Rev. 9/13

Introduction
What is a Module?
Module II: Curriculum & Environment
Building Your Collection Portfolio
Weeks 1-2/ Step 1:
The Curriculum – Backstage!
Weeks 3-6/ Step 2:
The Curriculum – Out In Front!
Mid-Term Conference Preparation
Week 7/ Step 3:
The Curriculum - Evaluation
Weeks 8-10/ Step 4:
The Curriculum - Reflection
Module Submission
References
Final Conference Preparation
Appendix A: Skill Standards
Appendix B: Step Completion Sign Off Sheet
Appendix C:
Running Record Observation Sample
Appendix D: Environment/Experience Evaluation
Form
Appendix E: Portfolio Artifact Reflective Narrative
Appendix F: Mentor Teacher
Environment/Experience Assessment Rubric
Assessment Rubric
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39
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3
3
5
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45
Cultivate the habit of speaking to children as people – people with minds – usually lively ones. Appeal to their good sense. It is not necessary to be sweet, silly, or sentimental at one extreme, or somber, grim, or harsh at the other end. Let us be genuine, direct, honest, serious, and warm with them, and about them – and sometimes humorous too.
-----Lilian Katz
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What is a Module?
A module is an individual learning “package” that allows you to learn core practicum content, while practicing and enhancing skill development in the early education laboratory school (Richardson & Bostick, 1997). The objective of the module is to support your “real world” experiences, while providing a basic level of new knowledge, inquiry, and proficiency. All module components are designed to be completed within a specific timeframe as determined by the faculty.
Module II: Curriculum & Environment
The purpose of this module is to introduce you to applications of creating developmentally appropriate environments and curricula for infants and toddlers in group care settings.
Early Childhood Professionals plan and implement appropriate experiences and environments based on observations of children’s interests, skills, and learning styles.
Professionals support children’s engagement across the environment and document the experiences and development of individual children.
The work in this module will help create a foundation of core knowledge from which you will be better able to address the NAEYC Standards for Early Childhood Preparation for
Associate Degree Programs (core competencies) with confidence.
Module 2 Curriculum and Environment is the second of a three module sequence that prepares you, the student teacher, to take on and practice increasing levels of engagement and responsibility in all aspects of high quality practice for early childhood environments. The diagram below indicates the module sequence.
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Teachers follow all relevant rules and regulations
Teachers plan and implement appropriate experiences and environments based on observations of individual children's interests, skills, and learning styles.
Teachers maintain awareness of the environment as a whole, planning programming that emerges from and builds on the interests, skills, and learning styles of the entire group.
Teachers monitor and maintain high quality practice
Teachers build relationships with children, families and staff.
Teachers support children's engagement across the environment.
Teachers coordinate with other adults in the room to maximize supervision and high quality practice.
Teachers document the development and experiences of individual children.
Teachers document experiences and discoveries in the environment.
Time to Completion
Module II is designed for completion is 10 weeks.
Materials Needed:
 Module I
 Textbooks for ECE 134, and additional resources as needed
Pre-Requisite Knowledge: This module draws on information from pre-requisite courses as well as required readings. You may find it necessary to review information from previous terms.
 ECE 120 Introduction to Early Education and Family Studies. o Models of practice in early care and education. o Overview of development for children 0 – 6.
 ECE 121: Observation and Guidance I. o Positive communication o Redirection o Social problem-solving o Effective transitions o Objective observation o Anecdotal records
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 ECE 122: Environments and Curriculum I o Environment set up o Knowledge of the social-emotional, cognitive, and physical environment. o Interest-based activities o Emergent curriculum o Role of routines and rituals in curriculum o Relationship-based curriculum with infants o Teacher’s role in facilitating engagement and learning
Objectives
By successfully completing this Overview Module, students will be working toward the mastery of the following NAEYC Standards for Early Childhood Professional Preparation for Associate Degree Programs:
● Standard 1: Promoting Child Development and Learning.
● Standard 3: Observing, Documenting, and Assessing to Support Young Children and
●
Families.
Standard 4: Using Developmentally Effective Approaches
●
●
Standard 5: Using Content Knowledge to Build Meaningful Curriculum
Standard 6: Becoming a Professional
Module 2 was developed to provide students with opportunities to demonstrate knowledge and skills/abilities within each Standard and Key Element. The knowledge and skills represented in this module are deemed to be appropriate to Practicum 2 based on prerequisite coursework, practicum experiences and module exercises. The skill standards for Practicum 2 are provided in Appendix D .
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The module for Practicum 2 takes students through a modified inquiry and reflection cycle used to create emergent curriculum for high quality programs in the early care and education field. Review materials from ECE 122 Environments and Curriculum I for more information on emergent curriculum in early childhood settings.
(Module
Step 2)
(Module Step 5)
(Module Step
4)
(Module
Step 3)
(Module Step 4)
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Professional Portfolios document your work and represent your educational experiences and professional development. A “Collection Portfolio” is a
“compilation of evidence that can include any and all college-level experiences and activities related to your growth” (Wiltz et al., 2012, p. 3).
PCC’s Early Education and Family Studies Program is a nationally accredited program and therefore employs professional preparation standards from the
National Association for the Education of Young Children (NAEYC) to guide student development and learning experiences. You will use these six standards to organize your Collection Portfolio.
Purchase a 3-ring binder of at least a 3-inch width. Using binder dividers, create 6 sections with the following labels to represent the Standards…
1.
Promoting Child Development and Learning
2.
Building Family and Community Relationships
3.
Observing, Documenting, and Assessing to Support Young Children and
Families
4.
Using Developmentally Effective Approaches
5.
Using Content Knowledge to Build Meaningful Curriculum
6.
Becoming a Professional
As you work through the Practicum Modules, you will begin to build your Collection
Portfolio. When you see the “Portfolio Symbol” , you will be required to add a copy of the module activity to your portfolio in the indicated standard. This is called a Portfolio Artifact. You should add a “clean copy” to the portfolio. That is, the artifact should be typed, without comments from the instructor, corrections made as needed.
Each artifact in the Showcase Portfolio is always accompanied by a “Reflective
Narrative.” You must create a draft reflective narrative to accompany each
Portfolio Component so that you can remember the educational experience at a later date. The Reflective Narrative guiding questions are located in Appendix D.
At the culmination of your Associate of Applied Science Degree in Early Education and Family Studies, you will create and present a “Showcase Portfolio” that highlights your best work from your experiences in the PCC program.
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Directions: This section requires you to connect curricular theory to actual practice in the classroom environment. Please answer the following questions, using complete sentences and proper grammar and spelling. Either type the information into the boxes below, or attach a separate sheet of paper.
1.
Review the entire module (including appendices!). Make note of assignments and expectations as needed. You may find it helpful to put the module in a 3ring binder with a section for each Module Step. Please note preparation information for mid-term and final conferences and the skill standards for
Practicum II.
2. Review your text from ECE 122: Creating Environments for Learning (Bullard,
2010)
3. Read Caring for Infants and Toddlers in Groups: Developmentally Appropriate
Practice (2008): Entire book.
As you are reading, take notes of specific content as well as any questions or confusions you may have about developmentally appropriate practice, curriculum development, and developmental milestones. Please identify significant “quotes” that stood out to you as fundamentally representing curriculum development for infants and toddlers. Discuss your readings and any questions you might have with your supervising faculty or mentor teacher.
