Early Childhood Education Program Handbook

Bachelor of Arts Degree and Post-Degree Teacher Preparation Program
Early Childhood Education Handbook

2012
The words of the UNICEF creed as interpreted by Caroline Castle:
these are the rights of every childall children should be allowed to live and grow,teach us all to read and writetake care of our Earthand teach us how to care for it in our turnall children should have time to play
UNICEF (2001). For every child: UNICEF the rights of the child in words and pictures. New York: Phyllis Fogelman Books.
Hope is always there inside you, waiting to unfold. --Lauren Thompson Thompson, L. (2008). Hope is an open heart. New York: Scholastic.
Bachelor of Arts and Post-Degree Program Early Childhood Education (ECE) Table of Contents
Welcome Letter Teacher Education Personnel Early Childhood Education Arizona Certification and Endorsement Requirements Early Childhood Education Course Sequence Starting after January 2011 Early Childhood Education Course Sequence Prior to December 2010 Early Childhood Education Course Descriptions and Syllabi EDU 47801 Foundations of Early Childhood Education (ECE) EDU 47803 Child Growth and Development EDU 47805 Social and Emotional Development EDU 47807 Early Language and Literacy EDU 47809 Curriculum Development and Implementation EDU 47811 Parent, Family, School, and Community EDU 47813 ECE Instructional Techniques and Methods EDU 47815 The Exceptional Child and Special Education Process EDU 47817 Health, Safety, and Nutrition EDU 47821 Child Guidance and Classroom Management EDU 47823 Characteristics and Practices in the Young Childs Behavior EDU 47002 Structured English Immersion Methods EDU 47003 Advanced Study in Structured English Immersion EDU 47898/47899 Early Childhood Practicum (2 parts) Suggested Elective Coursework EDU 47015 Educating for the Future: Multicultural and Environmental Issues EDU 47819 Assessment and Evaluation EDU 48005 Decoding Strategies and Techniques for Beginning and Remedial Readers EDU 48010 Reading Instruction for Diverse Learners from Assessment and Balanced Literacy Programs EDU 48015 Diagnosis and Remediation of Reading Difficulties EDU 48020 Clinical Practice in Reading/Reading Practicum Appendix A Arizona Professional Teaching Standards (AZ) Appendix B National Association for the Education of Young Children (NAEYC) Standards Appendix C National Educational Technology Standards (NETS) for Teachers Appendix D Standards for Educators, Students, Educational Institutions, Teacher Educators, and Communities To Advance Social Justice, Peace, and Environmental Sustainability (SJPES) Appendix E Navajo Nation Education Standards with Navajo Specifics (NNES) Appendix F Information Literacy Standards for Academic Libraries Appendix G Arizona Early Childhood Education Standards (AZ ECE) Appendix H Interstate New Teacher Assessment and Support Consortium (INTASC) Principles Appendix I Program Assessment Tools Appendix J Recommended Early Childhood Education Curriculum Resources, Accreditation, Organization, Publishers, Websites, and Journals 2 3 4 7 10 11 15 18 22 26 30 34 38 42 45 48 51 56 62 64 65 68 71 74 77 80 82 85 86 87
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Prescott College: Bachelor of Arts Degree and Post-Degree Teacher Preparation Program Early Childhood Education January 2012
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Prescott College Teacher Preparation Program in Early Childhood Education Welcome! If you are reading this document perhaps you are a current student, prospective student, Adult Degree and Graduate Programs (ADGP) mentor or graduate advisor, school administrator, or a person looking to gain more knowledge about the field of Early Childhood Education (ECE). Early Childhood Education Curriculum Prescott College has a curricular philosophy that incorporates social justice practices, shows methods for and embraces the practice of peaceful and respectful interactions within all relationships, uses appropriate cultural knowledge, and understands and engages in environmental sustainability. This mission is carried into our degree and teacher certification programs ensuring that our adult students develop academic research strategies, use effective professional and academic writing conventions, become proficient in oral communication skills, exhibit intellectual and emotional development, and demonstrate critical thinking skills. ADGP students identify the purpose and audience of their communication, examine and analyze sources, and use appropriate academic sources (e.g., understanding what constitutes plagiarism) for their degree/certification programs. High expectations are held for ADGP students and a variety of assessments (e.g., portfolios, writing projects, artifacts, anecdotal observations, interviews, etc.) are used to determine the quality of student learning. Adult students are expected to become competent and highly-qualified teaching professionals in early learning centers and schools. In the classroom, ADGP students help children reach their full-potential as learners. We believe in a standardsand performance-driven curriculum that takes into consideration the diverse children and communities we serve. This ECE curriculum is a curriculum that embraces successful engagement, analysis, and assessment methods that respect the individual childs development and learning processes (e.g., Howard Gardners Multiple Intelligences). The ECE professional considers each childs linguistic, language, and cultural identity. About the Young Learner and the Curriculum As they progress through early childhood learning experiences, children play, communicate, and develop critical thinking skills. They enjoy literacy resources such as age- and culturally-appropriate books, and use a wide variety of educational supplies and resources. Children learn about such subjects as math, literacy and language, science, social studies, and communication. They develop and use small and large motor skills. Children are given opportunities for appropriate, varied, and creative ways to engage in the fine and performing arts. This can include playing instruments, singing, listening to music. They participate in the fine arts (e.g., using paints, modeling materials, fabrics, drawing) and performing arts, such as drama, dance, and movement activities. The arts contribute to the socio-emotional development of the child. Children are given opportunities to learn in a respectful environment. This enhances social behavior in areas such as self-motivation, self-discipline, and self-esteem. Children learn that they are connected to a social community and have a respected place in their learning community. When children understand the concept of respectful community they can expand that to their natural world. Young children gain knowledge of nature with place-based learning activities. They begin to understand their connection and relationship to local plants, animals, birds, bugs, landscape, water resources, weather, and foods. Your thoughts about the ECE curriculum are welcome. Please contact me or any of our Prescott College curriculum leadership team with recommendations for new books and materials to be included in the next edition of our ECE Teacher Preparation Program Handbook. Teacher Preparation Program Faculty ECE Lead Vicky Young, Ph.D.
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Prescott College Teacher Preparation Program Personnel

Adult Degree and Graduate Programs Paul Burkhardt, Ph.D. Executive Vice-President for Academic Affairs and Provost Vance Luke, Ph.D. Faculty - Tucson Center Beth Scott, Ed.D. Faculty - Tucson Center Lloyd Sharp, M.A. Faculty - Tucson Center Danny Brown, M.Ed. Program Development Director for Professional Preparation Programs Gary Stogsdill, M.A. Faculty - Prescott Vicky Young, Ph.D. Faculty and Coordinator for Native American Students, Prescott Wendy Watson, M.Ed. Faculty - Prescott Jennifer Brown, M.A. Associate Faculty - Prescott
Resident Degree Program Jack Herring, Ph.D. Bob Ellis, M.S. Anita E. Fernndez, Ph.D. Gret Antilla, M.C. J. Dianne Brederson Jordana DeZeeuw Spencer, M.S.
Dean Faculty - Education and Environmental Studies Faculty Faculty Faculty Instructor
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Excerpts from Arizona Administrative Code
ECE Certification and Endorsement Requirements

