ECE 30080 – Classroom Management
for Young Children
COURSE INFORMATION
Term: Summer 2013
Day: Course begins Tuesday, July 2
Time: 6:00 PM
Location: Chandler AZ
COURSE AND SECTION DESIGNATION: ECE 30080
COURSE TITLE: Classroom Management for Young Children
COURSE DESCRIPTION: (AS LISTED IN CURRENT UNIVERSITY CATALOGUE)
Various approaches for effective classroom management and discipline are emphasized. Strategies are provided to assist
potential teachers in determining appropriate actions and procedures to establish and maintain an effective learning
environment.
INSTRUCTOR CONTACT INFORMATION
Name: Michael Mann
Phone: 480-290-3654
Email: michael.mann@ottawa.edu
The instructor is available by email or phone. Every effort will be made to respond to emails within 48 hours.
COURSE REQUIREMENTS
Prerequisite: ECE 30010 is recommended but not required. ECE 30080 Classroom Management is recommended near
the end of the program if scheduling allows and is always required prior to student teaching.
COURSE OBJECTIVES
Upon completion of the class, students will:




Identify specific rules and procedures for Early Childhood classrooms, distinguishing between birth, pre K and Grade 3
Demonstrate specific techniques that acknowledge acceptable behavior in the K- Grade 3 classroom
Describe an effective system to record unacceptable behavior in the birth – pre-K classroom
Appraise from observation an appropriate balance between dominance and cooperation in student-teacher relationships
Demonstrate understanding of Arizona’s Professional Teacher Standards and apply them to lesson plans.
COURSE MATERIALS (REQUIRED TEXTBOOK)
Gartrell, Dan. (2008). The Power of Guidance: Teaching Social-Emotional Skills in Early Childhood Classrooms ISBN: 1-4018-4856-7
Additional resources posted online at azteacher.net/ottawa
COURSE WEBSITES:




Ottawa University Blackboard: http://ottawau.blackboard.com -or- www.ottawa.edu
Arizona Department of Education: Professional Teacher Standards
http://www.azed.gov/certification/downloads/Teacherstandards.pdf
Arizona Department of Education: www.azed.gov;
http://www.azed.gov/earlychildhood/downloads/EarlyLearningStandards.pdf
National Association for the Education of Young Children: http://www.naeyc.org/
ECE 30080 Classroom Management for Young Children
Research Sites:



Education Commission of the States http://www.ecs.org.html/links/ECSWeb links.asp
Education Planet http://wwweducationplanet.com/search/Education/EarlyChildhoodeducation
Education Resources Information Center http://www.eric.ed.gov
Standards related to benefits for young children and families:
NAEYC & NAECS/SDE believe that four essential features must be in place: (1) significant, developmentally appropriate content and
outcomes; (2) informed, inclusive process to develop and review the standards; (3) implementation and assessment strategies that
are ethical and appropriate for young children, and (4) strong supports for early childhood programs, professionals, and families.
Course Methods and Procedures:
Summary of developmental milestones of growth (Due Session 2 – 20 points):
Review developmental milestones for the corresponding age level. Write a 1-2 page reflection and summarize developmental
milestones in own words.
Design an environment for an early childhood classroom/site (Due Session 3 – 20 points):
Design and discuss a safe and comfortable physical environment and effective routine for an early childhood classroom or site. Draw
a classroom layout and make a tentative daily or weekly schedule that reflects the principles of a classroom with a developmentally
supportive environment.
Lesson plan (Due Session 3 – 20 points)
Write a lesson plan using the format included in the syllabus. The lesson should be focused on the Arizona Early Learner social /
emotional standards.
Create classroom management plan (Due session 4 – 20 points)
Create indoor and outdoor rules for the target age children, write principles of establishing positive classroom atmosphere, and
draw solutions to guide problem behavior described in assigned episode. These will be included in your final portfolio research
project.
Signature Assignment: (Classroom management research project) (Due Session 5 – 100 points)
The signature assignment is a written demonstration of your knowledge and understanding of the key components of Classroom
Management for Early Childhood Education (from theory to practice). The document will provide key components as identified for
effective classroom management and discipline techniques and solutions. Demonstrate in your writing, effective strategies to
determine appropriate actions and procedures to establish and maintain an effective learning environment.