4. Reflect on the how the readings influence your ideas about curriculum. As noted above, answer the following questions, using full sentences and correct spellings and grammar. Type your answers directly into the box, or type them on a separate sheet of paper. Please use direct quotes and page numbers to support your responses. Note: You MUST use information from the texts to support your thoughts and ideas. See Appendix __ Grading Rubric for information on essential components for this statement.
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Based on your experiences in the infant and in the toddler settings, describe curriculum in infant and toddler environments (i.e., what is curriculum?). How is curriculum similar in both settings? How is it different?
How does the classroom setting influence and affect curriculum development?
Provide specific examples.
Using your resources from ECE 122 Environments and Curriculum I, Identify the essential routines and rituals in the infant and toddler classrooms. Discuss the importance of routines and rituals for infants and toddlers (Note: Chapter 2 of
Caring for Infants and Toddlers in Groups). Identify and describe one routine and ritual that occurs in both the infant and in the toddler classroom (i.e., what time, where it happens, verbal or physical cues, etc.). How does this ritual and routine align with Developmentally Appropriate Practice (please use quotes and cite)? How does the nature of the routine or ritual change as a child moves from the infant to the toddler room?
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Based on your reading, what do excellent teacher-caregivers consider when planning and preparing an environment for infants and toddlers (Note: Bullard text)? What specific questions should be considered?
Choose one member of the mentoring team to interview. Inquire and write about their philosophy and practice of environment and curriculum development:
 What does the mentor teacher consider when planning the environment? How and why does the mentor teacher change the environment over time?
 When planning the curriculum, what developmental goals does the teacher consider?
 How does the teacher involve parents in the environment and curriculum?
 What specific resources does the teacher use to plan experiences for infants and toddlers?
 What are some of the challenges the teacher faces when planning the environment and curricular experiences for infants and toddlers?
Once you develop your Step 1 paper, attach a copy of the paper to the final submission at the completion of the entire module.
STOP! Be certain that your mentor teacher and faculty supervisor have signed off on your responses on the sign off sheet before moving on to the next portion of the module (see Appendix B).
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Directions: This section requires you to observe how children interact with adults, each other, and the classroom environment and materials. You will also begin the process of planning developmentally appropriate curricula. Step 2 contains three sections: Preparation, Environment, and Experiences.
Based on your observations, you will be planning an environment change and an interactive experience for infants and for toddlers in the next five weeks. The table below summarizes the process as if you were starting in the infant classroom.
Note: If you start in the toddler classroom, you will begin in the right hand column of the table.
Week 3
Day 1: Observe focus infant.
Day 2: Interact with focus infant and plan an environment change AND an interactive experience.
Week 4
Day 1: Observe focus toddler.
Day 2: Interact with focus toddler and plan an environment change AND an interactive experience.
Week 5
Present plans to supervising faculty and mentor teacher.
Discuss plans in mid-term conference. Make revisions as necessary.
Week 6 Week 7
Implement environment and experience with focus infant.
Implement environment and experience with focus toddler.
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PREPARATION
1. Read and Review. Review the Bullard text on using observation to inform planning.
Review your textbook from ECE 121: Observation & Guidance I for information on how to conduct “Anecdotal Record” and “Running Record” observations. Examples of Running Records can be found in Appendix C.
2. Observation Directions: Identify a focus child in the Infant Room and a focus child in the Toddler Room.
During your observations weeks, use the running record format and observe your focus children in the different areas of your participating classroom. Every 30 minutes, take notes on where each child is, what s/he is doing, and with whom h/she is interacting. Your written observation should reflect approximately 10 - 15 minutes. In the end, you should have 8 observations of each child. You must use
OBJECTIVE observation and PROFESSIONAL INTERPRETATION (i.e., avoid basing your interpretation on personal opinion). Use the HighScope Child
Observation Record (COR) to support your interpretations.
Focus on routines. Notice how the children are using the environment and materials in the different areas of your classroom. Take note of how children are interacting with each other in those areas. Take note of the specific
Developmental Items and Levels that children are currently negotiating in various categories (i.e., social/emotional development, physical development, cognitive development, and language development).
3. Review the Bullard text on planning. Discuss with your mentor teacher her/his preferred planning form for both group and individual child planning. You will find sample copies of the approved planning forms in the MyPCC ECE 134 course homepage.
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ENVIRONMENT
5. Review relevant sections of the Bullard text as needed. Based on what you observed and using an approved planning form, plan environment changes for each
of your two focus children. Plans for the environment change must include identification of what you will add to or change in the environment as well as plans for how you will facilitate an Imitating and Pretending experience with your focus children. The Imitating and Pretending experience should link to and attempt to engage your focus children in the environment changes.
Find a time to discuss your thoughts and ideas about the environment change with your mentor teacher. Revise your plans as necessary.
STOP! Be certain that your mentor teacher and faculty supervisor have signed off on the planning discussion on the sign off sheet before moving on to the next portion of the module (see Appendix B).
6. Implement your planned environment changes. Observe and record the children’s responses to the associated imitating and pretending experience (take anecdotal notes, once the experience is completed). Your Mentor will use the
Project Assessment Rubric to evaluate your implementation of the experience
(see Appendix F).
7. Answer the following questions for each of the planned environment changes.
You may type your answers directly into the box, or type them on a separate sheet of paper.
What was the intention behind the environment changes? Why did you choose these particular imitating and pretending activities? Be specific.
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How did your running record/anecdotal observations of the focus children influence your planning for the environment change (please cite specific examples/behaviors from the observations)?
8. For each change, cite two (2) Specific Creative Curriculum Objectives,
Dimensions, Levels, and Examples that the Environment Change and associated
Imitating and Pretending experience addressed.
#1
Area of Development:
Objective:
Dimension:
1 2 3 4 5 6 7 8 9
#2
Objective:
Dimension:
1 2 3
Area of Development:
4 5 6 7 8 9
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EXPERIENCES
9. Review relevant sections of the Bullard text. Based on what you recorded in your running records (8 observations per child), plan and implement one (1) curricular experience (choose one: Music and Movement, Literacy, or Art) with
each child.
Please Note: The type of experience you plan must be the same for both your focus infant and your focus toddler. For instance, if you decide to plan an art experience for your focus toddler, you must also plan an art experience for your focus infant. You must use an approved planning form (Child Planning Form or
Individual Child Planning).
Find a time to discuss your thoughts and ideas about the experiences with your mentor teacher. Make revisions to your plans as necessary.
STOP! Be certain that your mentor teacher and faculty supervisor have signed off on planning discussion on the sign off sheet before moving on to the next portion of the module (see Appendix B).
10. Implement your planned experiences. Observe and record the children’s reactions to the experiences (take anecdotal notes). You will need these observations in the steps that follow. During implementation, your Mentor will use the Project Assessment Rubric to evaluate your implementation of the
experience (see Appendix F).
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11. Answer the following questions for each of your planned experiences. You may type your answers directly into the box, or onto a separate sheet of paper.
What was the intention behind the experiences? Why did you choose these particular experiences? Be specific.