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R7-2-612. Other Teaching Certificates A. Except as noted, all certificates are subject to the general certification provisions in R7-2-607. I. Provisional Early Childhood Education Certificate - birth through age eight 1. By July 1, 2009, either a provisional or a standard early childhood education certificate shall be required for individuals teaching in public school early childhood education programs, except as provided in R7-2-610 or in R7-2-613(L). For individuals teaching in grades 1 - 3, this certificate is optional, but recommended. 2. For the purposes of this rule, public school early childhood education programs are defined as education programs provided by local education agencies, including their sub-grantees and contracted providers, for children birth through age 8 for the purpose of providing academically and developmentally appropriate learning opportunities that are standards-based with defined curriculum and comprehensive in content to include all appropriate developmental and academic areas as defined by the Arizona Early Childhood Education Standards or the Arizona K-12 Academic Standards approved by the Board. The Arizona Early Childhood Education Standards: Arizona Department of Education, 1535 West Jefferson, Phoenix, AZ 85007, were adopted by the State Board of Education in June 2003 and the Arizona K-12 Academic Standards: Arizona Department of Education, 1535 West Jefferson, Phoenix, AZ 85007, were adopted by the State Board of Education as follows: Arts, April 1997; Comprehensive Health/PE, April 1997; Foreign and Native Language, April 1997; Mathematics, March 2003; Reading, March 2003; Science, May 2004; Social Studies, March 2000; Technology, September 2000; Workplace Skills, March 1997; and Writing, June 2004, are incorporated by reference and are on file with the Arizona Department of Education. This incorporation by reference contains no further editions or amendments. Copies of the incorporated material are available for review at Arizona Department of Education, 1535 West Jefferson, Phoenix, AZ 85007 or on the Arizona Department of Education web site at www.ade.az.gov/standards. Public school early childhood education programs include, but are not limited to, half day and full day kindergarten programs, Early Childhood Block Grant programs pursuant to A.R.S. 15-1251, Family Literacy Programs for preschool children pursuant to A.R.S. 15-191.01, and public school-administered early childhood education programs funded in whole or part with federal funds, such as the Head Start or Even Start programs, provided nothing in these rules conflicts with the terms of the federal grant. Extended day child care programs provided by local educational agencies are not considered early childhood education programs for purposes of this rule unless the program meets the definition of a public school early childhood education program set forth above. 3. This certificate is valid for two years and is not renewable. 4. The requirements are: a. A Bachelor's degree; and b. One of the following: i. Completion of a teacher preparation program in early childhood education from an accredited institution or a teacher preparation program approved by the Board; or ii. Early childhood education coursework and practicum experience which teaches the knowledge and skills described in R7-2-602 and includes both of the following: (1) 37 semester hours of early childhood education courses to include all of the following areas of study: (a) foundations of early childhood education; (b) child guidance and classroom management; (c) characteristics and quality practices for typical and atypical behaviors of young children; (d) child growth and development, including health, safety and nutrition; (e) child, family, cultural and community relationships; (f) developmentally appropriate instructional methodologies for teaching language, math, science, social studies and the arts; (g) early language and literacy development; (h) assessing, monitoring and reporting progress of young children; and (2) A minimum of 8 semester hours of practicum, including: (a) A minimum of 4 semester hours in supervised field experience, practicum, internship or student teaching setting serving children birth - preschool. One year of full-time verified teaching experience with children in birth - preschool may substitute for this student teaching experience. This verification may come from a school- based education program or center-based program licensed by the Department of Health Services or regulated by tribal or military authorities; and (b) A minimum of 4 semester hours in a supervised student teaching setting serving children in kindergarten grade 3. One year of full-time verified teaching experience with children in kindergarten - grade 3 in an accredited school may substitute for this student teaching experience; or iii. A valid early childhood education certificate from another state.
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c. A valid Fingerprint Clearance Card issued by Arizona DPS; and d. A passing score on the professional knowledge portion of the Arizona Educator Proficiency Assessment once that portion of the AEPA is adopted by the Board; and e. A passing score on the early childhood subject knowledge portion of the Arizona Educator Proficiency Assessment once that portion of the AEPA is adopted by the Board. J. Standard Early Childhood Education Certificate - birth through age eight 1. By July 1, 2009, either a provisional or a standard early childhood education certificate shall be required for individuals teaching in public school early childhood education programs, except as provided in R7-2-610 or in R7-2-613(L). For individuals teaching in grades 1 - 3, this certificate is optional, but recommended. 2. This certificate is valid for six years. 3. The requirements are: a. Qualification for the Provisional Early Childhood Education Certificate, except as provided in R7-2-612(J)(4); and b. Two years of verified teaching experience with children birth through age eight or grade three in a school-based education program or center-based program licensed by the Department of Health Services or regulated by tribal or military authorities. 4. An individual may also qualify for a standard Early Childhood Education Certificate if the individual: a. Holds current National Board Certification in Early Childhood; and b. Holds a valid fingerprint Clearance Card issued by DPS. HistoricalNote Adopted effective December 4, 1998 (Supp. 98-4). Amended by final rulemaking at 6 A.A.R. 1132, effective March 10, 2000 (Supp. 00-1). Section R7-2-612 amended by emergency rulemaking under A.R.S. 41-1026 at 8 A.A.R. 2562, effective May 23, 2002 for a period of 180 days (Supp. 02-2). May 23, 2002 emergency rulemaking renewed under A.R.S. 41-1026 at 8 A.A.R. 5132, effective November 19, 2002 (Supp. 02-4). Amended by final rulemaking at 9 A.A.R. 1605, effective May 5, 2003 (Supp. 03-2). Amended by final rulemaking at 11 A.A.R. 1885, effective June 26, 2005 (Supp. 05-2). R7-2-613. Endorsements A. An endorsement shall be automatically renewed with the certificate on which it is posted. B. Except as noted, all endorsements are subject to the general certification provisions in R7-2-607. C. Endorsements which are optional as specified herein may be required by local governing boards. L. Early Childhood Education Endorsement - birth through age eight 1. An early childhood endorsement is optional, but recommended for individuals teaching in public school early childhood education programs who are not otherwise certified in early childhood education. When combined with an Arizona elementary education teaching certificate or an Arizona special education teaching certificate, it may be used in lieu of a standard early childhood education certificate as described in R7-2-612(I). 2. An endorsement shall be automatically renewed with the certificate on which it is posted. 3. The requirements are: a. A valid Arizona elementary education teaching certificate as provided in R7-2-608 or a valid Arizona special education teaching certificate as provided in R7-2-610; b. Early childhood education coursework and practicum experience which includes both of the following: i. 21 semester hours of early childhood education courses to 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 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; and ii. A minimum of 8 semester hours of practicum including: (1) A minimum of 4 semester hours in a supervised field experience, practicum, internship or student teaching setting serving children birth - preschool. One year of full-time verified teaching experience with children in birth preschool may substitute for this student teaching experience. This verification may come from a school- based education program or center-based program licensed by the Department of Health Services or regulated by tribal or military authorities; and (2) A minimum of 4 semester hours in a supervised student teaching setting serving children in kindergarten - grade 3. One year of fulltime verified teaching experience with children in kindergarten - grade 3 in an accredited school may substitute for this student teaching experience; c. A valid Fingerprint Clearance Card issued by Arizona DPS; and d. A passing score on the early childhood subject knowledge portion of the Arizona Educator Proficiency Assessment once that portion of the AEPA is adopted by the Board.
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4. Teachers with a valid Arizona elementary education certificate or Arizona special education certificate as of July 1, 2006 meet the requirements of this Section with evidence of the following: a. A minimum of three years infant/toddler, preschool or kindergarten - grade 3 classroom teaching experience within 10 years prior to July 1, 2009, and b. A passing score on the early childhood subject knowledge portion of the Arizona Educator Proficiency Assessment once that portion of the AEPA is adopted by the Board.
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Bachelor of Arts and Post-Degree Teacher Preparation Program Early Childhood Education (ECE) Teacher Certification Course Sequence This course sequence is for students beginning their program after January 2011 In order to qualify for a Prescott College Institutional Recommendation (IR) leading to Arizona Provisional Teacher Certification in Early Childhood Education and to meet graduation requirements, Bachelor of Arts degree-seeking students must complete a minimum of 120 semester credits. Students must complete 45 semester credits (a minimum 36 upper division credits and the practicum must be completed with Prescott College) in designated certification coursework, in combination with approved elective ECE coursework and Collegerequired credits in such areas as orientation activities, electronic portfolio development, and the liberal arts seminar. Post-Degree Teacher Preparation students must complete 45 semester credits (orientation, the electronic portfolio development course, the practicum, and the capstone portfolio project must be completed with Prescott College) of designated certification coursework, plus minimal additional College-required credits (usually a total of 3 semester credits) in orientation activities, electronic portfolio development, and the capstone portfolio project. Foundation and Theory Course Number EDU 47801 EDU 47803 EDU 47805 EDU 47809 EDU 47815 Methods Course Number EDU 47807 EDU 47811 EDU 47813 EDU 47817 EDU 47821 EDU 47823 EDU 47002 EDU 47003 Course Title Early Language and Literacy Parent, Family, School, and Community ECE Instructional Techniques and Methods Heath, Safety, and Nutrition Child Guidance and Classroom Management Characteristics and Practices in a Young Childs Behavior Structured English Immersion (SEI) Advanced Structured English Immersion (SEI) Semester Credits 3 credits 3 credits 3 credits 2 credits 3 credits 3 credits 3 credits 3 credits Course Title Foundations of Early Childhood Education (ECE) Child Growth and Development Social and Emotional Development Curriculum Development and Implementation The Exceptional Child and Special Education Processes Semester Credits 3 credits 2 credits 3 credits 3 credits 3 credits
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Practicum Capstone Course Number EDU 47898 EDU 47899 Course Title Semester Credits 4 credits 4 credits
Practicum I: Student Teaching Birth to PreK Practicum II: Student Teaching K- Age 8/Grade 3 Note: 8 semester practicum credits must be taken with Prescott College for degree and/or Institutional Recommendation (IR) Total ECE Teacher Certification Credits: 45
Students must pass the Arizona Educator Proficiency Assessments (AEPA) in both professional and content area knowledge in order to obtain credit for student teaching and to qualify for an Institutional Recommendation (IR) for certification. If a student finds that he or she is unable to complete student teaching due to financial difficulty, employment requirements, placement options, health limitations, or family reasons, he or she must contact the core faculty member to discuss options for the student to complete a degree program. The completion of the degree program WITHOUT student teaching/practicum means that the student is NOT eligible for teacher certification. Students who do not complete student teaching or the two Early Childhood Education (ECE) Practicum experiences are not eligible for an Institutional Recommendation (IR) from Prescott College or for Arizona Provisional Teacher Certification. After discussion with their core faculty, and when it is feasible, students will be guided to complete an appropriate non-teaching 8-semester senior practicum FOR THE DEGREE, ONLY." In each ECE Program course, students will address Learning Targets in the following eight categories: 1. Signature Assignment (Acquisition of Knowledge and Understanding) 2. Field Experience (Authentic Applications and Performance) 3. Assessment Literacy 4. Research 5. Diversity, Social Justice, and Environmental Sustainability 6. Integration of the Fine and Performing Arts 7. Technological Literacy 8. Communication Traditions Learning Target coding on each course syllabus addresses a full range of pertinent Arizona and National Standards: AZ Appendix A - Arizona Professional Teaching Standards (AZ) NAEYC Appendix B - National Association for the Education of Young Children Standards (NAEYC) NETS Appendix C - National Educational Technology Standards for Teachers (NETS) SJPES Appendix D - Standards for Educators, Students, Educational Institutions, Teacher Educators, and Communities - To Advance Social Justice, Peace, and Environmental Sustainability (SJPES) NNES Appendix E - Navajo Nation Education Standards with Navajo Specifics (NNES) ILSAL Appendix F - Information Literacy Standards for Academic Libraries (ILSAL) AZ ECE Appendix G - Arizona Early Childhood Education Standards (AZ ECE) INTASC Appendix H - Interstate New Teacher Assessment and Support Consortium Appendix I Early Childhood Assessment Tools Appendix JResources Prescott Colleges Teacher Preparation Programs are subject to change as mandated by the Arizona Department of Education (ADE) or other College accrediting agencies. Students are responsible for being cognizant of all Prescott College communications and website updates that inform students of required
curricular program changes. Students must complete all requirements as indicated on their individual degree plans and/or by the College and current Arizona State Board Rule.
Any student planning to obtain teacher certification in a state other than Arizona is required to research that states requirements for certification to ensure compliance. An out-of-state student may need to add his or her states components to the Bachelor of Arts and Post Degree. ECE curriculum. All students are required to complete Arizonas Structured English Immersion (SEI) courses offered by state-approved Arizona instructors.
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Bachelor of Arts and Post-Bachelor of Arts Early Childhood Education (ECE) Program Course Sequence
This course sequence is for students beginning their program prior to December 2010 In order to qualify for an institutional recommendation leading to Arizona Early Childhood Education Certification, students must complete 49 semester credits (a minimum 36 upper division credits and the practicum must be completed with Prescott College) in education coursework: Foundation and Theory Course Number Course Title EDU 47801 EDU 47803 EDU 47805 EDU 47809 EDU 47815 EDU 47015 EDU 47819 Methods Course Number EDU 47807 EDU 47811 EDU 47813 EDU 47817 EDU 47821 EDU 47823 EDU 47002 EDU 47003 Foundations of Early Childhood Education (ECE) Child Growth and Development Social and Emotional Development Curriculum Development and Implementation The Exceptional Child and Special Education Processes Educating for the Future: Multicultural and Environmental Issues Assessment and Evaluation
Semester Credits 3 credits 2 credits 3 credits 3 credits 3 credits 3 credits 3 credits
Course Title Early Language and Literacy Parent, Family, School, and Community ECE Instructional Techniques and Methods Heath, Safety, and Nutrition Child Guidance and Classroom Management Characteristics and Practices in a Young Childs Behavior Structured English Immersion (SEI) Advanced Structured English Immersion (SEI)
Note: Teacher Education Candidates seeking Arizona Provisional Certification must complete both Structured English Immersion courses beginning fall 2009.)
Semester Credits 3 credits 3 credits 3 credits 2 credits 3 credits 2 credits 3 credits 3 credits
Practicum Capstone Course Number EDU 47899
Course Title Practicum : (in the two required age groups: birth to preK and K to age 8) (8 semester credits total) Note: 8 semester practicum credits must be taken with Prescott College for degree and/or Institutional Recommendation (IR)
Semester Credits 4 credits
Students must pass the Arizona Educator Proficiency Assessments (AEPA) in both professional and content area knowledge. If a student is planning to obtain certification in a state other than Arizona, she or he will be required to research that states requirements for certification to ensure compliance.
Bachelor of Arts Degree and Post-Degree Teacher Preparation Program Early Childhood Education (ECE) Required Teacher Preparation Course Syllabi Foundations of Early Childhood Education (ECE) EDU 47801 3 semester credits Course Description: The aim of this course is to provide early childhood educators with broad foundational knowledge of the social, cultural, historical, theoretical, socio-economic, environmental, legal, financial, ideological, and political dimensions of early childhood education, which involves knowledge and experience both of the birth to prekindergarten and kindergarten to grade three/age eight developmental and instructional levels. The course challenges students to think about commonly held ideas and learning strategies, and to begin to understand the influencing factors within the learning environment. The student will be actively engaged in developing a personal perspective on the functions and purposes of early childhood education (ECE). The student will develop a critical multicultural perspective which reviews the most recent schooling reforms, including but not limited to the No Child Left Behind Act of 2002, within the broader implications of early childhood education in federal, military, state, public, private, and tribal systems. The student will examine the impacts of education on the natural environment and the diverse human community. Students will begin a compilation of academic and professional resources, materials, and communication skills for their Adult Degree and Graduate Programs (ADGP) studies and ECE career, which include appropriate use of instructional technologies and information literacy. Learning Targets (LT): Students are expected to demonstrate mastery of all Learning Targets and attendant State and National Standards as judged through successful completion of Learning Target activities and analysis of rubric scores. Students may wish to select from among the recommended support activities, or identify others, to establish specific expectations as individual study contracts are developed. Note: Learning Target One (LT 1) is the course Signature Assignment; the formative artifact appears in bold type. 1. Signature Assignment (Acquisition of Knowledge and Understanding) a. Prepare a professional presentation (Signature Assignment Assessment Rubric available on the College website) using multimedia resources that could be incorporated into a school or district staff development workshop, parent training, colloquium, or relevant state, tribal, regional or national conference. Presentation will document knowledge of a broad foundational base of the social, cultural, theoretical, historical, socio-economic, environmental, and political dimensions of early childhood education. (AZ 1.6, 6.5, 7.1-2, 7.4-5, 8.4, 8.7, 8.12, 9.1-2; INTASC 1-2, 6-7, 10; AZ ECE 5; ILSAL 1, 3, 4, 5; NNES 2, 3, 7, 8; SJPES I, II; and, NAEYC 1, 2, 5) b. Develop a personal philosophy, in a one to three page statement, regarding the functions and purposes of early childhood education, for both of the two developmental and instructional groups, and write a 1-3 page summary statement for each. (AZ 6.1-2, 7.2, 7.5, 9.1, 9.5; INTASC 1, 10; AZ ECE 1, 2; SJPES I, II; and NAEYC 5) 2. Field Experience (Authentic Applications and Performance Observation) Document 10 required field experience hours in a personal academic journal and critically analyze different lesson plan models and teaching strategies observed. (AZ 1.7, 1.9-11, 8.1, 8.3-5, 9.5; NAEYC 1-5; AZ ECE 1-5; and INTASC 2)
3. Assessment Literacy Document examples of how assessment is an essential element of the instructional decision- making process through planning, delivery and remediation (e.g., oral and written modalities. (AZ 4.1-5, 5.1-3, 5.5, 8.6, 8.10-13, 9.2, 9.4; INTASC 2, 8-9; AZ ECE 1-5; and NAEYC 1-5) 4. Research Determine the nature and extent of the information needed for academic reading and writing in the course. Access needed information through the Prescott College library system to create an appropriate annotated bibliography for the course. (AZ 3, 8; INTASC 2-4, 6; ILSAL 1- 5; and NAEYC 5) 5. Diversity, Social Justice, and Environmental Sustainability Research and write a three to five page reflective paper on early childhood teachings and philosophy regarding multicultural education or practices. Provide an analysis of the local impact of the environment on the local early childhood learning community. (AZ 1.4-6, 1.10, 6.1, 7.2, 7.5, 8.4, 8.6, 8.12-13, 9.1, 9.5; INTASC 1, 2, 6, 7, 10; AZ ECE 1, 2, 4, 5; SJPES 1, 2 ,3, 5, 8; NNES 2, 3, 7, 8; ILSAL 1 -5; NNES 2, 3, 7, 8; SJPES I, II; and NAEYC 1, 2, 5) 6. Integration of the Fine and Performing Arts Research how an interdisciplinary curriculum, which includes the fine and the performing arts, enhances curricular efficacy through an invitation to each student with culturally appropriate as well as individual learning styles. (AZ 3, 8; INTASC 2-4, 6; and NAEYC 1-4) 7. Technological Literacy Employ self-direction in designing and carrying out program plans, curriculum, and instruction, and become familiar with the components of the Moodle and student electronic portfolios, upload any required course materials to the Eportfolio, through the use of appropriate technology. (AZ 1.3-4, 1.7-8, 9.3; INTASC 7; AZ ECE 1-7; NAEYC 1-5; and NETS I-V). 8. Communication Traditions Honor community literacy and language skills through communication (e.g., oral and written) components in the Prescott College courses that interweave social and ecological literacies as demonstrated through the professional presentation. Incorporate language(s) of the community and audience (e.g., students, parents, and professional staff) into the professional presentation. (AZ 1.6, 6.5, 7.1-2, 7.4-5, 8.4, 8.7, 8.12, 9.1-2; INTASC 1-2, 6-7, 10; AZ ECE 5; ILSAL 1, 3-5; NNES 2, 3, 7, 8; and NAEYC 1, 2, 5) Recommended support activities: Read three to five books and five to seven professional journal articles on the theories and best practices in ECE, for both birth to prekindergarten and kindergarten to grade three/age eight developmental and instructional groups, and create an annotated bibliography on each resource. Review federal, state, military, tribal, etc., early childhood program standards and create an artifact to document new knowledge which could be displayed for parents. Examine the legal rights and responsibilities for early childhood educators in both the two developmental and instructional groups. Create a sample training module on this topic to share with developmental or classroom staff. Compare three to five different early childhood education programs, such as military, Head Start, Early Head Start, Bureau of Indian Educations (BIE) Face and Child Education (FACE), tribal, public, private, state, Waldorf, Montessori, and Reggio Emilia. Create a visual presentation that compares and contrasts selected characteristics of three-five different programs. Discuss findings with the classroom mentor.
Participate in an early childhood classroom or developmental setting leading several child-centered activities. Interview two early childhood educators, for at least thirty minutes, in regards to influencing factors in their classroom and create a two to three page summary paper showing results and analysis of interview information and demonstrates critical thinking about the interview processes. Print and complete the two Early Childhood Arizona Educator Proficiency Assessment (AEPA) study guides. Submit the two completed practice study guides to core faculty member. Discuss areas of deficiency and how to master these knowledge areas in the remaining ADGP courses in order to prepare a plan for passing the AEPA prior to practicum/student teaching. Research and write a three to five page reflective paper on early childhood teachings and philosophy regarding multicultural education or practices. . Education Programs Signature Assignment Artifact and Field Experience Assessment Rubrics Signature Assignment Assessment Rubrics and the Field Experience Assessment Rubric (universal for Observation, Partial Participation, and Full Engagement/Capstone experiences) are displayed on Moodle, the Prescott College online learning management system, and on the Prescott College website. To access Moodle, go to http://moodle.prescott.edu. Enter your user name and password. Then, click on the Education Programs Signature Assignment and Field Experience Assessment Rubrics link. If you experience difficulty accessing Moodle, please contact the Prescott College E-Learning Coordinator. Note: Students have the responsibility to be cognizant of the current Arizona (or their states certification) and Prescott Colleges degree and/or teacher certification requirements. Students are responsible for reading, uploading, and completing the current student teaching/practicum documents from the Prescott College website. State teacher certification requirements are subject to change and students must comply with teacher certification requirements current at the time of their graduation/ certification application. Recommended Resources: Andrzejewski, J., Baltodano, M. P. & Symcox, L. (Eds.). (2009). Social justice, peace and environmental education: Transformative standards. New York, NY: Routledge. Arizona Department of Education (ADE). (2005, May). Arizona Early Childhood Education Standards. Phoenix, AZ: Author. Retrieved September 2, 2006, from www.ade.state.az.us/earlychildhood/downloads/EarlyLearningStandards.pdf Arizona Department of Education (ADE). (2006, September). Arizona Early Childhood Education Teacher Certification. Phoenix, AZ: Author. Retrieved September 2, 2006, from www.ade.state.az.us/certification/requirements/TeachingCerts/EarlyChildhood.pdf Arizona Early Childhood Consortium. (pending 2010). Program guidelines for high quality early education: Birth through kindergarten (3rd ed.). Phoenix, AZ: ADE. Brewer, J. A. (2003). Introduction to early childhood education: Preschool through primary grades (5th ed.). Boston, MA: Allyn & Bacon. Crosser, S. (2004). What do we know about early childhood education?: A research based practice. Clifton Park, NY: Thomson. Devries, R. (2001). Developing constructivist early childhood curriculum: Practical principals and activities. New York, NY: Teachers College Press.
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Gordon, A. M., & Browne, K. W. (2004). Beginnings and beyond: Foundations in early childhood education. Clifton Park, NY: Thomson. Levine, M. L. (2005, November). Take a giant step: Investing in preschool education in emerging nations. Phi Delta Kappan, 87, 196-200. Morrison, G. (2005). Fundamentals of early childhood education (4th ed.). Upper Saddle River, NJ: Prentice Hall. Pelo, A. (Ed.). (2008). Rethinking early childhood education. Milwaukee, WI: A Rethinking Schools Publication. Zigler, E., Gilliam, W., & Jones, S. (2006). A vision for a universal preschool education. Cambridge, MA: Cambridge.
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Child Growth and Development EDU 47803 2 semester credits Course Description: Through this course, the student will gain knowledge on the theories of child growth and development. The course will include content on stages of typical cognitive and physical growth for children from birth to prekindergarten and kindergarten to grade three/age eight. The student will study childrens development through learning theories including research on brain-based cognitive development, multiple intelligences, natural and place-based environments, and culturally appropriate approaches to learning. Critical to an educators professional development is the teachers ability to assess and create age-appropriate learning strategies and environments which enhance young childrens physical growth and cognitive development. Learning Targets (LT): Students are expected to demonstrate mastery of all Learning Targets and attendant State and National Standards as judged through successful completion of Learning Target activities and analysis of rubric scores. Students may wish to select from among the recommended support activities, or identify others, to establish specific expectations as individual study contracts are developed. Note: Learning Target One (LT 1) is the course Signature Assignment; the formative artifact appears in bold type. 1. Signature Assignment (Acquisition of Knowledge and Understanding) Create a display of growth patterns through a PowerPoint presentation (Signature Assignment Assessment Rubric available on the College website) that demonstrate knowledge of a broad foundational base of the social-emotional, cognitive, and physical development and growth of young children from birth to prekindergarten and kindergarten to grade three/age eight. (AZ 1.6, 6.5, 7.1-2, 7.4-5, 8.4, 8.7, 8.12, 9.1-2; INTASC 1-2, 6-7, 10; AZ ECE 5; ILSAL 1, 3, 4, 5; NNES 2, 3, 7, 8; and NAEYC 1, 2, 5) 2. Field Experience (Authentic Applications and Performance Observation) Document 10 required field experience hours on the Prescott College field observation form and in a personal academic journal and identify, among the students (both ECE groups) observed, evidence of various social, emotional, cognitive, and physical development factors contributing to or adversely impacting students academic development. (AZ 1.1-2, 1.6, 1.7, 1.8-12, 3.1, 3.7, 3.11-12, 3.15, 6.1, 8.1, 8.3-5, 8.6-8, 9.1, 9.5; NAEYC 1-5; AZ ECE 1-6; NNES 2, 3, 7, 8; and INTASC 2) 3. Assessment Literacy Determine how teachers assess early childhood learners for purposes of determining development processes. Identify field related assessment tools used to determine the developmental stage (e.g., social, emotional, physical, cognitive) of the young child. (AZ 4.1-5, 5.1-3, 5.5, 8.6, 8.10-13, 9.2, 9.4; INTASC 2, 8-9; AZ ECE 1-5; ILSAL 1, 3, 4, 5; and NAEYC 1-5) 4. Research Use the Prescott College library system and/or another appropriate search process (e.g., professional literature for pediatricians and social workers) in order to access the information needed in this course for the other learning targets in this course. (AZ 3, 8; INTASC 2-4, 6; ILSAL 1 -5; and NAEYC 5) 5. Diversity, Social Justice, and Environmental Sustainability Create a three to five page paper (i.e., APA) in which to identify environmental and cultural factors that can enhance or impinge normal growth and development for both of the two developmental and instructional groups of children, and ensure theoretical knowledge is thoroughly anchored in preparation
for the Arizona Professional Educator Assessment (AEPA) (AZ 1.1-2, 1.3-5, 1.6, 1.8-9, 2.2, 2.5-8, 3.13, 7.1-2, 7.5, 8.1, 8.3-4, 8.8, 8.12-13, 9.1-5; INTASC 1, 2, 6, 7, 10; AZ ECE 1, 5, 6; ILSAL 1, 3, 4, 5; NNES 2, 3, 7, 8; SJPES I, II; and NAEYC 1, 4) 6. Integration of the Fine and Performing Arts Research how an interdisciplinary curriculum, which includes the fine and the performing arts, enhances curricular efficacy through an invitation to each student with culturally appropriate as well as individual learning styles. (AZ 1.4-5, 1.7-9, 1.11, 1.13, 2.4, 2.6, 6.1, 7.5, 9.1; INTASC 2-4, 6; AZ ECE 1, 2, 6; and NAEYC 1, 4) 7. Technological Literacy Employ self-direction in designing and carrying out program plans, curriculum, and instruction, and become familiar with the components of the Moodle and student electronic portfolios, upload any required course materials to the Eportfolio, through the use of appropriate technology. (AZ 1.3-4, 1.7-8, 9.3; INTASC 7; AZ ECE 1-7; NAEYC 1-5; and, NETS I-V). 8. Communication Traditions Integrate theory to practice by honoring community traditions and language, and guiding new academic communication knowledge and skills (e.g., written and oral) into the classroom and with educational outreach (e.g., parents, public, media, etc.) into the community. (AZ 1.6, 6.5, 7.1-2, 7.4-5, 8.4, 8.7, 8.12, 9.1-2; INTASC 1-2, 6-7, 10; AZ ECE 5; ILSAL 1, 3, 4, 5; NNES 2, 3, 7, 8; NNES 2, 3, 7, 8; and NAEYC 1-5) Recommended support activities: Read three to five books and five to seven professional journal articles on child growth and brain development for birth to prekindergarten and kindergarten to grade three/age eight developmental and instructional settings. Interview two early childhood educators, from both ECE groups, for at least thirty minutes, in regards to signs of normal and abnormal development which can be identified in their classroom. Create a two to three page summary paper including a critical analysis on each interview. Participate in early childhood classrooms, birth to prekindergarten and kindergarten to grade three/age eight, leading several developmentally appropriate activities. Research and write a reflective paper on child growth and development, including local cultural practices with young children. Select and support a narrowly focused topic related to young childrens growth in a 10-12 page research paper. Be sure that information can be documented that supports and contests a selected point of view. Review federal, state, military, tribal, etc., early childhood program standards and create an appropriate outdoor environmental which enhances development from childrens play for both developmental and instructional groups. Education Programs Signature Assignment Artifact and Field Experience Assessment Rubrics Signature Assignment Assessment Rubrics and the Field Experience Assessment Rubric (universal for Observation, Partial Participation, and Full Engagement/Capstone experiences) are displayed on Moodle, the Prescott College online learning management system, and on the Prescott College website. To access Moodle, go to http://moodle.prescott.edu. Enter your user name and password. Then, click on the Education Programs Signature Assignment and Field Experience Assessment Rubrics link. If you experience difficulty accessing Moodle, please contact the Prescott College E-Learning Coordinator. Note: Students have the responsibility to be cognizant of the current Arizona (or their states certification) and Prescott Colleges degree and/or teacher certification requirements. Students are responsible for reading, uploading, and completing the current student teaching/practicum documents
from the Prescott College website. State teacher certification requirements are subject to change and students must comply with teacher certification requirements current at the time of their graduation/ certification application. Recommended Resources: Allen, K. E., & Marotz, L. R. (2003). Developmental profiles: Pre-birth through twelve (4th ed.). Clifton Park, NJ: Thomson. Brady, L., & McColl, L. (2009). Test less, assess more: A K-8 guide to formative assessment. Larchmont, NY: Eye on Education. Driscoll, A., & Nagel, N. G. (Eds.). (2004). Early childhood education, Birth-8: The world of children, families, and educators (3rd ed.). Boston, MA: Allyn and Bacon. Given, B. K. (2002). Teaching to the brains natural learning systems. Alexandria, VA: Association for Supervision and Curriculum Development (ASCD). Kahn, H. P., & Kellert, S. R. (Eds.). (2002). Children and nature: Psychological, sociocultural, and evolutionary investigations. Cambridge, MA: The MIT Press. National Research Council and Institute of Medicine (2000). From neurons to neighborhoods: The science of early childhood development. Board on Children, Youth, and Families, Commission on Behavioral and Social Sciences and Education. Washington, DC: National Academy Press. Phi Delta Kappan: The Journal for Education. (2008, February). This issue is focused issue on brain-based education. Shonkoff, J. P., & Phillips, D. A. (Eds.). (2000). From neurons to neighborhoods: The science of early childhood development. Washington, DC: National Academy Press.
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Social and Emotional Development EDU 47805 3 semester credits Course Description: Through this course the student will study the theories of social and emotional development, as they relate to the developmental and instructional stages of birth to prekindergarten and kindergarten to grade three/age eight, which can include the work of E.L. Thorndike, Howard Gardner, Albert Bandura, L.S. Vygotsky, Jean Piaget, and Daniel Goleman. In studying social intelligence, the student will develop an understanding of childrens ability to understand and relate to people, including intra- and interpersonal intelligences, and culturally appropriate communication practices with other community members. The student will create an understanding of the five characteristics and abilities of emotional intelligences: 1) self-awareness, 2) mood management, 3) self-motivation, 4) empathy, and 5) managing relationships. In addition, the student will demonstrate her or his understanding of why social and emotional health is fundamental to effective learning and why children must have an understanding of themselves and how they best learn. An overview of how the brain and emotions work and the neuropsychology of emotions will be covered. Students will also investigate cultural and environmental factors that influence social and emotional development. Learning Targets (LT): Students are expected to demonstrate mastery of all Learning Targets and attendant State and National Standards as judged through successful completion of Learning Target activities and analysis of rubric scores. Students may wish to select from among the recommended support activities, or identify others, to establish specific expectations as individual study contracts are developed. Note: Learning Target One (LT 1) is the course Signature Assignment; the formative artifact appears in bold type. 1. Signature Assignment (Acquisition of Knowledge and Understanding) a. Document in an annotated bibliography (Signature Assignment Assessment Rubric available on the College website), from at least five academic sources, knowledge of the current research on childrens social and emotional development and the factors that can enhance or impede a childs development from birth to prekindergarten and kindergarten to grade three/age eight. (AZ 1.4, 2.4-7, 7.1-2, 7.5, 8.4, 8.6-7, 9.1; INTASC 1-2, 5-6, 10; AZ ECE 1; ILSAL 1, 3, 4, 5; NNES 2, 3, 7, 8; and NAEYC 1, 4, 5) b. Chart the characteristics of social-emotional development, tribal traditions, theories, and theorists such as Thorndike, Bandura, Vygotsky, Piaget, Goleman, and ensure that theoretical knowledge is thoroughly anchored in preparation for the Arizona Professional Educator Assessment (AEPA). (AZ 1.1-2, 1.6, 2.4, 2.67. 2.9, 3.8, 3.10, 5.2, 5.5, 7.1-2, 7.5, 8.1, 8.3-4, 8.6-8, 8.12-13, 9.1-2; INTASC 1-6, 9; AZ ECE 1, 6; NNES 2, 3, 7, 8; and NAEYC 1, 4, 5) 2. Field Experience (Authentic Applications and Performance Observation) Document 10 required field experience hours in a personal academic journal and present a description of various social and emotional factors you recognize that positively or negatively impact student construction of knowledge and strategies employed by the teacher to address the negative factors you have identified. (AZ 3.1, 3.7-8, 3.12, 8.1, 8.3-7, 9.1, 9.5; INTASC 2-4, 6; NAEYC 1-5; and AZ ECE 1-6) 3. Assessment Literacy Describe how school readiness, in a selected local school district, in terms of social and emotional development, is determined and from your perspective reflect upon the validity of these assessment practices. Identify standardized instruments that determine social and emotional development from birth to grade 3. (AZ 4.1-5, 5.1-3, 5.5, 8.6, 8.10-13, 9.2, 9.4; INTASC 2, 8-9; AZ ECE 1-5; NNES 2, 3, 7, 8; and NAEYC 1-5)
4. Research Investigate how brain development affects learning and emotions, for both birth to prekindergarten and kindergarten to grade three/age eight developmental and instructional groups, through five to seven professional journal articles and create a three to five page documented essay that discusses the research. (AZ 3, 8; INTASC 2-4, 6; ILSAL 1 -5; and NAEYC 5) 5. Diversity, Social Justice, and Environmental Sustainability Define how cultural practices and activities in the natural environment help children become part of their communities and formulate positive socio-emotional development. (AZ 1.4, 2.1, 2.3-6, 2.8, 7.5, 8.6-7, 8.1213, 9.1; INTASC 1-2, 5-7; AZ ECE 1, 4, 5; NNES 2, 3, 7, 8; NNES 2, 3, 7, 8; SJPES I, II; and NAEYC 1, 4, 5) 6. Integration of the Fine and Performing Arts Identity how creative play (e.g., role playing, puppetry, songs, movement), promotes social and emotional development. Describe one example through a multi-media project presentation. (AZ 1.4-5, 1.7-9, 1.11, 1.13, 2.4, 2.6, 6.1, 7.5, 9.1; INTASC 2-4, 6; AZ ECE 1, 2, 6; and NAEYC 1-5) 7. Technological Literacy Employ self-direction in designing and carrying out program plans, curriculum, and instruction, and become familiar with the components of the Moodle and student electronic portfolios, upload any required course materials to the Eportfolio, through the use of appropriate technology. (AZ 1.3-4, 1.7-8, 9.3; INTASC 1-4, 6; AZ ECE 1-7; NAEYC 1-5; and NETS I-V). 8. Communication Traditions Write a three to five page reflective paper on language and communication development, including cultural activities and child raising practices that you observe that enhances language usage and socialization for children in both birth to prekindergarten and kindergarten to grade three/age eight developmental and instructional groups. (AZ 1.6, 6.5, 7.1-2, 7.4-5, 8.4, 8.7, 8.12, 9.1-2; INTASC 1-2, 6-7, 10; AZ ECE 5; ILSAL 1, 3, 4, 5; NNES 2, 3, 7, 8; NNES 2, 3, 7, 8; and NAEYC 1-5) Recommended support activities: Read three to five books and five to seven professional journal articles on social and emotional development to include three to five different theories and theorists such as Thorndike, Bandura, Vygotsky, Piaget, and Goleman. Assess the impact of the natural environment in socio-emotional development through examination of three to five outdoor play environments. Develop a two to four page written essay about potential changes which could be made to these play areas that would improve the childrens socialization opportunities for both birth to prekindergarten and kindergarten to grade three/age eight developmental and instructional groups. Observe two children from two different language groups or cultures for at least five hours and document how they display their emotions and socialize with other children. Write a three to five page paper summarizing what has been observed and comparing those observations to the theoretical norms. Interview two early childhood educators, in both developmental and instructional groups, for at least thirty minutes, in regards to ways that they help children develop appropriate socialization skills. Create a two to three page summary paper using critical thinking to critique the socialization strategies provided in each interview. Research how brain development affects learning and emotions, for both birth to prekindergarten and kindergarten to grade three/age eight developmental and instructional groups, through fiveseven professional journal articles and create an annotated bibliography for each journal article.
Create five to seven lesson plans using outdoor environments that can enhance childrens social and emotional development. Participate in early childhood settings, for both birth to prekindergarten and kindergarten to grade three/age eight, leading 3 to 6 activities toward development of the childrens emotional self-awareness.
Education Programs Signature Assignment Artifact and Field Experience Assessment Rubrics Signature Assignment Assessment Rubrics and the Field Experience Assessment Rubric (universal for Observation, Partial Participation, and Full Engagement/Capstone experiences) are displayed on Moodle, the Prescott College online learning management system, and on the Prescott College website. To access Moodle, go to http://moodle.prescott.edu. Enter your user name and password. Then, click on the Education Programs Signature Assignment and Field Experience Assessment Rubrics link. If you experience difficulty accessing Moodle, please contact the Prescott College E-Learning Coordinator. Note: Students have the responsibility to be cognizant of the current Arizona (or their states certification) and Prescott Colleges degree and/or teacher certification requirements. Students are responsible for reading, uploading, and completing the current student teaching/practicum documents from the Prescott College website. State teacher certification requirements are subject to change and students must comply with teacher certification requirements current at the time of their graduation/ certification application. Recommended Resources: Auer, C. R., & Blumberg, S. L. (2006). Parenting a child with sensory processing disorder. Oakland, CA: New Harbinger. Child Mental Health Foundations and Agencies Network. (2000). A good beginning: Sending Americas children to school with the social and emotional competence they need to succeed. Bethesda, MD: National Institute of Mental Health, Office of Communications and Public Liaison. Cohen, J., & Comer, J. P. (Eds.). (n.d.). Caring classrooms/Intelligent schools: The social emotional education of young children (Social Emotional Learning, 2). Alexandria, VA: Association for Supervision and Curriculum Development (ASCD). Gartrell, D. (2003).The power of guidance: Teaching social-emotional skills in early childhood classrooms. Clifton Park, NY: Thomson and National Association for the Education of Young Children (NAEYC). Goleman, D. (1997). Emotional intelligence: Why it is can matter more than I.Q. New York, NY: Bantam Books. Goleman, D. (2006). Social intelligence: The new science of human relationships. New York, NY: Bantam Books. Hyson, M. C., & Zigler, E. (2003). The emotional development of young children: Building an emotion-centered curriculum. New York, NY: Teachers College Press. Kahn, H. P., & Kellert, S. R. (Eds.). (2002). Children and nature: Psychological, sociocultural, and evolutionary investigations. Cambridge: The MIT Press. Louv, R. (2005). Last child in the woods: Saving our children from nature deficit disorder. Chapel Hill, NC: Algonquin Books of Chapel Hill. Robbins, P. (2000). Emotional intelligence and standards: The balancing act. Alexandria, VA: ASCD.
Sharapan, H. (2006). What do you do with the mad that you feel?: An activity book to help children manage anger. Pittsburg, PA: Family Communications. Zigler, E., & Hyson, M. C. (2003). The emotional development of young children: Building an emotion-centered curriculum. New York, NY: Teachers College Press.
He (Martin Luther King) said together when others said separate. He said peace when others said war. Sooner or later, all the people of the world will have to discover a way to live together. --Dr. Martin Luther King (King as cited in D. Rappaport, D. ( 2001). Martins big words: The life of Dr. Martin Luther King, Jr. New York, NY: Jump at the Sun.)
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Early Language and Literacy EDU 47807 3 semester credits Course Description: Through this course the student will study early language and literacy, including development and acquisition of oral language(s) for children in early childhood education (ECE) placements, from birth to prekindergarten and kindergarten to grade three/age eight. This course is a major component of the ECE program of study. The student will develop a culturally and developmentally appropriate repertoire of songs, poems, rhymes, finger plays, and storytelling. The student will prepare a library of classroom readings and literature for young children, from birth to prekindergarten and kindergarten to grade three/age eight. The student will engage children in learning through literacy materials that honor their cultures and the local natural environment. The student will have an emphasis on developmentally-appropriate language development, speaking home languages, teaching phonological awareness, personal name and letter recognition, print awareness, and prewriting skills. The student will gain knowledge of the Arizona Department of Educations (ADE) essential components of reading and the Early Childhood Language and Literacy Standard and concepts. The student will also engage in activities that meet the National Association for the Education of Young Children (NAEYC) Professional Performance Standards. Learning Targets (LT): Students are expected to demonstrate mastery of all Learning Targets and attendant State and National Standards as judged through successful completion of Learning Target activities and analysis of rubric scores. Students may wish to select from among the recommended support activities, or identify others, to establish specific expectations as individual study contracts are developed. Note: Learning Target One (LT 1) is the course Signature Assignment; the formative artifact appears in bold type. 1. Signature Assignment (Acquisition of Knowledge and Understanding) Present the findings from a seven to ten page documented essay (Signature Assignment Assessment Rubric available on the College website) on the current research and learning strategies in early language and literacy starting at birth through grade3/age 8 at an appropriate school district staff development venue or conference. (AZ 3.3-4, 3.7-8, 3.11-12, 7.1-2, 8.1, 8.3-4, 9.1; INTASC 1-4, 6; AZ ECE 1; ILSAL 1, 3, 4, 5; NNES 2, 3, 7, 8; NNES 2, 3, 7, 8; and NAEYC 1, 3, 4) 2. Field Experience (Authentic Applications and Performance Observation/Partial Participation) a. Document 10 required field experience hours in a personal academic journal and critically analyze those lesson plan models and/or teaching strategies implemented to respond to childrens early language and literacy needs. (AZ 3.1, 3.7-8, 3.11-12, 3.15, 6.1, 7.1-2, 8.1, 8.3-5, 9.1, 9.5; NAEYC 1-5; AZ ECE 1-6; INTASC 2-4, 6; and NNES 2, 3, 7, 8;) b. Partial Participation Participate in a classroom language or literacy lesson. Record your observations in your journal. (AZ 3.1, 3.7-8, 3.11-12, 3.15, 6.1, 7.1-2, 8.1, 8.3-5, 9.1, 9.5; NAEYC 1-5; AZ ECE 1-6; INTASC 2-4, 6; and NNES 2, 3, 7, 8;) 3. Assessment Literacy Determine the extent of scaffolding required for one selected individual student based upon the childs critical prior knowledge in language(s) and/or literacy. Work with language and literacy specialists in the field (e.g., speech therapist, Native language teacher, curriculum specialist, etc.) (AZ 4.1-5, 5.1-3, 5.5, 8.6, 8.10-13, 9.2, 9.4; INTASC 2, 8-9; AZ ECE 1-5; NNES 2, 3, 7, 8; and NAEYC 1-5)
4. Research Research and consider technological and human resources that are appropriate strategies of early language and literacy and then provide age-appropriate activities that will help young children share their ideas with others through verbal and non-verbal communication skills, develop pre-reading and writing skills, and become fluent in their written and spoken language(s). Document your research in a five to seven page reflective essay. (AZ 1.1-2, 1.4-12, 2.1, 2.3-8, 3.3, 3.6, 3.8, 3.10, 3.14-15, 5.1-3, 5.5, 6.1, 7.1, 7.5, 8.1, 8.3-4, 8.6-7, 8.9, 8.11-12, 9.1, 9.5; INTASC 2-4, 6; AZ ECE 1-3; ILSAL 1, 3, 4, 5; and NAEYC 1, 3, 4) 5. Diversity, Social Justice, and Environmental Sustainability Define and assess language and literacy development strategies and activities, including creation of a bibliography or library of 10-12 books, which enhance and embrace childrens cultural and natural environments. (AZ 1.4-5, 1.10, 2.1, 2.4-6, 3.3, 3.8, 3.10, 5.1, 6.1, 7.5, 8.6, 9.1, 9.5; INTASC 1-7, 9-10; AZ ECE 1, 4, 5; ILSAL 1, 3, 4, 5; NNES 2, 3, 7, 8; SJPES I, II; and NAEYC 1, 3, 4) 6. Integration of the Fine and Performing Arts Demonstrate storytelling using multiple modalities, recognizing the significance in each culture of early language development. (AZ 1.4-5, 1.7-9, 1.11, 1.13, 2.4, 2.6, 6.1, 7.5, 9.1; INTASC 2-4, 6; AZ ECE 1, 2, 6; and NAEYC 1-5) 7. Technological Literacy Employ self-direction in designing and carrying out program plans, curriculum, and instruction, and become familiar with the components of the Moodle and student electronic portfolios, upload any required course materials to the Eportfolio, through the use of appropriate technology. (AZ 1.3-4,1.7-8, 9.3; INTASC 1-4, 6; AZ ECE 1-7; NAEYC 1-5; and NETS I-V). 8. Communication Traditions Invite community members into the classroom so that they can provide storytelling activities. Reflect upon the stories, the use of language(s), and childrens responses to the oral traditions. (AZ 1.6; 6.5; 7.12, 7.4-5; 8.4, 8.7, 8.12, 9.1-2; INTASC 1-2, 6-7, 10; AZ ECE 5;NNES 2, 3, 7, 8; SJPES I, II; and NAEYC 1-5) Recommended support activities: Research the Internet for five to seven professional journal articles on early language and literacy development, and academically-based age-appropriate language and literacy curriculum options. Create an annotated bibliography for this material. Write a reflection on literacy that includes an analysis of best practices with English language learners or bilingual speakers for children from birth to prekindergarten and kindergarten to grade three. Interview two early childhood educators, in birth to prekindergarten and kindergarten to grade three/age eight settings, for at least thirty minutes, in regards to ways that they help children develop appropriate literacy skills. Create a two to three page summary paper using your critical thinking to critique the literacy strategies provided in each interview. Investigate community-supported literacy projects for young children and parents or create one for a specific community. Document the information about the projects in a five-seven page essay. Create four to six book-handling activities for young children. Read childrens books and create and present 2-3 lesson plans each on both appropriate cultural representations and enjoyment and understanding of the natural environment using his or her favorite books.
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Produce a creative project, poster, or flyer, for the classroom/school that will inspire parental involvement through having parents read with their young children at home. Investigate community-supported literacy projects for young children and parents or create one for a specific community. Document the information about the projects in a five-seven page essay. Create an in-service, along with an instructional guide that addresses the essential components of reading instruction: phonemic awareness, phonics, vocabulary development, listening skills, speaking and communicating, reading fluency, and reading comprehension strategies for young children.
Education Programs Signature Assignment Artifact and Field Experience Assessment Rubrics Signature Assignment Assessment Rubrics and the Field Experience Assessment Rubric (universal for Observation, Partial Participation, and Full Engagement/Capstone experiences) are displayed on Moodle, the Prescott College online learning management system, and on the Prescott College website. To access Moodle, go to http://moodle.prescott.edu. Enter your user name and password. Then, click on the Education Programs Signature Assignment and Field Experience Assessment Rubrics link. If you experience difficulty accessing Moodle, please contact the Prescott College E-Learning Coordinator. Note: Students have the responsibility to be cognizant of the current Arizona (or their states certification) and Prescott Colleges degree and/or teacher certification requirements. Students are responsible for reading, uploading, and completing the current student teaching/practicum documents from the Prescott College website. State teacher certification requirements are subject to change and students must comply with teacher certification requirements current at the time of their graduation/ certification application. Recommended Resources: Bardige, B. S., & Segal, M. M. (2005). Building literacy with love: A guide for teachers and caregivers of children birth through age 5. Washington, DC: Zero to Three Press. Cook, R. E., Terrier, A., & Klein, M. D. (2007). Adapting early childhood curricula for children with special needs (7th ed.). New York, NY: Prentice Hall. Dragan, P. B. (2005). A how-to-guide for teaching English language learners. Portsmouth, NH: Heinemann. Fillmore, L. W., & Snow, C. E. (2000). What teachers need to know about language. Washington, DC: Office of Educational Research and Improvement. Fox, M. (2001). Reading magic: Why reading aloud to our children will change their lives forever. Orlando, FL: Harcourt. LaRose, D. (2007). Reading activities and games for early learners. Huntington Beach, CA: Shell Education. Machado, J. M. (2002). Early childhood experiences in language arts. Clifton Park, NY: Thomson. McGee, L. M., & Richgels, D. J. (2003). Designing early literacy programs: Strategies for at-risk preschool and kindergarten children. New York, NY: Guilford Press. Meier, D. (2004). The young childs memory for words: Developing first and second language literacy. New York, NY: Teachers College Press. Moomaw, S., & Hieronymus, B. (2001). More than letters: Literacy activities for preschool, kindergarten, and first grade. St. Paul: MN: Redleaf Press.
New Standards/Speaking and Listening Committee (2001). Speaking and listening for preschool through third grade. Washington, DC: National Center on Education and the Economy. Owocki, G. (2001). Make way for literacy: Teaching the way young children learn. Washington DC: NAEYC. Rosenkoetter, S. (2001, March). Emergent literacy: Developmentally appropriate experiences with language and literacy yield long-term benefits. In Collaborative ties: A forum of the OSU child development center. Corvallis, OR: Oregon State University. Schickendanz, J., & Casbergue, R. M. (2004). Writing in preschool: Learning to orchestrate meaning and marks. Newark, DE: International Reading Associations Preschool Literacy Collection. Shagoury, R. (2008). Raising writers: Understanding and nurturing young childrens writing development. Danbury, CN: Allyn & Bacon. Zigler, E., Singers, D. G., & Bishop-Josef, S. J. (2004). Childrens play: The roots of reading. Washington, DC: Zero to Three.
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Curriculum Development and Implementation EDU 47809 3 semester credits Course Description: Through this course the student will create developmentally and culturally appropriate curriculum for early childhood education and classroom implementation for both birth to prekindergarten and kindergarten to grade three/age eight developmental and instructional groups. Curriculum will encourage active exploration and the opportunity for self-discovery by the children and teacher initiated or selected activities. The student will create integrated thematic units and lesson plans for mathematics, natural science, literacy, language arts, social studies, art, music, movement, educational play, and social/emotional development. The student will explore curriculum applications that can expand out of the classroom into the natural learning environment for both ECE groups. The student will ensure that the curriculum embraces appropriate multiple cultural perspectives and languages. Through this course, the student will develop an understanding of the Arizona Department of Educations (ADE) curriculum standards and benchmarks. Learning Targets (LT): Students are expected to demonstrate mastery of all Learning Targets and attendant State and National Standards as judged through successful completion of Learning Target activities and analysis of rubric scores. Students may wish to select from among the recommended support activities, or identify others, to establish specific expectations as individual study contracts are developed. Note: Learning Target One (LT 1) is the course Signature Assignment; the formative artifact appears in bold type. 1. Signature Assignment (Acquisition of Knowledge and Understanding) Write a seven to ten page persuasive argument (Signature Assignment Assessment Rubric available on the College website) regarding selected best practices for early childhood curriculum development and implementation, for both developmental and instructional groups: birth to prekindergarten and kindergarten to grade three/age eight. (AZ 1.1-3, 1.6-13, 2.9, 3.3, 3.7-8, 3.10-13, 3.15, 7.1-2, 7.5; 8.1, 8.3-4, 8.8, 9.1, 9.5; INTASC 1-7; AZ ECE 2-7; ILSAL 1, 3, 4, 5; NNES 2, 3, 7, 8; and NAEYC 1, 3-5) 2. Field Experience (Authentic Applications and Performance Observation) Document 10 required field experience hours in a personal academic journal and critically analyze those lesson plan models and/or teaching strategies implemented to respond to childrens early language and literacy needs. (AZ 3.1, 3.7-8, 3.11-12, 3.15, 6.1, 7.1-2, 8.1, 8.3-5, 9.1, 9.5; NAEYC 1-5; AZ ECE 1-6; INTASC 2) 3. Assessment Literacy Identify three to five goals for an individually-selected thematic unit. Provide the rationale and criteria used to establish those goals. (AZ ECE 1-5; INTASC 2, 8-9; AZ ECE 1-5; and NAEYC 1-5) 4. Research Demonstrate your effective use of information relative to the establishment of your thematic unit goals (e.g., rationale, criteria, assessment, etc). Research three to five Internet sites for appropriate technology on academically-based culturally and age-appropriate curriculum options for both birth to prekindergarten and kindergarten to grade three/age eight groups. (AZ 1.3-4, 1.7-8, 9.3; INTASC 2-4, 6; AZ ECE 1-3; ILSAL 1- 5; NETS I-V; and NAEYC 1-5) 5. Diversity, Social Justice, and Environmental Sustainability
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Develop and expand unit and lesson plans with methods and practices that include diversity and social justice issues and the natural environment. (AZ 1.4-5, 1.10, 2.1, 2.4-6, 3.3, 3.8, 3.10, 5.1, 6.1, 7.5, 8.6, 9.1, 9.5; INTASC 1-7, 9-10; AZ ECE 1, 4, 5; NNES 2, 3, 7, 8; SJPES I, II; and NAEYC 1-5) 6. Integration of the Fine and Performing Arts Enhance the thematic unit development through attention to interdisciplinary integration and implementation of content areas such as mathematics, natural science, literacy, language arts, social studies, art, music, movement, educational play, and social emotional development. (AZ 1.1-13, 2.9, 3.1, 3.15, 4.2, 4.4., 5.1-3, 5.5, 6.1-3, 7.1-5, 8.1-13, 9.1-5; INTASC 2-4, 6; AZ ECE 2-7; SJPES I, II; and NAEYC 1, 3-5) 7. Technological Literacy Employ self-direction in designing and carrying out program plans, curriculum, and instruction, and become familiar with the components of the Moodle and student electronic portfolios, upload any required course materials to the Eportfolio, through the use of appropriate technology. (AZ 1.3-4, 1.7-8, 9.3; INTASC 1-4, 6; AZ ECE 1-7; NAEYC 1-5; and NETS I-V). 8. Communication Traditions Incorporate the childrens languages and cultural perspectives into the inter-disciplinary curriculum. Invite parents and community members into the classroom to tell stories, read books, and participate in lesson activities so that children can hear multiple languages and practice communication skills with other community members. (AZ 1.6, 6.5, 7.1-2, 7.4-5, 8.4, 8.7, 8.12, 9.1-2; INTASC 1-2, 6-7, 11; AZ ECE 1-5; NNES 2, 3, 7, 8; SJPES I, II; and NAEYC 1-5) Recommended support activities: Read two to three books and three to five professional journal articles on ECE curriculum development and implementation for both developmental and instructional groups. Formulate an annotated bibliography on each reference. Create three to four unit plans with at least 5 lesson plans each on three different learning/subject areas, for both instructional age groups. Include cultural and environmental activities in each unit. Write a reflective paper on curriculum development that includes an analysis of best practices for lessons with English language learners or bilingual speakers. Interview two early childhood educators, for at least thirty minutes, in regards to what they consider to be their best curriculum strategies for classroom application. Create a two to three page critical summary critiquing the curriculum strategies discussed in each interview. Produce a creative project, poster or flyer, for the classroom/school that will inspire parental involvement through having parents assist their children with activities at home. Education Programs Signature Assignment Artifact and Field Experience Assessment Rubrics Signature Assignment Assessment Rubrics and the Field Experience Assessment Rubric (universal for Observation, Partial Participation, and Full Engagement/Capstone experiences) are displayed on Moodle, the Prescott College online learning management system, and on the Prescott College website. To access Moodle, go to http://moodle.prescott.edu. Enter your user name and password. Then, click on the Education Programs Signature Assignment and Field Experience Assessment Rubrics link. If you experience difficulty accessing Moodle, please contact the Prescott College E-Learning Coordinator. Note: Students have the responsibility to be cognizant of the current Arizona (or their states certification) and Prescott Colleges degree and/or teacher certification requirements. Students are responsible for reading, uploading, and completing the current student teaching/practicum documents from the Prescott College website. State teacher certification requirements are subject to change and students must comply with teacher certification requirements current at the time of their graduation/ certification application.
Recommended Resources: Bergen, D., Reid, R., & Torelli, L. (2001). Educating and caring for very young children: The infant/toddler curriculum. Williston, VT: Teachers College Press. Carr, J. F., & Harris, D. E. (2001). Succeeding with standards: Linking curriculum, assessment, and action planning. Alexandria, VA: ASCD. Chalufour, I., & Worth, K. (2005). Exploring water with young children. St. Paul, MN: Redleaf Press. Clements, R. L., & Schneider, S. L. (2006). Movement-based learning: Academic concepts and activity for ages three through eight. Reston, VA: National Association for Sport and Physical Education. Erickson, H. L. (2002). Concept-based curriculum and instruction: Teaching beyond the facts. Thousand Oaks, CA: Corwin Press. Goffin, S. G., & Wilson, C. S. (2001). Curriculum models in a early childhood education: Appraising the relationship (2nd ed.). Upper Saddle River, NJ: Prentice Hall. Kostelnik, M. J., Soderman, A. K., & Whiren, A. P. (2003). Developmentally appropriate curriculum: Best practices in early childhood education (3rd ed.). Upper Saddle River, NJ: Prentice Hall. Machado, J. M. (2002). Early childhood experiences in language arts (7th ed). Clifton Park, NY: Delmar Thomson. Nager, N., & Shapiro, E. K. (Eds.). (2000). Revisiting progressive pedagogy: The developmental-interaction approach. Ithaca, NY: State University of New York Press. Peterson, E. A. (2003). A practical guide to early childhood curriculum: Linking thematic, emergent, and skillbased planning to childrens outcomes (2nd ed.). Boston, MA: Allyn and Bacon. Sobel, D. (2004). Place-based education. Great Barrington, MA: The Orion Society. Wortham, S. (2005). Early childhood curriculum: Developmental bases for learning and teaching (4th ed.). Upper Saddle River, NJ: Prentice Hall. Wurm, J. P. (2005). Working in the Reggio Way: A beginners guide for American teachers. St. Paul, MN: Redleaf Press.
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Recognizing that humanity is an inseparable part of the web of life in an interdependent socio-cultural and bio-physical universe
Andrzejewski, J., Baltodano, M. P., & Symcox, L. (Eds.). (2009). Social justice, peace and environmental education: Transformative standards. New York, NY: Routledge.
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Parent, Family, School, and Community EDU 47811 3 semester credits Course Description: The student will study the social, emotional, and psychological aspects of child, parent, family, school, and community relationships for young children, from birth to prekindergarten and kindergarten to grade three/age eight. The student will develop technology-based and other types of outreach strategies to create links and materials that can facilitate a communication flow to and from the parent or guardian, family, school, and community resources. The student will become competent in understanding the diversity of the families and the community, including looking at culture, languages, genders, abilities, family and social structures, ethnicity, socio-economical, environmental, and educational factors. In this course, the student will develop professional practices which will honor and engage the young childrens family cultural traditions, customs, and celebrations into the learning process and curriculum. Furthermore, the student will create learning opportunities that appropriately enhance and embrace the natural and human communities. Learning Targets (LT): Students are expected to demonstrate mastery of all Learning Targets and attendant State and National Standards as judged through successful completion of Learning Target activities and analysis of rubric scores. Students may wish to select from among the recommended support activities, or identify others, to establish specific expectations as individual study contracts are developed. Note: Learning Target One (LT 1) is the course Signature Assignment; the formative artifact appears in bold type. 1. Signature Assignment (Acquisition of Knowledge and Understanding) a. Demonstrate through the provision of a professional presentation (Signature Assignment Assessment Rubric available on the College website), your grasp of critical theoretical knowledge regarding appropriate of parental, family, and community involvement. Highlight either current successes or propose new opportunities for partnerships with parents, families, businesses, and the school districts teachers and staff. (AZ 2.5,6, 3.8, 3.10, 4.5, 5.1-5, 6.1, 7.5, 8.11-13, 9.1, 9.5; INTASC 1-6, 8-10; AZ ECE 1, 2, 4, 5; ILSAL 1, 3, 4, 5; NNES 2, 3, 7, 8; SJPES I, II; and NAEYC 1-5) Partial Participation b. Design and host a parent/family literacy workshop. (AZ 2.5_6, 3.8, 3.10, 4.5, 5.1-5, 6.1, 7.5, 8.11-13, 9.1, 9.5; INTASC 1-6, 8-10; AZ ECE 1, 2, 4, 5; ILSAL 1, 3, 4, 5; NNES 2, 3, 7, 8; SJPES I, II; and NAEYC 1-5) 2. Field Experience (Authentic Applications and Performance Observation) Document ten required field experience hours in a personal academic journal and critically analyze those lesson plan models and/or teaching strategies implemented and respond to how the lessons are designed to use parental, family, and community involvement with the childrens early language and literacy needs. (AZ 3.1, 3.7-8, 3.11-12, 3.15, 6.1, 7.1-2, 8.1, 8.3-5, 9.1, 9.5; NAEYC 1-5; AZ ECE 1-6; INTASC 2; SJPES I, II; and NNES 2, 3, 7, 8) 3. Assessment Literacy Design a workshop evaluation instrument to be distributed to participants. Collate and analysis results and discuss with mentor. (AZ 1.3-5, 3.2-3, 3.8, 4.1-4, 7.1; INTASC 1, 3, 7-8; AZ ECE 1-5; NNES 2, 3, 7, 8; and NAEYC 1-5)
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4. Research Research in a selected community the range of cultures present and prepare a three to five page paper discussing how to effectively honor and recognition the cultures and languages of the young child in that learning community. Understand the cultural, socio-economic, and demographic factors of families in the local community, tribe, and state where the early childhood program is located and how these factors can enhance, impede, or delay childrens learning opportunities. (AZ 2.1-7, 3.3, 3.6, 3.10, 4.5, 5.1-3, 7.5, 8.6, 8.12-13, 9.1, 9.5; INTASC 1-4, 6; AZ ECE 1, 2, 4-5; ILSAL 1, 3, 4, 5; NNES 2, 3, 7, 8; SJPES I, II; and NAEYC 1-5) 5. Diversity, Social Justice, and Environmental Sustainability Define and connect cultural practices related to the natural environment that enhance how children learn in their community. (AZ 2.1, 2.3-5, 3.3, 3.10, 4.5, 5.1-3, 7.5, 8.6, 8.12-13, 9.5; INTASC 1-9; AZ ECE 1, 2, 4-5; NNES 2, 3, 7, 8; SJPES I, II; and NAEYC 1-5) 6. Integration of the Fine and Performing Arts Identify various community and family cultural traditions that will honor, recognize, connect, and celebrate diversity in the community so as to maximize the learning opportunities for all children. (AZ 1.1-13, 2.9, 3.1, 3.15, 4.2, 4.4., 5.1-3, 5.5, 6.1-3, 7.1-5, 8.1-13, 9.1-5; INTASC 2-4, 6; AZ ECE 1, 2, 6; SJPES I, II; and NAEYC 1-5) 7. Technological Literacy Employ self-direction in designing and carrying out program plans, curriculum, and instruction, and become familiar with the components of the Moodle and student electronic portfolios, upload any required course materials to the Eportfolio, through the use of appropriate technology. (AZ 1.3-4, 1.7-8, 9.3; INTASC 1-4, 6; AZ ECE 1-7; NAEYC 1-5; and NETS I-V) 8. Communication Traditions Interview two early childhood educators, in both birth to prekindergarten and kindergarten to grade three/age eight settings, for at least thirty minutes, in regards to ways to help establish professional communication and relationships with parents or families of bilingual or English language learners. Create a three to five page summary paper critiquing the strategies provided in each interview. (AZ 1.6, 6.5, 7.1-2, 7.4-5, 8.4, 8.7, 8.12, 9.1-2; INTASC 1-2, 6-7, 10; AZ ECE 1-5; NNES 2, 3, 7, 8; SJPES I, II; and NAEYC 1-5) Recommended support activities: Read two to three books and five to seven professional journal articles about parental, family, and community involvement in early childhood education learning environments and programs. Write a reflection on parental, family, and community involvement that includes an analysis of best practices with families of young children who are English language learners or bilingual families. Produce a creative project or special event for the classroom/school that will require parental involvement. Investigate community-supported school projects in a selected local area and evaluate how they are working. Document the information about the projects. Research three to five Internet sites for academically-based age-appropriate familyschool environmental activities or alliances. Create and implement three to five natural science lesson plans for young children based upon an Internet search. Education Programs Signature Assignment Artifact and Field Experience Assessment Rubrics Signature Assignment Assessment Rubrics and the Field Experience Assessment Rubric (universal for Observation, Partial Participation, and Full Engagement/Capstone experiences) are displayed on Moodle, the Prescott College online learning management system, and on the Prescott College website. To access Moodle,
go to http://moodle.prescott.edu. Enter your user name and password. Then, click on the Education Programs Signature Assignment and Field Experience Assessment Rubrics link. If you experience difficulty accessing Moodle, please contact the Prescott College E-Learning Coordinator. Note: Students have the responsibility to be cognizant of the current Arizona (or their states certification) and Prescott Colleges degree and/or teacher certification requirements. Students are responsible for reading, uploading, and completing the current student teaching/practicum documents from the Prescott College website. State teacher certification requirements are subject to change and students must comply with teacher certification requirements current at the time of their graduation/ certification application. Recommended Resources: Berns, R. M. (2003). Child, family, school, community: Socialization and support. Clifton Park, NJ: Wadsworth. Berger, E. H. (2003). Parents as partners in education: Families and schools working together (6th ed.). Upper Saddle River, NJ: Prentice Hall. Couchenour, D., & Chrisman, K. (2003). Families, schools,& communities: Together for young children. Clifton Park, NY: Delmar Learning. Edmiaston, R. K., & Fitzgerald, L. M. (2000, September). How Reggio Emilia encourages inclusion. Educational Leadership, 58(1), 66-69. Eggers-Pierola, C. (2005). Connections and commitments: Reflecting Latino values in early childhood programs. Portsmouth, NH: Heinemann. Feeney, S., Christensen, D., & Moravck, E. (2005). Who am I in the lives of children? (7th ed.). Upper Saddle River, NJ: Prentice Hall. Furger, R. (2006, March). Secret weapon discovered: Scientists say parents partnering with teachers can change future of education. Edutopia, 2, 46-49. Gestwicki, C. (2003). Home, school, and community relations. Clifton Park, NY: Thomson Delmar Learning. Gonzalez-Mena, J. (2004). Diversity in early care and education programs: Honoring differences. New York, NY: McGraw Hill. Kniepkamp, J. R., & Rockwell, R. E. (2003). Partnering with parents: Easy programs to involve parents in the early learning process. Beltsville, MD: Gryphon House. McKinney Vento Assistance Act 2001 (Subtitle B Education for Homeless Children and Youth) reauthorized in January 2002. Moore, R. C., & Marcus, C. C. (2008). Healthy planet, healthy children: Designing nature into the daily spaces of childhood. In S. R. Kellert, J. H. Heerwagen, & M. L. Mador (Eds.), Biophilic design: The theory, science, and practice of bringing building to life (Chapter 10).Hoboken, NJ: Wiley. Nagel, N. G., & Driscoll, A. (Ed.). (2004). Early childhood education, Birth-8: The world of children, families, and educators. (3rd ed.). Boston, MA: Allyn and Bacon. Nakazwa, D. J. (2003). Does anybody look like me?: A parents guide to raising multiracial children. Cambridge, MA: Perseus.
Swick, K. J. (2006). Families and educators together: Raising caring and peaceable children. Early Childhood Education Journal, 33(4), 279-287.
If there is to be peace in the world, There must be peace among nations. If there is to be peace among nations, There must be peace in the cities. If there is to be peace in the cities, There must be peace between neighbors. If there is to be peace between neighbors, There must be peace in the home. If there is to be peace in the home, There must be peace in the heart. --Lao Tzu (Tzu as cited in B. Kerley (2007). A little peace. Washington, DC: National Geographic.)
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ECE Instructional Techniques and Methodologies EDU 47813 3 semester credits Course Description: The student will study instructional techniques and methodologies in early childhood education settings, for children from birth to prekindergarten and kindergarten to grade three/age eight, which can include curriculum that uses and honors languages; culturally and developmentally appropriate practices; different types of activity/learning centers; individualized and differentiated instruction; educational play; and multi-sensory approaches. The student will develop instructional techniques and methods for teaching subject-area knowledge in art, music, literature, language, reading, movement, mathematics, natural science, and social studies. In this course, the student will create strategies to formulate a consistent and predictable learning environment. The early learning environment shall consist of activities in indoor, outdoor, and community-based arenas offering the young children ways to be challenged and grow to their capacity. Learning Targets (LT): Students are expected to demonstrate mastery of all Learning Targets and attendant State and National Standards as judged through successful completion of Learning Target activities and analysis of rubric scores. Students may wish to select from among the recommended support activities, or identify others, to establish specific expectations as individual study contracts are developed. Note: Learning Target One (LT 1) is the course Signature Assignment; the formative artifact appears in bold type. 1. Signature Assignment (Acquisition of Knowledge and Understanding) a. Create a professional presentation (Signature Assignment Assessment Rubric available on the College website) that demonstrate a repertoire of instructional techniques, methodologies, and practice, such as centers, differentiated learning, and educational play, that will allow the children to learn in multiple subject areas, and include drama, dance, music, and art; encourage multi-sensory opportunities; honor languages and cultures; and provide activities for children in their community and the natural environment. (AZ 1.4, 1.8, 1.13, 2.4, 3.7, 7.5, 8.4, 9.1, 9.5; INTASC 1-7; AZ ECE 1-7; ILSAL 1, 3, 4, 5; NNES 2, 3, 7, 8; SJPES I, II; and NAEYC 1-4) b. Partial Participation Develop a compendium of those observed strategies and/or instructional methods that you attempt with students that seem particularly effective with different individuals or groups of young learners. (AZ 1.7, 1.9-11, 8.1, 8.3-5, 9.1, 9.5; INTASC 2, 6-7; NAEYC 1-5; and AZ ECE 1-6) 2. Field Experience (Authentic Applications and Performance Observation) Document 10 required field experience hours in a personal academic journal and develop a compendium of observed strategies and/or methods that seem particularly effective with different individuals or groups of young learners. (AZ 1.7, 1.9-11, 3.1, 3.7-8, 3.11-12, 3.15, 6.1, 7.1-2, 8.1, 8.3-5, 9.1, 9.5; NAEYC 1-5; AZ ECE 1-6; INTASC 2; and SJPES I, II) 3. Assessment Literacy Create a lesson using a selected a teaching method for one small group of children. Complete a pre-and post-assessment of the childrens knowledge. Teach the same lesson to a second group of children using a different teaching method. Complete a pre- and post-assessment. Compare assessment results and draw a conclusion and report which teaching method appeared to be most effective for delivering this lesson. (AZ 1.3-5, 3.2-3, 3.8, 4.1-4, 7.1; INTASC 1, 3, 7-8; AZ ECE 1-5; and NAEYC 1-5)
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4. Research Summarize in a seven to ten page research paper the current research on developmentally appropriate instructional techniques and methodologies for young children, from birth to prekindergarten and kindergarten to grade three/age eight. (AZ 1.4, 1.8, 1.13, 2.4, 3.7, 7.5, 8.4, 9.1, 9.5; INTASC 1-4, 6; AZ ECE 1-7; ILSAL 1, 3, 4, 5; NNES 2, 3, 7, 8; and NAEYC 1-4) 5. Diversity, Social Justice, and Environmental Sustainability (see LT1) (AZ 1.4, 1.8, 1.13, 2.4, 3.7, 7.5, 8.4, 9.1, 9.5; INTASC 1-7; AZ ECE 1-7; ILSAL 1, 3, 4, 5; NNES 2, 3, 7, 8; SJPES I, II; and NAEYC 1-4) 6. Integration of the Fine and Performing Arts (see LT1) (AZ 1.4, 1.8, 1.13, 2.4, 3.7, 7.5, 8.4, 9.1, 9.5; INTASC 1-7; AZ ECE 1-7; ILSAL 1, 3, 4, 5; NNES 2, 3, 7, 8; SJPES I, II; and NAEYC 1-4) 7. Technological Literacy Establish a clear path of instructional technologies and methodologies that embrace and provide young children to learn about diversity. (AZ 1.4, 1.7, 1.11, 2.9; 3.11-12, 8.1, 8.6, 8.8, 9.3; INTASC 1-4, 6; AZ ECE 1-7; NETS I-V; and NAEYC 1-4) 8. Communication Traditions Interview 2-3 community members about using the community languages and culturally appropriate instructional techniques. Produce a two to three page documented essay that academically supports the information provided in the interviews. (AZ 1.6, 6.5, 7.1-2, 7.4-5, 8.4, 8.7, 8.12, 9.1-2; INTASC 1-2, 67, 10; AZ ECE 1-5; NNES 2, 3, 7, 8; SJPES I, II; and NAEYC 1-5) Recommended support activities: Review from the literature three to four different developmental support strategies and instruction techniques and methodologies inclusive of children from birth to prekindergarten and kindergarten to grade three/age eight, such as differentiated learning, educational play, and multi-sensory approaches using two to three books and four to six professional journal articles. Create a summary that visually compares and contrasts the various instructional techniques and methodologies across the subject areas for young children in both groups. Formulate an annotated bibliography on the resources accessed. Write a three to five page paper summarizing observations and own actions. Make recommendations on how the learning environment could be improved. Research three to five Internet sites for academically-based age-appropriate individualized and differentiated instruction curriculum options. Create three-five lesson plans for young children, in both birth to prekindergarten and kindergarten to grade three settings/age eight, based on the results of the Internet search. Education Programs Signature Assignment Artifact and Field Experience Assessment Rubrics Signature Assignment Assessment Rubrics and the Field Experience Assessment Rubric (universal for Observation, Partial Participation, and Full Engagement/Capstone experiences) are displayed on Moodle, the Prescott College online learning management system, and on the Prescott College website. To access Moodle, go to http://moodle.prescott.edu. Enter your user name and password. Then, click on the Education Programs Signature Assignment and Field Experience Assessment Rubrics link. If you experience difficulty accessing Moodle, please contact the Prescott College E-Learning Coordinator.
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Note: Students have the responsibility to be cognizant of the current Arizona (or their states certification) and Prescott Colleges degree and/or teacher certification requirements. Students are responsible for reading, uploading, and completing the current student teaching/practicum documents from the Prescott College website. State teacher certification requirements are subject to change and students must comply with teacher certification requirements current at the time of their graduation/ certification application. Recommended Resources: Blair, C. (2002). School readiness. American Psychologist, 57(2), 111-127. Bodrova, E., & Leong, D. (2003). Chopsticks and counting chips. Young Children, 58(3), 10-17. Bowman, B., Donovan, M. S., & Burns, M. S. (Eds.). (2000). Eager to learn: Educating our preschoolers. Commission on Behavioral and Social Sciences and Education National Research Council. Washington, DC: National Academy Press. Charlesworth, K. K., & Lind, K.. K. (2002). Math and science for young children (4th ed.). Clifton Park, NY: Thomson. Carreker, S. (2005). Multisensory teaching of basic language skills activity book. Baltimore, MD: Brookes. Clements, D. H. (2001). Mathematics in the preschool. Teaching Children Mathematics, 7, 270-275. Clements, D. H., & Sarama, J. (2000). Standards for preschoolers. Teaching Children Mathematics, 7, 38-41. Clements, R. L., & Schneider, S. L. (2006). Movement-based learning: Academic concepts and activity for ages three through eight. Reston, VA: National Association for Sport and Physical Education. Feierabend, J. M., & Kahan, J. (2004). The book of movement exploration: Can you move like this? Chicago: Gia. Flohr, J. W. (2004). The musical lives of young children. Upper Saddle River, NJ: Prentice Hall. Herr, J., & Libby-Larson, Y. R. (2003). Creative resources for the early childhood classroom (4th ed.). Clifton Park, NY: Thomson Delmar. Hertzog, N. B. (2001, Spring). Reflections and impressions from Reggio Emilia: Its not about art! Early Childhood Research and Practice. Retrieved March 16, 2006, from http://ecrp.uiuc.edu/v3n1/hertzog.html Hill, L., Cadwell, L., & Schwali, C. (Eds.). (2005) In the spirit of the studio: Learning from the atelier of Reggio Emilia. New York, NY: Teachers College Press. Jackman, H. (2004). Early education curriculum: A childs connection to the world. Clifton Park, NJ: Thomson. Peterson, E. A. (2003). A practical guide to early childhood curriculum: Linking thematic, emergent, and skillbased planning to childrens outcomes (2nd ed.). Boston, MA: Allyn and Bacon. Sanders, S. (2002). Active for life: Developmentally appropriate movement programs for young children. Champaign, IL: Human Kinetics.
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Schickendanz, J., & Casbergue, R. M. (2004). Writing in preschool: Learning to orchestrate meaning and marks. Newark, DE: International Reading Associations Preschool Literacy Collection. Seefeldt, C. (2001). Playing to learn. Beltsville, MD: Gryphon House. Seefeldt, C. (2004). Social studies for preschool/primary child (7th ed.). Upper Saddle River, NJ: Prentice Hall. Van Scoter, J., Ellis, E., & Railsback, J. (2001). Technology in early childhood education: Finding a balance. Portland, OR: Northwest Regional Education Laboratory. Worth, K., & Grollman, S. (2003). Worms, shadows, and whirlpools. Portsmouth, NH: Heinemann. Wortham, S. (2005). Early childhood curriculum: Developmental bases for learning and teaching (4th ed.). Upper Saddle River, NJ: Prentice Hall. Wurm, J. P. (2005). Working in the Reggio Way: A beginners guide for American teachers. St. Paul, MN: Redleaf Press.
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The Exceptional Child and Special Education Processes EDU 47815 3 semester credits Course Description: The student will gain an understanding about the linguistic, physical, social, and cognitive characteristics and classifications of the exceptional child starting at birth to prekindergarten and from kindergarten to grade three/age eight. Through high expectations set by developmental specialists and educational professionals, the student will learn strategies for the inclusion of all young children with disabilities and other challenges. The course will examine the implications for inclusive practices for children in both indoor and outdoor educational environments. Through this course the student will understand the required compliance with the local, district, state, federal, and tribal special education laws, rules, policies, and regulations. The student will develop appropriate modifications to meet the language, social, cognitive, and physical environment requirements in order to optimize exceptional childrens learning needs. The course will offer the student the opportunity to examine the strategies of the team of educators, parents or guardians, therapists, and support people who help exceptional children during the birth to prekindergarten and kindergarten to grade three/age eight years maximize their learning opportunities in order to reach their highest potential. Learning Targets (LT): Students are expected to demonstrate mastery of all Learning Targets and attendant State and National Standards as judged through successful completion of Learning Target activities and analysis of rubric scores. Students may wish to select from among the recommended support activities, or identify others, to establish specific expectations as individual study contracts are developed. Note: Learning Target One (LT 1) is the course Signature Assignment; the formative artifact appears in bold type. 1. Signature Assignment (Acquisition of Knowledge and Understanding) a. Identify and prepare Supplemental Reading Summaries (Signature Assignment Assessment Rubric available on the College website) of at least ten current special education articles on special education and the young child in order to ensure that theoretical knowledge and practice is anchored for the AEPAs. (AZ 2.5-6, 3.8, 3.10, 4.5, 5.1-5, 6.1, 7.5, 8.11-13, 9.1, 9.5; INTASC 1-6, 8-10; AZ ECE 1, 2, 4, 5; ILSAL 1, 4, 5; NNES 2, 3, 7, 8; SJPES I, II; and NAEYC 1-5) b. Chart a range of characteristics and classifications of exceptional children and developmentally- and age appropriate typical and atypical behaviors. (AZ 2.5-6, 3.8, 3.10, 4.5, 5.1-5, 6.1, 7.5, 8.11-13, 9.1, 9.5; INTASC 1-6, 8-10; AZ ECE 1, 2, 4, 5; ILSAL 1, 4, 5; NNES 2, 3, 7, 8; SJPES I, II; and NAEYC 15) 2. Field Experience (Authentic Applications and Performance Observation/Partial Participation) a. Document ten required field experience hours in a personal academic journal and describe creation and implementation in the classroom of an instructional modification. (AZ 1.7, 1.9-11, 3.1, 3.7-8, 3.1112, 3.15, 6.1, 7.1-2, 8.1, 8.3-5, 9.1, 9.5; NAEYC 1-5; AZ ECE 1-6; INTASC 2; and SJPES I, II;) Partial Participation b. Describe your creation and implementation in the classroom of an instructional modification to meet at least three students identified needs. (AZ 1.7, 1.9-11, 3.1, 3.7-8, 3.11-12, 3.15, 6.1, 7.1-2, 8.1, 8.3-5, 9.1, 9.5; NAEYC 1-5; AZ ECE 1-6; INTASC 2; SJPES I, II; and NNES 2, 3, 7, 8) 3. Assessment Literacy Select one of the student evaluation tools used to determine special needs and analyze it in terms of validity, reliability, and feasibility (e.g., discuss tool with principal, classroom teacher, speech therapist,
pediatrician, child advocate, special education director, etc.). Summarize your findings. (AZ 8.9-10; INTASC 2, 6; AZ ECE 1-5; ILSAL 3, 4, 5; NNES 2, 3, 7, 8; and NAEYC 1-5) 4. Research Present research paper findings identifying trends in current research on early childhood special education, from birth to prekindergarten and kindergarten to grade three/age eight, to an appropriate audience such as a parent group, staff, community members. (AZ 1.3-5, 3.2-3, 3.8, 4.1-4, 7.1; INTASC 1, 3, 7-8; ILSAL 1, 3, 4, 5; NNES 2, 3, 7, 8; SJPES I, II; and NAEYC 1-5) 5. Diversity, Social Justice, and Environmental Sustainability Discuss how cultural and natural environmental factors assist children with special needs reach their full potential with linguistic, cognitive, social, emotional, and physical development as participating members of their community. (AZ 1.4, 1.7, 2.1-9, 3.3, 3.5, 3.10, 3.15, 4.2-5, 5.1-3, 5.5, 6.1, 7.5, 8.6-8, 8.11-12, 9.1, 9.3; INTASC 1-10; AZ ECE 1-5; NNES 2, 3, 7, 8; SJPES I, II; and NAEYC 2-3, 5) 6. Integration of the Fine and Performing Arts Investigate how children with a variety of abilities are included in the arts, e.g., consider using assistive technology devices, movement activities that include children in wheel chairs, how the least-restrictive environment inclusive are school-wide program, through investigation how children are now included in school activities through federal law. (AZ 1.4, 1.8, 1.13, 2.4, 3.7, 7.5, 8.4, 9.1, 9.5; INTASC 1-7; AZ ECE 1-7; SJPES I, II; and NAEYC 1-5) 7. Technological Literacy Employ self-direction in designing and carrying out program plans, curriculum, and instruction, and become familiar with the components of the Moodle and student electronic portfolios, upload any required course materials to the Eportfolio, through the use of appropriate technology. (AZ 1.3-4,1.7-8, 9.3; INTASC 1-4, 6; AZ ECE 1-7; NAEYC 1-5; and NETS I-V). 8. Communication Traditions Investigate and establish oral and written communication strategies for use with the children, parents, community members, and special education professionals that include community languages, assistive technology devices, sign, Braille, interpreters, etc., that will be inclusive of the needs of the students. (AZ 1.3-6, 1.8-11, 1.13, 2.1-8, 3.2-3, 2.7-8, 3.10, 3.15, 4.2-5, 5.1-3, 6.1, 7.5, 8.3-7, 8.9, 8.11-13, 9.1, 9.4; INTASC 1-8-10; AZ ECE 1-5; NNES 2, 3, 7, 8; SJPES I, II; and NAEYC 2-3, 5) Recommended support activities: Research through at least two to three books and five to seven professional journal articles the current laws and practices for teaching exceptional children. Create an annotated bibliography with the journal articles and books reviewed. Write a reflective paper on ECE special education, from birth to prekindergarten and kindergarten to grade three/age eight, that includes an analysis of best practices. Interview two early childhood special education educators, for at least thirty minutes, in regards to ways they help children with special education classifications develop appropriate classroom skills. Create a two to three page summary paper, including your critical thinking, critiquing the strategies provided in each interview. Create three to five lesson plans based upon current research for young children with exceptional needs. Observe two special education children, in both developmental and instructional groups, for at least three hours and document how they physically and socially participate with other members of the classroom.
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Investigate appropriate requirements for the physical environment, of birth to prekindergarten and kindergarten to grade three/age eight, developmental settings and special education classrooms and play areas. Document the information about the physical environment in an essay or an illustrated model.
