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MOLLOY UNIVERSITY GRADUATE EDUCATION

EDU 5220: Current Issues in Early Childhood Education, Birth-Grade 2: Assessment of Progress, Relationships, Families, Legal & Community Issues

Summer II Semester 2025

Asynchronous Course Syllabus

Dr. Sherone Smith-Sánchez Department: Graduate Education Office Phone: (516) 323 3146 Cell Phone: (917) 488-5973

Office Hours: Monday -Thursday 5PM – 9PM. As requested via Zoom/Email Zoom Meeting ID: 636 136 7715 (Password TBA) E-Mail: [email protected]

INTRODUCTION WELCOME to EDU 5220, a Molloy University course carrying the Quality Online Design Badge. This is an Asynchronous course. That means students will go through modules independently. The benefits of this modality are you will have opportunities to work independently on a flexible schedule, while having access to the professor via email and Canvas Messaging. Starting 7/07/2025, to allow you any added levels of support you may need, I will host Zoom and Email Office Hours 5 - 9 PM on Thursdays. Should you wish to avail yourself of this opportunity, please request an appointment via email at [email protected]. From time to time, in addition to appointment-only office hours, I will invite you to an optional Zoom Room session where you may come in to ask questions as part of our Learning Community. Additionally, each week, the Landing Page for the module on Canvas has a 'Today's Task' that helps you to navigate the course and its assignments well. Before you begin this course and start accessing the learning modules, please go to the START HERE section in Canvas. Accessing synchronous sessions/meetings: You will join synchronous class dates on Zoom. On synchronous dates with prior notification to the Professor, you may opt to participate asynchronously. Our Class Zoom Link is here: The 5220 Learning Community. What is Zoom? Zoom is a video conferencing tool where instructors and students can meet online at the same time to interact in academic activities such as classroom lectures, student presentations, screen sharing and discussions. Zoom is often utilized with online synchronous courses at Molloy. To learn more about Zoom, visit the Zoom Help Center page.

Technology Requirements for Online and Hybrid Courses: Molloy IT recommends the following minimum requirements for “frustration-free” computing, particularly for students enrolled in Online and Hybrid courses. Students are strongly encouraged to download, install, and test computer and browser requirements prior to the beginning of classes.

Operating System: Windows 10 (Home, Pro, Education) - *Windows S-type is not recommended* Mac OS 10.11 (El Capitan) or higher Chrome OS (ChromeBooks) – Chrome 58 or higher Processor: Intel i3 or equivalent; 2GHz or higher Memory: 2 GB of RAM or higher Hard Drive Space: 2 GB of free disk space Browser: Google Chrome is the preferred browser Cookies and JavaScript: Must be enabled. Pop-up blockers should be configured to permit new windows from Molloy websites. Plug-ins: Many instructors post PDF versions of course materials in Canvas. Download Acrobat Reader. Internet Connection: Broadband (cable or FiOS) connection is required. At least 2 Mbps download speed and 2 Mbps upload is required. Test your internet speed. Sound Card/Speakers: Required (a headset with microphone recommended - see below) Monitor/Video Card: Laptop screen or computer monitor; Capable of at least 1024 X 768 resolution, 1,000:1 contrast ratio Webcam and Microphone: Built-in or external webcam and microphone are required for courses that have proctored exams or online testing requirements. Also required to participate in videoconferencing meetings. Minimizing Distractions During Synchronous Online Class: Zoom, or conferencing sessions, can be impacted by many different environmental or situational variables. Here are some strategies and suggestions for minimizing such impact:

o Students should mute their microphone when they are not speaking. o Consider using virtual backgrounds, which display the participant but mask the area behind them. o Students should not watch videos, listen to music, or use other applications (other than note taking apps) while attending

class. Doing so could not only distract the class but lead to a degradation in computer performance that may affect the student viewer experience.

o Student can use the chat feature in Zoom to communicate with the entire class and or the instructor but should not be participating in one-to-one chats with their peers during class.

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Student Reminders and Etiquette: Just as in an on-campus classroom, it is important to make the best virtual impression during a Zoom meeting.

o You may be viewable, or heard, by the entire class during a Zoom session and should conduct yourself accordingly. Classes may be recorded.

o Dress as if you are in a classroom setting. · Students are expected to uphold Molloy University’s Academic Honor Pledge. o Student recordings are only permitted if all participants are fully informed that the recording will be made and all participants

consent to being recorded. o Please refer to the Molloy Student Handbook for more details. · Abide by the Civility Policy found in the Molloy Student

Handbook.

COURSE DESCRIPTION This course focuses on teaching methodology, strategies, and curriculum adaptations in the field of early childhood education (Birth - Grade 2). Course content is based on developmentally appropriate practices reflective of research-based pedagogy and integration of technology in the classroom. Procedures for designing, implementing and managing the curriculum and assessments to meet the diverse needs of young children in inclusive settings are included. Specific environmental issues are addressed to prov ide maximum learning experience. This course will address the standards of the Head Start Program Performance Standards, the NYS Foundation for the Common Core, NYS QUALITYstars©, National Association for the Education of Young Children, National Association for Family Chi ld Care and Association for Childhood Education International. The goals of this course are to introduce Teaching Candidates to Developmentally Appropriate & Research-Based Practice that includes the creation of teaching material and strategies to meet the needs of a diverse, inclusive Early Childhood Student Populace. Thus, candidates will explore the knowledge, skills and dispositions needed to administer to the needs of Birth-Grade 2 students by:

▪ Promoting Child Development & Learning

▪ Recognizing the Importance of Building Comprehensive Services that Includes meaningful Family & Community Engagement &

Partnerships

▪ Understanding the Goals, Benefits, Cycles & Uses of Child Screening & Assessment

▪ Understanding of Developmentally Effective Approaches to Teaching & Learning

▪ Demonstration of Ethical Guidelines & Other Professional Standards Related to Early Childhood Practice

SHARED VISION

The Molloy University Teacher Education Faculty has

derived its vision for the exemplary Teacher from the

college’s mission statement, the four pillars of the

Dominican Tradition, comments and input from the

Professional Education Unit’s Advisory Board and

degree candidates as well as numerous faculty

discussions rooted in the department’s knowledge base

which undergirds the initial and advanced program’s

curriculum, pedagogy and values. The teaching

professionals who complete Molloy’s Teacher

Preparation Programs are distinguished by their ability

to exemplify and promote core values in their own

teaching. These values include:

• Belief that all children can learn

• Learner-centered & Value-centered curriculum & pedagogy

• Ethics & Spirituality

• Intellectual Curiosity

• Independence & Risk-taking, while promoting collective Identity & responsibility

• Diversity, multiculturalism & pluralism, including divergent thinking and a passion for teaching

SERVICE

COMMUNITY

RESEARCH & TEACHING

SPIRITUALITY & REFLECTION

FOUR PILLARS OF THE DOMINICAN

TRADITION

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• Commitment to students and their communities

• Civic responsibility through the promotion of social justice and interdependence

• Commitment to democracy COURSE OBJECTIVES Teacher Candidates will: 1. Recognize the significance of parental, professional, service provider, and community support on early childhood education. 2. Describe the advantages and disadvantages of various early childhood service providers, methods, and curricula. 3. Define changes in early childhood assessment and practice. 4. Identify the impact of the issues of gender, stress, poverty, homelessness, bullying, traumatic events, obesity and (other health

issues), fear, diversity, and bias on the early childhood learner. 5. Acknowledge the rights and responsibilities of early childhood educators, parents, and providers in accordance with local, state,

and national laws. 6. Describe the complex socio-economic and global issues facing early childhood families. 7. Identify the effects that the information and communications technology age have on early childhood practice. REQUIRED TEXT Morrison, George S., (2018). Revel for Early childhood education today, 14th Edition (ISBN-13 9780134488424) Publication manual of the American Psychological Association (7th ed.). (2021). Washington, DC: American Psychological Association.

