Program Report for the Initial Preparation of Early Childhood Teachers National Association for the Education for Young Children (NAEYC) NATIONAL COUNCIL FOR ACCREDITATION OF TEACHER EDUCATION

COVER SHEET 1. Institution Name University of Central Missouri 2. State Missouri 3. Date submitted MM DD YYYY 01

/ 31

/ 2008

4. Report Preparer's Information: Name of Preparer: Jennifer E. Aldrich Phone:

Ext.

( 660 ) 543 - 4235 E-mail: [email protected] 5. NCATE Coordinator's Information: Name: Joyce Anderson Downing Phone:

Ext.

( 660 ) 543 - 8762 E-mail: [email protected] 6. Name of institution's program Bachelor of Science in Education, Early Childhood

7. NCATE Category Early Childhood Education-First Teaching License

8. Grade levels(1) for which candidates are being prepared Birth through grade 3, Early Childhood (1) e.g. Early Childhood; Elementary K-6

9. Program Type j Advanced Teaching k l m n i First teaching license j k l m n j Other School Personnel k l m n j Unspecified k l m n 10. Degree or award level i Baccalaureate j k l m n j Post Baccalaureate k l m n j Master's k l m n j Post Master's k l m n j Specialist or C.A.S. k l m n j Doctorate k l m n j Endorsement only k l m n 11. Is this program offered at more than one site? j Yes k l m n i No j k l m n 12. If your answer is "yes" to above question, list the sites at which the program is offered

13. Title of the state license for which candidates are prepared State of Missouri Initial Professional Certificate Early Childhood Education, B-3 14. Program report status: i Initial Review j k l m n j Response to a Not Recognized Decision k l m n j Response to National Recognition With Conditions k l m n 15. State Licensure requirement for national recognition: NCATE requires 80% of the program completers who have taken the test to pass the applicable state licensure test for the content field, if the state has a testing requirement. Test information and

data must be reported in Section III. Does your state require such a test? i Yes j k l m n j No k l m n SECTION I - CONTEXT 1. Description of any state or institutional policies that may influence the application of NAEYC standards. (Response limited to 4,000 characters) Early Childhood (EC) EC is part of the Dept. of Curriculum and Instruction (C&I) in the College of Education (COE) at the University of Central Missouri (UCM). UCM is a regional, mid-size institution that began as a Normal School over 136 years ago. The COE houses the Department of Curriculum and Instruction (C & I), which offers 3 undergraduate degree programs: B.S. in Child and Family Development (CFD); B.S.E. in Elementary Education (EL) [2 options: Birth - 3rd grade (B-3) and 1st - 6th grade (1-6)]; and, B.S.E. in Middle School Education. The majority of our candidates complete the requirements for both EL options simultaneously & earn dual certification enabling them to teach B-6. Approximately 50-80 EC candidates (B-3 & dual certification B-6) graduate each year and teach in schools throughout Missouri (MO). (All dual certified candidates may not be reflected in #8 if they were coded as EL 1-6 instead of B-6). The EC option is designed to meet MO certification for teaching B-3. The state certifies candidates to teach B-3, but most of our EC candidate teach in public schools (PreK-3). The EC option is a 4-year, 129 credit hour program with 28 credit hours specifically targeted to EC & integrated across the university, i.e. 3 courses are taught by the EC faculty and 3 by the CFD faculty in our department, and 6 taught in special education, communication disorders, physical education, or dietetics and nutrition. UCM UCM's time-line shows the evolution of a multi-faceted, multi-college institution serving more than 10,000 undergraduate and graduate students. *1871: a two-year institution, State Normal School #2 was created for teacher preparation. *1916: State Normal School became Central Missouri State Teachers College and began offering fouryear degrees. *1946: became Central Missouri State College and in 1947-1949 began to offer Master of Science in Education, Master of Arts, and Education Specialist degrees. *1972: Missouri General Assembly granted university status and name change to Central Missouri State University in recognition of the changing role and importance of the college. *2006: became UCM, reflecting the newly defined mission of becoming a nationally recognized university that delivers a world-class education. Teacher Education Teacher education has remained a consistent focus of the university. In 2000, during the State of University address, the president reaffirmed teacher education as the first of four cornerstones of the university. UCM has an excellent reputation in MO and the region for teacher preparation and is the longest continuously NCATE-accredited public institution MO. Changes Since our 2002 NCATE site visit, a number of events have taken place at the state and institutional level that have impacted our program. The Missouri Department of Elementary and Secondary Education (DESE) revised and aligned their standards for initial certification with Specialized Professional Associations (SPAs). In the 1990s, MO mandated portfolio assessment based on DESE standards for all

educator preparation. Two years ago, DESE removed the undergraduate portfolio requirement. The PEF (Professional Education Faculty) voted in 2006 to remove the portfolio as a requirement. Programs may use other measures to demonstrate candidate competency on MoSTEP. In addition, UCM has seen administrative (president, provost, and deans) and organizational changes (fifth college). Jan. 1, 2007, the College of Education (COE) was formed with 3 academic departments and 4 centers. Limit on Hours in Major The university governance system has instituted a reduction of the min. credit hrs. needed to graduate from 124 to 120. This limits the opportunity for additional courses. As competencies increase, existing courses are adapted. EC includes courses required for general education, professional education, content expertise, certification and other coursework to meet program, state, and NAEYC Standards. 2. Description of the field and clinical experiences required for the program, including the number of hours for early field experiences and the number of hours/weeks for student teaching or internships. (Response limited to 8,000 characters) The set of clinical experiences for all EC candidates at UCM is set by the state for certification. 1. Pre-student teaching min. 90 contact hours required by the state a. 30 contact hours at the infant/toddler age* b. 30 contact hours at pre-K/Kindergarten* c. 30 contact hours at primary (K-3)* 2. Student teaching – 12 semester hours (full days for 14 weeks) a. Two different age levels – infant/toddler, pre-K/Kindergarten, primary K-3 b. Each experience requires a minimum of five semester credit hours *The EC candidates at UCM complete over 221 pre-student teaching hours. The professional standards and the College's conceptual framework are successfully blended throughout the early childhood program. EC educators must possess a thorough knowledge base, including foundational theories. While all courses and program requirements address this component of the conceptual framework to some degree, it is specifically introduced in beginning courses: EDCI 2100 Foundations of Education, EDCI 2240 Educational Psychology, and EDSP 2100 Education of the Exceptional Child, CFD 1220 Child Development, and EDCI 2830 Early Childhood Principles. Each of these courses provides students with basic knowledge of how all students learn, effective assessment and instructional practices for all students, characteristics of successful schools and classroom, basic techniques for classroom observation and data collection, and other theory based aspects of effective instruction. Candidates are encouraged to think analytically, practically, and creatively, as they complete activities in class and field experiences (courses below). CFD 1220: Child Development: Emphasis on growth and change and introduction to observation. EDCI 2830: Early Childhood Principles: A sophomore level, three credit hour course that requires EC candidates to observe/interact for 30 hours. The candidates split their time between observing and interacting with infant/toddlers (10 hours) and preschoolers (15 hours) and interacting and interviewing families and early childhood professionals (5 hours). The EC candidates use observation forms to guide them and then reflect on what they have witnessed. EDCI 3850: Development and Learning Through Play and CFD 3260: Child Development Practicum: These junior level courses are co-requisites. CFD 3260 is a one credit hour course. EC candidates spend 3 hours per week for a semester total of 45 clock hours in the University of Central Missouri Child Development Lab (UCM CDL). The classroom is a mixed-age group between the ages of two through six years. CFD 3260 requires candidates to use theoretical basis and apply it to decision making and

planning as they begin to work with children and collaborate with families. The director of the UCM CDL is a faculty member in C & I, and the lead teacher is a certified early childhood educator. EDCI 3850 is a three credit hour course that provides candidates the theory that they put into practice in the UCM CDL. EDSP 3150/3151 Community and Family Resources/Practicum for Community and Family Resources: EC candidates observe and interact with infants and toddlers who are typically developing (10 hours) and have special needs (20 hours) in at least two different settings for a total of 30 hours. EDCI 4400 Classroom Management: This senior level class is taken in the same semester as EDCI 4830 and requires the EC candidate to spend 6-9 hours in the field. EC candidates advance their knowledge and skills using general, age appropriate classroom management techniques, integrating them with developmentally appropriate teaching strategies and teach P-3 students a mini-lesson that is critiqued for classroom management techniques. EDCI 4830: Early Childhood Curriculum -- Early Childhood Professional Development School (PDS)): The semester before the early childhood candidates student teach, they are in a semester long (45-50 hours) PDS experience in K- 2 classrooms. The foci of this course are a child study, teaching (two activities are planned and executed), documentation (video of child’s thinking and video of teacher candidate), advocacy, professional knowledge, ethics, and family involvement. EDCI 2100 Foundations of Education and Field Experience provides an overview of the American public school and requires 30 hours of interaction in public school. EDCI 1310 Physics for Teachers involves Partnered Inquiry between candidates and children 6 times each semester in 2nd and 3rd grades at a public school for a total of approximately 7.5 hours during a semester. The 5 E learning cycle format is used for three sets of two visits. The assignments for the candidates for this part of the course emphasize descriptive and interpretive skills related to formative assessment (in science). The candidates write and also present about focal students using a process derived from descriptive review and interpretive portraiture. EDSP 2100 Education of Exceptional Children or PSY 4200 Psychology of Exceptional Children: Candidates observe in a public school for one school day (or the equivalent; 6-8 hours total), half in a mainstream/integrated setting and half in a pullout setting. The candidates interview the teachers, diagram the classroom, write a narrative summary of their observation, and complete a reflection. Observations may take place in any public or charter school that serves P-12 students with disabilities in inclusive settings. EDCI 2110 World Diversity and America includes two day long field trips to urban charter schools and provides an analysis of global interdependence with an emphasis in cultural interaction to better understand human diversity issues, diverse perspectives, one another, and one’s own place in the world and America. EDCI 3210 Methods of Reading addresses the fundamental concepts, skills, attitudes and methods of developing, promoting and managing reading instruction. The candidates in EDCI 3210 are required to complete 10 hours of field experience. The first three hours are observation of language arts (i.e. watching the teacher, observing the literate environment, and watching children engaging in literacy activities). The rest of the visits are working one on one with a student. The candidates keep a journal of their activities, i.e. making connections to the things they are learning in class. EDCI 3410 Children's Literature and EDCI 3220 Teaching Language Arts (optional Junior Professional