Education Programs Signature Assignment Artifact and Field Experience Assessment Rubrics Signature Assignment Assessment Rubrics and the Field Experience Assessment Rubric (universal for Observation, Partial Participation, and Full Engagement/Capstone experiences) are displayed on Moodle, the Prescott College online learning management system, and on the Prescott College website. To access Moodle, go to http://moodle.prescott.edu. Enter your user name and password. Then, click on the Education Programs Signature Assignment and Field Experience Assessment Rubrics link. If you experience difficulty accessing Moodle, please contact the Prescott College E-Learning Coordinator. Note: Students have the responsibility to be cognizant of the current Arizona (or their states certification) and Prescott Colleges degree and/or teacher certification requirements. Students are responsible for reading, uploading, and completing the current student teaching/practicum documents from the Prescott College website. State teacher certification requirements are subject to change and students must comply with teacher certification requirements current at the time of their graduation/ certification application. Recommended Resources: Allen, K. E., & Cowdry, G. E. (2008). The exceptional child: Inclusion in early childhood education (6th ed.). Clifton Park, NY: Thomson. Auer, C. R., & Blumberg, S. L. (2006). Parenting a child with sensory processing disorder. Oakland, CA: New Harbinger. Biel, L., & Peske, N. (2005). Raising a sensory smart child: The definitive handbook for helping your child with sensory integration issues. New York, NY: Penguin Books. Bowe, F. G. (2003). Early childhood special education: Birth to age eight (3rd ed.). Clifton Park, NY: Thomson. Bruni, M. (2006). Fine motor skills for children with Down Syndrome: A guide for parents and professionals (2nd ed.). Bethesda, MD: Woodbine House. Campbell, S. B. (2002). Behavior problems in preschool children: Clinical and developmental issues (2nd ed.). New York, NY: Guilford Press. Holbrook, M. C. (2006). Children with visual impairments: A parents guide. Bethesda, MD: Woodbine House. Lavoie, R. (2007). The motivation breakthrough: 6 secrets to turning on the tuned out child. New York, NY: Touchstone Books. Martin, S. (2006). Teaching motor skills to children with cerebral palsy and similar movement disorders. Bethesda, MD: Woodbine House. Noonan, M. J., & McCormick, L. (2006). Young children with disabilities in natural environments: Methods and procedures. Baltimore, MD: Brookes. Paasche, C. L., Gorril, L., & Strom, B. (2003). Children with special needs in early childhood settings. Clifton Park, NY: Delmar Learning.
Udvari-Solner, A., & Kluth, P. (2008). Joyful learning: Active and collaborative learning in inclusive classrooms. Thousand Oaks, CA: Corwin Press. Wolery, R. A., & Odom, S. L. (2000). An administrators guide to preschool inclusion. Washington DC: Office of Special Education Programs and the Office of Educational Research and Improvement. Wolery, M., & Wilbers, J. S. (Eds.). (2000). Including children with special needs in early childhood programs. Washington DC: NAEYC.
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Health, Safety, and Nutrition EDU 47817 2 semester credits Course Description: This course will focus on procedures to protect the health and safety of young children, in both birth to prekindergarten and kindergarten to grade three/age eight, at home, in the community, and while engaged in learning and school environments. The student will explore methods to develop and promote healthy lifelong habits including the fundamentals of good nutrition, rest, and exercise. This course will examine linguistic, cultural, and environmental factors that can impact the health, safety, and nutrition of young children. Research will be completed which examines how brain development, nutrition, and safe environments are related. The students will develop skills, and oral and written communication, to share knowledge with families and the greater community in order to provide the safest possible environment for young children 24-hours a day. This course will advocate for the educator to establish appropriate and safe human and natural community interactions inclusive of the local environment (e.g., plants, animals, firefighters, public safety officers, and medical personnel). Furthermore, the student will understand the importance of developing curriculum to encourage safe and vigorous movement, active exploration, and opportunities for self-discovery by the children. Learning Targets (LT): Students are expected to demonstrate mastery of all Learning Targets and attendant State and National Standards as judged through successful completion of Learning Target activities and analysis of rubric scores. Students may wish to select from among the recommended support activities, or identify others, to establish specific expectations as individual study contracts are developed. Note: Learning Target One (LT 1) is the course Signature Assignment; the formative artifact appears in bold type. 1. Signature Assignment (Acquisition of Knowledge and Understanding) Create a developmentally appropriate nine-week unit plan with at least two to three lessons (Signature Assignment Assessment Rubric available on the College website), in both birth to prekindergarten and kindergarten to grade three learning settings, in which the current research on the health and safety of young children, including factors that enhance or hamper childrens nutrition and physical well-being are implemented. The student will apply at least one lesson. The student is encouraged to engage the young children in activities outside of the classroom for the lessons. (AZ 1.45, 2.4-6, 3.3, 3.10, 5.1-3, 5.5, 6.1, 7.5, 8.4-8, 8.11-13, 9.1, 9.5; INTASC 1-7, 9-10; AZ ECE 1-5; ILSAL 1, 3, 4, 5; NNES 2, 3, 7, 8; SJPES I, II; and NAEYC 1-2, 4-5) 2. Field Experience (Authentic Applications and Performance Observation/Partial Participation) a. Document ten required field experience hours in a personal academic journal and critically analyze different approaches observed and lessons attempted for meeting young childrens physical and/or safety needs. (AZ 1.7, 1.9-11, 8.1, 8.3-5, 9.5; NAEYC 1-5; AZ ECE 1-6; SJPES I, II; and INTASC 2, 67) Partial Participation b. Work with the classroom teacher, school nurse, and/or physical education teacher to develop culturally and developmentally-appropriate physical education instruction. (AZ 1.7, 1.9-11, 8.1, 8.3-5, 9.5; NAEYC 1-5; AZ ECE 1-6; NNES 2, 3, 7, 8; and INTASC 2, 6-7) 3. Assessment Literacy As part of working with school professionals, in meeting childrens physical, health, and safety needs, practice giving young children appropriate feedback as they perform activities. Document students
reactions to feedback. (AZ 2.3-4, 3.7-8, 5.1, 8.5; INTASC 2-6, 9; AZ ECE 1-5; NNES 2-3, 7-8; and NAEYC 1-5) 4. Research Research and report the current federal and medically recommended nutritional and exercise guidelines for young children that optimize brain development and learning opportunities, promote age-appropriate exercise, and support good health and nutrition practices. (AZ 1.1-2, 1.6, 1.10-12, 2.2-9, 3.1-4, 3.7-8, 3.10-11, 3.13, 3.15, 5.1-3, 5.5, 6.1-3, 7.1-2, 8.1, 8.3-7, 8.11-13, 9.1; INTASC 1-7, 9-10; AZ ECE 1-5; ILSAL 1- 5; NNES 2, 3, 7, 8; and NAEYC 1-2, 4-5) 5. Diversity, Social Justice, and Environmental Sustainability Discuss the benefits of the natural environment for young childrens well-being starting from birth to prekindergarten and continuing in school from kindergarten to grade three/age eight. Design a natural play space for young children starting at birth to prekindergarten and kindergarten to grade three/age eight developmental levels. (AZ 1.4, 2.4, 2.9, 3.3, 3.8, 3.10, 5.1-3, 5.5; 7.5, 8.6, 8.8, 8.11-12, 9.1, 9.5; INTASC 1-7, 9; AZ ECE 1-5; NNES 2, 3, 7, 8; SJPES I, II; and NAEYC 1-2, 4-5) 6. Integration of the Fine and Performing Arts Invite local community members into the classroom to demonstrate appropriate health, safety, and nutrition programs that (artists in residence, library summer reading, fire department for Stop Drop and Roll). Create art and movement activities for the classroom to integrate the fine and performing arts. Document at least two of the experiences. (AZ 2.1-10, 3.2-3, 3.8, 3.10, 3.12, 3.15, 4.3, 4.5, 5.1-6, 6.1; 7.5, 8.1, 8.6-7, 8.11-13, 9.1, 9.5; INTASC 1-4, 6-8-10; AZ ECE 1-5; and NAEYC 1-2, 4-5) 7. Technological Literacy Employ self-direction in designing and carrying out program plans, curriculum, and instruction, and become familiar with the components of the Moodle and student electronic portfolios, upload any required course materials to the Eportfolio, through the use of appropriate technology. (AZ 1.3-4,1.7-8, 9.3; INTASC 1-4, 6; AZ ECE 1-7; NAEYC 1-5; and NETS I-V). 8. Communication Traditions Recommend culturally appropriate child, family, and community-wide communications and practices that can help establish lifelong good health habits and provide safety in the home, school, community, and natural environment, through the assistance of community members, such as firefighters and public safety officers. (AZ 2.1-10, 3.2-3, 3.8, 3.10, 3.12, 3.15, 4.3, 4.5, 5.1-6; 6.1, 7.5, 8.1, 8.6-7, 8.11-13, 9.1, 9.5; INTASC 1-6, 8-10; AZ ECE 1-5; NNES 2, 3, 7, 8; SJPES I, II; and NAEYC 1-2, 4-5) Recommended support activities: Create and implement a unit plan with five to seven lesson plans for young children on health, safety, and nutrition based upon new research. Include lesson plans and family activities that introduce young children and families to local organic farms and produce. Interview two to three health care providers about young childrens nutrition and health and create a three to five page summary paper on the topic. Research through three to five articles how optimal brain development and learning in young children, from birth to prekindergarten and kindergarten to grade three/age eight, are interrelated with physical exercise, nutrition, and good health. Be creative and produce four to six visual posters, books, pamphlets about safety, good health, and daily nutritional requirements that can be shared in the classroom and at home with parents and guardians of young children, from birth to prekindergarten and kindergarten to grade three/age eight.
Interview two to three health care providers about young childrens nutrition and health and create a three to five page summary paper on the topic. Education Programs Signature Assignment Artifact and Field Experience Assessment Rubrics Signature Assignment Assessment Rubrics and the Field Experience Assessment Rubric (universal for Observation, Partial Participation, and Full Engagement/Capstone experiences) are displayed on Moodle, the Prescott College online learning management system, and on the Prescott College website. To access Moodle, go to http://moodle.prescott.edu. Enter your user name and password. Then, click on the Education Programs Signature Assignment and Field Experience Assessment Rubrics link. If you experience difficulty accessing Moodle, please contact the Prescott College E-Learning Coordinator. Note: Students have the responsibility to be cognizant of the current Arizona (or their states certification) and Prescott Colleges degree and/or teacher certification requirements. Students are responsible for reading, uploading, and completing the current student teaching/practicum documents from the Prescott College website. State teacher certification requirements are subject to change and students must comply with teacher certification requirements current at the time of their graduation/ certification application. Recommended Resources: Bales, D., Wallinga, C., & Coleman, M. (2006, Spring) Health and safety in early childhood classroom: Guidelines for curriculum development. Childhood Education 82 (3), 132-138. Blythe, S. G. (2004). The well balance child: Movement and early learning. Gloucestershire, UK: Hawthorn Press. Fallon, S. (2001). Nourishing traditions (rev. 2nd ed.). Washington, DC: New Trends. Marotz, L., Cross, M. Z., & Rush, J. M. (2004). Health, safety and nutrition for the young child (6th ed.). Clifton Park, NY: Thomson Delmar Learning. Pica, R. (2003). Your active child: How to boost physical, emotional, and cognitive development through ageappropriate activity. New York, NY: McGraw-Hill. Robertson, C. (2002). Safety, healthy and nutrition in early education. (2nd ed.). Clifton Park, NY: Thomson Delmar Learning. Sayre, N., & Gallagher, J. (2000). The young child and the environment: Issues related to health, nutrition, safety, and physical activity. Boston, MA: Allyn Bacon. Zygmunt-Fillwalk, E, & Bilello, T. E. (2005, Fall). Parents victory in reclaiming recess for their children. Childhood Education, 82 (1), 19-23.
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Child Guidance and Classroom Management EDU 47821 3 semester credits Course Description: This course will focus on child guidance and classroom management procedures to protect the health and safety of young children, from birth to prekindergarten and kindergarten to grade three/age eight, honor language and cultural traditions, and optimize learning opportunities in all early childhood settings. The student will examine language, cultural, and environmental factors that can facilitate and enhance learning strategies for all young children. Through this course the student will develop an understanding of how the physical layout of the learning environment or classroom and outdoor play areas can impact child guidance and classroom management strategies. The early childhood educator will help young children learn developmentally appropriate communication and other skills for self-awareness, self-expression, mood management, selfmotivation, and empathy in order to create positive relationships with other children and adults. Learning Targets (LT): Students are expected to demonstrate mastery of all Learning Targets and attendant State and National Standards as judged through successful completion of Learning Target activities and analysis of rubric scores. Students may wish to select from among the recommended support activities, or identify others, to establish specific expectations as individual study contracts are developed. Note: Learning Target One (LT 1) is the course Signature Assignment; the formative artifact appears in bold type. 1. Signature Assignment (Acquisition of Knowledge and Understanding) Prepare and present a professional presentation (Signature Assignment Assessment Rubric available on the College website) using multimedia resources that could be incorporated into a school or district staff development workshop, parent training, colloquium, or relevant state, regional, tribal, or national conference. Presentation will document knowledge of the current research on child guidance and classroom management practices for young children inclusive of groups from birth to prekindergarten and kindergarten to grade three/age eight. (AZ 3.2-3, 3.8, 4.1-5, 5.1-3, 5.5, 6.1, 7.5, 8.6, 8.12, 9.1, 9.5; INTASC 1-4, 6, 8-9; AZ ECE 1-5; ILSAL 1- 5; NNES 2, 3, 7, 8; SJPES I, II; and NAEYC 1-5) 2. Field Experience (Authentic Applications and Performance Observation/Partial Participation) a. Document 10 required field experience hours in a personal academic journal and describe and analyze those management strategies/models observed in terms of their efficacy. (AZ 1.7, 1.9-11, 3.1, 3.7-8, 3.11-12, 3.15, 6.1, 7.1-2, 8.1, 8.3-5, 9.1, 9.5; NAEYC 1-5; AZ ECE 1-6; INTASC 1-4, 6, 8-9) Partial Participation b. Practice with the teacher selected strategies of classroom management. Discuss with teachers other potential strategies that may contribute to an effective learning environment. If necessary rearrange the room. (AZ 1.7, 1.9-11, 3.1, 3.7-8, 3.11-12, 3.15, 6.1, 7.1-2, 8.1, 8.3-5, 9.1, 9.5; INTASC 1-4, 6, 8-9; NAEYC 1-5; AZ ECE 1-6; and SJPES I, II;) 3. Assessment Literacy Determine how the teacher assesses the efficacy of her or his own classroom management plan. Produce a three to five page synopsis. Indicate if you concur with the teachers self-assessment. (AZ 8.9-10; INTASC 2, 6; AZ ECE 1-5; NNES 2, 3, 7, 8; and NAEYC 1-5) 4. Research Research and chart skills and procedures that will help young children learn developmentally appropriate skills for self-awareness, mood management, self-motivation, empathetic peer-interaction,
and ways for them to manage communication for positive relationships with other children and adults in the learning community. (AZ 2.1-10, 5.1, 5.3; INTASC 7, 10; ILSAL 1, 3, 4, 5; NNES 2, 3, 7, 8; and NAEYC 1, 2, 4, 5) 5. Diversity, Social Justice, and Environmental Sustainability Examine and implement culturally and developmentally appropriate child guidance and classroom management procedures that appear to promote learning opportunities and honor languages and cultures. Assess the impact of the natural environment in creating outlets for childrens behavior. Develop activities indoors and in the natural environment, for all children from birth to prekindergarten and kindergarten to grade three/age eight. (AZ 1.1-3, 1.6-13, 2.1, 2.3-10, 3.2-5, 3.7-8, 3.10, 3.12, 4.1, 4.3, 4.5, 5.1-3, 5.5, 5.7, 6.1, 7.1-2, 7.5, 8.1, 8.3-8, 8.10-13, 9.1, 9.3, 9.5; INTASC 1-10; AZ ECE 1-5; NNES 2, 3, 7, 8; SJPES I, II; and NAEYC 1-5) 6. Integration of the Fine and Performing Arts Define how the physical layout of the learning environment in the classroom and outdoor play spaces can impact classroom management strategies. Furthermore, teacher certification students will learn to how to create and include options for young children for unplanned and unstructured educational and creative play opportunities in the natural environment. Creative play opportunities will incorporate opportunities for the integration of the fine and performing arts. (AZ 1.4-6, 1.7-11, 2.1-.9, 3.2, 3.3, 3.8, 3.10-12, 5.1-3, 5.5, 6.1, 7.5, 8.6-8, 8.11-13, 9.1; INTASC 2-7, 9-10; AZ ECE 1-5; and NAEYC 1-5) 7. Technological Literacy Employ self-direction in designing and carrying out program plans, curriculum, and instruction, and become familiar with the components of the Moodle and student electronic portfolios, upload any required course materials to the Eportfolio, through the use of appropriate technology. (AZ 1.3-4,1.7-8, 9.3; INTASC 1-4, 6; AZ ECE 1-7; NAEYC 1-5; and NETS I-V). 8. Communication Traditions Interview 2-3 learning community members (e.g., parents, elders, staff) and examine cultural, linguistic, and environmental factors that can facilitate an optimal learning setting for young children. Create a plan of action, inclusion of languages, cultures, and developmentally appropriate strategies, to assist teachers help young children manage their difficult behaviors. Present new learning in staff training. (AZ 1.6, 6.5, 7.1-2, 7.4-5, 8.4, 8.7, 8.12, 9.1-2; INTASC 1-2, 6-7, 10; NNES 2, 3, 7, 8; SJPES I, II; and NAEYC 1-5) Recommended support activities: Develop a library of at least five to seven resources for parents and entry-level teachers about appropriate guidance and management techniques for young children inclusive of birth to prekindergarten and kindergarten to grade three/age eight groups. Formulate an annotated bibliography on these materials. Establish skills that will help children learn developmentally appropriate skills for self-awareness, mood management, self-motivation, empathy, and managing relationships with other children and adults. Create and implement five to seven activities that will support a positive learning environment. Create two to three lesson plans each for children, from birth to prekindergarten and kindergarten to grade three/age eight on appropriate cultural and environmental elements that will use the newest research. Education Programs Signature Assignment Artifact and Field Experience Assessment Rubrics Signature Assignment Assessment Rubrics and the Field Experience Assessment Rubric (universal for Observation, Partial Participation, and Full Engagement/Capstone experiences) are displayed on Moodle, the Prescott College online learning management system, and on the Prescott College website. To access Moodle, go to http://moodle.prescott.edu. Enter your user name and password. Then, click on the Education Programs
Signature Assignment and Field Experience Assessment Rubrics link. If you experience difficulty accessing Moodle, please contact the Prescott College E-Learning Coordinator. Note: Students have the responsibility to be cognizant of the current Arizona (or their states certification) and Prescott Colleges degree and/or teacher certification requirements. Students are responsible for reading, uploading, and completing the current student teaching/practicum documents from the Prescott College website. State teacher certification requirements are subject to change and students must comply with teacher certification requirements current at the time of their graduation/ certification application. Recommended Resources: Brady, K., Forton, M, Porter, D., & Wood, C. (2003). Rules in schools. Turner Falls, MA: Northeast Foundation for Children. Bronson, M. B. (2001). Self regulation in early childhood: Nature and nurture. New York, NY: Guilford Press. Canter, L, & Canter, M. (2002). Assertive discipline: Positive behavior management for todays classrooms. Los Angeles: Canter and Associates. Emde, R. N. (2001). Infancy to early childhood: Genetic and environmental influences on developmental change. Oxford, England: Oxford University Press. Fraser, S. (2001). Authentic childhood: Experiencing Reggio Emilia in the classroom. Clifton Park, NY: Thomson Delmar Learning. Gartrell, D. (2003). The power of guidance: Teaching social-emotional skills in early childhood classrooms. Clifton Park, NY: Thomson Delmar Learning. Kaiser, B., & Rasminsky, J. S. (2002). Challenging behavior in young children: Understanding, preventing and responding effectively. Boston, MA: Allyn & Bacon. Marion, M. (2007). Guidance of young children. Upper Saddle River, NJ: Pearson/Merrill/Prentice Hall. McAfee, O., & Leong, D. (2006). Assessing and guiding young childrens development and learning (4th ed.). Boston, MA: Allyn & Bacon. / McIntosh, E., & Peck, M. (2005). Multisensory strategies: Lessons and classroom management techniques to reach and teach all learners. New York, NY: Teaching Resources/Scholastic. Powers, J. (2005). Behavior matters. St. Paul, MN: Redleaf Press. Warner, L., & Lynch, S. (2004). Preschool classroom management. Beltsville, MD: Gryphon House.
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Characteristics and Practices in the Young Childs Behavior EDU 47823 3 semester credits Course Description: This course will focus on recognition of the range of typical and atypical behaviors in young children from birth to prekindergarten and from kindergarten to grade three/age eight. The student will explore practices that facilitate a learning environment where the young child can develop his or her own physical, social, and cognitive skills and age-appropriate behaviors. Using the knowledge of age-appropriate behaviors, the student can develop practices which will enhance childrens critical thinking, good health, and physical development. The student will study behavioral factors for both indoor and outdoor learning situations, including appropriate behavior in the classroom, on playgrounds, and during community visits and field trips for children from birth to prekindergarten and kindergarten to grade three/age eight. This course will examine cultural and environmental factors that can support developmentally appropriate behaviors in young children. Learning Targets (LT): Students are expected to demonstrate mastery of all Learning Targets and attendant State and National Standards as judged through successful completion of Learning Target activities and analysis of rubric scores. Students may wish to select from among the recommended support activities, or identify others, to establish specific expectations as individual study contracts are developed. Note: Learning Target One (LT 1) is the course Signature Assignment; the formative artifact appears in bold type. 1. Signature Assignment (Acquisition of Knowledge and Understanding) Develop a seven to ten page research paper (Signature Assignment Assessment Rubric available on the College website) comparing and contrasting the current research on developmentally- appropriate characteristics and practices related to young childrens languages, cultures, behavior, and their cognitive, social, and physical skills. The paper will be inclusive of strategies for children from birth to grade three/age eight. (AZ 2.1-8, 3.2, 3.3, 3.8, 3.10, 4.1, 4.3, 4.5, 7.5, 8.4, 8.6, 9.1, 9.5; INTASC 1-4, 68; AZ ECE 1-5; ILSAL 1- 5; NNES 2, 3, 7, 8; SJPES I, II; and NAEYC 1, 3-4) 2. Field Experience (Authentic Applications and Performance Observation/Partial Participation) a. Document 10 required field experience hours in a personal academic journal and describe typical and atypical behaviors observed in children from birth to age 8, as well as teacher attention to those behaviors. (AZ 2.3, 2.4, 2.6, 3.2, 3.7-8, 3.11-12, 4.1, 4.3, 4.5, 7.5, 8.4, 8.6, 8.9, 8.11-13, 9.5; INTASC 16, 8; AZ ECE 1-5; NNES 2, 3, 7, 8; and NAEYC 1, 3-4) Partial Participation b. Plan and deliver instruction through a classroom management plan that recognizes behavioral differences among young learners. Learn how to appropriately correct and redirect children. (AZ 2.3, 2.4, 2.6, 3.2, 3.7-8, 3.11-12, 4.1, 4.3, 4.5, 7.5, 8.4, 8.6, 8.9, 8.11-13, 9.5; INTASC 1-6, 8; AZ ECE 1-5; NNES 2, 3, 7, 8; and NAEYC 1, 3-4) 3. Assessment Literacy Investigate components of a formal case study. Select one child and use a case study as a means of assessing and making recommendation to improve her or his academic progress. (AZ 8.9-10; INTASC 2, 6; AZ ECE 1-5; and NAEYC 1, 4, 5)
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4. Research Research theories of developmental behavior. Document behavior that substantiates aspects of your findings. (AZ 2.1-8, 3.2, 3.3, 3.8, 3.10, 4.1, 4.3, 4.5, 7.5, 8.4, 8.6, 9.1, 9.5; INTASC 1-4, 6-8; AZ ECE 1-5; AZ ILSAL 1- 5; and NAEYC 1, 4, 5) 5. Diversity, Social Justice, and Environmental Sustainability Describe linguistic, cultural, and environmental factors and procedures that will optimize childrens ageappropriate behavior and skills in the classroom, community-based activities, and outdoor learning environments. (AZ 2.1, 2.3-8, 3.2, 3.8, 3.10, 4.1, 5.1-3, 5.7, 6.1, 7.5, 8.6-8, 8.11-12, 9.1, 9.5; INTASC 1-6, 8-10; AZ ECE 1-5; NNES 2, 3, 7, 8; SJPES I, II; and NAEYC 1, 3-4) 6. Integration of the Fine and Performing Arts Provide an array of indoor and outdoor opportunities for independently role play (e.g. house, gardening, orchestra/band, art studio, etc) that allows children to integrate the fine and performing arts into their content learnings. (AZ 1.4-6, 1.7-11, 2.1-.9, 3.2, 3.3, 3.8, 3.10-12, 5.1-3, 5.5, 6.1, 7.5, 8.6-8, 8.11-13, 9.1; INTASC 2-7, 9-10; AZ ECE 1-5; SJPES I, II; and NAEYC 1-5) 7. Technological Literacy Employ self-direction in designing and carrying out program plans, curriculum, and instruction, and become familiar with the components of the Moodle and student electronic portfolios, upload any required course materials to the Eportfolio, through the use of appropriate technology. (AZ 1.3-4,1.7-8, 9.3; INTASC 1-4, 6; AZ ECE 1-7; NAEYC 1-5; and NETS I-V). 8. Communication Traditions Interview 2-3 parents or community members to gather linguistic, cultural, and environmental factors that can influence appropriate childrens behavior. (AZ 2.1, 2.3-8, 3.2, 3.8, 3.10, 4.1, 5.1-3, 5.7, 6.1, 7.5, 8.6-8, 8.11-12, 9.1, 9.5; INTASC 1-6, 8-10; AZ ECE 1-5; NNES 2, 3, 7, 8; SJPES I, II; and NAEYC 1, 3-4) Recommended support activities: Read three to five books and four to six journal articles on appropriate characteristics and practices in young childrens behavior from birth to prekindergarten and kindergarten to grade three/age eight. Formulate an annotated bibliography from these materials. Define typical and atypical behaviors in children from birth to grade three/age eight in a documented essay. Demonstrate through engagement with students an understanding of procedures that will optimize childrens behavior and skills in the classroom, community-based learning situation (e.g., field trip), and outdoor learning environments. Attend Head Start or NAEYC training/conferences on creating learning environments that honors languages and cultures and stimulates age-appropriate behaviors. Create, implement, and evaluate two to three lesson plans that use languages, appropriate cultural behaviors, and environmental factors to enhance childrens behavior. Produce a creative project, poster or flyer, for the classroom/school that will inspire parental involvement to help young children with age appropriate behavior. Education Programs Signature Assignment Artifact and Field Experience Assessment Rubrics Signature Assignment Assessment Rubrics and the Field Experience Assessment Rubric (universal for Observation, Partial Participation, and Full Engagement/Capstone experiences) are displayed on Moodle, the Prescott College online learning management system, and on the Prescott College website. To access Moodle, go to http://moodle.prescott.edu. Enter your user name and password. Then, click on the Education Programs
Signature Assignment and Field Experience Assessment Rubrics link. If you experience difficulty accessing Moodle, please contact the Prescott College E-Learning Coordinator. Note: Students have the responsibility to be cognizant of the current Arizona (or their states certification) and Prescott Colleges degree and/or teacher certification requirements. Students are responsible for reading, uploading, and completing the current student teaching/practicum documents from the Prescott College website. State teacher certification requirements are subject to change and students must comply with teacher certification requirements current at the time of their graduation/ certification application. Recommended Resources: Elkind, D. (2007). The power of play: Learning what comes naturally. New York, NY: Da Capo Press. Fields, M. V., & Fields, D. (2005). Constructive guidance and discipline: Preschool and primary education (4th ed.). Upper Saddle River, NJ: Prentice Hall. Kaiser, B., & Rasminsky, J. S. (1999). Meeting the challenge: Effective strategies for challenging behaviors in early childhood environments. Ottawa: Canadian Child Care Federation. Kaiser, B., & Rasminsky, J. S. (2002). Challenging behavior in young children: Understanding, preventing and responding effectively. Boston, MA: Allyn & Bacon. Kostelnik, M., Soderman, A. K., & Whinen, A. (2006). Developmentally appropriate curriculum: Best practices in early childhood education (4th ed.). New York, NY: Merrill. Paley, V. (2004). A childs work: The importance of fantasy play. Chicago University of Chicago Press. Powers, J. (2005). Behavior matters. St. Paul, MN: Redleaf Press.
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Structured English Immersion Methods EDU 47002 3 semester credits Course Description: This course provides teacher education students with an introduction to Structured English Immersion (SEI) issues, challenges, and methods designed to meet Arizona State Board-approved standards for pre-service and in-service teachers of English Language Learners (ELL). Students will examine ELL Proficiency Standards, assessment strategies and tools for use with ELL, and SEI foundations and strategies. Students will study the Standards, strategies, and tools with a focus on students with ELL needs. Students will gain the competence to teach in an inclusive classroom, maximizing opportunities for proficiency in oral and written skills as a result of research, observation, and practicum experiences. Students will analyze disaggregated data to differentiate instruction and parental involvement. Students must obtain, for use with this course, specific study and professional materials as designated by the Arizona Department of Education. This course meets ESL Endorsement requirements in conjunction with other coursework. Prerequisite: Admission to the Degree or Post-Degree Teacher Education Certification Program or Permission of the Dean of the Prescott College Adult Degree and Graduate Programs. Learning Targets (LT): Students are expected to demonstrate mastery of all Learning Targets and attendant State and National Standards as judged through successful completion of Learning Target activities and analysis of rubric scores. Students may wish to select from among the recommended support activities, or identify others, to establish specific expectations as individual study contracts are developed. Note: Learning Target One (LT 1) is the course Signature Assignment; the formative artifact appears in bold type. 1. (Acquisition of Knowledge and Understanding) Complete a fifteen to twenty page research paper (Signature Assignment Assessment Rubric available on College website) identifying at least five prominent current researchers of ELL best practice strategies and methods and documenting the history and challenges of promoting language arts academic success for ELL. (SEISO 1; AZ 3.7-8, 3.12, 4.2, 6.1, 7.1, 8.1-9, 8.11, 9.1-2; INTASC 2, 3, 4, 7, 10) 2. (Field Experience: Partial Participation) Develop, present, and evaluate during 10 required hours, specific content lesson plans that incorporate all of the following components to improve student achievement: comprehensible input; ongoing, specific and immediate feedback; grouping structures and techniques; building background and vocabulary development; and, student engagement. Work with your Instructor and peers to discuss, identify, apply appropriate SEI strategies within your lesson plans, and then to conduct an evaluation of your implementation of the lesson plans. (SEISO 1; AZ 1.1-13, 2.4, 3.1-8, 4.2, 4.4, 6.1, 7.1, 8.1-8, 9.1-6; INTASC 1-8) 3. Examine and discuss the format and alignment of ELL Proficiency Standards Performance Levels to the Arizona Language Arts (Reading, Writing, Listening, and Speaking) Academic Standards. (ELLPSO 1, 2, 3; AZ 1.1-3, 3.2, 3.5, 3.7-8, 3.12, 4.2-3, 7.1, 8.1, 8.9-13, 9.1-2, 9.5; INTASC 2, 8, 10) 4. Use ELL Proficiency Standards to plan, deliver, and evaluate instruction that is developmentally appropriate and aligned with student diagnostic results. (ELLPSO 2; AZ 1.1-3, 1.7-10; 3.3, 3.7-8, 3.12. 3.15, 4.2, 4.4, 5.2, 5.5, 7.1, 8.1, 8.9, 8.11, 9.1, 9.4-5; INTASC 1-4, 7, 8) 5. Demonstrate the integration of the ELL Proficiency Standards in all content areas at selected grade level(s). (ELLPSO 3; AZ 1.1-3, 3.3, 3.7-8, 3.15, 4.2-3, 7.1, 8.1, 8.9, 8.11, 8.13, 9.1, 9.5; INTASC 1-4, 7, 8)
6. Analyze the content and use of the Arizona English Language Learner Assessment (AZELLA) in guiding ELL instruction. (AO 1; AZ 1.13, 4.2-5, 8.9-11; and INTASC 1, 3, 7, 8) 7. Discuss the relevance of state-mandated achievement for ELL. (AO 2; AZ 1.13, 4.2-5, 8.9-11, 9.1-2, 9.4; INTASC 1, 3, 7, 8) 8. Identify and use alternative forms of assessments for placement and accommodations for diverse populations of students and/or students with diverse needs, including students diagnosed as ELL or with specific needs special education areas of exceptionality and/or giftedness. (AO 3; AZ 1.3, 1.13, 4.2-5, 8.9-11, 9.1-2, 9.4-5; INTASC 2, 3, 7, 8; CEC 2-4, 7, 8) 9. Describe the legal, historical, and educational reasons for Structured English Immersion and basic SEI terminology. (FSEIO 1, 2; AZ 1.1-2, 1.10, 5.2-3, 5.5, 7.1, 8.4, 8.6, 8.9-13, 9.1; INTASC 7-10) 10. Identify language acquisition theoretical principles. (FSEIO 3; AZ 3.3, 3.8, 3.10, 5.1-3, 6.1, 7.5, 8.3-5, 8.7, 9.1, 9.5; INTASC 1-3, 9, 10) 11. Outline the role and influence of culture and the environment on learning, especially as they pertain to ELL. (FSEIO 4; AZ 1.4-5, 2.4, 2.6, 3.3, 3.8, 3.10, 4.4, 5.1-3, 6.1, 7.5, 8.6, 9.1, 9.5; INTASC 3, 5, 6, 10) 12. Employ self-direction in designing and carrying out program plans, curriculum and instruction, and upload required documentation to the Eportfolio, through the use of appropriate technology. (AZ 1.3-4, 1.7-8, 9.1, 9.5; AZ ECE; NAEYC 1-5; NETS 1, 3; CEC 5, 7) Teacher Preparation Program Signature Assignment Artifact and Field Experience Assessment Rubrics Signature Assignment Assessment Rubrics (universal for Observation, Partial Participation, and Full Engagement/Capstone experiences) are displayed on the Prescott College website. Note: Students have the responsibility to be cognizant of the current Arizona (or their states certification) and Prescott Colleges degree and/or teacher certification requirements. Students are responsible for reading, uploading, and completing the current student teaching documents from the Prescott College website. State teacher certification requirements are subject to change and students must comply with teacher certification requirements current at the time of their graduation/ certification application. Recommended Activities: 1. Conduct research on the legal, historical, and practical implications of educating English Language Learners (ELL) using a variety of current print and non-print resources, and document findings. (LT 1, 7, 9, 10, 11, 12) 2. Document a range of best practice ELL methods and strategies from research and observation, and seek authentic classroom opportunities to practice those methods and strategies. (LT 1, 2, 4, 8, 10, 12) 3. Read, discuss with student and/or teaching colleagues, and identify in instructional materials, the Arizona Language Arts Academic Standards (Reading, Writing, Listening, and Speaking). Make connections between these standards and the English Language Learners Proficiency Standards and performance levels for at least one selected grade level. (LT 1-5, 9) 4. Investigate the range of both formal and informal assessments implemented in a selected grade level and how the results of those assessments are scored and interpreted for serving ELL students. (LT 1, 4, 6-8) 5. Evaluate teaching and learning in a SEI/ESL classroom using ELL standards and designated assessments. (LT 2-8, 12)
6. Interview two to three teachers who work with ELL students, documenting both the successes they identify and the unique challenges theyve encountered working with this population of students. Reflect on and provide your perspective on your findings from the interviews. (LT 1, 2, 4, 9, 11) 7. Create a classroom floor plan which would optimally provide for ELL seating arrangements, multilingual charts, and visual and technological resources to facilitate learning. (LT 1-2, 4, 7-9, 11-12) 8. Create a thematic unit integrating language arts skills into all lesson plans. (LT 1-5, 7-9, 11- 12) Required Resources: Arizona English Language Learner Proficiency Standards and Correlation Guide - copy http://www.ade.az.gov/asd/lep/FINAL_ELL_LISTENING_SPEAKING.pdf Arizona Academic Standards Pre-Kindergarten Grade Twelve Copies for the Language Arts (Reading, Writing, Listening, Speaking) Arizona English Language Learner Assessment (AZELLA) copy May be printed from State site: http://www.ade.az.gov 1 (602) 542- 0753 (English Acquisitions Office, Arizona Department of Education) Or, send requests to: English Language Acquisitions Services Office Arizona Department of Education 1535 W Jefferson Street (Bin#31) Phoenix, Arizona 85007 Recommended Resources: Highly Recommended by the English Language Acquisitions Services Office, Arizona Department of Education: Echevarria, J., Vogt, M., & Short, D. (2008). Making content comprehensible for English Language Learners (3rd ed.). Boston, MA: Allyn & Bacon.
Other: Adams, M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press. Allen, J. (2007). The reading zone: How to help kids become skilled, passionate, habitual, critical readers. New York, NY: Scholastic. Allington, R. L. (2000). What really matters for struggling readers: Designing research-based programs. White Plains, NY: Longman. Atwell, N. (1998). In the middle: New understandings about writing, reading, and learning (2nd ed.). Portsmouth, NH: Boynton/Cook. Atwell, N. (1990). Reading and writing in high schools: A whole language approach. Washington, DC: National Education Association. Behbard, J. G. (1996) Teaching English as a foreign or second language. Ann Arbor, MI: The University of Michigan Press.
Block, C. C. (2003) Literacy difficulties diagnosis and instruction for reading specialists (2nd ed.). Boston, MA: Allyn & Bacon. Bomer, R., & Bomer, K. (2001). For a better world: reading and writing for social action. Portsmouth, NH. Heinemann. Boomer, R. (1995). Time for meaning: Crafting literate lives in middle and high school. Portsmouth, NH: Heinemann. Brown, R. G. (1993). Schools of thought: How the politics of literacy shape thinking in the classroom. San Francisco, CA: Jossey-Bass. Burns, P.C., Roe, B. D., & Stoodt-Hill, B.D. (2004). Secondary school literacy instruction: The content areas (8th ed.). Boston, MA: Houghton Mifflin. Burns, P. C., Roe, B. D., & Smith, S. H. (2002). Teaching reading in todays elementary schools (8th ed.). Boston, MA: Houghton Mifflin. Collins Block, C. (2003). Literacy difficulties. Boston, MA: Allyn and Bacon. Edwards, S., Maloy, R., & Verock-OLoughlin, R. (2003). Ways of writing with young kids. Boston, MA: Pearson. Ekwall, E. E., & Shanker, J. L. (2003) Locating and correcting reading difficulties (8th ed.). Upper Saddle River, NJ. Merrill/ Prentice Hall. Faltis, C. J., & Hudelson, S. J. (1998). Bilingual education in elementary and secondary school communities: Toward understanding and caring. Boston, MA: Allyn & Bacon. Goldberg, M. R. (2004). Teaching English language learners through the arts: A suave experience (my lab school ed.). Boston, MA: Allyn & Bacon. Goodman, Y. M., & Burke, C. L. (1980). Reading strategies: Focus on comprehension. London, UK: International Thomson. Haley, M. H., & Austin, T. (2004). Content-based second language teaching and learning: An interactive approach (my lab school ed.). Boston, MA: Allyn & Bacon. Hansen, J. (1987). When writers read. Portsmouth, NH: Heinemann. Herrera, S. G., & Murray, K. G. (2005). Mastering ESL and bilingual method: Differentiated instruction for culturally and linguistically diverse (cld) students. Boston, MA: Allyn & Bacon. International Reading Association (IRA) and National Council of Teachers of English. (1994). Standards for the assessment of reading and writing. Newark, DE: IRA. Kenneth, J. (2001). Helping ESL readers succeed. Bloomington, IN: Phi Delta Kappan Press. McCormick Calkins, L. (2000). The art of teaching reading. White Plains, NY: Longman.
Mooney, M. (1990). Reading to, with, and by children. Katonah, NY: Richard Owen. Peterson, R., & Eeds, M. (1990). Grand conversations: Literature groups in action. New York, NY: Scholastic. Rand, D., Parker, T. T., & Foster, S. (1998). Black books galore: Guide to great African American childrens books. New York, NY: John Wiley and Sons. Short, K., & Burke, C. (1991). Creating curriculum: Teachers and students as a learning community. Portsmouth, NH: Heinemann. Silvaroli, N. J. (1997). Classroom reading inventory (8th ed.). Madison, WI: Brown & Benchmark. Snow, C. E., Burns, M. S., & Griffin, P. (Eds.). (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press. Southwest Educational Development Laboratory (SEDL). (2000). The cognitive foundations of learning to read: A framework. Retrieved June 28, 2006, from http://www.sedl.org/pubs/catalog/items/read12.html Stiggins, R. (2005). Student-involved assessment for learning. Upper Saddle River, NJ: Pearson Education. Stiggins, R., Arter, J., Chappuis, J., & Chappius, S. (2005). Classroom assessment for student learning: Doing it right, doing it well. Portland, OR: Assessment Training Institute. Tileston, D. (2004). What every teacher should know about special learners. Thousand Oaks, CA: Corwin Press. United States Department of Education (2000). Family literacy: An annotated bibliography. Jessup, MD: Author.
Wormelli, R. (2006). Fair isnt always equal: Assessing and grading in the differentiated classroom. Westerville, OH: National Middle School Association. Yanoff, J. (2000). The classroom teachers inclusion handbook: Practical methods for integrating students with special needs. Chicago: A Coyle Press.
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Advanced Study in Structured English Immersion EDU 47003 3 semester credits Note: This second SEI course, of the state-approved two-course sequence, is required of all teacher education certification candidates for Arizona Provisional Teacher Certification beginning in the fall 2009. Course Description: This course provides pre-service and in-service teacher education students the opportunity to master the knowledge and skills necessary to meet the requirements in Structured English Immersion (SEI) for full endorsement as required for the standard Arizona teacher education certificate. Students will focus on the requirements as they are applied to students with ELL needs. Building directly on the knowledge and skills acquired through successful completion of the first Prescott College course in the two-SEI-course sequence. Structured English Immersion Methods, pre-service and in-service teachers will examine, extend, and apply material related to the following State SEI goal areas: ELL Proficiency Standards; Data Analysis and Application; Formal and Informal Assessment; SEI Foundations; Learning Experiences SEI Strategies; and, Parent/Home/School Interactions and Communication. Students will gain increased competence to teach in an exemplary manner in inclusive classrooms through research, observation, and practicum experiences. Students will analyze disaggregated data and interpret results to effectively differentiate instruction for ELL and maximize home/school/community involvement and resources. Students must obtain, for use with this course, specific study and professional materials as designated by the Arizona Department of Education. Prerequisites: Admission to the Prescott College Degree or Post-Degree Teacher Education Certification Program or Permission of the Dean of the Prescott College Adult Degree and Graduate Programs, and completion of EDU 47002 or a comparable state-approved 3 semester credit course with the grade of B or better. Learning Targets (LT): Students are expected to demonstrate mastery of all Learning Targets and attendant State and National Standards as judged through successful completion of Learning Target activities and analysis of rubric scores. Students may wish to select from among the recommended support activities, or identify others, to establish specific expectations as individual study contracts are developed. 1. (Acquisition of Knowledge and Understanding) Complete a seven to ten page research paper (Signature Assignment Assessment Rubric available on College website) identifying and synthesizing from several different current sources (including actual teachers of ELL) the socio-cultural influences on ELL (such as language shift, identity issues, and the role of culture in learning), the impact of bilingualism and home language use on student academic success, and a range of efficacious resources from the home, school, and community to aid and strengthen English acquisition. (PHSSO 1, 2, 3; AZ 1.5, 2.4-6, 3.3, 3.8, 3.10-11, 5.1-3, 7.5, 8.5-7, 8.1112, 9.1-6; INTASC 2, 3, 5, 6, 10) 2. (Field Experience: Partial Participation) Identify, describe, analyze, extend and apply multiple strategies to improve student achievement. Integrate: comprehensible input; on-going, specific and immediate feedback; grouping structures and techniques; background building and vocabulary development; and student engagement to design and propose an optimal environment for teaching and learning. (LESEISO 1, 7; AZ 1.3-5, 1.7-10, 1.13, 2.4, 3.1, 3.3, 3.6-8, 3.12, 3.15, 4.2, 5.2, 6.1, 7.1, 8.1-9, 9.1, 9.3, 9.5. 9.6; INTASC 1-5, 7, 8) 3. (Field Experience: Partial Participation) Develop and implement specific lesson plans within a thematic unit that demonstrate mastery of a wide range of content methods. Work with peers and/or ELL teachers to incorporate into your lesson plans:
a. appropriate extended SEI strategies for beginning ELD (such as TPR Storytelling, contextual clues, narrative approach); b. accommodations for the Silent Period (ways of responding, developmental processes); c. opportunities that capitalize on pre- and early production strategies of students; d. current materials available for ELD instruction (lesson and text modifications); e. application of vocabulary development approaches; and, f. the identification, adaptation, and appropriate sequencing of current curricular materials, and developmentally-appropriate practices. (LESEISO 1, 7; AZ 1.3-5, 1.7-10, 1.13, 2.4, 3.1, 3.3, 3.6-8, 3.12, 3.15, 4.2, 5.2, 6.1, 7.1, 8.1-9, 9.1, 9.3, 9.5. 9.6; and, INTASC 1-5, 7, 8) 4. Conduct an evaluation of your implementation of the unit and lesson plans. (ELLPSO 2 and 3; LESEISO 19; AZ 1.1-3, 1.7-10, 3.3, 3.7-8, 3.12, 3.15,4.2-4, 5.2, 5.5, 7.1, 8.1, 8.9, 8.11, 8.13, 9.5; INTASC 1-4, 7, 8) 5. Examine and discuss the format and alignment of ELL Proficiency Standards Performance Levels to the Arizona Language Arts (Reading, Writing, Listening, and Speaking) Academic Standards: Standards, Strands, and Performance Objectives. (ELLPSO 1; AZ 1.1-3, 3.2, 3.5, 3.7-8, 3.12, 4.2-3, 7.1, 8.1, 8.9-13, 9.2, 9.5; INTASC 2, 8, 10) 6. Analyze, interpret and apply snapshots of longitudinal disaggregated data to plan and differentiate instruction. (DAAO 1, 2; AZ 1.8-9, 1.13, 2.4, 3.3, 3.15,4.2-4,7.1, 8.1, 8.5-6, 8.8.9-10, 9.4; INTASC 1, 3, 7, 8) 7. Track student status and progress on the ELL Proficiency Standards using the Arizona English Language Learner Assessment (AZELLA). (DAAO 3; AZ 1.13, 4.2-5, 8.9-11, 9.2, 9.4; INTASC 1, 3, 7, 8) 8. Monitor student progress using standardized testing results and language proficiency. (FIAO 4; AZ 1.13, 4.2-5, 8.9-11, 9.1-2, 9.4-5; INTASC 1, 3, 7, 8) 9. Integrate self-created as well as commercial or other produced diagnostic, formative, and summative assessments for ELL. (FIAO 1, 2; AZ 1.13, 4.2-5, 8.9-11, 9.4; INTASC 1-4, 7, 8) 10. Identify and use alternative forms of assessments for placement and accommodations for diverse populations of students and/or students with diverse needs, including students diagnosed as ELL or with specific needs special education areas of exceptionality and/or giftedness. (FIAO 3; AZ 1.3, 1.13, 4.2-5, 8.9-11, 9.1-2, 9.4-5; INTASC 2, 3, 7, 8; CEC 2-4, 7, 8) 11. Describe the legal, historical, and educational reasons for Structured English Immersion and basic SEI terminology. (SEIFO 1, 2; AZ 1.1-2, 1.10, 5.2-3, 5.5, 7.1, 8.4, 8.6, 8.9-13, 9.1; INTASC 7-10) 12. Research and document language acquisition theoretical principles. (SEIFO 3; AZ 3.3, 3.8, 3.10, 5.1-3, 6.1, 7.5, 8.3-5, 8.7, 9.1; INTASC 1-3, 9, 10) 13. Outline the role and influence of culture and the environment on learning, especially as they pertain to ELL. (SEIFO 4; AZ 1.4-5, 2.4, 2.6, 3.3, 3.8, 3.10, 4.4, 5.1-3, 6.1, 7.5, 8.6, 9.1, 9.5; INTASC 3, 5, 6, 10) 14. Introduce Basic Interpersonal Communication Skills (BICS) and Cognitive Academic Language Proficiency (CALP). (SEIFO 5; AZ 3.3, 3.10, 5.1-3, 7.5, 8.3-5, 8.7, 9.2; and INTASC 1-3, 9,) 15. Cultivate home, school, and community partnerships. (PHSSO 4; AZ 1.4, 2.5, 3.10, 4.4; 5.1-5, 9.5; INTASC 1-3, 5, 6, 10) 16. Investigate appropriate technologies for implementation of classroom curriculum and instruction. (AZ 2.9, 3.11, 9.3; INTASC 4, 5, 7; NETS 1, 3)
17. Employ self-direction in designing and carrying out program plans, curriculum and instruction, and upload required documentation to the Eportfolio, through the use of appropriate technology. (AZ 1.3-4, 1.7-8, 9.1, 9.3, 9.5; AZ ECE; NAEYC 1-5; NETS 2-3; CEC 5, 7) Teacher Preparation Program Signature Assignment Artifact and Field Experience Assessment Rubrics Signature Assignment Assessment Rubrics (universal for Observation, Partial Participation, and Full Engagement/Capstone experiences) are displayed on the Prescott College website. Note: Students have the responsibility to be cognizant of the current Arizona (or their states certification) and Prescott Colleges degree and/or teacher certification requirements. Students are responsible for reading, uploading, and completing the current student teaching documents from the Prescott College website. State teacher certification requirements are subject to change and students must comply with teacher certification requirements current at the time of their graduation/ certification application. Recommended Activities: 1. Conduct research on the legal, historical, and practical implications of educating English Language Learners (ELL) using a variety of current print and non-print resources, and document findings. (LT 1, 8, 10, 12, 13) 2. Document a range of best practice ELL methods and strategies from research and observation, and seek authentic classroom opportunities to practice those methods and strategies. (LT 1-4, 9, 11-12, 15) 3. Read, discuss with teaching colleagues, and identify in instructional materials, the Arizona Language Arts Academic Standards (Reading, Writing, Listening, and Speaking). Make connections between these standards and the English Language Learners Proficiency Standards and performance levels for selected grade levels. (LT 1-5, 9, 10, 13) 4. Investigate the range of both formal and informal assessments implemented in a selected grade level and how the results of those assessments are scored and interpreted for serving ELL students. (LT 1, 3-9) 5. Evaluate teaching and learning in a SEI/ESL classroom using ELL standards and designated assessments. (LT 2-8) 6. Interview two to three teachers who work with ELL students, documenting both the successes they identify and the unique challenges theyve encountered working with this population of students. Reflect on and provide your perspective on your findings from the interviews. (LT 1, 2, 4, 10, 12) 7. Create a six-week thematic unit integrating language arts skills into all lesson plans, and incorporating, as appropriate the following: a. appropriate extended SEI strategies for beginning ELD (such as TPR Storytelling, contextual clues, narrative approach); b. accommodations for the Silent Period (ways of responding, developmental processes); c. opportunities that capitalize on pre- and early production strategies of students; d. current materials available for ELD instruction (lesson and text modifications); e. application of vocabulary development approaches; and, f. the identification, adaptation, and appropriate sequencing of current curricular materials, and developmentally-appropriate practices. (LT 1-5, 7-9, 15) Required Resources: Arizona English Language Learner Proficiency Standards and Correlation Guide - copy http://www.ade.az.gov/asd/lep/FINAL_ELL_LISTENING_SPEAKING.pdf Arizona Academic Standards Pre-Kindergarten Grade Twelve Copies for pertinent content areas
Arizona English Language Learner Assessment (AZELLA) copy Some materials may be printed from the Arizona Department of Education/State Board of Education website: http://www.ade.az.gov 1 (602) 542- 0753 (English Language Acquisition Services Office, Arizona Department of Education) Or, send requests to: English Language Acquisition Services Office Arizona Department of Education 1535 W Jefferson (Bin#31) Phoenix, Arizona 85007 Basic Interpersonal Communication Skills (BICS) copy Cognitive Academic Language Proficiency (CALP) copy Recommended Resources: Highly Recommended by the English Acquisitions Office, Arizona Department of Education: Echevarria, J., Vogt, M., & Short, D. (2008) Making content comprehensible for English Language Learners (3rd ed.). Boston, MA: Allyn & Bacon. Other: Adams, M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press. Allen, J. (2007). The reading zone: How to help kids become skilled, passionate, habitual, critical readers. New York, NY: Scholastic. Allington, R. L. (2000). What really matters for struggling readers: Designing research-based programs. White Plains, NY: Longman. Atwell, N. (1998). In the middle: New understandings about writing, reading, and learning (2nd ed.). Portsmouth, NH: Boynton/Cook. Atwell, N. (1990). Reading and writing in high schools: A whole language approach. Washington, DC: National Education Association. Behbard, J. G. (1996) Teaching English as a foreign or second language. Ann Arbor, MI: The University of Michigan Press. Block, C.C. (2003) Literacy difficulties diagnosis and instruction for reading specialists (2nd ed.). Boston, MA: Allyn & Bacon. Bomer, R., & Bomer K. (2001). For a better world: reading and writing for social action. Portsmouth, NH: Heinemann. Boomer, R. (1995). Time for meaning: Crafting literate lives in middle and high school. Portsmouth, NH: Heinemann. Brown, R. G. (1993). Schools of thought: How the politics of literacy shape thinking in the classroom. San Francisco, CA: Jossey-Bass. Burns, P.C., Roe, B. D., & Stoodt-Hill, B.D. (2004) Secondary school literacy instruction: The
content areas 8th ed.). Boston, MA: Houghton Mifflin. Burns, P. C., Roe, B. D., & Smith, S. H. (2002). Teaching reading in todays elementary schools (8th ed.). Boston, MA: Houghton Mifflin. Collins Block, C. (2003). Literacy difficulties. Boston, MA: Allyn and Bacon. Edwards, S., Maloy, R., & Verock-OLoughlin, R. (2003). Ways of writing with young kids. Boston, MA: Pearson. Ekwall, E. E., & Shanker, J. L. (2003) Locating and correcting reading difficulties. (8th ed.). Upper Saddle River, NJ. Merrill/ Prentice Hall. Faltis, C. J., & Hudelson, S. J. (1998). Bilingual education in elementary and secondary school communities: Toward understanding and caring. Boston, MA: Allyn & Bacon. Goldberg, M. R. (2004). Teaching English language learners through the arts: A suave experience (my lab school ed.). Boston, MA: Allyn & Bacon. Goodman, Y. M., & Burke, C. L. (1980). Reading strategies: Focus on comprehension. London, UK: International Thomson. Haley, M. H., & Austin, T. (2004). Content-based second language teaching and learning: An interactive approach (my lab school ed.). Boston, MA: Allyn & Bacon. Hansen, J. (1987). When writers read. Portsmouth, NH: Heinemann. Herrera, S. G. & Murray, K. G. (2005). Mastering ESL and bilingual method: Differentiated instruction for culturally and linguistically diverse (cld) students. Boston: Allyn & Bacon. International Reading Association (IRA) and National Council of Teachers of English. (1994). Standards for the assessment of reading and writing. Newark, DE: IRA. Kenneth, J. (2001) Helping ESL readers succeed. Bloomington, IN: Phi Delta Kappan Press. McCormick Calkins, L. (2000). The art of teaching reading. White Plains, NY: Longman. Mooney, M. (1990). Reading to, with, and by children. Katonah, NY: Richard Owen. Peterson, R., & Eeds, M. (1990). Grand conversations: Literature groups in action. New York, NY: Scholastic. Rand, D., Parker, T. T., & Foster, S. (1998). Black books galore: Guide to great African American childrens books. New York, NY: John Wiley and Sons. Short, K., & Burke, C. (1991). Creating curriculum: Teachers and students as a learning community. Portsmouth, NH: Heinemann. Silvaroli, N. J. (1997). Classroom reading inventory (8th ed.). Madison, WI: Brown & Benchmark. Snow, C. E., Burns, M. S., & Griffin, P. (Eds.). (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.
Southwest Educational Development Laboratory (SEDL). (2000). The cognitive foundations of learning to read: A framework. Retrieved June 28, 2006, from http://www.sedl.org/pubs/catalog/items/read12.html Stiggins, R. (2005). Student-involved assessment for learning. Upper Saddle River, NJ: Pearson Education. Stiggins, R., Arter, J., Chappuis, J., & Chappius, S. (2005). Classroom assessment for student learning: Doing it right, doing it well. Portland, OR: Assessment Training Institute. Tileston, D. (2004). What every teacher should know about special learners. Thousand Oaks, CA: Corwin Press. United States Department of Education (2000). Family literacy: An annotated bibliography. Jessup, MD: Author.
Wormelli, R. (2006). Fair isnt always equal, assessing and grading in the differentiated classroom. Westerville, OH: National Middle School Association.
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Early Childhood Practicum (2 parts) EDU 47898 Section I: Practicum/Student Teaching - Birth to Pre-Kindergarten 4 semester credits EDU 47899 Section II: Student Teaching - Kindergarten to Grade three/age eight 4 semester credits Course Description: The practicum is the final capstone field experience allowing the student to practice the application of theoretical knowledge as well as demonstrating mastery in planning, instruction for diverse students, assessment, classroom management, and professional proficiency. The early childhood practicum must include a minimum of 4 semester credits in a supervised field experience, practicum, internship, or student teaching setting serving children birth through prekindergarten and a minimum of 4 semester credits in a supervised student teaching setting serving children kindergarten through grade three/age eight. Throughout the practicum assignment the student is expected to respond to critical feedback and participate in every facet of the daily learning environment activities and classroom teaching from daily instruction to playground duties, extracurricular commitments, parent-teacher conferences, and any other additional responsibilities typically conducted by the supervisor or cooperating teacher within the specific early childhood teaching environment. The final preparation will assist the student in obtaining a professional position working with young children, from birth to prekindergarten and kindergarten to grade three/age eight, such as an early childhood classroom lead teacher. Learning Targets (LT): Students are expected to demonstrate mastery of all Learning Targets and attendant State and National Standards as judged through successful completion of Learning Target activities and analysis of rubric scores. Students may wish to select from among the recommended support activities, or identify others, to establish specific expectations as individual study contracts are developed. Note: Students are encouraged to access the form entitled, Universal Capstone Assessment prior to completing the application for the Practicum experiences. This form is the primary evaluation tool of the Practicum experiences and may be found on the College website with the student teaching materials. 1. Signature Assignment/Capstone Practicum Accomplish successful field experiences/practicum in two appropriate early childhood age- and grade-level settings (i.e., birth to prekindergarten and kindergarten to grade three/age eight). (AZ 1.1-13, 2.1-10, 3.1-15, 4.1-5, 5.1-5, 6.1, 6.5, 7.1-2, 7.5, 8.1, 8.3-13, 9.1-5; INTASC 1-10; AZ ECE 1-5; NNES 2, 3, 7, 8; SJPES I, II; and NAEYC 1-5) 2. Field Experience: Full Engagement/Capstone Practicum Achieve successful evaluations from the practicum supervisors in field experiences/student teaching in the two required early childhood developmental, age and grade settings. (AZ 1.1- 13, 2.1-10, 3.1-15, 4.1-5; 5.15, 6.1, 6.5, 7.1-2, 7.5, 8.1, 8.3-13, 9.1-5; INTASC 1-10; AZ ECE 1-5; NNES 2, 3, 7, 8; and NAEYC 1-5) 3. Employ self-direction in designing and carrying out program plans, curriculum, and instruction, and upload required course materials to the Eportfolio, through the use of appropriate technology. . (AZ 1.3-4, 1.78, 9.3; INTASC 1-4, 6; AZ ECE 1-7; NAEYC 1-5; and NETS I-V).
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Practicum Requirements: 180 Practicum hours in each of the two Practicum experiences for a total of 360 hours of Practical Application/Field Experience (LT 2) Required Activities: Students will: 1. Complete at least six weeks in a practicum setting with children whose ages range from birth to prekindergarten. (LT 1, 2) 2. Complete at least six weeks in a practicum/student teaching setting with children placed in a classroom from kindergarten to grade three/age eight. (LT 1, 2) 3. Demonstrate professional educator skills in both settings. (LT 1, 2) Education Programs Signature Assignment Assessment and Field Experience Assessment Rubrics Signature Assignment Assessment Rubrics and the Field Experience Assessment Rubric (universal for Observation, Partial Participation, and Full Engagement/Capstone experiences) are displayed on Moodle, the Prescott College online learning management system, and on the Prescott College website. To access Moodle, go to http://moodle.prescott.edu. Enter your user name and password. Then, click on the Education Programs Signature Assignment and Field Experience Assessment Rubrics link. If you experience difficulty accessing Moodle, please contact the Prescott College E-Learning Coordinator. *Please note that the Signature Assignment Assessment Rubric for the practicum is the Universal Capstone Assessment instrument found on the Prescott College website with student teaching materials. **Please note that teacher candidates have the responsibility to be cognizant of the current Arizona (or their states certification) and Prescott Colleges degree and/or teacher certification requirements. Students are responsible for reading, uploading, and completing the current student teaching/practicum documents from the Prescott College website. State teacher certification requirements are subject to change and students must comply with teacher certification requirements current at the time of their graduation/ certification application. Recommended Resources: Given, B. K. (2002). Teaching to the brains natural learning systems. Alexandria, VA: Association for Supervision and Curriculum Development (ASCD). Kahn, H. P., & Kellert, S. R. (Eds.). (2002). Children and nature: Psychological, sociocultural, and evolutionary investigations. Cambridge, MA: The MIT Press. Katz, L. C., & Chard, S. C. (2000). Engaging childrens minds: The project approach (2nd ed.). Greenwich, CT: Ablex. Lally, J. R. (1995). Caring for infants and toddlers in groups: Developmentally appropriate practice. Arlington, VA: Zero to Three/National Center for Clinical Infant Programs. Lamb, M. (Ed.). (1999). Parenting and child development in nontraditional families. Mahwah, NJ: Eribaum. Machado, J., & Botnarescue, M. (2000). Student teaching: Early childhood practicum guide (4th ed.). Clifton Park, NJ: Thomson Delmar Learning. Wong, H. K., & Wong, R.T. (1998). The first days of school: How to be an effective teacher. Mountain View, CA: Harry K. Wong.
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Suggested Elective Coursework: Education for the Future: Multicultural and Environmental Issues Assessment and Evaluation Decoding Strategies and Techniques for Beginning and Remedial Readers Reading Instruction for Diverse Learners from Assessment and Balanced Literacy Programs Diagnosis and Remediation of Reading Difficulties Clinical Practice in Reading/Reading Practicum
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Electives: Educating for the Future: Multicultural and Environmental Issues EDU 47015 3 semester credits Course Description: The focus of this course is to strengthen students environmental and multicultural awareness. The course will explore the emerging issues in use of languages, and multicultural and environmental education, inclusive of children from birth to prekindergarten and kindergarten to grade three/age eight. The course is interdisciplinary in nature and the relationships among education, languages, cultures, and environment will be examined. Students will acquire foundational knowledge of theoretical issues and concepts, as well as identify real issues in todays world for young children. Students will develop, through personal action, personal, societal, and educational perspectives on cultural and environmental issues. Learning Targets (LT): Students are expected to demonstrate mastery of all Learning Targets and attendant State and National Standards as judged through successful completion of Learning Target activities and analysis of rubric scores. Students may wish to select from among the recommended support activities, or identify others, to establish specific expectations as individual study contracts are developed. Note: Learning Target One (LT 1) is the course signature assignment; the formative artifact appears in bold type. 1. Signature Assignment (Acquisition of Knowledge and Understanding) Prepare and present a five-seven page research paper (Signature Assignment Assessment Rubric available on the College website) addressing a minimum of two cultural or language and two environmental issues which co-exist in society and impact curricular issues and instructional strategies with young children from birth to prekindergarten and kindergarten to grade three/age eight. (AZ 1.4, 3.8;7.5, 8.6, 8.11-12, 9.1, 9.5; ILSAL 1, 3, 4, 5; NNES 2, 3, 7, 8; SJPES I, II; and INTASC 5, 9) 2. Field Experience (Authentic Applications and Performance Observation) Document 10 required field experience hours, in both developmental and classroom group settings, in a personal academic journal and analyze perceived ways in which cultural and environmental issues impact curricular design and implementation. (AZ 1.4, 3.8, 7.5, 8.6, 8.11-12, 9.1, 9.5; NAEYC 1-5; AZ ECE 1-6; NNES 2, 3, 7, 8; SJPES I, II; and INTASC 2-3, 7-8) 3. Assessment Literacy Assess your personal level of understanding of assessment and how it incorporates culture, language, and social justice awareness and write a two to three page personal philosophy of your understandings, and beliefs on assessment. (AZ 7.4, 8.1-2, 8.4, 8.6-8, 8.12-13, 9.5; AZ ECE 1-5; NAEYC 1, 4, 5; NNE 2, 3, 7, 8; SJPES I, II; and INTASC 3, 9) 4. Research Research and document ways in which cultural, language, and environmental issues impact curriculum design and implementation a strategic plan for implementing multicultural and environmental issues into curriculum birth to grade three/age eight. (AZ 1.1-3, 3.8, 5.3, 7.1, 8.1, 8.6; INTASC 1-4, 6; ILSAL 1, 3, 4, 5; NNES 2, 3, 7, 8; SJPES I, II; and NAEYC 1, 4, 5) 5. Diversity, Social Justice, and Environmental Sustainability a. Provide a description of how environmental education and multicultural education are implemented within the local school district. (AZ 1.2, 1.6, 3.8, 5.2-3, 5.5, 7.5, 8.6, 8.8, 8.12, 9.2; NAEYC 1, 2, 4, 5; NNES 2, 3, 7, 8; SJPES I, II; and INTASC 1-4, 6)
b. Create a personal plan which demonstrates how the student intends to incorporate linguistic diversity, multicultural and environmental tenets into their future professional development. (AZ 6.2- 3, 6.5, 7.12, 7.4-5, 9.1, 9.5; NAEYC 1-5; NNES 2, 3, 7, 8; and INTASC 3, 9, 10) 6. Integration of the Fine and Performing Arts Identify various community and family cultural traditions that will honor, recognize, connect, and celebrate diversity in the community so as to maximize the learning opportunities for all children. (AZ 1.2, 1.6, 3.8, 5.2-3, 5.5, 7.5, 8.6, 8.8, 8.12, 9.2; INTASC 1-4, 6; NNES 2, 3, 7, 8; and NAEYC 1-5) 7. Technological Literacy Employ self-direction in designing and carrying out program plans, curriculum, and instruction, and become familiar with the components of the Moodle and student electronic portfolios, upload any required course materials to the Eportfolio, through the use of appropriate technology. (AZ 1.3-4,1.7-8, 9.3; INTASC 1-4, 6; AZ ECE 1-7; NAEYC 1-5; and NETS I-V). 8. Communication Traditions Integrate theory to practice by honoring community traditions and language, and guiding new academic communication knowledge and skills (e.g., written and oral) into the classroom and with educational outreach (e.g., parents, public, media, etc.) into the community. (AZ 1.6, 6.5, 7.1-2, 7.4-5, 8.4, 8.7, 8.12, 9.1-2; INTASC 1-2, 6-7, 11; NNES 2, 3, 7, 8; SJPES I, II; and NAEYC 1-5) Recommended support activities: a. Read a minimum of 3 books and at least 5 articles which overview language, cultural, and environmental issues in the education of young learners. b. Develop questions for and document interviews with three local educators to gain their perspectives on multicultural and environmental education. c. Research language, diversity, and environmental issues within the school district and larger community and prepare a journal entry about the experience and your findings. Education Programs Signature Assignment Artifact and Field Experience Assessment Rubrics Signature Assignment Assessment Rubrics and the Field Experience Assessment Rubric (universal for Observation, Partial Participation, and Full Engagement/Capstone experiences) are displayed on Moodle, the Prescott College online learning management system, and on the Prescott College website. To access Moodle, go to http://moodle.prescott.edu. Enter your user name and password. Then, click on the Education Programs Signature Assignment and Field Experience Assessment Rubrics link. If you experience difficulty accessing Moodle, please contact the Prescott College E-Learning Coordinator. Note: Students have the responsibility to be cognizant of the current Arizona (or their states certification) and Prescott Colleges degree and/or teacher certification requirements. Students are responsible for reading, uploading, and completing the current student teaching/practicum documents from the Prescott College website. State teacher certification requirements are subject to change and students must comply with teacher certification requirements current at the time of their graduation/ certification application. Recommended Resources: Banks, J. (2003). Handbook of research on multicultural education. San Francisco Jossey-Bass. Banks, J. A., & McGee Banks, C.A. (Eds.). (2002). Multicultural education: Issues and perspectives. Boston, MA: Allyn and Bacon. Delpit, L. (1996). Others peoples children: Cultural conflict in the classroom. New York, NY: The New Press.
Garcia, R. L. (1998). Teaching for diversity. Bloomington, IN: Phi Delta Kappa Education Foundation. Kahn, P.H. & Kellert, S. R. (Eds.). (2002). Children and nature: Psychological, socio-cultural, and environmental investigations. Cambridge, MA: MIT Press. Louv, R. (2005). Last child in the woods: Saving our children from nature-deficit disorder. Chapel Hill, NC: Algonquin Books. Moore, R.C., & Marcus, C. C. (2008). Healthy planet, healthy children: Designing nature into the daily spaces of childhood. In S. R. Kellert, J. H. Heerwagen, & M. L. Mador (Eds.), Biophilic design: The theory, science, and practice of bringing building to life (Chapter 10).Hoboken, NJ: Wiley. Nabhan, G. P. (1995). The geography of childhood: Why children need wild places. Boston, MA: Beacon Press. Sobel, D. (1996). Beyond ecophobia: Reclaiming the heart in nature education. Great Barrington, MA: The Orion Society and The Myrin Institute. Sobel, D. (2004). Place-based education: Connecting classrooms and communities. Great Barrington, MA: The Orion Society. Tharb, R. G., Estrada, P., Dalton, S.S., & Yamauchi, L. A. (Eds.). (2000). Teaching transformed: Achieving excellence, fairness and harmony. Boulder, CO: Westview Press.
We are called to assist the Earth to heal her wounds and in the process heal our own indeed, to embrace the whole creation in all its diversity, beauty and wonder. Wangari Maathai (Maathai as cited in J. Winter (2008). Wangaris trees of peace. Orlando, FL: Harcourt.)
Assessment and Evaluation EDU 47819 3 semester credits Course Description: Educators must acquire knowledge of the current research on the assessment and evaluation of young children, from birth to prekindergarten and kindergarten to grade three/age eight, and their classroom activities and environment. This course will focus on using assessments to evaluate how young children learn starting at birth; understand how to monitor the young childs progress; determine levels of young students knowledge and skills; ensure developmentally and age-appropriate systems are in place; and to guarantee educators use the young childs language(s) and culturally appropriate instruction. The assessment tools evaluated will support individual student progress, languages and cultures, a variety of learning styles, and the diverse abilities of young children. The analysis of the different types of assessments will take into regard their characteristics, cultural application, uses, advantages, and limitations. Assessments will consider student initiated and adult facilitated activities, learning in indoor and outdoor environments, observable behaviors, anecdotal record keeping, and portfolios of childrens work as means to document progress. Through this course the student will develop competence in reporting, as required and appropriate, young childrens progress to parents or guardians, educators, school/district, health care, and community, tribal, and state, and national governmental agencies. Learning Targets (LT): Students are expected to demonstrate mastery of all Learning Targets and attendant State and National Standards as judged through successful completion of Learning Target activities and analysis of rubric scores. Students may wish to select from among the recommended support activities, or identify others, to establish specific expectations as individual study contracts are developed. Note: Learning Target One (LT 1) is the course signature assignment; the formative artifact appears in bold type. 1. Signature Assignment (Acquisition of Knowledge and Understanding) Participate, as allowed by policies and procedures of school or agency, in an assessment and evaluation conference with one or more representatives of the following groups: parents or guardians, educators, school/district, health care, and community, tribal, and state and national governmental agencies. Through a documented essay (Signature Assignment Assessment Rubric available on the College website), explain how the results of assessment and evaluation of young children impacts their classroom activities and environment. (AZ 4.1-5, 5.1-2, 5.5, 6.1, 8.10, 8.13, 9.1-5; INTASC 2, 6, 8, 10; AZ ECE 1-5; NNES 2, 3, 7, 8; SJPES I, II; and NAEYC 1-5) 2. Field Experience (Authentic Applications and Performance Observation) Document 10 required field experience hours in a personal academic journal and critically analyze those various assessment strategies you actually observe and implement in terms of their impact on teaching and learning behaviors. (AZ 1.7, 1.9-11, 8.1, 8.3-5, 9.5; NAEYC 1-5; AZ ECE 1-6; INTASC 2; SJPES I, II; and NNES 2, 3, 7, 8) 3. Assessment Literacy a. Observe teachers while they are assessing two to three children who are English language or bilingual speakers. Write a three to five page paper summarizing observations and on effective how the evaluation process appeared. (AZ 8.9-10; INTASC 2, 6; AZ ECE 1-5; NNES 2, 3, 7, 8; SJPES I, II; and NAEYC 1-5) b. Compare and contrast current best practices in assessment and using new knowledge and critical thinking promote an instrument that best represents authentic learning for children from diverse
language, cultural, and ability backgrounds. (AZ 8.9-10; INTASC 2, 6; AZ ECE 1-5; NNES 2, 3, 7, 8; SJPES I, II; and NAEYC 1-5) c. Gain a clear understanding of assessment and evaluation factors and characteristics, as required under current parental, school, agency, and governmental reporting practices and procedures, and how they can enhance, hamper, or limit childrens progress. (AZ 4.1-5, 5.1-3, 5.5, 8.6, 8.10-13, 9.2, 9.4; INTASC 2, 67, 10; AZ ECE 1-5; and NAEYC 1-5) 4. Research Research the current, tribal traditions, and germinal learning theories and theorists for development from birth to prekindergarten and kindergarten to grade three/age eight. (AZ 1.1-2, 1.6, 1.10-12, 3.2, 3.4, 3.13, 5.2, 5.5, 6.1-3, 7.1-2, 8.1, 8.3-5, 8.7, 9.1; INTASC 1-4, 6-7, 9-10; AZ ECE 1-5; ILSAL 1- 5; NNES 2, 3, 7, 8; SJPES I, II; and NAEYC 1-5) 5. Diversity, Social Justice, and Environmental Sustainability Reflect on how languages, cultures, and environmental factors (e.g., bilingual instruction, natural lighting and green spaces) enhance brain development and learning. Research this area of study to confirm or refute your reflection. (AZ 1.4-6, 2.4-9, 3.3, 3.8, 3.10, 5.1-3, 5.5, 6.1, 7.5, 8.6, 8.8, 8.11-13; INTASC 1-7, 9-10; AZ ECE 1-5; NNES 2, 3, 7, 8; SJPES I, II; and NAEYC 1-5) 6. Integration of the Fine and Performing Arts Explore the arts in the local community by attending three to five public and school events that feature culturally appropriate events (e.g., social justice film festival, gay pride parades, art exhibits, tribal cultural museums, book readings, storytelling, dance, photography exhibits, etc). Journal your reaction to the events and design two to three lesson plans/appropriate activities that could be used for young children reflective of your new knowledge of the arts. (AZ 1.2, 1.6, 3.8, 5.2-3, 5.5, 7.5, 8.6, 8.8, 8.12, 9.2; INTASC 1-4, 6; NNES 2, 3, 7, 8; and NAEYC 2-5) 7. Technological Literacy Employ self-direction in designing and carrying out program plans, curriculum, and instruction, and become familiar with the components of the Moodle and student electronic portfolios, upload any required course materials to the Eportfolio, through the use of appropriate technology. (AZ 1.3-4,1.7-8, 9.3; INTASC 1-4, 6; AZ ECE 1-7; NAEYC 1-5; and NETS I-V). 8. Communication Traditions Interview two to three parents and teachers and determine the oral and written communication that they would like to see used to share results of assessments. Write up a summary of the interview results and recommendations. (AZ 1.6, 6.5, 7.1-2, 7.4-5, 8.4, 8.7, 8.12, 9.1-2; INTASC 1-2, 6-7, 11; NNES 2, 3, 7, 8; SJPES I, II; and NAEYC 1-5) Recommended support activities: a. Read two to three books and five to seven professional journal articles on assessment, evaluation, instruments, and monitoring of young children, birth to prekindergarten and kindergarten to grade three/age eight, developmental and academic progress and formulate an annotated bibliography for the references. b. Interview two early childhood educators, from both groups, for at least thirty minutes, in regards to ways that they assess children. c. Create a two to three page summary paper including critical thinking, critiquing the assessment and evaluation strategies as disclosed in the interviews. d. Produce a creative project, poster, brochure, or flyer, for distribution to the parents/guardians that explains the assessment processes in the early childhood classroom or the school.
Education Programs Signature Assignment Artifact and Field Experience Assessment Rubrics Signature Assignment Assessment Rubrics and the Field Experience Assessment Rubric (universal for Observation, Partial Participation, and Full Engagement/Capstone experiences) are displayed on Moodle, the Prescott College online learning management system, and on the Prescott College website. To access Moodle, go to http://moodle.prescott.edu. Enter your user name and password. Then, click on the Education Programs Signature Assignment and Field Experience Assessment Rubrics link. If you experience difficulty accessing Moodle, please contact the Prescott College E-Learning Coordinator. Note: Students have the responsibility to be cognizant of the current Arizona (or their states certification) and Prescott Colleges degree and/or teacher certification requirements. Students are responsible for reading, uploading, and completing the current student teaching/practicum documents from the Prescott College website. State teacher certification requirements are subject to change and students must comply with teacher certification requirements current at the time of their graduation/ certification application. Recommended Resources: Caruso, J. J., & Fawcett, M. T. (2007). Supervision in early childhood education: A developmental perspective (3rd ed.). New York, NY: Teachers College Press. Clay, M. M. (2006). Observation survey of early literacy achievement (rev. 2nd ed.). Portsmouth, NH: Heinemann. Greenspan, S. I., & Weider, S. (2005). Infant and early childhood mental health: A comprehensive developmental approach to assessment and intervention. Arlington, VA: American Psychiatric Association. Gullo, D. F. (2004). Understanding assessment and evaluation in early childhood education. New York, NY: Teachers College Press. Hebert, E. A. (2001). The power of portfolios: What children can teach us about learning and assessment. New York, NY: Jossey-Bass. Heubert, J. P., & Hauser, R. M. (1999). High stakes: Testing for tracking, promotion, and graduation. Washington, DC: National Academy Press. Lavoie, R. (2007). The motivation breakthrough: 6 secrets to turning on the tuned-out child. New York, NY: A Touchstone Book. Lidz, C. S. (2002). Early childhood assessment. Hoboken, NJ: John Wiley. Losardo, A., & Notari-Syverson, A. (2001). Alternative approaches to assessing young children. Baltimore, MD: Brookes. McAfee, O., & Leong, D. (2006). Assessing and guiding young childrens development and learning (4th ed.). Boston, MA: Allyn & Bacon. McDevett, T. M., & Ormrod, J. E. (2006). Child development and education. Upper Saddle River, NJ: Pearson Education. Morrison, G. S. (2006). Early childhood education today. Upper Saddle River, NJ: Pearson Education. Worthham, S. C. (2007). Assessments in early childhood education (5th ed.). Upper Saddle River: Prentice Hall.
Decoding Strategies and Techniques for Beginning and Remedial Readers EDU48005 3 semester credits Course Description: Through this course, students will build on their existing knowledge of, and skills related to, research-based best practices for teaching beginning and remedial learners reading decoding strategies for independent application. Current research on phonics and phonics instruction will be reviewed, as will the five researchbased elements of a sound reading program phonemic awareness, phonics, fluency, comprehension, and vocabulary. Students will investigate in the literature the most common obstructions to reading mastery in the classroom, will learn to recognize those obstructions in authentic teaching-learning settings, and will learn how to plan instruction to maximize learner reading potential while avoiding common pitfalls. Students will acquire information and reflect on national, Arizona, and local P-12 reading content standards and performance objectives. They will review the recommendations for reading instruction from the International Reading Association and the National Reading Panel and determine how those recommendations have been or should be integrated into their and their school/school district curriculum and practice. The student will understand legislative and state board of education mandates pertaining to the reading program. The student will explore diagnostic and remedial tools and strategies utilized within Arizona schools which can be incorporated as part of an effective classroom reading program. The student will investigate environmental and cultural factors that influence reading, as well as methods for teaching to diverse learners. Pre-requisites: Individuals wishing to register for this course must provide documentation of prior completion of a reading foundations and/or methods course as part of undergraduate or graduate study and have access to an elementary classroom or other authentic instructional setting; or, currently be employed as a certificated classroom teacher P-12; or, have the permission of the Dean of the Adult Degree and Graduate Programs at Prescott College. Course Requirements: 1. Completion and submission of the Student Journal. 2. Successful demonstration of mastery of each course Learning Target. 3. All other Prescott College course registration and evaluation requirements, including adherence to all deadlines, regularly scheduled meeting s with the course mentor/instructor, and submission of the course study contract and course evaluation. Recommended Texts: Rycik, J. A., & Rycik, M. T. (2006). Phonics and word identification: Instruction and intervention K-8. Upper Saddle River, NJ: Prentice Hall. Pressley, M. (2006). Reading instruction that works: The case for balanced teaching (3rd ed.). New York, NY: Guilford Publications/Guilford Press. Blevins, W. (2001). Teaching phonics and word study in the intermediate grades: A complete sourcebook. New York, NY: (Scholastic Teaching Strategies) Teaching Resources. Blevins, W. (2006). Phonics from A to Z. (2nd ed.). New York, NY: (Scholastic Teaching Strategies) Teaching Resources. Learning Targets: Each student is required to demonstrate mastery of the following course Learning Targets. Mastery will be determined through an analysis of pertinent rubric scores at a score point of 3, clear and complete documentation in the Student Journal of activities and projects, or through other means of evaluation of participation or artifacts as agreed to by the student and course mentor/instructor and as indicated on the course
study contract. *Please note that the rubrics identified for guiding and/or scoring student work may be obtained by contacting the Associate Dean for Professional Preparation Programs at Prescott College. (In the future, the rubrics will be posted on the College website). Each student will: 1. Signature Assignment Following your research into effective decoding strategies and models, create an original decoding model or substantive game (formative artifact) that is age and grade appropriate for the learners with whom you work. Describe what you create in the Student Journal, then try an implementation of your design. Document both your and your learners experience with your model/game and provide a written discussion on 1) what you learned through the actual implementation of the model/game and 2) how you will improve it for the next implementation. (AZ 1.1-5, 1.7-12, 2.1-10, 3.1-10, 3.12-15, 4.1-2, 4.4, 6.1-2, 7.1-5, 8.1-9, 9.1, 9.3, 9.5; INTASC 1- 3, 58, 11; CEC 1-9; and, NETS I-VI) 2. Field Experience (Authentic Applications Partial Participation) a. Observe reading/language arts instruction in at least three different classrooms for a minimum of ten total hours, documenting the observations in your Student Journal. Document and analyze for apparent effectiveness the delivery of instruction in terms of decoding strategies utilized to address learner needs. Discuss your findings with each of the teachers observed and with either your mentor or cohort group. b. Based on the results of your observations and discussions, and in conjunction with your research on the wide range of decoding strategies, plan three reading lessons that will address the assessed needs of learners in your classroom. Invite teacher colleagues to observe and provide feedback to you on how well/authentically your lessons reflect your knowledge of decoding strategies and techniques and discuss with at least one of these colleagues how your decoding instruction might be further enhanced in order to meet learners needs. Document your lessons and the feedback you receive in you Student Journal. Students may choose to access the Prescott College Signature Assignment Assessment Rubric for Unit and Lesson Plans to guide them in their preparation of lesson plans for this Learning Target.(AZ 1.1-5, 1.7-12, 2.1-10, 3.1-10, 3.12-15, 4.1-2, 4.4-5, 5.1-5, 6.12, 7.1-5, 8.1-9, 9.1, 9.3, 9.5; INTASC 1- 3, 5-8, 11; CEC 1-9; and, NETS I-VI) 3. Assessment a. Pre- and post-assess the reading decoding strengths found among the learners in your classroom, and describe/document your findings and plans for addressing those findings in the Student Journal. b. In order to complete this assignment you will need to research age and grade appropriate assessments for determining decoding strengths of learners. Document your research in this area, then provide a written reflection on why you selected the instrument you did. Students may choose to access the Prescott College Signature Assignment Assessment Rubric for Reflective Critical Thinking to guide them in their preparation of their written reflections for this Learning Target. (AZ 1.1-13, 2.4, 2.6-7, 3.1-10, 3.13-15; 4.1-4, 6.1, 7.1-2, 7.5, 8.1, 8.3-4, 8.6, 8.8-10, 9.1, 9.3-4; INTASC 1-8, 10-11; CEC 1-9; and, NETS I-VI) 4. Communication Traditions Arrange with your teacher colleagues a group or cohort opportunity to present best information on decoding strategies, where each participant brings real examples of the use/application of decoding skills by learners to further their reading development. Following this cohort session, provide a reflection on what you gained through this professional sharing activity. Students may choose to access the Prescott College Signature Assignment Assessment Rubrics for Presentations and Reflective Critical Thinking to guide them as they address this Learning Target. (AZ 1.1-13, 2.5, 5.2-5, 6.1, 6.5, 7.1-3, 7.5, 8.1, 8.4, 8.6, 8.9-12; INTASC 1-2, 5-7, 11; CEC 5, 7, 9; and, NETS I-V)
5. Research Identify, through research, three models, programs, or guides developed to teach learners decoding skills and strategies. Document your findings in the Student Journal and, following your assessment of each of the three suggested approaches, provide a discussion in the Student Journal of which of the three you believe has the most use for your own teaching. (AZ 1.1-13, 2.2, 2.4-7, 9, 3.3-5,3.7-9, 3.11-15, 7.15, 8.11, 8.3-8, 9.1, 9.3) 6. Diversity Demonstrate your ability to effectively teach decoding skills and strategies to diverse learners. Through a process of pre- and post-assessment and student performance analysis, document in the Student Journal the difference your instruction of decoding skills and strategies made in three different learners positive academic progress. Students may choose to access the Prescott College Signature Assignment Assessment Rubric for Unit and Lesson Plans to guide them in their preparation of lesson plans for this Learning Target. (AZ 1.1-13, 3.1-3, 3.5-15, 4.1-5, 6.1, 7.1-2, 8.1-11, 9.1, 9.3-5; INTASC 1- 4, 6-8, 11; CEC 1-4, 6-9; and, NETS I-VI) 7. Integration of the Fine and Performing Arts Design a game that requires the learners to use decoding strategies in order to complete a performance or to complete a piece of learner visual artwork for display. In the Student Journal, reflect on how this activity accomplished more than one instructional purpose and identify, as part of your reflection, at least three other incidents where the same strategy (i.e., curriculum integration) could possibly yield fun and purposeful results. (AZ 1.1-13, 2.6, 3.1-15, 4.2, 6.1, 7.1-2, 7.4-5, 8.1-9, 9.1, 9.3; INTASC 1-9, 11; CEC 1-9; and, NETS I-VI) 8. Technology Document, in the Student Journal, your use of different technological resources to acquire knowledge of decoding skills and strategies and how to employ them with a wide range of diverse learners. Also document, if you discover an appropriate program, how instructional and/or assistive technology is supporting the construction of early literacy skills, like reading, among young or diverse learners. (AZ 1.1-13, 2.6, 3.1-15, 4.2, 6.1, 7.1-2, 7.4-5, 8.1-9, 9.1, 9.3; INTASC 1-9, 11; CEC 1-9; and, NETS I-VI) 9. Practicum Goal Apply the content and skills from this course towards the successful completion of a 45 hour reading practicum. In most cases, students completing this course will be engaged concurrently in the reading practicum. The course mentor/instructor will be seeking evidence of learning related to the content of this course through its application to and use during the practicum experience. (AZ 1.1-5, 1.7-12, 2.110, 3.1-10, 3.12-15, 4.1-2, 4.4, 5.2, 5.4-5, 5.1-5, 6.1-5, 7.1-5, 8.1-9, 9.1, 9.3, 9.5; INTASC 1- 3, 5-8, 11; CEC 1-9; and, NETS I-VI)
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Reading Instruction for Diverse Learners from Assessment and Balanced Literacy Programs EDU48010 3 semester credits Course Description: This course builds directly on classroom teacher/teacher candidate foundational knowledge regarding the teaching of reading/language arts. From a solid research base yielding best practice approaches for organizing and delivering reading/language arts instruction, this course guides the student through the application and integration of the language arts into curriculum. Reading/language arts curricular integration will be modeled through the identification and production of authentic classroom learner artifacts, case studies, and direct observation of master teachers in their reading/language arts classrooms. Students will work to gain course knowledge and skills 1) leading to successful clinical practice as assessed by the course mentor or supervisor, and 2) leading to reading/language arts instruction in the classroom judged as successful through documented authentic learner academic progress. Three major themes will frame this course: balanced literacy, reading/language arts assessment, and meeting the needs of diverse learners. Balanced literacy - with each of the components associated with a balanced literacy program - will be a pervasive theme as the student identifies and designs a personal researched-based manageable model of reading/language arts instruction. Study of patterns of practice found in todays schools, including literature circles, literature focus units, reading and writing workshops, and thematic units, will contribute to the students comprehension and implementation of a balanced literacy program in their own classrooms. Students will identify and practice use of formal and informal, criterion and norm-referenced reading/language arts assessment instruments to guide and inform planning, instructional delivery, and the provision of learner feedback. Finally, a sharp focus on diversity in the classroom learners, settings, resources, approaches, techniques, and programs in support of and before, during, and after reading/language arts instruction will be a major theme throughout the course as students construct an ever growing and efficacious repertoire of reading/language arts teaching strategies, enhancing their competence as teachers and contributing to documentable learner academic progress. Pre-requisites: Individuals wishing to register for this course must provide documentation of completion of a reading foundations and/or methods course as part of undergraduate or graduate study and must have access to an elementary classroom; or, currently be employed as a certificated classroom teacher P-12; or, have the permission of the Dean of the Adult Degree and Graduate Programs at Prescott College. Course Requirements: 1. Required Text: Tompkins, G. (2008). Language arts: Patterns of practice. (7th ed.) Saddle River, NJ: Pearson Education. 2. Completion and submission of the Student Journal. 3. Successful demonstration of mastery of each course Learning Target. 4. All other Prescott College course registration and evaluation requirements, including adherence to all deadlines, regularly scheduled meeting s with the course mentor/instructor, and submission of the course study contract and course evaluation. Learning Targets: Each student is required to demonstrate mastery of the following course Learning Targets. Mastery will be determined through an analysis of pertinent rubric scores at a score point of 3, clear and complete documentation in the Student Journal of activities and projects, or through other means of evaluation of participation or artifacts as agreed to by the student and course mentor/instructor and as indicated on the course study contract. *Please note that the rubrics identified for guiding and/or scoring student work may be obtained by contacting the Associate Dean for Professional Preparation Programs at Prescott College. (In the future, the rubrics will be posted on the College website).
