d.1 Early Childhood Learning Community
The Early Childhood Leaning Community offering the Child Development Credential (not included in this
review), the associate degree in early childhood care and education with the associated associate
license, and a continuation program through to the bachelor’s degree in early childhood with a
specialized in children ages birth to five. Due to the integrated relationship of these programs,
assessments are shared, with an additional capstone project required in the bachelor’s degree.
Coursework for this program is offered in English and Spanish, with an additional agreement with the
Department of Defense to support professionals serving military bases to complete coursework.
Requirements for the Ohio Pre-Kindergarten Associate Licensure







Overall GPA of 2.5 or greater.
Grade of “C” or better (“C-“ or below not allowed) in all education courses.
Grade of “B-“ or better in Preschool Internship (18ECE243).
“Good moral character,” negative dispositions may result in ineligibility.
Ohio BCI and FBI background checks.
Praxis II Pre-Kindergarten Education #0530 with a qualifying score of 550 or higher is required
for the state to grant licensure.
Application to the University of Cincinnati Licensure office and receive recommendation by the
ECLC Academic Director.
Bachelor’s Degree: ECLC’s ONLINE bachelor degree does not carry teacher licensure for a K-12 setting.
The curriculum also includes ONLINE coursework in English, Math, the Humanities, and Social Sciences.
Additional coursework includes an emphasis working with infants and toddlers.
Assessment 1: Portfolio Assessment/ Praxis II Prek-Associate
1.
Description of the assessment. Though a portfolio has been historically used for this
assessment, it has been replaced with Praxis II Pre-Kindergarten when that test was required by
the state.
2. Description of how the assessment aligns with the standards. The portfolio assessment was
designed to address content knowledge for each standard. The Praxis II test is aligned in this
way:
Alignment of Praxis Assessments with Standards
Standard
Praxis II 2010-11
Praxis II 2011-2012
1. Promoting child development
and learning
Development of young children and
contribution of theory to
educational practice
I. Early Childhood Development
2. Building family and community
relationships
II. Teaching and Supporting Diverse
Children
3. Observing, documenting and
assessing to support young children
and families
Development of young children and
contribution of theory to
educational practice
III. Creating a Developmentally
Appropriate Learning Environment
4. Teaching and learning
Planning, Impelmenting, and
evaluating instruction for prek
children
IV. Teaching and Learning
5.Becoming a professional
V. Professionalism, Family, and
Community
3. A brief analysis of data findings
Data indicate that candidates who completed the Praxis exam scored 75% or above in every
category in both 2010 and 2011. This indicates that students possess content knowledge around
each of the standards to which the Praxis is aligned. This provides strong evidence for each of
the NAEYC Standards.
4. Data:
2010-2011 Praxis (Four candidates; initial Praxis II Test) Percent correct of items in each topic
Development of young children and contribution of theory to educational
practice
Planning, Implementing, and evaluating instruction for prek children
2011-2012 (one candidate at this time) Percent correct of items in each topic:
I. Early Childhood Development
II. Teaching and Supporting Diverse Children
III. Creating a Developmentally Appropriate Learning Environment
IV. Teaching and Learning
V. Professionalism, Family, and Community
75
75
82.5
82.5
87.5%
90.0%
75%
82.5%
92.3
100
93.3
90.9
94.1
Portfolio Data:
Assessment 1: Portfolio Assessment
2008-09
2009-10
Organization
4.8
3.7
Mechanics
4.7
2.7
Table of contents
4.8
2.8
I ntroductory cover letter
4.8
4.8
1. Promoting child development and learning
1.0
1
Introduction to standard
4.9
3.9
Two activity plans
4.9
4.8
Documentation panel or other curriculum
4.9
4.9
Release forms
5.0
N/A
2. Building family and community relationships
1.0
1
Introduction to standard
Parent newsletter, parent brochure, or, power point presentation for parents
5.0
4.0
4.7
4.0
Presentations, grants, fundraisers, projects & media connections
4.5
4.1
3. Observing, documenting and assessing to support young children and families
1.0
1
Introduction to standard
4.9
4.0
Anecdotal notes, narrative summary
9.6
9.1
Release forms
1.0
1
4. Teaching and learning
4.9
4.0
Introduction to standard
U. C. supervisor evaluation, mentor evaluation, self evaluation, positive disposition statement
Release forms
2.5
6.7
1.0
2.3
6.9
1
5.Becoming a professional
4.9
4
Philosophy statement, evidence of being an advocate for children and families, resume
7.7
7.5
Mentor evaluation 242 a and/or b
1.7
1.3
N
39
40
Assessment 2: Educational Impact Assessment
Description of the assessment: Following the implementation of the activity and materials planning
(Assessment 3) each candidate selects three students for specific assessment and documentation of
their educational growth as a result of the activity.
Description of how the assessment aligns with the standards: The following chart documents the
alignment between the assessment and activity.
Assessment
___ Provides specific anecdotal information
that is clearly aligned with plan’s
objectives/standards
___ Makes general comments that are
somewhat aligned with plan’s objectives and
standards
4.1 Candidates participate in classroom and
program evaluation, and assess and utilize data
to inform instruction. 4.2 Candidates select,
construct, and utilize a variety of formative and
summative assessment strategies and
instruments as part of the instructional process
appropriate to the learning outcomes being
___ Omitted, vague, or unrelated to plan’s
objectives and standards
Educational Impact
Assessment
evaluated. 4.3 Candidates accurately define
the characteristics, uses, advances, and
limitations of different types of student
assessments, including, but not limited to, state
value-added dimension reports and data. 4.4
Candidates collect and use assessment
information with the assistance of parents and
other professionals. 4.5 Candidates
demonstrate use of systematic data to
individualize and adapt practices to meet each
child's changing needs.
___Clearly identifies 3 children using
anecdotal information to support meeting,
exceeding, or failing objectives
___Missing or inaccurate content to clearly
identify 3 children using anecdotal
information to support meeting, exceeding,
or failing objectives
___Failure to clearly identify 3 children using
anecdotal information to support meeting,
exceeding, or failing objectives
4.4 Candidates collect and use assessment
information with the assistance of parents and
other professionals. 4.5 Candidates
demonstrate use of systematic data to
individualize and adapt practices to meet each
child's changing needs.
___ Plan has some grammatically errors,
but is easy to read and submitted on time
___ Plan has many grammatically errors, is
hard to follow, and/or is submitted late
A brief analysis of data indicates that candidates are …
Data (documented on the scoring rubric itself):
Item and Indicator↓
Means →
Assessment
___ Provides specific anecdotal information that is
clearly aligned with plan’s objectives/standards
___ Makes general comments that are somewhat
aligned with plan’s objectives and standards
2008
2009
Eng.