Accessing the Textbook: You can acquire your required virtual text before Week One. We will be using it throughout the course. Please remember that the text is a virtual one that requires a Revel Code. When you're ready, please click this link to purchase your textbook: https://console.pearson.com/enrollment/ci6htx Here, you will be able to click the yellow rectangle to purchase the text. If you need help, check out these Revel student resources: https://www.pearsonhighered.com/revel/students/support/

You may also opt to purchase a hard copy version of the text. The hard copy ISBN #: 9780135754283

OPTIONAL TEXTS: (ADDITIONAL CURRENT RESOURCES WILL BE SHOWN IN CLASS, DURING THE SEMESTER) Casper, V., & Theilheimer, R. (2010) Early childhood education: Learning together. New York: McGraw Hill. DeVries, R., & Zan, B. S. (2012). Moral classrooms, moral children: Creating a constructivist atmosphere in early education. Teachers

College Press. Harms, T., Clifford, R. M., & Cryer, D. (2014). Early Childhood Environment Rating Scale, third edition (ECERS-3). New York, NY: Teachers

College Press. Harms, T., Cryer, D., Clifford, R. M., & Yazejian, N. (2019). Family Child Care Environment Rating Scale, third edition (FCCERS-3). New

York, NY: Teachers College Press. Harms, T., Cryer, D., Clifford, R. M., & Yazejian, N. (2017). Infant/Toddler Environment Rating Scale, third edition. New York, NY: Teachers

College Press. Yelland, N. (2005). Critical issues in early childhood education. United Kingdom: McGraw Hill. ASSIGNMENTS & RELATED INSTRUCTIONAL ACTIVITIES As part of our documentation, the following assignments are related to this three-credit course. To complete the requirements of this course, there are at least 4,500 minutes of related homework assignments and 440 minutes of additional related activities. Students/Teacher Candidates, please note: These are estimates of total time needed to complete the assignments; some students may require more time than indicated in this review. Students, please note all Rubrics, Checklists, etc. More detailed information regarding assignments will be distributed in class during the semester. All assignments must be typed (double spaced) and submitted on dates specified. Failure to submit an assignment when due will result in a grade reduction of 1 point for each class day that the assignment is late.

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COURSE REQUIREMENTS AND GRADING* I. Critical Review/Analysis of Websites. Due Module 2. 20% of course grade. (CO# 1,6 & 7)

Explore the Internet for resource web sites. Select two (2), one (1) that would be especially helpful in the Birth-Grade 2 classroom for teachers, and one (1) that would be especially helpful for parents. Complete the Website Evaluation Rubric for each one. (See attached). Use the information to write a critical review of both (2) of the websites (Use APA-style writing and referencing). Include a description of the sites’ content, evaluate their strengths and weaknesses and describe two possible activities that you could implement in the classroom based on information from these sites. Among the written critiques, one must be of the following:

https://eclkc.ohs.acf.hhs.gov/ https://www.nafcc.org/

http://qualitystarsny.org/ https://www.nhsa.org/

II. Research Diversity & Social Justice in the Early Childhood Classroom. Due Module 4. 20% of grade. (CO# 4,5 & 6) Collect and analyze 3 peer-reviewed journal articles addressing cultural diversity and social justice in B-2nd grade classrooms. Focus on strategies that promote equity, inclusion, and advocacy for marginalized students. Write a 4–6-page research paper (APA 7th edition professional format) that:

1. Summarizes key findings from the articles 2. Reflects on how these insights transform your teaching approach 3. Proposes specific strategies to create a more inclusive classroom environment 4. Discusses ways to empower students and families to advocate for educational equity

Include a section on how you plan to incorporate anti-bias education and culturally responsive teaching in your practice. Consider intersectionality and systemic barriers in education.

III. Researched Educational Activity. Due Module 6. 20% of course grade. (CO# 1, 2, 3 & 7) Step I: Design and create a reading, math, science, or social studies tactual/visual/kinesthetic floor game that students may use in the classroom. Hint: Decide on the target age group before this step. Step 2: Create a 5 -10 Slide PPT presentation (no longer than 20 minutes) that:

• Explains the rules and rationale of the game and the target age against the backdrop of theory supported by peer- reviewed APA In-text -cited sources

• Shows a prototype of the game and any pieces that players may need to play

• Lists the objective & NY State Standard(s) (Identifying Number and Description) that the learning activity is based upon. You may find the standards here:

o NYS Next Generation Learning Standards. (P-12 Grades) o NYS PreK Learning Standards. (Up to 4-Year-Olds) o NYS Physical Education Standards. (P-12) o NYS Arts Learning Standards. o NYS Computer Science and Digital Fluency Standards

Note: For the purpose of this assignment, we will define a game as an activity played using a specific set of developmentally appropriate rules for early childhood players and designed to build a particular set of skills within a specified time frame. Players must be able to recognize the start and end of each game clearly. For Asynchronous courses, please record your presentation as part of the PPT. For Synchronous/ Online Mixed courses, you will present in person, and possibly at the Molloy University Early Childhood Conference.

IV. Early Childhood Reflection on Early Childhood Growth. Due Module 9. 25% of course grade. (CO# 1-7)

Maintain a reflective journal in which you (a) summarize and describe how your knowledge, skills and dispositions for early - childhood pedagogy have evolved, (b) refer to what you have gained from the assigned readings and articles, and (c) reflect on your own learning process in response to the class discussions, peer presentations, and other experiences conducted in and outside the class. Based on the above, submit a minimum 7-page reflective paper documenting your growth as an early- childhood educator. Thorough familiarity with assigned readings and all major early-childhood concepts presented in the class must be evident.

V. Class: Participation, Assigned Readings and Attendance: 15% of course grade. (CO# 1-7) Class Attendance, Canvas online discussions, punctuality, completion of reading and writing assignments, and active class participation are required by all Teacher Candidates.

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Participation & Class/Online Attendance Rubric

CRITERIA POSSIBLE GRADE PERCENTAGE

1. Punctual attendance at ALL classes _______/5%

2. Timely assignment submission online & in-class _______/5%

3. Active class participation & meaningful contributions to online & in-class discussions. _______/5%

Total _______/15%

Attendance & Participation: Since the classroom experience consists of an exchange of ideas and discussions which are crucial to learning course content, students are expected to attend all classes punctually and regularly. Attendance and class participation represent 15% of a student’s final grade in this course. Therefore, as candidates who may become professionals in your field, you are expected to attend each class session, to be present when it begins, to come prepared for class, and to participate productively in whole-class and small-group activities. Professionalism and respect are expected in classroom participation. Professional behavior includes turning off and stowing cell p hones (when not being used for activities directly related to our course, as instructed by the Professor), refraining from outside conversation or activities (including Internet Surfing, text messaging, or preparing for other classes/activities), and being a thoughtful and active listener. F o r eve ry abs en ce / mi ssed o nl in e in te ra ct io ns , a fter the third absence, your grade would be reduced by one half letter grade for this class. E.g., B+ becomes B. In the case of any absences, please email and/or call the instructor prior to class. The following is to be noted:

o It is the accepted practice at Molloy University that faculty take attendance in all courses. o Students should notify faculty if an absence is necessary as the result of a serious situation. o Failure to attend class for two (2) consecutive weeks at any point in the semester, without notification of extenuating

circumstances, will result in an administrative withdrawal from the course. o In the case of an online or hybrid course, attendance is considered similarly important. Therefore, failure to participate in

academic activities in any given week is considered an absence. Examples of participation in academic activities representing attendance would be participation in a class chat or discussion board on an academic topic, submissions of a required assignment, digital interaction with the professor on an academic topic, and completion of a quiz or exam.

o Administrative withdrawal results in removal from the course with a grade of “WA” or WF” determined by the point in the term and the academic performance.

o Students should consult the University catalog for complete details regarding withdrawals and the potential financial implications of a withdrawal.

o Any time missed for medical and other urgent reasons must be made up in accordance with the requirements of the course instructor. Any exceptions to this will be at the discretion of the Director of Graduate Education.