Description of Classroom Management Plan Research Portfolio: (APA Required)
1. The student will select a target age group for developing a classroom management, either preschool level or primary grade level.
2. Include the review of the developmental milestones for corresponding age level. Summarize developmental milestones in own
words.
3. Discuss and summarize principles of preparing safe and comfortable physical environment and effective routine.
4. Draw a classroom layout and make a tentative daily or weekly schedule that reflects the principles you summarized.
5. Discuss and summarize principles of building an effective learning community, including setting classroom rules, establishing
positive relationship with children, and dealing with behavior problems.
6. Create indoors and outdoor rules for the target age children, write principles of establishing positive classroom atmosphere, and
draw solutions to guide problem behavior described in assigned episode.
7. Organize the above information into a classroom management plan with the following sequence:
 Summary of developmental characteristics of the target group children
 Principles and examples of preparing physical environment
 Developing a routine
 Developing classroom rules/ playground rules – developmentally appropriate to the age level
 Principles of establishing effective learning community
 Solutions to guide problem behavior
 Reference page (minimum of 5 references is required)
ECE 30080 Classroom Management for Young Children
Papers must be typed or word-processed using a 12-point font. Papers must be doubled-spaced and page margins should be no
greater than 1 inch on all sides of the page. Papers must adhere to APA (American Psychological Association – 5th edition) format
guidelines.
Weekly Course Schedule
WK Session Topics
Reading and Assignments
Introduction to course
Syllabus review
Student assignments – review final project
Teacher behavior & the behavior of students
Development of clear ideas about:

Patience or Understanding?
Chapter 1
Reading : Chapter 1 & 2
Due week 3 - Reflection and summarize developmental milestones in own
words.
Beyond Discipline to Guidance Chapters
1 & 2 discussion
Share classroom design.
Reading: Chapters 3 & 4
Work on classroom design and schedule to share next session.
Review lesson plan due week 3.
3
The Guidance Premise
Family/Teacher partnerships- discuss
Activities & Discussion on chapters 3&4
Reading: Chapters 5 & 6
Due week 4 – Classroom management plan
4
Using Guidance to Build an Encouraging
Classroom
Review chapters 5 & 6
Discuss Sobering Facts about Young
Children with Challenging Behaviors
Sustaining the Encouraging Classroom
Review chapters assigned for Session: 7
&8
Discuss Morning Meetings/circle groups
Reading: Chapters 7 – 8
Due week 5 - Research project.
1
2
5
Final research project portfolio due
Evaluation:
A grade is calculated at the completion of the course. The Teacher Education Program Writing Proficiency Rubric, Oral Proficiency
Rubric, Professionalism Rubric, Lesson Plan Rubric, and Effective Teacher Checklist are used as standard criteria for coursework,
when applicable. Additional criteria will be provided. Revised or resubmitted coursework will not be accepted for additional points
though maybe required to demonstrate evidence of conceptual knowledge or pedagogical skill by the student.
Grading Scale:
The following grading scale will apply to all graded work as well as the student’s final grade in the course.
Grading Scale
Letter
Grade
90-100%
A
80-89%
B
70-79%
C
60-69%
D
-below
F
Note: Additional coursework and points maybe assigned due to local, state, national, and university events occurring
during the course session.
University Policies and Procedures
ECE 30080 Classroom Management for Young Children
University Policies and Procedures: Students are to review the Student Handbook for all policies and procedures. Student
Handbooks can be found on the Ottawa University website (www.ottawa.edu) and on the flash drive you received at orientation.
Academic Dishonesty and Plagiarism: Academic dishonesty will result in failure on a particular assignment or possible failure in
the course. Dishonesty includes such actions as cheating on examinations or assignments, turning someone else’s work in as if it were
your own, and plagiarism. Plagiarism includes failing to adequately cite sources of information, using someone’s ideas, information,
and/or words as if they were your own, etc.
The Ottawa University Student Handbook states, “The penalty for plagiarism or any other form of academic dishonesty will
be failure in the course in which the academic dishonesty occurred.”
Instructional Variance: Course content and schedule may vary from outline to meet the needs of a particular group of students. The
instructor will explain the rationale for any variance as it occurs.