2009
Span
2.83
2.7
2.75
2.57
3
3
2010
Eng
2.84
___ Omitted, vague, or unrelated to plan’s objectives
and standards
Educational
Impact
Assessment
___Clearly identifies 3 children using anecdotal
information to support meeting, exceeding, or failing
objectives
___Missing or inaccurate content to clearly identify 3
children using anecdotal information to support
meeting, exceeding, or failing objectives
___Failure to clearly identify 3 children using anecdotal
information to support meeting, exceeding, or failing
objectives
Number of Responses
7
31
4
Assessment 3: Activity Plans
Description of the assessment: The lesson plan assessment is used to assess the candidate’s ability to
create lesson plans that effectively and accurately teach content based on age appropriate standards,
instructional strategies, and prior/background knowledge. The instructional strategies should be based
on relevant theory and best practices. The lesson plan must demonstrate that the candidate can write
2.77
39
measurable objectives that align with the instruction and assessments included within the plan. It also
requires candidates to demonstrate an understanding of the cultural diversity in the classroom where
the plan will be implemented and use this to create meaningful learning activities that connect to the
daily lives of the children in that class. The lesson plan is introduced in methods courses during the
second year of the program to guide candidates in appropriately completing the plan. Formal
assessment of the lesson plan begins during the Student Teaching and Internship experiences, with data
being collected during the final clinical experience of Internship. The design of the plan and
corresponding rubric was simplified for 2011 to allow candidates to focus more fully on the other
aspects of the lesson/activity plan.
Description of how this assessment specifically aligns with the standards:
Indicator
Description
Rationale
1. Discuss why you
are planning this
activity at this
particular time?
Rubric
___Provides details about the design of the
activity including its relevance to the
children’s abilities and teacher’s knowledge
needed to implement the activity
___Makes general reference to the design,
children’s abilities and teacher’s knowledge
needed to implement the activity
___Missing information or vague description
of the design, children’s abilities and
teacher’s knowledge needed to implement
the activity
___ Strong in content knowledge & fully
addresses classroom planning, DAP,
curriculum area, and theoretical perspective
2. How is this
activity/center
relevant to overall
classroom planning?
___ Satisfactory content knowledge in
addressing classroom planning, DAP,
curriculum area, and theoretical perspective
3. How is this
activity/center
developmentally
appropriate?
4. How does this
activity/center relate
to the curriculum area
you cited above?
___ Weak, missing, or inaccurate content
knowledge in addressing classroom
planning, DAP, curriculum area, and
theoretical perspective
5. How does this
activity reveal your
knowledge about
theory in practice?
Standards
___ 3 to 5 standards are clearly recorded
and accurately connect the activity with Ohio
Department of Education’s (ODE) curriculum
guidelines &/or Head Start Outcomes
___ Too many or too few standards are
identified to realistically manage curriculum
content
Alignment
1.2 Candidates know and understand
theoretical concepts and are able to apply that
knowledge in pre-kindergarten curriculum and
environment 1.4 Candidates demonstrate use
of knowledge of how children develop and learn
to provide opportunities that support the
physical, social, emotional, language, cognitive,
and aesthetic development of all children from
birth to 8.
1.1 Candidates know and understand
theoretical concepts and are able to apply that
knowledge to pre-kindergarten curriculum and
environments. 1.2 Candidates demonstrate
their understanding of developmentally effective
appropriates to teaching and learning. 2,2
Candidates demonstrate use of developmental
knowledge and approaches to create healthy
and safe learning environments.2.5 Candidates
utilize connections and build upon the student's
individual experiences, prior learning talents,
culture, and family and community values, as a
way of improving performance 3.1 Candidates
design, implement, and evaluate meaningful
and challenging curriculum to engage all
students
6.1 Candidates understand the importance of
and engage in continuous learning and
professional development by using appropriate
professional literature, organizations, resources,
and experiences to inform and improve
practice.
Objectives
Materials
1. Made by student
(not commercial)
2. Listed on plan
3. Photograph
provided
Teacher Interactions
1. Questions
2. Scaffolding
Methods/Procedures
1. Preparation of the
Environment
2. Guidance
Strategies
3. Introduction
___ Missing or incorrect alignment of
standards with the activity addressed in this
plan
___ All objectives are specific, aligned to
standards & meet DAP principles
___ Some objectives are specific, aligned to
standards & meet DAP principles
___ Objectives are absent, unclear, too
general, do not meet DAP principles
___attractive, durable, academically correct,
designed to help children explore concepts
addressed in this plan
___ somewhat attractive and relevant to
learning objectives addressed in this plan
__ nonprofessional appearance, incorrect
based on content taught in curriculum
courses, not effective for developing the
concepts developed in this plan
___Appropriate questions/comments
engage children in learning based on the
objectives and standards cited earlier in the
plan
___Relatively appropriate
questions/comments somewhat follow
through with objectives and standards cited
earlier in the plan
___Inappropriate questions/comments do
not follow through with objectives and
standards cited earlier in the plan
Preparation of the Environment:
___Clearly explains how the activity/center
will be set up and involve children
___Gives incomplete information about set
up and involvement of children
___Fails to tell how the activity/center will be
set up and/or how children will be involved
___Clearly identifies appropriate guidance
strategies to be used throughout the activity
___Gives incomplete information about
guidance strategies to be used throughout
the activity
___Fails to discuss appropriate guidance
strategies used throughout the activity
___Clearly discusses strategies for inviting
participation and bridging gap between
current and future knowledge
___Makes general comments for inviting
participation and bridging gap between
current and future knowledge
___Omit information for inviting participation
and bridging gap between current future
knowledge
___Missing or inaccurate content to clearly
identify 3 children using anecdotal
information to support meeting, exceeding,
or failing objectives
3.1.1 Candidates provide integrated learning
experiences in curriculum content areas. 3.2
Candidates integrate goals from IEPs and IFSP
into daily activities and routines.
3.5 Candidate demonstrates use of
instructional strategies, activities, resources,
materials, and technologies that engage
students in their learning and support
content.3.4 Candidates demonstrate the use of
a variety of instructional strategies, resources,
and technology to support the learning needs of
young children.
3.1.2 Candidates interact with children in ways
that facilitate the development of expressive
language and thought in all children. 3.5
Candidates demonstrate use of instructional
strategies, activities, resources, materials, and
technologies that engage students in their
learning and support content.
3.3 Candidates demonstrate use of individual
and group guidance techniques to encourage
positive social interaction among children and to
foster a sense of security, promote self-control,
and develop positive strategies to resolve
conflict.
3.3 Candidates demonstrate use of individual
and group guidance techniques to encourage
positive social interaction among children and to
foster a sense of security, promote self-control,
and develop positive strategies to resolve
conflict.
