Seminar in Early Childhood –Fall 2009: Page 1
EDEC 797: Seminar in Early Childhood Education I.
Descriptive Information A. Course Number and Title: EDEC 797 (Seminar in Early Childhood Education) B. Course Description: Synthesis of development, curriculum, cognition, and related issues in early childhood education. C. Prerequisites: Students must be fully admitted to the M.Ed. in Early Childhood Education and have completed 21 semester hours of course work; they must also have an approved program of study on file in the graduate school. D. Co-requisite: None E. Credits: 3 credits\ F. Instructor: Early Childhood Graduate Faculty
II.
Learning Outcomes A. Goals: 1. To support the culminating studies of M.Ed. in Early Childhood Education students through guided readings, reflection, and seminar meetings. 2. To engage M.Ed. in Early Childhood Education students in synthesizing knowledge related to the recurring themes of study in their graduate program, thus preparing them for their comprehensive examination. B. Objectives: As emerging collaborative educational leaders, candidates will: 1. analyze and reflect upon their professional knowledge/skills/attitudes 2. develop and refine their knowledge of child development and learning and interpret and apply this knowledge in ways that demonstrate their cultural competence. 3. develop and refine their knowledge of family systems and interpret and apply this knowledge in ways that demonstrate their cultural competence. 4. develop and refine their knowledge and perspectives on culturally responsive curriculum and instruction in inclusive early childhood settings. 5. develop and refine their knowledge and perspectives on major topics and issues/trends in early childhood education. This involvement should include a focus on cultural diversity in early childhood and on an emphasis on efforts to strengthening families. NOTE: The course goals are linked to the comprehensive examination process which is supported throughout students’ involvement in this course. The comprehensive examination is made up of a series of papers which are course requirements.
III.
Required Text and Resources: Feeney, S., Galper, A., & Seefeldt, C. (2009). Continuing issues in early childhood education, 3rd Edition. Upper Saddle River, NJ: Pearson. Note: Plan to use resources from previous courses you have taken during your pursuit of the M.Ed. in Early Childhood Education. Review, in particular, readings and notes from EDEC 740, 742, 744, 608, & 750
IV.
Academic Course Requirements and Assessments
A. Participation in all course activities (10 points)
Seminar in Early Childhood –Fall 2009: Page 2
B. Group Content Presentation (10 points) Students will work in small groups of 2-4. Each group member should contribute equally to preparing and presenting assigned material. The goals of this presentation are to: 1) demonstrate mastery of content knowledge and 2) share relevant information with your classmates. The presentation is to summarize material in the textbook and to review relevant information covered during previous M.Ed. coursework. Presentations will be evaluated as to all group members’ participation and are to be thorough, accurate, effectively presented, and are to engage your classmates. They should include a brief period for questions and answers to ensure that your classmates understand main concepts and can recall relevant details. Each group should produce a work-processed handout for the class that highlights the main points in the text and previous coursework. This handout can be a bulleted list. It should include citations with specific page numbers so that classmates can use your handout as a guide to the text and other materials while drafting their comprehensive examination papers. C. Comprehensive Examination Papers (80 points – 20 points each) This series of four papers, taken together, comprises the M.Ed. Comprehensive Examination. You must pass EACH of the papers (Meet Expectations) to be recommended for graduation from the M.Ed. in Early Childhood program. See the attached Comprehensive Exam Evaluation Rubrics which will be applied to these papers. All papers are to be word processed. They are to be double spaced in 12pt font (Times New Roman or a scholarly-looking alternative), they are to have 1” margins, be paginated, and include a reference list. You are to correctly use APA style, including appropriate headings. Resources and links to websites to help you apply APA accurately are posted on Blackboard in Course Handouts. The papers are to document what you know and are able to do in terms of: NAEYC Standards 1, 2, 3, and 5 and Tools 3, 4, and 5 and NAEYC Tool 3: Communication skills NAEYC Tool 4: Mastery of relevant theory and research NAEYC Tool 5: Skills in identifying and using professional resources While this course does not include an assessment related specifically to NAEYC’s Standard 4: Teaching and Learning, the ability to connect with children, use developmentally effective approaches for instruction, understand content knowledge, and build meaningful curriculum are central to an early childhood professional’s work. Your knowledge and related skills are formally assessed in other courses, but should be woven in, as appropriate, into your work in this capstone course. 