Homework requirement information: Homework for accelerated courses requires 12-15 hours of independent work each week
(outside of class). Some students may conclude homework study in fewer hours and some students may require additional hours
beyond this estimate. Careful consideration should be given to this estimate when planning your personal schedule for this course.
Online students should also follow this expectation beyond the time he/she spends interacting within the online course .
Information Literacy: Ottawa University supports the information literacy of its faculty and students. Faculty and students will
receive ongoing training in the use of academic resources through its library personnel. Faculty members are advised to utilize the
Myers’ Library online databases for class preparation and student assignments. Students are encouraged to incorporate research
materials from the Myers’ Library online databases in fulfilling course assignments. Each database in the Myers’ Library collection
offers a tutorial for its use. Additionally, an online tutorial regarding research for all academic disciplines will be available.
Special Accommodations: If you are a student with a disability that may affect your learning, please contact the campus ADA
Coordinator, Denise Haushahn, denise.haushahn@ottawa.edu or 913/266-8805), immediately to evaluate your request and implement
any special accommodations required. The following is the procedure for requesting accommodation:
1.
2.
3.
Students must declare their disabilities and request related classroom accommodations by: (a) completing an
Accommodations Request Form, and (b) submitting recent documentation of a disability.
Requests for accommodation, along with documentation, must be received for evaluation at least one to two weeks prior
to implementation of accommodations (that is, 1 – 2 weeks prior to the term start).
Additional information is available in the “General Policies” section of the Student Handbook at www.ottawa.edu under
“General Policies.”
Ottawa
University
Mission Statement
The mission of Ottawa University is to provide the highest quality liberal arts and professional education in a caring, Christ-centered
community of grace, which integrates faith, learning and life. The University serves students of traditional age, adult learners and
organizations through undergraduate and graduate programs.
Ottawa University Teacher Education Program
Professional Attributes Rubric
Indicator/Competencies
Class preparation (if applicable):
Comments: Student is prepared for
each class session with materials and
required work.
3
Exceeds
Student is prepared
and offers class
quality, essential
information.
2
Meets
Student offers clear
and concise
information
however, some
information is
lacking content
1
Approaches
Student offers vague
and inconsistent
information and is
not engaged with
class.
0
Falls Far Below
Student offers
inaccurate, misleading
or inappropriate
information and is not
engaged in classroom
participation.
ECE 30080 Classroom Management for Young Children
Active participation:
Comments: The student actively
participates by contributing to
classroom discussions; by showing
samples of her/his work pertaining
to course assignments; by
participating in group assignments;
by completing assignments on time.
Commitment to learning and
teaching:
Comments: The student exhibits
behaviors that identify taking
responsibility for preparing lesson
plans, observing in classrooms
related to h/her content area,
progressing in a timely manner
toward degree completion
Student is prepared
and offers class
quality, essential
information.
Student offers clear
and concise
information
however, some
information is
lacking content
Student offers vague
and inconsistent
information and is
not engaged with
class.
Student offers
inaccurate, misleading
or inappropriate
information and is not
engaged in classroom
participation.
Student is prepared
and exhibits
behaviors that
identify taking
responsibilities for
classroom content.
Student is prepared
and exhibits
behaviors that
identify taking
responsibilities
however, some
information is
lacking content
Student offers vague
and inconsistent
information and is
not engaged with
class.
Student offers
inaccurate, misleading
or inappropriate
information and is not
engaged in classroom
participation.
Punctuality/attendance:
Comments: Student arrives prior to
the beginning of the start of class.
The student attends the required
class sessions during the term.
Student takes
punctuality/
attendance
seriously: The
student attends the
required class
sessions during the
term and is engaged
in class
The student attends
the required class
sessions during the
term and is
somewhat engaged
in class
The student attends
the required class
sessions during the
term and is not
engaged in class
The student does not
attend the required
class sessions during
the term and is
engaged in class
Writing Proficiency Rubric based on 100 point scale





Exceeding all areas of writing proficiency: 10 pts to 12 pts = 90 to 100 % = A
Meeting all areas of writing proficiency: 6 pts to 9 pts = 80 to 89 % = B
Approaches writing proficiency: 4 pts to 5 pts = 70 to 79 % = C
Falls Below writing proficiency: 2 pts to 3 pts = 60 to 69 % = D
Falls far below writing proficiency: 0 pts to 1 pt = below 59 % = F
Ottawa University Teacher Education Program
Writing Proficiency Rubric
Indicator/Competencies
Following Directions:
Pertains to the student’s ability to
fulfill the requirements of the
assignment.