How did your running record observations of the children influence your choice of the experience (please cite specific examples/behaviors from the observations).
12. For each experience, cite two (2) Specific Creative Curriculum Objectives,
Dimensions, Levels, and Examples that the experience addressed.
#1
Area of Development:
Objective:
Dimension:
1 2 3 4 5 6 7 8 9
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#2
Objective:
Dimension:
1 2 3
Area of Development:
4 5 6 7 8
Attach copies of all anecdotal notes, planning forms and related materials for submission at the completion of the entire module.
9
STOP! Be certain that your mentor teacher and faculty supervisor have signed off on the planned environmental modifications and experiences on the sign off sheet before moving on to the next portion of the module (see Appendix B).
Portfolio Piece. Add a FINAL copy of your environment plans to your Collection
Portfolio under Standard Four: Using Developmentally Effective Approaches.
Complete a brief Reflective Narrative to accompany this artifact. See Appendix
E.
Module Checkpoint: Email planning forms to mentor teacher and supervising faculty by Friday of Week 4. Bring a copy of your planning forms to your mid-term competency conference (Week 5) for discussion and revision.
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-- Module continues below on Page 17 --
Following description of
Mid-term Conference
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.
Rationale: Reflection and collaboration are important skills for practitioners to implement throughout their educational program. In most professional settings, practitioners receive verbal feedback on a regular basis and written feedback yearly. Although the form of feedback may vary, it generally contains information summarizing the practitioner’s behaviors, curriculum, interactions with children and families, comments regarding the strengths observed, and suggestions concerning improvements or things to think about (Tyminski, 2010).
What is a “Mid-Term Conference?”
The role of the mid-term conference is for the teaching team (i.e, student, faculty, and mentor) to meet and discuss the student’s progress to date in the laboratory school. Collegial in nature, the meeting is intended to foster a sense of professional reciprocity and respectful dialogue. The meeting is a venue for the team to identify areas of strength and challenge as well as provide support for any questions or concerns. Mid-Term conferences are typically held close to Week 5.
What do I need to prepare for a mid-term conference?
Students should come to the meeting prepared to discuss, and perhaps provide evidence to support skill acquisition in working with young children. Come to the meeting prepared to discuss the following, and provide evidence for:
 Progress on the module (in particular, initial plans and supporting
observations)
 Progress on NAEYC Initial Standards and Skills Checklist (See Appendix A)
 Identified goals for improvement**
 Any questions you have about your experience to date.
**What goals do I need to set for myself?
As a strategy to reflect upon and refine practice, the student will develop an understanding of Developmentally Appropriate Practice as established by the
National Association for the Education of Young Children (2010), and apply these
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practices in the lab setting. The student shall identify three behavioral goals to focus on from Developmentally Appropriate Practice, the NAEYC Initial Standards, and/or Practicum Skill Standards.
What will the mentoring team address?
The mentoring team will address your skill acquisition about performance in working with young children. In addition to those criteria found on the
Professional Development Review, the team will focus on the following:
Dependability:
1.
Arrives to lab on time, alert and ready to be with children.
2.
Calls the lab school ahead of time if going to be absent.
3.
Regularly attends lab sessions during assigned times.
4.
Submits assignments (modules, etc.) on time, and spaces assignments
(modules, etc.) evening throughout the quarter.
5.
Conducts assignments at agreed upon time between lab teacher and student.
Working Relationships:
1.
Is willing to ask questions when needing information.
2.
Is willing to disagree/agree when discussing theory, policies, and procedures regarding early childhood programs and philosophy.
3.
When there is a concern, is willing to discuss it directly with the other person(s) involved with a focus on problem solving.
4.
Is observation and notices when a colleague needs assistance and supports as appropriate.
5.
Helps to brainstorm and share curriculum ideas as appropriate.
6.
Is able to express individual perspective and value differing perspectives, realizing that a diversity of ideas are the source of creativity.
Skill Acquisition
1.
Demonstrates ongoing skill building in, and knowledge of, developmentally appropriate practices.
2.
Demonstrates NAEYC Initial Standards and skills in classroom setting.
3.
Demonstrates continual improvement and integration of skills in the laboratory school.
4.
Exhibits knowledge learned in both the laboratory environment and seminar while performing tasks.
5.
Develops relationships with children and families.
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Student Identified Behavioral Goals (Mid-Term)
Please identify three behavioral goals to focus on from Developmentally
Appropriate Practices, the NAEYC Initial Standards, and/or the Practicum Skill
Standards:
1.
_________________________________________________________
_________________________________________________________
_________________________________________________________
2.
_________________________________________________________
_________________________________________________________
_________________________________________________________
3.
_________________________________________________________
_________________________________________________________
_________________________________________________________
Mentoring Team Identified Behavioral Goals (Mid-Term)
The mentoring team, based on observation, will identify three behavioral goals to focus on from Developmentally Appropriate Practices, the NAEYC Initial
Standards, and/or the Practicum Skill Standards:
1.
_________________________________________________________
_________________________________________________________
_________________________________________________________
2.
_________________________________________________________
_________________________________________________________
_________________________________________________________
3.
_________________________________________________________
_________________________________________________________
_________________________________________________________
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NOTE: The mentor teachers and students will conference on a regular and informal basis and use the course resources as well as Developmentally Appropriate
Practice as a guide. If behaviors are inappropriate or need improvement, students will receive an individual conference and strategies will be provided to support the student’s success. If behaviors remain inappropriate or there is no evidence of improvement, the student and mentor will conference with the faculty with the purpose of problem solving.
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Work completed in this section may contribute toward the mastery of the following Initial Standards for Professional Preparation: Standard 3a:
Understanding the goals, benefits, and uses of assessment – including its use in the development of appropriate goals, curriculum, and teaching strategies for young children, Standard 4c: Using a broad repertoire of developmentally appropriate teaching/learning approaches, and Standard 5: Using Content
Knowledge to Build Meaningful Curriculum.
Directions: This section requires you to reflect upon and evaluate the Imitating and Pretending experience in the context of your environment change and the one activity/experience conducted earlier (Hint: refer to your anecdotal observations of children’s responses to the experiences). Please use complete sentences, with proper spellings and grammar. Use the corresponding number to identify the question. Either type your responses into the boxes below, or attach a separate sheet of paper if necessary.
1. Evaluate each implemented environment and experience using the
Environment/Experience Evaluation Form (Appendix D). NOTE: Each activity plan should have a completed evaluation form attached. Please discuss and share copies of the evaluation of your activities with your mentor teacher. Inquire about ways your mentor teacher can help support your developing practice of curriculum development. Attach copies of the evaluations to the final module submission.
STOP! Be certain that your mentor teacher and faculty supervisor have signed off on that the Evaluation Forms have been completed on the sign off sheet before moving on to the next portion of the module (see Appendix B).
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DOCUMENTATION:
Select one of your planned activities or the environment. Using an 8 ½ x 11 inch piece of cardstock or poster-board, create a documentation board that indicates how each of your focus children interacted with the planned experience. The board should contain no more
