Expectations = 1-2; Meets Expectations = 3-4; Exceeds Expectations = 5-6
LEE 298 Master Syllabus, 2010, page 13 of 13
ECE Advanced Program, California State University, Fresno
194
Leadership for Diverse Communities
Our candidates are Ethical, Reflective, Critical Thinkers,
Valuing Diversity and Life-Long Learning
The faculty of the Kremen School of Education and Human Development foster the
development of the following candidate dispositions.
Candidates will increasingly reflect these dispositions
in their work with students, families, and communities
LEE 299 Masters Degree ECE Program Thesis
Dr. Pamela Lane-Garon
http://www.csufresno.edu/mediatormentors/
http://www.csufresno.edu/bonnercenter/
Semester, YR
Office ED 365
Campus Phone 278-0320
e-mail pamelalg@csufresno.edu
Office Hours: M 3:00-4:00 PM; TH 3:30-4:00 PM;
and also by appointment.
Class taken concurrently with LEE 241 Fieldwork and Seminars
Course Description
The LEE 299 thesis represents a culminating experience for the Masters in Education candidate with an
emphasis in Early Childhood Education. The policies and procedures manual for project or thesis are
provided to students enrolled in ERF 220. This document can also be obtained from the Graduate
Admissions technician. Examples of previous project/thesis abstracts are available for students in the
faculty offices (Project) or the University Library (Thesis).
A thesis is a written product of the study of a specific or well-defined question or issue which merits
being investigated. It is a document resulting from original research and includes the following
elements: statement of the problem, review of relevant theoretical and empirical literature, methodology,
results and implications. The thesis format can take two forms, empirical or theoretical. For more
information, consult the "Policies and Procedures Manual for 299/Thesis.” Students become eligible to
register for LEE 299-Thesis once the research topic has been formulated, a thesis committee has been
established and a substantial amount of the initial writing has been completed. Students are encouraged
to initiate this process at least one semester prior to enrolling in 299/Thesis. Procedures for completing a
thesis include the following: 1. Develop a thesis prospectus which includes the description of the
problem justification and statement of purpose. Also obtain a thesis formatted disk from the Graduate
Studies office.
2. Submit the prospectus to one's selected faculty members. Usually, at least two
of the faculty members are selected from the candidate’s department and have
specific content expertise while the third faculty member typically has expertise
in methodology. This group will be known as the Thesis Proposal Committee
and will include three members. 3. The thesis prospectus is expanded and developed into the thesis
proposal which consists of the following first three chapters:
LEE 299 Master Syllabus, 2010, page 1 of 15
ECE Advanced Program, California State University, Fresno
195
Chapter 1 Introduction
Chapter 2 Review of Literature
Chapter 3 Methodology
4. The student will meet with the Thesis Proposal Committee who will examine
and assess the thesis proposal. The committee either approves the thesis proposal or recommends further
development. After approval of the thesis proposal, the committee will then be known as the Thesis
Committee. 5. The final stages of the thesis development include the collection of research data and
completion of the written report. In addition to the first three chapters, the completed thesis should also
include:
Chapter 4 - Results
Chapter 5 - Conclusions
6.. The student will then complete a final oral review of his/her thesis with the
Thesis Committee. 7. The student will submit an "Approved for Final Submission" form with the
completed thesis to the Division of Graduate Studies office, TA 132. H. The thesis will be reviewed and
returned to the student by an official from the University Graduate Studies Office. Once received, the
student will make the necessary corrections and then submit the final publication copy back to the
Graduate Studies Office.
Purchase:
Required Text #1: Glatthorn, A. and Joyner, R. (latest edition). Writing the Winning Thesis or
Dissertation: A Step-by-Step Guide.
Required Text #2: American Psychological Association (latest edition). Publication Manual of the
American Psychological Association.
Expectations & Grading
It is expected that the candidate will negotiate distal and proximal goals with the thesis chair. As per
their agreement, deadlines will be met and written work will be deemed acceptable, acceptable with
revisions required or unacceptable. A final letter grade will be given to the completed thesis.
* Subject to Change: This syllabus and schedule are subject to change in the event of extenuating
circumstances. If you are absent from class or seminar it is your responsibility to check on
announcements made while you were absent.
LEE 299 Master Syllabus, 2010, page 2 of 15
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196
University Policies
Special Needs:
Upon identifying themselves to the instructor, students with disabilities will receive reasonable
accommodations. For more info, contact services in Madden Library 1049 at 278-2811.
Honor Code: "Members of the CSU Fresno academic community adhere to principles of academic integrity and mutual
respect while engaged in university work and related activities." For more details, please check out APM-236 for the
complete text of the Honor Code. (http://www.csufresno.edu/aps/documents/apm/236.pdf)
“Members of the CSU Fresno academic community adhere to principles of academic integrity and mutual respect while
engaged in university work and related activities.” You should:
a) understand or seek clarification about expectations for academic integrity in this course (including no
cheating, plagiarism and inappropriate collaboration),
b) neither give nor receive unauthorized aid on examinations or other course work that is used by the instructor
as the basis of grading,
c) take responsibility to monitor academic dishonesty in any form and to report it to the instructor or other
appropriate official for action.
Cell Phones. Out of respect for everyone’s learning experience, cell phones are to be turned off during
class except when an emergency call is expected.
Confidentiality. The privacy and identity of children and their families should be protected in all
written materials. Therefore when writing about a child, the recommended language is “for the purpose
of this study, I will refer to the observed student as Child A.”
Cheating and Plagiarism: "Cheating is the actual or attempted practice of fraudulent or deceptive acts for the
purpose of improving one's grade or obtaining course credit; such acts also include assisting another student to do so.
Typically, such acts occur in relation to examinations. However, it is the intent of this definition that the term
'cheating' not be limited to examination situations only, but that it include any and all actions by a student that are
intended to gain an unearned academic advantage by fraudulent or deceptive means. Plagiarism is a specific form of
cheating which consists of the misuse of the published and/or unpublished works of others by misrepresenting the
material (i.e., their intellectual property) so used as one's own work." Penalties for cheating and plagiarism range from
a 0 or F on a particular assignment, through an F for the course, to expulsion from the university. For more
information on the University's policy regarding cheating and plagiarism, refer to the Class Schedule (Legal Notices
on Cheating and Plagiarism) or the University Catalog (Policies and Regulations).
Copyright policy: Copyright laws and fair use policies protect the rights of those who have produced the material.
The copy in this course has been provided for private study, scholarship, or research. Other uses may require
permission from the copyright holder. The user of this work is responsible for adhering to copyright law of the U.S.
(Title 17, U.S. Code). To help you familiarize yourself with copyright and fair use policies, the University encourages
you to visit its copyright web page.Digital Campus course web sites contain material protected by copyrights held by
the instructor, other individuals or institutions. Such material is used for educational purposes in accord with
copyright law and/or with permission given by the owners of the original material. You may download one copy of
the materials on any single computer for non-commercial, personal, or educational purposes only, provided that you
(1) do not modify it, (2) use it only for the duration of this course, and (3) include both this notice and any copyright
notice originally included with the material. Beyond this use, no material from the course web site may be copied,
reproduced, re-published, uploaded, posted, transmitted, or distributed in any way without the permission of the
LEE 299 Master Syllabus, 2010, page 3 of 15
ECE Advanced Program, California State University, Fresno
197
original copyright holder. The instructor assumes no responsibility for individuals who improperly use copyrighted
material placed on the web site.
Make Up Policy for Planned and Unplanned Absences: In the case of an unplanned student absence,
papers, tests, and/or homework assignments due during the time the student is absent may be made up only if the
student contacts the instructor as soon as practicable after the absence occurs and works out a plan. In the case of
authorized absences due to university-sponsored activities, students should expect to submit their work to the
instructor on or before the due date, or as arranged with the instructor. This includes papers, tests, and/or
homework assignments. See grading policy in syllabus for additional information.
When a student is absent for an extended time period, a viable make-up plan may not be feasible. In these
circumstances, other options such as dropping the class for a serious and compelling reason or withdrawal from
the university may be appropriate. You are expected to be present at all scheduled thesis seminars as
scheduled. These dates will be collaboratively determined by candidate and advisor.

Computers: "At California State University, Fresno, computers and communications links to remote
resources are recognized as being integral to the education and research experience. Every student is
required to have his/her own computer or have other personal access to a workstation (including a modem
and a printer) with all the recommended software. The minimum and recommended standards for the
workstations and software, which may vary by academic major, are updated periodically and are available
from Information Technology Services (http://www.csufresno.edu/ITS/) or the University Bookstore. In
the curriculum and class assignments, students are presumed to have 24-hour access to a computer
workstation and the necessary communication links to the University's information resources." Every
student is required to have a personal computer or access to a university computer.

Disruptive Classroom Behavior: "The classroom is a special environment in which students and
faculty come together to promote learning and growth. It is essential to this learning environment that
respect for the rights of others seeking to learn, respect for the professionalism of the instructor, and the
general goals of academic freedom are maintained. ... Differences of viewpoint or concerns should be
expressed in terms which are supportive of the learning process, creating an environment in which
students and faculty may learn to reason with clarity and compassion, to share of themselves without
losing their identities, and to develop an understanding of the community in which they live . . . Student
conduct which disrupts the learning process shall not be tolerated and may lead to disciplinary action
and/or removal from class." Student behavior which disrupts the learning process shall not be
tolerated.
Anticipated Learning Outcomes: Some of the major NCATE/CTC/NAEYC Standards for
Advanced Students that LEE 299 Addresses are listed below. Additionally, this project represents
a required Advanced Program Assessment:
Content Knowledge: Thesis and Presentation (MA only)
NAEYC Standards 5: Essential Tools 4 & 6
CTC Standard 2.1
 Advanced candidates collect and interpret research, translate research findings into
practice, demonstrate personal research skills, and implement applied research.
 Advanced candidates use their understanding of young children’s characteristics and
needs, and of multiple interacting influences on children’s development and learning to
LEE 299 Master Syllabus, 2010, page 4 of 15
ECE Advanced Program, California State University, Fresno
198
create environments that are healthy, respectful, supportive, and challenging for all
children
(NAEYC Standard 1).
 Advanced 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 involve
all families in their children’s development and learning (NAEYC Standard 2).
 Advanced candidates apply theoretical and research knowledge to practice in appropriate
settings—in the context of field study projects, action research, curriculum projects, or
observed clinical practice.
 Advanced 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 (NAEYC
Standard 3)
 Advanced candidates are reflective professionals capable of taking leadership roles in
schools or programs, mentoring novice teachers, and acting as advocates for children at
local, state, and national levels (NAEYC Standard 5).
 Advanced candidates integrate their knowledge of academic disciplines to design,
implement and evaluate experiences that promote positive development and learning for all
children (NAEYC Standard 4).
 Advanced candidates identify and conduct themselves as members of their profession.
They know and use ethical guidelines and other professional standards related to their
professional practice (NAEYC Standard 5).
ASSESSMENT 5:
Masters Degree ECE Summative Assessment
Project, Thesis or Paper
This Assignment Addresses These Specific Program Standards Affecting the Development of Both the Early
Childhood Teacher Leader and The Early Childhood Practitioner
NAEYC Standard 5; Essential Tools 4 & 6
The ECE Graduate Program offers students three options for final Summative Assessment:
1a.
1b.
Master’s Final Project
Master’s Thesis
LEE 299 Master Syllabus, 2010, page 5 of 15
ECE Advanced Program, California State University, Fresno
199
1c.
Research Paper (ECE Specialist Credential, no MA)
1a.
Master’s Final Project
The final project represents a culminating experience for the Masters in Education candidate with an
emphasis in Early Childhood Education. The policies and procedures manual for project or thesis are
provided to students enrolled in ERF 220. This document can also be obtained from the Graduate
Admissions technician. Examples of previous project/thesis abstracts are available for students in the
faculty offices (Project) or the University Library (Thesis).
A project consists of a significant scholarly undertaking that is relevant to the field of Early Childhood
Education. It must demonstrate originality, independent thinking, effective organization, and writing
proficiency descriptive of graduate level work. The completed project includes a comprehensive
literature review and a creative project component. Procedures for completing the requirements for
project are as follows:
1) Attain advancement to candidacy and completed a minimum of 24 semester units with a B or better
including ERF 220. 2) Identify a faculty member who will supervise the project. 3) Develop a project
proposal. An example of this proposal is given in the
"Policies and Procedures Manual" for 298/Project. 4) Obtain a schedule number from the Admissions
Technician or Program Coordinator for 298/Project and register for the course. 5) Complete all work on
298/Project in consultation with the faculty advisor.
6. Meet with advisor and receive final editing guidance and endorsement. 7) Complete final typing and
get the project bound, including the abstract. 8) Submit the final project to the project advisor, which
will include the project report and two copies of the abstract.
9) The final grade for project is awarded by the faculty project advisor.
Expectations & Grading
It is expected that the candidate will negotiate distal and proximal goals with the project advisor. As per
their agreement, deadlines will be met and written work will be deemed acceptable, acceptable with
revisions required or unacceptable. A final letter grade and rubric rating will be used to assess the
completed project based on the NCATE/NAEYC Standards.
1b. Master’s Thesis
The Masters Degree ECE Program Thesis represents a culminating experience for the Masters in
Education candidate with an emphasis in Early Childhood Education. The policies and procedures
manual for project or thesis are provided to students enrolled in ERF 220. This document can also be
obtained from the Graduate Admissions technician. Examples of previous project/thesis abstracts are
available for students in the faculty offices (Project) or the University Library (Thesis).
A thesis is a written product of the study of a specific or well-defined question or issue, which merits
being investigated. It is a document resulting from original research and includes the following
elements: statement of the problem, review of relevant theoretical and empirical literature, methodology,
results and implications. The thesis format can take two forms, empirical or theoretical. For more
information, consult the "Policies and Procedures Manual for 299/Thesis.” Students become eligible to
register for LEE 299-Thesis once the research topic has been formulated, a thesis committee has been
LEE 299 Master Syllabus, 2010, page 6 of 15
ECE Advanced Program, California State University, Fresno
200
established and a substantial amount of the initial writing has been completed. Students are encouraged
to initiate this process at least one semester prior to enrolling in 299/Thesis. Procedures for completing a
thesis include the following:
1. Develop a thesis prospectus, which includes the description of the problem justification and
statement of purpose. Also obtain a thesis-formatted disk from the Graduate Studies office.
2. Submit the prospectus to one's selected faculty members. Usually, at least two
of the faculty members are selected from the candidate’s department and have
specific content expertise while the third faculty member typically has expertise
in methodology. This group will be known as the Thesis Proposal Committee
and will include three members.
3. The thesis prospectus is expanded and developed into the thesis proposal which consists of the
following first three chapters:
Chapter 1 Introduction
Chapter 2 Review of Literature
Chapter 3 Methodology
4. The student will meet with the Thesis Proposal Committee who will examine
and assess the thesis proposal. The committee either approves the thesis proposal or recommends further
development. After approval of the thesis proposal, the committee will then be known as the Thesis
Committee.
5. The final stages of the thesis development include the collection of research data and
completion of the written report. In addition to the first three chapters, the completed thesis should also
include:
Chapter 4 - Results
Chapter 5 - Conclusions
6. The student will then complete a final oral review of his/her thesis with the
Thesis Committee.