___Failure to clearly identify 3 children using
anecdotal information to support meeting,
exceeding, or failing objectives
Dispositions
1. Reflection of Self
2. Reflection of Plan
___ Gives personal insight about teaching
and/or the learning process that relates to
professional development
___ Attends somewhat to personal thoughts
and feelings about teaching based on this
plan
___ Shows minimal effort in writing about
thoughts, feelings and progress in teaching
___ Clearly evaluates the overall plan with
regard to its strengths and weaknesses
___ Pays some attention to the plan’s
strengths and weakness
Mechanics
___ Does not attempt to evaluate the plan
with regard to its strengths and weaknesses
___ Plan is grammatically correct, easy to
read, and submitted on time
___ Plan has some grammatically errors,
but is easy to read and submitted on time
___ Plan has many grammatically errors, is
hard to follow, and/or is submitted late
6.1 Candidates understand the importance of
and engage in continuous learning and
professional development by using appropriate
professional literature, organizations, resources,
and experiences to inform and improve
practice.
6.4. Candidates reflect on their practices,
articulate a philosophy and rationale for
decisions; self-assess and evaluate themselves
as a basis for professional development.
5.1 Candidates demonstrate proficiency in
listening, written, and verbal communication
skills.
A brief analysis of data finding:
Data:
Assessment 3 Activity Plans
Indicator
Description
Rationale
Rubric
2008
Mean
2009
Engl.
2009
Span.
2010
Eng.
2011
Eng.
___Provides details about the design of the activity
including it’s relevance to the children’s abilities and
teacher’s knowledge needed to implement the
activity
___Makes general reference to the design, children’s
abilities and teacher’s knowledge needed to
implement the activity
___Missing information or vague description of the
design, children’s abilities and teacher’s knowledge
needed to implement the activity
2.48
2.27
2.75
2.37
2.38
___ Strong in content knowledge & fully addresses
classroom planning, DAP, curriculum area, and
theoretical perspective
___ Satisfactory content knowledge in addressing
classroom planning, DAP, curriculum area, and
theoretical perspective
___ Weak, missing, or inaccurate content knowledge
in addressing classroom planning, DAP, curriculum
area, and theoretical perspective
1.86
2.1
2.5
2.36
4.18
Standards
Objectives
Materials
Teacher Interactions
1. Questions
2. Scaffolding
Methods/Procedures
1. Preparation of the
Environment
2. Guidance Strategies
3. Introduction
___ 3 to 5 standards are clearly recorded and
accurately connect the activity with Ohio
Department of Education’s (ODE) curriculum
guidelines &/or Head Start Outcomes
___ Too many or too few standards are identified to
realistically manage curriculum content
___ Missing or incorrect alignment of standards with
the activity addressed in this plan
___ All objectives are specific, aligned to standards &
meet DAP principles
___ Some objectives are specific, aligned to
standards & meet DAP principles
___ Objectives are absent, unclear, too general, do
not meet DAP principles
___attractive, durable, academically correct,
designed to help children explore concepts
addressed in this plan
___ somewhat attractive and relevant to learning
objectives addressed in this plan
__ nonprofessional appearance, incorrect based on
content taught in curriculum courses, not effective
for developing the concepts developed in this plan
2.57
2.9
3
2.94
2.98
2.71
2.8
3
2.91
2.78
2.57
2.7
2.75
2.86
2.0
2.57
2.9
2.75
2.68
3.19
3
2.9
2.75
2.70
2.83
2.8
2.75
2.70
___Appropriate questions/comments engage
children in learning based on the objectives and
standards cited earlier in the plan
___Relatively appropriate questions/comments
somewhat follow through with objectives and
standards cited earlier in the plan
___Inappropriate questions/comments do not follow
through with objectives and standards cited earlier in
the plan
Preparation of the Environment:
___Clearly explains how the activity/center will be
set up and involve children
___Gives incomplete information about set up and
involvement of children
___Fails to tell how the activity/center will be set up
and/or how children will be involved
___Clearly identifies appropriate guidance strategies
to be used throughout the activity
___Gives incomplete information about guidance
strategies to be used throughout the activity
___Fails to discuss appropriate guidance strategies
used throughout the activity
___Clearly discusses strategies for inviting
participation and bridging gap between current and
future knowledge
___Makes general comments for inviting
participation and bridging gap between current and
future knowledge
___Omit information for inviting participation and
bridging gap between current future knowledge
___ Omitted, vague, or unrelated to plan’s objectives
and standards
2.27
2.5
2.8
2.75
2.70
Dispositions
1. Reflection
2. Reflection of Plan
Mechanics
___ Gives personal insight about teaching and/or the
learning process that relates to professional
development
___ Attends somewhat to personal thoughts and
feelings about teaching based on this plan
___ Shows minimal effort in writing about thoughts,
feelings and progress in teaching
___ Clearly evaluates the overall plan with regard to
its strengths and weaknesses
___ Pays some attention to the plan’s strengths and
weakness
___ Does not attempt to evaluate the plan with
regard to its strengths and weaknesses
___ Plan is grammatically correct, easy to read, and
submitted on time
___ Plan has some grammatically errors, but is easy
to read and submitted on time
___ Plan has many grammatically errors, is hard to
follow, and/or is submitted late
Number of responses
2.6
3
2.77
2.52
2.43
2.7
2
2.77
2.52
2.43
2.5
2.78
2.88
7
31
39
27
2.14
4
3. A Brief analysis of the data findings
The activity/lesson plan assessment has provided strong evidence that the candidates in their field
clinical experiences are able to create lesson plans which allow them to effectively implement
instruction. Candidates demonstrate the ability to plan developmentally appropriate activities that
respond to the interests, needs, and abilities of the children in their care. They demonstrate strong
rationales, alignment to standards, appropriate objectives, and instructional strategies that respond to
the diversity present in the classroom. The simplification of the plan/rubric in the methods section
resulted in a lower score in 2011 than in the previous year, but other areas of the plan such as the
rationale increased, which has historically been an area in which students struggled.
4. An interpretation of how that data provides evidence for meeting standards
The activity/lesson plan assessment has provided strong evidence that the candidates in the final clinical
experiences are able to create lesson plans which allow them to effectively implement instruction.
Candidates demonstrate the ability to plan developmentally appropriate activities that respond to the
interests, needs, and abilities of the children in their care. They demonstrate strong rationales,
alignment to standards, appropriate objectives, and instructional strategies that respond to the diversity
present in the classroom. This provides evidence that candidates meet standards for teaching and
learning.
Assessment 4: Assessment of candidate’s professionalism in pre-kindergarten learning environments:
Candidate’s Performance in Field Experience
Description of the assessment:
The assessment of Candidate’s Performance in Field Experience is a comprehensive assessment of the
candidate’s performance in the pre-k classroom setting during the clinical experiences of Student
Teaching A, B, and Internship. The assessment covers a variety of areas including curriculum planning,
creating an environment that builds relationships and stimulates learning, teaching for student learning,
teacher professionalism, and communication/management skills. The assessment rates candidates on a
scale of 1-4.
