for charandry only

Self-Assessment

Capella University | Capella tower | 225 soUth sixth street, ninth Floor Minneapolis, Mn 55402-3389 | 1.888.Capella (227.3552) | www.Capella.edU

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sCh/soe CliniCal/soe selF assessMent 03/18/2016

Ms—early Childhood edUCation selF-assessMent | sChool oF edUCation

Capella University | Capella tower | 225 soUth sixth street, ninth Floor Minneapolis, Mn 55402-3389 | 1.888.Capella (227.3552) | www.Capella.edU

www.Capella.edU1/18

sCh/soe CliniCal/soe selF assessMent 03/18/2016

Learner Information

Complete your information below electronically by clicking within and/or tabbing to each field.

Capella University | Capella tower | 225 soUth sixth street, ninth Floor Minneapolis, Mn 55402-3389 | 1.888.Capella (227.3552) | www.Capella.edU

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sCh/soe CliniCal/soe selF assessMent 03/18/2016

learner last naMe First naMe Middle initial date

Capella University | Capella tower | 225 soUth sixth street, ninth Floor Minneapolis, Mn 55402-3389 | 1.888.Capella (227.3552) | www.Capella.edU

www.Capella.edU1/18

sCh/soe CliniCal/soe selF assessMent 03/18/2016

prograM speCialization learner id/last FoUr ssn

Capella University | Capella tower | 225 soUth sixth street, ninth Floor Minneapolis, Mn 55402-3389 | 1.888.Capella (227.3552) | www.Capella.edU

www.Capella.edU1/18

sCh/soe CliniCal/soe selF assessMent 03/18/2016

eMail address phone nUMber

Capella University | Capella tower | 225 soUth sixth street, ninth Floor Minneapolis, Mn 55402-3389 | 1.888.Capella (227.3552) | www.Capella.edU

www.Capella.edU1/18

sCh/soe CliniCal/soe selF assessMent 03/18/2016

street address City state zip

Upon entering the early Childhood education program, every learner has to assess their competencies multiple times throughout the program listed below. you will complete this assessment during ED5405, prior to and at the end of ed5450, practicum in early Childhood education. as you complete this self-assessment, be sure to review the state and national standards to which each outcome and competency are aligned. links to the appropriate state and national standards are embedded at the top of the appropriate column, indicated by underlined red text.

Submission

please indicate which submission of your three required self-assessments this document will be by clicking in the corresponding box below.

• ED5405 submission q pre-Clinical practice q post-Clinical practice

Submission Instructions*

• if this is the pre-Clinical practice submission, this document must be submitted with your clinical practice application by emailing to [email protected] or faxing to 1.888.227.8492.

• if this is your ED5405 or post-Clinical practice submission, submit this self-assessment within your courseroom as an assignment.

* reminder: all three versions of the self-assessment are required artifacts in your e-portfolio.

Self Assessment

Capella University | Capella tower | 225 soUth sixth street, ninth Floor Minneapolis, Mn 55402-3389 | 1.888.Capella (227.3552) | www.Capella.edU

www.Capella.edU/18

sCh/soe CliniCal/soe selF assessMent

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Self Assessment

Capella University | Capella tower | 225 soUth sixth street, ninth Floor Minneapolis, Mn 55402-3389 | 1.888.Capella (227.3552) | www.Capella.edU

www.Capella.edU/18

sCh/soe CliniCal/soe selF assessMent

Ms—early Childhood edUCation selF-assessMent | sChool oF edUCation

Self Assessment

Capella University | Capella tower | 225 soUth sixth street, ninth Floor Minneapolis, Mn 55402-3389 | 1.888.Capella (227.3552) | www.Capella.edU

www.Capella.edU/18

sCh/soe CliniCal/soe selF assessMent

Directions

Complete this document electronically (click within and/or tab to each field) for each of the specialization competencies, (second column) rate yourself by typing an “x” in the appropriate box. include a brief narrative explanation in the space provided.

3 = distinguished (learner demonstrates extensive experience and expertise) 2 = proficient (learner demonstrates some experience and average expertise) 1 = basic (learner demonstrates limited experience and expertise)

0 = non-performance (learner demonstrates zero experience or expertise)

Early Childhood Education Specialization Outcomes

Early Childhood Education Specialization Competencies

Minnesota Standards for Teachers of Early Childhood Education (Rule 8710.3000)

NAEYC (National Association for the Education of Young Children) Standards

Learner Self- Assessment of level of competency

(Qualitative) Narrative for experience and expertise

0

1

2

3

1. Child development and well-being: Understand the stages of child development and

how children learn.