7. The student will submit an "Approved for Final Submission" form with the completed thesis
to the Division of Graduate Studies office, TA 132. H. The thesis will be reviewed and returned to the
student by an official from the University Graduate Studies Office. Once received, the student will make
the necessary corrections and then submit the final publication copy back to the Graduate Studies Office.
Expectations & Grading
It is expected that the candidate will negotiate distal and proximal goals with the thesis chair. As per
their agreement, deadlines will be met and written work will be deemed acceptable, acceptable with
revisions required or unacceptable. A final letter grade and rating based on the Masters Degree Early
Childhood Education Thesis Rubric will be used to assess to the completed thesis based on the
NCATE/NAEYC Standards.
.
1c. Research Paper
Students pursuing the Specialist Credential in Early Childhood Education (no MA) will be required to
prepare a 10-page research paper in LEE 235 to be publicly presented. The topic of the paper is to be
related to the content of LEE 235 and can focus on topics or questions such as:
LEE 299 Master Syllabus, 2010, page 7 of 15
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• New understandings of the relation between brain research, early experiences and the
development of infant cognitive understandings. That is, are young children highly vulnerable,
highly resilient, or both?
• Can intelligence be boosted by specialized and focused interventions focusing on the
development of reasoning or learning?
• Is children’s academic achievement in the preschool years related to federal requirements
under the “Good Start, Grow Smart” initiative (requiring every child in Head Start to be tested
on literacy, math and language skills at the beginning and end of each program year). Can
Head Start testing enhance academic achievement?
• Can research in information processing and other fields assist our understanding of children’s
cognitive or moral development? How has new research modified older understandings?
• How are young children’s academic attainments—including vocabulary, language proficiency,
understanding number concepts, familiarity with letter-sound associations-- susceptible to the
negative influence of poverty in the early years? Can early school interventions reverse these
early effects?
The paper will respond to a real question of current importance in such a way that it can begin to provide
data-based evidence on an important question for the field. Six to 10 references will normally be
included to substantiate adequate coverage of the topic.
LEE 299 Master Syllabus, 2010, page 8 of 15
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#1 Summative Assessment: Project, Thesis or Research Paper
Rubrics and Scoring Procedures
NAEYC Standards 5; Essential Tools 4, 6
1a: Master’s Project Rubric
PROJECT
ELEMENT
Standard 5 Growing
as a Professional
Candidates identify
and conduct
themselves as
members of the ECE
profession, use ethical
guidelines and
professional standards
and are powerful
advocates for sound
practices
Tool 4
Mastery of Relevant
Theory and
Research
Demonstrate in-depth,
critical knowledge of
theory and research
EXPECTATIONS
NOT YET MET
The project is not
related to the
candidate’s work or
professional goals.
Although the project
examines an aspect of
ECE, it does not
provide research or
direction for improving
the field. The candidate
shows little interest in
topic and lack of
commitment to using
project professionally.
Fails to demonstrate
thoroughness and
competence in
mastering the theory
and research essential to
the project’s content.
Analysis of the
scholarly/ professional
literature is inadequate.
Fails to summarize the
scope, findings and
meaning of research
and how it relates to the
project.
MEETS
EXPECTATIONS
The project is valuable
to the candidate’s work
or professional goals. It
provides research,
resources, curriculum or
other materials for
improving the field. The
candidate has a clear
plan for using the
project as a basis for
advocating for sound
ECE practices and
improving the lives of
children and families in
the real world.
Demonstrates mastery
of relevant theory and
research for conducting
project. Thoughtful,
well-organized and
systematic review of the
literature includes the
main theories,
demographic
information and
important research
studies as well as
technical reports and
descriptive articles on
models in the field. The
research methodology
used and findings from
studies included in the
review are clearly
explained. The
candidate generally
describes the
relationship of the body
of research to the
current study.
EXCEEDS
EXPECTATIONS
The project represents
the candidate’s deep
commitment to
examining central
questions or issues
related to the
candidate’s work or
professional goals. The
candidate has a clear
plan for using the
project and making it
available to other
professionals, families
or programs.
SCORE
The candidate
demonstrates mastery
and insight concerning
theory, demographic
information and
research including the
latest research or
similar projects
currently underway.
The research
methodology used and
findings from studies
included in the review
are clearly explained
and shortcomings or
flaws in the
methodologies are
described. The review
of the literature not only
builds on existing
research and theory, but
also shows potential of
impacting practice
and/or scholarly
research in the
discipline. The
relationship of the
research literature and
problems or questions
in this area of study are
LEE 299 Master Syllabus, 2010, page 9 of 15
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203
explicitly linked to
candidate’s project.
Tool 6
Inquiry Skills and
Knowledge of
Research Methods
Demonstrate inquiry
skills, showing their
ability to investigate
questions relevant to
ECE
Fails to use standard
methods for inquiry and
research in designing
project, reviewing
literature and
implementing the
project. Does not use
research as the basis for
the project and or fails
to investigate questions
and collect data
necessary to implement
the project.
Inquiry skills and
research are used to
examine a significant
problem in ECE. The
project provides
evidence of knowledge
concerning the
significant research
representing both
historical and current
studies. Previous
research is
summarized and its
relationship to the
current study is
described.
Inquiry skills and
research are utilized to
present a “rich” picture
of the nature and
significance of the
project and its
educational context.
Research and
information are
synthesized and
summarized concisely.
The candidate displays
sophisticated analytical
skills through his/her
ability to discriminate,
organize, synthesize,
and summarize the
literature. The
relationship of each unit
of information is
explicitly linked to the
current study.
TOTAL
Analytic Scoring: Does Not Yet Meets Expectations = 1; Meets Expectations = 2;
Exceeds Expectations = 3
Holistic Scoring: Does Not Yet Meet Expectations = 3; Meets Expectations = 6,
Exceeds Expectations = 9
1b: Master’s Thesis Rubric
THESIS
ELEMENT
Standard 5
Growing as a
Professional
Candidates
identify and
conduct
themselves as
members of the
ECE profession,
use ethical
guidelines and
professional
standards and
are powerful
advocates for
sound practices
Tool 4
Mastery of
Relevant
EXPECTATIONS
NOT YET MET
The thesis is not
related to the
candidate’s work or
professional goals.
Although the thesis
examines an aspect of
ECE, it does not
provide research or
direction for
improving the field.
The candidate shows
little interest in topic
and lack of
commitment to using
thesis professionally.
MEETS
EXPECTATIONS
The thesis is valuable
to the candidate’s
work or professional
goals. It provides
research, resources,
curriculum or other
materials for
improving the field.
The candidate has a
clear plan for using the
thesis as a basis for
advocating for sound
ECE practices and
improving the lives of
children and families
in the real world.
EXCEEDS
EXPECTATIONS
The thesis represents the
candidate’s deep
commitment to examining
central questions or issues
related to the candidate’s
work or professional
goals. The candidate has a
clear plan for using the
thesis and making it
available to other
professionals, families or
programs.
Fails to demonstrate
thoroughness and
competence in
Demonstrates mastery
of relevant theory and
research for
The candidate
demonstrates mastery and
insight concerning theory,
LEE 299 Master Syllabus, 2010, page 10 of 15
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SCORE
204
Theory and
Research
Demonstrate
indepth, critical
knowledge of
theory and
research
Tool 6
Inquiry Skills
and Knowledge
of Research
Methods
Demonstrate
inquiry skills,
showing their
ability to
investigate
questions
relevant to ECE
For scoring
thesis, this
section includes
2 more sections:
Methods,
Results and
Discussion
mastering the theory
and research essential
to the thesis’s content.
Analysis of the
scholarly/ professional
literature is
inadequate. Fails to
summarize the scope,
findings and meaning
of research and how it
relates to the thesis.
conducting thesis.
Thoughtful, wellorganized and
systematic review of
the literature includes
the main theories,
demographic
information and
important research
studies as well as
technical reports and
descriptive articles on
models in the field.
The research
methodology used and
findings from studies
included in the review
are clearly explained.
The candidate
generally describes the
relationship of the
body of research to the
current study.
Fails to use standard
methods for inquiry
and research in
designing thesis,
reviewing literature
and implementing the
thesis. Does not use
research as the basis
for the thesis and or
fails to investigate
questions and collect
data necessary to
implement the thesis.
Inquiry skills and
research are used to
examine a significant
problem in ECE. The
thesis provides
evidence of
knowledge
concerning the
significant research
representing both
historical and
current studies.
Previous research is
summarized and its
relationship to the
current study is
described.
demographic information
and research including the
latest research or similar
thesis currently underway.
The research methodology
used and findings from
studies included in the
review are clearly
explained and
shortcomings or flaws in
the methodologies are
described. The review of
the literature not only
builds on existing research
and theory, but also shows
potential of impacting
practice and/or scholarly
research in the discipline.
The relationship of the
research literature and
problems or questions in
this area of study are
explicitly linked to
candidate’s thesis.
Inquiry skills and research
are utilized to present a
“rich” picture of the
nature and significance of
the thesis and its
educational context.
Research and information
are synthesized and
summarized concisely.
The candidate displays
sophisticated analytical
skills through his/her
ability to discriminate,
organize, synthesize, and
summarize the literature.
The relationship of each
unit of information is
explicitly linked to the
current study.
LEE 299 Master Syllabus, 2010, page 11 of 15
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Additional
Section for Tool
6:
Method
Method is not
described adequately:
research context,
subjects, instruments
and materials used,
procedures followed.
The data analyses
made are inappropriate
or are incompletely
described. Little
attention to logic or
clarity. Method may
not be appropriate to
addressing research
question (s) posed.
Setting, participants,
protocol, and
procedures are clearly
described.
Observations are
detailed and thorough.
Accurate and complete
notes were taken
during or recorded
immediately. Research
approach, type,
method, and
instrumentation are
generally appropriate
for the research being
conducted. The
research context,
subjects, instruments
and materials used,
procedures followed,
or the data analyses
made are generally
appropriate for the
study and fully
described.
Additional
Section for Tool
6:
Results and
Discussion
Results are vague,
sketchy, fragmented,
and incomplete. Facts
confused with opinion
and conjecture. No
supporting examples.
Excessive details and
trivial facts obscure
more important
general patterns.
Reporting is unclear,
incomplete or does not
speak specifically to
the thesis question.
There is a lack of
objectivity in the
reporting.
Results present raw
data to substantiate the
descriptive findings
presented.
Results are reported
professionally—with
attention to low
inference presentation
of data. When Tables
and figures are
presented, they are
generally well
organized and mostly
adhere to APA style
with few errors.
Results are organized
in terms of how the
problem statement was
posed.
Discussion does not
include interpretations.
Explanations and
interpretations are
vague and not well
developed.
Discussion offers
mostly plausible
interpretations and
explanations are
Parsimonious, logical
presentation of setting
participants, protocol and
procedures are clearly
described with attention to
possible study replication.
When tables and figures
used they are necessary to
the unfolding of the
method. Systematic
approaches and attention
to meticulous
documentation are
demonstrated. The most
appropriate research
method and
instrumentation are
selected. The criteria for
their selection are clearly
documented. The
research context, subjects,
instruments and materials
used, procedures followed
or the data analyses made
provide assurances of
validity and reliability;
Any necessary pilot
studies have been
conducted. If human
subjects are involved,
ethical safeguards are
described.
Results provide extensive
and relevant observations
are described clearly and
supported with examples,
quotations, and details. A
“rich” picture is presented
and information is
synthesized and
summarized concisely.
Data substantiate results
claimed. Low inference
reporting is maintained in
this section. Consistent
attention to APA style
table and figure
presentation is evident.
Clarity is enhanced
through the use of
appropriate tables and
figures. Raw data as well
as other appropriate
materials are included in
the appendix.
LEE 299 Master Syllabus, 2010, page 12 of 15
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Interpretations are not
supported by logical
reasons and evidence.
Observations are
described, but not
analyzed or explained.
offered to tie the
observations or
activities into an
organized and
coherent pattern.
Interpretations and
explanations are
mostly supported by
logic and evidence.
The results are expertly
explained by the
discussion. Underlying
behavior or performance
patterns are noted.
Knowledge-base concepts
are used to interpret
observations made.
Interpretations reveal
insight into
subject/participant
perspective. Literature
review content is used for
interpreting findings.
TOTAL
Analytic Scoring: Does Not Yet Meets Expectations = 1; Meets Expectations = 2;
Exceeds Expectations = 3
Holistic Scoring: Does Not Yet Meet Expectations = 1-4; Meets Expectations = 5-9
Exceeds Expectations = 10-15
LEE 299 Master Syllabus, 2010, page 13 of 15
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1c: Research Paper Rubric (ECE Specialist Only)
Standard 5:
Growing as a
Professional
Evidence of
professional
involvement,
upholding
ethical
standards,
engaging in
continuous
collaborative
learning and
informed
advocacy.
Tool 6
Inquiry
Skills
CHARACTERISTICS
OF WRITING
NEEDING
IMPROVEMENT
CHARACTERISTICS
OF WRITING
MEETING
EXPECTATIONS
CHARACTERISTICS
OF WRITING
EXCEEDING
EXPECTATIONS
Paper does not address
follow-up activities to
implement strategies
derived from
implications.
Paper documents
follow-up activities
where implications of
the paper have been
shared with colleagues
for their input,
feedback, or action,
resulting in a
professional exchange
of ideas.
In addition to previous
column, paper
documents revisions
based on professional
interactions and
feedback and continued
professional
interactions.
Results are vague,
sketchy, fragmented,
and incomplete. Facts
confused with opinion
and conjecture. No
supporting examples.
Excessive details and
trivial facts obscure
more important general
patterns. Reporting is
unclear, incomplete or
does not speak
specifically to the thesis
question. There is a lack
of objectivity in the
reporting.
Results present raw data
to substantiate the
descriptive findings
presented.
Results are reported
professionally—with
attention to low
inference presentation
of data. When Tables
and figures are
presented, they are
generally well
organized and mostly
adhere to APA style
with few errors. Results
are organized in terms
of how the problem
statement was posed.
Results provide
extensive and relevant
observations are
described clearly and
supported with
examples, quotations,
and details. A “rich”
picture is presented and
information is
synthesized and
summarized concisely.
Data substantiate results
claimed. Low inference
reporting is maintained
in this section.
Consistent attention to
APA style table and
figure presentation is
evident. Clarity is
enhanced through the
use of appropriate tables
and figures. Raw data
as well as other
appropriate materials
are included in the
appendix.
Discussion does not
include interpretations.
Explanations and
interpretations are
vague and not well
developed.
Interpretations are not
supported by logical
reasons and evidence.
Observations are
described, but not
analyzed or explained.
Discussion offers
mostly plausible
interpretations and
explanations are offered
to tie the observations
or activities into an
organized and coherent
pattern. Interpretations
and explanations are
mostly supported by
logic and evidence.
SCORE
The results are expertly
explained by the
discussion. Underlying
behavior or
performance patterns
are noted.
Knowledge-base
NAEYC ASSESSMENT 1, page 14 of 15
Advanced Program, California State University, Fresno
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concepts are used to
interpret observations
made. Interpretations
reveal insight into
subject/participant
perspective. Literature
review content is used
for interpreting
findings.