Description of how this assessment specifically aligns with the standards: 6.6 Candidates participate in
300 hours of field experiences in a variety of settings in which young children from birth through age 8 are
served. 6.6.1 Candidates participate in field-based experiences in culturally, racially, and
socioeconomically diverse settings, and include opportunities to work with a range of student abilities.
Curriculum Planning
Plans activities that reflect awareness of the
developmental levels of children (A-1)
Ohio Standard
1.1 Candidates know and understand theoretical
concepts and are able to apply that knowledge in
Pre-Kindergarten curriculum and environments.
Plans activities relevant to children's life
experiences and cultural diversity (A-1)
2.3 Candidates apply knowledge of their children’s
cultural and linguistic diversity to create learning
environments and experiences that affirm and
value diversity.
Aligns curriculum goals and objectives with Ohio's
Early Learning Content Standards (A-4)
6.3 Candidates understand legal and procedural
requirements (e.g., Division of Early Childhood
(DEC) Recommended Practices, Individuals with
Disabilities Education Act (IDEA).
Effectively states clear goals and rationals for
activities based on understanding of constructivist
theory (A-2)
1.2 Candidates demonstrate their understanding
of developmentally effective approaches to
teaching and learning (e.g., play, small group
projects, open-ended questioning, group
discussion, problem-solving, cooperative learning,
and inquiry experience)
1.3 Candidates develop lessons/units of study to
promote a high degree of learning for all students.
Observes strengths and interests of children and
builds on them either by extending current activities
or planning related ones (A-3)
Reflectively evaluates activities and uses personal
observation and mentor feedback to plan future
curriculum activities (A-5)
4.1 Candidates participate in classroom and
program evaluation, and assess and utilize data to
inform instruction in Pre-Kindergarten learning
environments.
4.2 Candidates select, construct, and utilize a
variety of formative and summative assessment
strategies and instruments as part of the
instructional process appropriate to the learning
outcomes being evaluated.
4.3 Candidates accurately define the
characteristics, uses, advantages and limitation of
different types of student assessments, including,
but not limited to state value-added dimension
reports and data.
4.4 Candidates collect and use assessment
information with the assistance of parents and
other professionals.
Exhibits respect for all children and adults through
language and actions (B-1)
2.3 Candidates apply knowledge of their children’s
cultural and linguistic diversity to create learning
Exhibits enthusiasm and warmth (B-2)
Uses encouragement rather than praise when
responding to children (B-1)
Focuses attention on the classroom situation rather
than on personal needs during class (B-2)
Converses about interests which are important to
the specific child (B-2) (E)
Regulates rates and duration of speaking to meet
listener's needs (B-2)
Makes comments and asks questions which
stimulate and extend thinking (B-3) (C-3)
Introduces activities in a positive, enthusiastic
manner
Kneels to child's level when speaking with him or
her (B-2) (E)
Establishes eye contact with child or adult to whom
he or she is speaking (B-2)
Helps children verbalize feelings (B-2)
Reinforces routine and manages transitions in a
confident and positive manner (B-4)
environments and experiences that affirm and
value diversity.
Positions self according to cues of children for
maximum group awareness (B-5)
3.1.2 Candidates interact with children in ways
that facilitate the development of expressive
language and thought in all children.
Checks for safety of materials and equipment (B-5)
2.2 Candidates demonstrate use of developmental
knowledge and approaches to create healthy and
safe learning environments.
3.1.2 Candidates interact with children in ways
that facilitate the development of expressive
language and thought in all children.
2.1 Candidates practice classroom management
techniques; maximize time on task, treat all
students fairly, and establish an environment that
is respectful, supportive, and caring.
2.2.1 Candidates know and apply effective
sanitation procedures, recognize signs and
symptoms of communicable diseases, and follow
medication administration policies.
Assumes an adult (rather than a playmate) role in
the classroom (C-5) (D-2)
Allows children opportunities for independent
exploration of materials and environment (C-2)
Listens and responds to children's comments and
questions in a timely, appropriate manner (C-1)
Adjusts activities in response to children's interests
and use (C-4)
Asks open ended questions which stimulate thinking
and discovery (C-3)
Intervenes or facilitates only when it will enhance
the child's exploration (C-3)
2.2.2 Candidates understand and comply with
local, state, and federal emergency procedures.
5.3 Candidates demonstrate use of strategies to
connect with Pre-Kindergarten children, and
collaborate with families.
3.4 Candidates demonstrate the use of a variety of
instructional strategies, resources, and technology,
to support the learning needs of young children.
3.5 Candidates demonstrate use of instructional
strategies, activities, resources, materials, and
technologies that engage students in their learning
and support content.
Extends children's language and thinking through
carefully timed comments and questions, I.e. uses
scaffolding techniques (C-3)
1.4 Candidates demonstrate use of knowledge of
how children develop and learn to provide
opportunities that support the physical, social,
emotional, language, cognitive, and aesthetic
development of all children from birth to age eight.
Dresses appropriately for the classroom (D-2)
Follow specific rules and policies of the school (D-2)
Complete assignments and tasks on time (D-2)
Exhibits cooperation and rapport with mentor,
instructors and colleagues (D-3)
Uses reflective practice as evidenced by journal and
conferencing (D-3)
6.5 Candidates demonstrate professional work
habits including confidentiality, dependability, and
time management.
Accepts constructive feedback appropriately (D-1)
5.4 Candidates establish and maintain positive,
collaborative relationships with colleagues, other
professionals, and families and work effectively as
part of an educational team
Exhibits a sense of responsibility and dependability
(D-3)
Exhibits a willingness to go beyond requirements
(D-2)
Exhibits cooperation and rapport with mentor,
cooperating teacher, and staff (D-3)
6.5 Candidates demonstrate professional work
habits including confidentiality, dependability, and
time management.
Evaluates the effectiveness of activities in written
assignments and in conversation with mentor and/or
instructor (D-1)
6.4 Candidates reflect on their practices, articulate
a philosophy and rationale for decisions; selfassess and evaluate themselves as a basis for
professional development
Initiates conversation and asks questions of mentor
in order to further learning (D-3)
5.4 Candidates establish and maintain positive,
collaborative relationships with colleagues, other
professionals, and families and work effectively as
part of an educational team
Establishes appropriate relationships with parents
reflecting an understandingof the student teacher's
role (D-5)
4.4.1 Candidates recognize families’ contributions
identifying their children’s various strengths and
use this information to construct appropriate
learning goals.
Kneels to child's level when speaking with him or
her
3.1.2 Candidates interact with children in ways
that facilitate the development of expressive
language and thought in all children.
Establishes eye contact with child to who he/she is
speaking
Models appropriate grammar, language and tone
Adjusts volume and tone of voice to suit the
situatuion
5.1 Candidates demonstrate proficiency in
listening, written and verbal communication skills.