1. Assessment of NAEYC Standard #1: Promoting Child Development and Learning 1a. Knowing and understanding young children’s characteristics and needs 1b. Knowing and understanding multiple influences on development and learning You are to submit a 4-6 page paper demonstrating your understanding of young children’s characteristics and needs, and of multiple interacting influences on children’s development and learning. Your paper is to include: • A statement of focus (introduce the topic) • A summary of a significant body of the work of major scholars and researchers in areas related to child development and learning and the role of family, culture and community factors that influence children’s development and learning • References to scholarly literature and resources • Examples applying these scholars and their teachings to your work as an early childhood professional
Seminar in Early Childhood –Fall 2009: Page 3
2. Assessment of NAEYC Standard #2: Building Family and Community Relationships 2a. Knowing about and understanding family and community characteristics 2b. Supporting and empowering families and communities through respectful, reciprocal relationships. 3c. Involving families and communities in their children’s development and learning. You are to submit a 4-6 page paper demonstrating that you know about, understand, and value the importance and complex characteristics of children’s families, culture and communities. Your paper is to include: • A statement of focus (introduce the topic). • A summary of a significant body of the work of major scholars and researchers in areas related to family and community characteristics that impact children’s learning, growth and development and the importance of involving families and communities in children’s early care and education. • References to scholarly literature and resources. • Examples applying these scholars and their teachings to your work as an early childhood professional. 3. Assessment of NAEYC Standard #3: Observing, Documenting, and Assessing to Support Young Children and Families 3a. Understanding the goals, benefits, and uses of assessment 3b Knowing about and using observation, documentation, and other appropriate assessment tools and approaches. 3c: Understanding and practicing responsible assessment 3d. Knowing about assessment partnerships You are to submit a 4-6 page paper demonstrating that you know about, and understand the goals, benefits, and uses of assessment and appreciate the importance of creating assessment partnerships with families and other professionals. You are to demonstrate that you are familiar with strategies to systematically observe young children; that you know how to document their learning, growth and development in age and culturally appropriate ways; and that you are familiar with issues related to the responsible use of assessment data, partnering with families and other professionals, to positively influence children’s development and learning. Your paper is to include: • A statement of focus (introduce the topic) • A summary of a significant body of the work of major scholars and researchers in areas related to assessment in early childhood education. • References to scholarly literature and resources. • Examples applying these scholars and their teachings to your work as an early childhood professional. 4. Assessment of NAEYC Standard #5: Growing as a Professional 5a. Identifying and involving oneself with the early childhood field 5b. Knowing about and upholding ethical and other professional guidelines 5c. Engaging in continuous, collaborative learning that informs practice. 5d. Integrating knowledgeable, reflective, and critical perspectives on early education You are to submit a 4-6 page paper synthesizing your professional journey and your learning during the course of your M.Ed. studies. You are to describe the role you play in the profession and provide examples of how your conduct demonstrates that you are a member of the early childhood profession. You are to demonstrate that you know and use ethical guidelines and other professional standards related to early childhood practice, that you are a life-long learner and bring a critical perspective to your work, making informed decisions that integrate knowledge from a variety of sources. Your paper is to include:
Seminar in Early Childhood –Fall 2009: Page 4
• • • • • •
A brief personal and professional biography An articulation of key concepts/scholars that have influenced your development as an early childhood educator. A brief synthesis of your philosophy of teaching young children. A statement of your professional core values and a description the role the NAEYC Code of Ethical Conduct and other professional guidelines play in your professional practice Your plans for continued professional growth An anecdote that demonstrates the critical perspective you bring to your work and your ability to make informed decisions that integrate knowledge from a variety of sources.