TOTAL
Analytic Scoring: Does Not Yet Meets Expectations = 1; Meets Expectations = 2;
Exceeds Expectations = 3
Holistic Scoring: Does Not Yet Meet Expectations = 1-2; Meets Expectations = 3-4; Exceeds
Expectations = 5-6
NAEYC ASSESSMENT 1, page 15 of 15
Advanced Program, California State University, Fresno
209
Appendix
B
Assessments
210
ASSESSMENT 1:
Action Research Project/Paper/Presentation
This Assignment Addresses These Specific Program Standards Affecting the Development of Both the Early Childhood Teacher Leader
and The Early Childhood Program Leader; NAEYC Standard 3; Essential Tools 4 & 6
Rationale: Every profession has a knowledge-base specific to the discipline. Early Childhood
Education is no exception. When a question is asked in our field, it is set in the context of research
findings and/or previously established best practices.
Your Assignment: Is there a question about the profession you are entering that you are eager to
explore? Both basic research and action research are encouraged. Basic research typically establishes
new knowledge about developmental phenomena or learning. A basic research question: “What effect
does age of puberty onset have on peer relationships?” Action Research endeavors to discover which
ways of doing things yield the best results. An action research question: “What is the relationship
between classroom management model and student self-regulation?
1.
Find a partner/team (research is seldom done alone these days).
2.
Develop a question. Check its suitability with your professor.
3.
Consult four research journal articles on your topic.
4.
Write a summary of previously-generated research findings (gleaned from your journal article
reading).
5.
Think up a method for investigating your question (consult professor).
6.
Collect a small sample of data with your partner/team (consult professor).
7.
Analyze your data --make sense of what you gathered (consult).
8.
Relate your findings to the formal research reviewed earlier (#4).
9.
What implications does your research have for your profession?
If you are presenting, your research work is due on the day selected for your presentation. If you are
writing a paper, the paper is due on the last day of instruction. You will earn up to 3 pts for each of the
sections of the mini research report completed professionally: Intro/Literature Review, Method, Results,
Discussion, and Conclusion and Implications (18 pts possible…an additional 3 for writing quality).
Evaluation Criteria for Action Research Related Materials
Regardless of the mode in which you choose to “tell the story” of your research experience in this class
(poster, paper, power point presentation, video, etc…), you will need to adhere to scholarly standards for
graduate work.
Assessment 1: Action Research Project 1, page 1 of 3
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ACTION RESEARCH PROJECT: Rubric for Judging Evidence of Meeting Standard
NAEYC Standard or
Tool Addressed
1. Characteristics of
Action Research
Needing
Improvement
2. Characteristics of
Action Research
Meeting Expectations
3. Characteristics of
Action Research
Exceeding
Expectations
Related to Standard Three:
Observing, Documenting
and Assessing to Support
Young Children and
Families
The action research method
is not appropriate, and/or
insensitive to child and
family privacy and/or
cultural communication.
The action research method
is generally appropriate and
addresses most issues of
ethical sensitivity.
The action research
methodology is appropriate
in all ways…including
ethical sensitivity to
participants.
Does the candidate’s work
demonstrate appropriate
observation,
documentation and
assessment methods on
behalf of children and
families? Does the
candidate's work
demonstrate mastery of
inquiry/research methods
appropriate to the
discipline? Does the
candidate’s inquiry and
assessment process
demonstrate the creation
of respectful, reciprocal
relationships that support
and empower families—
involving them in their
children’s development?
Related to Tool Four:
Mastery of Relevant Theory
and Research
In general, attention to
research ethics is absent.
Does the candidate's work
demonstrate appropriate
knowledge of theory-topractice research skills—
including the use of
inquiry measurement
instruments and protocol,
aligned with professional
roles and focus areas?
The Candidate has not yet
mastered skills essential for
competence in research
methods that are supportive
of family relationships in
which members are engaged
and involved in their child’s
development.
In the action research project,
the candidate's "voice" is
personal only and not
professional.
And/or there appears a
disconnect between gathered
data and application of
learning to the ECE setting.
Action research approaches
are somewhat systematic.
Inquiry protocol is loosely
aligned with standard
practice in this focus area?
Related to Tool Six: Inquiry
Skills and Knowledge of
Research Methods
Does the candidate
demonstrate inquiry skills,
showing ability to
investigate questions
relevant to practice and
professional goals?
The candidate appears
unaware of systematic,
professionally accepted
inquiry and assessment
approaches appropriate to the
field of practice.
The candidate evidences
many professional
communication skills
essential to the research
process and to family and
child advocacy.
SCORE
The candidate's
communication with all
constituents in the research
process is effective and
professional.
The result of the
assessment/inquiry process is
supportive of family
members’ engagement in the
children’s development.
In the action research project,
the candidate has
satisfactorily established
"professional voice" and
speaks as a member of her
profession.
And/or alignment across
data, analysis and application
to practice is clear.
The research and assessment
process the candidate is
engaged in demonstrates
many of the processes
common to their practice
discipline.
For the most part, the
candidate investigates
questions important to the
discipline and uses methods
common to professional
practice in their field.
Throughout the project, the
candidate's professional
identity is clear and the
action research process is
complete in that lessons
learned from analyzed data
have high potential for
informing practice. The
candidate’s inquiry process
demonstrates standard
practice in the profession.
The candidate demonstrates
knowledge of current and
classic discipline-specific
areas of inquiry and uses
methods relevant to practice
and well aligned with
professional goals.
Candidate inquiry methods
and findings have the
potential to inform the
knowledge base.
TOTAL
Analytic Scoring: Does Not Yet Meets Expectations = 1; Meets Expectations = 2;
Exceeds Expectations = 3
Holistic Scoring: Does Not Yet Meet Expectations = 1-2; Meets Expectations = 3-4
Exceeds Expectations = 5-6
Assessment 1: Action Research Project 1, page 2 of 3
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Assessment #2:
ECE LEADER PORTFOLIO:
DOCUMENTATION OF ESSENTIAL ECE PROFESSIONAL TOOLS
LEE 241 - Field Work in Early Childhood Education
This Assignment Addresses These Specific Program Standards Affecting the
Development of Both the ECE Leader and The ECE Program Leader:
NAEYC Standards 1, 2, 3, 4, 5; Essential Tools 1, 2, 3, 4, 5, 6, 7, 8, 9
Portfolios are used as a cumulating activity in this course. The philosophy statement is an
integral unifying component for analyzing and selecting evidence to document learning, and the
reflection requirement helps identify goals for future learning.
Cumulative Portfolio:
A major requirement of the course is the development of an ECE professional portfolio. This
evaluative portfolio provides cumulative evidence that the graduate student meets the standards
of the National Council for Accreditation of Teacher Education (NCATE) for an ECE
professional at the advanced level. The National Association for the Education of Young
Children (NAEYC) is the professional organization charged with preparing these standards for
NCATE. Candidates in advanced programs are expected to demonstrate competence in using
each of the nine essential ECE professional tools, as these tools apply to their areas of
specialization and professional roles.
In conjunction with the field experience and with additional support from previous ECE course
work and assignments, you are to document and organize the cumulative evidence of your ability
to use the nine essential ECE professional tools identified by NAEYC in order to demonstrate
growth as an ECE professional in your identified specialization. Include evidence from ECE
graduate studies, fieldwork and professional experiences.
Reflection is a defining feature of a portfolio and is one of the components that set it at a higher
level than scrapbooks (collections of artifacts/evidence organized around themes). The role of
reflection is that of analysis and interpretation, clarify insights and implications, and to provide
projections and planning for the future. Reflections will be included for each professional tool
will typically be at least 2-3 paragraphs long.
Include other course requirements in other sections of the portfolio (Professional Growth Plan,
Philosophy Statement, Leadership Activity, and Charter School Projects). The Professional
Growth Plan and the Philosophy Statement help provide evidence for the Standards and Tools.
Two of these course requirements, (Leadership Activity, and Charter School Projects) have
separate program assessments.
Documentation and analysis for each of the nine tools will follow the same pattern of 1)
beginning with a detailed self-analysis. 2) Next is supporting evidence which includes specific
descriptions or other carefully selected evidence that support the builder’s claims of competence
with regard to knowledge, skills, dispositions, and accomplishments. 3) End with a reflection
Assessment 2: ECE Leadership Portfolio, page 1 of 15
Advanced Program, California State University, Fresno
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that addresses progress and identified next steps, “What’s next - what can I do to enhance my
knowledge in this area?”
The Portfolio may be developed as a hard copy, but electronic (CD or DVD) versions are
preferred. With electronic copies, links can be created to provide a very user-friendly and
professional document.
Philosophy of Education Statement
Your ECE philosophy of education will work as a unifying element for your portfolio. As you
conduct your self-analysis, develop your growth plans, and reflect on your progress; check for
congruence with your philosophy statement.
*Components of a Philosophy Statement
Philosophical Foundation: The nature, aim/s, and value of education
Theoretical Foundation: The theories and/or research ground the philosophy
Learning: The source/s of motivation for learning and how people learn
Roles: The teacher’s and student’s roles in learning. The nature of the teacher-student
relationship. The relationship between the environment and learning.
*Page 45 from Jones and Shelton, (2006) Developing Your Portfolio: Enhancing Your Learning
and Showing Your Stuff: A guide for the early childhood student or professional. Routledge.
Self-Assessment and Selection of Artifacts: Conduct an individual self-assessment based on
each of the Nine Essential ECE Professional Tools. Write a one-two page description on
previous knowledge, course work or professional development and work experiences in the nine
areas. Begin by reviewing relevant prior coursework and experiences. Ask yourself questions
like: What did I learn from this experience? How did this experience change my thinking? The
self-assessment is supported by the careful selection on evidence that support the builder’s
claims of competence with regard to knowledge, skills, dispositions, and accomplishments. The
goal is to document learning in a succinct fashion.
*General guidelines for selecting and using evidence
All evidence should express the voice of the builder.
All evidence should connect back to, and support, the purpose of the portfolio.
Each piece of evidence should be weighed against criteria to determine best fit.
Evidence must be explained to clearly communicate connections and relevance to criteria
and/or philosophy.
5.
The body of chosen evidence should be evaluated to ensure balanced coverage of all
criteria.
*Pages 66-67 from Jones and Shelton, (2006) Developing Your Portfolio: Enhancing Your
Learning and Showing Your Stuff: A guide for the early childhood student or professional.
Routledge.
1.
2.
3.
4.
Assessment 2: ECE Leadership Portfolio, page 2 of 15
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NINE ESSENTIAL ECE PROFESSIONAL TOOLS
1. Cultural Competence
Demonstrate a high level of competence in understanding and responding to diversity of
culture, language, and ethnicity within an ECE setting. The term "culture" includes
ethnicity, racial Identity, economic class, family structure, language, and religious and
political beliefs, which profoundly influence each child's development and relationship to
the world.
Example: Describe personnel practices, program design or family engagement strategies
that are responsive to cultural diversity.
2. Knowledge and Application of Ethical Principles
Demonstrate in depth knowledge and thoughtful application of NAEYC's Code of Ethical
Conduct and other guidelines relevant to one's professional role. Evidence should relate
to critical issues in the ECE field that require one to consider and apply ethical values of
caring, justice, and equity.
Example: Describe the congruence between your professional practice and ethical
standards for the profession.
3. Communication Skills
Demonstrate a high level of oral, written, and technological communication skills related
to the identified ECE specialization. Communication skills include use of effective
presentation techniques, writing a research paper or summary related to specialization
and application of technology need for professional role including use of word processing
and editing tools, databases, search engines and other Internet tools, and presentation
software.
Example: Design and conduct training on an ECE topic of importance.
4. Mastery of Relevant Theory and Research
Demonstrate in depth, critical knowledge of the theory and research relevant to the
professional role(s) and specialization by applying critical perspectives in reading,
discussing, writing about and evaluating scholarly writing and research in the ECE field.
Example: A Head Start teacher summarizes current research about the effectiveness of
Head Start and other interventions and about the gaps in current knowledge.
5. Skills in Identifying and Using Professional Resources
Demonstrate a high level of skill in identifying and using the human, material, and
technological resources needed to perform one's professional roles and to keep abreast of
the field's changing knowledge base using relevant library and Internet resources as well
as community resources, networks of colleagues, and other sources of knowledge and
professional growth. Example: Create a list of resources related to a professional role that
you plan to have after completing the graduate program.
6. Inquiry Skills and Knowledge of Research Methods
Using systematic and professionally accepted approaches, demonstrate inquiry skills,
showing one's ability to investigate questions relevant to their practice and professional
Assessment 2: ECE Leadership Portfolio, page 3 of 15
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goal as well as demonstrate strengths and limitations of various research methods, with
emphasis on the professional role(s) and specialization area emphasized.
Example: Conduct research or review of literature on an ECE topic related to your area of
expertise and present these research findings to a professional ECE audience.
7. Skills in Collaborating, Teaching, and Mentoring
Demonstrate the flexible, varied skills needed to work collaboratively and effectively
with other adults in professional roles including collaboration across disciplines and
roles. Example: Work on a committee of a professional or community group concerned
with children and families.
8. Advocacy Skills
Demonstrate competence in articulating and advocating for sound professional practices
and public policies for the positive development and learning of all young children.
Identify and analyze public policy issues, build collaborations or effective coalitions, and
communicate early childhood issues to a wide range of stakeholders and decision
makers. The position taken should include knowledge about evidence-based approaches
to promoting early learning, development, and family strengths, to advocate for
appropriate care and education for young children and their families. Example:
Participate, write an editorial or give testimony concerning an ECE program, policy or
issue that is under consideration by an organization, school board or other agency.
9. Leadership Skills
Reflect on and use abilities and opportunities to think strategically, build consensus,
create change, and influence better outcomes for children, families, and the profession.
Example: Create or participate in a specific leadership activity related to your
specialization or area of expertise that involves parents, others in ECE, etc.
Please note: Some ECE professional activities may provide evidence of the ability to use
multiple skills, for example, leadership, advocacy and collaboration.
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Portfolio Rubric
UNACCEPTABLE PROFESSIONAL
PERFORMANCE
PERFORMANCE
Documentation
Documentation
lacks a recognized
provides a
developmental or
developmental or
learning theoretical learning theoretical
framework.
framework to
Knowing young
Documentation
inform research and
children’s
fails to include the
practice that are
characteristics and
multiple influences discussed.
needs,
on development and Documentation
understanding
other contextual
considers multiple
multiple influences factors. The
influences and the
on development and Documentation
contextual factors
learning to create
does not shed light important for
healthy, supportive, on ECE practices or creating responsive
respectful
ways to create
environments.
environments.
responsive
environments.
PORTFOLIO
ELEMENT
Standard 1
Promoting Child
Development and
Learning
Standard 2
Building Family
and Community
Relationships
Portfolio artifacts
provide insufficient
evidence of
candidate’s
knowledge and
Candidates know
understanding of
about, understand
families and
and value children’s communities.
families and
There appears to be
communities. They a lack of knowledge
use this understand and sensitivity to
to create respectful, the importance of
reciprocal
parental influences
relationships that
on children’s
support, involve
learning and
and empower
development.
families to
participate in their
children’s
education.
Portfolio artifacts
demonstrate that
candidate know,
understand and
appreciate parents
and the key role
they play in the
lives and education
of their children
and as powerful
role models for
developing
children’s attitudes,
dispositions and
values. Evidence is
presented that
documents the
candidate’s positive
relationships with
parents and
knowledge of the
family’s culture,
values and
EXEMPLARY
PERFORMANCE
Documentation
examines different
developmental and
learning theoretical
frameworks and
makes a conscious
choice that is
integrative and
sophisticated. The
complex
transactions that
occur among
various contexts for
development and
learning are
discussed in order
to create responsive
environments that
are fully described.