6.4 Candidates reflect on their practices, articulate
a philosophy and rationale for decisions; selfassess and evaluate themselves as a basis for
professional development.
5.2 Candidates understand the importance of
building positive and supportive relationships with
families and communities to enhance learning
experiences.
Uses effective whole group transition such as
songs, finger plays and movement activities as part
of the regular classroom routine
3.3 Candidates demonstrate use of individual and
group guidance techniques to encourage positive
social interaction among children and to foster a
sense of security, promote personal self-control,
and develop positive strategies to resolve conflict.
Follows a consistent cleanup routine that is effective
in engaging the children in cleaning up quickly and
moving on to the next activity with ease
Demonstrates active listening skills
2.2.3 Candidates demonstrate understanding of
emotional distress, stress and trauma, basic health
and nutrition, and safety management practices.
Avoids giving unintentional choices to children
Initiates and extends conversations which are
natural and relevant
Demonstrates ability to interact with individual or
small groups while maintaining total group
awareness
3.1.2 Candidates interact with children in ways
that facilitate the development of expressive
language and thought in all children.
Uses facial expressions, voice level, and other
communication techniques to maintain the attention
of an individual child or the group depending on the
situation
Uses clearly stated, positive redirections
Uses problem solving techniques to manage
interpersonal conflicts
Allows children to assume responsibility for solving
interpersonal conflicts when possible
Takes the role of mediator to facilitate problem
solving when necessary
n
2.2.3 Candidates demonstrate understanding of
emotional distress, stress and trauma, basic health
and nutrition, and safety management practices.
A brief analysis of data findings:
Data indicate that candidates in the clinical experience demonstrate an expected level of performance
for the associate degree level. Data across the years indicate a slightly upward trend, indicating that
coursework experiences have prepared and continue to prepare students to be effective teachers in the
field. Scores are strong in most areas, with the weakest scores showing in areas of communicating with
young children, including extending thinking through questions and problem solving, as well as
reinforcing routines and managing transitions. It should be noted, however, that all scores with the
exception of one are 3.16 or above on a 1-4 scale, indicating an appropriate level of knowledge for
associate degree candidates.
Data:
05 06
06 07
07 08
08 09
09 10
3.4
3.4
3.4
3.7
3.7
3.52
3.3
3.2
3.3
3.6
3.6
3.48
3.3
3.4
3.3
3.5
3.6
3.39
3.3
3.2
3.5
3.6
3.5
3.38
3.3
3.3
3.6
3.7
3.7
3.4
3.4
3.5
3.6
3.6
3.7
3.56
3.6
3.6
3.7
3.8
3.8
3.68
3.7
3.6
3.8
3.8
3.7
3.68
3.5
3.1
3.3
3.4
3.6
3.32
3.2
3.7
3.6
3.7
3.7
3.64
3.1
3.4
3.6
3.7
3.7
3.52
3.4
3.3
3.4
3.6
3.6
3.6
3.6
3.4
3.5
3.6
3.5
3.72
3.7
3.6
3.7
3.8
3.7
3.64
3.2
3.5
3.8
3.8
3.8
3.52
3.4
3.6
3.8
3.8
3.8
3.52
3.7
3.3
3.5
3.6
3.5
3.6
3.7
3.3
3.4
3.6
3.5
2.72
Positions self according to cues of children for maximum
group awareness (B-5)
3.5
3.3
3.6
3.6
3.5
3.64
Checks for safety of materials and equipment (B-5)
3.6
3.5
3.6
3.6
3.7
3.32
3.4
3.6
3.6
3.8
3.7
3.54
3.2
3.6
3.7
3.7
3.7
3.56
3.1
3.6
3.6
3.8
3.7
3.56
3.1
3.5
3.5
3.6
3.6
3.44
Plans activities that reflect awareness of the
developmental levels of children (A-1)
Plans activities relevant to children's life experiences and
cultural diversity (A-1)
Aligns curriculum goals and objectives with Ohio's Early
Learning Content Standards (A-4)
Effectively states clear goals and rationales for activities
based on understanding of constructivist theory (A-2)
Observes strengths and interests of children and builds
on them either by extending current activities or planning
related ones (A-3)
Reflectively evaluates activities and uses personal
observation and mentor feedback to plan future
curriculum activities (A-5)
Exhibits respect for all children and adults through
language and actions (B-1)
Exhibits enthusiasm and warmth (B-2)
Uses encouragement rather than praise when responding
to children (B-1)
Focuses attention on the classroom situation rather than
on personal needs during class (B-2)
Converses about interests which are important to the
specific child (B-2) (E)
Regulates rates and duration of speaking to meet
listener's needs (B-2)
Makes comments and asks questions which stimulate
and extend thinking (B-3) (C-3)
Introduces activities in a positive, enthusiastic manner
Kneels to child's level when speaking with him or her (B2) (E)
Establishes eye contact with child or adult to whom he or
she is speaking (B-2)
Helps children verbalize feelings (B-2)
Reinforces routine and manages transitions in a confident
and positive manner (B-4)
Assumes an adult (rather than a playmate) role in the
classroom (C-5) (D-2)
Allows children opportunities for independent exploration
of materials and environment (C-2)
Listens and responds to children's comments and
questions in a timely, appropriate manner (C-1)
Adjusts activities in response to children's interests and
use (C-4)
10 11
Asks open ended questions which stimulate thinking and
discovery (C-3)
Intervenes or facilitates only when it will enhance the
child's exploration (C-3)
Extends children's language and thinking through
carefully timed comments and questions, I.e. uses
scaffolding techniques (C-3)
Dresses appropriately for the classroom (D-2)
Follow specific rules and policies of the school (D-2)
Complete assignments and tasks on time (D-2)
Exhibits cooperation and rapport with mentor, instructors
and colleagues (D-3)
Uses reflective practice as evidenced by journal and
conferencing (D-3)
Accepts constructive feedback appropriately (D-1)
Exhibits a sense of responsibility and dependability (D-3)
Exhibits a willingness to go beyond requirements (D-2)
Exhibits cooperation and rapport with mentor,
cooperating teacher, and staff (D-3)
Evaluates the effectiveness of activities in written
assignments and in conversation with mentor and/or
instructor (D-1)
Initiates conversation and asks questions of mentor in
order to further learning (D-3)
Establishes appropriate relationships with parents
reflecting an understanding of the student teacher's role
(D-5)
Kneels to child's level when speaking with him or her
Establishes eye contact with child to who he/she is
speaking
Models appropriate grammar, language and tone
Adjusts volume and tone of voice to suit the situation
Uses effective whole group transition such as songs,
finger plays and movement activities as part of the
regular classroom routine
Follows a consistent cleanup routine that is effective in
engaging the children in cleaning up quickly and moving
on to the next activity with ease