Each student will: 1. Signature Assignment Design an individual (approximately 10-15 page) Comprehensive Plan for Reading/Language Arts Instruction in his/her classroom (course formative artifact), which addresses or incorporates the following criteria: a. identifies and addresses each component of a balanced literacy program, b. provides evidence of the twelve tenets of balanced literacy programs, c. clearly demonstrates attention to local and state reading/language arts content standards and performance objectives, d. maximizes opportunities to implement research-based, best-practice instructional strategies and models, e. identifies and plans for the utilization of a range of appropriate reading/language arts assessments at appropriate benchmark points, and f. demonstrates through its content that the diverse needs of each individual learner has been considered in the Plan design. (AZ 1.1-5, 1.7-12, 2.1-10, 3.1-10, 3.12-15, 4.1-2, 4.4, 5.1-5, 6.1-2, 7.1-5, 8.1-9, 9.1, 9.3, 9.5; INTASC 1- 3, 5-8, 11; CEC 1-9; and, NETS I-VI) 2. Field Experience (Authentic Applications Partial Participation) a. Observe reading/language arts instruction in at least three different classrooms for a minimum of ten total hours, documenting the observations in your Student Journal. Analyze the delivery of instruction in terms of evidence of the absence or presence of the components of balanced literacy instruction, then discuss your findings with each of the teachers observed and with either your mentor or cohort group. b. Based on the results of your observations and discussions, and in conjunction with your research about balanced literacy programs, plan three reading/language arts lessons appropriate for a balanced literacy program for your own classroom and invite teacher colleagues to observe and provide feedback to you on how well/authentically your lessons reflect your knowledge of balanced literacy instruction. Document your lessons and the feedback you receive in you Student Journal. Students may access the Prescott College Signature Assignment Assessment Rubric for Unit and Lesson Plans to guide them in their preparation of the lesson plans for this Learning Target. (AZ 1.1-5, 1.7-12, 2.1-10, 3.1-10, 3.12-15, 4.1-2, 4.4, 5.1-5, 6.1-2, 7.1-5, 8.1-9, 9.1, 9.3, 9.5; INTASC 1- 3, 5-8, 11; CEC 1-9; and, NETS I-VI) 3. Assessment a. Identify by formal title or informal designation, and document in the Student Journal, through investigation and research at least five prominent reading/language arts assessment instruments classroom teachers use at your school to ascertain individual learner or group reading/language arts academic progress. For each instrument, identify whether or not it is: standards-based, required by someone other than the teacher, used by the teacher to report learner results to someone outside of the classroom, integrated with more than one component of a balanced literacy program, and administered frequently. b. Identify the intended purpose of each assessment youve listed in the Student Journal and whether you believe it is adequate for the intended purpose. Is the assessment valid? Is it reliable? In the Student Journal, discuss specifically how you use the results of this assessment to inform your reading/language arts instructional practices. (AZ 1.1-5, 1.7-12, 2.1-10, 3.1-10, 3.12-15, 4.1-2, 4.4, 5. 2, 5.4-5, 6.1-2, 7.1-5, 8.1-9, 9.1, 9.3, 9.5; INTASC 1- 3, 5-8, 11; CEC 1-9; and, NETS I-VI)
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4. Communication Traditions Using the APA Manual/Guide, prepare a seven to ten page paper in which you describe your commitment or not to the balanced literacy model. Clearly describe the balanced literacy program model features and critically reflect on why, or why not, this model for reading/language arts instruction may have the power to increase learner reading/language arts academic progress. You may choose to compare and contrast strengths of a few different current models. Use appropriate style and format for source citations you use or reference in your paper to substantiate your point of view. Enter your paper into the Student Journal. Students may access the Prescott College Signature Assignment Assessment Rubrics for Research Papers and Reflective Critical Thinking to guide them in their completion of this Learning Target. (AZ 1.1-13, 2.2, 2.4-7, 2.9, 3.3-5, 3.7-9, 3.11-15, 7.1-5, 8.11, 9.3-8, 9.1, 9.3) 5. Research Conduct an internet search to identify multiple (at least three significantly-different models) reading/language arts instructional models utilized or recommended for utilization in todays elementary classrooms. Document your findings in the Student Journal through the completion and incorporation of a comparison chart. Enter a written reflection in the Student Journal for your selection of comparison criteria. Students may access the Prescott College Signature Assignment Assessment Rubric for Reflective Critical Thinking to guide them in completion of this Learning Target. (AZ 1.1-13, 2.2, 2.4-7, 2.9, 3.3-5, 3.7-9, 3.11-15, 7.1-5, 8.11, 8.3-8, 9.1, 9.3) 6. Diversity Demonstrate your ability to effectively use literacy assessment information to individualize literacy instruction based on students development, prior experiences, academic progress in relation to grade expectations, language, culture, environment, and other factors of diversity. Provide at least three examples of lessons from your own classroom that you modified for a selected learner based on assessment results. Teach the lesson and re-assess the selected learners academic progress. Students may access the Prescott College Signature Assignment Assessment Rubric for Unit and Lesson Plans to guide them in their preparation of the lesson plans for this Learning Target. (AZ 1.1-5, 1.7-12, 2.1-10, 3.1-10, 3.12-15, 4.1-2, 4.4, 5.1-5, 6.1-2, 7.1-5; 8.1-9; 9.1, 3, 5; INTASC 1- 3, 5-8, 11; CEC 1-9; and, NETS I-VI) 7. Integration of the Fine and Performing Arts Provide in the Student Journal at least two real examples of reading/language arts curricular integration by identifying a performance or product from the fine or performing arts where the use of reading/language arts knowledge or skills is critical to the performance or product. (AZ 1.1-13, 2.6, 3.115, 4.2, 6.1, 7.1-2, 7.4-5, 8.1-9, 9.1, 9.3; INTASC 1-9, 11; CEC 1-9; and, NETS I-VI) 8. Technology Document, in the Student Journal, your use of different technological resources to acquire knowledge of literacy philosophy and development, and to communicate with learners and/or their parents/guardians. (AZ 1.1-13, 2.6, 3.1-15, 4.2, 5.1, 5.3, 6.1, 7.1-2, 4-5, 8.1-9;,9.1, 9.3; INTASC 1-9, 11; CEC 1-9; and, NETS I-VI) 9. Practicum Goal Apply the content and skills from this course towards the successful completion of a 45 hour reading practicum. In most cases, students completing this course will be engaged concurrently in the reading practicum. The course mentor/instructor will be seeking evidence of learning through its application to and during the practicum experience. (AZ 1.1-5, 1.7-1,; 2.1-10, 3.1-10, 3.12-15, 4.1-2, 4.4, 5.1-5, 6.1-5, 7.1-5, 8.1-9, 9.1, 9.3, 9.5; INTASC 1- 3, 5-8, 11; CEC 1-9; and, NETS I-VI)
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Diagnosis and Remediation of Reading Difficulties EDU48015 3 semester credits Course Description: Material for this course has been organized according to the Reading First categories of reading development and instruction, as presented in the report of the National Reading Panel: phonemic awareness, phonics, fluency, vocabulary, and comprehension. Students will investigate instructional reading strategies for children at-risk as reflected in the federal No Child left Behind Act, including children of poverty, children for whom English is not the primary language, and children with learning and behavioral disabilities. It is important that the student, in the completion of this course, achieve more than just a documented litany of research-based reading-teaching strategies. The research-based strategies should be integrated by the student into systematic teaching processes and models that stress the use of learner academic achievement data within authentic classroom contexts to guide instructional planning and practice. Students will investigate and learn how to use DIBELS and other curriculum-based assessment results for early identification of children at risk of reading failure and to monitor student progress. Students should gain and demonstrate in their own classrooms increased mastery of reading instruction for letter sound recognition, regular word decoding, sight words, multi-syllable word reading, passage reading, vocabulary, and comprehension, as they reflect on how to utilize knowledge available to maximize academic progress for all learners. Pre-requisites: Individuals wishing to register for this course must provide documentation of completion of a reading foundations and/or methods course as part of undergraduate or graduate study and must have access to an elementary classroom or other authentic instructional setting; or, currently be employed as a certificated classroom teacher P-12; or, have the permission of the Dean of the Adult Degree and Graduate Programs at Prescott College. Course Requirements: 1. Required Text: Bursuck, W. D. & Darner, M. (2nd ed.). Teaching reading to students who are at risk or who have disabilities. Upper Saddle River, NJ: Prentice Hall. Students are also encouraged to identify a wide range of other texts or instructional resources to augment their learning and practice during this course. 2. Completion and submission of the Student Journal. 3. Successful demonstration of mastery of each course Learning Target. 4. All other Prescott College course registration and evaluation requirements, including adherence to all deadlines, regularly scheduled meeting s with the course mentor/instructor, and submission of the course study contract and course evaluation. Learning Targets: Each student is required to demonstrate mastery of the following course Learning Targets. Mastery will be determined through an analysis of pertinent rubric scores at a score point of 3, clear and complete documentation in the Student Journal of activities and projects, or through other means of evaluation of participation or artifacts as agreed to by the student and course mentor/instructor and as indicated on the course study contract. *Please note that the rubrics identified for guiding and/or scoring student work may be obtained by contacting the Associate Dean for Professional Preparation Programs at Prescott College. (In the future, the rubrics will be posted on the College website).
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Each student will: 1. Signature Assignment a. Analyze and document an in-depth assessment of the diverse reading strengths and needs of the students in his or her classroom using multiple authentic assessment instruments, strategies, and/or techniques. Chart the assessment results in the Student Journal, looking for patterns and connections among the strengths and needs of the learners with whom the teacher works. b. In the Student Journal, 1) analyze how current classroom reading curriculum might support or not remediation of learner deficits, and 2) identify different or additional reading/language arts/literacy support materials that might be useful during reading instruction to maximize learner academic progress as it pertains to reading skill. c. Based on the nature of the teachers findings relative to student reading strengths and needs, the teacher is either to prepare a long-range and comprehensive plan for attending to learner needs, or prepare an intensive six week reading instruction unit to directly instruct to learner strengths and needs (student choice of course formative artifact). Learner post-assessment should be prepared prior to the teachers initiation of specific instruction to address pre-assessment findings. Students should access the Prescott College Signature Assignment Assessment Rubric for Unit and Lesson Plans to guide them in their preparation of the Plan or Unit for this Learning Target, and for the evaluation of that work. (AZ 1.1-5, 1.7-12, 2.1-10, 3.1-10, 3.12-15, 4.1-2, 4.4, 5. 2, 534-5, 5.1-5, 6.1-2, 7.1-5, 8.1-9, 9.1, 9.3, 9.5; INTASC 1- 3, 5-8, 11; CEC 1-9; and, NETS I-VI) 2. Field Experience (Authentic Applications Partial Participation) a. Observe reading/language arts instruction in at least three different classrooms for a minimum of ten total hours, documenting the observations in your Student Journal. Analyze the delivery of instruction in terms of its basis in assessed learner needs and the related remedial techniques being employed. Discuss your findings with each of the teachers observed and seek clarification or additional information to inform your observation results. b. Based on the results of your observations and discussions, and in conjunction with your research about diagnosing and remediating reading difficulties, plan three reading/language arts lessons appropriate for the majority of the students in your own classroom. Invite teacher colleagues to observe and provide feedback to you on how well/authentically your lessons reflect your knowledge of planning for instructional intervention of diagnosed learner reading needs. Document your lessons and the feedback you receive in you Student Journal. Students may access the Prescott College Signature Assignment Assessment Rubric for Unit and Lesson Plans to guide them in their preparation of the lesson plans for this Learning Target. (AZ 1.1-5, 1.7-12, 2.1-10, 3.1-10, 3.12-15, 4.1-2, 4.4, 5. 2, 4.4-5, 5.1-5, 6.1-2, 7.1-5, 8.1-9, 9.1, 9.3, 9.5; INTASC 1- 3, 5-8, 11; CEC 1-9; and, NETS I-VI) 3. Assessment a. Identify by formal title or informal designation, and document in the Student Journal, at least five prominent assessments for diagnosing reading difficulties and then connect the assessment instruments with follow-up remediation strategies that are supported in the literature. For each instrument, identify whether or not it is: standards-based, required by someone other than the teacher, used by the teacher to report learner results to someone outside of the classroom, designed to diagnose more than one reading difficulty at the same time, and the frequency of administration in the typical classroom setting. b. Identify the intended purpose of each assessment youve listed in the Student Journal and whether you believe it is adequate for the intended purpose. Is the assessment valid? Is it reliable? In the Student Journal, discuss specifically how you use the results of this assessment to inform your reading/language arts intervention or remediation instructional practices. (AZ 1.1-5, 1.7-12, 2.1-10,
3.1-10, 3.12-15, 4.1-2, 4.4, 5. 2, 5.4-5, 6.1-2, 7.1-5, 8.1-9, 9.1, 9.3, 9.5; INTASC 1- 3, 5-8, 11; CEC 1-9; and, NETS I-VI) 4. Communication Traditions Create a fairly-comprehensive chart to support a presentation by you to your colleagues or cohort on the use of assessments to diagnose reading difficulties. Be certain, as part of your presentation, to discuss how you would or would not incorporate the assessment or assessment findings into your classroom practice. Place a reduced-size copy of your chart in the Student Journal. Students may choose to access the Prescott College Signature Assignment Assessment Rubric for Presentations to guide them as they address this Learning Target. (AZ 1.1-13, 2.5, 5.2-5, 6.1, 6.5, 7.1-3, 7.5, 8.1, 8.4, 8.6, 8.9-12; INTASC 1-2, 5-7, 11; CEC 5, 7, 9; and, NETS I-V) 5. Research Conduct school, school district, state, and/or internet search to identify: multiple assessments used to diagnose reading difficulties among diverse learners (at least three significantly-different instruments); and, intervention or remedial models/programs to address learner reading deficits. Document your findings and reflect in the Student Journal on the importance to your practice of this information. (AZ 1.1-13, 2.2, 2.4-7, 2.9, 3.3-5, 3.7-9, 3.11-15, 7.1-5, 8.11, 8.3-8, 9.1, 9.3) 6. Diversity Demonstrate your ability to effectively use literacy assessment information to individualize literacy instruction based on students development, prior experiences, academic progress in relation to grade expectations, language, culture, environment, and other factors of diversity. Provide at least three examples of lessons from your own classroom that you modified for a selected learner based on assessment results. Teach the lesson and re-assess the selected learners academic progress. Students may access the Prescott College Signature Assignment Assessment Rubric for Unit and Lesson Plans to guide them in their preparation of the lesson plans for this Learning Target. (AZ 1.1-5, 1.7-12, 2.1-10, 3.1-10, 3.12-15, 4.1-2, 4.4, 5.1-5, 6.1-2, 7.1-5, 8.1-9, 9.1, 9.3, 9.5; INTASC 1- 3, 5-8, 11; CEC 1-9; and, NETS I-VI) 7. Integration of the Fine and Performing Arts Provide in the Student Journal at least two real examples of how strategies reflective of the fine and performing arts have or might be used appropriately to intervene or remediate learner reading difficulties. (AZ 1.1-13, 2.6, 3.1-15, 4.2, 6.1, 7.1-2, 7.4-5, 8.1-9, 9.1, 9.3; INTASC 1-9, 11; CEC 1-9; and, NETS IVI) 8. Technology Document, in the Student Journal, your use of different technological resources to acquire knowledge of reading diagnosis and intervention information that supports the information from the required text. Include your knowledge of and reflections on the use of appropriate assistive technology for challenged learners. (AZ 1.1-13, 2.6, 3.1-15, 4.2, 6.1, 7.1-2, 7.4-5, 8.1-9, 9.1, 9.3; INTASC 1-9, 11; CEC 1-9; and, NETS I-VI) Practicum Goal Apply the content and skills from this course towards the successful completion of a 45 hour reading practicum. In most cases, students completing this course will be engaged concurrently in the reading practicum. The course mentor/instructor will be seeking evidence of course learning through its application to and during the practicum experience. (AZ 1.1-5, 1.7-12, 2.1-10, 3.1-10, 3.12-15, 4.1-2, 4.4, 5. 2, 5.4-5, 5.1-5, 6.1-5, 7.1-5, 8.1-9, 9.1, 9.3, 9.5; INTASC 1- 3, 5-8, 11; CEC 1-9; and, NETS I-VI)
9.
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Clinical Practice in Reading/Reading Practicum EDU48020 3 semester credits Course Description: Clinical Practice in Reading/Reading Practicum provides students with an opportunity to engage in supervised practice of the research-based knowledge and skills necessary to plan, manage, and assess a successful reading instructional program. The overall goal of the practicum experience is to raise the teachers level of effective classroom practice as measured in terms of assessed P-12 student academic achievement, particularly through this course in the area of reading/language arts, and should be viewed as an opportunity to try new, different, and innovative strategies, models, and techniques. Students should expect to be held accountable for demonstrating mastery of reading/literacy knowledge, skills, strategies, models, and functions as they engage in instruction with learners. Each student will be expected to design, implement, and evaluate a Comprehensive Plan for a Balanced Literacy Program. This practicum experience requires 45 hours of instructional applications in authentic teaching-learning settings. This reading practicum addresses the following state and national standards: AZ 1.1-13, 2.1-10, 3.1-15, 4.1-5, 5.1-5, 6.1-5, 7.1, 7.1a, -5, 8.1-13, 9.1-6; INTASC 1-8, 10; CEC1-10; and, NETS I-VI. Pre-requisites: Individuals wishing to register for and complete Clinical Practice in Reading/Reading Practicum must have completed or must be concurrently completing documented coursework in reading decoding, methods, assessment, diagnosis, intervention, and remediation. Students must be employed as P-12 certificated teachers, or must demonstrate that they have access to an authentic instructional setting through which they can complete the tasks of the practicum experience. Individuals not meeting these requirements must secure permission of the Dean in order to register for and complete this reading practicum experience. Course Requirements/Learning Targets: 1. Students must complete 45 hours of supervised reading practice in an appropriate instructional setting. Documentation of participation in the reading practicum must appear in the Student Journal. During the practicum experience, students will be held accountable for being conversant about and demonstrating knowledge and skills accrued through the accomplishment of reading coursework pertinent to: reading research, decoding, diagnosis, assessment, intervention, remediation, models and functions. Texts utilized in other courses, as well as texts or other informational materials and sources identified by each student, should support the students practice of reading instruction during the practicum. 2. It is expected that each student, by the end of the practicum experience, will demonstrate competence in planning for and establishing a balanced literacy program that responds to the needs and interests of a diverse range of learners in his or her classroom or instructional setting. Students are encouraged to review text materials and Learning Targets from their other reading courses to support their practicum work. Each student is responsible for documenting in the Student Journal a Comprehensive Plan for a Balanced Literacy Program, which he or she intends to implement and evaluate by the conclusion of the experience. 3. Each student must demonstrate that his or her knowledge and skills in reading instruction are resulting in positive gains by P-12 learners in reading/language arts/literacy. 4. Students are to be formally observed at least twice by the course mentor/instructor, the school administrator, and/or the Prescott College supervisor. Observers are to arrange follow-up conferences convenient for the observer and teacher or teacher candidate where, through an exchange of reflective dialogue, the student can obtain supportive feedback and direction for improved practice. Prior to the first observation, each student is to obtain a copy of the Prescott College Universal Capstone
Assessment instrument and review for focus and understanding the criteria identified for evaluation. Students are to enter the results (copies of written assessments) and personal reflections about their own reading practice into the Student Journal following each observation conference. 5. Results of all observations are to be reported on the Prescott College Universal Capstone Assessment instrument, which will be submitted to the College supervisor, and in the Student Journal. The completed Student Journal must be submitted to the practicum supervisor at the conclusion of the experience for final evaluation. 6. All other Prescott College course registration and evaluation requirements, including adherence to all deadlines, regularly scheduled meetings with the course mentor/instructor (practicum supervisor), and submission of the course study contract and course evaluation.
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Appendix A - Arizona Professional Teaching Standards (AZ) 1: The teacher designs and plans instruction that develops students abilities to meet Arizonas academic standards and the districts assessment plan. The performance assessment shall measure the extent to which the teachers planning: 1.1. Focuses instruction on Arizonas academic standards 1.2 Focuses instruction on the school and districts academic standards 1.3 Aligns curriculum with the student assessments 1.4 Addresses any physical, mental, social, cultural, and community differences among learners 1.5 Addresses prior knowledge of individual and group performance 1.6 Indicates short and long-term curriculum goals 1.7 Includes appropriate use of a variety of methods, materials, and resources 1.8 Includes learning experiences that are developmentally appropriate for learners 1.9 Includes learning experiences that address a variety of cognitive levels 1.10 Includes learning experiences that are appropriate for curriculum goals 1.11 Includes learning experiences that are based upon principles of effective instruction 1.12 Includes learning experiences that accurately represent content 1.13 Incorporates appropriate assessment of student progress 2. The teacher creates and maintains a learning climate that supports the development of students abilities to meet Arizonas academic standards. The performance assessment shall measure the extent to which the teacher: 2.1 Establishes and maintains standards of mutual respect 2.2 Displays effective classroom management 2.3 Encourages the student to demonstrate self-discipline and responsibility to self and others 2.4 Respects the individual differences among learners 2.5 Facilitates people working productively and cooperatively with each other 2.6 Provides a motivating learning environment 2.7 Promotes appropriate classroom participation 2.8 Listens thoroughly and responsively 2.9 Organizes materials, equipment, and other resources appropriately 2.10 Applies to daily practice the ethics of the profession 3: The teacher implements and manages instruction that develops students abilities to meet Arizonas academic standards. The performance assessment shall measure the extent to which the teacher: 3.1 Appropriately implements a teacher-designed lesson plan 3.2 Communicates to students specific standards and high expectations for learning 3.3 Links learning with students prior knowledge, experiences, and background 3.4 Models the skills, concepts, attributes, or thinking processes to be learned 3.5 Demonstrates effective written and oral communication 3.6 Uses appropriate language to communicate with learners clearly and accurately 3.7 Uses strategies that are appropriate to students developmental levels 3.8 Incorporates strategies which address the diverse needs of learners, and demonstrates multicultural sensitivity 3.9 Encourages critical thinking 3.10 Connects lesson content to real life situations when appropriate 3.11 Uses technology and a variety of other resources appropriately 3.12 Uses a variety of effective teaching strategies to engage students actively in learning 3.13 Maximizes the amount of class time students are engaged in learning which result in a high level of success for students 3.14 Provides opportunities for students to use and practice what is learned 3.15 Adjusts instruction based on feedback from students
4: The teacher assesses learning and communicates results to students, parents and other professional with respect to students abilities to meet Arizonas academic standards. The performance assessment shall measure the extent to which the teacher: 4.1 Promotes student self-assessment 4.2 Uses a variety of appropriate formal and informal assessments aligned with instruction 4.3 Maintains records of student work and performance and uses them to guide instructional decisions 4.4 Offers students and parents appropriate feedback on progress toward learning expectations 4.5 Maintains privacy of student records and performance 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 Arizonas academic standards and to transition from school to work or post-secondary education. The performance assessment shall measure the extent to which the teacher: 5.1 Works with parents to enhance student learning at home and school 5.2 Collaborates with other professionals and agencies to improve the overall learning environment for students 5.3 Accesses community resources and services to foster student learning 5.4 Demonstrates productive leadership and team membership skills that facilitate the development of mutually beneficial goals 5.5 Collaborates with colleagues to meet school and district goals 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: 6.1 Reviews his or her practices and evaluates the influences of those practices on student growth and learning 6.2 Designs and continually adapts a professional development plan for improving instruction and student learning 6.3 Engages in activities that implement the professional development plan 6.4 Uses employers documentation of his or her performance to develop a professional development plan 6.5 Pursues professional activities to support development as a learner and teacher 7: The teacher has general academic knowledge as demonstrated by the attainment of a Bachelors 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 Arizonas academic standards. The subject knowledge assessment shall measure the extent to which the teacher has knowledge of: 7.1 Skills and concepts related to the subject areas 7.1a At the elementary level, the teacher demonstrates knowledge of language arts, reading, math, science, social studies and fine arts 7.1b At the secondary level, the teacher demonstrates knowledge of the subject area or areas he or she is being certified to teach 7.2 Major facts and assumptions that are central to the discipline 7.3 Debates and processes of inquiry that are central to the discipline 7.4 Integration of disciplinary knowledge with other subject areas 7.5 Connections between knowledge of the subject areas and real life situations at the level of the students being taught 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:
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8.1
8.2 8.3 8.4 8.5 8.6 8.7 8.8 8.9
8.10 8.11 8.12 8.13
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 Interdisciplinary learning experiences that integrate knowledge, skills, and methods of inquiry from several subject areas Principles and techniques associated with various instructional strategies Learning theories, subject matter, curriculum development, and student development and how to use this knowledge in planning instruction to meet curriculum goals Methods for recognizing and accommodating exceptional children Influences of individual development, experiences, talents, prior learning, language, culture, gender, family, and community of student learning Principles of human motivation and behavior and their implications for managing the classroom and organizing individual and group work Effective evaluation of curriculum materials and resources for accuracy, comprehensiveness, and usefulness for representing particular ideas and concepts The characteristics, uses, and 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 Measurement theory, interpretation of test results, and assessment-related issues, such as validity, reliability, bias, and scoring Services and resources to meet the needs of exceptional children and how to access the services and resources Schools as organizations within the larger community context and the operations of the relevant aspects of the educational system Laws and ethics related to student, parent, and teacher rights and responsibilities
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 degree to which the special education teacher: 9.1 Demonstrates knowledge of disabilities and their educational implications 9.2 Demonstrates knowledge of special education state and federal laws, rules and regulations 9.3 Demonstrates knowledge of and the ability to use a variety of assistive devices that support student learning 9.4 Applies specialized diagnostic and assessment procedures to assist in determining special education eligibility for all areas of suspected disability 9.5 Assists in the design and implementation of individualized education programs through diagnostic teaching, instructions adaptations, and individual behavior management techniques 9.6 Utilizes paraeducators and paratherapists effectively through training and supervision
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Appendix B - National Association for the Education of Young Children (NAEYC) Standards 1. Promoting Child Development and Learning Candidates use their understanding of young childrens characteristics and needs, and of multiple interacting influences on childrens development and learning, to create environments that are healthy, respectful, supportive, and challenging for all children. 2. Building Family and Community Relationships Candidates know about, understand, and value the importance and complex characteristics of childrens families and communities. They use this understanding to create respectful, reciprocal relationships that support and empower families, and to involve all families in their childrens development and learning. 3. Observing, Documenting, and Assessing to Support Young Children and Families Candidates know about and understand the goals, benefits, and uses of assessment. They know about and use systematic observations, documentation, and other effective assessment strategies in a responsible way, in partnership with families and other professionals, to positively influence childrens development and learning. 4. Teaching and Learning Candidates integrate their understanding of and relationships with children and families; their understanding of developmentally effective approaches to teaching and learning; and their knowledge of academic disciplines to design, implement, and evaluate experiences that promote positive development and learning for all children. 5. Becoming a Professional Candidates identify and conduct themselves as members of the early childhood profession. They know and use ethical guidelines and other professional standards related to early childhood practice. They are continuous, collaborative learners who demonstrate knowledgeable, reflective, and critical perspectives on their work, making informed decisions that integrate knowledge from a variety of sources. They are informed advocates for sound educational practices and policies.
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Appendix C - National Educational Technology Standards (NETS) for Teachers I. II. III. IV. V. VI. Technology operations and concepts Planning and Designing Learning Environments and Experiences Teaching, Learning, and the curriculum Assessment and Evaluation Productivity and Professional Practice Social, Ethical, Legal, and Human Issues
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Appendix D - Standards for Educators, Students, Educational Institutions, Teacher Educators, and Communities To Advance Social Justice, Peace, and Environmental Sustainability (SJPES) I. Educators Can Advance Social Justice, Peace, and Environmental Sustainability by: 1. Engaging in ongoing personal and professional development for self-knowledge, competence, and confidence to integrate SJPEE into all educational spheres. 2. Committing to practice and model just, peaceful, and environmentally principled actions. 3. Supporting the right to basic education that fosters the full educational potential for all children, youth and adults around the world. 4. Providing safe and healthy learning environments, including reasonable class sizes and safe work conditions. 5. Assuring professional community participation in shaping curriculum and pedagogical practices. 6. Working closely with parents and communities in all aspects of the educational process. 7. Promoting academic freedom to incorporate transformative practices in the teaching of social and environmental justice, including: a. Examining accords, mandates, conventions, treaties, declarations, and other socio-political documents associated with the exercise of basic human rights. b. Integrating diverse perspectives on SJPEE drawing on multiple ways of knowing, learning, interpreting, and relating to the world around us. c. Addressing the historical and contemporary impacts of social, political, and economic policies and practices on the human and natural environment. d. Helping students research individual and collective actions, social movements, and historical policies related to SJPEE. 8. Creating and maintaining effective learning environments that embody the principles and concepts of human rights and environmental sustainability, including: a. Developing holistic student understanding through participatory, experiential, accessible, and activist pedagogical practices. b. Incorporating local knowledge and ways of knowing through the study of place in all its diverse forms. c. Fostering respect for the rights and empowerment of all children and youth. d. Building linguistically, culturally, and ecologically responsive and accessible learning environments. e. Instilling competence, promise, and success for all students, including those experiencing socially constructed marginality. f. Providing avenues for societal transformation by promoting universal values, including selflessness, kindness, generosity, cooperation, compassion, and nonviolence. g. Cultivating a web of relationships that encompasses all elements and creatures that make up the natural world in which we live. h. Developing multiple and varied forms of assessment to measure and achieve social justice, peace, and environmental education objective. II. Students Can Exercise Social and Environmental Responsibility as Global Citizens by: 1. Recognizing that humanity is an inseparable part of the web of life in an interdependent socio-cultural and bio-physical universe. 2. Knowing how to investigate and critically analyze the social impact of dominant ideologies, media and technologies, and recognize the influences of propaganda and censorship, including: a. Identifying cultural and institutional norms, structures, and practices that exclude and marginalize some groups while favoring others. b. Understanding the dynamics linking local and global, as well as personal and collective actions.
3. 4.
5. 6. 7.
c. Comprehending how personal decisions and actions influence and are influenced by institutional, corporate, and governmental policies and practices. Studying diverse worldviews, knowledge systems, and epistemologies as reflected in varied cultural traditions. Connecting prior knowledge and life experiences to local and global rights and responsibilities, including: a. Practicing the principle of do no harm in relation to people, other living beings, and the environment. b. Understanding how personal and collective identities are dynamic and constructed by the complex interplay of historical, social, political, economic, and geographic factors. c. Enacting a politic of identity that is non-essentialist and differentiated to encompass the ironies and contradictions of everyday existence. d. Exercising mindfulness of self and others in interacting with the sentient world in which we are situated. Assuming responsibility for the well-being of the cultural and ecological community in which we live, and making sustainable choices by considering the long-term consequences of individual actions. Restoring and protecting the safety and integrity of all peoples, lands, and life forms. Developing analytical, social, and political skills for exercising civic engagement, including: a. Practicing the values of love, mutuality, honesty, respect, compassion, and interdependence in everyday affairs. b. Taking actions to counteract violence and reduce social/environmental injustices in the community, region, and world. c. Building bridges and alliances between diverse interests to increase actions to address social and environmental justice issues. d. Using land and resources responsibly to sustain the planet for all species. e. Thinking globally and locally while acting locally and globally. (pp.307-309)
Reference: Andrzejewski, J., Baltodano, M. P., & Symcox, L. (Eds.). (2009). Social justice, peace and environmental education: Transformative standards. New York, NY: Routledge.
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Appendix E- Navajo Nation Education Standards with Navajo Specifics (NNES) Standard II School and Community It shall be the policy of the Navajo Nation for each school district to encourage and actively solicit parental and community partnerships. The school shall support and respect family values as well as serve the needs of students, family and community. Traditional culture and language practiced in the home or community are a vital part of the design of educational programs that reflect the individual character of students and the community being served. School and community shall equally take an active role in the education of its children. 2.02 Education programs developed shall be sensitive to reflect the broad educational needs of students and community; specifically, in the areas of academics, social, linguistic, technology, civics, and economics. The school shall provide diverse avenues for students to access learning as well as various forms of assessment instruments to measure students progress. The school shall acknowledge and respect the educational aspirations and cultural values of Navajo parents when developing its school policies and programs. It shall foster the on-going participation of parents, elders, and community members in the decision-making of the whole schooling process. Local traditions, culture and language shall be practiced in all decision-making processes. All schools including early childhood centers in the school district shall design ways to establish regular and reliable means of communication with other educational centers and schools serving the community.
2.03
2.04
2.08
Standard III School Climate It shall be the policy of the Navajo Nation for each school and/or school district to create a working climate conducive to learning that embodies a spirit of excellence, high expectations, care, trust, respect, and appreciation for self, others, and the natural environment. Such qualities will positively affect the attitude, behavior and achievement of the student, staff, parents and the community served. The school shall encourage culturally responsive reinforcement of the cultural knowledge that the student brings to the school and shall provide opportunities for the student to study all subjects with a firm base in the local knowledge system. 3.02 The cultural values, customs, and beliefs of the Navajo People shall be recognized and respected. Provision shall be made for all students to learn the Dine language and culture. Recognizing the vital role that language plays in conveying the unique aspects of cultural knowledge and traditions. Dine language will be used for instruction, communication and interaction by all staff, students, parents and community members. The school shall recognize the unique cultural knowledge of the community as a thriving and constantly adapting system that is grounded in the past, but continues to grow through present into the future. School activities shall promote positive self-concept, respect for individual differences, self-motivation and other experiences that enable students to grow in knowledge, understanding and appreciation of themselves and others.
3.03
3.04
3.05
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Standard VII Instructional Staff It shall be the policy of the Navajo Nation for each school and school district to hire culturally responsive personnel who are qualified and possess the skills needed to implement the statement of philosophy, goals and objectives. It shall be the responsibility of the school system to design and implement pre-service and in-service training for its personnel. The school shall recognize the validity and integrity of Navajo traditional knowledge and provide opportunities for its students to learn in setting where this knowledge is attained. 7.01 Professional faculty members shall meet the appropriate and applicable license and certification standards of their respective states. Schools shall develop in-service training on Dine culture awareness, cultural sensitivity, health and safety education. There will be proficient bilingual/bicultural Navajo speaker in every entry level (preschool or kindergarten) classroom, in each classroom building at all other grade levels, and in each school related office that meets parents and the public. Those who teach Navajo shall have the appropriate endorsement and/or working toward completing state endorsement. The school shall encourage and enable personnel working with students in the classrooms and residential area who are not appropriately endorsed in either child development and/or multi-cultural education to work toward such endorsement. All educators shall use the local environment and community resources on a regular basis to link what they are teaching to the everyday lives of the students. Each will be encouraged to seek his/her teaching based on the local culture foundation. All educators shall participate in community events and activities appropriate and supportive ways; become active members of the community where they teach; and make positive and culturally appropriate contributions to the well-being of that community. All educators shall work closely with parents to achieve a high level of complementary educational expectations between home and school. They shall seek to continually learn about and build upon the cultural knowledge that students bring with them from their homes and community. All educators shall recognize the need for all people to ubnderstand the importance of learning about other cultures and appreciate what each has to offer. All educators shall recognize the full educational potential of all students and provide the challenges necessary for them to achieve their potential.
7.04
7.05
7.07
7.08
7.09
7.10
7.11
7.12
Standard VIII Early Childhood Education It shall be the policy of the Navajo Nation that Early Childhood Education provide experiences and learning activities for pregnant mothers and children zero to five years old. The program shall use active learning, and integrate physical, social, emotional, and intellectual development. The program will use the expertise f Navajo elders to provide opportunities for young parents and children to learn in settings where local cultural knowledge and skills are naturally relevant to raising children. The program will promote Dine traditional values in parental roles and responsibilities in raising healthy children.
8.01
The early childhood education staff and parents shall develop policies that will promote and foster effective communication and participation for their program. The early childhood education curriculum shall be based uniform reservation-wide and will be based on needs, abilities, interests, and culture of children and their parents. The early childhood program shall promote learning environment that is safe, accessible, welcoming, comfortable, age appropriate, culturally sensitive, and in keeping with the individual needs of children and families and communities. The early childhood program shall promote an environment in which children will: a. Learn their native language and culture b. Develop positive self-esteem. Self-concept and self-confidence c. Strengthen individual, peer and family relationships d. Learn to control their behaviors and attitudes e. Demonstrate sensitivity to self and others The early childhood program shall prepare children for primary education with emphasis on cognitive development, self-expression, critical thinking skills, physical development and social development which area appropriate to the age and development of children. All personnel shall meet health requirements as mandated by their respective funding agencies and/or the Navajo Nation. The play area shall have indoor and outdoor exploration learning area and equipment appropriate for the developmental ages of the children. All equipment shall meet safety and durability requirements. The teacher-children ratio shall be as follows: a. Early head start 5:1 (less than 5 years old) b. Early childhood 10:1 c. Kindergarten 15:1
8.02
8.03
8.04
8.05
8.06
8.07
8.08
The early childhood program shall provide appropriate faculty space that is sufficient, clean and safe and reflects a cultural learning atmosphere. All students shall be immunized before enrollment as required by state and federal laws. The food service program shall adhere to the federal guidelines as well as the nutrition and Headstart environmental health guidelines. The early childhood program food services program shall provide balanced and nutritious snacks daily. The early childhood program administrators shall have appropriate state administrative certifications. The early childhood program shall seek services of state certified educators and support staff with at least a Child Development Associate (CDA) certification. The early childhood program shall provide all new staff with orientation and encourage continued professional development for all staff.
8.09 8.10
8.11 8.12 8.13
8.14
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8.15
The early childhood program staff shall continually be involved in learning about the local cultures. They shall recognize the importance and value of traditional cultural knowledge as part of the educational system. The early childhood program staff shall promote extensive community and parental interaction and involvement in the education of children. The early childhood program staff shall reinforce the students sense of identity, his/her place in the family and community.
8.16
8.17
Published by: The Division of Dine Education: Office of Dine Culture, Language and Community Services obtained November 2009.
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Appendix F- Information Literacy Standards for Academic Libraries The term Information Literacy is used to describe library and research skills. In the arena of higher education, the Association of College and Research Libraries (ACRL) is the main professional group that has helped define standards for information literacy. The complete standards can be found at: http://ala.org/ala/mgrps/divs/acrl/standards/standards.pdf Here is a brief summary of the ACRL Standards for Information Literacy with specific bullet points added: The information literate student Determines the nature and extent of the information needed. Identifies the purpose and audience of potential resources (e.g., popular vs. scholarly, current vs. historical) o Differentiates between primary and secondary sources, recognizing how their use and importance vary with each discipline o Accesses needed information effectively and efficiently. o Identifies keywords, synonyms and related terms for the information needed o Selects controlled vocabulary specific to the discipline or information retrieval source Evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system. o Examines and compares information from various sources in order to evaluate reliability, validity, accuracy, authority, timeliness, and point of view or bias o Determines probable accuracy by questioning the source of the data, the limitations of the information gathering tools or strategies, and the reasonableness of the conclusions o Investigates differing viewpoints encountered in the literature o o Uses information effectively to accomplish a specific purpose, individually or as a member of a group. o Communicates clearly and with a style that supports the purposes of the intended audience Understands many of the economic, legal, and social issues surrounding the use of information and accesses and uses information ethically and legally. o Demonstrates an understanding of intellectual property, copyright, and fair use of copyrighted material o Demonstrates an understanding of what constitutes plagiarism and does not represent work attributable to others as his/her own o Demonstrates an understanding of institutional policies related to human subjects research
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Appendix G Arizona Early Childhood Education Standards (AZ ECE) Early childhood educators must be familiar with the following standards and concepts for teaching young children from three to five years of age. 1. Social Emotional Standard Strand 1: Knowledge of Self Concept 1. Self awareness The child demonstrates an awareness of his or her self. Concept 2. Recognition and expression of feelings The child recognizes and expresses feelings of self and others. Strand 2: Social interactions with others Concept 1. Separation The child demonstrates the ability to separate from familiar adults. Concept 2. Cooperation The child demonstrates the ability to give and take during social interactions. Strand 3: Responsibility for self and others Concept 1. Self-control The child follows and understands rules and routines in various environments. Concept 2. Respect The child acknowledges the rights and property of self and others. Strand 4: Approaches to learning Concept 1. Curiosity The child is inquisitive about new experiences. Concept 2. Initiative The child demonstrates independence. Concept 3. Persistence The child demonstrates the ability to maintain and sustain a challenging task. Concept 4. Creativity The child demonstrates the ability to express his/her own unique way of seeing the world. Concept 5. Problem-solving The child demonstrates the ability to seek solutions to problems. Concept 6. Confidence The child demonstrates self-assurance in a variety of circumstances. 2. Language and Literacy Standard Strand 1: Oral language Development Concept 1. Listening and understanding The child listens with understanding to directions, stories, and conversations. Concept 2. Speaking and communicating The child uses verbal and nonverbal communication to share ideas for a variety of purposes (e.g., ask questions, express needs, and obtain information). Strand 2: Pre-reading Process Concept 1. Print awareness The child knows that print carries messages. Concept 2. Book handling skills The child demonstrates how to handle books appropriately and with care. Concept 3. Sounds and rhythms of spoken language The child hears and understands the different sounds of spoken language. Concept 4. Letter knowledge The child demonstrates knowledge of the alphabet.
Concept 5. Vocabulary development The child understands and uses increasingly complex vocabulary. Concept 6. Comprehending stories The child shows an interest in books and comprehends stories read aloud. Strand 3: Pre-writing process Concept 1. Written expression The child uses writing materials to communicate ideas. 3. Mathematics Standard Strand 1: Number Sense and Operations Concept 1. Number sense The child uses numbers and counting as a means to determine quantity and solve problems. Concept 2. Numerical Operations The child uses numbers and counting as a means to compare quantity and understand number relationships. Strand 2: Data Analysis Concept 1. Data collection and organization The child collects, organizes, and displays relevant data. Concept 2. Data analysis The child uses data to see relationships and make sense of the environment. Strand 3: Patterns Concept 1. Patterns The child recognizes, copies, and creates patterns. Strand 4: Geometry and Measurement Concept 1. Spatial relationships and geometry The child demonstrates an understanding of spatial relationships and recognizes attributes of common shapes. Concept 2. Measurement The child uses measurement to make and describe comparisons in the environment. Strand 5: Structure and Logic Concept 1. Logic and reasoning The child recognizes and describes relationships among/between objects relative to their observable attributes. 4. Science Standard Strand 1: Inquiry Concept 1. Observations, questions, and hypothesis The child asks questions and makes predictions based on observations of events in the environment. Concept 2. Investigation (Scientific Testing) The child tests predictions through exploration and experimentation. Concept 3. Analysis and Conclusions The child forms conclusions about his/her observations and experimentations. Concept 4. Communication Concept 2. Investigation (Scientific Testing) The child describes, discusses, or presents predictions, explanations, and generalizations. 5. Social Science Standard Strand 1: US History Concept 1. Research skills
The child demonstrates an understanding that information can be obtained from a variety of sources to answer questions about ones life. Strand 2: World History Concept 1: Diversity (Contemporary World) The child recognizes that s/he lives in a place with many people, and that there are people and events in other parts of the world. Strand 3: Civics/Government Concept 1. Rights, responsibilities, and roles of citizenship The child demonstrates a sense of belonging to the community and contributes to its care. Strand 4: Geography Concept 1. The world in spatial terms The child demonstrates an awareness of location and spatial relationships. Concept 2. Family identity (Human systems) The child recognizes self as a member of a family. Strand 5: Economics Concept 1. Foundations of economics The child demonstrates knowledge of the interactions between people, resources, and regions. 6. Physical Development, Health, and Safety Standard Strand 1. Physical and motor development Concept 1. Gross motor development The child moves with balance and control. Concept 2. Gross motor development The child demonstrates coordination of body movements. Concept 3. Fine motor development The child uses fingers and hands to manipulate tools and materials. Strand 2: Health Concept 1. Hygiene and health practices Child demonstrates knowledge of personal health practices and routines. Strand 3. Safety Concept 1. Safety, injury prevention Child demonstrates knowledge of personal safety practices and routines. 7. Fine Arts Standard Strand 1: Visual art Concept 1. Creating art The child uses a wide variety of materials, media, tools, techniques, and processes to explore and create.. Concept 2. Art in context The child uses art as he/she begins to make sense of the environment and community. Concept 3. Art as inquiry The child reflects upon, describes, and analyzes the characteristics and qualities of his/her work and the work of others. Strand 2: Music and creative movement Concept 1. Creating music and movement The child uses a wide variety of instruments, techniques, and music to explore and create. Concept 2. Music and creative movement in context
The child uses creative movement and music as he/she begins to make sense of the environment and community. Concept 3. Music and creative movement as inquiry The child responds to music and creative movement through various means. Strand 3: Creating dramatic play Concept 1. Creating dramatic play The child uses dramatic play and props to explore and create. Concept 2. Dramatic play in context The child uses dramatic play as he/she begins to make sense of his/her environment and community. Concept 3. Dramatic play as inquiry The child responds to dramatic play experiences.
Arizona Department of Education (ADE). (2005, May). Arizona Early Childhood Education Standards. Phoenix, AZ: Author. Retrieved September 2, 2006, from www.ade.state.az.us/earlychildhood/downloads/EarlyLearningStandards.pdf
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Appendix H Interstate New Teacher Assessment and Support Consortium (INTASC) Principles Principle 1 The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students. Knowledge The teacher understands major concepts, assumptions, debates, processes of inquiry, and ways of knowing that are central to the discipline s/he teaches. The teacher understands how students conceptual frameworks and their misconceptions for an area of knowledge can influence their learning. The teacher can relate his/her discipline knowledge to other subject areas. Dispositions The teacher realizes that subject matter knowledge is not a fixed body of facts but ids complex and ever evolving. S/he seeks to keep abreast of new ideas and understandings in the field. The teacher appreciates multiple perspectives and conveys to learners how knowledge is developed from the vantage point of the knower. The teacher has enthusiasm for the discipline(s) s/he teaches and sees connections to everyday life. The teacher is committed to continuous learning and engages in professional discourse about subject matter knowledge and childrens learning of the disciplines. Performances The teacher effectively uses multiple representations and explanations of disciplinary concepts that capture key ideas and link them to students prior understandings. The teacher can represent and use varying viewpoints, theories, ways of knowing and methods of inquiry in his/her teaching of subject matter concepts. The teacher can evaluate teaching resources and curriculum materials for their comprehensiveness, accuracy, and usefulness for representing particular ideas and concepts. The teacher engages students in generating knowledge and testing hypotheses according to the methods of inquiry and standards of evidence used in the discipline. The teacher develops and uses curricula that encourage students to see, question, and interpret ideas from diverse perspectives. The teacher can create interdisciplinary learning experiences that allow students to integrate knowledge, skills, and methods of inquiry from several subject areas. Principle 2 The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social and personal development. Knowledge The teacher understands how learning occurs how students construct knowledge, acquire skills, and develop habits of mind and knows how to use instructional strategies that promote student learning. The teacher understands how students physical, social, emotional, moral and cognitive development, influence learning and knows how to address these factors when making instructional decisions. The teacher is aware of expected developmental progressions and ranges of individual variation within each domain (physical, social, emotional, moral and cognitive), can identify levels of readiness in learning, and understands how development in any one domain may affect performance in others. Dispositions The teacher appreciates individual variation within each area of development, shows respect for the diverse talents of all learners, and is committed to help them develop self-confidence and competence.
The teacher is disposed to use students strengths as a basis for growth, and their errors as an opportunity for learning. Performances The teacher assesses individual and group performance in order to design instruction that meets learners current needs and in each domain (physical, social, emotional, moral and cognitive) and that leads to the next level of development. The teacher stimulates student reflection on prior knowledge and links new ideas to already familiar ideas, making connections to students experiences, providing opportunities for active engagement, manipulation, and testing of ideas and materials, and encouraging students to assume responsibility for shaping their learning tasks. The teacher accesses students thinking and experiences as a basis for instructional activities by, for example, encouraging discussion, listening and responding to group interaction, and eliciting samples of student thinking orally and in writing. Principle 3 The teacher understands how students differ in their approach to learning and creates instructional opportunities that are adapted to diverse learners. Knowledge The teacher understands and can identify differences in approaches to learning and performance, including different learning styles, multiple intelligences, and performance modes, and can design instruction that helps use students strengths as a basis for growth. The teacher knows about areas of exceptionality in learning including learning disabilities, visual and perceptual difficulties, and special physical or mental challenges. The teacher knows about the process of second language acquisition and about strategies to support the learning of students whose first language is not English. The teacher understands how the students learning is influenced by individual experiences, talents, and prior learning, as well as language, culture, family and community values. The teacher has a well-grounded framework for understanding cultural and community diversity and knows how to learn about and incorporate students experiences, cult6ures, and community resources into instruction. Dispositions The teacher believes that all children can learn at high levels and persists in helping al children achieve success. The teacher appreciates and values human diversity, shows respect for students varied talents and perspectives, and is committed to the pursuit of individually configured excellence. The teacher respects students as individuals with differing personal and family backgrounds and various skills, talents, and interests. The teacher is sensitive to community and cultural norms. The teacher makes students feel valued for their potential as people, and helps them learn to value each other. Performances The teacher identifies and designs instruction appropriate to students stages of development, learning styles, strengths and needs. The teacher uses teaching approaches that are sensitive to the multiple experiences of the learners and that address different learning and performance modes. The teacher makes appropriate provisions (in terms of time and circumstances for work, tasks assigned, communication and response modes) for individual students who have particular learning differences or needs. The teacher can identify when and how to access appropriate services or resources to meet exceptional learning needs.
The teacher seeks to understand the students families, cultures, and communities, and uses this information as a basis for connecting instruction to students experiences (e.g. drawing explicit connections between subject matter and community matters, making assignments that can be related to students experiences and cultures). The teacher brings multiple perspectives to the discussion of subject matter, including attention to students personal, family, and community experiences and cultural norms. The teacher creates a learning community in which individual differences are respected. Principle 4
The teacher understands and uses a variety of instructional strategies to encourage students development of critical thinking, problem solving, and performance skills. Knowledge The teacher understands the cognitive processes associated with various kinds of learning (e.g. critical and creative thinking, problem structuring and problem solving, invention, memorization and recall) and how these processes can be stimulated. The teacher understands principles and techniques, along with advantages and limitations, associated with various instructional strategies (e.g. cooperative learning, direct instruction, discovery learning, whole group discussion, independent study, interdisciplinary instruction). The teacher knows how to enhance learning through the use of a wide variety of materials as well as human and technological resources (e.g. computers, audio-visual technologies, videotapes and discs, local experts, primary documents and artifacts, texts, reference books, literature, and other print resources). Dispositions The teacher values the development of students critical thinking, independent problem solving, and performance capabilities. The teacher values flexibility and reciprocity in the teaching process as necessary for adapting instruction to student responses, ideas, and needs. Performances The teacher carefully evaluates how to achieve learning goals, choosing alternative teaching strategies and materials to achieve different instructional purposes and to meet student needs (e.g. developmental stages, prior knowledge, learning styles, and interests). The teacher uses multiple teaching and learning strategies to engage students in active learning opportunities that promote the development of critical thinking, problem solving, and performance capabilities and that help students assume responsibility for identifying and using learning resources. The teacher constantly monitors and adjusts strategies in response to learner feedback. The teacher varies his or her role in the instructional process (e.g. instructor, facilitator, coach, audience) in relation to the content and purposes of instruction and the needs of the students. The teacher develops a variety of clear, accurate presentations and representations of concepts, using alternative explanations to assist students understanding and presenting diverse perspectives to encourage critical thinking. Principle 5 The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and selfmotivation. Knowledge The teacher can use knowledge about human motivation and behavior drawn from the foundational sciences of psychology, anthropology, and sociology to develop strategies for organizing and supporting individual and group work.
The teacher understands how social groups function and influence people, and how people influence groups. The teacher knows how to help people work productively and cooperatively with each other in complex social settings. The teacher understands the principles of effective classroom management and can use a range of strategies to promote positive relationships, cooperation, and purposeful learning in the classroom. The teacher recognizes factors and situations that are likely to promote or diminish intrinsic motivation, and knows how to help students become self-motivated. Dispositions The teacher takes responsibility for establishing a positive climate in the classroom and participates in maintaining such a climate in the school as a whole. The teacher understands how participation supports commitment, and is committed to the expression and use of democratic values in the classroom. The teacher values the role of students in promoting each others learning and recognizes the importance of peer relationships in establishing a climate of learning. The teacher recognizes the value of intrinsic motivation to students lifelong growth and learning. The teacher is committed to the continuous development of individual students abilities and considers how different motivation strategies are likely to encourage this development for each student. Performances The teacher creates a smoothly functioning learning community in which students assume responsibility for themselves and one another, participate in decision making, work collaboratively and independently, and engage in purposeful learning activities. The teacher engages students in individual and cooperative learning activities that help them develop the motivation to achieve, by, for example, relating lessons to students personal interests, allowing students to have choices in their learning, and leading students to ask questions and pursue problems that are meaningful to them. The teacher organizes, allocates, and manages the resources of time, space, activities, and attention to provide equitable engagement of students in productive tasks. The teacher maximizes the amount of class time spent in learning by creating expectations and processes for communication and behavior along with a physical setting conducive to classroom goals. The teacher helps the group to develop shared values and expectations for student interactions, academic discussions, and individual and group responsibility that create a positive classroom climate of openness, mutual respect, support, and inquiry. The teacher analyzes the classroom environment and makes decisions and adjustments to enhance social relationships, student motivation and engagement, and productive work. The teacher organizes, prepares students for, and monitors independent and group work that allows for full and varied participation of all individuals. Principle 6 The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. Knowledge The teacher understands communication theory, language development, and the role of language in learning. The teacher understands how cultural and gender differences can affect communication in the classroom. The teacher recognizes the importance of nonverbal as well as verbal communication. The teacher knows about and can use effective verbal, nonverbal, and media communication techniques. Dispositions
The teacher recognizes the power of language for fostering self-expression, identity development, and learning. The teacher values many ways in which people seek to communicate and encourages many modes of communication in the classroom. The teacher is a thoughtful and responsive listener. The teacher appreciates the cultural dimensions of communication, responds appropriately, and seeks to foster culturally sensitive communication by and among all students in the class. Performances The teacher models effective communication strategies in conveying ideas and information and in asking questions (e.g. monitoring the effects o0f messages, restating ideas and drawing connections, using visual, aural, and kinesthetic cues, being sensitive to nonverbal cues given and received). The teacher supports and expands learner expression in speaking., writing, and other media. The teacher knows how to ask questions and stimulate discussion in different ways for particular purposes, for example, probing for learner understanding, helping students articulate their ideas and thinking processes, promoting risk-taking and problem-solving, facilitating factual recall, encouraging convergent and divergent thinking, stimulating curiosity, helping students to question. The teacher communicates in ways that demonstrate a sensitivity to cultural and gender difference (e.g. appropriate use of eye contact, interpretation of body language and verbal statements, acknowledgment of and responsiveness to different modes of communication and participation). The teacher knows how to use a variety of media communication tools, including audio-visual aids and computers, to enrich learning opportunities. Principle 7 The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals. Knowledge The teacher understands learning theory, subject matter, curriculum development, and student development and knows how to use this knowledge in planning instruction to meet curriculum goals. The teacher knows how to take contextual considerations (instructional materials, individual student interests, needs, and aptitudes, and community resources) into account in planning instruction that creates an effective bridge between curriculum goals and students experiences. The teacher knows when and how to adjust plans based on student responses and other contingencies. Dispositions The teacher values both long term and short term planning. The teacher believes that plans must always be open to adjustment and revision based on student needs and changing circumstances. The teacher values planning as a collegial activity. Performances As an individual and as a member of a team, the teacher selects and creates learning experiences that are appropriate for curriculum goals, relevant to learners, and based upon principles of effective instruction (e.g. that activate students prior knowledge, anticipate preconceptions, encourage exploration and problem solving, and build new skills on those previously acquired). The teacher plans for learning opportunities that recognize and address variation in learning styles and performance modes. The teacher creates lessons and activities that operate at multiple levels to meet the developmental and individual needs of diverse learners and help each progress. The teacher creates short-range and long-term plans that are linked to student needs and performance, and adapts plans to ensure and capitalize on student progress and motivation. The teacher responds to unanticipated sources of input, evaluates plans in relation to short-and longrange goals, and systematically adjusts plans to meet student needs and enhance learning.
Principle 8 The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner. Knowledge The teacher understands the characteristics, uses, advantages, and limitations of different types of assessments (e.g. criterion-referenced and norm-referenced instruments, traditional standardized and performance-based tests, observation systems, and assessments of student work) for evaluating how students learn, what they know and are able to do, and what kinds of experiences will support their further growth and development. The teacher knows how to select, construct, and use assessment strategies and instruments appropriate to the learning outcomes being evaluated sand to other diagnostic purposes. The teacher understands measurement theory and assessment-related issues, such as validity, reliability, bias, and scoring concerns. Dispositions The teacher values on-going assessment as essential to the instructional process and recognizes that many different assessment strategies, accurately and systematically used, are necessary for monitoring and promoting student learning. The teacher is committed to using assessment to identify student strengths and promote student growth rather than to deny student students access to learning opportunities. Performances The teacher appropriately uses a variety of formal and informal assessment techniques (e.g. observation, portfolios of student work, teacher-made tests, performance tasks, projects, student self-assessments, peer assessment and standardized tests) to enhance her or his knowledge of learners, evaluate students progress and performances, and modify teaching and learning strategies. The teacher solicits and uses information about students experiences, learning behavior, needs, and progress from parents, other colleagues, and the students themselves. The teacher uses assessment strategies to involve learners in self-assessment activities, to help them become aware of their strengths and needs, and to encourage them to set personal goals for learning. The teacher evaluates the effect of class activities on both individuals and the class as a whole, collecting information through observation of classroom interactions, questioning, and analysis of student work. The teacher monitors his or her own teaching strategies and behavior in relation to student success, modifying plans and instructional approaches accordingly. The teacher maintains useful records of student work and performance and can communicate student progress knowledgeably and responsibly, based on appropriate indicators, to students, parents, and other colleagues. Principle 9 The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally. Knowledge The teacher understands methods of inquiry that provide him/her with a variety of self-assessment and problem-solving strategies for reflecting on his/her practice, its influences on student growth and learning, and the complex interactions between them. The teacher is aware of major areas of research on teaching and of resources available for professional learning (e.g. professional literature, colleagues, professional associations, professional development activities).
Dispositions The teacher values critical thinking and self-directed learning as habits of mind. The teacher is committed to reflection, assessment, and learning as an ongoing process. The teacher is willing to give and receive help. The teacher is committed to seeking out, developing, and continually refining practices that address the individual needs of students. The teacher recognizes his/her professional responsibility for engaging in and supporting professional practices for self and colleagues. Performances The teacher uses classroom observation, information about students, and research as sources for evaluating the outcomes of teaching and learning and as a basis for experimenting with, reflecting on, and revising practice. The teacher seeks out professional literature, colleagues, and other resources to support his/her won development as a learner and as a teacher. The teacher draws upon professional colleagues within the school and other professional arenas as supports for reflection, problem-solving, and new ideas, actively sharing experiences and seeking and giving feedback. Principle 10 The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students learning and well-being. Knowledge The teacher understands schools as organizations within the larger community context and understands the operations of the relevant aspects of the system(s) within which s/he works. The teacher understands how factors in the students environment outside of the school (e.g. family circumstances, community environments, health and economic conditions) may influence students lives and learning. The teacher understands and implements laws related to students rights and teacher responsibilities (e.g. for equal education, appropriate education for handicapped students, confidentiality, privacy, appropriate treatment of students, reporting in situations related to possible child abuse). Dispositions The teacher values and appreciates the importance of all aspects of a childs experience. The teacher is concerned about all aspects of a childs well-being (cognitive, emotional, social, and physical), and is alert to signs of difficulties. The teacher is willing to consult with other adults regarding the education and well-being of his/her students. The teacher respects the privacy of students and confidentiality of information. The teacher is willing to work with other professionals to improve the overall learning environment for students. Performances The teacher participates in collegial activities designed to make the entire school a productive learning environment. The teacher makes links with the learners other environments on behalf of students, by consulting with parents, counselors, teachers of other classes and activities within the schools, and professionals in other community agencies. The teacher can identify and use community resources to foster student learning. The teacher establishes respectful and productive relationships with parents and guardians from diverse home and community situations, and seeks to develop cooperative partnerships in support of student learning and well-being.
The teacher talks with and listens to the student, is sensitive and responsive to clues of distress, investigates situations, and seeks outside help as needed and appropriate to remedy problems. The teacher acts as an advocate for students.
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Appendix I Program Assessment Tools Arnett Caregiver Scales Assessment of Practices in Early Elementary Classrooms (APEEC) Child Observation Record (COR) High/Scope Educational Research Foundation Ypsilanti, MI www.highscope.org Classroom Assessment Scoring System (CLASS) The Creative Curriculum Developmental Continuum Assessment System Teaching Strategies, Inc. Washington, D.C. www.teachingstrategies.com Early Childhood Environmental Rating Scales (ECERS) Early Language and Literacy Classroom Observations (ELLCO) Preschool Program Quality Assessment (PQA) Program Administrative Survey (PAS) WestEd Teach for Success (T4S)
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Appendix J - Recommended Early Childhood Education Curriculum Resources, Accreditation Organizations, Publishers, Websites, and Journals The Activity Idea Place http://www.123child.com AdBusters www.adbusters.org This organization promotes reduction of television, DVD players, iPods, etc through the Mental Health Detox Week. An Administrators Guide to Preschool Inclusion http://www.fpg.unc.edu/products/ Alliance for Childhood www.allianceforchildhood.net International organization that advocates for the return of healthy play in childrens lives. American Indian Youth Literature Award---American Indian Library Association http://ailanet.org American Indians in Childrens Literature (blog) http://americanindiansinchildrensliterature.blogspot.com American Montessori Society 281 Park Avenue South 6th Floor New York, NY 10010 (212) 358-1250 www.amshq.org Applied Research Center www.arc.org The website looks at issues of racism in education. Arizona Department of Education, Early Childhood Education Unit www.ade.az.gov/earlychildhood Arizona Department of Health Services, Office of Child Care Licensure http://www.hs.state.az.us Arizona Early Intervention Program (DES/AzEIP) http://www.de.state.as.us/azeip Arizona Nutrition Network http://www.eatwellbewell.org/# Arizona Program Guidelines for High Quality Early Education: Birth through Kindergarten (3rd edition) (AZ ECE) Available from the AZ Department of Education Arizona Promising Practices http://www.azpromisingpractices.com/
Arizona School-Age Coalition http://www.azsac.org Association for Childhood Education International (ACEI) http://www.acei.org/ Association for Christian School International 326 S. Wilmot Rd. Ste. A110 Tucson, AZ 85711 (520) 514-2897 www.acsi.org Bank Street College, School for Children Bank Street School for Children is known for its experiential, constructivism, and ownership of learning philosophy. Retrieved March 16, 2006, from http://www.bankstreet.edu/sfc/philosophy.html Bright Futures Developmental Tools for Families and Providers http://www.btightfutures.org/tools/index.html Bureau of Indian Education www.oiep.bia.edu A California Tomorrow A non-profit organization committed to making community work for acceptance of racial and ethnic diversity in California. http://www.californiatomorrow.org/ Campaign for a Commercial Free Childhood www.commercialfreechildhood.org This is a coalition of US groups dedicated to reducing the commercial impact on children. The Center for the Improvement of Early Reading Achievement http://www.ciera.org Center for Screentime Awareness www.screentime.org The website offers information on National TV Turnoff Week (April) and shows studies on the detrimental effects of television. It offers alternative activities to television. Center on Law and Social Policy www.clasp.org Washington, DC organization that works on policies to help low-income families as well as child care, early education, and child welfare. The Center on the Social and Emotional Foundations for Early Learning (CSEFEL) CSWFEL is a national center focused on strengthening ECE programs in order to improve the social and emotional well-being of young children. Retrieved March 16, 2006, from http://csefel.uiuc.edu/ Childs Action Alliance www.azchildren.org
Child and Family Resources, Inc. http://childfamilyresources.org Child Care Exchange http://www.childcareexchange.com Childcare Nutrition Resource System http://healthymeals.nal.usda.gov/nal_display/index.php?info_center=14&tax_level=1 Childcare Resource and Research Unit www.childcarecanada.org The organization based at the University of Toronto looks at current policies and developments in child care in Canada, US, and Europe. Childrens Book Press www.childrensbookpress.org This company publishes preschool and primary bilingual childrens books that feature children and families of color. Childrens Defense Fund www.childrensdefense.org National organization which is the watchdog for childrens rights especially for children living in poverty. Clearing House on Early Childhood Education Retrieved March 16, 2006, from http://ceep.crc.uiuc.edu/index.html http://ceep.crc.uiuc.edu/poptopics.html The Collaborative for Academic, Social and Emotional Learning To support social and emotional learning from preschool on. Retrieved March 16, 2006, from http://www.casel.org/home/index.php Columbia University Clearinghouse on International Development in Child, Youth and Family Policies www.childpolicyintl.org The website offer cross-national and comparative information about family, youth, and child policies in wealthy industrialized countries. Constructivism www.ncrel.org Council of Chief State School Officers http://www.ccsso.org A Critical Bibliography on North American Indians, for K-12 http://anthropology.si.edu/outreach/Indbibl/bibintro.html Culturally & Linguistically Appropriate Services (CLAS) Early Childhood Research Institute. University of Illinois, 61 Childrens Research Center, 51 Gerty Drive, Champaign, IL 61820. Retrieved March 16, 2006, from http://clas.uiuc.edu Developmental Interaction Approach www.bnkst.edu
Discovery School http://school.discovery.com/ Drug Prevention Information http://www.drugfreeaz.com/home_index.html Early Childhood Education Today Retrieved March 10, 2006, from http://teacher.scholastic.com/products/ect/ Early Childhood Educators and Family Web Corner http://users.stargate.net/%7Ecokids/teacher.html Early Childhood Links http://www.earlychildhoodlinks.com/teachers/ Early Childhood Research & Practice (ECRP) is a bilingual Internet journal on the development, care, and education of young children. Retrieved March 16, 2006, from http://ecrp.uiuc.edu/index.html Early Childhood News A free annual subscription offer six issues of information, ideas, and resources for the ECE professional. Retrieved March 17, 2006, from http://www.sfsdata.com/sfs/588/ecnsubscribe.asp Early Childhood Research Institute on Inclusion (ECRII) Retrieved March 15, 2006, from www.fpg.unc.edu/~ecrii Economic Policy Institute www.epi.org The nonprofit think tank focuses on how to improve economic inequalities for improving conditions for working families. Education Commission of the States http://www.ecs.org/html/links/ECSWeb_links.asp Education Resources Information Center http://www.eric.ed/gov Education World http://www.education-world.com/ Edutopia from the George Lucas Educational Foundation Edutopia is published as weekly e-newsletter or monthly magazine in order to help educators and parents stay current with the latest intellectual technology in education. Retrieved March 11, 2006, from www.edutopia.org Family Communications From the producers of Mister Rodgers Neighborhood, Pittsburgh, PA Retrieved March 15, 2006, www.fci.org Federal Resources for Educational Excellence http://www.free.ed.gov/ Five A Day Campaign http://www.5aday.gov/index.html
Global SchoolNet http://www.globalschoolnet.org/index.html
Gustavus Myers Center for the Study of Bigotry and Human Rights www.myerscenter.org This organization reviews books and videos for adults on social justice issues.
Human Rights Watch www.hrw.org Global organization that works on protecting human rights and exposing worldwide abuse and injustice.
Innocenti Research Centre of UNICEF www.unicef-irc.org Publishes cross-national research about childrens rights and well-being. Issues annual reports on childhood poverty, justice, and sexual exploitation.
International Reading Associations Preschool Literacy Collection. Retrieved March 15, 2006, from www.reading.org Institute for Womens Policy Research www.iwpr.org Institute that researches and disseminates information on the needs of women, families, and communities. Kid Source On line http://www.kidsource.com McKinney Vento Assistance Act 2001 (Subtitle B Education for Homeless Children and Youth) reauthorized in January 2002. Montessori Connections Retrieved March 16, 2006, from www.montessoriconnections.com Mountain Plains Regional Resource Center http://www1.usu.edu/mprrc Multicultural Education Resource Directory: Oregon Department of Education http://www.ode.state.or.es/search/results/?id=80 Multi-State Working Families Consortium www.valuefamiliesatwork.org Network of 11 state coalitions working for policies that support working families such as paid sick days. National Accreditation Commission for Early Care and Education Programs PO Box 982 Christiansburg, VA 24073 1-800-537-1118 www.naccp.org
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National Association for the Education of Young Children (NAEYC) NAEYC offers a large selection of educational resources for early childhood professionals and others, including books, brochures, videos, posters, and journals. NAEYC has many resources in Spanish. All members receive NAEYC's practitioner-oriented journal, Young Children, published six times a year. In Young Children readers find engaging, relevant, research-consistent articles that spread awareness of our profession's best practices. NAEYC's scholarly journal, Early Childhood Research Quarterly (ECRQ), contains outstanding current research, along with "Practitioner Perspectives" that comment on that research. Book reviews are featured in each issue. Special issues have been published on topics such as inclusion of young children with disabilities. ECRQ is published in cooperation with Elsevier, a leading international publisher and information provider. Beyond the Journal offers readers of Young Children a number of articles, resource lists, and other documents online that are not included in the print issue. (The same publication guidelines and peer review process used for print articles applies to online articles.) Typically the online pieces in Beyond the Journal are useful and timely resources for the early childhood community and for others interested in the education and development of young children. Early Years Are Learning Years (EYLY) is an ongoing effort to focus attention on the importance of the early years for children's learning and all aspects of development. EYLYs are short articles designed for parents and other adults involved with children on a daily basis. Early childhood programs involved in the NAEYC accreditation process frequently use these articles in newsletters to help families and others learn more about giving children a great start. Retrieved March 10, 2006, from http://www.naeyc.org/ NAEYC Journal http://www.journal.naeyc.org National Association for the Education of Homeless Children and Youth (NAEHCY) www.naehyc.org National Association for Multicultural Education http://nameorg.org/ National Black Child Development Institute (NBCDI) http://www.nbcdi.org/ National Center for Children in Poverty www.nccp.org Columbia University disseminates information about children in poverty through this national clearinghouse. National Center for Early Development and Learning (NCEDL) NCEDL is a national early childhood research project supported by the US Department of Educations Institute for Educational Services (IES). Retrieved March 16, 2006, from http://www.fpg.unc.edu/~ncedl/ or http://www.fpg.unc.edu/~ncedl/pages/sites.cfm
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National Center for Family Literacy (NCFL) NCFL is the word wide leader in family literacy development working with educators and communities to design and sustain programs to meet the educational needs of disadvantaged families. Retrieved March 17, 2006 from, http://www.famlit.org/AboutNCFL/index.cfm National Center for Homeless Education (NCHE) www.serve.org/nche National Child Care Information Center http://nccic.org National Coalition for the Homeless (NCH) www.nationalhomeless.org National Early Childhood Program Accreditation 1029 Railroad Street Conyers, GA 30207 1-800-543-7161 www.necpa.net National Early Childhood Technical Assistance Center http://www.nectac.org/ National Head Start Association (NHSA) 1651 Prince Street Alexandria, VA (703) 739-0875 Retrieved March 16, 2006, from www.nhsa.org National Indian Education Association 110 Maryland Avenue, N.E. Suite 104 Washington, D.C. 20002 P: (202) 544-7290 / F: (202) 544-7293 Retrieved March 16, 2006, from http://www.niea.org/welcome/ National Institute of Early Education Research (NIEER) http://nieer.org National Law Center for Homelessness (NLCHP) www.nlchp.org National Network for Child Care http://www.nncc.org National Partnership on Women and Families www.nationalpartnership.org Nonprofit and non-partisan organization that promotes fairness in the workplace, quality health care, and policies that support balance with family and work. National Womens Law Center www.nwlc.org The Center looks at policies important to women and families to protect and advance womens rights.
Native Themes in Children and Young Adult Books http://www.cynthialeitichsmith.com/lit_resources/diversity/native_am/NativeThemes_intro.html Navajo Nation Education Standards The Division of Dine Education: Office of Dine Culture, Language and Community Services Net Family News http://netfamilynews.org/ Oyate is an organization known for its teacher workshops, books, tapes, posters, and curriculum materials about Native Americans. Oyate provides critical reviews of childrens books. Retrieved March 12, 2006, from http://www.oyate.org PBS Teacher Source http://www.pbs.org/teachersource/ Philosophy for Children www.mtholyoke.edu/omc/kidsphil Website offers information and resources about the philosophy of teaching. Pre-K Fun http://www.prekfun.com/ Pre-K Now Newsletter http://www.preknow.org Preschool Education.com http://www.preschooleducation.com Project Approach www.projectapproach.org Reggio Emilia www.reggiochildren.com Retrieved March 16, 2006, from http://www.latelier.org/usefullinks/ or http://ceep.crc.uiuc.edu/poptopics/reggio.html Regional Educational Laboratories http://www.relnetwork.org Rethinking Schools Founded in 1986 by activist teachers, Rethinking Schools is a nonprofit, independent publisher of educational materials for sale. They advocate the reform of elementary and secondary education, with a strong emphasis on issues of equity and social justice. Retrieved March 10, 2006, from http://www.rethinkingschools.org/ Scaffolding Early Literacy Program www.mcrel.org/topics/earlychildhood/services/41/ Scholastic Early Childhood Today A magazine from Scholastic which focuses on early childhood education and materials.
Retrieved March 16, 2006, from http://teacher.scholastic.com/products/ect/ School Readiness Board (School Readiness Resources) http://www.azgovernor.gov/cyf/school_readiness/Resources.html Schoolyard Habitats Part of the National Wildlife Federation, Schoolyard Habitats helps teachers and schools develop hands-onlearning opportunities for children. Retrieved March 17, 2006, from http://www.nwf.org/backyardwildlifehabitat/creatinghabitatsites.cfm Sites for Teachers http://www.sitesforteachers.com/ Syracuse Cultural Workers/Tools for Change www.syracusesulturalworkers.com This organization produces a catalog of childrens books and educational resources that promote diversity, environmental issues, peace, and children and human rights. The Teachers Guide http://www.theteachersguide.com or http://www.theteachersguide.com/magazines.html Teachers Top Sites http://www.americanteachers.com/ Teaching Tolerance and Tolerance.org was created in 1991 by the Southern Law Poverty Center. They have a free e-mail website, beautiful magazine, and related classroom materials. Teaching Tolerance promotes respect for differences and appreciation of diversity in and out of the classroom. Retrieved March 10, 2006, from http://www.tolerance.org/teach/about/index.jsp USDA Food and Nutrition Service http://www.fns.usda.gov/tn/ Waldorf Education Retrieved March 16, 2006, from http://www.waldorfeducation.org/education-intro.html Winners on Wheels A website for children and parents which empowers children in wheelchairs. Retrieved March 16, 2006, from http://www.wowusa.com Wrightslaw www.wrightslaw.com ZERO TO THREE (www.zerotothree.org) is the nation's leading nonprofit organization dedicated to promoting the healthy social, emotional and intellectual development of babies and toddlers. http://www.zerotothree.org/policy_network.html Zero to Three: Bulletin of Zero to Three journal, Website: Brain Wonders, and The Baby Monitor, a ZERO TO THREE eNewsletter about infant and toddler issues in the policy process. National Center for Infants, Toddlers and Families. Retrieved March 10, 2006, from http://www.zerotothree.org/
*Note: These are general areas of classifications. Many of these references would fit cross-categorically.
Cultural, Social Justice, and Environmental Components