Portfolio artifacts
demonstrate ample
evidence of the
candidate’s ongoing
work with families
and the community
and in defining
their professional
responsibilities and
work with children.
Numerous
examples are
provided that detail
family-oriented
resources, activities
and programs that
have been utilized,
developed or for
families or to offer
specialized services
to them. Effective
interventions for
increasing parent
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Standard 3
Observing,
Documenting and
Assessing to
Support Young
Children and their
Families
aspirations.
participation are
described.
Portfolio artifacts
provide insufficient
evidence that
candidate knows
and understands
and uses a variety
of assessment
strategies,
Portfolio artifacts
demonstrate that
candidate is
familiar with and
able to use
assessments for
systematic
observation of
children, planning
and evaluating
curriculum as well
as understanding
children’s
development,
learning and
education progress.
Candidate shows
evidence of using
assessments in the
real world including
work with children
having special
needs. Candidate
documents the use
and sharing of
assessment
information with
parents in designing
effective learning
environments,
providing enriching
home experiences
and making
referrals for
additional services.
Portfolio artifacts
are insufficient for
demonstrating the
core mastery of
teaching and
Portfolio artifacts
include evidence of
knowledge and
application of a
variety of
Portfolio
demonstrates that
candidate has
expertise in using
multiple types of
assessment
procedures, knows
assessment
instruments and
protocols and is
able to make
meaningful
interpretations of
assessment data in
developing
individualized
educational plans
with parent input
and participation of
interdisciplinary
teams of
professionals.
Candidate is
knowledgeable and
comfortable in
presenting and
discussing
assessments with
parents and in
making
observations
together of their
child. Candidate
has evidence of
making home visits
for assessment
purposes.
Portfolio provides
numerous artifacts
and multi-faceted
evidence of the
candidate’s ability
Candidates know
about and
understand the
goals, benefits, and
uses of assessment.
They use systematic
observations,
documentation and
other strategies in a
responsible with
and in partnership
with families and
other professionals
to positively
influence
development and
learning.
Standard 4
Teaching and
Learning
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Candidates
integrate their
understanding of
children and
families and the
importance of
positive
relationships to
develop a wide
variety of
approaches and
strategies for
teaching and
learning that reflect
knowledge of
academic
disciplines,
essential concepts,
inquiry tools and
structure of content
areas to design,
implement and
evaluate
meaningful,
developmentally
appropriate and
challenging
learning
experiences for all
children.
learning for young
children,
relationships with
parents and varied
educational
approaches for
curriculum and
program
development.
approaches and
strategies for
teaching and
learning that are
used in the ECE
field. Portfolio
demonstrates ability
to utilize inquiry
tools for research,
preparing papers
and other
completing course
activities and
projects. Examples
of work show that
candidate
understands the
fundamental
content, structure
and knowledge
functions of the
various academic
disciplines related
to teaching and
professional work
with families.
Standard 5 Growing The portfolio does
as a Professional
not relate evidence
to candidate’s
Candidates identify professional goals
and conduct
and is incomplete.
themselves as
members of the
ECE profession,
use ethical
guidelines and
professional
standards and are
powerful advocates
for sound practices
The portfolio
artifacts are a
valuable sampling
of the candidate’s
work and
professional goals.
It provides
research, case
studies, resources,
curriculum or other
materials and
activities for
improving the field.
The candidate has a
to use, integrate and
apply research,
theory and best
practice in
planning,
implementing and
evaluating teaching
and learning
approaches and
strategies. Portfolio
shows command of
subject matter,
depth of
understanding in
the content area and
specialization and a
repertoire of
professional skills
in the application of
concepts, theory,
research and
technology to create
innovative,
thoughtfully
designed and
executed
educational
programs and
resources for
children, teachers
and families.
The portfolio
represents the
candidate’s deep
commitment to
examining central
questions or issues
related to the
candidate’s work or
professional goals.
The candidate has a
clear plan for using
the portfolio
resources and
making them
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Tool 1: Cultural
Competence
Portfolio artifacts
reveal a lack of
understanding in
Demonstrate a high responding to
level of competence cultural, ethnic and
in understanding
language diversity.
and responding to
No evidence is
diversity of culture, presented regarding
language, and
culturally diverse
ethnicity within an
learners and their
ECE setting. The
families. Examples
term "culture"
of work including
includes ethnicity,
curriculum and
racial Identity,
other ECE practices
economic class,
do not examine
family structure,
cultural aspects of
language, and
development and
religious and
learning.
political beliefs,
which profoundly
influence each
child's development
and relationship to
the world.
clear plan for using
work in the
portfolio as a basis
for advocating for
sound ECE
practices and
improving the lives
of children and
families in the real
world.
available to other
professionals,
families or
programs.
Portfolio artifacts
include evidence of
attention to cultural,
ethnic and language
diversity is
demonstrated.
Several examples
are provided of
research,
curriculum and best
practices that
specifically deal
with issues of
diversity such as
ethnicity, racial
Identity, economic
class, family
structure, language,
and religious and
political beliefs.
The candidate’s
reflective analysis
of these artifacts
reveals knowledge,
skills and attitudes
demonstrating
cultural
competence.
Numerous portfolio
artifacts provide
ample evidence of
knowledge and
understanding of
cultural, ethnic and
language diversity
and its relation to
learning and social
conditions,
disparities and
policies that affect
learning,
development and
equal educational,
social and
economic
opportunities.
Documentation
demonstrates that
candidate honors
diversity in creating
learning
experiences that
encourage
interchange and the
sharing of varied
culturally based
experiences and
perspectives. The
importance of
social change and
social justice are
examined in case
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studies, research
papers, class
presentations and/or
reflections.
Tool 2: Knowledge
and Application of
Ethical Principles
Portfolio artifacts
do not document
knowledge or
concern for ethical
Demonstrate in
guidelines for the
depth knowledge
profession and
and thoughtful
work with children
application of
and families. No
NAEYC's Code of
evidence is
Ethical Conduct
provided of
and other guidelines problem-solving
relevant to one's
around ethical
professional role.
issues or dilemmas
Evidence should
that confront early
relate to critical
educators.
issues in the ECE
field that require
one to consider and
apply ethical values
of caring, justice,
and equity.
Portfolio artifacts
demonstrate
knowledge
thoughtful
application of the
NAEYC Code of
Ethical Conduct.
Specific written
reference is made to
the code and its
application in one’s
professional role
and responsibilities
with specific
examples provided
from the field.
Several different
issues are discussed
that required
thinking about
using ethical values
of caring, justice
and equity in
providing
appropriate learning
experiences,
designing
curriculum,
working with
families and other
issues from the
world of practice.
Numerous portfolio
artifacts
demonstrate
candidate’s deep
and abiding concern
for ethical aspects
of work with
children and
families and the
importance of an
“ethics of care” that
is required of those
who work with
young children and
parents having
varied cultural
backgrounds, life
experiences and
parenting skills.
Several examples
are presented using
the four dimension
ethical model for
problem solving
used in the ECE
program that were
applied to ethically
challenging
problems or
situations within
one’s professional
setting.
Tool 3:
Communication
Skills
Writing Skills:
Portfolio artifacts
include many
examples where
written expression
is graduate-level
quality. Writing is
Writing Skills:
Portfolio contains
numerous examples
of writing that is
professional and
scholarly. APA
style is adhered to
Demonstrate a high
level of oral,
written, and
Writing Skills:
Portfolio artifacts
include writing and
reflection that is not
up to graduate work
standards.
Numerous errors in
Assessment 2: ECE Leadership Portfolio, page 9 of 15
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technological
communication
skills related to the
identified ECE
specialization.
Communication
skills include use of
effective
presentation
techniques, writing
a research paper or
summary related to
specialization and
application of
technology need for
professional role
including use of
word processing
and editing tools,
databases, search
engines and other
Internet tools, and
presentation
software.
spelling, grammar,
and/or sentence
structure are present
in the various
assignments and
papers. Poor
organization of
portfolio and
limited written
reflection detract
from the quality of
the work and the
professionalism of
the candidate.
clear and evidences
few errors.
Standard English
grammar, spelling
and punctuation are
used. APA format
and style are
followed with only
minor errors. Good
organization of the
portfolio with
evidence for each
of the tools
presented clearly
and logically.
Written reflections
are included for
each standard and
tool in the portfolio.
in research papers.
Standard English
grammar, spelling
and punctuation are
used consistently.
The portfolio is a
well-designed,
carefully organized
demonstration of
writing
competence.
Reflections are
thoughtfully written
and meaningful.
The portfolio is
proofread and
contains no errors.
Excels in the
presentation of
written evidence for
each of the
standards and tools.
The portfolio
represents well the
varied and
important scholarly
accomplishments of
the candidate
during the program.
Oral Skills:
Audience has
difficulty following
oral presentations
made by candidate.
Candidate is
uncomfortable in
presenting case
study, leadership
activity and
portfolio and is able
to answer only
basic questions.
Oral Skills:
Candidate presents
leadership activity,
case study and
portfolio in logical
manner that is
easily understood.
Candidate is
comfortable with
expected questions
but does not
elaborate.
Oral Skills:
The candidate gives
an enthusiastic and
interesting
presentation of
leadership activity,
case study and/or
portfolio. The
candidate displays
sophisticated
analytical skills in
the presentation
through his/her
ability to
discriminate,
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organize,
synthesize, and
summarize their
cumulative
accomplishments
during the program
and fieldwork.
Candidate shows
mastery by
answering all
questions about
leadership activity,
case study and
portfolio.
Tool 4
Mastery of
Relevant Theory
and Research
Demonstrate indepth, critical
knowledge of
theory and research
Technology Skills:
Candidate has
media but doesn’t
explain or use them
effectively. The
quality of the media
is poor. The
candidate is not
successful in
creating the
electronic portfolio.
Technology Skills:
Candidate uses
multi- media such
as graphics,
PowerPoint, video,
etc. as evidence that
enhance and deepen
the value of the
learning
experiences
included in the
portfolio. The
candidate
successfully creates
the electronic
portfolio.
Technology Skills:
Student expertly
uses multi-media
that are polished,
aesthetically
pleasing and
professionally
created to enhance
their portfolio
evidence,
leadership activities
and presentations
that encourage
audience
understanding and
participation in
extending the
discussion.
Project artifacts fail
to demonstrate
thoroughness and
competence in
mastering the
theory and research
essential for
advanced skills in
the ECE field.
Portfolio evidence
demonstrates
mastery of relevant
theory and research
and skill in
interpreting
findings and
relating the research
to work in ECE.
Thoughtful, wellorganized and
The candidate
demonstrates
mastery and insight
concerning theory,
demographic
information and
research and is
constantly reading
the latest research
and locating new
resources of
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systematic reviews
of the literature are
carried out in
writing research
papers and other
course assignments.
Research includes
the main theories,
demographic
information and
important research
studies as well as
technical reports
and descriptive
articles on models
in the field. The
research
methodology used
and findings from
studies included in
the review are
clearly explained.
Tool 5: Skills in
Identifying and
Using Professional
Resources
Demonstrate a high
level of skill in
identifying and
using the human,
material, and
technological
resources needed to
perform one's
professional roles
and to keep abreast
of the field's
changing
knowledge base
using relevant
library and Internet
Portfolio lacks
evidence that
candidate possesses
skills in utilizing
professional
resources and
networks to
research
educational
problems and find
solutions.
Portfolio artifacts
include evidence
that candidate is a
competent
researcher and
professionally
capable in
accessing human,
material and
technological
resources. Evidence
documents
candidates
participation in
professional
development
conferences and
programs to keep
informed and
information. The
candidate also
demonstrates skills
in building on
existing research
and theory to
propose new ideas
and directions for
future research
projects. Research
papers and other
assignments
examine
implications for
practice in multiple
ECE settings and
with different
populations.
Candidate
understands and is
able to describe the
strengths and
weaknesses of
different research
methodologies and
strategies.
Portfolio artifacts
offer direct and
meaningful
evidence of
candidate’s abilities
as a professional,
researcher and
leader able to
access quickly and
efficiently
information and
research that is
specific, up-to-date
and high quality.
Candidate
demonstrates use of
these resources in
their daily work and
habits of practice.
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resources as well as
community
resources, networks
of colleagues, and
other sources of
knowledge and
professional
growth.
Tool 6
Inquiry Skills and
Knowledge of
Research Methods
Demonstrate
inquiry skills,
showing their
ability to
investigate
questions relevant
to ECE
Portfolio contains
limited
documentation of
candidate’s use
standard methods
for inquiry and
research.
Tool 7: Skills in
Collaborating,
Teaching, and
Mentoring
Portfolio artifacts
do not document
collaborative
professional work
or mentoring of
novices or other
ECE or human
Demonstrate the
flexible, varied
acquire new
educational
knowledge and
skills. Candidate’s
work demonstrates
ability to use the
library and the
internet to obtain
information, make
connections and
form action plans
for addressing
problems of
practice.
Portfolio artifacts
demonstrate
candidate’s ability
to use and apply
inquiry skills to
research and
examine a
significant problem
or question in ECE.
Candidate
participates as a
contributor to one
or more of these
resources, networks
and/or professional
organizations in
building and
disseminating
resources and ideas
to others in the
field.
Portfolio artifacts
demonstrate that
candidate knows
about and values
collaboration in
teaching, learning
and mentoring
Portfolio artifacts
document that the
candidate views
collaboration as a
norm for their
professional
practice.
The portfolio
provides numerous
and varied
examples of inquiry
skills to research a
problem or question
from the field and
create and action
plan for improving
ECE practice.
Research and
information are
synthesized and
summarized
concisely. Several
scenarios for
addressing
problems are
suggested and input
from the field
including parents
and community are
included.
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skills needed to
service
work
professionals.
collaboratively and
effectively with
other adults in
professional roles
including
collaboration across
disciplines and
roles.
processes. The
candidate gives at
least one example
of interprofessional
work and its impact
on children and
families.
Collaboration is
seen as a means for
interchange,
constructive
problem-solving
and sharing of
different views of
the world,
experience and the
meaning of work.
Mentoring of others
who are less
experienced is
treated as an
important
professional
obligation so that
others may achieve
at their optimal
level.
Tool 8: Advocacy
Skills
Portfolio evidence
recognizes the
importance of
advocacy.
Candidate reveals
understanding of
the steps for
effective advocacy-identify problem or
issue, do
homework, plan for
action and
implement the plan.
The candidate
provides evidence
of a concrete
advocacy effort for
the benefit of a
child, parent or
group such as
writing a letter,
making a
presentation,
attending a policy
Portfolio evidence
documents that the
candidate has taken
a visible and
significant role on
behalf of others or a
cause to make
positive change in
the lives, education
and futures of
children and
families. The
candidate has
shown the ability to
articulate an issue
or problem, explore
various strategies to
remedy the
situation and the
courage to move
forward and take
action through an
organized effort
with a specific goal
Demonstrate
competence in
articulating and
advocating for
sound professional
practices and public
policies for the
positive
development and
learning of all
young children.
Identify and
analyze public
policy issues, build
collaborations or
effective coalitions,
and communicate
early childhood
issues to a wide
range of
stakeholders and
There is an absence
of advocacy skills
in the portfolio
artifacts.