V.
Administrative Course Requirements A. Grading policies adhere to university guidelines. B. Class attendance policies adhere to university guidelines. C. Students must complete all assignments to receive a grade in this class. Late assignments will be penalized.
VI.
Evaluation and Grading A. Participation in course activities B. Group Presentation C. Promoting Development and Learning paper D. Building Family and Community Relationships paper E. Observing, Documenting, and Assessing paper F. Growing as a Professional paper
10 points 10 points 20 points 20 points 20 points 20 points 100 points
Letter grades of A, B, C, D, and F will be assigned to reflect the quality of the performance in this course. 92-100 85-91 85-88 80-84
A B+ B C+
77-80 74-76 70-73
C D+ D
VII.
Major Topics of the Course Professional Core Values that guide ethical decision making Professionalism in Early Childhood Education and the responsibilities of professionals Child/family learning and development Curriculum/instruction in Early Childhood Current topics/issues in Early Childhood Education Academic writing including an emphasis on APA style.
VIII.
Modes of Instruction Lecture/ Question and Answer Class discussions Guided reflection Small group presentations Small group discussions Writing circles
IX.
Bibliography Berk, L. E. (2006). Child Development (7th ed). Boston: Allyn & Bacon. Branscombe, N. A., Castle, K., Dorsey, A. G., Surbeck, E., & Taylor, J. B. (2003). Early Childhood Curriculum, a Constructivist Perspective. Boston: Houghton Mifflin. Brisk, M. E. (2008). Language, culture, and community in teacher education. New
Seminar in Early Childhood –Fall 2009: Page 5
York: Lawrence Erlbaum Associates/Taylor & Francis Group Decker, C., Decker, J., Freeman, N., & Knopf, H. (2009). Planning and Administering Early Childhood Programs. (9th ed). Upper Saddle River, NJ: Pearson. Feeney, S., & Freeman, N. K. (2005/1999). Ethics and the Early Childhood Educator: Using the NAEYC Code of Ethics. Washington, DC: NAEYC. Feeney, S., Galper, A., & Seefeldt, C. (2009). Continuing issues in early childhood education (3rd Ed). Upper Saddle River, NJ: Pearson. Goffin, S. G. & Wilson, C. S. (2001). Curriculum Models and Early Childhood Education, Appraising the Relationship. (2nd ed). Upper Saddle River, NJ: Pearson Gonzalez-Mena, J. (2007). Strategies for Communicating and Working with Diverse Families. (2nd ed). Upper Saddle River, NJ: Pearson. Lindfors, J. W. (2008). Children’s language. Connecting reading, writing, and talk. New York: Teachers College Press. Ren-Etta Sullivan, D. (2006). Learning to Lead, Effective Leadership Skills for Teachers of Young Children. Upper Saddle River, NJ: Pearson. Robinson, A. & Stark D. (2002). Advocates in Action, Making a Difference for Young Children. Wasington, DC: NAEYC. Santrock, J. W. (2009). Child Development (12th ed). Boston: McGraw Hill. Swick, K. J. (2004). Empowering parents, families, schools, and communities during the early childhood years. Champaign, IL: Stipes.
Seminar in Early Childhood –Fall 2009: Page 6
EDEC 797 Content Presentation Assessment Criteria
1) Shares relevant information
/2
informative, well organized
2) Demonstrates mastery of content knowledge,
/2
thorough and accurate
3) Demonstrates presentation skills
/2
audience is engaged
4) Demonstrates collaboration among peers
/2
coherent, evidence of cooperation
5) Provides effective visual aids and handouts
/2
professional, informative
TOTAL Comments:
/10
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Seminar in Early Childhood Education Comprehensive Exam Evaluation Rubric– applied to each paper individually (20 points each – include the appropriate section of this rubric with each paper)
Name __________________________________
Score ____ out of 20 points
Paper on Standard 1. Promoting Child Development and Learning 1a Knowing and understanding young children’s characteristics and needs
Fails to meet Expectations (0)
Meets Expectations (2 pts)
Exemplary (5 pts)
Evidence of the candidate’s knowledge and understanding of young children’s characteristics is weak or nonexistent.