1.1. apply knowledge of the stages of child development and the ways in which a child’s emotional, physical, social, moral, cognitive, and language development affect each other and influence learning.

a1, a2, a4,

a7, b1, b2, C7, d1

NAEYC Standar d 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 create environments that are healthy, respectful, supportive, and challenging for all children.

1.2. recognize and respond to the needs of young children (naeyC standard 1a) and vary instruction accordingly.

b2 and C2

1a. Knowing young children’s characteristics and needs.

1.3. recognize and respond to the multiple influences on child development and learning.

1b. Understanding multiple influences on development and learning.

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Early Childhood Education Specialization Outcomes

Early Childhood Education Specialization Competencies

Minnesota Standards for Teachers of Early Childhood Education (Rule 8710.3000)

NAEYC (National Association for the Education of Young Children) Standards

Learner Self- Assessment of level of competency

(Qualitative) Narrative for experience and expertise

0

1

2

3

1.4. Create instructional strategies incorporating an understanding of how children create, internalize, and utilize knowledge and how this affects behavior and learning.

a3, a4 C2, C8

X

1.5. Foster children’s expression of their ideas, needs and desires.

d4, d5, d6, d7, d8, d9

X

1.6. help all students learn at the highest possible level.

C8

X

1.7. evaluate the internal and external motivations of

children and their relationship to growth and learning.

a3

X

2. learning environment: Create learning environments that support and nurture the development, learning, and

self-esteem of all children.

2.1. analyze the multiple influences of a learning environment on a young child’s development.

b5

NAEYC Standard 1c. Using developmental knowledge to create learning environments.

X

2.2. Create learning environments aligned to educational expectations and goals.

b5, d3, d4,

d5, d6, d7, d8, d9

X

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Early Childhood Education Specialization Outcomes

Early Childhood Education Specialization Competencies

Minnesota Standards for Teachers of Early Childhood Education (Rule 8710.3000)

NAEYC (National Association for the Education of Young Children) Standards

Learner Self- Assessment of level of competency

(Qualitative) Narrative for experience and expertise

0

1

2

3

2.3. Monitor and adjust the environment, strategies and resources in response to both learner productivity and learner feedback.

C7

X

2.4. engage students in their own learning through participation in a variety of experiences and stimuli that allow for them to steer their own learning.

d4, d5, d6, d7, d8, d9

X

2.5. Create a classroom climate that promotes learning through the development of expectations for individual and group behavior.

b5, C6, d3,

d4, d5, d6, d7, d8, d9

X

2.6. apply the principles of effective classroom

management using a range of strategies to promote respect, collaborative play, and cooperative learning.

b5, C6, d3,

d4, d5, d6, d7, d8, d9

X

2.7. Communicate effectively, applying verbal, non-verbal and listening techniques.

b5, d4, d5,

d6, d7, d8, d9

X

2.8. encourage learner expression in a variety of forms including speaking, physical activity, and artistic presentations.

b5, C6, C7, d3

X

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Early Childhood Education Specialization Outcomes

Early Childhood Education Specialization Competencies

Minnesota Standards for Teachers of Early Childhood Education (Rule 8710.3000)

NAEYC (National Association for the Education of Young Children) Standards

Learner Self- Assessment of level of competency

(Qualitative) Narrative for experience and expertise

0

1

2

3

3. Curriculum and instruction: design developmentally appropriate curriculum and instruction that encourages individual as well as group learning, skill development, reflection, critical thinking, and inquiry.

3.1. design curriculum and instruction based on

knowledge of learning styles and multiple intelligences as it pertains to young children.

d1, C1, C4,

C6, C8, d4,

d5, d6, d7, d8, d9

X

3.2. design both short-term and long-term curriculum and instruction based

on the individual needs, previous experiences, and developmental stages of the children.

C1, C4, C5,

C6, C7, C8,

d1, d4, d5,

d6, d7, d8, d9,

X

3.3. plan instructional programs that employ an understanding of instructional strategies, learning styles, and cognitive processes.

C4, C6, d1,

d4, d5, d6, d7, d8, d9

X

3.4. Use a variety of strategies, resources, media communication, and technology to improve instruction and facilitate learning.