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decision makers.
The position taken
should include
knowledge about
evidence-based
approaches to
promoting early
learning,
development, and
family strengths, to
advocate for
appropriate care
and education for
young children and
their families.
Tool 9: Leadership
Skills
Reflect on and use
abilities and
opportunities to
think strategically,
build consensus,
create change, and
influence better
outcomes for
children, families,
and the profession.
Portfolio artifacts
provide limited
evidence that
candidate has
leadership skills.
or political meeting
or event.
in mind. The
candidate is able to
reflect on the
success or
achievability of the
plan and to suggest
next steps for
accomplishing it
more completely.
The portfolio gives
evidence related to
a leadership
activity,
presentation or
other endeavor on
an issue that
involved working
with others to think
strategically, build
consensus, create
change, and achieve
a positive outcome
concerning the
issue.
Portfolio gives
ample evidence that
the candidate has
and is able to
assume a variety of
leadership roles on
relevant projects
and work with
others to
accomplish real
change for children
and families that
enlarges their lives
and worldview.
Holistic Score
Analytic Scoring: Does Not Yet Meets Expectations = 1; Meets Expectations = 2;
Exceeds Expectations = 3
Holistic Scoring: Does Not Yet Meet Expectations = 14-27; Meets Expectations = 28-34;
Exceeds Expectations = 35-42
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Assessment 3:
DEVELOPMENTALLY APPROPRIATE PRACTICE (DAP)
CHARTER SCHOOL – SEPARATE AND COMBINED ASSESSMENTS
Separate Assessments: LEE 171, 232, 233, 271; Combined Assessment: LEE 241
This assignment addresses these specific program standards affecting the professional growth of
both the ECE Teacher Leader and The ECE Program Leader
NAEYC Standard 1, 2, 3, 4; Essential Tools 1, 3, 4, 5, 7, 8
Charter schools are an innovative approach to educational reform. Because they are
unencumbered by the restrictive regulations governing other public schools, charter schools
provide choices for families with accountability for results. In a charter school, teachers, parents
and children to have a commitment to a shared educational vision. A major assignment in the
four ECE elective courses, the Charter School Project makes real the ideals of our field:
developmentally and culturally appropriate practices (DAP) and a quality, comprehensive ECE
program spanning birth through third grade.
DIRECTIONS FOR CHARTER SCHOOL PROJECT:
For each of the ECE elective courses, directions are provided for completing three assignments
that comprise one component of the DAP Charter School Project. Each component is assessed in
the corresponding course. Students must complete three of the four components.
After three components are completed by the student, the DAP Charter School ProjectCombined Assessment is performed.
LEE 171: FAMILY/HOME-BASED SERVICES COMPONENT
Assignment Directions:
Our class will focus on family/home-based services rationales (Knowledge), procedures (Skills),
and best practices (Dispositions). These family-oriented services can serve several functions:
parent education, parent mental health, promoting healthy behaviors, child social and cognitive
development, assisting women in meeting education and employment goals, or decreasing child
abuse and neglect, Many types of educational programs now exist for young children and
include a home visitation component. Research informs the outcomes. These programs may
emphasize early intervention, transition to school, family support, pre- and perinatal home
visitation interventions, child welfare and mental health, early child care, welfare-to-work.
Demonstration of Knowledge: Trends Paper
Each of you will write a 5-7 page research paper reviewing an ECE trend or issue with
implications for ECE and relations among school, family and community. For this paper you
can use the book, Early Child Development in the 21st Century: Profiles of Current Research
Initiatives as your base reference. That book contains excellent links and references. I will
assume you’ll use that book and from it include 5-7 references (web or other) in your paper.
Included in this section, you will address how this trend or issues influences children’s
development and learning; creates respectful, reciprocal, and empowering family relationships;
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informs a candidate’s understanding of diversity of culture, language and ethnicity; how
NAEYC’s Code of Ethical Conduct can guide candidates’ behavior in relation to working with
diverse families in the community.
Demonstration of Skills: Documentation and Analysis of an Exemplary Family/Home
Based Service
Each of you will visit a home-family connections service. It may involve observing,
accompanying or interviewing an expert on staff about the program. After your visit you will
share the experience in class. The presentation shall also address: The kinds of human, material,
and technological resources and services you observed that improve professional relations with
children and families to meet ECE goals and demonstrate of what you learned in your visit
concerning how professionals with varied skills and responsibilities need to work together in
their professional roles.
Demonstration of Dispositions: Literacy Program Component for the DAP Charter School
Each of you will describe a model family/home-based service that could be included in an ECE
Charter School. This will be based on your literature review, your own visit, your discussion
with others after their visits that your informed idea of this process and delivery models.
Included in this section you will address: sound professional practices for the positive
development and learning of all young children and improving family participation in children’s
development, learning and school activities.
LEE 232: LITERACY COMPONENT
Assignment Directions:
Select and have approved one specialty area of literacy as a focus for developing professional
knowledge, skills and dispositions (see list of literacy topics).
Demonstration of Knowledge: Specialty Area Paper
To meet individual needs and interests, prepare a research paper on a specific literacy topic(see
list of suggested topics) related to your literacy demonstration that is 7-10 pages in length. Please
use at least one of the recommended books and at least 5 articles from scholarly periodicals.
Demonstration of Skills: Documentation and Analysis of an Exemplary Literacy Practice
(Student Movie, Powerpoint, Photo Panel or PhotoBook)
A presentation by the ECE student of documentation and analysis of a research-based, specific
exemplary literacy practice related to the selected specialty area. The documentation can be
presented through a movie (video, imovie or DVD format), powerpoint, photo panel or
photobook. If you are in the ECE Teacher Leader specialization, you must provide a
demonstration of skill in working with children, ECE Program Leaders may choose a
demonstration, observation or simulation of skill in working with children or adults. For anyone
not having access to children in a classroom, it is possible to make an arrangement with the
Huggins Center.
If appropriate, please bring materials, resources or children’s books related to this demonstration.
Please provide a 1-2 page summary handout with references (APA style) is required. A copy of
Assessment 3: Developmentally Appropriate Practice: Charter School Project 1, page 2 of 8
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the best article you found on this area that could be used for teacher training or parent education
is also to be submitted. These articles will be assembled and available at Master Copy.
Demonstration of Dispositions: Literacy Program Component for the DAP Charter School
Design a plan for integration and Implementation of a component of an exemplary literacy
program along with a description, drawings, diagrams and a list of professional and/or children’s
resources.
LEE 233: CURRICULUM AND ASSESSMENT COMPONENT
Select and have approved one specialty area of curriculum or assessment as a focus for
developing professional knowledge, skills and dispositions.
Demonstration of Knowledge: Specialty Area Paper
To meet individual needs and interests, prepare a research paper on a specific curriculum or
assessment topic related to your curriculum/assessment demonstration that is 7-10 pages in
length. Please use at least one of the recommended books and at least 5 articles from scholarly
periodicals.
Demonstration of Skills: Documentation and Analysis of an Exemplary Literacy Practice
(Student Movie, Powerpoint, Photo Panel or PhotoBook)
A presentation by the ECE student of documentation and analysis of a research-based, specific
exemplary curriculum and assessment practice related to the selected specialty area. The
documentation can be presented through a movie (video, imovie or DVD format), powerpoint,
photo panel or photobook. If you are in the ECE Teacher Leader specialization, you must
provide a demonstration of skill in working with children. For curriculum demonstrations, an
assessment should be included. ECE Program Leaders may choose a demonstration, observation
or simulation of skill in working with children or adults. For anyone not having access to
children in a classroom, it is possible to make an arrangement with the Huggins Early Education
Center.
If appropriate, please bring materials, resources or children’s books related to this demonstration.
Please provide a 1-2 page summary handout with references (APA style) is required. A copy of
the best article you found on this area that could be used for teacher training or parent education
is also to be submitted. These articles will be assembled and available at Master Copy.
Demonstration of Dispositions: Encouraging Practices for Culture, Diversity, Inclusion
Design a plan for integration and implementation of a component of an exemplary curriculum
and/or assessment program along with a description, drawings, diagrams and a list of
professional and/or children’s resources.
LEE 271: CULTURAL COMPETENCE COMPONENT
Demonstration of Knowledge: Culture, Diversity and Inclusion
Select a specific focus related to culture, diversity and inclusion. One place to begin looking for a topic
is the 10 course objectives. The only objective that will not be an appropriate source of a research topic
is #7 because it is in essence part C of the assignment. #9 could include programs such as "Anti-Bias
Assessment 3: Developmentally Appropriate Practice: Charter School Project 1, page 3 of 8
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Curriculum," "A World of Difference" and "Starting Small: Teaching Tolerance in preschool and early
grades."Prepare a 3-5 page review of the literature. Use APA.
Demonstration of Skills: Documentation and Analysis of an Exemplary Practice That
Enhances Cultural Competence or Teaching That is Responsive to Diversity
(Video, PowerPoint, Poster, etc.)
Prepare a 5 to 8 minute video (or other visual representation) which demonstrates this practice. Teacher
leaders can use themselves; program leaders can use an application of the practice.
Describe the exemplary practice with a voice-over on the video, or prepare a written description.
The visual presentation and description will be shared with classmates at the end of the semester.
Demonstration of Dispositions: Encouraging Practices for Culture, Diversity, Inclusion
Prepare a written description of this component for a DAP charter school that supports diversity and
inclusion of all children and families. The detailed description could focus on age group or grade level.
LEE 241: DAP Charter School Project– Combined Assessment
Include at least three scored rubrics from your classes where the Charter school was a
requirement for the course. If you have four rubrics, include the highest three.
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DEVELOPMENTALLY APPROPRIATE PRACTICE (DAP)
CHARTER SCHOOL – SEPARATE AND COMBINED ASSESSMENT RUBRICS
DAP Charter School – Separate Components- Generic Rubric
NAEYC Standard 1, 2, 3, 4; Essential Tools 1, 3, 4, 5, 7, 8
CHARTER
SCHOOL
ELEMENT
Standard 1
Promoting Child
Development and
Learning
Knowing young
children’s
characteristics and
needs,
understanding
multiple influences
on development and
learning to create
healthy, supportive,
respectful
environments.
(LEE 171, LEE 271,
LEE 232, LEE 233)
Standard 2
Building Family and
Community
Relationships
Candidates know
about, understand
and value children’s
families and
communities. They
use this understand
to create respectful,
reciprocal
relationships that
support, involve and
empower families to
participate in their
children’s
education.
(LEE 171, LEE
271)
DOES NOT YET
MEET
EXPECTATIONS
Charter School Project
does not show that
candidate understands
young children, their
learning styles needs,
or appropriate learning
environments to
support their learning.
Charter School Project
does not consider
families and
communities or the
need for their
participation in the
design of curriculum
and the plan for the
charter school.
MEETS
EXPECTATIONS
EXCEEDS
EXPECTATIONS
Charter School Project
demonstrates that
candidate understands
young children, their
learning styles needs
and appropriate
learning environments
to support their
learning. Research
paper and
demonstration of
practice provide
specific examples that
promote children’s
learning and
development.
Charter School Project
demonstrates that
candidate understands
young children, their
learning styles needs
and appropriate
learning environments
to support their
learning. Research
paper and
demonstration of
practice provide
specific examples of
skills and strategies
including research that
validates their use and
ways to adapt methods
to diverse learners.
Charter School Project
summarizes theory and
research on family
involvement, the
importance of caring
relationships and
implications for
practice. A detailed
description of familyoriented practices with
examples is offered in
the plan. Resource lists
for teachers, parents
and children related to
family issues are
created. Description of
activities for family
participation, diversity
and inclusion. Includes
an evaluation plan for
parent participation.
Drawings/diagrams of
facility, service areas
and classroom include
space for families.
Charter School Project
summarizes theory and
research related to
families and
communities and how
they might best
participate and have a
voice in the Charter
School. The plan for
the school includes a
detailed description
regarding the family
and school context and
resource list is
provided for teachers,
parents and children.
Includes evaluation
plan. Provisions for
family participation,
diversity and inclusion.
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232
Standard 3
Observing,
Documenting and
Assessing to
Support Young
Children and their
Families
Candidates know
about and
understand the
goals, benefits, and
uses of assessment.
They use systematic
observations,
documentation and
other strategies in a
responsible with and
in partnership with
families and other
professionals to
positively influence
development and
learning.
(LEE 232, LEE
233)
Standard 4
Teaching and
Learning
Candidates integrate
their understanding
of children and
families and the
importance of
relationships that
develop a variety of
approaches and
strategies for
teaching/learning to
reflect knowledge of
academic
disciplines, essential
concepts, inquiry
tools and structure
of content areas to
design, implement
and evaluate
meaningful,
developmentally
appropriate and
challenging learning
for all children.
(LEE 232, LEE 233,
LEE 271)
Charter School Project
does not provide
sufficient detail
concerning assessment
program.
Charter School Project
includes a description
and analysis of an ECE
assessment measure as
well as a
comprehensive
assessment plan for the
charter school
curriculum component.
The Charter School
Project lacks research,
practices and a
coherent plan for the
school that integrate
understanding of
children, the
importance of caring
relationships and
instructional
methodologies.
The Charter School
Project presents
research, practices and
plan for the school that
integrate understanding
of children, the
importance of caring
relationships and
varied approaches to
the design of effective
instruction that reflect
the full span of content
knowledge from the
disciplines. The
demonstration of
practice aligns with
early learning
standards and other
mandates. Learning
experiences, activities
or services have a clear
purpose and are
research-based.
Analysis and
reflections are
discussed. A guide is
prepared to summarize
presentation and key
findings.
Charter School Plan
makes use of
systematic assessments
and continuous
ongoing observation
and documentation of
the learning processes
and achievements of
learners. A plan for
reporting findings to
parents and involving
them in the process of
program development
is formulated. An
interdisciplinary
approach to assessment
for children with
special needs is
included. The design
of school environment
and resources reflect
attention to inclusion
and the provision of
services for children
having varying
disabilities.
The Charter School
Plan represents a
synthesis of the latest
research and best
practices as well as
new technologies and
other innovations.
Learning experiences
are integrated, DAP
and meets the highest
early learning and
professional standards.
Description of the
curriculum references
adaptations for
differences in abilities,
cultural backgrounds.
Future plans or
modifications are
described. A guide is
prepared that
summarizes activity,
key findings and
includes a selected
bibliography.
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Tool 1: Cultural
Competence
Demonstrate a high
level of competence
in understanding
and responding to
diversity of culture,
language, and
ethnicity within an
ECE setting. The
term "culture"
includes ethnicity,
racial Identity,
economic class,
family structure,
language, and
religious and
political beliefs,
which profoundly
influence each
child's development
and relationship to
the world.
(LEE 171, LEE
271)
Tool 5: Skills in
Identifying and
Using Professional
Resources
Demonstrate a high
level of skill in
identifying and
using the human,
material, and
technological
resources needed to
perform one's
professional roles
and keep abreast of
the field's changing
knowledge base use
of library, Internet
and community
resources, networks
of colleagues, and
other sources of
knowledge and
professional growth.
(LEE 171, LEE 232,
LEE 233)
Charter School Project
reveals a lack of
understanding and
sensitivity in
responding to cultural,
ethnic and language
diversity. Curriculum
and/or other ECE
practices do not
examine cultural
aspects of development
and learning.