Smith-Sánchez Online Discussion Ground-rules

o The discussion space is a shared, sacred space, where we maintain confidentiality at all times. As such, please do not share others’ personal information outside of the discussion board.

o Start by participating in the initial activity and introducing yourself.

o Be as concise as possible, but comprehensive enough to convey deep and rigorous thinking.

o Cite sources that support your thoughts. (APA). Use the Discussion Board to engage in deep, logical thinking.

o Proofread before posting and follow all the rules that apply to scholarly and professional writing. E.g., Grammar and spelling rules should apply.

o Read everyone’s comment’s before adding your peer response so that you are contributing well to the conversation.

o Allow room for differing opinions. You may express your own perspective without judging or decrying someone else’s.

o In providing peer responses, don’t be afraid to ask clarifying questions.

o Be fully engaged. Minimal responses elicit minimal grades and a minimal learning experience.

o Critique others’ ideas in a kind, tactful way. Avoid terminology that is hurtful or harmful.

o Try to participate but not dominate. Allow the Learning Community to add to the discussion.

o If there are technical issues, please let me and the college’s assigned department know as soon as possible.

o Please apply all the rules of Netiquette as provided by the college.

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SUMMERII 2025 SCHEDULE-5220 WK DATE TOPIC ASSIGNMENTS & READINGS

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7/07 -7/09 MODULE 1: You and Early Childhood Education: What Does It Mean to Be a Professional? (CO#1,5)

▪ The ECE Profession & Crucial Public Policy Changes ▪ The Six Standards of Professional Preparation ▪ Pathways to Professional Development ▪ Roles in Today’s Context for ECE Professionals

Introductory Discussion: 1. What constitutes a successful Early Childhood Educator? 2. How are you preparing to accomplish this role?

Due by end-of module-date 11:59pm. Read: Chapter 1

7/10-7/12 MODULE 2: Implications for Teaching and Learning: Contemporary Influences on Children and Families. (CO# 1, 4, 5 &6)

▪ How family challenges affect child outcomes. ▪ Issues for young children relating to wellness and healthy

living ▪ How Early Childhood (EC) Educators can prevent violence,

bullying, racism & abuse ▪ The EC Educators role in accommodating diverse learners

Journal #1 Discussion 1. Read the article disseminated in class and found at:

https://www.edweek.org/ew/articles/2019/10/11/seattle- schools-lead-controversial-push-to-rehumanize.html

2. Discuss with classmates, your reaction to this state/school

district's attempt to accommodate diverse learners and whether you consider it successful/not and why. Prepare to discuss further in your Canvas Discussion.

Due by end-of module-date 11:59pm ASSIGNMENT I - Critical Review/Website Analysis: Due by end-of module-date 11:59pm

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7/14-7/16 MODULE 3: Outcomes Driven ECE Systems (CO# 1- 7) ▪ Observation and Assessment for Teaching and Learning ▪ Effective Teaching Through Appropriate Evaluation ▪ Local, State & Federal Use of Assessments

The Past and The Present Prologues to the Future ▪ The importance of the history of early childhood education

for pedagogy today. ▪ The people who have had the greatest influence on ECE

throughout history from the 1400s to 1850. ▪ The greatest ECE Influencers throughout history from the

1850s to the present.

Canvas Discussion: After completing a sample Anecdotal & Running- Record, discuss your experience with classmates.

1. What surprised you about the experience? 2. What were the major differences with both experiences? 3. How young is too young for formal assessments? 4. How are the results of Child Observations useful on a

school/district/state/public policy level? Due by end-of module-date 11:59pm Read: Chapter 3 & 4

7/17-7/19 MODULE 4: Theories Applied to Teaching and Learning: Foundations for Practice (CO# 1, 4 & 6)

▪ Piaget’s theory of Cognitive Development. ▪ Vygotsky’s Sociocultural Theory & how Educators may apply

it. ▪ How Gardner’s theory of Multiple Intelligences contributes to

Early Childhood Education. ▪ Behaviorism ▪ Erikson’s stages of psychosocial development and their

implications for teaching, learning & current policies. ▪ Maslow’s theory of Self-Actualization/Human Motivation. ▪ Bronfenbrenner’s Ecological Theory of Human Development.

Read: Chapter 5 Canvas Journal Discussion #2: Theories Applied to ECE. Due by end-of module-date 11:59pm ASSIGNMENT II (Early Childhood Classroom/Diversity Research Paper: Due by end-of module-date 11:59pm

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7/21-7/23 MODULE 5: Early Childhood Programs Applying Theories to Policy & Practice (CO# 1, 2, 4, 5 & 6)

• Montessori

• High Scope

• Creative Curriculum

• Reggio Emilia, Project/Thematic Approach • The Steiner Model.

Canvas Discussion: Read the Q & A Steiner Model sheet found at: https://waldorfanswers.org/WaldorfFAQ.htm and discuss with classmates:

• What is your view of this model and the role of anthroposophy & eurythmy in it?

• As an educator, would you be interested in working in a Steiner environment? Why/why not?

• Do you agree/disagree with recent policy shifts that are allowing public dollars to pay for schools that use this model?

Due by end-of module-date 11:59pm Read: Chapter 6, 7 & 16

7/24-7/26 MODULE 6: Federal and State Governments Supporting Children’s Success (CO# 2, 5 & 6)

• Federal programs influencing early childhood education through legislative acts

• Early Head Start & Head Start programs

Read: Chapter 8 Canvas Journal Discussion #3: Federal & State Support Due by end-of module-date 11:59pm. ASSIGNMENT III - Researched Educational Activity – Due by end-of module-date 11:59pm.

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• Outcomes from the research conducted on Head Start and Early Head Start programs

• State standards effects upon teaching & learning today Games & Early Childhood Program Planning

• The value of Play-based Learning

• Structured Classroom Activity & Organized Games

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7/28-7/30 MODULE 7: Infants, Toddlers, Preschool & School-Readiness (CO# 1, 2, 3, 6 & 7)

• The influence of research on the care and education of infants, toddlers & preschoolers.

• Societal renewed emphasis on infant, toddler & preschoolers’ psychosocial, emotional, and mental health

• Developing quality programs and environments for infants, toddlers & preschoolers

• School Readiness & play-based learning.

Canvas Discussion: What is School Readiness & why is it crucial to the advancement of Early Childhood & Elementary Educational Pedagogy? Due by end-of module-date 11:59pm Read: Chapters 9 & 10

7/31-8/2 MODULE 8: Kindergarten Shifts (CO# 1, 2, 3 & 7) • Developing high-quality environments for kindergarten

children.

• The physical, social-emotional, and cognitive characteristics of kindergartners.

• Kindergarten literacy and reading curriculum

• Kindergarten math, science, social studies, and the arts curriculum

• Accommodating diverse kindergarten learners.

Canvas Discussion: 1. Did you attend kindergarten? 2. What was it like for you? 3. How is it the same or different currently? 4. How close to Friedrich Fröbel's original ideas are American

Kindergartens? Due by end-of module-date 11:59pm. Read: Chapter 11

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8/4-8/6

MODULE 9: Primary Grades & Technology with Young Children in the Information Age (CO# 1, 2, 3 & 7)

• Teaching grades one to three today. • Developmental characteristics of children in grades one to

three.

• Environments that support learning in grades one to three.