Demonstrates active listening skills
Avoids giving unintentional choices to children
Initiates and extends conversations which are natural and
relevant
Demonstrates ability to interact with individual or small
groups while maintaining total group awareness
Uses facial expressions, voice level, and other
communication techniques to maintain the attention of an
individual child or the group depending on the situation
Uses clearly stated, positive redirections
Uses problem solving techniques to manage
interpersonal conflicts
3.7
3.4
3.3
3.6
3.5
3.48
3.7
3.3
3.3
3.5
3.5
3.24
3.6
3.3
3.2
3.5
3.4
3.16
3.8
3.7
3.7
3.7
3.7
3.4
3.7
3.6
3.5
3.8
3.8
3.7
3.8
3.8
3.6
3.24
3.64
3.71
3.5
3.7
3.8
3.9
3.7
3.6
3.7
3.6
3.6
3.7
3.5
3.72
3.5
3.6
3.7
3.8
3.5
3.2
3.6
3.4
3.6
3.6
3.8
3.7
3.8
3.7
3.6
3.68
3.56
3.54
3.6
3.7
3.8
3.8
3.8
3.71
3.7
3.3
3.6
3.7
3.6
3.54
3.4
3.7
3.7
3.7
3.8
3.54
3.4
3.6
3.7
3.6
3.7
3.50
3.1
3.6
3.8
3.9
3.7
3.52
3.4
3.6
3.8
3.8
3.7
3.68
3.0
3.5
3.6
3.6
3.3
3.5
3.5
3.7
3.6
3.6
3.68
3.64
3.0
3.4
3.5
3.7
3.4
3.6
3.2
3.4
3.5
3.6
3.5
3.44
3.2
3.1
3.4
3.2
3.4
3.5
3.7
3.4
3.6
3.4
3.48
3.40
3.0
3.5
3.6
3.6
3.6
3.48
3.1
3.6
3.5
3.6
3.4
3.58
3.1
3.5
3.5
3.7
3.5
3.56
3.4
3.6
3.5
3.6
3.5
3.28
3.0
3.4
3.4
3.6
3.3
3.36
Allows children to assume responsibility for solving
interpersonal conflicts when possible
Takes the role of mediator to facilitate problem solving
when necessary
n
3.3
3.3
3.4
3.5
3.4
3.28
3.0
3.4
3.4
3.6
3.5
3.38
137
38
19
38
59
26
An interpretation of how the data provide evidence for meeting the standard:
Data indicate that candidates in the clinical experience demonstrate an expected level of performance
for the associate degree level. Data across the years indicate an overall upward trend, indicating that
coursework experiences have prepared and continue to prepare students to be effective teachers in the
field. The program has implemented several examples of best practice videos for candidates to reflect
upon to enhance candidate performance in the field experiences. The program has also strived to
maintain instructor and mentor continuity throughout the practicum and internship experiences. These
results provide strong evidence that candidates demonstrate the knowledge, skills, and dispositions
related to the Ohio Teaching Standards indicated above.
Assessment 5: Grades in Coursework
Description of the assessment: This assessment includes the grades of all candidates in all coursework.
Description of how this assessment specifically aligns with the standards: Alignment is provided in this
table:
Title
Orientation to the
Profession
Description
Designed to introduce students to
problems and procedures related to
schools and centers. Prearranged
visits are part of the course
Ohio Standard
Standard 2. Pre-Kindergarten Associate candidates create learning
environments that promote growth and development and
achievement for all students.
Standard 5. Pre-Kindergarten Associate candidates collaborate and
communicate with students, families, other educators,
administrators and the community to support student learning.
Classroom
Organization and
Management
Methods of guiding children in
preschool settings with empathy,
positive discipline strategies, and
communication skills
Preschool
Mathematics and
Science Methods
Methods of teaching math and
science within a developmentally
appropriate, integrated, early
childhood setting.
Standard 6. Pre-Kindergarten Associate candidates demonstrate
responsibility for professional growth, performance and involvement
as an individual and as a member of a learning community.
Standard 2. Pre-Kindergarten Associate candidates create learning
environments that promote growth and development and
achievement for all students.
Standard 1. Pre-Kindergarten Associate candidates apply content
knowledge in early childhood learning environments.
Standard 2. Pre-Kindergarten Associate candidates create learning
environments that promote growth and development and
achievement for all students.
Standard 3. Pre-Kindergarten Associate candidates know and apply
instructional strategies to promote students’ learning and meet the
needs of all students.
Standard 4. Pre-Kindergarten Associate candidates construct and
use varied assessments to inform instruction, evaluate, and ensure
student learning in Pre-Kindergarten learning environments.
Language Arts and
Literacy I and II
Development of young children from
early reading and writing to fluent
reading and writing; integrating
literature into the early childhood
curriculum
Standard 1. Pre-Kindergarten Associate candidates apply content
knowledge in early childhood learning environments.
Standard 2. Pre-Kindergarten Associate candidates create learning
environments that promote growth and development and
achievement for all students.
Standard 3. Pre-Kindergarten Associate candidates know and apply
instructional strategies to promote students’ learning and meet the
needs of all students.
Standard 4. Pre-Kindergarten Associate candidates construct and
use varied assessments to inform instruction, evaluate, and ensure
student learning in Pre-Kindergarten learning environments.
Preschool Student
Teaching
Supervised student teaching
experience in a developmentally
appropriate preschool setting.
Placements are half days M-F. By
application. AS degree Cohort only
Standard 1. Pre-Kindergarten Associate candidates apply content
knowledge in early childhood learning environments.
Standard 3. Pre-Kindergarten Associate candidates know and apply
instructional strategies to promote students’ learning and meet the
needs of all students.
Standard 4. Pre-Kindergarten Associate candidates construct and
use varied assessments to inform instruction, evaluate, and ensure
student learning in Pre-Kindergarten learning environments.
Standard 5. Pre-Kindergarten Associate candidates collaborate and
communicate with students, families, other educators,
administrators and the community to support student learning.
Standard 6. Pre-Kindergarten Associate candidates demonstrate
responsibility for professional growth, performance and involvement
as an individual and as a member of a learning community.
Preschool Internship
Creative Arts in Early
Childhood Education
Extension of Preschool Student
Teaching with additional
responsibilities. By application only.
Placements are half days M-F
An examination of art, music,
movement, and dramatic play
curriculum content as well as
strategies and techniques for
involving young children in aesthetic
experiences.
Standard 6. Pre-Kindergarten Associate candidates demonstrate
responsibility for professional growth, performance and involvement
as an individual and as a member of a learning community.
Standard 1. Pre-Kindergarten Associate candidates apply content
knowledge in early childhood learning environments.
Standard 2. Pre-Kindergarten Associate candidates create learning
environments that promote growth and development and
achievement for all students.