than 5 photos (see example below). You should include 1) a brief description of the planned experience, 2) a brief description of how each child interacted with the experience/environment, and 3) specific developmental objectives addressed by the activity/environment for each child.
Balls!
Description of
Activity/
Environment
Photo of
Child 1 Photo of
Description of how Child 1 interacted.
----
----
------
------
Photo of exp/env.
Child 2
----
----
Description of how Child 2 interacted.
Child 1 with exp/env
Description of
Child 1 & Dev.
Objectives
----
----
----
----
Child 2 with exp/env
Description of
Child 2 & Dev.
Objectives
Be prepared to share your documentation with your classmates during your final seminar.
Include your documentation piece with your final Module submission.
Portfolio Piece. Add a copy of your documentation piece to your Collection
Portfolio under Standard Five: Using Content Knowledge to Build Meaningful
Curriculum. Complete a brief Reflective Narrative to accompany this artifact.
See Appendix E.
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Work completed in this section may contribute toward the mastery of the following Initial Standards for Professional Preparation: Standard 3a:
Understanding the goals, benefits, and uses of assessment – including its use in the development of appropriate goals, curriculum, and teaching strategies for young children, and Standard 4c: Using a broad repertoire of developmentally appropriate teaching/learning approaches.
Directions: Application Questions focus on what you are learning from the classroom experience and materials and apply those concepts to your developing knowledge base and practice. Application Questions may require you to access your textbooks and other materials for information. All references MUST be cited intext and in a separate reference section at the end of the paper.
Please type the responses to the questions on a separate sheet of paper, in a common 12-pt font and double-spaced. Use question numbers in your answers.
Write your answers in complete sentences.
Reflection Questions:
Review all of the materials, tasks, and assignments in Steps 1-3. Using the Activity
Project Evaluations Form as a basis for assessment, answer the following questions
(in narrative format):
1. How does the curriculum and environment support children’s development in the following areas (choose 4 specific areas to address).
(Hint: Vol. 3, The Objectives for Development and Learning): a.
Social/Emotional Development b.
Physical Development c.
Cognitive Development d.
Literacy Development e.
Mathematics f.
Science and Technology g.
Social Studies h.
The Arts i.
English Language Acquisition.
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2. How does the curriculum and environment support the goals parents have for their children?
3. How does the curriculum and environment show respect for all families?
4. Discuss your view of the teacher-caregiver’s role in planning and implementing the curriculum and environment.
5. Discuss how the curriculum and environment directly and indirectly guide children’s behaviors in the classroom.
6. Describe what you noticed about the differences between planning/implementing environments and experiences for Infants and planning/implementing environments and experiences for Toddlers?
7. How have your ideas of curriculum and environment changed since the beginning of this module?
8. Based on your experiences this term, in which classroom (infant or toddler) would you prefer to be placed next term? Why? Please note: It is not always possible to accommodate student preferences in term placement.
9. Identify three goals you have for yourself in the area of developing effective curriculum for infants and toddlers.
1.
2.
1.
2.
3.
9a. Identify three strategies to achieving those goals.
3.
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Once you have identified these goals and strategies, please discuss your Step 4 paper with your mentor teacher. Inquire about ways your mentor teacher can help support your developing practice in creating developmentally appropriate environments and curriculum for infants and toddlers. Please provide a copy of the
Step 4 paper to your mentor teacher for feedback and dialogue. Attach a copy to the final module submission.
STOP! Be certain that your mentor teacher and faculty supervisor have signed off on your responses on the sign off sheet before moving on to the next portion of the module (see Appendix B).
Portfolio Piece. Add a copy of your Step 4 reflection paper to your Collection
Portfolio under Standard Six: Becoming a Professional. Complete a brief
Reflective Narrative to accompany this artifact. See Appendix E.
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When you have completed Steps 1-4 of Module II: The Curriculum and Environment, please compile the module into one cohesive “packet,” and submit the entire document to your classroom teaching mentor. The module will be reviewed by your mentor teacher, who will provide any supportive commentary and feedback (verbally and written).
The student will then submit the final module (after addressing any and all feedback from the teaching mentor) to the faculty mentor. The module will be assessed using the attached rubric, and will be returned with the final grade.
The module packet must have a cover-page, and be enclosed in a report portfolio.
The submission must contain all written work, notes, and applicable documentation related to the module experience. The module MUST have a professional
appearance.
References
Richardson, J. G., & Bostick, G. W. (1997). Developing learning modules. Retrieved from http://www.ces.ncsu.edu/AboutCES/Factsheets/develop.html
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What is a “Final Conference?”
The role of the Final conference is for the teaching team (i.e, student, faculty, and mentor) to meet and discuss the student’s progress over the course of the present academic term. Collegial in nature, the meeting is intended to foster a sense of professional reciprocity and respectful dialogue. The meeting is a venue for the team to identify areas of strength and challenge as well as provide support for any questions or concerns.
What do I need to prepare for a Final Conference?
Students should come to the meeting prepared to discuss, and perhaps provide evidence to support skill acquisition in working with young children. Come to the meeting prepared to discuss the following, and provide evidence for:
 Experiences with the module
 The results of the NAEYC Initial Standards and Skills Checklist (See Appendix
A)
 Results of the identified goals developed at the Mid-Term Conference
 The Collection Portfolio with added artifacts for the term.
 Any questions you have about your experience to date.
 Identified goals for continued growth and improvement in the practice of early childhood education.**
**What goals do I need to set for myself for continued growth and improvement?
As a strategy to reflect upon and refine practice, the student will develop an understanding of Developmentally Appropriate Practice as established by the
National Association for the Education of Young Children (2010), and apply these practices in the lab setting. At the end of the term, the student shall identify three behavioral goals to focus on from Developmentally Appropriate Practice, the NAEYC initial standards, and/or Practicum Skill Standards that will help further their
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professional comportment and skill in future terms (even if this is the last term in the lab).
What will the mentoring team address?
The mentoring team will address your skill acquisition about performance in working with young children. In addition to those criteria found on the Professional
Development Review, the team will focus on the following:
Dependability:
6.
Arrives to lab on time, alert and ready to be with children.
7.
Calls the lab school ahead of time if going to be absent.
8.
Regularly attends lab sessions during assigned times.
9.
Submits assignments (modules, etc.) on time, and spaces assignments (modules, etc.) evening throughout the quarter.
10.
Conducts assignments at agreed upon time between lab teacher and student.
Working Relationships:
7.
Is willing to ask questions when needing information.
8.
Is willing to disagree/agree when discussing theory, policies, and procedures regarding early childhood programs and philosophy.
9.
When there is a concern, is willing to discuss it directly with the other person(s) involved with a focus on problem solving.
10.
Is observation and notices when a colleague needs assistance and supports as appropriate.
11.
Helps to brainstorm and share curriculum ideas as appropriate.
12.
Is able to express individual perspective and value differing perspectives, realizing that a diversity of ideas are the source of creativity.
Skill Acquisition
6.
Demonstrates ongoing skill building in, and knowledge of, developmentally appropriate practices.
7.
Demonstrates NAEYC Initial Standards and skills in classroom setting.
8.
Demonstrates continual improvement and integration of skills in the laboratory school.
9.
Exhibits knowledge learned in both the laboratory environment and seminar while performing tasks.
10.
Develops relationships with children and families.
Forshee & Dundorf, Infant/Toddler Module 2, Page 30