• Learning Needs of Young Children in the Net-generation.

• Technology & children with special needs. • Using technology to accommodate diverse learners

Canvas Journal Discussion #4: Young Children & Technology. Watch the video found at: https://www.abc.net.au/news/2016-10- 27/should-children-be-using-digital-devices-at-preschool/7972268 Debate the following statement with classmates: Digital Devices do not belong in an Early Childhood classroom. Due by end-of module-date 11:59pm Read: Chapters 12 & 13 ASSIGNMENT IV Reflection on Early Childhood Growth: Due by end- of module-date 11:59pm

8/07-8/09 MODULE 10: Family Engagement & Guiding Children to Live and Learn in a Diverse Society (CO# 1-7)

• Behavior Guidance: The 10 Steps

• Guiding Behavior in a diverse environment.

• Dual Language Learners.

• Parents, Families, and Community Building Partnerships for Student Success.

• The changing collaborative partnerships between families, schools, and communities

• How changes in parents and families influence teachers & schools.

• The six types of parent engagement

• Community resources

• Addressing absenteeism

Read: Chapter 14 & 15 Summary Canvas Journal Discussion: 5 Takeaways. Due by end-of module-date 11:59pm

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Resources. Note: Additional resources will be provided throughout the course **

Literature: Books on Policy & Pedagogy** Burchinal, M. R., Peisner-Feinberg, E., Pianta, R., & Howes, C. (2002). Development of academic skills from preschool through second grade: Family and classroom

predictors of developmental trajectories. Journal of School Psychology, 40, 415-436. Campbell, F. A., Pan, Y., & Burchinal, M. (2019). Sustaining gains from early childhood intervention: The Abecedarian program. In A. Reynolds & J. Temple (Eds.),

Sustaining early childhood learning gains: Program, school, and family influences (pp. 268-286). New York, NY: Cambridge University Press. Casper, V. & Theilheimer, R. (2010) Early childhood education: Learning together. NY: McGraw Hill. Chaparro, E. A., Smolkowski, K., & Jackson, K. R. (2019). Scaling up and integrating effective behavioral and instructional support systems (EBISS): A study of one

state's professional development efforts. Learning Disability Quarterly. Advance online publication.

Dewey, J. (2007). Experience and education. New York, NY: Simon & Schuster. Dewey, J. (2012). Democracy and education. North Chelmsford, MA: Courier Corporation. Ellis, J. (2009). Children and place: Reggio Emilia's environment as third teacher. Theory into practice, 46(1), 40-47 Freeman, R. (2011). Reggio Emilia, Vygotsky, and family childcare: Four American providers describe their pedagogical practice. Childcare in Practice, 17(3), 227-

246

Fang, X., Brown, D. S., Florence, C. S., & Mercy, J. A. (2012). The economic burden of child maltreatment in the United States and implications for prevention. Child Abuse & Neglect, 36, 156-165.

Harms, T., Clifford, R. M., & Cryer, D. (2014). Early childhood environment rating scale, third edition (ECERS-3). New York, NY: Teachers College Press. Harms, T., Cryer, D., Clifford, R. M., & Yazejian, N. (2019). Family child care environment rating scale, third edition (FCCERS-3). New York, NY: Teachers College

Press. Harms, T., Cryer, D., Clifford, R. M., & Yazejian, N. (2017). Infant/toddler environment rating scale, third edition. New York, NY: Teachers College Press. Hopping-Winn, A. (2012). Supporting children of parents with co-occurring mental illness and substance abuse. Berkeley, CA: National Abandoned Infants Assistance Resource Center. Montessori, M., & Livingston, A. (2010). The advanced Montessori method. Texas: Snowballpublishing. National Scientific Council on the Developing Child. (2012). The science of neglect: The persistent absence of responsive care disrupts the developing brain: working paper 12. Retrieved from http://www.developingchild.harvard.edu. Pratt, C., (2014). I Learn from children: an adventure in progressive education. New York, NY: Open Road +Grove/Atlantic Ritchie, S., Maxwell, K. L., & Bredekamp, S. (2009). Rethinking early schooling: Using developmental science to transform children's early school experiences. In O.

Barbarin & B. Wasik (Eds.), Handbook of child development and early education: Research to practice (pp. 14-37). New York, NY: Guilford Press. US Department of Health and Human Services, Administration for Children and Families. (2012). Spotlight on developmentally appropriate services for young

children. Children’s Bureau Express, 13 (9). Literature: Books on Diversity & Multiculturalism Deiner, P.L., (2013). Inclusive early childhood education: development, resources, practice. Belmont, CA: Wadsworth Cengage Learning.

Dilg, M. (2003). Thriving in the Multicultural Classroom. New York: Teachers College Press.

Hepburn, K. (Ed.) (2007). Annual Editions: Building Culturally & Linguistically Competent Services.

Dubuque, IA: McGraw-Hill.

Herrell, A L., & Jordan, M. (2012). 50 Strategies for teaching English language learners. Upper Saddle, River, NJ: Pearson.

Hoover, J. J. (2009). Differentiating learning differences from disabilities: Meeting diverse needs through multitiered

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response to intervention. Upper Saddle River, NJ: Pearson.

Howes, C. (Ed.). (2003). Teaching 4- to 8-year-olds: Literacy, math, multiculturalism, and classroom community.

Baltimore, MD: Brookes.

MacCann, D. (1992)." Native Americans in books for the young." In Harris, V.J. (Ed.), Teaching multicultural literature in grades k-8. Norwood, MA: Christopher- Gordon Publishers, Inc.

MarYam G. Hamedani, Hazel Rose Markus, & Alyssa S. Fu (2011). My Nation, My Self: Divergent Framings of America Influence American Selves Pers Soc Psychol Bull March 2011 37: 350-364, doi:10.1177/0146167211398139

Melendez, W. and Ostertag, V. (2006). Teaching Young Children in Multicultural Classrooms. Florence, KY: Delmar

Publishers.

Mikkelsen, N. (1998). Insiders, outsiders, and the question of authenticity: Who shall write for african american children? African American Review, 32, (1), 33-49.

Nieto, S. (1992). We have stories to tell: A case study of Puerto Ricans in children's books. In Harris, V.J. (Ed.), teaching multicultural literature in grades k-8. Norwood, MA: Christopher-Gordon Publishers, Inc.

Pescosolido, B.A., Grauerholz, E., & Milkie, M.A. (1997). Culture and conflict: The portrayal of blacks in u.s. children's picture books through the mid-and late- twentieth century. American Sociological Review, 62, (3), 443-464.

Trumbull, E., Rothstein-Fisch, C., Greenfield, P., and Quiron, B. (2001). Bridging Cultures between Home and

School. Florence, Kentucky: Lawrence Erlbaum Associates.