Work reflects current research-based knowledge of development across domains and provides examples of interrelationships among developmental areas
…. and is thoroughly grounded in current developmental theory, providing evidence that the candidate understands interrelationships among developmental areas through examples and applications. Candidates seek information about development and learning from multiple resources including those accessed on-line and apply it to their work.
Fails to meet Expectations (0)
Meets Expectations (2 pts)
Exemplary (5 pts)
Evidence of awareness of and appreciation for multiple influences on learning or development is weak or non-existent.
Candidate describes the influence of family. culture and community and demonstrates that s/he understand their influences interact in complex ways
… and is conversant with relevant theory and research about their interaction, and demonstrates knowledge of researchbased interventions that may influence child outcomes.
Fails to meet Expectations (0)
Meets Expectations (1.5 pt)
Exemplary (3 pts)
Work does not demonstrate mastery of scholarly Standard English. Paper’s presentation lacks professionalism.
Work demonstrates attention to standard English and is professionally presented including * Clear statement of focus introducing the topic * Headings to organize the paper and as a roadmap for the reader * Follows form and formatting guidelines provided, applies APA accurately
. . . and is highly readable; grammatically correct, with no errors that detract from the meaning; and uses vocabulary appropriate for graduate level work.
Comments
1b Knowing and understanding multiple influences on development and learning
Comments
Tool 3: Communication skills
Seminar in Early Childhood –Fall 2009: Page 8
Comments
Tool 4: Mastery of relevant theory and research
Fails to meet Expectations (0)
Meets Expectations (2 pts)
Exemplary (4 pts)
Work lacks evidence of knowledge of theory & research.
Work reflects knowledge of relevant theory and research by identifying similarities and differences among sources and/or raising well reasoned questions and issues
… and applies theory and research effectively by providing specific examples and applications of standardsbased best practices.
Fails to meet Expectations (0)
Meets Expectations (1.5 pts)
Exemplary (3 pt)
Work does not reflect reliance on appropriate resources.
Work reflects reliance on a wide range of foundational as well as recently released professional resources
. . . showing appropriate use of a wide variety of human, material, and technological resources.
Comments
Tool 5: Skills in identifying and using professional resources Comments
Name: ________________________________ Summary of evaluation: EDEC 797 Paper on Standard 1 Standard 1a:
fails to meet expectations
meets expectations
exemplary
Standard 1b:
fails to meet expectations
meets expectations
exemplary
Tool 3
fails to meet expectations
meets expectations
exemplary
Tool 4
fails to meet expectations
meets expectations
exemplary
Tool 5
fails to meet expectations
meets expectations
exemplary
Seminar in Early Childhood –Fall 2009: Page 9
Name __________________________________
Score ____ out of 20 points
Paper on Standard 2: Building Family and Community Relationships 2a Knowing about and understanding family and community characteristics
Fails to meet Expectations (0)
Meets Expectations (2)
Exemplary (5)
Evidence of candidate’s knowledge of family and community characteristics is weak or non-existent.
Work reflects knowledge of family theory and research and demonstrates that the candidate can identify a variety of family and community factors that impact children’s lives, applying them, in particular, to the community in which they work
…. and can integrate family theory and research-based knowledge of family and community factors that impact children’s lives. The candidate additionally demonstrates his/her understanding of the characteristics of the families and communities with whom s/he work.