Alvarado, C. (1999). In our own way: How anti-bias work shapes our lives. St. Paul, MN: Redleaf Press. Banks, J. A. (2005). Cultural diversity and education: Foundations, curriculum and teaching (5th ed.). Beltsville, MD: Gryphon House. Beals, M. P. (1994). Warriors dont cry: A searing memoir of the battle to integrate Little Rocks Central High. New York, NY: Washington Square Press. Bison, J. (1997). Celebrate! An anti-bias guide to enjoying holidays in early childhood programs. St. Paul, MN: Redleaf Press. Boal, A. (1985). Theatre of the oppressed. New York, NY: Communication Group. A California Tomorrow Publication. (1993). Affirming childrens roots: Cultural and linguistic diversity in early care and education. San Francisco, CA: Author. Calloway, C. G. (2007). First Peoples: A documentary survey of American Indian history. New York, NY: Bedford/ St. Martins. Campbell, C. J., & Ramie, C. T. (1994). Effects of early intervention on intellectual and academic achievement. A follow-up study of children from low-income families. Child Development, 65, 684-698. Campbell, N. D., Applebaum, J.C., Martinson, K., & Martin, E. (2000). Be all that you can be: Lessons from the military for improving our nations child care system. Washington, DC: National Womens Law Center. Carlsson-Paige, N. (2008). Taking back childhood: Helping your kids thrive in a fast-paced, media-saturated, violence-filled world. New York, NY: Penguin. Carlsson-Paige, N., & Levin, D. E. (1989). Whos calling the shots? How to respond effectively to childrens fascination with war play, war toys, and violent TV. Gabriola Island, BC: New Society. Christensen, L. (2000). Reading, writing, and rising up: Teaching about social justice and the power of the written word. Milwaukee, WI: Rethinking Schools. Cortes, C. E. (2000). The children are watching: How the media teach about diversity. New York, NY: Teachers College Press. Dorris, M. (1989). The broken cord. New York, NY: Harper Perennial. Dowell, C. (Ed.). (1993). Affirming childrens roots: Cultural and linguistic diversity in early care and education. San Francisco, CA: A California Tomorrow Publication. Edmunds, R. D., Hoxie., F.E., & Salisbury, N. (2007). The People: A history of Native America. Florence, KY: Wadsworth. Garan, E. (2004). In defense of children: When politics, profit, and education collide. Chicago, IL: Heinemann. Gordon, S., & Cohen, V. (2004). All families are different. New York, NY: Prometheus Books.
Gould, P., & Sullivan, J. (1999). The inclusive early childhood classroom: Easy ways to adapt learning centers for all children. Beltsville, MD: Gryphon House. Hall, N. S. (1998). Creative resources for the anti-bias classroom. Albany, NY: Delmar Thomson Learning. Hart, B., & Risley, T. R. (2003). Meaningful differences in the everyday experience of young American children. Baltimore, MD: Paul H. Brookes. Helbig, A. K., & Perkins, A. R. (1994). This land is our land: Guide to multicultural literature for children and young adults. Westport, CT: Greenwood. Hofman, E. (2004). Magic capes, amazing powers: Transforming superhero play in the classroom. St. Paul, MN: Redleaf Press. Howard, G. R. (2006). We cant teach what we dont know: White teachers, multicultural schools (2nd ed.). New York, NY: Teachers College Press. Karr-Morse, R., & Wiley, M. S. (1997). Ghosts from the nursery: Tracing the roots of violence. New York, NY: The Atlanta Monthly Press. Kendall, F. E. (1996). Diversity in the classroom: New approaches to the education of young children. New York, NY: Teachers College Press. Kolbe, U. (2007). Rapunzels supermarket: All about young children and their art (2nd ed.). Bryon Bay, Australia: Peppinot Press. Jackman, H. L. (2003). Early childhood curriculum: A childs connection to the world. Florence, KY: Delmar Learning. Jacobson, T. (2003). Confronting our discomfort: Clearing the way for anti-bias in early childhood. Portsmouth, NH: Heinemann. Kahn, H. P., & Kellert, S. R. (Eds.). (2002). Children and nature: Psychological, sociocultural, and evolutionary investigations. Cambridge: The MIT Press. Lent, R. C., & Pipkin, G. (2003). Silent no more: Voices of courage in American schools. Chicago, IL: Heinemann. Louv, R. (2005). Last child in the woods: Saving our children from nature-deficit disorder. New York, NY: Algonquin Books. Lynch, E. W., & Hanson, M. J. (1998). Developing cross-cultural competence (2nd ed.). Baltimore, MD: Paul H. Brooks. Moore, R.C., & Wong, H. H. (1997). The life history of an environmental schoolyard: Natural learning. Berkley, CA: MIG Communications. Nabhan, G. P., & Trimble, S. (1994). The geography of childhood: Why children need wild places. Boston, MA: Beacon Press.
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Nava, Y. (2000). Its all in the frijoles: One hundred famous Latinos share real life stories, time tested dichos, favorite folktales, and inspiring words of wisdom. New York, NY: Fireside. Orr, D. (1994). Earth in mind: On education, environment, and the human perspective. Washington, DC: Island Press. Owocki, G. (2001). Make way for literacy: Teaching the way young children learn. Portsmouth, NH: Heinemann. Owocki, G. (1999). Literacy through play. Portsmouth, NH: Heinemann. Paley, V. G. (2000). White teacher. Boston, MA: Harvard University Press. Parke-Jadotte, J., Golin, S., & Gault, B. (2002). Building a stronger child care workforce: A review of the studies of effectiveness of compensation initiatives. Washington, DC: Institute of Womens Policy Research. Pelo, A., & Davidson, F. (2000). Thats not fair: A teachers guide to activism with young children. St. Paul, MN: Redleaf Press. Plutro, M. (2000, March). Planning for linguistic and cultural diversity we must continue to respond. Head Start Bulletin: Enhancing Head Start Communication, (67), 19. Polland, B. L. (2000). We can work it out: Conflict resolution for children. Berkley, CA: Tricycle Press. Ramsey, P. G. (2004). Teaching and learning in a diverse world: Multicultural education for young children (3rd ed.). New York, NY: Teachers College Press. Reese, D. (1996, May). Teaching young children about Native Americans. (Report No. EDO-PS-96-3) Champaign, IL: Clearing House on Elementary and Early Childhood Education. (ERIC Document) Rochman, H. (1993). Against borders: Promoting books for a multicultural world. Chicago, IL: American Library Association. Rodriguez, G. G. (1999). Raising nuestros ninos: Bringing up Latino children in a bicultural world. New York, NY: Fireside Books. Rosin, P., Whitehead, A. D., Tuchman, L. I., Jesien, G. S., Begun, A. L., & Irwin, L. (1996). Partnerships in family-centered care: A guide to collaborative early intervention. Baltimore, MD: Brookes. Settlage, J., & Southerland, S. A. (2007). Teaching science to every child: Using culture as a starting point. New York, NY: Routledge. Simon, N., & Flavin, T. (2003). All families are special. Boston, MA: Albert Whitman. Shulman, K., & Blank, H. (2007). A center piece of the pre-k puzzle: Proving state prekindergarten in child care centers. Washington, DC: National Womens Law Center. Slapin, B., & Seale, D. (2006). Through Indian eyes: The Native experience in books for children. Berkeley, CA: Oyate.
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Sobel, D. (1996). Beyond ecophobia: Reclaiming the heart in nature education. Great Barrington, MA: The Orion Society. Sobel, D. (2004). Place-based education. Great Barrington, MA: The Orion Society. Sparks, L. D., Ramsey, P. G., & Edwards, J. O. (2006). What if all the kids are white? Anti-bias multicultural education with young children and families. New York, NY: Teachers College Press. Steinburg, J. (2001, May 9). Preschools provide lasting benefits for poor kids, study says. The Arizona Republic. Stern-LaRosa, C., & Bettmann, E. H. (2000). The Anti-Defamation Leagues hate hurts: How children learn and unlearn prejudice: A guide for adults and children. New York, NY: Scholastic. Stroud, J. E., Stroud, J. C., & Staley, L. M. (1999, February). Adopted children in the early childhood classroom. (Report No. EDO-PS-99-2) Champaign, IL: Clearing House on Elementary and Early Childhood Education. (ERIC Document) Swick, K. J. (2004). Empowering parents, families, school, & communities during the early childhood years. Champaign, IL: Stipes. Tabors, P. (1997). One child, two languages: Children learning English as a second language. Baltimore, MD: Paul H. Brookes. Tabors, P. O. (1998). What early childhood educators need to know: Developing effective programs for linguistically and culturally diverse children and families. Young Children, 53(6), 20-26. Tatum, D. (2007). Can we talk about race? And other conversations in the era of school re-segregation. Boston, MA: Beacon Books. Tatum, B.D. (2003). Why are all the black kids sitting together in the cafeteria? And other conversations about race. New York, NY: Basic Books. Taylor, B. M., Pearson, P. D., Clark, K., & Walpole, S. (2000). Effective schools and accomplished teachers: Lessons about primary-grade reading instruction in low-income schools. Elementary School Journal, 101(2), 121-165. Tharb, R. G., Estrada, P., Dalton, S.S., & Yamauchi, L. A. (Eds.). (2000). Teaching transformed: Achieving excellence, fairness and harmony. Boulder, CO: Westview Press Trawick-Smoith, J. W. (2005). Early childhood development: A multicultural perspective (4th ed.). Upper Saddle River, NJ: Prentice Hall. Van Ausdale, D., & Feagin, J. R. (2001). The first R: How children learn race and racism. Lanham, MD: Rowman & Littlefield. Williams, M. R. (1997). The parent-centered early school. Highland Community School of Milwaukee. New York, NY: Garland. Woodhead, M, Faulkner, D., & Littleton, K. (Eds.). (1998). Cultural worlds of early childhood. Oxon, Oxford, England: Routledge.
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Yokota, J., and the Committee to Revise the Multicultural Booklist. (Eds.). (2001). Kaleidoscope: A multicultural book list for grades k-8 (3rd ed.). Urbana, IL: National Council of Teachers of English.
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Comprehensive Planning, Programming, and Curriculum Development