Development School Block* (Jr. Block)): EDCI 3410/3220 provide 22.5 hours of field experience The Jr. Block is an integrative approach to teaching the communication arts of reading, writing, listening, and speaking in the elementary curriculum. (*All candidates take EdCI 3410 and 3220 but only the Junior Block is integrated and includes field experience. We have a large number of transfer students who have one or the other so both methods of instruction are available.) EDCI 4350 Elementary Science Teaching Strategies: Candidates make 8-9 visits/semester (including summer) to elementary and middle schools. Host teachers request that candidates address certain topics in the curriculum, and often share common assessment instruments. The learning cycle is promoted as a way for planning and discussing episodes. Interns are asked to write about a focal child after visits and to compose a more complete "portrait" toward the end of the course, addressing the question, "how is the child of interest trying to make sense of the question / topic / phenomenon?" The National Science Education Standards provide the pedagogical foundation. EDCI 4493/4496 Student Teaching Early Childhood I/Student Teaching Elementary II: Student teaching is a full day placement for an entire semester. Student teaching proceeds through four general stages: Observation, Assisting, Lead Teaching and Phase-Out/Observation. (See attached - Courses for EC with field exp.) 3. Description of the criteria for admission, retention, and exit from the program, including required GPAs and minimum grade requirements for the content courses accepted by the program. (Response limited to 4,000 characters) The program has 4 underpinning benchmarks for entry, student teaching, graduation and certification. Benchmark 1: The candidates are admitted to the Teacher Education Program (TEP) (admission). Benchmark 2: The candidates are recommended for student teaching (retention). Benchmark 3: There are specific requirements for graduation but a student might graduate without certification (exit). Benchmark 4: Certification. Benchmark 1: Admission to the TEP Admission to the TEP is required before candidates may enroll in upper division professional ed. classes. The following min. requirements must be met prior to admission to the TEP. Complete the required TEP application; complete at least 48 semester hours of college credit with a minimum 2.5 cumulative GPA; currently enrolled at UCM with a minimum Central 2.5 GPA; complete the following courses with a grade of "C" or above: EdCI 2100 Foundations of Education and Field Experience, EdCI 2240 Educational Psychology, Engl 1020 Composition I, college level math, and COMM 1000 Public Speaking or equivalent; obtain a C & I recommendation by passing the initial level electronic portfolio; candidates must pass all 5 sections of the College Basic Aptitude and Skills Exam (CBASE) for teachers with a minimum score of 235; and, prior to admission to the TEP all candidates must have a clear criminal background check. Benchmark 2: Admission to the Professional Education Semester and Student Teaching Student teaching is the primary component of the professional education semester. The following minimum requirements must be met prior to student teaching placement: admission to the TEP; completion of a minimum of ninety semester hours of university credit; a satisfactory appraisal for student teaching from C & I upon receiving a satisfactory rating on the dispositions survey and passing the mid level electronic portfolio, and; evidence of computer proficiency (a computer course may be taken for credit or the requirement may be met by other coursework); a doctor’s certificate or other evidence of good health if required by the school system where the candidate is placed for student teaching; candidate must have earned a minimum of 6 semester hours of credit at UCM; a minimum cumulative grade point average of 2.50 (4-pt. scale) on all university work attempted, on all courses taken at UCM, and in EC; meeting all

prerequisites for professional semester courses and student teaching; the Teacher Education Council (TEC) requires the PRAXIS II be taken prior to student teaching. Benchmark 3: Graduation Complete all degree requirements successfully, including student teaching (minimum of a "C"); GPAs: 2.5 cum; 2.5 UCM; 2.5 major and 2.5 in all professional education classes (4-pt. scale); and take EC Praxis II 20021. Successful completion of student teaching includes satisfactory ratings on Student Teacher Evaluations, Unit Plan and Assessment, and Dispositions (Assess. # 3, 4, 5, & 8) Benchmark 4: Certification Missouri state regulations stipulate: completion of the bachelor's degree and all other university and DESE criteria; completion of student teaching with a "C" or higher; GPA minimums: 2.5 cum; 2.5 UCM; 2.5 EC and 2.5 in all professional education classes (4-pt. scale) with no grade lower than “C” (professional education courses are defined as those listed in the state certificate requirements as (a) Foundations of Teaching, (b) Teaching Methods, and (c) Clinical Experiences); completion of a EC PRAXIS II 20021 with a score no lower than 166; and, departmental recommendation based on passing the final level student performance portfolio. State Professional Course Requirements - minimum credit hours (ch): Foundations of Teaching-6 ch; Child Development-9 ch; Teaching the Young Child-21 ch; Home/School/Comm Relations-6 ch; Program Mgt.-6 ch and field experiences (In#2 above) 4. Description of the relationship (2)of the program to the unit's conceptual framework. (Response limited to 4,000 characters) The EC program operates under our mission statement, ideological tenets, NAEYC standards, and MoSTEP state standards which all align with our conceptual framework for teacher education at UCM. EC faculty have been active participants in the ongoing review, revision, and articulation of the conceptual framework. The belief statement and mission of the conceptual framework are reflected throughout the EC program and emphasize several themes: theory and research as applied in practice, content knowledge, pedagogical skills, respect for diversity, scholarship, collaboration, reflection and assessment. Belief Statement: The Central educator is a competent, caring, reflective practitioner committed to the premise that all can learn. Mission: As a cornerstone of the institution for over 136 years, the UCM'sTeacher Education Program (TEP) shapes teachers and other school professionals who are well grounded in theory, display competence in content knowledge, and instructional strategies, and possess the dispositions to ensure success for all learners. The TEP prepares individuals as professional educators for an ever-changing, culturally diverse population. Faculty & candidates provide support and service to schools in meeting their present and future challenges by developing communities that learn through research and scholarly activities. Educator preparation is a campus-wide responsibility, a commitment that reflects the honor and worth of serving a vital profession. EC faculty endorse the knowledge, skills and dispositions supported by the following ideological tenets: varied field experiences are essential, educators must gather, snythesize, & utilize information to inform teaching, and educators value diversity and believe all can learn. With the goal of developing reflective practitioners, the program incorporates and values both knowledge and experience. The EC faculty acknowledges that neither knowledge nor experience, by

itself, will produce an effective early childhood educator. The EC program incorporates a developmental process that requires intentional expansion of knowledge, skills, and dispositions fundamental to NAEYC standards and the conceptual framework. Throughout the program, EC candidates are both encouraged and required to (1) think analytically about the knowledge of EC theory and strategies (NAEYC 1 & 4); (2) think practically about integrating course content into real world situations (applying knowledge to classroom practice) (NAEYC 2, 3, 4, 5); and (3) think creatively about the teaching, learning and the decision making processes associated with effective instruction (NAEYC 1, 3, 4, 5) (see Section1, part 2). However, it is not sufficient for candidates to merely understand and articulate the knowledge base. They must also develop skills in applying their knowledge to real issues and situations. Structured activities and classroom observations in both core and early childhood courses provide candidates with multiple opportunities to explore relationships between theory and practice. By requiring active participation in planned classroom simulations and field experiences, candidates have the opportunity to apply skills in authentic experiences. Critical thinking and reflective practice are infused into the entire EC program. Classroom activities, field experiences, standards-based portfolio artifacts tied to reflective statements provide multiple opportunities for candidates to examine professional knowledge, apply empirically-supported strategies in simulated and authentic settings, and evaluate the impact on student learning NAEYC 1, 2, 3, 4, 5). In addition, PDS provides a realistic opportunity to implement ideas addressed in course content, allowing for a progression of responsibilities that increase in scope and challenge, and to experience collaboration and diversity. This scaffolding of instructional practices develops candidates who demonstrate the competencies in NAEYC Standards. (2): The response should describe the program's conceptual framework and indicate how it reflects the unit's conceptual framework.

5. Indication of whether the program has a unique set of program assessments and their relationship of the program's assessments to the unit's assessment system(3). (Response limited to 4,000 characters) UCM Teacher Education Unit Assessment System UCM’s Unit-level assessment system for EC candidates includes a variety of measures and markers required at critical transition points in the program (benchmarks in # 3 above). The standards-based assessment system is based on MoSTEP standards for initial certification, which are an outgrowth of INTASC standards plus an 11th standard addressing use of technology in instruction. In 2005, assessments and scoring rubrics were designed by members of the UCM Professional Education Faculty (PEF) as well as community and public school representatives. NCATE accreditation requirements, as well as those pertaining to discipline-specific SPAs were considered in development of the assessment system. Assessments use a Likert-type scale (Does Not Meet, Progressing, Meets, Exceeds) with standards-based scoring rubrics: formative student teacher observation, development of instructional unit plan and assessment, instructional unit plan and assessment evaluation (implementing unit plan and lesson plan, conducting formative and summative assessments, and reflection), dispositions assessment, impact on student learning, and summative student teaching evaluation. In addition, the theme of the UCM Conceptual Framework—the Reflective Practitioner—is reflected in items across several of the measures. Data generated by the Unit assessments are reviewed annually by program faculty, program advisory committees, the COE Assessment Committee, and the TEC. Results are used for decisionmaking and program improvement, as well as to inform candidates of their progress. Student Teaching Assessment. University Supervisors observe candidates in their classroom assignments a minimum of four times. On each of the first three visits, they complete the Formative Student Teaching Evaluation, rate the candidates on their knowledge, skills and dispositions based on the MoSTEP standards, and provide