C4, C6, d4,

d5, d6, d7, d8, d9

X

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Early Childhood Education Specialization Outcomes

Early Childhood Education Specialization Competencies

Minnesota Standards for Teachers of Early Childhood Education (Rule 8710.3000)

NAEYC (National Association for the Education of Young Children) Standards

Learner Self- Assessment of level of competency

(Qualitative) Narrative for experience and expertise

0

1

2

3

3.5. actively promote the child’s responsibility for learning.

C5, C6, C8

X

3.6. effectively communicate expectations, ideas, and information to children at various developmental stages to stimulate learning, recall, expression, and inquiry.

C4, C6, d1

X

4. equity and inclusion: provide equitable, inclusive education in

which each student has the opportunity and encouragement to reach his or her potential.

4.1. Use multiple instructional models, resources, management, and pedagogical strategies to meet the needs of and engage diverse learners.

C7, d1, d4,

d5, d6, d7, d8, d9

X

4.2. effectively support cultural, linguistic, and ethnic diversity.

d4, d5, d6, d7, d8, d9

X

4.3. recognize and address biases, prejudices, and discrimination.

X

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Early Childhood Education Specialization Outcomes

Early Childhood Education Specialization Competencies

Minnesota Standards for Teachers of Early Childhood Education (Rule 8710.3000)

NAEYC (National Association for the Education of Young Children) Standards

Learner Self- Assessment of level of competency

(Qualitative) Narrative for experience and expertise

0

1

2

3

4.4. Use varied viewpoints and multiple representations in teaching in order to link back to children’s prior learning and personal learning styles.

a3, d1

X

4.5. encourage students to interpret and understand ideas from various perspectives.

X

4.6. engage in thinking, analysis, and problem solving that reflects scholarly intellectual standards,

incorporates sound reasoning, and strives for equity and fairness

X

4.7. design curriculum and instruction based on the understanding and

identification of exceptionality in learning including disabilities, challenges and gifts.

X

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Early Childhood Education Specialization Outcomes

Early Childhood Education Specialization Competencies

Minnesota Standards for Teachers of Early Childhood Education (Rule 8710.3000)

NAEYC (National Association for the Education of Young Children) Standards

Learner Self- Assessment of level of competency

(Qualitative) Narrative for experience and expertise

0

1

2

3

4.8. evaluate the impact of cultural, language, and learning differences on

communication in the learning environment.

d4, d5, d6, d7, d8, d9

X

4.9. Model and expect from children respectful treatment of others.

X

5. assessment: design assessment- driven, standards- based curriculum and instruction that is age and developmentally appropriate.

5.1. Use a variety of formal and informal assessments with knowledge of their advantages and limitations.

C6, C7, C8, F1

NAEYC Standar d 3. observing, documenting, and assessing

to support young Children and Families. Candidates know about and understand the goals, benefits, and uses of assessment. they know about and use systematic observations, documentation, and other effective assessment strategies in a responsible way,

in partnership with families and other professionals, to positively influence children’s development and learning.

3a. Understanding assessment goals, benefits, and uses.

X

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Early Childhood Education Specialization Outcomes

Early Childhood Education Specialization Competencies

Minnesota Standards for Teachers of Early Childhood Education (Rule 8710.3000)

NAEYC (National Association for the Education of Young Children) Standards

Learner Self- Assessment of level of competency

(Qualitative) Narrative for experience and expertise

0

1

2

3

5.2. Choose assessments through the application of a broad-based knowledge of measurement theory, validity, reliability, bias and scoring concerns.

F1

X

5.3. assess learner growth and performance toward achievement of any and all relevant state or national standards.

F1

X

5.4. Use assessments appropriate to the development of the child, goal of the assessment, and limitations and opportunities of the setting.

C1, C6, C7, C8, F1

NAEYC Standar d 3b. Using appropriate assessments.

3c. practicing responsible assessment.

X

5.5. partner with families and other professionals in the delivery of assessment and the responsible use of findings.

d2

3d. Knowing about assessment partnerships with families and professionals.

X

5.6. observe young children in a systematic, effective, and respectful manner.

b4, d2

X

5.7. Know the difference between assessment and evaluation.

X

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Early Childhood Education Specialization Outcomes

Early Childhood Education Specialization Competencies

Minnesota Standards for Teachers of Early Childhood Education (Rule 8710.3000)

NAEYC (National Association for the Education of Young Children) Standards

Learner Self- Assessment of level of competency

(Qualitative) Narrative for experience and expertise

0

1

2

3

5.8. assess both individual and group performance in a variety of ways to determine student learning and thinking in order to design appropriate instruction.