Student Identified Behavioral Goals (Final)
Using Appendix A (NAEYC Standards and Skill Standards for Practicum 1), please identify three behavioral goals to focus on from the Practicum Skill Standards (the bulleted items):
1.
___________________________________________________________
___________________________________________________________
___________________________________________________________
2.
___________________________________________________________
___________________________________________________________
___________________________________________________________
3.
___________________________________________________________
___________________________________________________________
___________________________________________________________
Mentoring Team Identified Behavioral Goals (Final)
The mentoring team, based on observation, will identify three behavioral goals to focus on from Developmentally Appropriate Practices, the NAEYC Initial Standards, and/or Practicum Skill Standards:
1.
___________________________________________________________
___________________________________________________________
___________________________________________________________
2.
___________________________________________________________
___________________________________________________________
___________________________________________________________
3.
___________________________________________________________
___________________________________________________________
___________________________________________________________
NOTE: The mentor teachers and students will conference on a regular and informal basis and use the course resources as well as Developmentally Appropriate Practice as
Forshee & Dundorf, Infant/Toddler Module 2, Page 31

a guide. If behaviors are inappropriate or need improvement, students will receive an individual conference and strategies will be provided to support the student’s success.
If behaviors remain inappropriate or there is no evidence of improvement, the student and mentor will conference with the faculty with the purpose of problem solving.
Forshee & Dundorf, Infant/Toddler Module 2, Page 32

Forshee & Dundorf, Infant/Toddler Module 2, Page 33

Standard 1: Promoting Child Development and Learning
I know this because I learned …
I can do this.
For example,
I …
I need support/help with this.
1a. Knowing and understanding young children’s characteristics and needs, from birth through age 8.

Knowledge of child growth and development.

Knowledge of child social and emotional development.

Ability to identify child’s individual needs
1b. Knowing and understanding the multiple influences on early development and learning.

Knowledge of the influence of the environment on the child’s behavior.
1c. Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environments for young children.

Ability to monitor safe use of materials.

Ability to apply rules and principles to process and procedure.
Forshee & Dundorf, Infant/Toddler Module 2, Page 34

Standard 2: Building Family and Community Relationships
I know this because I learned …
2a. Knowing about and understanding diverse family and community characteristics

Ability to recognize the value of diversity.

Ability to recognize the value of individual and cultural diversity.
2b. Supporting and engaging families and communities through respectful, reciprocal relationships.

Ability to show understanding and empathy for families.

Ability to interpret verbal and nonverbal communication and actively participate in discussion.

Ability to show understanding and empathy for families.
2c. Involving families and communities in young children’s development and learning.
I can do this.
For example,
I …
I need support/help with this.
Forshee & Dundorf, Infant/Toddler Module 2, Page 35

Standard 3: Observing, Documenting, and Assessing to Support Young Children and
Families.
I know this because I learned …
I can do this.
For example,
I …
I need support/help with this.
3a. Understanding the goals, benefits, and uses of assessment – including its use in development of appropriate goals, curriculum, and teaching strategies for young children.

3b. Knowing about assessment partnerships with families and with professional colleagues to build effective learning environments.
3c. Knowing about and using observation, documentation, and other appropriate assessment tools and approaches, including the use of technology in documentation, assessment, and data collection.

Ability to pay attention to detail.

Ability to write simple documents.

Ability to observe and record behavior accurately.
3d. Understanding and practicing responsible assessment to promote positive outcomes for each child, including the use of assistive technology for children with disabilities.

Forshee & Dundorf, Infant/Toddler Module 2, Page 36

Standard 4: Using Developmentally Effective Approaches
I know this because I learned …
4a. Understanding positive relationships and supportive interactions as the foundations of their work with young children.

Knowledge of comforting techniques for children.
 Ability to identify child’s individual needs

Ability to demonstrate effective listening skills.

Ability to show understanding and empathy for others.

Ability to develop a relationship with children so they can rely on the adult for guidance and support.
4b. Knowing and understanding effective strategies and tools for early education, including appropriate uses of technology.

Ability to follow processes and procedures with support.

Ability to select/obtain data/information relevant to the task.

Ability to help children communicate feelings and needs.
4c. Using a broad repertoire of developmentally appropriate teach/learning approaches.

Ability to help children communicate feelings and needs.

Ability to probe to gain knowledge and information.
4d. Reflecting on own practice to promote positive outcomes for each child.