Organization:
Pertains to the effective use of
paragraphing, as well as the
provision of transitions and
emphasis to convey the
relationship between ideas.
Sufficient Content:
Pertains to the student’s ability to
elaborate, apply terms correctly,
3
Exceeds
2
Meets
1
Approaches
0
Falls Far Below
Responds to the
assignment in
exemplary fashion.
Follows directions
adequately.
Follows directions
unevenly.
Responds barely to
the assignment, if at
all.
Maintains a strong
sense of purpose
and organization
throughout.
Is primarily
presented in a
purposeful and
well-organized
manner.
Strays in terms of
purpose and
organization to the
point of
distraction.
Drifts completely in
terms of purpose and
organization to the
point of disarray.
Provides relevant,
specific, and
convincing
Contains mostly
relevant
supporting details.
Makes very
general statements
or repeats ideas;
Rambles
disconnectedly from
one cul-de-sac of
ECE 30080 Classroom Management for Young Children
provide supporting evidence, and
document resources when
necessary.
Sentence Structure and
Mechanical Errors:
Pertains to knowing and correctly
applying the basic rules of
grammar, punctuation, syntax,
and spelling, and varying
sentence structure when
appropriate.
supporting details.
Uses correct,
varied sentences
with few, if any,
errors in
mechanics,
grammar, syntax,
or spelling.
Uses generally
correct, ordinary
sentence patterns;
contains some
errors in
mechanics,
grammar, syntax,
or spelling that do
not severely hinder
reader
understanding.
lacks elaboration
and explication
where necessary.
Uses sentences
that are poorly
formed,
repetitious in
structure, lacking
in transitions,
and/or
occasionally
incoherent;
contains serious
errors in
mechanics,
grammar, syntax,
or spelling.
ideas to the next.
Uses incomplete
and/or incoherent
sentences; exhibits
incompetence in
regards to
mechanics, grammar,
syntax, and/or
spelling.
Arizona’s Professional Teacher Standards
Standard 1:
The teacher designs and plans instruction that develops students’ abilities to meet Arizona’s academic standards
and the district’s assessment plan
The performance assessment shall measure the extent to which the teacher’s planning:
1. Focuses instruction on Arizona’s academic standards
2. Focuses instruction on the school’s and district’s academic standards
3. Aligns curriculum with the student assessments
4. Addresses any physical, mental, social, cultural, and community differences among learners
5. Addresses prior knowledge of individual and group performance
6. Indicates short and long term curriculum goals
7. Includes appropriate use of a variety of methods, materials, and resources
8. Includes learning experiences that are developmentally appropriate for learners
9. Includes learning experiences that address a variety of cognitive levels
10. Includes learning experiences that are appropriate for curriculum goals
11. Includes learning experiences that are based upon principles of effective instruction
12. Includes learning experiences that accurately represent content
13. Incorporates appropriate assessment of student progress
Standard 2:
The teacher creates and maintains a learning climate that supports the development of students’ abilities to meet
Arizona’s academic standards
The performance assessment shall measure the extent to which the teacher:
1. Establishes and maintains standards of mutual respect
2. Displays effective classroom management
3. Encourages the student to demonstrate self-discipline and responsibility to self and others
4. Respects the individual differences among learners
5. Facilitates people working productively and cooperatively with each other
6. Provides a motivating learning environment
7. Promotes appropriate classroom participation
8. Listens thoughtfully and responsively
9. Organizes materials, equipment, and other resources appropriately
10. Applies to daily practice the ethics of the profession
Standard 3:
The teacher implements and manages instruction that develops student’s abilities to meet Arizona’s academic
standards
The performance assessment shall measure the extent to which the teacher:
1. Appropriately implements a teacher-designed lesson plan
2. Communicates to students specific standards and high expectations for learning
3. Links learning with students’ prior knowledge, experiences, and backgrounds
ECE 30080 Classroom Management for Young Children
4. Models the skills, concepts, attributes, or thinking processes to be learned
5. Demonstrates effective written and oral communication
6. Uses appropriate language to communicate with learners clearly and accurately
7. Uses strategies that are appropriate to students’ developmental levels
8. Incorporates strategies which address the diverse needs of learners, and demonstrates multicultural sensitivity
9. Encourages critical thinking
10. Connects lesson content to real life situations when appropriate
11. Uses technology and a variety of instructional resources appropriately
12. Uses a variety of effective teaching strategies to engage students actively in learning
13. Maximizes the amount of class time students are engaged in learning which results in a high level of success for
students
14. Provides opportunities for students to use and practice what is learned
15. Adjusts instruction based on feedback from students
Standard 4:
The teacher assesses learning and communicates results to students, parents and other professionals with respect
to students’ abilities to meet Arizona’s academic standards.