constructive feedback. During or immediately following the fourth visit, Supervisors complete the Summative Assessment. Candidates whose ratings indicate they have not met one or more standards are provided with recommendations to plan for a continuing professional development. During Student Teaching, candidates are required to develop and teach an instructional unit. The Instructional Unit Plan and component lesson plans are assessed by the University Supervisor. The candidates then teach at least one of the lessons when the University Supervisor is present, and complete a reflective activity describing how they incorporated formative and summative assessment into the unit, how their instruction affected student learning outcomes, and what they would do to improve or follow up on the instructional sequence. The University Supervisor also evaluates and scores this document using an Assessment/Impact scoring guide. A summative Disposition Assessment is completed by the University Supervisor at the conclusion of Student Teaching. The Teacher Education Assessment Committee (TEAC) Survey The TEAC Survey is distributed to graduates teaching in MO during the first and second year after graduation. District administrators rate the knowledge, skills and dispositions of UCM’s graduates. First and second year teachers are asked to identify the impact of UCM’s teacher program on their practice. A similar survey is distributed at two formative points during the teacher education program as well—as part of the foundations course and during the student teaching semester. Additional Assessments Specific to the Early Childhood Program Assessments specific to the EC program include the Student Teacher Evaluation Addendum that addresses NAEYC Standards not specifically addressed in the unit Student Teacher Evaluation. In addition, the Child Study, EDCI 3850/CFD 3260 Practicum Assessment and comprehensive exam were designed according to NAEYC standards and are specific to EC. The EC assessments are described in Section IV. (3) This response should clarify how the key accessments used in the program are derived from or informed by the assessment system that the unit will address under NCATE Standard 2.

6. This system will not permit you to include tables or graphics in text fields. Therefore any tables or charts must be attached as files here. The title of the file should clearly indicate the content of the file. Word documents, pdf files, and other commonly used file formats are acceptable. EC Crosswalk of NAEYC and state standards and state certification requirements

Chart of Courses for EC with Field Experiences before Student Teaching

See Attachments panel below.

7. Please attach files to describe a program of study that outlines the courses and experiences required for candidates to complete the program. The program of study must include course titles. (This information may be provided as an attachment from the college catalog or as a student advisement sheet.) Advising Sheet: B.S.E. Early Childhood Birth-Grade 3

Advising Sheet: 4 year plan for EC

See Attachments panel below.

8. Candidate Information Directions: Provide three years of data on candidates enrolled in the program and completing the program, beginning with the most recent academic year for which numbers have been tabulated.

Report the data separately for the levels/tracks (e.g., baccalaureate, post-baccalaureate, alternate routes, master's, doctorate) being addressed in this report. Data must also be reported separately for programs offered at multiple sites. Update academic years (column 1) as appropriate for your data span. Create additional tables as necessary. Program: BSE in Early Childhood Academic Year

# of Candidates Enrolled in the Program

# of Program Completers(4)

2006-2007

342

52

2005-2006

420

77

2004-2005

404

77

(4) NCATE uses the Title II definition for program completers. Program completers are persons who have met all the requirements of a state-approved teacher preparation program. Program completers include all those who are documented as having met such requirements. Documentation may take the form of a degree, institutional certificate, program credential, transcript, or other written proof of having met the program's requirements.

9. Faculty Information Directions: Complete the following information for each faculty member responsible for professional coursework, clinical supervision, or administration in this program. Faculty Member Name

Aldrich, Jennifer

Highest Degree, Field, & University(5)

Ed. D. Early Childhood Education, University of North Texas, 2000

Assignment: Indicate the role Teaching, early childhood program coordinator, administrative duties of the faculty member(6) Faculty Rank(7) Tenure Track

Associate Professor

b YES c d e f g

Scholarship (8), Leadership in Professional Associations, and Service (9):List up to 3 major contributions in the past 3 years(10)

Aldrich & Thomas. (2005). Evaluating constructivist beliefs of teacher candidates. Journal of Early Childhood Teacher Education 25, 339-347. President, Missouri Unit Association of Teacher Educators: Co-organizer of regional conference Member of Editorial Board for The Journal of Early Childhood Teacher Education

Teaching or other professional experience in P12 schools(11)

PDS internship supervisor (5 years)r; Pre-School Teacher (8 years) and Director (3 years); Supervised student teachers in P-12 classes (2 years)

Faculty Member Name

Bordere, Tashel

Highest Degree, Field, & University(5)

Ph.D. Human Environmental Sciences, University of Missouri, 2003

Assignment: Indicate the role Teaching Child & Family Development Program of the faculty member(6) Faculty Rank(7) Tenure Track (8)

Assistant Professor

b YES c d e f g

Scholarship , Leadership in Professional Associations, and Association of Death Ed. and Counseling (ADEC)-Chair of People of Service (9):List up to 3 major Color/Multicultural Comm Bordere, T. (2005). Second-lining at death in New Orleans. The Forum, 31, 1-3. contributions in the past 3 (10) years

Teaching or other professional experience in P12 schools(11)

n/a

Faculty Member Name

Brant, Kitty

Highest Degree, Field, & University(5)

EDd Educational Leadership St. Louis University 2003

Assignment: Indicate the role Faculty of the faculty member(6) Faculty Rank(7) Tenure Track Scholarship (8), Leadership in Professional Associations, and Service (9):List up to 3 major contributions in the past 3 years(10)

Assistant Professor

c YES d e f g Brant, Kitty (2007) Presentation: A royal professional development school. National PDS Conference, Las Vegas, NV Brant, Kitty (2006) Presentation: Reading in a professional development school. International Reading Association, Dublin, Ireland

Teaching or other professional experience in P12 schools(11)

Assistant Professor in C&I in PDS (2004-present) Literacy Director -RPDC worked with public schools in region (2001-2002). Reading Specialist-Blue Springs, MO (2000-2001). Elementary principal-Warrensburg, MO (1995-2000). First grade teacher-Warrensburg, MO (1980-1995). Director of Day Care-Warrensburg, MO (1974-1979).

Faculty Member Name

Butterfield, Dawna Lisa (Buchanan)

Highest Degree, Field, & University(5)

Ph.D. Language, Literature & Literacy: The Ohio State University, 1989

Assignment: Indicate the role Faculty of the faculty member(6) Faculty Rank(7) Tenure Track

Professor

b YES c d e f g

Scholarship (8), Leadership in Professional Associations, and Service (9):List up to 3 major contributions in the past 3 years(10)

Editor, (2008 – 2005) The Dragon Lode (IRA –SIG) Foster, Buchanan, & Theiss. (2008). Pour quoi Tales on the Literacy Stage. Accepted to The Reading Teacher, IRA. Buchanan, D. (2006). Interview with Gloria Skurzynksi & George O’Connor. Intervention in School & Clinic, PRO-ED INC. Chang, Buchanan, Powell-Brown, Pecina, & Yao. (2006). Portrait of Canada & the US: How these 2 countries are reflected in children’s textbooks. The Journal of the Institute of Justice & International Studies.

Teaching or other professional experience in P12 schools(11)

Three years P - 12, Ohio.

Faculty Member Name

Burke, J.P.

Highest Degree, Field, & University(5)

Ed.D., Rutgers University, 1976 (Accredited by American Psychological Association & NCATE)

Assignment: Indicate the role Professor of Psychology & Educational Psychology, Program Coordinator/Educational Psychology of the faculty member(6) Faculty Rank(7) Tenure Track

Professor

b YES c d e f g

Scholarship (8), Leadership in Professional Associations, and Service (9):List up to 3 major contributions in the past 3 years(10)

Burke, Truelove, & Wallace, (2007, June). Using Dialectical Instruction to Facilitate Novel Solutions to Controversies in Psychology. APS, Washington, D. C. Burke & Wallace. (2006, January). Asynchronous Instruction of Educational Psychology Using a Dialectical Thinking Strategy. Hawaii International Conf. on Ed. Chair, APA Site Visitors' Accreditation Team, Ph.D. Prog. in School Psychology, Syracuse University, March 2006

Teaching or other professional experience in P12 schools(11)

8+ years in P-12 Experience

Faculty Member Name

Burkett, Ruth

Highest Degree, Field, & University(5)

Ph.D., Curriculum & Instruction (Science Education), University of South Florida, 2002

Assignment: Indicate the role Faculty of the faculty member(6) Faculty Rank(7) Tenure Track

Assistant Professor

b YES c d e f g

Scholarship (8), Leadership in Professional Associations, and Service (9):List up to 3 major contributions in the past 3 years(10)

Spector, Burkett, & Leard. (2007) Mitigating resistance to teaching science through inquiry: Studying self. Journal of Science Teacher Education 18 (2). Boston: Springer Publishing. Burkett, Leard, & Spector. (2003) Using an electronic bulletin board in science teacher education: Issues and tradeoffs. Journal of Interactive Online Learning, 3 (1) Available online http://www.ncolr.org/jiol/archives/2004/summer/01/index.htm Department of C & I, Elementary Cluster Co-Chair, 2004-2007.

Teaching or other professional experience in P12 schools(11)

6 years – grade 4 Science Teacher; 10 years Chapter 1 Teacher; 6 years – grades 5-7 Science Teacher; 2 years grade 4 Science Teacher; & 2 years grade 5 Teacher

Faculty Member Name

Chang, I. Joyce

Highest Degree, Field, & University(5)

Ph.D. Human Development and Family Sciences; Oregon State University, 1995

Assignment: Indicate the role Faculty of the faculty member(6) Faculty Rank(7) Tenure Track

Professor

b YES c d e f g

Scholarship (8), Leadership in Professional Associations, and Service (9):List up to 3 major contributions in the past 3 years(10)

(1) Refereed journal publications in the area of human development and family sciences. (2) Vice President- National Council on Family Relations. Family and Feminism Section. (3) Service on campus: CFD program coordinator and numerous on campus committees and leadership positions including Faculty Assembly President and Academic Planning Committee. (4) Major ContributionTeaching, Service and Scholarship. Program effectiveness and student supervision.