Ability to demonstrate commitment to selfimprovement.
I can do this.
For example,
I …
I need support/help with this.
Forshee & Dundorf, Infant/Toddler Module 2, Page 37

Standard 5: Using Content Knowledge to Build Meaningful Curriculum
I know this because I learned …
I can do this.
For example,
I …
I need support/help with this.
5a. Understanding content knowledge and resources in academic disciplines: language and literacy; the arts – music, creative movement, dance, drama, visual arts; mathematics; science; physical activity, physical education, health and safety; and social studies.

5b. Knowing and using the central concepts, inquiry tools, and structures of content areas or academic disciplines.

Ability to summarize mathematical data.

Ability to clearly present basic ideas and information.
5c. Using own knowledge, appropriate learning standards, and other resources to design, implement, and evaluate developmentally meaningful and challenging curriculum for each child.

Knowledge of space planning and utilization for infants and toddlers.

Ability to probe to gain knowledge and information.
Forshee & Dundorf, Infant/Toddler Module 2, Page 38

Standard 6: Becoming a Professional
6a. Identifying and involving oneself with the early childhood field.

Knowledge of career opportunities for work with infants and toddlers.
6b. Knowing about and upholding ethical standards and other early childhood professional guidelines.

Knowledge of state licensing requirements and health department recommendations.

Ability to perform infant/child First Aid and CPR.

Ability to apply rules and principles to process and procedure.
6c. Engaging in continuous, collaborative learning to inform practice; using technology effectively with young children, with peers, and as a professional resource.

Ability to demonstrate effective listening skills.

Ability to probe to gain knowledge and information.
I know this because I learned …
6d. Integrating knowledgeable, reflective, and critical perspectives on early education.

Ability to acknowledge differences of opinion.

Ability to follow up on assigned tasks.
6e. Engaging in informed advocacy for young children and the early childhood profession.

I can do this.
For example,
I …
I need support/help with this.
Forshee & Dundorf, Infant/Toddler Module 2, Page 39

Appendix B
Mentor Teacher Sign Off Sheet
Week 1, Step 1 Sign off: Mentor teacher professional philosophy and practice
Mentor teacher initials that the student conducted the interview and obtained accurate information_____ Date______
Student initials that the above Step 1 paper tasks are complete_____ Date______
Faculty verification of completed tasks_____ Date____
Step 2 Sign Off: Final Environment and Experience Plans
Mentor teacher initials that the child observations and initial plans for environmental
modification were discussed _____ Date____
Student initials that the above Step 2 tasks are complete_____ Date______
Mentor teacher initials that the child observations and initial experience plans were discussed _____ Date____
Student initials that the above Step 2 tasks are complete_____ Date______
Mentor teacher initials that environmental modification, and experiences were discussed, planned, and implemented _____ Date____
Student initials that the above Step 2 tasks are complete_____ Date______
Faculty verification of completed tasks_____ Date____
Step 3 Sign Off: Evaluation of Environments and Experiences
Mentor teacher initials that the information gathered in Step 3 has been provided, discussed, and shared_____ Date______
Student initials that the above Step 3 tasks are complete and that a conversation with the mentor teacher was held_____ Date______
Faculty verification of completed tasks_____ Date____
Step 4 Sign Off: Application and Reflection Question Responses
Mentor teacher initials that the information gathered in Step 4 has been provided, discussed, and shared_____ Date______
Student initials that the above Step 4 tasks are complete and that a conversation with the mentor teacher was held_____ Date______
Faculty verification of completed tasks_____ Date____
Forshee & Dundorf, Infant/Toddler Module 2, Page 40

Sample Running Record
Anecdotal Record
Child: D Age: 4.5 yrs
Observer: MFP
Purpose: Self-Care
Center Name: XYC Early Education Center
Date: 02-18-09 Time: 9:30-9:40 a.m.
Location in room: Gathering Area
#1
Anecdotal or Running Record
(Objective Observation)
Set up water table by dumping small buckets of water into sensory table compartment. Upon leaving water sensory table, D shakes hands quickly at bathroom door. Does “raspberries” with lips and says “bbbblllll!” as water droplets fly off everywhere. Teacher tells D to use a towel to dry hands, and he goes into the boys’ bathroom to dry hands with paper towel. D flattens paper on top of his hands as he is drying them. Dries hands quickly by wiping, crumples paper, and throws paper away in trash can. Laughing throughout drying process. Tells teacher “My smock is not that wet.” and joins other classmates as they walk to the Gathering Place. Opening greetings from teacher and some students share stories. D sits and listens. After activities finished in
Gathering Place, D leaves group, walks over to art area and easily removes smock, hangs it up on the rack, and walks over to the block area with one friend. On the way to block area, D tells me “I’m not eating snack now. Its carrots and broccoli. You can eat snack whenever you want. I’m not eating it now.” Teacher asks D if he is going to wash his hands before snack and he repeats most of what he just said to me. D joins 2 more friends in the block area.
Interpretation and Developmental
Milestone (Professional Frameworks)
1. Appears to feels proud to have job; Appears happy to help out.
2. Likes the feel of water on his hands, and how they move through the water at the sensory table and in the bathroom sink.
3. Noting that his smock is not wet perhaps infers that he is proud to not have splashed water out of the table; he’s following the rules. Or could suggest that he is not ready to take it off and wants to wear the smock to the
Gathering Place and take it off later.
4. Knows the routine of putting objects back where they belong.
5. Has mastered dressing self.
6. Likes to share classroom rules and activity information with me so I can follow the rules/routine.
I’m “new”; he’s “experienced” in the classroom.
Anecdotal Record
Child: D Age: almost 5 Center Name: TXCC Early Childhood Center
Forshee & Dundorf, Infant/Toddler Module 2, Page 41