The performance assessment shall measure the extent to which the teacher:
1. Promotes student self-assessment
2. Uses a variety of appropriate formal and informal assessments aligned with instruction
3. Maintains records of student work and performance and uses them to guide instructional decisions
4. Offers students and parents appropriate feedback on progress toward learning expectations
5. Maintains privacy of student records and performance
Standard 5:
The teacher collaborates with colleagues, parents, the community and other agencies to design, implement, and
support learning programs that develop students’ abilities to meet Arizona’s academic standards and transition
from school to work or post-secondary education.
The performance assessment shall measure the extent to which the teacher:
1. Works with parents to enhance student learning at home and school
2. Collaborates with other professionals and agencies to improve the overall learning environment for students
3. Accesses community resources and services to foster student learning
4. Demonstrates productive leadership and team membership skills that facilitate the development of mutually beneficial
goals
5. Collaborates with colleagues to achieve school and district goals
Standard 6:
The teacher reviews and evaluates his or her overall performance and implements a professional development
plan.
The performance assessment shall measure the extent to which the teacher:
1. Reviews his or her practices and evaluates the influences of his or her practices on student growth and learning
2. Designs and continually adapts a professional development plan for improving instruction and student learning
3. Engages in activities that implement the professional development plan
4. Uses employer’s documentation of his or her performance to develop a professional development plan
5. Pursues professional activities to support development as a learner and a teacher
Standard 7:
The teacher has general academic knowledge as demonstrated by the attainment of a bachelor’s degree. The
teacher also has specific academic knowledge in his or her subject area or areas sufficient to develop student
knowledge and performance to meet Arizona Academic standards.
The subject knowledge assessment shall measure the extent to which the teacher has knowledge of:
1. Skills and concepts related to the subject area
a. At the elementary level, the teacher demonstrates knowledge of language arts and reading, math, science,
social studies, and fine arts.
b. At the secondary level, the teacher demonstrates knowledge of the subject area or areas he or she is being
certified to teach.
2. Major facts and assumptions that are central to the discipline
3. Debates and the processes of inquiry that are central to the discipline
4. Integration of disciplinary knowledge with other subject areas
5. Connections between knowledge of the subject area and real life situations at the level of the students being taught
ECE 30080 Classroom Management for Young Children
Standard 8:
The teacher demonstrates current professional knowledge sufficient to effectively design and plan instruction,
implement and manage instruction, create and maintain an appropriate learning environment, and assess student
learning.
The professional knowledge assessment shall measure the extent to which the teacher has knowledge of:
1. A variety of methods for teaching language arts and reading, math, science, social studies, and fine arts at the elementary
level or a variety of methods for teaching reading and the subject area or areas in which the teacher is seeking certification
at the secondary level
2. Interdisciplinary learning experiences that integrate knowledge, skills, and methods of inquiry from several subject areas
3. Principles and techniques associated with various instructional strategies
4. Learning theories, subject matter, curriculum development, and student development and how to use this knowledge in
planning instruction to meet curriculum goals
5. Methods for recognizing and accommodating exceptional children
6. Influences of individual development, experiences, talents, prior learning, language, culture, gender, family, and
community on student learning
7. Principles of human motivation and behavior and their implications for managing the classroom and organizing individual
and group work
8. Effective evaluation of curriculum materials and resources for accuracy, comprehensiveness, and usefulness for
representing particular ideas and concepts
9. The characteristics, uses, advantages, and limitations of different types of assessments for evaluating how students learn,
determining what they know and are able to do, and identifying what experiences will support their further growth and
development
10. Measurement theory, interpretation of test results, and assessment-related issues, such as validity, reliability, bias, and
scoring
11. Services and resources to meet the needs of exceptional children and how to access the services and resources
12. Schools as organizations within the larger community context and the operations of the relevant aspects of the
educational system
13. Laws and ethics related to student, parent, and teacher rights and responsibilities
Standard 9:
In collaboration with other professionals and parents, the special education teacher participates in the design,
implementation, and assessment of individualized education programs.