Teaching or other professional experience in P12 schools(11)

Preschool teacher; Kindergarten-Social work Internship; Group co-facilitator for K-5 children; Chinese School teachers.

Faculty Member Name

Dahman, Wanda L.

Highest Degree, Field, & University(5)

M.S.Ed. (Early Childhood Education with Reading Specialist) Central Missouri State University, 1972

Assignment: Indicate the role Faculty, Instructor of the faculty member(6) Faculty Rank(7) Tenure Track

Instructor

g YES c d e f

Scholarship (8), Leadership in Professional Associations, and Service (9):List up to 3 major Marzano Conference, UCM, Facilitator, 2007 contributions in the past 3 years(10) Teaching or other professional experience in P12 schools(11)

Adjunct Instructor, CMSU (2002-2004); Supervisor, Student Teachers, CMSU (2002); Public School Teacher, Warrensburg, MO (1971-2002).

Faculty Member Name

Ehlert, Dennis

Highest Degree, Field, & University(5)

Ph.D., Curriculum & Instruction, St. Louis University, 2003

Assignment: Indicate the role Faculty of the faculty member(6) Faculty Rank(7) Tenure Track

Assistant Professor

b YES c d e f g

Scholarship (8), Leadership in Professional Associations, and Service (9):List up to 3 major contributions in the past 3 years(10)

Refereed journal articles Neal & Ehlert (March 2007). Alphabet Recognition made simple. Intervention in school and clinic. 42, (4), 243-247 Neal & Ehlert. (November 2006). 20 ways to add technology for students with disabilities to the library or media center. Intervention in school and clinic 42, (2), 119-123 Ehlert, Neal, & Krohn. (November 2007). Administrators use of the portfolio in the hiring process. Paper presented at the 54th Annual SRATE Conference, St Louis, MO.

Teaching or other professional experience in P12 schools(11)

15 years

Faculty Member Name

Foster, Karen K.

Highest Degree, Field, & University(5)

Ed.D, Elementary Education, University of Northern Colorado, 1991

Assignment: Indicate the role Literacy faculty of the faculty member(6) Faculty Rank(7) Tenure Track

Literacy faculty

b YES c d e f g

Scholarship (8), Leadership in Professional Associations, and Service (9):List up to 3 major ACEI Executive Board - Member at Large #1 2007-10 contributions in the past 3 years(10) Teaching or other professional experience in P12 schools(11)

8 years -classroom teacher in grades preschool through 8th grade (public, private, & parochial)

Faculty Member Name

Frazier, Richard

Highest Degree, Field, & University(5)

Ph.D. Curriculum and Instruction/Science Education, University of Illinois at Urbana-Champaign, 1996

Assignment: Indicate the role Faculty of the faculty member(6) Faculty Rank(7) Tenure Track

Associate Professor

b YES c d e f g

Scholarship (8), Leadership in Professional Associations, and Service (9):List up to 3 major contributions in the past 3 years(10)

Sarkar & Frazier (2005-08). Scaffolding Authentic Learning by Inquiry: A FieldBased Project for Middle School. Improving Teacher Quality grant—Mo Depart of Higher Ed. Frazier (2005-08). Operation Classroom-Makeni Project. Inservice: Science, math, and primary teachers in Sierra Leone. http://members.aol.com/salonesix Frazier & Kamanda (2006). With the help of science we can improve: A professional development project in post-war Sierra Leone. Annual meeting NARST. San Francisco.

Teaching or other professional experience in P12 schools(11)

Physics for Teachers, Elementary Science Teaching Strategies, UCM, 1999present; Middle School, Singapore American School, 1988-1999; Jr. High Science, Dhahran Academy—Saudi Arabia International School, 1983-1988; Math, Science at Njala Komboya Secondary School, Sierra Leone (Peace Corps) 1976-1978; Jr. High Science, Charleston MO 1973-1975

Faculty Member Name

Jarman, Georgia

Highest Degree, Field, & University(5)

Ed. Spec, School Administration, UCM, 1997

Assignment: Indicate the role Faculty of the faculty member(6) Faculty Rank(7) Tenure Track

Instructor

c YES d e f g

Scholarship (8), Leadership in Professional Associations, and Doctoral Degree hours, St. Louis University, SRATE Conference Presentation, Service (9):List up to 3 major Faculty Search Committees, 2005, 2006 contributions in the past 3 years(10) Teaching or other professional experience in P12 schools(11)

17 years public schools

Faculty Member Name

King, Andrew

Highest Degree, Field, & University(5)

MS, Educational Technology, University of Central Missouri, 2000 ABD University of Missouri

Assignment: Indicate the role Assistant Professor in Social Studies / Technology of the faculty member(6) Faculty Rank(7) Tenure Track

Assistant Professor

b YES c d e f g

Scholarship (8), Leadership in Professional Associations, and King, A. (2007, November). GPS: Data collection, analysis, predictions: Teaching Service (9):List up to 3 major latitude and longitude. Paper presented at the annual meeting of the Southeast Regional Association of Teacher Educators, St. Louis, MO. contributions in the past 3 (10) years

Teaching or other professional experience in P12 schools(11)

4th grade teacher, Warrensburg R-VI School District, Warrensburg, MO, 5 yrs; Interim Technology Coordinator, Crest Ridge R-VII School District, Centerview, MO, 1 year

Faculty Member Name

Lamson, Sharon L.

Highest Degree, Field, & University(5)

Ph.D. in Special Education (Gifted), Kent state University, 1987

Assignment: Indicate the role Chair, C&I; Faculty of the faculty member(6) Faculty Rank(7) Tenure Track

Professor

b YES c d e f g

Scholarship (8), Leadership in Professional Associations, and Service (9):List up to 3 major President, Southeastern Regional Association of Teacher Educators, 2007-2008 contributions in the past 3 years(10) Teaching or other professional experience in P12 schools(11)

University faculty for 2 PDS sites, UCM (1998-2003); Director of Resource Assistance, University Lab School, Kent State University, 1981-1982; Coordinator of Gifted Challenge Program (summer, 1982); Substitute teacher, K-12, Beaver County, PA, 1980-1987; Taught K, 1, & 2 for 7 years (1972-1980).

Faculty Member Name

Leslie, Katherine Anna (Mangione)

Highest Degree, Field, & University(5)

M.S.E. Gifted and Talented Education University of Central Arkansas, Conway, AR ABD University of Arkansas-Fayetteville

Assignment: Indicate the role Faculty, Assistant Professor of Elementary Education of the faculty member(6) Faculty Rank(7) Tenure Track

Assistant Professor

b YES c d e f g

Scholarship (8), Leadership in Professional Associations, and Service (9):List up to 3 major contributions in the past 3 years(10)

Truelove, Holaway-Johnson, Leslie, & Smith. (2007). Tips for including elem. students with disabilities in mathematics class. Teaching Children Mathematics. Leslie, Dockers, & Wavering. (2006, Jan). The develop. & valid. of a two-tiered instrument to id alt. conceptions in earth science. ASTE Intl. Conference. Leslie, Dockers, & Wavering. (2005, Jan). What do they know? A look into preservice teachers’ earth science content knowledge. Proceedings from the ASTE Intl. Conference.

Teaching or other professional experience in P12 schools(11)

P.D.S. Internship supervisor, UCM (2006-present). Science Strategies Liaison, Ridgeview Elementary, Warrensburg, MO (2006-2007). Senior Block supervisor, University of Arkansas, Fayetteville (2002-2006). StarLab Presenter, CMASE & the NASA Educators Resource, University of Arkansas, Fayetteville, (2005-2006). Elementary Teacher, Saint Louis Public Schools (1996-2001), Pre-K Teacher, University of Central Arkansas Child Study Center, Conway (1995-1996).

Faculty Member Name

Meyer-Mork, Jodi

Highest Degree, Field, & University(5)

Ed.D., Curriculum & Instruction, University of Northern Iowa, 2005

Assignment: Indicate the role Faculty of the faculty member(6) Faculty Rank(7)

Assistant Professor

Tenure Track

b YES c d e f g

Scholarship (8), Leadership in Professional Associations, and Service (9):List up to 3 major contributions in the past 3 years(10)

Kliewer, Fitzgerald, Meyer-Mork, Hartman, English-Sand & Raschke. (2004). Citizenship for All in the Literate Community. Harvard Educational Review, 74(4), 373-403. Also published in L. I. Katzman, A. G. Gandhi, W.S. Harbour, & J Meyer-Mork, J. (2004). Walking the labyrinth: Journey to awareness. In D. Tidwell, L.M. Fitzgerald, & M. Heston (Eds.), Journeys of hope: Risking self-study in a diverse world. Proceedings of the 5th International Conference on Self-study of Teacher Education

Teaching or other professional experience in P12 schools(11)

Teacher, grades 4-8, Nora Springs, IA (1986-1988); Teacher, grades K-6, Parkersburg, IA (1988-1991); Teacher, grades K-3, Cedar Falls, IA (1991-2001); Teacher, pre-K, Waverly, IA (2001)

Faculty Member Name

Nickens, Nicole M.

Highest Degree, Field, & University(5)

Ph.D., Educational Psychology, University of Missouri-Columbia, 2003

Assignment: Indicate the role Faculty of the faculty member(6) Faculty Rank(7) Tenure Track

Assistant Professor

b YES c d e f g

Scholarship (8), Leadership in Yao, Thomas, Nickens, Anderson Downing, Burkett, & Lamson. (accepted August Professional Associations, and 2007). Validity evidence of an electronic portfolio for preservice teachers. Educational Measurement: Issues and Practice. Yao, Nickens, Thomas, Burkett, Service (9):List up to 3 major Anderson Downing, & Lamson. (2007). Exploring Validity of an Electronic contributions in the past 3 Portfolio for Teacher Candidates. A paper presented at the annual meeting of the years(10) American Educational Research Association (AERA), Chicago, April 9-13, 2007.