Observer: MFP Date: 02-18-09 Time: 10:00-10:15 a.m.
Purpose: Self-Care Location in room: Snack table
#2
Anecdotal or Running Record
(Objective Observation)
Interpretation and Developmental
Milestone (Professional Frameworks)
D leaves block area easily to go to boys’ bathroom to wash hands. Tries to shut door all the way but teacher tells him to leave it open a bit. He closes the door almost all the way and stays in there over 2 minutes. Teacher at art table outside of bathroom door calls to him and asks him to come out.
D comes out of bathroom immediately and sits down at the snack table. D is the only child having snack at this time.
Teacher serves D cooked carrots and broccoli on a small paper plate. He does not have a napkin so he gets up and gets it on the portable cart behind the table. He also goes back again to get a fork. D walks back to the table, sits, and begins to eat slowly. He holds the fork with his right hand, and close to the prongs rather than on the handle. D says “What’s this?” pointing to the broccoli stem. Teacher explains the difference between the broccoli flowers on top and the stems on the bottom. Listening to description, sitting upright, and forward in his chair.
Eating while he is listening. “This looks like a tree. It looks good.” D holds up piece of broccoli flower with fork, shows teacher. Eats only the broccoli pieces. “I’m digging you up. Dig, dig, dig.” Pretends to fork up/dig up teacher by waving fork in air in front of teacher.
Tries to cut big piece of broccoli with side of fork while holding broccoli in the palm of his hand. Puts the whole piece in his mouth when it does not cut.
Does not eat any carrots. Teacher asks what other vegetables he likes to eat. D sucks on his fork and thinks about it. “Potatoes and beans.” Sits back in his chair. “I’m cleaning my
1. Likes freedom to choose when he will eat snack.
2. Understands bathroom time is private time, but also understands safety rules by keeping door slightly ajar.
3. Knows what utensils are needed at snacktime, where to find them, and how to use them.
4. Likes to eat variety of snacks at school.
5. Likes to engage adults in conversations at snacktime.
6. Did not choose to eat when other children were eating.
Forshee & Dundorf, Infant/Toddler Module 2, Page 42

teeth.” Picks food out of his teeth with fork. Looks around to see what others are doing in the classroom. Not eating anymore. “I just like the broccoli.”
Takes off the Birthday Crown he is wearing and continues to watch friends playing across the room. “Time for more broccoli.” D says as he pushes the plate towards the teacher. Teacher serves him a few more pieces of broccoli and D eats them up quickly with his fork. Teacher asks if he is done and what he should do if he is done. “Yup. Throw garbage away.
Push chair in.” Teacher asks about hand washing. “No. You don’t wash hands AFTER snack.” D puts napkin and fork on top of plate, walks to garbage can, throws items away gently, and puts Birthday Crown on again. Walks to bathroom, rinses hands in sink quickly, and walks back over to the block center to join friends.
7. Did not say “please” or “thank you” when asking for and receiving more broccoli.
Teacher did not prompt either.
8. When task is done, D tends to scan room to determine what he will do next before he actually does it.
9. Follows cleanup routine but reluctant to wash hands again.
Complies but was confident enough to challenge it.
10. Uses imagination to pick food out of teeth; modeling tooth brushing skills.
Forshee & Dundorf, Infant/Toddler Module 2, Page 43

Environment/Experience Evaluation Form
Name__________________________ Date of project___________________
Type of project______________________ Mentor teacher_______________
Title of project_____________________________________
1. Did you have the advanced approval from your mentor teacher: Yes No
2. Where all your materials ready before your project commenced: Yes No a. How available were your materials throughout the project?
3. Project Process: a. How did the children respond to the activity/area? What did they say/do? b. How did you respond to the children? What open-ended questions did you use? What descriptive statements? c. When interacting with the children, give examples of when you were teacher directed (your issue) and child-directed (sharing power):
4. Assessment: a. Based on your observations, what interests were the children pursuing/investigating? Where they different from what you thought might happen? (Give evidence and explain) b. What are some possible next steps for extending the curriculum? (be clear and concrete) c. All things considered, how do you fee about your involvement with the children? What might be a next step in your learning process?
Forshee & Dundorf, Infant/Toddler Module 2, Page 44

1.
What is the artifact?
2.
How does the artifact connect to the NAEYC Standards?
3.
How does this artifact connect to my learning or reflect my skills?
4.
In what way does this artifact reflect how I have a positive effect on children’s development and learning?
Forshee & Dundorf, Infant/Toddler Module 2, Page 45

Environment/Experience Assessment Rubric
(0 points)
Assessment Rubric: Classroom Project/Experience
Name of Project/Experience: Student Name:
Lab Mentor:
Does not demonstrate standard Minimally demonstrates standard
(1 points)
Adequately demonstrates standard
(2 points)
Demonstration of standard achieved
(3 points)
Standard 1c : Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environments for young children; Standard 3a : Understanding the goals, benefits, and uses of assessment, including its use in development of appropriate goals, curriculum, and teaching strategies for young children; Standard 4a : Understanding positive relationships and supportive interactions as the foundation of their work with young children; Standard 4d : Reflecting on own practice to promote positive outcomes for each child.
Preparation:
Student is prepared in advance for project/experience.
Comments:
Student not prepared; no submission of Planning Form; late submission.
Student minimally prepared;
Planning Form submitted late;
Planning does not indicate knowledge of children’s interests or needs; minimal/underdeveloped objectives.
Student adequately prepared;
Planning Form submitted on time;
Planning indicates adequate knowledge of children’s interests or needs; adequate objectives.
Student fully prepared; Planning form submitted on time and indicates a clear knowledge of children’s interests or needs; objectives are logical and aligned with developmental goals.
Implementation:
Student implements project/experience as planned.
Comments:
Collaboration:
Student collaborates with colleagues to support children’s engagement and learning.
Does not implement project/experience; Student implements project/experience but not prepared; no advanced approval.
Implements project/experience; uses minimal vocabulary or description; materials minimally available; minimal responsiveness; disorganized.
Minimally collaborates; few questions and minimal requests for support; minimal problem solving; tolerates different perspectives; receives feedback.
Implements experience; uses adequate vocabulary or description; materials available; adequate responsiveness; adequately organized.
Collaborates; asks questions and seeks assistance; some problemsolving; understands different perspectives; hears feedback.
Implements experience; uses appropriate vocabulary and description; materials consistently available; fully responsive; fully organized.
Fully collaborates; asks questions and seeks assistance; problemsolves; values and seeks different perspectives; incorporates feedback into practice.
Comments:
Does not collaborate; does not ask questions or request support; is not willing to problem-solve; does not value differing perspectives; does not accept feedback.
Evaluation:
Student critically reflects on project/experience.
Comments:
Supportive Skills: Student follows directions; communicates effectively; uses appropriate writing conventions.
Total Points
(per standard)
Does not evaluate experience; no submission of Project Evaluation
Form; late submission.
Does not follow directions; does not communicate effectively; does not use appropriate writing conventions.
Recommended Total for Project/Experience:_________
Minimally evaluates experience or process (little substance); submitted on time.
Minimally follows directions; minimal communication; underdeveloped writing conventions.
Adequately evaluates process
(moderate substance); few “next steps” identified; submitted on time.
Adequately follows directions; adequate communication; adequate writing conventions.
Fully evaluates process and experience (substantial); “next steps” fully identified; submitted on time.
Fully follows directions; fully communicates; clear and appropriate writing conventions.