Standard 3. Pre-Kindergarten Associate candidates know and apply
instructional strategies to promote students’ learning and meet the
needs of all students.
Standard 1. Pre-Kindergarten Associate candidates apply content
knowledge in early childhood learning environments.
Standard 2. Pre-Kindergarten Associate candidates create learning
environments that promote growth and development and
achievement for all students.
Standard 4. Pre-Kindergarten Associate candidates construct and
use varied assessments to inform instruction, evaluate, and ensure
student learning in Pre-Kindergarten learning environments.
Standard 5. Pre-Kindergarten Associate candidates collaborate and
communicate with students, families, other educators,
administrators and the community to support student learning.
Observation and
Planning
Presentation of techniques for
observing, recording, and assessing
the behavior of young children.
Discussion of strategies for data
collection and use of data for longand short-term planning.
Standard 3. Pre-Kindergarten Associate candidates know and apply
instructional strategies to promote students’ learning and meet the
needs of all students.
Standard 4. Pre-Kindergarten Associate candidates construct and
use varied assessments to inform instruction, evaluate, and ensure
student learning in Pre-Kindergarten learning environments.
Standard 5. Pre-Kindergarten Associate candidates collaborate and
communicate with students, families, other educators,
administrators and the community to support student learning.
Child Development
Social Development
and Self Regulation
Introduction to
Inclusive Practices
Prenatal and early growth and
development through age 6.
Standard 1. Pre-Kindergarten Associate candidates apply content
knowledge in early childhood learning environments.
Investigation of the building blocks
for fostering mentally, emotionally,
socially health children ages birth to
five.
Standard 2. Pre-Kindergarten Associate candidates create learning
environments that promote growth and development and
achievement for all students.
Introduction to teaching practices
and services for children with
developmental delays, ages birth to
five.
Standard 1. Pre-Kindergarten Associate candidates apply content
knowledge in early childhood learning environments.
Standard 2. Pre-Kindergarten Associate candidates create learning
environments that promote growth and development and
achievement for all students.
Standard 3. Pre-Kindergarten Associate candidates know and apply
instructional strategies to promote students’ learning and meet the
needs of all students.
Standard 4. Pre-Kindergarten Associate candidates construct and
use varied assessments to inform instruction, evaluate, and ensure
student learning in Pre-Kindergarten learning environments.
Developmental
concerns
Issues related to prek, kindergarten,
and primary grade children (who are
at risk, demonstrate developmental
delays, are gifted/creative/talented,
or have identified disabilities) and
their families, including the
identification/placement process,
IEPs, parents' rights.
Standard 5. Pre-Kindergarten Associate candidates collaborate and
communicate with students, families, other educators,
administrators and the community to support student learning.
Standard 1. Pre-Kindergarten Associate candidates apply content
knowledge in early childhood learning environments.
Data:
2008-2009
A
Foundations SPED
Learning Early Childhood
Education Online
Orientation to Professional
Practice
Classroom Organization and
Management
A-
B+
B
B-
C+
C
C-
D+
D
D-
F
51
15
14
13
6
3
5
4
1
1
2
4
12
13
11
4
4
3
2
1
3
2
6
I/F
UW
W
1
10
11
4
X
Math and Science in Early
Childhood Education
36
6
11
10
4
7
2
3
Language Arts & Literacy I
21
4
10
6
4
4
2
2
Language Arts & Literacy II
40
7
5
7
3
1
3
2
Preschool Student Teaching B
14
11
8
10
5
Preschool Internship
14
3
5
3
3
27
14
7
3
6
1
3
Integrated Preschool Curriculum
Building Family and Community
Partnerships
Family and Culture in Early
Childhood Education
28
3
6
1
1
1
50
17
7
12
6
4
3
Observation and Planning
30
7
3
1
7
3
3
1
Child Development I
59
16
11
16
11
2
4
3
Child Development II
23
19
8
10
6
3
7
1
Nealth, Safety, and Nutrition
Addressing the Needs of Dual
Language Learners I
Working with Families in Early
Childhood Education
Social Development and SelfRegulation
Introduction to Inclusionary
Practices
21
13
8
10
2
4
4
3
44
6
2
7
2
1
8
A-
B+
B
B-
C+
C
51
16
12
5
3
2
11
15
10
3
2
5
1
1
1
5
1
3
1
2
2
5
2
1
1
1
Preschool Student Teaching A
1
1
2
1
4
1
Infant and Family Child Care
Infant and Toddler Programs
Creative Arts in Early Childhood
Education
Administration of Early Childhood
Programs
13
3
3
2
2
2
6
3
6
1
1
6
2
2
8
3
3
2
5
1
2
1
4
1
4
14
1
1
9
2
2
1
1
1
1
4
1
2
2
I/F
UW
W
3
7
3
5
5
Developmental Concerns
Families in Early Childhood Special
Education
Assessment and Evaluation of
Children Birth to 5
Number Sense and Representation
for Teachers and Learners
Evidence Based Practice in Early
Intervention
A
Foundations SPED
Learning Early Childhood
Education Online
Orientation to Professional
Practice
C-
D+
D
D-
F
1
1
1
10
1
1
5
3
P
Classroom Organization and
Management
Math and Science in Early
Childhood Education
22
4
6
4
4
2
7
28
10
4
5
5
3
3
1
2
Language Arts and Literacy I and II
28
8
10
5
3
4
5
1
2
Language Arts & Literacy I
45
12
4
8
8
1
2
1
Preschool Student Teaching A
10
8
7
2
1
1
Preschool Student Teaching B
12
2
3
1
Preschool Internship
16
5
3
1
2
8
Infant and Family Child Care
Infant and Toddler Programs
Creative Arts in Early Childhood
Education
3
5
1
1
2
1
4
1
3
1
1
4
3
1
5
1
1
1
1
1
39
13
9
6
Integrated Preschool Curriculum
Building Family and Community
Partnerships
Family and Culture in Early
Childhood Education
12
2
1
10
3
3
3
5
4
45
14
9
14
Observation and Planning
Administration of Early Childhood
Programs
33
9
5
4
2
Child Development I
33
10
Child Development II
14
Nealth, Safety, and Nutrition
Addressing the Needs of Dual
Language Learners I
Working with Families in Early
Childhood Education
Social Development and SelfRegulation
Introduction to Inclusionary
Practices
18
8
6
8
2
6
2
5
4
1
3
2
6
21
6
7
18
3
16
12
3
7
5
6
1
11
7
4
1
1
3
61
10
5
Developmental Concerns
Families in Early Childhood Special
Education
Assessment and Evaluation of
Children Birth to 5
Number Sense and Representation
for Teachers and Learners
Evidence Based Practice in Early
Intervention
14
2
4
4
4
3
1
1
1
4
3
3
5
1
6
7
1
8
2
1
8
1
1
1
3
2
1
5
1
21
1
10
3
8
4
1
1
3
1
1
1
6
1
1
2
1
6
1
3
3
1
1
1
1
4
2
3
1
2
1
4
1
3
3
2
2
1
2
2010-2011
A
Foundations SPED
Learning Early Childhood
Education Online
Orientation to Professional
A-
B+
B
B-
C+
C
C-
13
17
4
16
8
4
1
67
20
6
6
5
3
2
D+
D
D-
F
I
1
5
1
1
3
5
Practice
Classroom Organization and
Management
Math and Science in Early
Childhood Education
10
11
9
8
5
4
7
3
1
52
6
5
4
3
3
6