Abbott, L., & Nutbrown, C. (Eds.). (2001). Experiencing Reggio Emilia: Implications for pre-school provision. New York, NY: Open University Press. Andrews, A., & Trafton, P. R. (2000). Little kids, powerful problem solvers: Math stories from a kindergarten classroom. Portsmouth, NH: Heinemann. Beatty, J. J. (2005). Observing development of the young child (6th ed.). Upper Saddle River, NJ: Prentice Hall. Beatty, J. J. (2007). Skills for preschool teachers (8th ed.). Upper Saddle River, NJ: Prentice Hall. Beckman, P. J. (1996). Strategies for working with families of young children with disabilities. Baltimore, MD: Brookes. Bentzen, W. R. (1997). Seeing young children: A guide to observing and recording behavior. Albany, NY: Delmar. Bredekamp, S., & Copple, C. (Eds.). (1997). Developmentally appropriate practice in early childhood programs. (Rev. ed.). Washington, DC: National Association for the Education of Young Children (NAEYC). Bredekamp, S., & Rosegrant, T. (Eds.). (1992). Reaching potentials. Volume 1: Appropriate curriculum and assessment for young children. Washington, DC: NAEYC. Bredekamp, S., & Rosegrant, T. (Eds.). (1995). Reaching potentials. Volume 2: Transforming early childhood curriculum and assessment. Washington, DC: NAEYC. Brenna, S. (2006, March). Take a hike. Edutopia, 2, 51-52. Brooks, J. G., & Brooks, M. G. (1993). In search of understanding: The case for constructivist classrooms. Alexandria, VA: Association for Supervision and Curriculum Development (ASCD). Burns, M. S., Griffin, P., & Snow, C. E. (Eds.). (1999). Starting out right: A guide to promoting childrens reading success. Washington, DC: National Academy Press. Campbell, P. S. (1998). Songs in their heads: Music and its meaning in childrens lives. Oxford, England: Oxford University Press. Campbell, S. B. (2000). Behavior problems in preschool children: Clinical and developmental issues. New York, NY: Guilford Press. Campbell, P. S., & Scott-Kassner, C. (Eds.). (1995). Music in childhood: From preschool through the early grades. Belmont, CA: Wadsworth. Campbell-Rush, P. (2000). I teach kindergarten. Peterborough, NH: Crystal Springs Books. Catron, C. E., Allen, J., & Leonard, E. B. (2007). Early childhood curriculum: A creative play model (4th ed.). New York, NY: Prentice Hall.
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Center for Best Practices in Early Childhood and the Center for the Application of Information Technologies (2001). Your preschool classroom computer center: How does it measure up? Macob, IL: Author. Chafel, J. (Ed.). (1997). Families and early childhood education. Advances in Early Education and Day Care, Vol. 9. Stamford, CT: JAI Press. Chaille, C., & Brian, L. (Contributor). (2002). A young child as a scientist: A constructivist approach to early childhood science education (3rd ed.). New York, NY: Addison-Wesley. Chamot, A. U., & OMalley, J. M. (1994). The CALLA Handbook: Implementing the cognitive academic language learning approach. Reading, MA: Addison-Wesley. Chard, S. C., & Katz, L. G. (2000). Engaging childrens minds: The project approach (2nd ed.). Greenwich, CT: Ablex. Cohen, D. H., Stern, V., & Balaban, N. (1997). Observing and recording the behavior of young children (4th ed.). New York, NY: Teachers College Press. Copley, J. V. (2000). The young child and mathematics. Washington, DC: NAEYC. Copley, J. V. (Ed.). (1999). Mathematics in the early years. Reston, VA: National Council of Teachers of Mathematics; and Washington, DC: NAEYC. Darling-Hammond, L., Ancess, L. J., & Falk, B. (1993). Authentic assessment in action: Studies of schools and students at work. New York, NY: Teachers College Press. Darling-Hammond, L., Einbender, L., Frelow, F., & Ley-King, J. (1993). Authentic assessment in practice: A collection of portfolios, performance tasks, exhibitions, and documentation. New York, NY: National Center for Restructuring Education, Schools, and Teaching. Dodge, D. T., Colker, L .J., Heroman, C., & Bickart, T. S. (1997). The creative curriculum for preschool. Clifton Park, NY: Delmar Thomson. Dombro, A. L., Colker, L. J., & Dodge, D. T. (1997). The creative curriculum for infants and toddlers (Rev. ed.). Clifton Park, NY: Delmar Thomson. Epstein, A. S., et al. (1996). Models of early childhood education. Ypsilanti, MI: High/Scope Press. Epstein, J. L., Sanders, M. G., & Clark, L. A. (1999). Preparing educators for school-family-community partnerships: Results of a national survey of colleges and universities. Baltimore, MD: Center for Research on the Education of Students Placed at Risk. Falk, B. (2000). The heart of the matter: Using standards and assessment to learn. Portsmouth, NH: Heinemann. Farber, B. (Ed.). (1998). Guiding young childs behavior: Helpful ideas for parents & teachers from 28 early childhood experts. Swanton, VT: Preschool. Feierabend, J. M. (2000a). The book of simple songs and circles. Chicago, IL: Gia. Feierabend, J. M. (2000b). First steps in music for infants and toddlers: The curriculum: Birth through 36 mos. Chicago, IL: Gia.
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Language Acquisition, Literacy, Reading, and Writing