Literature: Journals for Educators & Policymakers Early Childhood Research and Practice Early Childhood Education Journal Journal of Early Childhood Research

Literature: Journals for Educators & Policymakers contd. Journal of Early Intervention Young Exceptional Children

Literature: Magazines for Educators Catalyst: Voices of Chicago School Reform Chicago Reporter Child Care Information Exchange Council for Exceptional Children Today Online CEC Early Childhood News Educational Leadership ASCD Education Week Exceptional Parent Future of Children Genetic Epistemologist Journal of the Jean Piaget Society Harvard Education Letter Harvard Educational Review Healthy Child Care Horn Book Innovations: International Reggio Exchange Merrill-Palmer Institute Instructor Magazine Scholastic

Literature: Magazines for Educators contd. Journal of Early Intervention CEC DEC Phi Delta Kappan Rethinking Schools Rouge Forum School-Age NOTES Science and Children NSTA Teachers College Record Teaching Children Mathematics NCTM The Reading Teacher and Reading Online IRA Texas Child Care Young Children NAEYC Young Exceptional Children CEC DEC Zero to Three Literature: Magazines for Children Dragonfly New Moon: The Magazine for Girls and their Dreams Ranger Rick Stone Soup: The Magazine by Young Writers & Artists Your Big Backyard

Literature: Recommended Fiction and Non-Fiction for Children Albee, Sarah (2019). Helen Keller: The world at her fingertips. New York. Harper Collins Alexander, Kwame (2014). The crossover. Boston, Massachusetts. Houghton Mifflin Harcourt. Bierman, C. (1998). Journey to Ellis Island. New York: Hyperion Books. Brown, M & Cepeda. (2010). Side-by-side/lado a lado. New York. Harper Collins Español. Creech, Sharon. (2001). A fine, fine school. New York. Harper Collins. Floca, Brian. (2013). Locomotive. New Jersey. Atheneum/Richard Jackson Books Franklin, Ashley (2019). Not quite snow white. New York. Harper Collins

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Grossman, M., & Smith, F.D. (2000). My secret camera: Life in the Lodz Ghetto. New York: Gulliver Books, Harcourt Inc. Hopkinson, D., & Ransome, J. (1993). Sweet Clara and the freedom quilt. New York: Dragonfly Books. Jakobsen, K. (1993). My New York. New York: Little, Brown and Company. Keats, Ezra Jack. (1962) The Snowy Day. New York: Viking Press.

Kudlinski, K. (1991). Pearl Harbor is burning: A story of World War II. New York: Puffin Books. Lester, J. (1968). To be a slave. New York: Scholastic, Inc. Lai, Thanha. (2017). Inside, out and back again. New York. Harper Collins. Lowry, L. (1989). Number the stars. New York: Bantam Doubleday Dell Books for Young Readers. McGill, Erin. (2019). I do not like that name. New York. Greenwillow Books. Mitchel, M. K., & Ransome, J. (1998). Uncle Jed’s barbershop. New York: Aladdin Paperbacks. Myers, W. D. (1995). One more river to cross: An African American photograph album. New York: Harcourt Brace & Company. Phillips, C., & Axelrod, A. (1993). Portraits of the Civil War. New York: Barnes and Noble, Inc.

Rappaport, D., & Collier, B. (2013). Martin's big words. Columbus, O.H.: Zaner-Bloser. Reeves, P. (1998). Ellis Island: Gateway to the American dream. New York: Barnes and Noble, Inc. Schaefer, Lola. (2006). An island grows. New York. Greenwillow Books. Sweet, Melissa. (2011). Balloons Over Broadway: The True Story of the Puppeteer of Macy’s Parade Boston, Massachusetts, Houghton Mifflin Harcourt Books for Young Readers Ringgold, F. (1995). My dream of Martin Luther King. New York: Crown publishers, Inc. Ruby, Lois. (1994). Steal away home. New York: Aladdin Paperbacks. Reynolds, Jason. Patina. (2017). New Jersey. Altheneum/Caitlyn Dluohy Books

Sandler, M. (1995). Immigrants. New York: Harper Collins Publisher Silverstein, Shell. (2011). Everything on it. New York. HarperCollins Steptoe, John. (1993). The story of jumping mouse: A Native American legend. New York: Harper Collins. Thomas, J. C. (1998). I have heard of a land. New York: Joanna Cotler Books. Vaccaro Seeger, L. (2007). First the egg. New York. Roaring Book Press. Warga, Jasmine. (2019). Other words for home. New York: Balzer & Bray Books. Winter, J. (2014). Follow the drinking gourd. New York: Random House Children's Books.

Internet-based Articles

Cisneros, Cindy (2018) Teachers are key to quality education https://www.usnews.com/news/education-news/articles/2018-09-03/expanding-early-childhood-education-is-critical

Cannon, Jill S., Et.Al (2017) Investing Early: Taking Stock of Outcomes and Economic Returns from Early Childhood Programs. Santa Monica, CA: RAND Corporation https://www.rand.org/pubs/research_reports/RR1993.html.

Espinosa, Linda, Et. Al. (2019) Many languages, one setting: Supporting children in superdiverse settings https://www.naeyc.org/resources/pubs/tyc/dec2018/supporting-children-superdiverse-settings

NAEYC. (2019) Developmentally appropriate practice (DAP). Position statement. https://www.naeyc.org/resources/position-statements/dap NAFG. (2019) Nurturing social and emotional development of gifted children. Position statement http://www.nagc.org/sites/default/files/Position%20Statement/Affective%20Needs%20Position%20Statement.pdf

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NY Professional Development Institute (2019). Coaching: the essential Innovation in Early Childhood Education earlychildhoodny.org/pdfs Primary Web Resources ** www.acei.org Association for Childhood Education International (ACEI) https://eclkc.ohs.acf.hhs.gov/ Early Childhood Learning & Knowledge Center www.naeyc.org National Association for the Education of Young children https://www.nafcc.org/ National Association of Family Child Care

https://www.nhsa.org/ National Head Start Association www.nea.org National Education Association www.nysed.gov New York State Education (NYSED) https://www.acf.hhs.gov/ohs Office of Head Start, Administration of Children and families http://qualitystarsny.org/ QUALITYstarsNY www.vesid.gov Vocational & Educational Services for Individuals with Disabilities Other Web Resources http://www.ascd.org http://www.askeric.org/ http://www.cloudnet.com (Cloud Net) http://www.daphne.palomar.edu/wayne/ (Wayne’s World) http://www.ed.gov/EdRes/EdLibs.html http://www.eric-web.tc.columbia.edu/ http://www.insected.arizona.edu/lesson (Center for Insect Science Education Outreach) http://www.learningscience.org/

http://www.lessonplancentral.com (Lesson Plan Central) http://www.lessonstop.org (Lesson stop) http://www.pdkintl.org/kappan/kappan.htm http://www.sciencepage.org (Science Page) http://www.teachertube.com http://www.utoronto.ca/uploaded_files/newtonsapple.htm (Newton’s Apple) http://www.volcano.und.nodak.edu/index.html (Volcano World) Economic Education Web (http://www.ecedweb.unomaha.edu/home.htm) Federal Resources for Educational Excellence-Social Studies (http://www.ed.gov/free/s-social.html) Map Collections: 1544-1996 (http://memory.loc.gov/ammem/gmdhtml/gmdhome.html) National Archives (http://nara.gov (future site http://www.nationalarchives.com/) National Council for the Social Studies (http://www.ncss.org/) National Council on Economic Education (http://www.nationalcouncil.org) National Gallery of Art (http://www.nga.gov/) National Geographic Society (http://www.nationalgeographic.com) New York State Archives and Records Administration (http://www.sara.nysed.gov/)

New York State Council for the Social Studies (http://www.nyscss.org/) PBS Online (http://pbs.org/) The Library of Congress (http://www.loc.gov/) The Library of Congress Country Studies (http://www.lcweb2.loc.gov/frd/cs/cshome.html) US State Department (http://www.state.gov/)

Organizations and Agencies The American Academy of Pediatrics

141 Northwest Point Boulevard Elk Grove Village, IL 60007-1098 http://www.aap.org/default.htm

Association for Childhood Education International (ACEI) 17904 Georgia Ave, Suite 215 Olney, Maryland 20832 http://www.udel.eduibateman/acei/

Association Montessori Internationale Koninginneweg 161 1075 CN Amsterdam The Netherlands http://www.montessori-ami.org

Association for Childhood Education International (ACEI) 17904 Georgia Ave, Suite 215 Olney, Maryland 20832 http://www.udel.edu/bateman/acei/

Board on Children, Youth, and Families National Research Council/Institute of Medicine 2101 Constitution Avenue N.W., Suite HA 156 Washington, D.C. 20418 http://nationalacademies.org