Teaching or other professional experience in P12 schools(11)

Mid-Mo Mental Health home-school liaison, Developed/Implemented accommodations for exceptional children(1994-1997); Family Mental Health Center targeted case manager, assisted in developing and implementing behavior modification plans for home and school, and participated in the IEP process (1993-1994); Rainbow House Children’s Abuse Shelter, direct child care and services referrals, educational planning and liaison with schools for residents (1990-1993).

Faculty Member Name

Philbrick, Anita

Highest Degree, Field, & University(5)

Ph.D. Curriculum and Instruction (Literacy & Administration) University of Arkansas 2002

Assignment: Indicate the role Teaching Methods Courses in Reading and Literacy Teaching Graduate Capstone Project Course of the faculty member(6) Faculty Rank(7) Tenure Track Scholarship (8), Leadership in Professional Associations, and Service (9):List up to 3 major contributions in the past 3 years(10)

Teaching or other professional experience in P-

Professor

g YES c d e f Reviewer: The Reading Teacher, IRA, 2000-2007 & Book Dept., 2003-2007 Theiss, Philbrick, & Jarman. (2007). Why Johnny's teacher can't teach reading: To teach students how to read, do you have to love to read yourself? Exploring pre-service teacher perceptions of themselves as readers in 3 consecutive literacy education classes. SRATE, St. Louis, MO Chair: Review NCATE’s work with IRA/ACEI to develop draft language for revised Reading Stds for Elem. Teachers, UCM Literacy Cluster Cassville R-4 Schools, 1990-2006: 5-8 Language Arts, Reading Specialist, Kindergarten, Pre-school, Literacy Interventionist; Purdy R-1 Schools, 19861990: Reading Specialist, Parents As Teachers; Warrensburg R-6 Schools:

12 schools(11)

Substitute Teacher, 1979-1987; Benton County R-4 Schools, 1972-1977: First Grade, Reading Coordinator Elementary; Benton County R-1 School, 1971-1972: Second Grade; Rich Hill R-4 Schools, 1969-1971: Second Grade

Faculty Member Name

Powell-Brown, Ann

Highest Degree, Field, & University(5)

Ph.D., Reading Education, University of Missouri-Kansas City, 1989

Assignment: Indicate the role C&I/ Literacy Education of the faculty member(6) Faculty Rank(7) Tenure Track

Associate Professor

b YES c d e f g

Scholarship (8), Leadership in Professional Associations, and Associate Editor, The Dragon Lode, an international journal of The International Service (9):List up to 3 major Reading Association's SIG: Children's Literature and Reading (2005-present) contributions in the past 3 years(10) Teaching or other professional experience in P12 schools(11)

Taught and supervised teachers for more than 25 years in urban schools (KCSD, Kansas City, Mo.).

Faculty Member Name

Song, HeeGyoung

Highest Degree, Field, & University(5)

Master of Arts Degree in Teaching English as a Second Language (TESL). University of Central Missouri (UCM), 2003

Assignment: Indicate the role Faculty of the faculty member(6) Faculty Rank(7) Tenure Track (8)

Adjunct

c YES d e f g

Scholarship , Leadership in Professional Associations, and Service (9):List up to 3 major contributions in the past 3 years(10)

Song, H.G. (2006). Taking statistics doesn't have to be scary: Keeping the heart rate down. Essays in Education Online Journal, 17. Song, H.G. (2007, June/July). Discussion on Korean-English language education in the United States society. Kansas City Korean Journal, 5.

Teaching or other professional experience in P12 schools(11)

Bilingual Teacher, The Korean Institute of Greater Kansas City, Overland Trail Middle School, Overland Park, KS (Jan. 2007 to Sep. 2007). Bilingual Teachers in Korean as a Second Language at UMKC Dec. 2006- 2007. English Teacher at Amigos de Cristo Iglesia Luterano, (Jan -May 2006, State Fair Community College, Sedalia, MO). English Teacher Hanil Elementary School Suwon, Korea Feb. 2000-Mar. 2001. English Teacher DaeSung N School, South Korea. Jan. 1993- Dec. 1999 (first through ninth grades).

Faculty Member Name

Theiss, Deborah

Highest Degree, Field, & University(5)

Ed.D. University of Missouri – Columbia, 1998

Assignment: Indicate the role Faculty of the faculty member(6) Faculty Rank(7) Tenure Track

Assistant Professor

b YES c d e f g

Scholarship (8), Leadership in Professional Associations, and Literacy Consultant for Lexington Middle School – Lexington, Mo (2006-2007) Service (9):List up to 3 major Board Member for the Regional Reform Initiative Conference at UCM, Spring 07. contributions in the past 3 years(10) Teaching or other professional experience in P12 schools(11)

Literacy Coach, Center School District 2004-2005; Principal, Center School District 2002-2004; Principal, Harrisonville School District 2000-2002; Classroom Teacher, Lee’s Summit 1975-2000.

Faculty Member Name

Tye, Natalie

Highest Degree, Field, & University(5)

MS, Educational Technology, UCM, 2005

Assignment: Indicate the role Teaching, Child Development Lab Director of the faculty member(6) Faculty Rank(7) Tenure Track

Instructor

c YES d e f g

Scholarship (8), Leadership in Professional Associations, and Service (9):List up to 3 major contributions in the past 3 years(10)

Aldrich, Wolf & Tye, 2006: Teaching Strategies: Documentation of Teacher Candidate and Student Learning. Presentation. Chang, Tye & Chang, 2006. Successful Online Discussion for Sensitive Issues, Poster Session. Aldrich, Wolf & Tye, 2005: Visualizing Learning through Documentation, Poster Session.

Teaching or other professional experience in P12 schools(11)

Practicum supervisor, UCM 2004-present, Before School Coordinator, Warrensburg School District (1 year)

Faculty Member Name

Varma, Tina

Highest Degree, Field, & University(5)

Ph.D. Curriculum and Instruction (Elementary Education), University of MissouriColumbia, 2007

Assignment: Indicate the role Faculty of the faculty member(6) Faculty Rank(7) Tenure Track

Assistant Professor

b YES c d e f g

(8)

Scholarship , Leadership in Professional Associations, and Service (9):List up to 3 major Attended the SRATE Conference (November 2007) in St. Louis, Missouri contributions in the past 3 years(10) Teaching or other professional experience in P12 schools(11)

4 years

Faculty Member Name

Angle, Denna Marie

Highest Degree, Field, & University(5)

M S Ed (Special Education) University of Missouri, 1978

Assignment: Indicate the role Supervising Student Teachers of the faculty member(6)

Faculty Rank(7) Tenure Track

Adjunct

c YES d e f g

Scholarship (8), Leadership in Professional Associations, and Angle, D. M. (2007) Participated, Professional Development Schools Summer Service (9):List up to 3 major Institute, UCM. contributions in the past 3 years(10) Teaching or other professional experience in P12 schools(11)

Student Teacher Supervisor, UCM (2006-present). Part time Teacher, Warrensburg (2003-present). Professional Development School, member, UCM, (1996-present). Teacher, Warrensburg, (1976-2003). Teacher, Blue Springs, (1076-1978). Teacher, Columbia, (1975-1976). Teacher, Hallsville, (1972-1975).

Faculty Member Name

Armitage, L. Charlene

Highest Degree, Field, & University(5)

Masters in Administration UMKC 1983

Assignment: Indicate the role University Student Teacher Supervisor of the faculty member(6) Faculty Rank(7) Tenure Track

Adjunct

c YES d e f g

Scholarship (8), Leadership in Professional Associations, and Service (9):List up to 3 major contributions in the past 3 years(10)

While serving as elementary principal in the NKC schools, I was a member of the staff development team with the primary responsibility in Peer Coaching. Along with the Peer Coaching, I worked with all of the schools--elementary-secondary in developing their peer coaching skills. Upon retirement, I became the Director of Training and Equipping at our church. There is consistent training in this position as a participant as well as a presenter.

Teaching or other professional experience in P12 schools(11)

Teaching Experience: One and one-half years in Springfield, MO, 15 years Elementary classroom in NKC Schools;7 years as Elemenary Principal and 7 years as HR Director in the North K.C. Schools

Faculty Member Name

Baldwin, Connie

Highest Degree, Field, & University(5)

MS in Education, CMSU 1983 (I have approximately 30 hours above my masters in education)

Assignment: Indicate the role Supervisor of Student Teachers of the faculty member(6) Faculty Rank(7) Tenure Track

Adjunct

c YES d e f g

(8)

Scholarship , Leadership in Professional Associations, and Conducted workshops for KN district and other districts in the area on "Make Service (9):List up to 3 major Math Fun" and "Newspapers in Education". Conducted Make and Take workshops for the Teachers' Warehouse. contributions in the past 3 (10) years Teaching or other professional experience in P12 schools(11)

27 years

Faculty Member Name

Bax, Robert L.

Highest Degree, Field, &

D. Ed.St. Louis University 1978

University(5) Assignment: Indicate the role Supervisor of Student Teaching St Louis Region of the faculty member(6) Faculty Rank(7) Tenure Track

Adjunct

c YES d e f g

Scholarship (8), Leadership in Professional Associations, and Retired from active educational service 1997 President of the St Louis Region Service (9):List up to 3 major Junior High School Principal's Association. 1980-81 contributions in the past 3 years(10) Teaching or other professional experience in P12 schools(11)

Director of Technology for the Jenning's School District 1986-97. Served on the City of Bridgeton's Personnel Commision, President of the Parks Commision, Planning and Zoning Commison and Member of the Board of Adjustment 19902007

Faculty Member Name

Braithwait, Sandra K.