Charter School Project
includes evidence of
attention to cultural,
ethnic and language
diversity and their
implications for
practice and
instructional
programming. Several
examples are provided
of research, curriculum
and best practices that
specifically deal with
issues of diversity such
as ethnicity, racial
Identity, economic
class, family structure,
language, and religious
and political beliefs.
The candidate’s plan
for the Charter School
reveals knowledge,
skills and attitudes
demonstrating cultural
competence.
Few professional
resources identified in
the Charter School
Project.
Charter School Project
provides research,
resources, curriculum
or other materials and
activities for improving
the field obtained from
the library, internet and
other resources. The
candidate has a clear
plan for using work
from the project as a
basis for advocating for
a sound knowledge and
research base for ECE
practices and
improving the lives of
children and families in
the real world.
The Charter School
Project contains
numerous examples of
practice, programs,
design considerations,
resources and many
ways to connect school
and the home that
reflect knowledge and
understanding of
cultural, ethnic and
language diversity,
social conditions,
disparities and policies
that affect learning,
development, equal
education, social and
economic access.
Project demonstrates
candidate honors
diversity, is concerned
with social justice and
equity in creating
learning experiences
and environments that
welcome interchange
and varied culturally
based experiences and
perspectives.
Charter School Project
represents the
candidate’s deep
commitment to
improving curriculum
and other programs
related to the
candidate’s work or
professional goals
through active research
and exemplary
practice. All
recommendations draw
on this research. The
candidate has a clear
plan for using the
charter school project
and findings from
research to make it
available to other
professionals, families
or programs.
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DAP Charter School Project -Separate Component Scoring Guide
Analytic Scores:
Does Not Yet Meets Expectations = 1
Meets Expectations = 2
Exceeds Expectations = 3
Holistic Scoring: Does Not Yet Meets Expectations = 6 or less; Meets Expectations = 7-9;
Exceeds Expectations = 10-12
DAP Charter School Project-Combined Scoring Guide:
Use Charter Score Reports from three ECE Elective Courses to determine aggregated score:
Does Not Yet Meet Standards = 21 or less
Professional knowledge, skills and dispositions are weak or inconsistent.
Meets Standards = 21-29
Professional knowledge, skills and dispositions are satisfactory and meet advanced standards for ECE graduates.
Exceeds Standards= 30-36
Professional knowledge, skills and dispositions are outstanding and exceed advanced standards.
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Assessment 4:
LEE 241, ECE FIELDWORK
The ECE Leadership Activity
This Assignment Addresses These Specific Program Standards Affecting the Development of Both
the ECE Teacher Leader and The ECE Program Leader;
NAEYC Standard 5; Essential Tools 3, 7, 9
ECE Leadership Activity: Design or participate in a leadership activity related to ECE
specialization that enhances ECE quality. This activity is a critical demonstration of the
candidate’s ability to provide effective professional leadership grounded in research and best
practice and be an advocate for children and families. The leadership activity rubric provides
specific information on the three elements or phases of this activity: Conceptualizing Leadership
Activity, Planning Leadership Activity and Implementing and Evaluating Leadership Activity,
Examples of possible leadership activities for ECE Teacher Leaders include: providing a
workshop for families at the school on testing and the uses and misuses of test scores; creating a
plan for adding a preschool to the school site; or offering an inservice on ant-bias curriculum
resources and children’s literature. Examples of possible leadership activities for ECE Program
Leaders include: providing a program for parents on the effects of TV viewing on children,
developing a workshop for family-based ECE providers on obesity prevention in children or
conducting a strategic planning session with a local ECE organization on ways to expand the
availability of quality infant and toddler services.
Regardless of the setting or role of an ECE professional, advocacy for children, families and
ECE programs requires specific leadership skills. It is crucial that ECE leaders employ strategies
that persuade decision-makers to make constructive changes to improve ECE quality and make
investments in children’s programs (Edelman, 2002).
Background
Numerous studies have demonstrated that ECE quality is directly and positively related to
improved cognitive, social and behavioral outcomes for children as well as children’s later
school success (Carolina Abecedarian Project.,1999; Cost, Quality and Child Outcomes Study
Team, 1995; Frede, 1995; Galinsky, Howes, Kontos, & Shinn,1994; NICHD, 2002). Yet all of
these same studies indicate that the quality of the vast majority of ECE programs continue to be
low to mediocre quality. Minimal licensing requirements, low pay, lack of well-qualified ECE
teachers and ECE leaders, turnover in the field, inappropriate curriculum, poor learning
environment and other factors detrimentally affect ECE program quality in most preK settings.
ECE leaders play a pivotal role in creating a quality ECE program (Culkin, 1997). The extent
that an ECE program leader is able to advocate for services, craft the organization’s mission,
understand the organizational culture, manage for quality, build quality relationships and develop
a quality ECE program determine the organization’s well-being and effectiveness (Kagan &
Bowman, 1997). Similar findings exist with respect to teacher leaders. ECE leaders who
Assessment 4: ECE Leadership Activity, page 1 of 4
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champion quality for children have the potential to have a significant impact. However the
philosophical orientation and specific leadership skills needed are not always clear. Kagan and
Hallmark (2001) argue that the traditional corporate model for leadership is not adaptable to the
ECE field. Rather, “the intimacy, flexibility, diversity, and individualization of early childhood
programs create a decidedly different leadership context than the formality, uniformity, rigidity,
and bureaucratization that has been conventionally associated with a corporate setting” (p. 8).
Collaboration. interpersonal communication, cultural competence, group decision-making and
staff development are essential aspects to effective ECE leadership (Bella & Bloom, 2003). ECE
leaders must exert at least five varieties of program leadership: community leadership,
pedagogical leadership, administrative leadership, advocacy leadership and conceptual
leadership (Kagan & Bowman, 1997). ECE leadership requires going beyond day-to-day crises
to develop a vision of ECE in the context of the profession and the larger community (Bella and
Bloom, 2003).
ASSESSMENT 4: LEE 241: ECE FIELDWORK
Leadership Activity Rubric
NAEYC Standard 5; Essential Tools 3, 7, 9
LEADERSHIP
ACTIVITY
ELEMENT
DOES NOT YET
MEET
EXPECTATIONS
MEETS
EXPECTATIONS
EXCEEDS
EXPECTATIONS
Standard 5
Growing as a Professional
The Leadership Activity is
not realistic.
The Leadership Activity is
realistic and “do-able,”
and can be implemented
during the semester.
The Leadership Activity is
realistic and “do-able,”
and can be implemented
during the semester and
has the potential for
creating significant
change.
Candidates identify and
conduct themselves as
members of the ECE
profession, use ethical
guidelines and
professional standards and
are powerful advocates for
sound practices
The topic area is vague or
unclear.
Reading list has few books
and/or articles on the
topic.
An identified area for
leadership is based on
personal experience and/or
a review of the literature.
Related literature on the
topic is analyzed. At least
8 sources are listed.
Includes a step-by- step
plan for accomplishing
change.
Planning is minimal
The message to be
conveyed is vague or
unclear.
A clear and important
message is conveyed.
Exemplary practices are
defined.
Score
An identified area for
leadership is finalized
based on a needs
assessment or
questionnaire
Clear explanation about
how analysis of literature
informed decisions
regarding the Leadership
Activity. At least 10
sources are listed.
A comprehensive plan of
action is developed with
specific steps and timeline
to achieve change. The
activity is well organized.
Message describes a
significant change and
how it can be
accomplished.
An information sheet
and/or other resource
Assessment 4: ECE Leadership Activity, page 2 of 4
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materials are prepared
The activity is described
but not presented to the
identified audience.
The audience is defined.
The activity is presented
and evaluated.
An audience of
stakeholders with the
capacity to implement
change is identified.
Participant feedback is not
in the plan.
The activity includes
feedback from audience
for evaluation.
The evaluation includes
participants’ written
comments and reflections.
Modifications and next
steps based on evaluation
are described. The activity
begins a process of change
as evidenced by follow-up
communication and plans
for further action.
Forward-looking
recommendations are
developed based on
existing practices and
research.
Tool 3:
Communication Skills
Demonstrate a high level
of oral, written, and
technological
communication skills
related to the identified
ECE specialization.
Communication skills
include use of effective
presentation techniques,
writing a research paper or
summary related to
specialization and
application of technology
need for professional role
including use of word
processing and editing
tools, databases, search
engines and other Internet
tools, and presentation
software.
Writing Skills:
Leadership Activity
includes writing and
reflection that is not up to
graduate work standards.
Numerous errors in
spelling, grammar, and/or
sentence structure are
present in the various
assignments and papers.
Poor written materials for
dissemination and limited
written reflection detract
from the quality of the
work and the
professionalism of the
candidate.
Writing Skills:
Leadership Activity
includes written
expression that is
graduate-level quality.
Writing is clear and
evidences few errors.
Standard English
grammar, spelling and
punctuation are used. APA
format and style are
followed with only minor
errors. Written materials
for distribution are
professional looking and
error free.
Writing Skills:
Leadership Activity
contains written materials
that are professional and
clear. Standard English
grammar, spelling and
punctuation are used
consistently. The
Leadership Activity and
supporting materials are
well-designed, carefully
organized and demonstrate
writing competence.
Reflections are
thoughtfully written and
meaningful. Any materials
given to the audience are
proofread and contain no
errors.
Oral Skills:
Audience has difficulty
following the oral
presentation made by
candidate. Candidate is
uncomfortable in
presenting leadership
activity and is able to
answer only basic
questions.
Oral Skills:
Candidate presents
leadership activity in a
confident and logical
manner that is easily
understood. Candidate is
comfortable with expected
questions but does not
elaborate.
Oral Skills:
The candidate gives an
enthusiastic and
interesting presentation of
leadership activity and
displays sophisticated
analytical skills in the
presentation. through
his/her ability to The
candidate discriminates,
organizes, synthesizes,
and summarizes the key
points for effective
leadership in this area.
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Advanced Program, California State University, Fresno
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Candidate shows mastery
by answering all questions
and clarifying any
confusing points.
Tool 7:
Skills in Collaborating,
Teaching, and Mentoring
Technology Skills:
Candidate has media but
doesn’t use them
effectively. The quality of
the media is poor.
Technology Skills:
Candidate uses multimedia such as graphics,
PowerPoint, video, etc. to
enhance and deepen the
understandings for the
leadership activity..
Technology Skills:
Student expertly uses
multi-media that are
polished, aesthetically
pleasing and
professionally created to
enhance their leadership
presentation and activities
that encourage audience
understanding and
participation in extending
the discussion of the
activity.
The Leadership Activity
does not have provisions
for collaborative work and
mentoring.
The Leadership Activity
incorporates small group
collaborative discussion
and planning that involves
people of different
backgrounds, occupations,
ages and interests working
together for the benefit of
children.
The Leadership Activity
results in a collaborative
approach to problemsolving and continuation
of its objectives through
committee work, political
action and setting a longterm agenda for school or
community improvement
to make educational
resources and
opportunities more
available.
Little evidence of
participating in
partnerships or
contributing to positive
changes in the profession;
Evidence of working with
others to achieve positive
professional outcomes;
Evidence of assuming
leadership roles on
relevant projects;
growth plan is vague and
goals are unclear
articulates general growth
plans.
growth plan is specific.
Demonstrate the flexible,
varied skills needed to
work collaboratively and
effectively with other
adults in professional roles
including collaboration
across disciplines and
roles. Example: Work on a
committee of a
professional or community
group concerned with
children and families.
Tool 9:
Leadership Skills
Reflect on and use
abilities and opportunities
to think strategically, build
consensus, create change,
and influence better
outcomes for children,
families, and the
profession.
Holistic Score
Scoring Guide for Leadership Activity
Analytic Scores:
Holistic Score:
Does Not Yet Meets Expectations = 1
Meets Expectations = 2
Exceeds Expectations = 3
Does Not Yet Meet Expectations = 4-6
Meets Expectations = 7-9
Exceeds Expectations = 10-12
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ASSESSMENT 5:
Masters Degree ECE Summative Assessment
Project, Thesis or Paper
This Assignment Addresses These Specific Program Standards Affecting the Development of Both the Early
Childhood Teacher Leader and The Early Childhood
NAEYC Standard 5; Essential Tools 4 & 6
The ECE Graduate Program offers students three options for final Summative Assessment:
1a.
1b.
1c.
Master’s Final Project
Master’s Thesis
Research Paper (ECE Specialist Credential, no MA)
1a.
Master’s Final Project
The final project represents a culminating experience for the Masters in Education candidate with an
emphasis in Early Childhood Education. The policies and procedures manual for project or thesis are
provided to students enrolled in ERF 220. This document can also be obtained from the Graduate
Admissions technician. Examples of previous project/thesis abstracts are available for students in the
faculty offices (Project) or the University Library (Thesis).
A project consists of a significant scholarly undertaking that is relevant to the field of Early Childhood
Education. It must demonstrate originality, independent thinking, effective organization, and writing
proficiency descriptive of graduate level work. The completed project includes a comprehensive
literature review and a creative project component. Procedures for completing the requirements for
project are as follows:
1) Attain advancement to candidacy and completed a minimum of 24 semester units with a B or better
including ERF 220. 2) Identify a faculty member who will supervise the project. 3) Develop a project
proposal. An example of this proposal is given in the
"Policies and Procedures Manual" for 298/Project. 4) Obtain a schedule number from the Admissions
Technician or Program Coordinator for 298/Project and register for the course. 5) Complete all work on
298/Project in consultation with the faculty advisor.
6. Meet with advisor and receive final editing guidance and endorsement. 7) Complete final typing and
get the project bound, including the abstract. 8) Submit the final project to the project advisor, which
will include the project report and two copies of the abstract.
9) The final grade for project is awarded by the faculty project advisor.
Expectations & Grading
It is expected that the candidate will negotiate distal and proximal goals with the project advisor. As per
their agreement, deadlines will be met and written work will be deemed acceptable, acceptable with
revisions required or unacceptable. A final letter grade and rubric rating will be used to assess the
completed project based on the NCATE/NAEYC Standards.
Assessment 5: Project, Thesis, or Research Paper, page 1 of 10
Advanced Program, California State University, Fresno
240
1b. Master’s Thesis
The Masters Degree ECE Program Thesis represents a culminating experience for the Masters in
Education candidate with an emphasis in Early Childhood Education. The policies and procedures
manual for project or thesis are provided to students enrolled in ERF 220. This document can also be
obtained from the Graduate Admissions technician. Examples of previous project/thesis abstracts are
available for students in the faculty offices (Project) or the University Library (Thesis).
A thesis is a written product of the study of a specific or well-defined question or issue, which merits
being investigated. It is a document resulting from original research and includes the following
elements: statement of the problem, review of relevant theoretical and empirical literature, methodology,
results and implications. The thesis format can take two forms, empirical or theoretical. For more
information, consult the "Policies and Procedures Manual for 299/Thesis.” Students become eligible to
register for LEE 299-Thesis once the research topic has been formulated, a thesis committee has been
established and a substantial amount of the initial writing has been completed. Students are encouraged
to initiate this process at least one semester prior to enrolling in 299/Thesis. Procedures for completing a
thesis include the following:
1. Develop a thesis prospectus, which includes the description of the problem justification and
statement of purpose. Also obtain a thesis-formatted disk from the Graduate Studies office.