Language ARts and Literacy I and II
24
7
6
7
6
3
4
1
2
Language Arts & Literacy I
43
12
5
7
6
3
7
1
2
Preschool Student Teaching A
19
8
4
7
3
2
Preschool Student Teaching B
13
3
6
4
4
1
Preschool Internship
15
7
8
Infant and Toddler Programs
Creative Arts in Early Childhood
Education
19
6
4
2
4
2
2
24
12
9
5
7
2
7
Integrated Preschool Curriculum
Building Family and Community
Partnerships
Family and Culture in Early
Childhood Education
21
7
3
10
5
1
3
9
2
3
1
53
25
10
5
3
1
7
1
Observation and Planning
Administration of Early
Childhood Programs
Child Development I
Child Development II
Nealth, Safety, and Nutrition
Addressing the Needs of Dual
Language Learners I
Working with Families in Early
Childhood Education
Social Development and SelfRegulation
Introduction to Inclusionary
Practices
Developmental Concerns
Families in Early Childhood
Special Education
Assessment and Evaluation of
Children Birth to 5
Number Sense and
Representation for Teachers
and Learners
Evidence Based Practice in
Early Intervention
38
7
5
6
7
2
4
2
5
30
21
14
3
16
10
10
5
3
1
3
3
3
1
3
1
4
1
3
1
4
1
1
1
Infant and Family Child Care
A brief analysis of data findings:
4
1 1
15 9
12 4
4 11
3
8
2
2
1
3
2
2
2
1
4
10
3
5
3
1
3
3
1
1
1
1
2
1
1
1
2
1
3
4 1
1
1
2
1
1
1
6 1
5
1
1
2
1
1
Data indicate that most candidates do very well in classes, although in most classes a few students do
not achieve the needed grade of C or above. There are several potential explanations for this. Most
students in this program are non-traditional students and hold a full time position with family
commitments. In addition, many students starting out in the program have not attended school in many
ears. Grades for beginning courses, such as Learning Early Childhood Education Online tend to be much
lower than grades for courses at the end of the program such as Preschool Internship. This indicates that
as students gain experience with the program, their grades improve. The addition of the Learning Early
Childhood Education Online course has resulted in an improvement in the number of students who
receive a C or higher in Child Development 1. Historically, Child Development 1 was the first course that
students took upon entering the program. Learning Early Childhood Education Online provides students
with an introduction to online learning and includes skills that will help students make the adjustment
back to school, including information on time management, study skills, APA citation information, and
developmentally appropriate practice for young children. The course includes a slower pace and more
hands-on instruction to help students adapt to the demands of a university course. Successful
completion of this course results in more students obtaining a C or better in Child Development 1.
An interpretation of how the data provide evidence for meeting the standard:
Coursework is designed around the knowledge and skills statements. Candidates are successful on
quizzes, projects, and on-line class activities related to these knowledge and skills statements. In this
way, candidates are successful at meeting standards at a competency level. Candidates who are not
successful (i.e., C or better) must repeat the course to ensure competency in the area.
Assessment 6: Value Added Assessment
Description of the assessment:
The value added assessment is a way of analyzing test data to measure teaching and learning.
Candidates are asked to read a scenario from an early childhood classroom. Candidates are then asked
to complete a series of assessment questions based upon the scenario and integration of the
Constructivist Philosophy.
Description of how the assessment specifically aligns with the standards:
This project aligns with standard 4:
4.1 Candidates participate in classroom and program evaluation and assess and utilize data to inform
instruction
4.2 Candidates select, construct, and utilize a variety of formative and summative assessment strategies
and instruments as part of the instructional process appropriate to the learning outcomes being
evaluated
4.3 Candidates accurately define the characteristics, uses, advanced, and limitations of different types of
student assessments, including, but not limited to, state value added dimension reports and data
A brief analysis of data findings:
Candidates are required to pass this assessment in order to complete the Internship course (18 ECE
243). As a result, students may submit multiple attempts until the assessment is completely passed.
Data indicate that the majority of candidates pass the assessment on the first or second try, with few
candidates needing a third attempt. Questions 2 and 3A seem to be the most difficult for students to
pass on the first attempt, with approximately half of the students needing a second or third attempt.
Candidates are able to answer basic questions about what the data mean and the educational decisions
in relation to the data, but struggle with matching the data to the appropriate graph. After more
instruction, students are able to choose the appropriate graph.
An interpretation of how the data provide evidence for meeting the standards:
These data indicate that students understand the varied uses of assessment and are able to use
assessment to inform educational decisions. This meets Standard 4.
Assessment 6: Value Added Assessment Rubric
Value Added Assessment Questions
Question #1-Candidate read “The About
School” scenario
* Question #2-Candidate selected the most
appropriate graph represented by this
scenario from the Identified Gain Patterns in
School Diagnostic Reports and wrote out the
information under the description of the
graph.
First
Submission
2009: 33
2010: 41
2011: 38
Second
Submission
2011: 11
Third
Submission
2009:1
2010: 1
2011: 4
2009:14
2010: 15
2011:25
2009:17
2010:17
2011: 20
2009:3
2010: 6
2011:3
*2009 and 2010 two needed a fourth submission each year; 2011 this item was not rated for three
students
Question #3A-Candidate describes if the child
would be a high, middle or low achieving
child.
2009:27
2010: 34
2011: 26
2009: 4
2010: 5
2011: 20
2009:3
2010: 3
2011: 5
2011 this item was not rated for two students
Question #3B-Candidate discusses if the
teacher’s interactions helped or hindered the
child’s learning. If so, why or why not?
2009: 32
2010: 39
2011: 41
2009: 2
2010: 2
2011: 8
2011: 4
Question #3C-Candidate discusses how the
teacher assisted or adversely influenced the
child academically.
2009: 32
2010: 39
2011: 40
2009: 2
2010: 2
2011: 9
2011: 3
Question #4-Candidate discusses what the
teacher could do to change the outcome.
The candidate must include information on
teacher directed instruction vs. child initiated
learning and teacher facilitation. The
candidate’s answer must be based on both
theory and practice.
2009: 31
2010: 40
2011: 33
2009: 3
2010: 2
2011: 16
2011: 4