The performance assessment shall measure the extent to which the special education teacher:
1. Demonstrates knowledge of disabilities and their educational implications
2. Demonstrates knowledge of state and federal special education laws, rules, and regulations
3. Demonstrates knowledge of and the ability to use a variety of assistive devices that support student learning
4. Applies specialized diagnostic and assessment procedures to assist in determining special education eligibility for all areas
of suspected disability
5. Assists in the design and implementation of individualized education programs through diagnostic teaching, instructional
adaptations, and individual behavior management techniques
6. Utilizes paraeducators and paratherapists effectively through training and supervision
NAEYC Standards
Standard 1
NAEYC Accreditation Criteria for Relationships
Standard 2
NAEYC Accreditation Criteria for Curriculum
Program Standard: The program promotes positive
relationships among all children and adults to encourage
each child’s sense of individual worth and belonging as part
of a community and to foster each child’s ability to
contribute as a responsible community member.
Topic Areas
1.A. Building Positive Relationships among Teachers and
Families
1.B. Building Positive Relationships between teachers and
Children
1.C. Helping Children Make Friends
1.D. Creating a Predictable, Consistent, and Harmonious
Program Standard: The program implements a curriculum
that is consistent with its goals for children and promotes
learning and development in each of the following areas:
social, emotional, physical, language, and cognitive.
Topic Areas
2.A. Essential Characteristics
2.B. Areas of Development: Social-Emotional Development
2.C. Areas of Development: Physical Development
2.D. Areas of Development: Language Development
2E. Curriculum Content Area for Cognitive Development:
Early Literacy
ECE 30080 Classroom Management for Young Children
Classroom
1.E. Addressing Challenging Behaviors
1.F. Promoting Self-Regulation
2.F. Curriculum Content Area for Cognitive Development:
Early Math
2.G. Curriculum Content Area for Cognitive Development:
Science
2.H. Curriculum Content Area for Cognitive Development:
Technology
To avoid confusion in the numbering system, there are no
criteria labeled 2.I.
2.J. Curriculum Area for Cognitive Development: Creative
Expression and Appreciation for the Arts
2.K. Curriculum Area for Cognitive Development: Health and
Safety
2.L. Curriculum Area for Cognitive Development: Social
Studies
Standard 3
NAEYC Accreditation Criteria for Teaching
Standard 4
NAEYC Accreditation Criteria for Assessment of Child
Progress
Program Standard: The program uses
developmentally, culturally, and linguistically
appropriate and effective teaching approaches that
enhance each child’s learning and development in
the context of the program’s curriculum goals.
Topic Areas
3.A. Designing Enriched Learning Environments
3.B. Creating Caring Communities for Learning
3.C. Supervising Children
3.D. Using Time, Grouping and Routines to Achieve
Learning Goals
3.E. Responding to Children’s Interests and Needs
3.F. Making Learning Meaningful for All Children
3.G. Using Instruction to Deepen Children’s
Understanding and Build Their Skills and Knowledge
Program Standard: The program is informed by
ongoing systematic, formal, and informal assessment
approaches to provide information on children’s
learning and development. These assessments occur
within the context of reciprocal communications with
families and with sensitivity to the cultural contexts in
which children develop. Assessment results are used to
benefit children by informing sound decisions about
children, teaching, and program improvement.
Topic Areas
4.A. Creating an Assessment Plan
4.B. Using Appropriate Assessment Methods
4.C. Identifying Children’s Interests and Needs and
Describing Children’s Progress
4.D. Adapting Curriculum, Individualizing Teaching, and
Informing Program Development
4E. Communicating with Families and Involving Families
in the Assessment Process
Standard 5
NAEYC Accreditation Criteria for Health Standard
Program Standard: The program promotes the
nutrition and health of children and protects children
and staff from illness and injury.