2. Submit the prospectus to one's selected faculty members. Usually, at least two
of the faculty members are selected from the candidate’s department and have
specific content expertise while the third faculty member typically has expertise
in methodology. This group will be known as the Thesis Proposal Committee
and will include three members.
3. The thesis prospectus is expanded and developed into the thesis proposal which consists of the
following first three chapters:
Chapter 1 Introduction
Chapter 2 Review of Literature
Chapter 3 Methodology
4. The student will meet with the Thesis Proposal Committee who will examine
and assess the thesis proposal. The committee either approves the thesis proposal or recommends further
development. After approval of the thesis proposal, the committee will then be known as the Thesis
Committee.
5. The final stages of the thesis development include the collection of research data and
completion of the written report. In addition to the first three chapters, the completed thesis should also
include:
Chapter 4 - Results
Chapter 5 - Conclusions
6. The student will then complete a final oral review of his/her thesis with the
Thesis Committee.
7. The student will submit an "Approved for Final Submission" form with the completed thesis
to the Division of Graduate Studies office, TA 132. H. The thesis will be reviewed and returned to the
student by an official from the University Graduate Studies Office. Once received, the student will make
the necessary corrections and then submit the final publication copy back to the Graduate Studies Office.
Assessment 5: Project, Thesis, or Research Paper, page 2 of 10
Advanced Program, California State University, Fresno
241
Expectations & Grading
It is expected that the candidate will negotiate distal and proximal goals with the thesis chair. As per
their agreement, deadlines will be met and written work will be deemed acceptable, acceptable with
revisions required or unacceptable. A final letter grade and rating based on the Masters Degree Early
Childhood Education Thesis Rubric will be used to assess to the completed thesis based on the
NCATE/NAEYC Standards.
.
1c. Research Paper
Students pursuing the Specialist Credential in Early Childhood Education (no MA) will be required to
prepare a 10-page research paper in LEE 235 to be publicly presented. The topic of the paper is to be
related to the content of LEE 235 and can focus on topics or questions such as:
• New understandings of the relation between brain research, early experiences and the
development of infant cognitive understandings. That is, are young children highly vulnerable,
highly resilient, or both?
• Can intelligence be boosted by specialized and focused interventions focusing on the
development of reasoning or learning?
• Is children’s academic achievement in the preschool years related to federal requirements
under the “Good Start, Grow Smart” initiative (requiring every child in Head Start to be tested
on literacy, math and language skills at the beginning and end of each program year). Can
Head Start testing enhance academic achievement?
• Can research in information processing and other fields assist our understanding of children’s
cognitive or moral development? How has new research modified older understandings?
• How are young children’s academic attainments—including vocabulary, language proficiency,
understanding number concepts, familiarity with letter-sound associations-- susceptible to the
negative influence of poverty in the early years? Can early school interventions reverse these
early effects?
The paper will respond to a real question of current importance in such a way that it can begin to provide
data-based evidence on an important question for the field. Six to 10 references will normally be
included to substantiate adequate coverage of the topic.
Assessment 5: Project, Thesis, or Research Paper, page 3 of 10
Advanced Program, California State University, Fresno
242
#1 Summative Assessment: Project, Thesis or Research Paper
Rubrics and Scoring Procedures
NAEYC Standards 5; Essential Tools 4, 6
1a: Master’s Project Rubric
PROJECT
ELEMENT
Standard 5 Growing
as a Professional
Candidates identify
and conduct
themselves as
members of the ECE
profession, use ethical
guidelines and
professional standards
and are powerful
advocates for sound
practices
Tool 4
Mastery of Relevant
Theory and
Research
Demonstrate in-depth,
critical knowledge of
theory and research
EXPECTATIONS
NOT YET MET
The project is not
related to the
candidate’s work or
professional goals.
Although the project
examines an aspect of
ECE, it does not
provide research or
direction for improving
the field. The candidate
shows little interest in
topic and lack of
commitment to using
project professionally.
Fails to demonstrate
thoroughness and
competence in
mastering the theory
and research essential to
the project’s content.
Analysis of the
scholarly/ professional
literature is inadequate.
Fails to summarize the
scope, findings and
meaning of research
and how it relates to the
project.
MEETS
EXPECTATIONS
The project is valuable
to the candidate’s work
or professional goals. It
provides research,
resources, curriculum or
other materials for
improving the field. The
candidate has a clear
plan for using the
project as a basis for
advocating for sound
ECE practices and
improving the lives of
children and families in
the real world.
Demonstrates mastery
of relevant theory and
research for conducting
project. Thoughtful,
well-organized and
systematic review of the
literature includes the
main theories,
demographic
information and
important research
studies as well as
technical reports and
descriptive articles on
models in the field. The
research methodology
used and findings from
studies included in the
review are clearly
explained. The
candidate generally
describes the
relationship of the body
of research to the
current study.
EXCEEDS
EXPECTATIONS
The project represents
the candidate’s deep
commitment to
examining central
questions or issues
related to the
candidate’s work or
professional goals. The
candidate has a clear
plan for using the
project and making it
available to other
professionals, families
or programs.
SCORE
The candidate
demonstrates mastery
and insight concerning
theory, demographic
information and
research including the
latest research or
similar projects
currently underway.
The research
methodology used and
findings from studies
included in the review
are clearly explained
and shortcomings or
flaws in the
methodologies are
described. The review
of the literature not only
builds on existing
research and theory, but
also shows potential of
impacting practice
and/or scholarly
research in the
discipline. The
relationship of the
research literature and
Assessment 5: Project, Thesis, or Research Paper, page 4 of 10
Advanced Program, California State University, Fresno
243
problems or questions
in this area of study are
explicitly linked to
candidate’s project.
Tool 6
Inquiry Skills and
Knowledge of
Research Methods
Demonstrate inquiry
skills, showing their
ability to investigate
questions relevant to
ECE
Fails to use standard
methods for inquiry and
research in designing
project, reviewing
literature and
implementing the
project. Does not use
research as the basis for
the project and or fails
to investigate questions
and collect data
necessary to implement
the project.
Inquiry skills and
research are used to
examine a significant
problem in ECE. The
project provides
evidence of knowledge
concerning the
significant research
representing both
historical and current
studies. Previous
research is summarized
and its relationship to
the current study is
described.
Inquiry skills and
research are utilized to
present a “rich” picture
of the nature and
significance of the
project and its
educational context.
Research and
information are
synthesized and
summarized concisely.
The candidate displays
sophisticated analytical
skills through his/her
ability to discriminate,
organize, synthesize,
and summarize the
literature. The
relationship of each unit
of information is
explicitly linked to the
current study.
TOTAL
Analytic Scoring: Does Not Yet Meets Expectations = 1; Meets Expectations = 2;
Exceeds Expectations = 3
Holistic Scoring: Does Not Yet Meet Expectations = 3; Meets Expectations = 6,
Exceeds Expectations = 9
1b: Master’s Thesis Rubric
THESIS
ELEMENT
Standard 5
Growing as a
Professional
Candidates
identify and
conduct
themselves as
members of the
ECE profession,
use ethical
guidelines and
professional
standards and
are powerful
advocates for
sound practices
EXPECTATIONS
NOT YET MET
The thesis is not
related to the
candidate’s work or
professional goals.
Although the thesis
examines an aspect of
ECE, it does not
provide research or
direction for
improving the field.
The candidate shows
little interest in topic
and lack of
commitment to using
thesis professionally.
MEETS
EXPECTATIONS
The thesis is valuable
to the candidate’s
work or professional
goals. It provides
research, resources,
curriculum or other
materials for
improving the field.
The candidate has a
clear plan for using the
thesis as a basis for
advocating for sound
ECE practices and
improving the lives of
children and families
in the real world.
EXCEEDS
EXPECTATIONS
The thesis represents the
candidate’s deep
commitment to examining
central questions or issues
related to the candidate’s
work or professional
goals. The candidate has a
clear plan for using the
thesis and making it
available to other
professionals, families or
programs.
Assessment 5: Project, Thesis, or Research Paper, page 5 of 10
Advanced Program, California State University, Fresno
SCORE
244
Tool 4
Mastery of
Relevant
Theory and
Research
Demonstrate
indepth, critical
knowledge of
theory and
research
Tool 6
Inquiry Skills
and Knowledge
of Research
Methods
Demonstrate
inquiry skills,
showing their
ability to
investigate
questions
relevant to ECE
For scoring
thesis, this
section includes
2 more sections:
Methods,
Results and
Discussion
Fails to demonstrate
thoroughness and
competence in
mastering the theory
and research essential
to the thesis’s content.
Analysis of the
scholarly/ professional
literature is
inadequate. Fails to
summarize the scope,
findings and meaning
of research and how it
relates to the thesis.
Demonstrates mastery
of relevant theory and
research for
conducting thesis.
Thoughtful, wellorganized and
systematic review of
the literature includes
the main theories,
demographic
information and
important research
studies as well as
technical reports and
descriptive articles on
models in the field.
The research
methodology used and
findings from studies
included in the review
are clearly explained.
The candidate
generally describes the
relationship of the
body of research to the
current study.
Fails to use standard
methods for inquiry
and research in
designing thesis,
reviewing literature
and implementing the
thesis. Does not use
research as the basis
for the thesis and or
fails to investigate
questions and collect
data necessary to
implement the thesis.
Inquiry skills and
research are used to
examine a significant
problem in ECE. The
thesis provides
evidence of
knowledge concerning
the significant
research representing
both historical and
current studies.
Previous research is
summarized and its
relationship to the
current study is
described.
The candidate
demonstrates mastery and
insight concerning theory,
demographic information
and research including the
latest research or similar
thesis currently underway.
The research methodology
used and findings from
studies included in the
review are clearly
explained and
shortcomings or flaws in
the methodologies are
described. The review of
the literature not only
builds on existing research
and theory, but also shows
potential of impacting
practice and/or scholarly
research in the discipline.
The relationship of the
research literature and
problems or questions in
this area of study are
explicitly linked to
candidate’s thesis.
Inquiry skills and research
are utilized to present a
“rich” picture of the
nature and significance of
the thesis and its
educational context.
Research and information
are synthesized and
summarized concisely.
The candidate displays
sophisticated analytical
skills through his/her
ability to discriminate,
organize, synthesize, and
summarize the literature.
The relationship of each
unit of information is
explicitly linked to the
current study.
Assessment 5: Project, Thesis, or Research Paper, page 6 of 10
Advanced Program, California State University, Fresno
245
Additional
Section for Tool
6:
Method
Method is not
described adequately:
research context,
subjects, instruments
and materials used,
procedures followed.
The data analyses
made are inappropriate
or are incompletely
described. Little
attention to logic or
clarity. Method may
not be appropriate to
addressing research
question (s) posed.
Setting, participants,
protocol, and
procedures are clearly
described.
Observations are
detailed and thorough.
Accurate and complete
notes were taken
during or recorded
immediately. Research
approach, type,
method, and
instrumentation are
generally appropriate
for the research being
conducted. The
research context,
subjects, instruments
and materials used,
procedures followed,
or the data analyses
made are generally
appropriate for the
study and fully
described.
Additional
Section for Tool
6:
Results and
Discussion
Results are vague,
sketchy, fragmented,
and incomplete. Facts
confused with opinion
and conjecture. No
supporting examples.
Excessive details and
trivial facts obscure
more important
general patterns.
Reporting is unclear,
incomplete or does not
speak specifically to
the thesis question.
There is a lack of
objectivity in the
reporting.
Results present raw
data to substantiate the
descriptive findings
presented.
Results are reported
professionally—with
attention to low
inference presentation
of data. When Tables
and figures are
presented, they are
generally well
organized and mostly
adhere to APA style
with few errors.
Results are organized
in terms of how the
problem statement was
posed.
Discussion does not
include interpretations.
Explanations and
interpretations are
vague and not well
Discussion offers
mostly plausible
interpretations and
Parsimonious, logical
presentation of setting
participants, protocol and
procedures are clearly
described with attention to
possible study replication.
When tables and figures
used they are necessary to
the unfolding of the
method. Systematic
approaches and attention
to meticulous
documentation are
demonstrated. The most
appropriate research
method and
instrumentation are
selected. The criteria for
their selection are clearly
documented. The
research context, subjects,
instruments and materials
used, procedures followed
or the data analyses made
provide assurances of
validity and reliability;
Any necessary pilot
studies have been
conducted. If human
subjects are involved,
ethical safeguards are
described.
Results provide extensive
and relevant observations
are described clearly and
supported with examples,
quotations, and details. A
“rich” picture is presented
and information is
synthesized and
summarized concisely.
Data substantiate results
claimed. Low inference
reporting is maintained in
this section. Consistent
attention to APA style
table and figure
presentation is evident.
Clarity is enhanced
through the use of
appropriate tables and
figures. Raw data as well
as other appropriate
materials are included in
the appendix.
Assessment 5: Project, Thesis, or Research Paper, page 7 of 10
Advanced Program, California State University, Fresno
246
developed.
Interpretations are not
supported by logical
reasons and evidence.
Observations are
described, but not
analyzed or explained.
explanations are
offered to tie the
observations or
activities into an
organized and
coherent pattern.
Interpretations and
explanations are
mostly supported by
logic and evidence.
The results are expertly
explained by the
discussion. Underlying
behavior or performance
patterns are noted.
Knowledge-base concepts
are used to interpret
observations made.
Interpretations reveal
insight into
subject/participant
perspective. Literature
review content is used for
interpreting findings.
TOTAL
Analytic Scoring: Does Not Yet Meets Expectations = 1; Meets Expectations = 2;
Exceeds Expectations = 3
Holistic Scoring: Does Not Yet Meet Expectations = 1-4; Meets Expectations = 5-9
Exceeds Expectations = 10-15
Assessment 5: Project, Thesis, or Research Paper, page 8 of 10
Advanced Program, California State University, Fresno
247
1c: Research Paper Rubric (ECE Specialist Only)
Standard 5:
Growing as a
Professional
Evidence of
professional
involvement,
upholding ethical
standards, engaging
in continuous
collaborative learning
and informed
advocacy.
Tool 6
Inquiry Skills
CHARACTERISTICS
OF WRITING
NEEDING
IMPROVEMENT
CHARACTERISTICS
OF WRITING
MEETING
EXPECTATIONS
CHARACTERISTICS
OF WRITING
EXCEEDING
EXPECTATIONS
Paper does not address
follow-up activities to
implement strategies
derived from implications.
Paper documents followup activities where
implications of the paper
have been shared with
colleagues for their input,
feedback, or action,
resulting in a professional
exchange of ideas.
In addition to previous
column, paper documents
revisions based on
professional interactions
and feedback and
continued professional
interactions.
Results are vague,
sketchy, fragmented, and
incomplete. Facts
confused with opinion and
conjecture. No supporting
examples.
Excessive details and
trivial facts obscure more
important general
patterns. Reporting is
unclear, incomplete or
does not speak
specifically to the thesis
question. There is a lack
of objectivity in the
reporting.
Results present raw data
to substantiate the
descriptive findings
presented.
Results are reported
professionally—with
attention to low inference
presentation of data.
When Tables and figures
are presented, they are
generally well organized
and mostly adhere to APA
style with few errors.
Results are organized in
terms of how the problem
statement was posed.
Discussion does not
include interpretations.
Explanations and
interpretations are vague
and not well developed.
Interpretations are not
supported by logical
reasons and evidence.