C6

X

5.9. identify exceptional learning needs and access appropriate services and/ or resources to meet these needs

e5

X

5.10. synthesize assessment data with other information about a child to further modify teaching strategies and enhance individual growth and learning.

F3

X

5.11. share assessment results with children and their families to optimize learner engagement and reflection.

e4

X

5.12. establish a system for evaluating the effectiveness of curriculum and teaching strategies.

F4

X

5.13. establish a system for maintaining and monitoring student performance and growth and a method for communicating it with parents and administrators.

e4, F4

X

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Early Childhood Education Specialization Outcomes

Early Childhood Education Specialization Competencies

Minnesota Standards for Teachers of Early Childhood Education (Rule 8710.3000)

NAEYC (National Association for the Education of Young Children) Standards

Learner Self- Assessment of level of competency

(Qualitative) Narrative for experience and expertise

0

1

2

3

6. Content Knowledge: Comprehend early childhood content knowledge, its evolution, and its application

6.1. Know the historical and philosophical foundations of education.

g1

NAEYC Standar d 4. teaching and learning. Candidates integrate their understanding of and relationships with children and families; their understanding of developmentally effective approaches to teaching and learning; and their knowledge

of academic disciplines to design, implement, and evaluate experiences that promote positive development and learning for all children.

X

6.2. apply various ways of knowing and understanding to design developmentally effective approaches.

d4, d5, d6, d7, d8, d9

4b. Using developmentally effective approaches.

X

6.3. integrate knowledge of children and subject

matter to design, implement and evaluate meaningful interdisciplinary curriculum.

4c. Understanding content knowledge in early childhood.

4d. building meaningful curriculum.

X

6.4. assess curriculum and teaching materials for

relevance, thoroughness, and accuracy.

d4, d5, d6, d7, d8, d9

X

6.5. implement the standards- based learning that young children encounter in the K–12 system of education.

d4, d5, d6, d7, d8, d9

X

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Early Childhood Education Specialization Outcomes

Early Childhood Education Specialization Competencies

Minnesota Standards for Teachers of Early Childhood Education (Rule 8710.3000)

NAEYC (National Association for the Education of Young Children) Standards

Learner Self- Assessment of level of competency

(Qualitative) Narrative for experience and expertise

0

1

2

3

7. Community: support and empower the young child’s relationships within and outside of the school setting.

7.1. determine how the complexities and diversity of family, community,

and cultural norms and characteristics (Mn standard 3j) influence learning.

a5, a6, a7, e3, F2

NAEYC Standar d 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 create respectful, reciprocal relationships that support and

empower families, and to involve all families in their children’s development and learning.

2a. Understanding family and community characteristics.

X

7.2. analyze the characteristics, lifestyles, and contributions associated with various racial, cultural, and economic groups in our society.

e2, e3

X

7.3. analyze the influence of family and community drug use and misuse on a child’s learning.

d2

X

7.4. Comprehend the cultural content, worldview, and concepts that comprise american indian trial government, history, language, and culture in the state in which they teach.

e1, e2

X

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Early Childhood Education Specialization Outcomes

Early Childhood Education Specialization Competencies

Minnesota Standards for Teachers of Early Childhood Education (Rule 8710.3000)

NAEYC (National Association for the Education of Young Children) Standards

Learner Self- Assessment of level of competency

(Qualitative) Narrative for experience and expertise

0

1

2

3

7.5. build reciprocal relationships with the families of all children that actively engage the family and community in the children’s development.

e1, a5, a6

NAEYC Standard 2b. supporting and empowering families and communities through respectful,

2c. involving families and communities in children’s development

X

7.6. Connect with, engage, and empower children and their families.

e1, a5, b2

4a. Connecting with children and families.

X

8. ethics and professionalism: Uphold ethical and professional standards in conduct as an early childhood professional.

8.1. articulate and demonstrate in-depth knowledge of the naeyC Code of ethical Conduct and the code of ethics for

educators in the state in which they work.

5. becoming a professional. Candidates identify and conduct themselves as members of the early childhood profession.

they know and use ethical guidelines and other professional standards related to early childhood practice. they are continuous, collaborative learners who demonstrate knowledgeable, reflective, and critical perspectives on their work, making informed decisions that integrate knowledge from

a variety of sources. they are informed advocates for sound educational practices and policies.