Highest Degree, Field, & University(5)

Educational Specialist-Administration CMSU ,1986

Assignment: Indicate the role Student Teacher Supervisor of the faculty member(6) Faculty Rank(7) Tenure Track

Adjunct

c YES d e f g

Scholarship (8), Leadership in Professional Associations, and Member of National Head Start Organization 2005-2007; Missouri Head Start Service (9):List up to 3 major Director-WCMCAA 2005-2007; Member of Missouri Head Start Organization 2005-2007 contributions in the past 3 (10) years Teaching or other professional experience in P12 schools(11)

31 years

Faculty Member Name

Culp, Sandra

Highest Degree, Field, & University(5)

MS in Elementary Education, CMSU, 1974

Assignment: Indicate the role University Supervisor of the faculty member(6) Faculty Rank(7) Tenure Track

Adjunct

c YES d e f g

(8)

Scholarship , Leadership in Professional Associations, and Service (9):List up to 3 major MNEA 25 years contributions in the past 3 years(10) Teaching or other professional experience in P12 schools(11)

30 years teaching

Faculty Member Name

Diekroeger, Karlene K.

Highest Degree, Field, & University(5)

Bachelor of Science in Education, Lincoln University

Assignment: Indicate the role University Supervisor of Student Teachers of the faculty member(6) Faculty Rank(7) Tenure Track

Adjunct

g YES c d e f

Scholarship (8), Leadership in Professional Associations, and Scholarship, Leadership in Professional Associations, Service (3 major Service (9):List up to 3 major contributions in past 3 years) contributions in the past 3 years(10) Teaching or other professional experience in P12 schools(11)

Middle School Teacher 1969-1973 and 1980 - 1999. STARR teacher 1996-1998, Curriculum and Staff Development Facilitator 1999-2002, Beginning Teacher Committee and Developer of Beginning Teacher/Mentor Program in Jefferson Ctiy. University Supervisor of Student Teachers, 2005 - present

Faculty Member Name

Farnsworth, Lana S.

Highest Degree, Field, & University(5)

EdSpec in Education (Elementary Principalship) CMSU 1993

Assignment: Indicate the role Student Teacher Supervisor for UCM of the faculty member(6) Faculty Rank(7) Tenure Track

Adjunct

c YES d e f g

Scholarship (8), Leadership in Professional Associations, and Service (9):List up to 3 major contributions in the past 3 years(10)

Nominated the awarded Teacher for Scholarship Award at CMSU 2006. Attended three University Supervisor Meetings per semester on campus. (2005-present) Observed in classrooms and stayed informed of curriculum changes and updates through district supervisors and student teachers, (2005-present) KC Network for Women Presentation regarding leadership opportunities for Women Educators. 2006

Teaching or other professional experience in P12 schools(11)

Elementary Teacher (4th grade, Title I Math, Assistant Principal, Principal Odessa R-VI Public Schools (1976-1994) Elementary Principal (Grades K-6) Independence Public Schools, (1994-2004), Student Teacher Supervisor at CMSU (now UCM) 2005-present)

Faculty Member Name

Feeney, Brenda

Highest Degree, Field, & University(5)

Ed. Specialist in Administration, University of Missouri, Kansas City, 1990

Assignment: Indicate the role Univeristy Supervisor of the faculty member(6) Faculty Rank(7) Tenure Track

Adjunct

c YES d e f g

Scholarship (8), Leadership in Professional Associations, and Attended student teacher orientation meetings on campus. Attended six Service (9):List up to 3 major workshops for University Supervisors concerning procedures and changes in student teacher evaluation forms. contributions in the past 3 (10) years

Teaching or other professional experience in P12 schools(11)

Reading Teacher, NKC School District, (1978-1989), Coordinator Title 1, Reading and Early Childhood, NKC School District (1989-2004), Teacher Trainer, NKC School District (1989-2004)

Faculty Member Name

Logan, Kay S.

Highest Degree, Field, & University(5)

Master's +30, UCM, 1976

Assignment: Indicate the role Supervisor, Student Teachers of the faculty member(6) Faculty Rank(7) Tenure Track

Part Time

c YES d e f g

Scholarship (8), Leadership in Professional Associations, and Service (9):List up to 3 major Member MRTA, Jahomo RTA contributions in the past 3 years(10) Teaching or other professional experience in P12 schools(11)

28 years

Faculty Member Name

Myers, Roger A.

Highest Degree, Field, & University(5)

Ed. Spec. (School Adm) UCM 1974

Assignment: Indicate the role University Supervisor of the faculty member(6) Faculty Rank(7) Tenure Track

Adjunct

g YES c d e f

Scholarship (8), Leadership in Professional Associations, and Volunteered President of Board Child Care Program of Christ United Methodist Service (9):List up to 3 major Church, Board of Trustees, Christ United Methodist Church, President of Home Owners Association, Conducted Academic Audit of UMKC, Charter Schools, 2007 contributions in the past 3 (10) years Teaching or other professional experience in P12 schools(11)

Consultant for UMKC Charter School, 2007, Taught Graduate School Admin for UMKC 2002-2004, Director of Church Child Care 2003-2006 (volunteer), Taught 5th/6th Grades, 7 years (1968) (71-77), Director of Elem Ed & Building Adm 25 years (1977-2002), Presenter of "Effective Instruction" (1983-)

Faculty Member Name

Swain, Beverly J.

Highest Degree, Field, & University(5)

Master's Degree in Reading (CMSU) 1983

Assignment: Indicate the role Supervisor of Student Teachers of the faculty member(6) Faculty Rank(7) Tenure Track

Adjunct

g YES c d e f

Scholarship (8), Leadership in Served on the Principal's Advisory Committee at Smith-Cotton High School, Professional Associations, and Sedalia, Missouri Served on the National Honor Society's Faculty Council at

Service (9):List up to 3 major contributions in the past 3 years(10)

Smith-Cotton High School. Served on the Vocational Advisory Committee for Smith-Cotton High School and for the UCM. Member of the Smaller Learning Community Oversite Committee at Smith-Cotton High School.

Teaching or other professional experience in P12 schools(11)

Classroom teacher 25 years. Work-Study Supervisor 3 years. Supervised student teachers 3 years through UCM.

Faculty Member Name

Weber, M. Ann

Highest Degree, Field, & University(5)

BS in Elementary Education from MU 1970 w/ 43 grad hrs

Assignment: Indicate the role University Supervisor of the faculty member(6) Faculty Rank(7) Tenure Track

Adjunct

c YES d e f g

Scholarship (8), Leadership in Professional Associations, and Service (9):List up to 3 major Geographic Alliance, 1995-1997 MO STARR program contributions in the past 3 years(10) Teaching or other professional experience in P12 schools(11)

1970-1974 Norborne Public School, 1980-2003 Pettis CO R5 Public School, 1989present Teacher Consultant MO

Faculty Member Name

Welsh, Barbara J.

Highest Degree, Field, & University(5)

Masters in Public Administration (Health Services), University of Missouri at Kansas City 1975 + 36 hours

Assignment: Indicate the role University Supervisor of Student Teachers of the faculty member(6) Faculty Rank(7) Tenure Track

Adjunct

c YES d e f g

(8)

Scholarship , Leadership in Professional Associations, and Missouri Council for Administrators in Special Education, Local Administrators of Service (9):List up to 3 major Special Education (MO) Law Conference - Kansas City, MO - Panel Leader, Special Education Consultant contributions in the past 3 (10) years

Teaching or other professional experience in P12 schools(11)

1968-1976: Speech Pathologist, Grades K-12, Kansas City, MO School District, 1976-1998: Special Education Administrator, Grades EC-12, Kansas City Missouri School District, 1998-2005: Special Education Process Coordinator, Raytown School District, 2005-Present: Special Education Administrator/Speech Pathologist, Raymore Peculiar School District, 1976-1998: Guest lecturer, Park College, 1976-2006: Independent Speech Pathologist; Special Education Consultant

(5) e.g., PhD in Curriculum & Instruction, University of Nebraska. (6) e.g., faculty, clinical supervisor, department chair, administrator (7) e.g., professor, associate professor, assistant professor, adjunct professor, instructor (8) Scholarship is defined by NCATE as systematic inquiry into the areas related to teaching, learning, and the education of teachers and other school personnel. Scholarship includes traditional research and publication as well as the rigorous and systematic study of pedagogy, and the application of current research findings in new settings. Scholarship further presupposes submission of one's work for professional review and evaluation. (9) Service includes faculty contributions to college or university activities, schools, communities, and professional associations in ways that are

consistent with the institution and unit's mission. (10) e.g., officer of a state or national association, article published in a specific journal, and an evaluation of a local school program. (11) Briefly describe the nature of recent experience in P-12 schools (e.g. clinical supervision, inservice training, teaching in a PDS) indicating the discipline and grade level of the assignment(s). List current P-12 licensure or certification(s) held, if any.

SECTION II - LIST OF ASSESSMENTS In this section, list the 6-8 assessments that are being submitted as evidence for meeting the NAEYC standards. All programs must provide a minimum of six assessments. If your state does not require a state licensure test in the content area, you must substitute an assessment that documents candidate attainment of content knowledge in #1 below. For each assessment, indicate the type or form of the assessment and when it is administered in the program. 1. Please provide following assessment information (Response limited to 250 characters each field) Type and Number of Assessment Assessment #1: Licensure assessment, or other contentbased assessment (required) Assessment #2: Content knowledge in early childhood education (required) Assessment #3: Candidate ability to plan implement appropriate teaching and learning experiences (required) Assessment #4: Student teaching or internship (required) Assessment #5: Candidate effect on student leaning (required) Assessment #6: Additional assessment that addresses NAEYC standards (required) Assessment #7: Additional assessment that addresses NAEYC

Name of Assessment Type or Form of Assessment

When the Assessment Is Administered (14) Semester before Student Teaching; Professional Development School (PDS) Semester

(12)

(13)

Praxis II, Early Childhood (20021)

National standardized test for state licensure

Early Childhood Comprehensive Examination

Multiple choice, matching, and constructed response exam

Semester before Student Teaching; PDS Semester

Lesson and Unit Plan

Project/Performance Assessment Rubric

Student Teaching

Student Teaching Assessment and Early Childhood Addendum

Performance Assessment Rubric

Student Teaching

Impact on P-12 Learning

Performance Assessment Rubric

Student Teaching

Child Study Project

In-dept written project relating to observation of a child Performance Assessment Rubric

Semester before Student Teaching (EdCI 4830/PDS)

Performance Assessment Rubric

Junior Year: EDCI 3850: Development and Learning through Play and CFD 3260 Child

EdCI 3850/CFD 3260 Integrated Practicum

standards (optional) Assessment #8: Additional assessment that addresses NAEYC standards (optional)

Assessment

Dispositions Survey

Development Praticum

Performance Assessment Rubric

Semester before Student Teaching during PDS & during Student Teaching

(12) Identify assessment by title used in the program; refer to Section IV for further information on appropriate assessment to include. (13) Identify the type of assessment (e.g., essay, case study, project, comprehensive exam, reflection, state licensure test, portfolio). (14) Indicate the point in the program when the assessment is administered (e.g., admission to the program, admission to student teaching/internship, required courses [specify course title and numbers], or completion of the program).