Topic Areas
5.A. Promoting and Protecting Children’s Health and
Controlling Infectious Disease
5.B. Ensuring Children’s Nutritional Well-being
5.C. Maintaining a Healthful Environment
Standard 6
NAEYC Accreditation Criteria for Teachers Standard
Program Standard: The program employs and supports
a teaching staff that has the educational qualifications,
knowledge, and professional commitment necessary to
promote children’s learning and development and to
support families’ diverse needs and interest.
Topic Areas
6.A. Preparation, Knowledge, and Skills of Teaching
Staff
6.B. Teachers’ Dispositions and Professional
Commitment
Standard 7
NAEYC Accreditation Criteria for Families Standard
Standard 8
NAEYC Accreditation Criteria for Community
Relationships Standard
Program Standard: The program establishes and
maintains collaborative relationships with each
Program Standard: The program establishes
relationships with and uses the resources of the
ECE 30080 Classroom Management for Young Children
child’s family to foster children’s development in all
settings. These relationships are sensitive to family
composition, language, and culture.
7.A. Knowing and Understanding the Program’s
Families
7.B. Sharing Information Between Staff and Families
7.C. Nurturing Families as Advocates for their
children.
children’s communities to support the achievement of
program goals.
Topic Areas
8.A. Linking with the Community
8.B. Accessing Community Resources
8.C. Acting as a Citizen in the Neighborhood and the
Early Childhood Community
Standard 9
NAEYC Accreditation Criteria for Physical
Environment Standard
Standard 10
NAEYC Accreditation Criteria for Leadership and
Management Standard
Program Standard: The program has a safe and
healthful environment that provides appropriate and
well-maintained indoor and outdoor physical
environments. The environment includes facilities,
equipment, and materials to facilitate child and staff
learning and development.
Topic Areas
9.A. Indoor and Outdoor Equipment, Materials, and
Furnishings
9.B. Outdoor Environmental Design
9.C. Building and Physical Design
9.D. Environmental Health
Program Standard: The program effectively
implements policies, procedures, and systems that
support stable staff and strong personnel, fiscal, and
program management so all children, families, and staff
have high-quality experiences.
Topic Areas
10.A. Leadership
10.B. Management Policies and Procedures
10.C. Fiscal Accountability Policies and Procedures
10.D. Health, Nutrition, and Safely Policies and
Procedures
10.E. Personnel Policies
10.F. Program Evaluation, Accountability, and
continuous Improvement
REQUIREMENTS FOR
EARLY CHILDHOOD CERTIFICATES
ARIZONA DEPARTMENT OF EDUCATION – CERTIFICATION UNIT
ALL TEACHERS SERVING CHILDREN BIRTH THROUGH KINDERGARTEN MUST HAVE EITHER AN EARLY CHILDHOOD CERTIFICATE OR
ENDORSEMENT BY JULY 1, 2009. Version 8.1 WWW.AZED.GOV/CERTIFICATION Page 1 of 2
PROVISIONAL EARLY CHILDHOOD CERTIFICATE - BIRTH THROUGH AGE 8
The Provisional certificate is valid for 2 years and is not renewable, but may be extended once for 2 years.
Requirements for the Provisional Early Childhood, Birth through Age 8 Certificate are:
1. Completed Application for Certification
2. Appropriate fee (See Application for Certification)
3. A photocopy of your valid Arizona Fingerprint Clearance Card (plastic) issued by the Arizona Department of Public Safety (602)
223-2279.
4. A Bachelor’s or more advanced degree from an accredited institution. Official transcript(s) must be submitted.
5. Option A, B, or C:
A. Completion of a teacher preparation program in early childhood education from an accredited institution or a Boardapproved teacher preparation program.