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The Center for the Child Care Workforce 733 15th Street, NW Suite 1037 Washington, DC 20005-2112 http://www.ccw.org/index.html

The Center for Early Childhood Leadership, National-Louis University 6310 Capitol Drive Wheeling, IL 60090 http://www2.nl.edu/twal/index.htm

Child Care Bureau

U.S. Department of Health and Human Services The Administration for Children and Families Regional Office 26 Federal Plaza Room 4114 New York, N.Y. 10278 http://www.acf.dhhs.gov/programs/ccb/index.htm

Children's Defense Fund 25 E Street, NW Washington, DC 20001 http://www.childrensdefense.org/

The Children's Foundation 725 Fifteenth Street NW, Suite 505 Washington, DC 20005-2109 http://www.childrensfoundation.net/

Children's Resources International, Inc. 5039 Connecticut Ave., NW Suite One Washington, DC 20008 http://www.childrensresources.org/

Children's Rights Council Suite 401, 300 I Street NE Washington, DC 20002 http://www.gocrc.com/

Division of Early Childhood Education New Jersey Department of Education P.O. Box 500 Trenton, NJ 08625-0500 http://www.state.nj.us/njded/ece/

ERIC-EECE Clearinghouse on Elementary and Early Childhood Education University of Illinois at Urbana-Champaign Children's Research Center 51 Gerty Drive Champaign, IL 61820-7469 http://ericeece.org/index.html

The Future of Children The David and Lucile Packard Foundation 300 Second Street, Suite 200 Los Altos, CA 94022 http://www.futureofchildren.org

Generations United 122 C Street, NW Suite 820 Washington, DC 20001 http://www.gu.org/

Head Start Bureau, U.S. Department of Health and Human Services The Administration for Children and Families 330 C Street, SW Washington, DC 20447 http://www2.acf.dhhs.gov/

High/Scope Educational Research Foundation 600 North River Street Ypsilanti, MI http://www.highscope.org/

National Association for the Education of Young Children (NAEYC) 1509 16th Street, N.W. Washington, DC 20036-1426 http://www.naeyc.org

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National Association for Family Child Care (NAFCC) 5202 Pinemont Drive Salt Lake City, Utah 84123 http://www.nafcc.org/

National Center for Early Development and Learning, University of North Carolina at Chapel Hill Chapel Hill, NC 27599-8185 http://www.fpg.unc.edu/~ncedl/

The National Child Care Information Center (NCCIC) U.S. Department of Health and Human Services The Administration for Children and Families 243 Church Street, NW 2nd Floor Vienna, Virginia 22180 http://nccic.org/

National Head Start Association 1651 Prince St. Alexandria, Virginia 22314 http://www.nhsa.org/

National Institute on Early Childhood Development and Education, Office of Educational Research and Improvement U.S. Department of Education 555 New Jersey Ave, NW Washington, DC 20218 http://www.ed.gov/offices/OERI/ECI/index.html

U.S. Department of Education 400 Maryland Avenue, SW Washington, DC 20212-0498 http://www.ed.gov/

Urban Institute 2100 M Street, N.W. Washington, DC 20037 http://www.urban.org/

U.S. Department of Health and Human Services 200 Independence Avenue, S.W. Washington, D.C. 20211 http://www.hhs.gov/

Publishers Allyn and Bacon University of California Cooperative Extension Service California Dept of Education Publications California Newsreel Cornell University Cooperative Extension Service Delmar Educational Equity Concepts Gryphon House Books Heinemann Human Kinetics Lawrence Hall of Science Great Explorations in Math and Science Mayfield Publishers Mister Rogers' Neighborhood Family Communication Inc. NAEYC New Society Publishers Noodle Soup Paul H. Brookes Publishing Pearson Prentice Hall Redleaf Press Riverside Publishing Scholastic Teachers College Press Teaching Strategies Women's Educational Media

Playground Design & Development Boundless Playgrounds Grounds for Play KaBOOM Kompan Natural Playgrounds Ron King and Associates North Carolina State University White Hutchinson Leisure & Learning Group

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Academic Integrity Statement: The college maintains and affirms a strong policy of academic honesty. Every member of the academic community has a duty neither to cheat nor to condone cheating, fabrication, plagiarism, or facilitation of academic dishonesty. Academic infractions are subject to disciplinary action as described in the Graduate Education Student Handbook and the Molloy University Graduate Handbook and Calendar. Plagiarism is claiming the words, ideas, concepts, outlines, handouts, and drafts of works-in-progress of another as your own without giving credit where it is due. As a component of academic integrity, plagiarism is prohibited at Molloy University. To prevent even the suggestion of plagiarism, quotation marks must be used to indicate the exact words of another author. Additionally, each time you paraphrase another author [i.e., summarize a passage or rearrange the order of a sentence and change some of the words], you will need to credit the source in your text. Adapted from Principle 6.22 of the Publication Manual of the American Psychological Association (6th ed.). Use of Generative Artificial Intelligence (AI) There has been a significant increase in the popularity and availability of a variety of generative artificial intelligence (AI). These tools are shaping the future of work, research, and technology. Used in the wrong way, they stand in conflict with academic integrity guidelines at Molloy University. To maintain a culture of integrity and respect, these generative AI tools should not be used in the completion of course assignments unless a faculty member for a given course specifically authorizes their use. Faculty use Turnitin.com to monitor unauthorized use of AI tools (Please refer to the Student Handbook for additional information). APA Manuscript Style: All manuscripts in the field of education are written in the style format of the American Psychological Association. Candidates in the Graduate Education Programs are required to purchase the Publication Manual of the American Psychological Association (7th ed.). (2021). Washington, DC: American Psychological Association. For this course, students will follow the APA, 7th edition for students, with the use of an abstract for all essays. The abstract is not needed for PPT presentations and Discussion Boards. Disabilities Statement: Candidates with documented disabilities who believe they may need accommodations in this class are encouraged to contact the Director of the Disabilities Support Service Office, Casey Building, Room 11. The telephone number is 678- 5000, extension x6381 Diversity Statement: This course will highlight diversity in the following ways:

a. Class meetings and learning activities will focus on the needs of diverse populations. b. Assignments will focus on meeting the needs of diverse populations.

MPA Statement: Through class discussions, this course also helps to prepare teacher candidates for NYS Early Childhood Assessment by analyzing and applying the three tasks:

a. Planning for Instruction and Assessment b. Instructing and Engaging Students in Learning c. Assessing Student Learning.

Communication & E-mail policy: It is mandatory that every candidate have a Molloy University e-mail account and check it daily. Information re: the programs as well as communication from course professors utilize this media. This Molloy e-mail account must be activated immediately. If not utilized within 30 days, the account becomes defunct and needs to be reinstated.

If students need to ask a question or gain clarification on any part of this syllabus, lectures or assignments, the professor may be contacted via Canvas, email or telephone. Preferred mode of conversation is via email. On weekdays, the professor will respond within 24 hours of receiving any message requiring a response. Unless the query or comment is deemed an emergency. E.g. illness, then a response will not be provided during the weekend, but will be provided by midnight, the following Tuesday. Students who are not yet familiar with Canvas should get on Canvas and utilize the tutorial immediately.

E-portfolio account: All teacher candidates are required to submit Signature performance assignments on their e-portfolio account. Upon admission to Graduate Education Programs all students are required to pay a fee for their electronic portfolio by registering for EDU 501E at the beginning of their program. It is a onetime fee. There is no need to register for the ePortfolio account more than once. This course no longer contains a Signature Assignment.