SECTION III - RELATIONSHIP OF ASSESSMENT TO STANDARDS For each NAEYC standard on the chart below, identify the assessment(s) in Section II that address the standard. One assessment may apply to multiple NAEYC standards. 1. For each NAEYC standard on the chart below, identify the assessment(s) in Section II that address the standard. One assessment may apply to multiple NAEYC standards. #1 #2 #3 #4 #5 #6 #7 1. Promoting Child Development and Learning. Candidates use their understanding of young children's characteristics and needs, and of multiple interacting influences on children’s development and learning, to g b g c d e f b g c d e f c g d e f b g c d e f c g d e f b g c d e f b c d e f 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 children’s families and communities. They use this understanding to b g c d e f g b g c d e f c g d e f c g d e f c g d e f b g c d e f b c d e f create respectful, reciprocal relationships that support and empower families, and to involve all families in their children's 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, b g c d e f b g c d e f b g c d e f b g c d e f b g c d e f b g c d e f b c d e f documentation, and other effective assessment strategies in a responsible g way, in partnership with families and other professionals, to positively influence children's 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 b g c d e f g b g c d e f b g c d e f b g c d e f c g d e f c g d e f b c d e f knowledge of academic disciplines to design, implement, and evaluate experiences that promote positive development and learning for all children.

#8

b c d e f g

c d e f g

b c d e f g

b c d e f g

5. Becoming a Professional. Candidates identify and conduct themselves as members of the early childhood profession. They know and use ethical b g c d e f g b g c d e f c g d e f b g c d e f b g c d e f b g c d e f c g d e f b c d e f 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. SECTION IV - EVIDENCE FOR MEETING STANDARDS DIRECTIONS: The 6-8 key assessments listed in Section II must be documented and discussed in Section IV. The assessments must be those that all candidates in the program are required to complete and should be used by the program to determine candidate proficiencies as expected in the program standards. Assessments and scoring guides should be aligned with the SPA standards. This means that the concepts in the SPA standards should be apparent in the assessments and in the scoring guides to the same depth, breadth, and specificity as in the SPA standards. In the description of each assessment below, the SPA has identified potential assessments that would be appropriate. Assessments have been organized into the following three areas that are addressed in NCATE’s unit standard 1:  Content knowledge (Assessments 1 and 2)  Pedagogical and professional knowledge, skills and dispositions (Assessments 3 and 4)  Focus on student learning (Assessment 5) Note that in some disciplines, content knowledge may include or be inextricable from professional knowledge. If this is the case, assessments that combine content and professional knowledge may be considered "content knowledge" assessments for the purpose of this report. For each assessment, the compiler should prepare a document that includes the following items: a two page narrative that responds to questions 1, 2, 3, and 4 (below) and the three items listed in question 5 (below). This document should be attached as directed. 1. A brief description of the assessment and its use in the program (one sentence may be sufficient); 2. A description of how this assessment specifically aligns with the standards it is cited for in Section III. Cite SPA standards by number, title, and/or standard wording. 3. A brief analysis of the data findings; 4. An interpretation of how that data provides evidence for meeting standards, indicating the specific SPA standards by number, title, and/or standard wording; and 5. Attachment of assessment documentation, including: (a) the assessment tool or description of the assignment; (b) the scoring guide for the assessment; and (c) candidate data derived from the assessment. It is preferred that the response for each of 5a, 5b, and 5c (above) be limited to the equivalent of five text pages, however in some cases assessment instruments or scoring guides may go beyond five pages. All three components of the assessment (as identified in 5a-c) must be attached, with the following exceptions: (a) the assessment tool and scoring guide are not required for reporting state licensure data, and (b) for some assessments, data may not yet be avail

1. State licensure tests or professional examinations of content knowledge. NAEYC standards addressed in this entry could include all of the standards. If your state does not require licensure tests or professional examinations in the content area, data from another assessment must be

presented to document candidate attainment of content knowledge. (Answer Required) Provide assessment information (items 1-5) as outlined in the directions for Section IV Assessment 1: Content: Praxis II 20021: Sections 1-5 & attached tables

See Attachments panel below.

2. Assessment of content knowledge(15) in early childhood education. NAEYC standards addressed in this entry could include but are not limited to 1, 2, and 4. Examples of assessments include comprehensive examinations, GPAs or grades(16), and portfolio tasks(17). (Answer Required) Provide assessment information (items 1-5) as outlined in the directions for Section IV Assessment 2: EC Content: Comprehensive Exam, Items 1-5 with tables

See Attachments panel below. (15) Content knowledge in early childhood professional preparation includes knowledge of child development and learning (characteristics and influences); family relationships and processes; subject matter knowledge in literacy, mathematics, science, social studies, the visual and performing arts, and movement/physical education; as well as knowledge about children's learning and development in these areas. (16) If grades are used as the assessment or included in the assessment, provide information on the criteria for those grades and describe how they align with the specialty standards. (17) For program review purposes, there are two ways to list a portfolio as an assessment. In some programs a portfolio is considered a single assessment and scoring criteria (usually rubrics) have been developed for the contents of the portfolio as a whole. In this instance, the portfolio would be considered a single assessment. However, in many programs a portfolio is a collection of candidate work—and the artifacts included

3. Assessment that demonstrates candidates can effectively plan and implement appropriate teaching and learning experiences. NAEYC standards that could be addressed in this assessment include but are not limited to Standard 4. Assessments might emphasize features such as (a) adaptations to individual, developmental, cultural and linguistic differences; (b) knowledgeable and developmentally appropriate application of subject matter knowledge; (c) use of effective and appropriate teaching strategies for young children; and (d) attention to effects on children’s learning. These assessments are often included in a candidate's portfolios or in student teaching evaluations. (Answer Required) Provide assessment information (items 1-5) as outlined in the directions for Section IV Assessment 3: Items 1, 2, 3, 4, 5a and Tables

Assessment 3: 5. a & b: Unit & Lesson Plans and Rubric

See Attachments panel below.

4. Assessment that demonstrates candidates' knowledge, skills, and dispositions are applied effectively in practice. NAEYC standards that could be addressed in this assessment include all of the standards. An assessment instrument used in student teaching or an internship should be submitted. (Answer Required) Provide assessment information (items 1-5) as outlined in the directions for Section IV

Assessment 4: Student Teacher Evaluations, Items 1, 2, 3, 4, 5a (2), b, and c

Assessment 4: Summative Student Teacher Evaluation, 5 a (1)

See Attachments panel below.

5. Assessment that demonstrates candidate effects on student learning. NAEYC standards that could be addressed in this assessment include but are not limited to 3 and 4. Examples of assessments include those based on samples of children’s work, portfolio tasks, case studies, followup studies, and employer surveys. They might include follow-up studies of graduates of the ECE program, as they relate to the NAEYC standards and as they document graduates' effectiveness in professional positions where they have an impact on young children's development and learning. (Answer Required) Provide assessment information (items 1-5) as outlined in the directions for Section IV Assessment 5: Impact on Student Learning: Items 1, 2, 3, 4, 5c

Assessment 5: Impact on Student Learning: 5 a & b

See Attachments panel below.

6. Additional assessment that addresses NAEYC initial teacher preparation standards. All NAEYC standards could be addressed by this assessment. Examples of assessments include evaluations of field experiences, case studies, portfolio projects, and follow-up studies. Assessments might be candidate projects that demonstrate candidate's (a) ability to observe and assess young children through case studies or similar projects; (b) understanding of the role of families in young children's development and learning, and how they support this role as teachers of young children; and (c) understanding of the early childhood profession and candidates’ future role as advocates and reflective, continuous learners. (Answer Required) Provide assessment information (items 1-5) as outlined in the directions for Section IV Assessment 6: Child Case Study: Items 1, 2, 3, 4, 5 a, b, c

See Attachments panel below.

7. Additional assessment that addresses NAEYC initial teacher preparation standards. All NAEYC standards could be addressed by this assessment. Examples of assessments include evaluations of field experiences, case studies, portfolio projects, and follow-up studies. Assessments might be candidate projects that demonstrate candidate's (a) ability to observe and assess young children through case studies or similar projects; (b) understanding of the role of families in young children's development and learning, and how they support this role as teachers of young children; and (c) understanding of the early childhood profession and candidates’ future role as advocates and reflective, continuous learners. Provide assessment information (items 1-5) as outlined in the directions for Section IV Assessment 7: Integrated Experience EDCI 3850/CFD 3260: Items 1, 2, 3, 4, 5 a, b, c

See Attachments panel below.

8. Additional assessment that addresses NAEYC initial teacher preparation standards. All NAEYC standards could be addressed by this assessment. Examples of assessments include evaluations of field experiences, case studies, portfolio projects, and follow-up studies. Assessments might be candidate projects that demonstrate candidate's (a) ability to observe and assess young children through case studies or similar projects; (b) understanding of the role of families in young children’s development and learning, and how they support this role as teachers of young children; and (c) understanding of the early childhood profession and candidates' future role as advocates and reflective, continuous learners. Provide assessment information (items 1-5) as outlined in the directions for Section IV Assessment 8: Dispositions: Item 5b

Assessment 8: Dispositions: Items 1, 2, 3, 4, 5, a, c

See Attachments panel below.