X

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Early Childhood Education Specialization Outcomes

Early Childhood Education Specialization Competencies

Minnesota Standards for Teachers of Early Childhood Education (Rule 8710.3000)

NAEYC (National Association for the Education of Young Children) Standards

Learner Self- Assessment of level of competency

(Qualitative) Narrative for experience and expertise

0

1

2

3

8.2. Collaborate flexibly and effectively with other adults in professional roles.

X

8.3. engage in advocacy for children and the profession (naeyC standard 5c) by participating in communities of practice and other collaborations with education professionals, parents, and community members to mobilize resources to best meet student needs and to enhance professional growth.

NAEYC Standar d 5c. engaging in continuous learning.

X

8.4. revise teaching practices and professional development opportunities as a result

of learner assessments, self-assessments, literature reviews, and reflection.

X

8.5. Use technology effectively to increase productivity and improve professional practice.

X

8.6. recognize the importance of obtaining and maintaining proper licensure.

X

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Early Childhood Education Specialization Outcomes

Early Childhood Education Specialization Competencies

Minnesota Standards for Teachers of Early Childhood Education (Rule 8710.3000)

NAEYC (National Association for the Education of Young Children) Standards

Learner Self- Assessment of level of competency

(Qualitative) Narrative for experience and expertise

0

1

2

3

8.7. analyze the operations of the organization and system in which they work.

X

8.8. Comprehend a child’s right to equal education, appropriate education for students with disabilities, confidentiality, privacy, and safety – specifically as it relates to abuse and neglect.

X

8.9. Know data practices.

X

8.10. accept opportunities to take on leadership responsibilities.

X

8.11. accept the opportunity and responsibility to mentor other professionals and aspiring professionals.

X

8.12. build better outcomes for children by working with others to create change through influence and consensus.

X

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Early Childhood Education Specialization Outcomes

Early Childhood Education Specialization Competencies

Minnesota Standards for Teachers of Early Childhood Education (Rule 8710.3000)

NAEYC (National Association for the Education of Young Children) Standards

Learner Self- Assessment of level of competency

(Qualitative) Narrative for experience and expertise

0

1

2

3

9. reflection and Continuous

learning: engage in continued professional growth.

9.1. self-assess personal strengths and weaknesses and how to create an effective professional development plan.

X

9.2. Monitor and adjust teacher and caregiver behavior to positively influence student engagement and learning.

X

9.3. engage in reflective practice for continuous professional growth and improvement of instructional and leadership practices.

X

9.4. develop collaborative relationships with other professionals that support reflection, problem-solving, and the generation of new ideas toward improving the learning environment and learner experience.

X

9.5. actively participate in the early childhood field.

NAEYC Standar d 5a. identifying and becoming involved with the early childhood field.

X

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Early Childhood Education Specialization Outcomes

Early Childhood Education Specialization Competencies

Minnesota Standards for Teachers of Early Childhood Education (Rule 8710.3000)

NAEYC (National Association for the Education of Young Children) Standards

Learner Self- Assessment of level of competency

(Qualitative) Narrative for experience and expertise

0

1

2

3

9.6. integrate knowledge, skills, reflection and critical thinking.

NAEYC Standard 5d. integrating knowledgeable, reflective, and critical perspectives.

X

9.7. pursue continuous learning and professional development.

5c. engaging in continuous learning.

X

9.8. write clearly and communicate effectively with families and the community in a variety of ways appropriate to purpose, context, and professional role.

X

10. theory and research: apply critical knowledge of current research and theory to

the improvement of instructional and leadership practices.

10.1. identify and use resources necessary to perform their professional role with the most current

knowledge and best practices.

X

10.2. Conduct classroom and/ or school-based research to improve practice, programs and student outcomes.

X

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Early Childhood Education Specialization Outcomes

Early Childhood Education Specialization Competencies

Minnesota Standards for Teachers of Early Childhood Education (Rule 8710.3000)

NAEYC (National Association for the Education of Young Children) Standards

Learner Self- Assessment of level of competency

(Qualitative) Narrative for experience and expertise

0

1

2

3

10.3. engage students in inquiry sufficient to generate further questioning as well as knowledge.

X

10.4. inform thinking, planning, and teaching with appropriate data and data driven strategies

demonstrating an advanced ability to investigate questions relevant to their practice.

X