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Health and Wellness Molloy University is committed to maintaining a healthy environment. Therefore, students are urged to monitor the website and all health and safety updates for any health-related changes in campus procedures. If you suspect contracting a contagious disease you are encouraged to use good judgment, monitor your symptoms, consult a medical professional, and remain home if needed. At the present time, masks are not required while on campus. However, we respect individual preferences and encourage members of the community to support the individual right to determine their need to wear a face covering. If you have health questions or concerns the Student Health Services can be reached by email at [email protected] or by phone at 516-323-3467. The Student Personal Counseling Center (SPCC) is a confidential and free service available to all currently enrolled Molloy University students. If you are interested in scheduling an appointment, please call 516-323-3484 Monday-Friday, scan the adjacent QR code using the camera on your phone, or walk in to request a time and day to meet.

Incompletes: As stated in the Molloy University Catalogue: The grade of “I” is earned in a course when the student has not completed all course requirements. It is a substitute grade given only with the approval of the instructor and Graduate Program Director at the specific request of the student prior to the end of the course. Approval is granted only when the student demonstrates circumstances beyond his/her control which temporarily prevents completion of the course work. All incompletes must be resolved by the dates indicated in the Academic Calendar for each semester. Any extension beyond the published dates of the Academic Calendar requires written approval of both the instructor and the Director of the Graduate Program. Any grade of “I” which is not converted to a letter grade within the time allotted, automatically becomes an “F.” Information Literacy Statement: Information literacy is a set of abilities requiring individuals to "recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information. "Information literacy also is increasingly important in the contemporary environment of rapid technological change and proliferating information resources. Because of the escalat ing complexity of this environment, individuals are faced with diverse, abundant information choices--in their academic studies, in the workplace, and in their personal lives. Information is available through libraries, community resources, special interest organizations, media, and the Internet--and increasingly, information comes to individuals in unfiltered formats, raising questions about its authenticity, validity, and reliability. In addition, information is available through multiple media, including graphical, aural, and textual, and these pose new challenges for individuals in evaluating and understanding it. The uncertain quality and expanding quantity of information pose large challenges for society. The sheer abundance of information will not in itself create a more informed c itizenry without a complementary cluster of abilities necessary to use information effectively.

Information literacy forms the basis for lifelong learning. It is common to all disciplines, to all learning environments, and to all levels of education. It enables learners to master content and extend their investigations, become more self-directed, and assume greater control over their own learning.

Information Literate Individual are able to:

o Determine the extent of information needed o Access the needed information effectively and efficiently o Evaluate information and its sources critically o Incorporate selected information into one’s knowledge base

To schedule an appointment with the Student Personal Counseling Center (SPCC) scan QR Code:

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o Use information effectively to accomplish a specific purpose o Understand the economic, legal, and social issues surrounding the use of information o Access and use information ethically and legally.

This course will address Information Literacy in the following ways: In order to: "recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information", the following will occur in this course:

o All class meetings, learning activities and activities will focus on accessing and reading data and critically evaluating their usefulness and purpose.

o All assignments will focus on critical reflection and writing of their importance to the student.

Statement on Recording Meetings: As a student enrolled in courses offered by Molloy University, Rockville Centre, New York, students are to understand that classes may sometimes be audio or digitally captured for instructional purposes. THESE RECORDINGS ARE INTENDED ONLY FOR EDUCATIONAL PURPOSES AND WILL BE USED ONLY BY THE FACULTY AND STUDENTS ENROLLED IN THE COURSE. PLEASE NOTIFY YOUR INSTRUCTOR BY EMAIL IF YOU DO NOT CONSENT TO PARTICIPATION IN A DIGITAL RECORDING OF YOUR COURSE. If no student elects to withhold his/her consent prior to the first published official date of the semester, digital recording of the class will begin one week after the first published official date of the semester. Any student who has not contacted the professor prior to that date will be deemed to have consented to the recording. You may notify your professor by email at any time if you choose to revoke your consent.

Technology Statement: This course will highlight technology in the following ways:

a. Participants will include research acquired through internet exploration in their presentations and material development

b. Students will review resources for lesson plan content and determine the extent of information needed to develop lessons or materials

c. Students will critically evaluate media developed and marketed for use in Birth-Grade 2 programs d. Students will access information in accordance with legal issues of copyright. e. Students will present a PowerPoint “best practices” lesson to the class.

Workshop Policy: Attendance at Professional Workshops and Conferences: Participation in professional workshops and conferences is an integral part of being a well-informed teacher. All Teacher Candidates are required to attend one Molloy University sponsored workshop/conference each semester. These conferences are presented by Nassau Reading Council, Phi Delta Kappa, Molloy Chapter of Kappa Delta Pi, etc. Workshops and Conferences which teachers are required to attend as part of their teaching contractual obligations (such as Superintendent’s Conference Days and district s ponsored conferences) may not be considered to fulfill this Molloy University Professional Workshop/Conference requirement. Workshops in Training in the Identification and Reporting of Child Abuse and Neglect, Principles of Chemical Dependency and School Violence Prevention and Intervention required by New York State Education Department for teacher certification do not fulfill this Molloy University requirement.

Writing Across the Curriculum: These requirements are satisfied by the following assignments: Research Paper 20% of grade Early Childhood Reflection Paper 25% of grade Critique of Early Childhood Website 20% of grade Researched Educational Activity & PPT 20% of grade

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Alignment of Course Objectives, with, INTASC, ACEI, and NAEYC

Course Objectives/Molloy Standards (MS) Performances NCATE (N) INTASC ACEI NAEYC

1. Recognize the significance of parental, professional, service provider, and community support on early childhood education. MS 9

Critical Review of Website In-Class Projects and Activities Educational Activity Site Visit (If assigned)

N1b, f N3a N4a, b

INTASC 2, 3, 7, 9, 10

ACEI 1;3.1, 3.2; 5.2

NAEYC 1 a, b, c; 2a, b, c; 3a, d; 4a, d; 5 a, e

2. Describe the advantages and disadvantages of various early childhood service providers, methods, and curricula. MS 2, 3, 9

Site Visit (If assigned) In-Class Projects and Activities Research Paper (for Professional Certification Candidates)

N1b, c, f N4a, b

INTASC 2, 3, 7

ACEI 1; 3.2; 5.2 NAEYC 1 a, b, c; 3d, 4 a, d; 5 e

3. Define changes in early childhood assessment and practice. MS 10

Research Paper Educational Activity In-Class Projects and Activities

N1b, c, d, f N3a, N4a

INTASC 1, 2, 3, 4, 5, 7

ACEI 1; 3.1, 3.3, 34, 3.5, 4,

NAEYC 1 a, b, c; 3a, b, c, d; 4b, c, d

4. Identify the impact of the issues of gender, stress, poverty, homelessness, bullying, traumatic events, obesity and (other health issues), fear, diversity, and bias on the early childhood learner. MS 3, 9

Research Paper In-Class Projects and Activities

N1b, c, f N4a

INTASC 2, 3, ACEI 1; 2.6, 3.1, 3.2, 3.3, 3.4, 3.5; 5.2

NAEYC 1 a, b, c; 2a; 4 a;

5. Acknowledge the rights and responsibilities of early childhood educators, parents, and providers in accordance with local, state, and national laws. MS 3, 6, 9

Educational Activity In-Class Projects and Activities

N1b, c, f

INTASC 2, 5, 10 ACEI 1; 3.1, 3.2; 4

NAEYC 1 a, b, c; c; 5 a, b, c, d, e

6. Describe the complex socio-economic and global issues facing early childhood families. MS 3, 6, 9

In-Class Projects and Activities Research Paper

N1b, c, f N4a

INTASC 2, 3, 4, 5, 7, 8

ACEI 1; 3.1, 3. 2

NAEYC 1 a, b, c; 2a, b, c; 4 a, 5a

7. Identify the effects the information and communications technology-age has on early childhood practice.

8. MS 4, 5

Critical Review of Website In-Class Projects and Activities Site Visit

N b N4a

INTASC 2, 3, 5, 7

ACEI 1; 3.1, 3.2;