Fails to meet Expectations (0)
Meets Expectations (2)
Exemplary (5)
Candidate’s work fails to demonstrate how s/he can use knowledge of families’ goals, language and culture and individual characteristics to build relationships
Candidate can describe how to use knowledge of families’ goals, language, culture and individual characteristics to build relationships and demonstrates facility with varied communication strategies including technology to link families with community resources and information
. . . and demonstrates his/her knowledge and understanding of families with whom s/he works and that s/he has been successful linking families with appropriate resources to meet their specific needs.
Fails to meet Expectations (0)
Meets Expectations (2)
Exemplary (5)
Candidate’s work fails to demonstrate knowledge of the importance of, or commitment to, involving families in young children’s learning.
Candidate can articulate theory and research to support the concept that families are young children’s primary teachers, and that family involvement is critical to successful learning
. . . and can effectively describe how they have applied this theory and research to support their efforts to involve families in their children’s early education.
Comments
2b Supporting and empowering families and communities through respectful, reciprocal relationships
Comments
2c Involving families and communities in their children’s development and learning
Seminar in Early Childhood –Fall 2009: Page 10
Comments
Tool 3: Communication skills
Fails to meet Expectations (0)
Meets Expectations (1 pt)
Exemplary (2 pt)
Work does not demonstrate mastery of scholarly standard English. Paper’s presentation lacks professionalism
Work demonstrates attention to standard English and is professionally presented including * Clear statement of focus introducing the topic * Headings to organize the paper and as a roadmap for the reader * Follows required form and formatting guidelines * Applies APA accurately
. . . and is highly readable; grammatically correct, with no errors that detract from the meaning; and uses vocabulary appropriate for graduate level work.
Fails to meet Expectations (0)
Meets Expectations (1 pt)
Exemplary (2 pt)
Work lacks evidence of knowledge of theory & research
Work reflects knowledge of relevant theory and research by identifying similarities and differences among sources and/or raising well reasoned questions and issues
… and applies theory and research effectively by providing specific examples and applications of standardsbased best practices.
Fails to meet Expectations (0)
Meets Expectations (.5 pt)
Exemplary (1 pt)
Work does not reflect reliance on appropriate resources.
Work reflects reliance on a wide range of foundational as well as recently released professional resources
. . . showing appropriate use of a wide variety of human, material, and technological resources
Comments
Tool 4: Mastery of relevant theory and research
Comments
Tool 5: Skills in identifying and using professional resources Comments
Seminar in Early Childhood –Fall 2009: Page 11
Name: ________________________________ Summary of evaluation: EDEC 797 Paper on Standard 2 Standard 2a: fails to meet expectations meets expectations
exemplary
Standard 2b:
fails to meet expectations
meets expectations
exemplary
Standard 2c:
fails to meet expectations
meets expectations
exemplary
Tool 3
fails to meet expectations
meets expectations
exemplary
Tool 4
fails to meet expectations
meets expectations
exemplary
Tool 5
fails to meet expectations
meets expectations
exemplary
Seminar in Early Childhood –Fall 2009: Page 12
Name __________________________________
Score ____ out of 20 points
Paper on Standard 3. Observing, Documenting, & Assessing to Support Young Children & Families 3a. Understanding the goals, benefits, and uses of assessment
Fails to meet Expectations (0)
Meets Expectations (2)
Exemplary (4)
Evidence of the candidate’s understanding of the goals, benefits, and uses of assessment is weak or nonexistent.
Work shows knowledge of the primary goals of early childhood assessment and the importance of aligning programs’ goals, curriculum, teaching strategies, and assessment. Candidate explains how assessment can be used in positive ways and how inappropriate assessment may harm children and families
…. and describes their positive uses of assessment to support their program’s goals while benefiting children and families.
Fails to meet Expectations (0)
Meets Expectations (2)
Exemplary (4)
Candidate demonstrates neither research-based knowledge nor competence using assessment tools in ways that reflect an understanding of their appropriate use.
Candidate demonstrates research-based knowledge and describes competence using observation, documentation, and other assessment tools in age and culturally appropriate ways that reflect an understanding of the characteristics, strengths, limitations and appropriate use of various approaches to assessment
... and demonstrate their skill using information gained from assessments to inform their own practice and/or make referrals to allied professionals.