Observations are
described, but not
analyzed or explained.
Discussion offers mostly
plausible interpretations
and explanations are
offered to tie the
observations or activities
into an organized and
coherent pattern.
Interpretations and
explanations are mostly
supported by logic and
evidence.
Results provide extensive
and relevant observations
are described clearly and
supported with examples,
quotations, and details. A
“rich” picture is presented
and information is
synthesized and
summarized concisely.
Data substantiate results
claimed. Low inference
reporting is maintained in
this section. Consistent
attention to APA style
table and figure
presentation is evident.
Clarity is enhanced
through the use of
appropriate tables and
figures. Raw data as well
as other appropriate
materials are included in
the appendix.
SCORE
The results are expertly
explained by the
discussion. Underlying
behavior or performance
patterns are noted.
Knowledge-base concepts
are used to interpret
observations made.
Interpretations reveal
insight into
subject/participant
perspective. Literature
review content is used for
Assessment 5: Project, Thesis, or Research Paper, page 9 of 10
Advanced Program, California State University, Fresno
248
interpreting findings.
TOTAL
Analytic Scoring: Does Not Yet Meets Expectations = 1; Meets Expectations = 2;
Exceeds Expectations = 3
Holistic Scoring: Does Not Yet Meet Expectations = 1-2; Meets Expectations = 3-4; Exceeds Expectations = 5-6
Assessment 5: Project, Thesis, or Research Paper, page 10 of 10
Advanced Program, California State University, Fresno
249
Appendix C
Other Documents
250
CALIFORNIA STATE UNIVERSITY FRESNO
Kremen School of Education and Human Development
EARLY CHILDHOOD EDUCATION SPECIALIST CREDENTIAL PROGRAM
Dear Graduate:
We are interested in knowing about your experiences following the completion of your
graduate work and earning the Early Childhood Specialist Credential. Would you take a
few minutes to help us think through the strengths and changes which are ongoing in any
program? We appreciate your contributions and value your feedback.
Code: 5 - Strongly Agree; 4-Agree; 3-Disagree; 2-Strongly Disagree; 1-No Opinion
Did the program:
1 2 3 4 5
1. Increase your knowledge of the physical, social, emotional,
cognitive development of young children?
2. Increase your knowledge of language development and
implications for programs with young children?
3. Increase your knowledge of the theoretical basis and research base
for Early Childhood Education programs?
4. Increase your knowledge and use of assessment instruments in work
with young children?
5. Help your ability to plan programs appropriate to young children's
socio-cultural backgrounds?
6. Help you to understand the principles and resources for content
selection in ECE programs?
7. Design learning activities appropriate for individual needs in work
with young children?
8. Evaluate curriculum materials and resources?
9. Plan and develop successful parent participation and involvement
programs?
10. Help you to utilize community resources?
11. Help you to become involved with professional activities and
organizations?
12. Prepare you to take a leadership role in supervising, coordinating,
implementing a comprehensive program for young children?
Thank
you
and
please
return
this
form
to
the
ECE
Program
Coordinator.
251
EARLY
CHILDHOOD
EDUCATION
SPECIALIST
CREDENTIAL
PROGRAM
CLEARANCE
STUDENT’S
NAME:
STUDENT’S
ID#:
DATE
OF
COMPLETION
OF
REQUIREMENTS:
CCTC
SPECIALIST
INSTRUCTION
CREDENTIALS
(www.ctc.ca.gov):
Specialist
Instruction
Credentials
authorize
the
holder
to
teach
or
provide
services
in
the
area
of
specialization
listed
on
the
credential
…
• Early
childhood
Education
…
All
documents
require
the
individual
to
complete
a
Commission­approved
program
in
the
area
of
specialization
or
an
equivalent
preparation
program
at
a
regionally­accredited
institution
outside
of
California.
(1/09,
p.
1)
Early
Childhood
Education
(1/09,
p.
2)
Authorizes
the
holder
to
develop
and
coordinate
curriculum,
develop
programs
and
deliver
staff
development
including
age­appropriate
teaching
methodologies
for
child
development
programs
and
early
childhood
education
programs
in
grades
three
and
below
which
are
coordinated
by
school
districts
or
county
offices
of
education.
This
credential
also
authorizes
teaching
courses
in
child
development
in
grades
K­12
inclusive
and
in
classes
organized
primarily
for
adults.
Requirements
for
the
Clear
Credential
in
Early
Childhood
Education
Individual
must
satisfy
all
of
the
following
requirements:
1.
Possess
a
valid
California
Multiple
Subject,
Standard
Elementary,
or
General
Elementary
Teaching
Credential.
2.
Complete
a
Commission­approved
specialist
program,
including
student
teaching.*
3.
Obtain
the
recommendation
of
a
California
college
or
university
with
a
Commission­
approved
program
in
the
specialist
area.
*Program
Requirements:
ECE
Specialist
Credential,
California
State
University,
Fresno
Requirement
Signature
Completion
of
30
units
of
approved
coursework
(15
units
of
ECE
Core
&
15
units
of
electives).
Two
years
of
successful
ECE
teaching
at
two
levels
of
ECE
(preschool,
kindergarten,
or
grades
1‐3).
Holds
a
valid
California
teaching
credential
I
verify
that
the
aforementioned
ECE
graduate
student
has
met
the
CCTC
requirements
for
the
Early
Childhood
Specialist
Credential
at
California
State
University,
Fresno.
Susan
R.
Macy,
Ed.D.
Coordinator,
Early
Childhood
Education
Graduate
Programs
California
State
University,
Fresno
252
253
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
DAP:
Charter
School
Assess
3:
X
Assess
2:
ECE
Leadership
Portfolio
Assess
1:
Action
Research
/
Paper
Presentation
St.
1:
Promoting
Child
Dev.
&
Learning
St.
2:
Building
Family
&
Comm
Relations
St.
3:
Observing,
Documenting
&
Assessing
X
To
Support
Young
Children
&
Families
St.
4:
Teaching
&
Learning
St.
5:
Growing
as
a
Professional
Tool
1:
Cultural
Competence
Tool
2:
Knowledge
&
Application
of
Ethical
Principles
Tool
3:
Communication
Skills
Tool
4:
Mastery
of
Relevant
Theory
&
X
Research
Tool
5:
Identifying
&
Using
Professional
Resources
Tool
6:
Inquiry
Skills
&
Knowledge
of
X
Research
Methods
Tool
7:
Collaborating,
Teaching
&
Mentoring
Tool
8:
Advocacy
Tool
9:
Leadership
Skills
STANDARDS
&
TOOLS
X
X
X
X
ECE
Leadership
Activity
Assess
4:
X
X
X
Project,
Thesis
or
Paper
Assess
5:
X
X
X
X
Assessing
Professional
Dispositions
Assess
6:
ALIGNMENT
OF
NAEYC
STANDARDS
AND
TOOLS
WITH
APPROVED
ASSESSMENTS
Appendix D
Executive Summary
254
Program Assessment Summary
Program Design
The
Early
Childhood
Education
Specialist
Credential
at
California
State
University,
Fresno
is
under
the
auspices
of
the
Division
of
Graduate
Studies
and
is
offered
in
conjunction
with
the
Masters
in
Education
Degree,
although
either
onemay
be
earned
separately.
The
ECE
Specialist
Credential
is
one
of
two
Specialist
Credentials
within
the
Literacy
and
Early
Education
Department
in
the
Kremen
School
of
Education.
Day‐to‐day
operations
are
managed
by
the
Early
Childhood
Education
Program
Coordinator
and
four
additional
ECE‐designated
faculty.
An
ECE
Advisory
Committee
provides
input
on
at
least
an
annual
basis.
Excellent
communication
exists
within
the
credential
program
and
with
the
institution.
The
ECE
Coordinator
attends
bi‐monthly
meetings
held
by
the
Division
of
Graduate
Studies.
The
Division
also
provides
direct
email
communication
with
graduate
students
providing
timelines
and
professional
development
opportunities
and
hosts
a
University
Graduate
Orientation
and
barbeque
each
fall.
At
the
school
level,
graduate
program
coordinators
meet
monthly
to
discuss
common
concerns
and
plan
for
program
improvement.
Within
the
department
monthly
meetings
are
held
for
both
input
to
the
program
and
opportunities
to
share
successes
and
challenges
with
others
in
the
department..
Within
the
program,
ECE
faculty
meet
monthly
to
discuss
students,
curriculum,
assessment
data,
etc.
Each
spring
the
ECE
Advisory
Board
provides
input
to
the
program
based
on
real
world
needs
from
a
variety
of
ECE
professional
perspectives.
There
is
a
strong
line
of
communication
between
faculty
and
students
within
the
program.
Each
student
has
an
ECE
Academic
Advisor
who
meets
with
each
student
at
least
once
a
semester.
The
ECE
Academic
Advisors
are
also
ECE
faculty.
Students
are
enrolled
in
their
classes
and
see
them
on
a
weekly
basis.
Class
sizes
are
small
and
students
and
faculty
enjoy
a
more
personal
relationship
than
one
might
see
in
a
larger
program.
Monthly
emails
from
the
ECE
Program
Coordinator
keep
students
and
faculty
up‐to‐date
with
timelines
and
professional
development
opportunities.
The ECE Specialist Credential Program requires that
• Students hold a valid California elementary teaching credential
• Students have two years of experience teaching at at least two levels of ECE:
preschool, Kindergarten, and grades 1-3.
• Students complete an accredited ECE Specialist Credential Program
The ECE Specialist Credential Program at California State University, Fresno requires
students to complete fifteen units of required course and fieldwork plus fifteen units of
approved electives within five years. The
ECE
Specialist
Program
may
be
combined
with
the
Master’s
program
or
taken
separately.
Master’s
candidates
in
the
ECE
Teacher
Leader
Specialization
may
use
their
course
work
to
fulfill
requirements
for
255
the
ECE
Specialist
Credential.
For
the
Specialist
Credential
only,
a
summative
research
paper
is
required
in
lieu
of
a
thesis
or
project.
The course of study is as
follows:
Required
ECE
Core
Courses
(6
Units)
LEE
235
Concept
Development
in
ECE
(3
units)
LEE
241
Field
Work
in
ECE
(3
units)
Elective
ECE
Core
Courses
(9
units,
Select
3
of
4
courses)
LEE
171
Trends
and
Issues
in
ECE
(3
units)
LEE
232
Literacy
in
ECE
(3
units)
LEE
233
Curriculum
and
Assessment
in
ECE
(3
units)
LEE
271
Diversity
and
Inclusion
in
ECE
(3
units)
Other
Electives
15
units
approved
electives
LEE241
provides
Credential
students
with
a
supervised
fieldwork
experience
working
with
young
children
and
their
families.
This
experience
provides
students
with
extended
field
experience
that
is
tailored
to
meet
our
program’s
areas
of
specialization:
ECE
Teacher
Leader
and
ECE
Program
Leader.
The
ECE
Specialist
Credential
student
would
be
considered
part
of
the
ECE
Teacher
Leader
specialization
and
would
have
specific
fieldwork
experiences
to
provide
him/her
with
opportunities
to
demonstrate
leadership,
knowledge
of
child
development
and
constructivist
theory,
as
well
as
application
of
professional
knowledge,
skills,
and
dispositions
to
support
the
realization
of
National
Association
of
the
Education
of
Young
Children’s
(NAEYC)
Standards
and
Essential
Tools.
The
Program’s
structure
has
remained
the
same
over
the
past
several
years,
although
improvement
efforts
have
been
made
to
program
elements
such
as
more
discreet
scoring
of
students’
skill
mastery
through
structural
changes
to
assessment
rubrics,
the
triangulation
of
data
from
multiple
sources
to
inform
program
improvement
efforts,
the
development
of
a
data
system
that
can
efficiently
track
student
performance
on
program
assessments,
and
an
on‐going
effort
to
replace
an
efficient,
albeit
valid
and
reliable,
assessment
of
dispositions
with
one
that
can
be
practically
integrated
into
the
program.
Improvements
to
the
program
such
as
those
mentioned
above
are
motivated
by
input
from
stakeholders.
Students
provide
input
to
the
program
informally
through
their
faculty
and
Academic
Advisors
and
formally
through
an
Exit
Interview
when
they
have
completed
the
program.
Employers
provide
input
through
a
Survey
and
the
ECE
Advisory
Board
meets
once
a
year
to
discuss
the
program
and
how
it
is
meeting
the
needs
of
the
professional
ECE
community.
Course
of
Study
(Curriculum
and
Field
Experience)
Students
enrolled
in
the
ECE
Specialist
Credential
enroll
in
three
to
nine
units
a
semester
although
rarely
do
students
exceed
six
units
(two
classes)
a
semester.
All
256
courses
are
offered
in
the
evening
after
5:00
p.m.
to
accommodate
the
majority
of
our
students
who
are
working
professionals.
There
is
some
latitude
in
the
sequence
of
courses,
but
it
is
recommended
that
students
take
LEE171
Trends
and
Issues
in
ECE
the
first
or
second
semester
and
candidates
must
enroll
in
the
fieldwork
class
LEE241
in
their
next‐to‐last
or
last
semester.
Credential
students
must
wait
until
their
last
semester
to
complete
their
summative
research
paper
as
a
culminating
activity.
Because
the
Specialist
Credential
requires
candidates
to
hold
a
valid
elementary
credential,
most
Credential
candidates
enter
the
program
with
several
years
of
experience
in
kindergarten
or
the
primary
grades,
while
some
also
have
professional
experience
with
preschool
aged
students.
Coursework
builds
on
that
experience
with
its
theory‐to‐practice
model
and
the
expectation
that
candidates
must
not
only
show
theoretical
understanding,
but
must
be
able
to
apply
that
knowledge
to
their
work
with
young
children
and
families.
The
fieldwork
class,
LEE241
expands
the
student’s
skills
even
further
by
requiring
a
high
level
of
performance
and
documentation
of
meeting
the
Essential
Tools
identified
by
NAEYC.
Documentation
of
this
high
level
of
performance
is
made
by
the
fieldwork
supervisor
and
in
writing
by
the
candidate’s
principal
or
professional
supervisor.
Assessment of Candidates
Candidate
assessment
is
embedded
in
the
Program’s
course
and
fieldwork.
Candidates
are
informed
of
these
requirements
through
their
course
syllabi
and
by
the
instructor
at
the
beginning
of
the
semester.
Students
not
only
have
a
copy
of
the
assessment
protocol,
but
a
detailed
rubric
describing
the
expectations
at
three
qualitative
levels.
Upon
completion
of
the
assessments
students
receive
feedback
in
the
form
of
scores
and
written
comments.
Assessment
Action
Research
Project
Developmentally
Appropriate
Practice:
The
Charter
School
ECE
Leadership
Activity
ECE
Portfolio
Thesis/Project/Research
Paper
Dispositional
Survey
Class
Approximate
Place
in
Program
Sequence
CI285
Within
the
first
2‐3
semesters
Next‐to‐last
or
last
semester;
individual
components
done
throughout
program
Next‐to‐last
or
last
semester
Next
to
last
or
last
semester
Last
semester
Combined
in
LEE241;
individual
components
in
LEE171,
LEE232,
LEE233,
&
LEE
271
LEE241
LEE241
As
an
Independent
Study
with
Advisor/LEE298B/LEE299
Not
embedded
First
and
last
semesters
257