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Program Administration
Alexander, N. P. (2000). Early childhood workshops that work!: The essential guide to successful trainings and workshops. Silver Spring, MD: Gryphon House. Bloom, P. J. (2000). Circle of influence: Implementing shared decision making and participative management: Far Hills, NJ: New Horizons. Bloom, P. J. (2000). Workshop essentials: Planning and presenting dynamic workshops. Far Hills, NJ: New Horizons. Bowman, B. T., Donovan, S., & Burns, M. S. (Eds.). (2001). Eager to learn: Educating our preschool.ers. Washington, DC: National Academy Press. Carter, M., Curtis, D., & Curtis, D. (1998). The visionary director: A handbook for dreaming, organizing, and improving your center: St. Paul, MN: Redleaf Press. Caruso, J. J., & Fawcett, M. T. (2006). Supervision in early childhood education: A developmental perspective (Early Childhood Education Series). New York, NY: Teachers College Press. Cooper, P. ORegan, F., & Griffin, M. (2001). Everyday safety for primary and nursery schools. New York, NY: Routledge Falmer.
Croft, C. (2004). Children and challenging behavior: Making inclusion work. Farmington, MN: Sparrow Media Group. Curtis, D., & Carter, M. (2000). The art of awareness: How observation can transform your teaching. St. Paul, MN: Redleaf Press. Curtis, D., & Carter, M. (2003). Designs for living and learning: Transforming early childhood environments. St. Paul, MN: Redleaf Press. Darling-Hammond, L. (1997). The right to learn: A blueprint for creating schools that work. San Francisco, CA: Jossey-Bass. Decker, J. R., & Decker, C. A. (2004). Planning and administering early childhood programs (8th ed.). Upper Saddle River, NJ: Prentice Hall. Elkind, D. (1992). Miseducation: Preschoolers at risk. New York, NY: Knopf. Elkind, D. (2001). The hurried child: Growing up too fast, too soon (3rd ed.).New York, NY: Perseus. Fielding, R. (2006, March). What they see is what we get: Ten myths about lighting and color in schools. Edutopia, 2, 28-30. Helm, J. H., Beneke, S., & Steinheimer, K. (2007). Windows on learning: Documenting young childrens work (2nd ed.) New York, NY: Teachers College Press. Helm, J. H. & Katz, L. G. (2003). The power of projects: Meeting contemporary challenges in early childhood classrooms strategies and solutions. New York, NY: Teachers College Press. Hemmeter, M. L., Maxwell, K. L., Ault, M. J., & Schuster, J. W. (2001). Assessment of practices in early elementary classrooms (APEEC). New York, NY: Teachers College Press. Henderson, G. (Ed.). (2000). Reflective teaching: Professional artistry through inquiry (3rd). New York, NY: Prentice Hall. Henninger, M. L. (2008). Teaching young children: An introduction (4th ed.). New York, NY: Prentice Hall. Isbell. R., & Exelby, B. (2001). Early learning environments that work. Silver Spring, MD: Gryphon House. Jablon, J. R., Dombro, A. L., & Dichtelmiller, M. L. (2007). The power of observation for birth through eight. New York, NY: Teaching Strategies. National Association for the Education of Young Children (NAEYC). (1997). Developmentally appropriate practice in early childhood programs (rev. ed.). Washington DC: Author. Project Zero & Reggio Children. (2001). Making learning visible: Children as individuals and group learners. Reggio Emilia, Italy: Reggio Children. Puckett, M. B., & Diffily, D. (2003). Teaching young children: An introduction to the early childhood profession. Florence, KY: Delmar Learning. Robinson, C. (2002). Safety, nutrition and health in child care (2nd ed.). Clifton Park, NY: Delmar Learning.
Ruth, L. C. (1999). Design standards for childrens environments. New York, NY: McGraw-Hill Professional. Scherer, M. (Ed.). (2009). Challenging the whole child: Reflections on best practices in learning, teaching, and leadership. Alexandria, VA: ASCD. Turnbull, A. P., & Turnbull, H. R. (1997). Families, professionals, and exceptionalities: A special partnership (3rd ed.). Columbus, OH: Merrill. Wolery, R.. A., & Odom, S. L. (2000). An administrators guide to preschool inclusion. Chapel Hill, NC: University of North Carolina, FPG Child Development Center, Early Childhood Institute on Inclusion.
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Theoretical and Foundational Knowledge