Fails to meet Expectations (0)
Meets Expectations (2)
Exemplary (4)
Candidate neither identifies current issues related to assessment nor can provide examples of responsible as well as irresponsible assessment.
Candidate identifies current educational, legal and ethical issues related to assessment and can provide examples of responsible as well as irresponsible assessment. Examples from practice illustrate his/her responsible use of assessment when working with diverse children
. . . and shows that s/he is well versed about current issues related to assessment. The candidate’s description of his/her uses of assessment illustrates success using assessment to benefit diverse children and families.
Comments
3b. Knowing about and using observation, documentation, and other appropriate assessment tools and approaches
Comments
3c: Understanding and practicing responsible assessment
Seminar in Early Childhood –Fall 2009: Page 13
Comments
3d. Knowing about assessment partnerships
Fails to meet Expectations (0)
Meets Expectations (2 pt)
Exemplary ( 4 pts)
Evidence of candidate’s knowledge of assessment partnerships is weak or non-existent.
Candidate articulates the rationale for these partnerships and describes skills in team building and communicating with families and other professionals around assessment issues
... and demonstrates that s/he can contribute to partnerships with families and other professionals in designing, interpreting, communicating and utilizing information generated from assessments.
Fails to meet Expectations (0)
Meets Expectations (.5 pt)
Exemplary (2 pt)
Work does not demonstrate mastery of scholarly standard English. Paper’s presentation lacks professionalism.
Work demonstrates attention to standard English and is professionally presented including * Clear statement of focus introducing the topic * Headings to organize the paper and as a roadmap for the reader * Follows required form and formatting guidelines * Applies APA accurately
. . . and is highly readable; grammatically correct, with no errors that detract from the meaning; and uses vocabulary appropriate for graduate level work.
Fails to meet Expectations (0)
Meets Expectations (.5 pt)
Exemplary (2 pt)
Work lacks evidence of knowledge of theory & research
Work reflects knowledge of relevant theory and research by identifying similarities and differences among sources and/or raising well reasoned questions and issues
… and applies theory and research effectively by providing specific examples and applications of standardsbased best practices.
Comments
Tool 3: Communication skills
Comments
Tool 4: Mastery of relevant theory and research
Seminar in Early Childhood –Fall 2009: Page 14
Comments
Tool 5: Skills in identifying and using professional resources
Fails to meet Expectations (0)
Meets Expectations (.5 pt)
Exemplary (1 pt)
Work does not reflect reliance on appropriate resources.
Work reflects reliance on a wide range of foundational as well as recently released professional resources
. . . showing appropriate use of a wide variety of human, material, and technological resources
Comments
Name __________________________________ Summary of evaluation: EDEC 797 Paper on Standard 3 Standard 3a: fails to meet expectations meets expectations
exemplary
Standard 3b:
fails to meet expectations
meets expectations
exemplary
Standard 3c:
fails to meet expectations
meets expectations
exemplary
Standard 3d:
fails to meet expectations
meets expectations
exemplary
Tool 3
fails to meet expectations
meets expectations
exemplary
Tool 4
fails to meet expectations
meets expectations
exemplary
Tool 5
fails to meet expectations
meets expectations
exemplary
Seminar in Early Childhood –Fall 2009: Page 15
Name __________________________________
Score ____ out of 20 points
Paper on Standard 5. Growing as a Professional 5a. Identifying and involving oneself with the early childhood field
Fails to meet Expectations (0)
Meets Expectations (2 pts)
Exemplary (5 pts)
Candidate shows neither an understanding of the early childhood field as a distinctive profession nor provides evidence of his/her active involvement in the field.