SECTION V - USE OF ASSESSMENT RESULTS TO IMPROVE PROGRAM 1. Evidence must be presented in this section that assessment results have been analyzed and have been or will be used to improve candidate performance and strengthen the program. This description should not link improvements to individual assessments but, rather, it should summarize principal findings from the evidence, the faculty's interpretation of those findings, and changes made in (or planned for) the program as a result. Describe the steps program faculty has taken to use information from assessments for improvement of both candidate performance and the program. This information should be organized around (1) content knowledge, (2) professional and pedagogical knowledge, skill, and dispositions, and (3) student learning. (Response limited to 12,000 characters) Section V Use of Results to Improve candidate and Program Performance The faculty that teach in the Early Childhood Program at University of Central Missouri (UCM) are a hardworking and dedicated group trying to prepare the best possible early childhood professionals. Since UCM is located in a small town surrounded by rural communities and smaller towns, many of our candidates are from this area and stay in this area. In addition, we have a group of candidates that come from the urban centers of St. Louis and Kansas City. We have an ethical responsibility to provide a quality early childhood program for our region and beyond. The EC faculty at UCM engage in an ongoing continuous process to fine-tune and strengthen the skills and knowledge of the EC candidates. Acknowledging that week-to-week informal assessment of candidate progress is not always objective and somewhat intuitive, faculty rely on the more rigorous demands of assessment devices and practices that have been established at the state and national levels to reflect attainment of professional standards and competencies. We have used the information from program assessments since our prior review in 2002 to strengthen our program and to realign coursework for our early childhood program and will continue this process. Overall, we feel we have a solid program that meets all the NAEYC Standards and that enhances candidate learning. The University of Central Missouri’s Unit-level assessment system for undergraduate teacher education

candidates includes a variety of measures required at critical transition points in the program. The standards-based assessment system was developed around Missouri Department of Elementary and Secondary Education’s (DESE) MoSTEP standards for initial certification, which are based on INTASC propositions plus an 11th standard addressing use of technology in instruction. Assessments and scoring rubrics were designed by members of the UCM Professional Education Faculty (PEF) as well as community and public school representatives. NCATE accreditation requirements, as well as those pertaining to NAEYC and other discipline-specific SPAs also were considered in development of the assessment system. All assessments use a similar Likert-type scale (Does Not Meet, Progressing, Meets, Exceeds) with standards-based scoring rubrics. In addition, the theme of the UCM Conceptual Framework—the Reflective Practitioner—is reflected in items across several of the measures. Data generated from the Unit and EC Program area assessments are reviewed annually by program faculty, program advisory committees, the College of Education Assessment Committee, and the Teacher Education Council (TEC). Results are used for decision-making and program improvement, as well as to inform candidates of their progress. The EC Program area additionally employees the competencies embedded in the NAEYC’s Ethics, Standards, and Developmentally Appropriate Practice in Early Childhood (revised edition, 1997). These standards are also echoed in the MoSTEP Standards, and are the foundation for the assessment items identified elsewhere in this report. All EC candidates (B-3 and B-6 certification) are assessed using these assessment instruments. The EC faculty are proud of the fact that UCM EC program completers met or surpassed state and national achievement norms for their professional preparation. 1. Content Knowledge In looking at our candidates’ content knowledge, we have reviewed data across several assessments. All of our candidates consistently pass the Praxis II Early Childhood Test (0021). In addition, to the Praxis II (0021) we have begun to use a comprehensive exam to measure content knowledge. This exam has been used one semester and the EC candidates’ scores were high. We have data from one semester and plan to analyze the data over at least two semesters to see if we need to modify the test to more evenly cover of the NAEYC Standards or concentrate in a specific area. Another way that we look at content data is from the Student Teacher Content Form: Early Childhood Education. Because the Summative Student Teacher Evaluation does not specifically address early childhood content we created this addendum. This evaluation is completed by the university supervisors in collaboration with mentor teachers, who supervise student teachers. In the past we had difficulty ensuring that each supervisor completed the form on the EC candidates if they were going for dual certification. We are monitoring this situation and expect the submission rate to increase as the university supervisors have further training and familiarity with the forms. From these various assessment perspectives, we concluded that EC candidates have a strong content knowledge base. Weaknesses identified in content knowledge have been addressed, and a system is in place to continue this process. Content knowledge is an important area of teacher preparation. The EC faculty review routinely the content of the EC program based on NAEYC Standards and MoSTEP standards. A cross-walk (attachment 6 in Section I) constructed in fall 2006 documented that EC candidates have opportunities to know about and integrate their learning based on the philosophy that “early teaching and learning experiences support all children’s success must be grounded in four interrelated elements: (a) positive relationships and supportive interactions; (b) a broad repertoire of appropriate effective teaching/learning approaches; (c) essential content knowledge and familiarity with significant resources in specific academic disciplines; (d) skills in developing, implement, and evaluating curriculum that integrates those

elements to provide positive outcomes. (NAEYC 4) The cross-walk compared the course competencies and field experiences to NAYEC, MoSTEP, and certification requirements. Content knowledge and skills are integral parts of the EC program courses and field experiences. Collaborative efforts and critical thinking skills are incorporated throughout the program and are emphasized during the professional development school (PDS) and student teaching experiences. 2. Professional and Pedagogical Knowledge, Skills, and Dispositions Competency of our candidates in the area of professional and pedagogical knowledge and skills can be seen in the results of several of the assessments. The Praxis II Early Childhood Test (0021), the Comprehensive Exam, and the Student Teacher Content Form: Early Childhood Education specifically address the professional and pedagogical knowledge, skills, and to some degree, dispositions needed by EC professionals. In addition, the results of the Instructional Unit Plan assessment, the Lesson Plan assessment, and the Summative Student Teaching Evaluation suggest that candidates have the professional and pedagogical knowledge, skills and dispositions necessary to be successful EC teachers. The evaluation of dispositions of EC candidates has changed over the last two years at UCM. Originally, dispositions were evaluated at three points in the program: during EDCI 2100 Foundations of Education and Field Experiences; Admission to the Professional Education Semester and Student Teaching (during PDS experience); and upon completion of the Student Teaching Experience. Although cooperating teachers at the initial Field Experience had been trained in the completion of the Dispositions Form, it became readily apparent that the scores given by these practicing professionals were greatly elevated, and not useful to faculty and students. These initial disposition evaluations were abandoned, leaving evaluations of dispositions to be assessed only at the last two points mentioned above. Since the implementation of the Dispositions form in 2005, we have identified that the students who do not complete the EC program are often those identified as having disposition issues. When a faculty member has a concern regarding a student’s performance, it is documented and a conference with the student occurs. The candidate is provided specific feedback and an opportunity to correct behaviors. If the behaviors do not change, the candidate may be counseled to change majors. However, if the candidate continues in the program and there is not a change, the candidate will be recommended with reservations or denied the opportunity for student teaching. 3. Effect on Student Learning The assessment chosen to document impact on student learning was the Instructional Unit Plan and Assessment (Assessment 3 & 5). Originally the Instructional Unit Plan (Assessment 3) which also includes lesson plans, instructions, and rubric was an individual assessment. The Assessment (# 5) was also a stand alone element. However, based on the university supervisors input the two were bundled for convenience of explaining and using. However, the data is collected and analyzed separately. A separate but included, Lesson Plan Assessment is a discreet instructional event that contributes to the development of learner knowledge and skills necessary to achieve specified unit outcomes. EC candidates are successful planners and implementers of not only the lessons and unit but on the assessment for those instructional elements. Observing, documenting, and assessing to support young children and families (NAEYC 3) are elements that transcend the EC program from the first Early Childhood Principles course through student teaching. EC candidates prepare a culminating project during their PDS semester. Completion of the Child Study necessitates that the EC candidate incorporates and applies critical thinking about individual development and needs (NAEYC 1); assesses and documents the child’s strengths and needs through observation and assessment tools (NAEYC 3); plans for instruction (NAEYC 4), plans for family involvement and advocacy, applies the NAEYC Code of Ethics, and reflects on her practices and the child’s learning (NAEYC 2, 5). The success of the EC candidates on this major project suggests that they understand their impact on student learning in multiple ways.

Summary and Conclusion: Our program assessment has resulted in the following actions. Programmatic changes accomplished: 1. Realignment of scope and sequence of courses for more continuity of learning, planning and teaching. 2. Increasing field experience with infants and toddlers Assessment Development completed: 1. Created crosswalk of program courses, state certification requirements, field experiences, and NAEYC Standards 2. Created and enhanced existing field evaluation instruments 3. Devised performance assessment for professional behavior/dispositions (assessed at two points in program) 4. Implemented comprehensive examination to complement Praxis II (0021) test and other assessments 5. Refined Child Study Project to include family/community, ethics, and advocacy plans 6. Developed Integrated Experience Assessment to document professional and family relations Follow-up plans: 1. Revising portfolio to specifically address NAEYC Standards 2. Monitor Praxis II (0021) scores 3. Integrate more opportunities with infants, toddlers, families 4. Continued data collection and analysis with revisions of assessments as reflected by data We feel that one of the strengths of our assessment system is the variety of assessments that are used. EC candidates are evaluated in various classes, at various points in the program, and by a variety of supervisors. By having the assessments at various points in the program, we can use the formative feedback to mentor EC candidates before and during their work in the field. In addition, we have a broader picture of the manner in which our candidates meet the NAEYC Standards. We believe the assessments provide data to and about our EC candidates and our program while providing authentic experiences to enhance our candidates' growth and development as EC Professionals. SECTION VI - FOR REVISED REPORTS OR RESPONSE TO CONDITIONS REPORTS ONLY 1. Describe what changes or additions have been made in response to issues cited in previous recognition report. List the sections of the report you are resubmitting and the changes that have been made. Specific instructions for preparing a revised report or a response to condition report are available on the NCATE web site at http://www.ncate.org/institutions/process.asp?ch=4 (Response limited to 24,000 characters.)

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