Barnett, W. S., & Boocock, S. S. (1998). Early care and education for children in poverty: Promises, programs, and long-term results. Albany, NY: University of New York Press. Barrera, R. M. (November/December 2001). Embracing diversity in todays world: Bringing home to school. Scholastic Early Childhood Today, 16 (3), 44-56. Biel, L., & Peske, N. (2005). Raising a sensory smart child: The definitive handbook for helping your child with sensory integration issues. New York, NY: Penguin Books. Bodrova, E., & Leong, D. J. (2005). Uniquely preschool. Educational Leadership, 63, 44-47. Bodrova, E., & Leong, D. J. (2003). Learning and development of preschool children from the Vygotsky perspective. In V. Ageyex, B. Gindis, A. Kozulin, and S. Miller (Eds.), Vygotskys theory of education in cultural context. New York, NY: Cambridge University Press. Bodrova, E., & Leong, D. J. (2005). Uniquely preschool. Educational Leadership, 63, 44-47. Bredekamp, S., & Copple, C. (Eds.). (1997). Developmentally appropriate practice in early childhood programs. (Rev. ed.). Washington, DC: National Association for the Education of Young Children (NAEYC). Butler-Bowdon, T. (2007). 50 psychology classics. London, England: Nicholas Brealey Publishers. Chang, H. N., Muckelroy, A., & Pulido-Tobiassen, D. (1996). Looking in, looking out: Redefining childcare and early education in a diverse society. San Francisco, CA: California Tomorrow. Chang, H. N., Edwards, J. O., Alvarado, D., Pulido-Tobias Burns, P. C., Roe, B. D., & Smith, S. H. (2002). Teaching reading in todays elementary schools (8th ed.). Boston, MA: Houghton Mifflin. Collins Block, C. (2003). Literacy difficulties. Boston, MA: Allyn and Bacon. Cronin, S., & Sosa-Masso, C. (2003). Soy bilingue. Calabasas, CA: Center for Cultural and Linguistic Democracy. Dickson, D. K., & Tabors, P. O. (Eds.). (2001). Beginning literacy with language: Young children learning at home and school. Baltimore, MD: Paul H. Brookes. Echevarria, J., Vogt, M., & Short, D. (2008). Making content comprehensible for English Language Learners (3rd ed.). Boston, MA: Allyn & Bacon. Edwards, S., Maloy, R., & Verock-OLoughlin, R. (2003). Ways of writing with young kids. Boston, MA: Pearson. Ekwall, E. E., & Shanker, J. L. (2003) Locating and correcting reading difficulties. (8th ed.). Upper Saddle River, NJ: Merrill/ Prentice Hall. Ellermeyer, D. A., & Chick, K. A. (2003). Multicultural American history through childrens literacy. Portsmouth, NH: Teachers Ideas Press.
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Faltis, C. J., & Hudelson, S. J. (1998). Bilingual education in elementary and secondary school communities: Toward understanding and caring. Boston, MA: Allyn & Bacon. Fields, M. V., & Spangler, K. L. (1995). Lets begin reading right: Developmentally appropriate beginning literacy. Upper Saddle River, NJ: Prentice Hall. Goldberg, M. R. (2004). Teaching English language learners through the arts: A suave experience (my lab school ed.). Boston, MA: Allyn & Bacon. Goodman, Y. M., & Burke, C. L. (1980). Reading strategies: Focus on comprehension. London: International Thomson. Green, C., & Oldendorf, S. (2005). Teaching religious diversity through childrens literature. Childhood Education 81 (4), 209. Haley, M. H., & Austin, T. (2004). Content-based second language teaching and learning: an interactive approach, (my lab school ed.). Boston, MA: Allyn & Bacon. Hall, S. L., Moats, L. C., & Lyon, R. (1998). Straight talk about reading: How parents can make a difference during the early years. Highstown, NJ: Contemporary Books. Hansen, J. (1987). When writers read. Portsmouth, NH: Heinemann. Heller, C., Cunningham, B., & Heller, H. M. (2003). Selecting childrens picture books with positive Native American fathers and father figures. MultiCultural Review, 12 (1), 43-48. Herrera, S. G. & Murray, K. G. (2005). Mastering ESL and bilingual method: Differentiated instruction for culturally and linguistically diverse (cld) students. Boston, MA: Allyn & Bacon. International Reading Association (IRA) and National Council of Teachers of English. (1994). Standards for the assessment of reading and writing. Newark, DE: IRA. Justice, D. H. (2000). A lingering miseducation: Confronting the legacy of Little Tree. Studies in American Indian Literatures, 12 (1), 20-36. Kenneth, J. (2001). Helping ESL readers succeed. Bloomington, IN: Phi Delta Kappan Press. McCormick Calkins, L. (2000). The art of teaching reading. White Plains, NY: Longman. Meier, D. R. (2000). Scribble scrabble Learning to read and write: Success with diverse teachers, children, and families: New York, NY: Teachers College. Miller, D. (2009). The book whisperer: Awakening the inner reader in every child. San Francisco, CA: Jossey-Bass. Mooney, M. (1990). Reading to, with, and by children. Katonah, NY: Richard Owen. Nations, S., & Alonso, M. (2006). More primary literacy centers: Making reading and writing stick. Gainsville, FL: Maupin House. Neuman, S. B. & Dickinson, D. K. (2006). Handbook of early literacy research. New York, NY: Guilford Press.
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Notari-Syverson, A., OConnor, R. E., & Vadasy, P. F. (2007). Ladders to literacy: A preschool activity book. Baltimore, MD: Paul H. Brooks. Peterson, R., & Eeds, M. (1990). Grand conversations: Literature groups in action. New York, NY: Scholastic. Rand, D., Parker, T. T., & Foster, S. (1998). Black books galore: Guide to great African American childrens books. New York, NY: John Wiley and Sons. Seale, D., & Slapin, B. (Eds.). (1998). Through Indian eyes: The Native experience in books for children. Los Angeles, CA: American Indian Studies Center: University of California. Seale, D., & Slapin, B. (Eds.). (2005). A broken flute: The Native experience in books for children. Berkley, CA: Oyate. Short, K., & Burke, C. (1991). Creating curriculum: Teachers and students as a learning community. Portsmouth, NH: Heinemann. Silvaroli, N. J. (1997). Classroom reading inventory (8th ed.). Madison, WI: Brown & Benchmark. Snow, C. E., Burns, M. S., & Griffin, P. (Eds.). (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press. Southwest Educational Development Laboratory (SEDL). (2000). The cognitive foundations of learning to read: A framework. Retrieved June 28, 2006, from http://www.sedl.org/pubs/catalog/items/read12.html Stewart, M. P. (2000). How can this be Cinderella if there is no glass slipper?: Native American Fairy Tales: Studies in American Indian Literatures, 12 (1), 3-19. Stiggins, R. (2005). Student-involved assessment for learning. Upper Saddle River, NJ: Pearson Education. Stiggins, R., Arter, J., Chappuis, J., & Chappius, S. (2005). Classroom assessment for student learning: Doing it right, doing it well. Portland, OR: Assessment Training Institute. Tileston, D. (2004). What every teacher should know about special learners. Thousand Oaks, CA: Corwin Press. Tunks, K. W., & Giles, R. M. (2007). Write now! Publishing with young authors prek-grade 2. Portsmouth, NH: Heinemann. United States Department of Education (2000). Family literacy: An annotated bibliography. Jessup, MD: Author. Wilson, C. (2000). Telling a different story: Teaching and literacy in an urban preschool. New York, NY: Teachers College Press. Wormelli, R. (2006). Fair isnt always equal: Assessing and grading in the differentiated classroom. Chesterville, OH: National Middle School Association. Yanoff, J. (2000). The classroom teachers inclusion handbook: Practical methods for integrating students with special needs. Chicago, IL: A Coyle Press. York, S. (2004). Native American grandparents in picture books by Native Americans. Library Media Connection, 23(2), 40.
Program Administration
Alexander, N. P. (2000). Early childhood workshops that work!: The essential guide to successful trainings and workshops. Silver Spring, MD: Gryphon House. Bloom, P. J. (2000). Circle of influence: Implementing shared decision making and participative management: Far Hills, JN: New Horizons. Bloom, P. J. (2000). Workshop essentials: Planning and presenting dynamic workshops. Far Hills, NJ: New Horizons. Bowman, B. T., Donovan, S., & Burns, M. S. (Eds.). (2001). Eager to learn: Educating our preschool.ers. Washington, DC: National Academy Press. Carter, M., Curtis, D., & Curtis, D. (1998). The visionary director: A handbook for dreaming, organizing, and improving your center: St. Paul, MN: Redleaf Press. Caruso, J. J., & Fawcett, M. T. (2006). Supervision in early childhood education: A developmental perspective (Early Childhood Education Series). New York, NY: Teachers College Press. Cooper, P. ORegan, F., & Griffin, M. (2001). Everyday safety for primary and nursery schools. New York, NY: Routledge Falmer. Croft, C. (2004). Children and challenging behavior: Making inclusion work. Farmington, MN: Sparrow Media Group. Curtis, D., & Carter, M. (2000). The art of awareness: How observation can transform your teaching. St. Paul, MN: Redleaf Press. Curtis, D., & Carter, M. (2003). Designs for living and learning: Transforming early childhood environments. St. Paul, MN: Redleaf Press. Darling-Hammond, L. (1997). The right to learn: A blueprint for creating schools that work. San Francisco, CA: Jossey-Bass. Decker, J. R., & Decker, C. A. (2004). Planning and administering early childhood programs (8th ed.). Upper Saddle River, NJ: Prentice Hall. Elkind, D. (1992). Miseducation: Preschoolers at risk. New York, NY: Knopf. Elkind, D. (2001). The hurried child: Growing up too fast, too soon (3rd ed.).New York, NY: Perseus. Fielding, R. (2006, March). What they see is what we get: Ten myths about lighting and color in schools. Edutopia, 2, 28-30. Helm, J. H., Beneke, S., & Steinheimer, K. (2007). Windows on learning: Documenting young childrens work (2nd ed.) New York, NY: Teachers College Press. Helm, J. H. & Katz, L. G. (2003). The power of projects: Meeting contemporary challenges in early childhood classrooms strategies and solutions. New York, NY: Teachers College Press.
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Bachelor of Arts Degree and Post-Degree Teacher Preparation Program

Early Childhood Education Handbook

The words of the UNICEF creed as interpreted by Caroline Castle:

Prescott College Teacher Preparation Program Personnel

Excerpts from Arizona Administrative Code

ECE Certification and Endorsement Requirements

Semester Credits 3 credits 2 credits 3 credits 3 credits 3 credits 3 credits 3 credits

Practicum Capstone Course Number EDU 47899

Semester Credits 4 credits

8.2 8.3 8.4 8.5 8.6 8.7 8.8 8.9

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Cultural, Social Justice, and Environmental Components

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Comprehensive Planning, Programming, and Curriculum Development

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Language Acquisition, Literacy, Reading, and Writing

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Theoretical and Foundational Knowledge

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