Candidate shows an understanding of the early childhood field as a distinctive profession, provides evidence of his/her active involvement in the field, describes his/her current and emerging professional roles and identifies challenges faced by the field
…. and expresses a clear sense of belonging to a distinctive profession with complex historical roots. In the description of his/her professional development the candidate acknowledges links to the field’s history and articulates well-developed perspectives on the challenges s/he faces as a professional as well as those faced by the field.
Fails to meet Expectations (0)
Meets Expectations (2 pts)
Exemplary (5 pts)
Evidence of candidate’s knowledge of ethical and other professional guidelines is weak or non-existent
Candidate demonstrates knowledge of the NAEYC Code of Ethical Conduct as evidenced by examples of how the Code may be used to analyze and resolve the ethical issues they face. Candidates demonstrate familiarity with other regulations or standards they are expected to apply to their practice.
Examples and applications of the Code of Ethics and other relevant professional guidelines are extensive and specific.
Fails to meet Expectations (0)
Meets Expectations (2 pts)
Exemplary (5 pts)
Evidence of candidate’s commitment to continuous, collaborative learning is weak or non-existent
Candidate communicates specific plans for continuing education and documents effective collaboration across disciplines
… and describes contributions s/he has made to others’ professional growth. The candidate describes effective collaborations, including work across disciplines and in inclusive settings.
Comments
5b. Knowing about and upholding ethical and other professional guidelines
Comments
5c. Engaging in continuous, collaborative learning that informs practice.
Comments
Seminar in Early Childhood –Fall 2009: Page 16
5d. Integrating knowledgeable, reflective, and critical perspectives on early education
Fails to meet Expectations (0)
Meets Expectations (1 pt)
Exemplary (2 pts)
Evidence of the candidate’s knowledge of the field and ability to engage in reflective, critical analysis is weak or nonexistent.
Candidate demonstrates essential understanding of the field’s central issues, standards, & research findings. In his/her work the candidate analyzes and reflects upon his/her practice and demonstrates the ability to think about issues and an understanding of the value of negotiation to resolve differences
… and demonstrates how his/her work has included analysis and reflection as well as the ability to gain practical insights by analyzing issues facing the field.
Fails to meet Expectations (0)
Meets Expectations (1 pt)
Exemplary (2 pts)
Work does not demonstrate mastery of scholarly Standard English. Paper’s presentation lacks professionalism
Work demonstrates attention to standard English and is professionally presented including * Clear statement of focus introducing the topic * Headings to organize the paper and as a roadmap for the reader * Follows required form and formatting guidelines * Applies APA accurately
. . . and is highly readable; grammatically correct, with no errors that detract from the meaning; and uses vocabulary appropriate for graduate level work.
Fails to meet Expectations (0)
Meets Expectations (.5 pt)
Exemplary (1 pt)
Work lacks evidence of knowledge of theory & research
Work reflects knowledge of relevant theory and research by identifying similarities and differences among sources and/or raising well reasoned questions and issues
… and applies theory and research effectively by providing specific examples and applications of standardsbased best practices.
Comments
Tool 3: Communication skills
Comments
Tool 4: Mastery of relevant theory and research
Seminar in Early Childhood –Fall 2009: Page 17
Comments
Tool 5: Skills in identifying and using professional resources
Fails to meet Expectations (0)
Meets Expectations (.5 pt)
Exemplary (1 pt)
Work does not reflect reliance on appropriate resources.
Work reflects reliance on a wide range of foundational as well as recently released professional resources
. . . showing appropriate use of a wide variety of human, material, and technological resources
Comments
Name __________________________________ Summary of evaluation: EDEC 797 Paper on Standard 5 Standard 5a: fails to meet expectations meets expectations
exemplary
Standard 5b:
fails to meet expectations
meets expectations
exemplary
Standard 5c:
fails to meet expectations
meets expectations
exemplary
Standard 5d:
fails to meet expectations
meets expectations
exemplary
Tool 3
fails to meet expectations
meets expectations
exemplary
Tool 4
fails to meet expectations
meets expectations
exemplary
Tool 5
fails to meet expectations
meets expectations
exemplary