- OR B. Thirty seven (37) semester hours of early childhood education courses from an accredited institution to include all of the
following areas of study and a minimum of 8 semester hours of practicum. Practicum must include a minimum of 4
semester hours in supervised field experience, practicum, internship or student teaching setting serving children birth
through preschool or one year of full-time verified teaching experience birth through preschool and a minimum of 4
semester hours in a supervised student teaching setting serving children in kindergarten through grade 3 or one year of fulltime verified teaching experience kindergarten through grade 3. Early childhood education courses shall include all of the
following areas of study (1) foundations of early childhood education, (2) child guidance and classroom management, (3)
characteristics and quality practices for typical and atypical behaviors of young children, (4) child growth and development,
including, health, safety and nutrition, (5) child, family, cultural and community relationships, (6) developmentally
ECE 30080 Classroom Management for Young Children
appropriate instructional methodologies for teaching language, math, science, social studies and the arts, (7) early language
and literacy development, (8) assessing, monitoring and reporting progress of young children.
One (1) year of verified full-time teaching experience with children in birth through preschool may substitute for 4
semester hours in supervised field experience, practicum, internship or student teaching setting serving children birth
through preschool. (Please submit a letter on official letterhead from District Superintendent or Program Director of a
school-based education program or center-based program licensed by the Department of Health Services or regulated by
tribal or military authorities to verify teaching experience.)
One (1) year of verified full-time teaching experience with children in kindergarten through grade 3 in an accredited school
may substitute for 4 semester hours in a supervised student teaching setting serving children in kindergarten through grade
3. (Please submit a letter on official letterhead from District Superintendent or Personnel Director to verify teaching
experience.)
- OR C. A valid early childhood education certificate from another state.
6. A passing score on the Professional Knowledge Early Childhood portion of the Arizona Educator Proficiency Assessment. The
Professional Knowledge assessment shall be waived for applicants who submit verification of one of the following:
A. A passing score on a comparable Professional Knowledge Early Childhood examination from another state or
agency taken within the past 7 years. Submit the original score report at time of application;
B. A passing score on a comparable Professional Knowledge Early Childhood examination from another state or
agency taken more than 7 years ago AND 5 years of full-time teaching experience within the past 7 years.
Submit the original score report AND a letter on official letterhead from the District Superintendent or Personnel Director
to verify teaching experience at time of application.
C. A current certificate from the National Board for Professional Teaching Standards. Submit a notarized copy of the
certificate.
Version 8.1 WWW.AZED.GOV/CERTIFICATION Page 2 of 2
7. A passing score on the Subject Knowledge Early Childhood portion of the Arizona Educator Proficiency Assessment.
The Subject Knowledge assessment shall be waived for applicants who submit verification of one of the following:
A. A passing score on a comparable Subject Knowledge Early Childhood examination from another state or agency taken
within the past 7 years. Submit the original score report at time of application;
B. A passing score on a comparable Subject Knowledge Early Childhood examination from another state or agency taken
more than 7 years ago AND 5 years of full-time teaching experience within the past 7 years. Submit the original score
report AND a letter on official letterhead from the District Superintendent or Personnel Director to verify teaching
experience at time of application.
C. A current certificate from the National Board for Professional Teaching Standards. Submit a notarized copy of the
certificate.
NOTE: If you otherwise qualify for the certificate but are deficient in Arizona and/or U.S. Constitution you have 3 years under a valid
teaching certificate to fulfill the requirement, except that if you are teaching an academic course on History,
Government, Social Studies, Citizenship, Law, or Civics, you have 1 year to fulfill the requirement(s).
8. Arizona Constitution (a college course or the appropriate examination).
9. U.S. Constitution (a college course or the appropriate examination).
STANDARD EARLY CHILDHOOD CERTIFICATE, BIRTH THROUGH AGE 8
The Standard certificate is valid for 6 years and may be renewed.
Requirements for the Standard Early Childhood, Birth through Age 8 Certificate are:
1. Option A or B:
A. Both of the following:
i. Qualify for the Provisional Early Childhood certificate
ii. Two years of verified full-time teaching experience during the valid period of the Provisional certificate may be
used to convert the Provisional certificate to a Standard certificate. (Please submit a conversion form signed by the
District Superintendent or Personnel Director verifying two years of full-time teaching experience during the valid
period of the Provisional certificate being converted.)
- OR B. Hold current National Board Certification in Early Childhood
2. A photocopy of your valid Arizona Fingerprint Clearance Card (plastic) issued by the Arizona Department of Public Safety (602)
223-2279.
ECE 30080 Classroom Management for Young Children