Assessment Rubric: Curriculum & Environment
Performance Indicator/NAEYC
Associate Standard 1: Promoting Child
Does not demonstrate standard Minimally demonstrates standard Adequately demonstrates standard Demonstration of standard achieved
Development and Learning; Standard 3:
Observing, Documenting, and
Assessing to Support Young Children and Families; Standard 4: Teaching &
0 points 5 points 7 points 10 points
Learning
Standard 1c: Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environments for young children; Standard 3c: Understanding the goals, benefits, and uses of assessment – including its use in development of appropriate goals, curriculum, and teaching strategies for young children; Standard 4a: Understanding positive relationships and supportive interactions as the foundations of their work with young children; Standard 4d: Reflecting on own practice to promote positive outcomes for each child.
Student completes all requirements for
Step 1; all required components are complete (e.g., reading reflections/analyses, strengths/opportunities, mentor discussion, etc.) and indicate quality time spent completing the step; mentor teacher, faculty, and student verifies complete information.
Student does not complete requirements for Step 1; required components are incomplete (e.g., reading reflections/analysis, mentor discussion, etc.) and indicate lack of time spent completing the step; mentor teacher, faculty, and student have not verified complete information.
Student completes minimal requirements for Step 1; required components are incomplete (e.g., reading analyses, strengths/opportunities, mentor discussion, etc.) and indicates lack of time spent completing the step (i.e.,
“rushed through”); mentor teacher, faculty, and student have not verified complete information.
Student adequately completes all requirements for Step 1; all required components are complete (e.g., readings, mentor discussion, etc.) and indicates adequate time spent completing the step; some sections may be of lesser quality than others; mentor teacher, faculty, and student verifies complete information.
Student completes all requirements for
Step 1; all required components are complete (e.g., reading reflections/analyses, mentor discussion, etc..) and indicate quality time spent completing the step; mentor teacher, faculty, and student verifies complete information; professional quality work.
Student completes all requirements for
Step 2; all required components are complete (e.g., anecdotal observations, one environmental change and two activity plans, implementation, curricular goals and objectives, etc.) and indicate quality time spent reflecting and completing the step; mentor teacher, faculty, and student verifies complete information.
Student completes all requirements for
Step 3; all required components are complete (e.g., written discussion of children’s responses, evaluations of two activities, discussion with mentor teacher, etc.) and indicate quality time spent reflecting and completing the step; mentor teacher, faculty, and student verifies complete information.
Student completes all requirements for
Step 4; all required components are complete (e.g., all six questions, three goals, discussion with mentor, etc.) and indicate quality time spent reflecting and completing the step; mentor teacher, faculty, and student verifies complete information.
Student does not complete all requirements for Step 2; required components are not complete (e.g., anecdotal observations, one environmental change and two activity plans, implementation, curricular goals and objectives, etc.) and indicate a lack of quality time spent reflecting and completing the step; mentor teacher, faculty, and student have not verified complete information.
Student does not complete requirements for Step 3; required components are not complete (e.g., written discussion of children’s responses, evaluations of two activities, discussion with mentor teacher, etc.) and indicates a lack of quality time spent reflecting and completing the step; mentor teacher, faculty, and student have not verified complete information.
Student does not complete all requirements for Step 4; all required components are not complete (e.g., all six questions, three goals, discussion with mentor, etc.) and indicate s a lack of quality time spent reflecting and completing the step; mentor teacher, faculty, and student have not verified complete information.
Student completes minimal requirements for Step 2; required components are minimally complete
(e.g., anecdotal observations, one environmental change and two activity plans, implementation, curricular goals and objectives, etc.) and indicate lack of quality time spent reflecting and completing the step (little reflection or ability to apply information); mentor teacher, faculty, and student have not verified complete information.
Student completes minimal requirements for Step 3; required components are minimally complete
(e.g., written discussion of children’s responses, evaluations of two activities, discussion with mentor teacher, etc.) and indicates a lack of quality time spent reflecting and completing the step
(little information or ability to reflect and apply); mentor teacher, faculty, and student have not verified complete information.
Student completes minimal requirements for Step 4; all required components are minimally complete
(e.g., all six questions, three goals, discussion with mentor, etc.) and indicate a lack of quality time spent reflecting and completing the step (little information or ability to reflect and apply); mentor teacher, faculty, and student have not verified complete information.
Student adequately completes all requirements for Step 2; all required components are complete (e.g., anecdotal observations, one environmental change and two activity plans, implementation, curricular goals and objectives, etc.) and indicates adequate time spent reflecting and completing the step; some sections may be of a lesser quality than others; mentor teacher, faculty, and student verifies complete information.
Student adequately completes all requirements for Step 3; all required components are complete (e.g., written discussion of children’s responses, evaluations of two activities, discussion with mentor teacher, etc.) and indicates adequate time spent reflecting and completing the step; some sections may be of a lesser quality than others; mentor teacher, faculty, and student verifies complete information.
Student adequately completes all requirements for Step 4; all required components are complete (e.g., all six questions, three goals, discussion with mentor, etc.) and indicate adequate time spent reflecting and completing the step; some sections may be of a lesser quality than others; mentor teacher, faculty, and student verifies complete information.
Student completes all requirements for
Step 2; all required components are complete (e.g., anecdotal observations, one environmental change and two activity plans, implementation, curricular goals and objectives, etc.) and indicate quality time spent reflecting and completing the step; mentor teacher, faculty, and student verifies complete information; professional quality work.
Student completes all requirements for
Step 3; all required components are complete (e.g., written discussion of children’s responses, evaluations of two activities, discussion with mentor teacher, etc.) and indicates quality time spent reflecting and completing the step; mentor teacher, faculty, and student verifies complete information; professional quality work.
Student completes all requirements for
Step 4; all required components are complete (e.g., all six questions, three goals, discussion with mentor, etc.) and indicate quality time spent reflecting and completing the step; mentor teacher, faculty, and student verifies complete information; professional quality work.
Supportive Skills: Written and verbal communication
Student follows directions as outlined in the module.
Communicates effectively, both written and orally; uses appropriate conventions: grammar, mechanics, spelling, capitalization, sentence structure; evidence of self-editing.
Student does not follow the directions outlined in the module.
Does not communicate effectively in written or oral contexts; substantial errors; difficult to read; no clarity; no cohesion; poor mechanics; disorganized module.
Student minimally follows directions as outlined in the module.
Many errors; difficult to read; no/little clarity; little cohesion; disorganized module.
Student adequately follows directions as outlined in the module.
Some errors; adequate clarity; moderate cohesion; sometimes difficult to read; adequately organized module.
Student fully follows directions as outlined in the module.
Few to no errors; module is clear; cohesive; spelling, capitalizations, mechanics, sentence structure is clearly developed; organized module.