NAEYC 1a, b, c; 2a

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Rubric for: Critical Review/Analysis of a Website (20%) Dimensions 0 - 5 POINTS

EMERGING 5.1 - 10 POINTS

DEVELOPING 10.1 – 15 POINTS

MEETS EXPECTATIONS

15- 20 POINTS EXCEEDS

EXPECTATIONS

Content Summary: Concise (main idea) Precise (accuracy) K, S, D

Minimally describes ideas of the website. (1.25)

Satisfactorily describes ideas of the website. (2.5)

Fully describes the ideas of the website with complete accuracy. (3.75)

Provides an exceptionally detailed description of the selected websites. (5)

Content Analysis Reactions to website’s main ideas

K, S, D (3 points)

Minimally analyzes and develops an activity based on the website’s content. (0.625)

Satisfactorily analyzes and develops an activity based on the website’s content. (1.25)

Thoroughly analyzes and develops an activity based on the website’s content. (1.875)

Consistently exceeds expectations regarding website analysis and development of an activity based on the website’s content. (2.5)

Content Analysis Reacts to website’s Construction and information K, S, D

Minimally analyzes the website’s strengths and weaknesses. (0.625)

Satisfactorily analyzes the website’s strengths and weaknesses. (1.25)

Thoroughly analyzes the website’s strengths and weaknesses. (1.875)

Analyzes the website’s strengths and weaknesses and makes recommendations for improvement in an exemplary fashion. (2.5)

Theoretical Connections

K, S, D

Incorrectly aligns the website activity to educational theory and practice. (0.625)

Adequately aligns the website activity to educational theory and practice. (1.25)

Successfully aligns the website activity to educational theory and practice. (1.875)

Exceptionally aligns the website activity to educational theory and practice in a detailed manner.(2.5)

Language Use and Conventions

K, S,

Demonstrates partial control of writing conventions with occasional errors, while using acceptable language. (0.625)

Demonstrates control of writing conventions with essentially no errors, while using professional language. (1.25)

Demonstrates control of writing conventions with no errors, while using sophisticated, and professional, language. (1.875)

Candidate consistently exceeds expectations regarding use of English language conventions and tools and presents full control of inherent skills in mechanics, usage, spelling, grammar, punctuation, capitalization, and sentence structure. (2.5)

Organization & Development; Coherence & Cohesiveness

K, S,

Minimal coherence and cohesiveness. (0.625)

Satisfactorily Develops ideas, making use of a wide variety of relevant details Exhibits, satisfactorily, a logical and coherent structure through effective use of appropriate literary devices and transitions. (1.25)

Develops ideas clearly and fully, making use of a wide variety of relevant details Exhibits an exemplary logical and coherent structure through effective use of appropriate literary devices and transitions. (1.875)

Candidate consistently exceeds expectations regarding effective use of English language tools with rich and varied cohesive sentences, paragraphs, etc. (2.5)

APA Style K, S,

APA elements are inaccurate and/or missing, including title page with running head, header, abstract, text citations, and reference page. (0.625)

APA elements are satisfactory, including title page with running head, header, abstract, text citations, and reference page. (1.25)

APA elements are exemplary, including title page with running head, header, abstract, text citations, and reference page. (1.875)

Candidate consistently exceeds expectations regarding knowledge of requirements and expectations of the latest edition of APA, utilizing multiple sources for application. (2.5)

Student: ____________ Total

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WEBSITE EVALUATION RUBRIC TOOL FOR STUDENTS’ USE ONLY Uniform Resource Locator (URL):_________________________ Student Name:_________________________

Curriculum Content

POOR No relationship with curriculum content exists.

FAIR Limited relationship with curriculum content.

GOOD Good relationship with curriculum content.

EXCELLENT Direct relationship with curriculum content.

Comments

Interactivity Lacks enhancements to

actively involve the learner.

Minimal enhancements to

actively involve the learner.

Contains some enhancements

to actively involve the learner.

Possess many enhancements

that require learner to remain actively involved.

Comments

Critical Thinking

Student not given opportunity to engage in higher level thinking.

Student given limited opportunities to engage in higher level thinking.

Student given some opportunity to engage in higher level thinking.

Student given extensive opportunities to engage in higher level thinking activities.

Comments

Support Materials

Support materials do not exist. Technical support is inadequate. Unable to track student progress.

Limited options for assistance are given. Tracking student progress is available occasionally.

Assistance is available but not quickly accessible. Additional resources are available and student progress can be frequently checked.

Assistance is readily available at any point in the website and many additional sources are available with ease of keeping track of student progress.

Comments

Classroom Environment

No clear use of the website in regular classroom activities.

Few lessons can be used in the classroom setting and there are few suggestions for use of the website for whole class, individual or group lessons.

Website can be integrated in classroom activities and there are suggested uses for whole class, individual and group lessons.

All features can be used in classroom activities and the website includes activities for whole class, individual and group lessons.

Comments

Accessibility Graphics/links are not labeled or don't offer rollover labeling, fonts are difficult to read, and content does not lend itself to varied learning styles and ability levels.

Graphics/links are seldom labeled or seldom offer rollover labeling, fonts are sometimes used for ease of student reading and some content is accommodating to varied learning styles and ability levels.

Graphics/links are mostly labeled or have rollover labeling, fonts are mostly easy to read and most content supports varied learning styles and ability levels.

Graphics/links are labeled or have rollover labeling, fonts are consistently easy to read and varied learning styles and ability levels are accommodated.

Comments

Age/Grade Level

Directions, reading level, and product are inappropriate for targeted audience.

Directions, reading level, and product are sometimes inappropriate for targeted audience.

Directions, reading level, and product are mostly appropriate for targeted audience.

Directions, reading level and product are appropriate for targeted audience.

Comments

Effectiveness of website

Design is confusing and is not navigable. The technology does not provide any benefit.

Design lacks intuition and is difficult to navigate. Minimal effectiveness.

Design is clear, but assistance is needed to navigate some areas. Technology is adequately utilized to be of benefit in the instructional process.

Design is clear, easy to navigate, logical and provides an effective means to help students achieve.

Comments

Assessment Component

Assessment is unrelated or not available.

Assessment does not engage learner and additional assessment is required.

Assessment is usually appropriate and can provide some measure of what has been learned.

Assessment is suited to goals and student ability and easily assesses what has been learned.

Comments

Social Impact/Peer Interactions

Website has inappropriate topics/pictures or bias information. Does not lend itself to group interactions.

Website displays minimal pictures appropriate to the web site. Users are able to work in pairs.

Website usually displays appropriate information. Lends itself to group interaction.

Website has appropriate topics/pictures and non-bias information. Lends itself to all types of group interactions.

Comments

Gender/Ethnic Bias

Website demonstrates a clear gender/ethnic bias.

Website displays minimal material appropriate to gender/ethnicity.

website usually displays material appropriate to gender/ethnicity.

Website displays no gender/ethnic bias.

Comments

Effectiveness in teaching

Website is ineffective in teaching desired content. Interactivity is unrelated to learning, not directed at student enjoyment.

Website is partially effective in teaching desired content, with limited interactivity and appeal to students.

Website is mostly effective in teaching desired content, with some interactivity that appeals to students.

Website is effective in teaching the desired content in an interactive way that students will enjoy while learning.

Comments

20

II Rubric: For Early Childhood Classroom & Diversity Research Paper (20%) TAG TO

CAEP

TAG TO InTASC

TAG TO SPA

ELEMENTS 0 - 5 POINTS EMERGING

5.1 - 10 POINTS DEVELOPING

10.1 – 15 POINTS MEETS

EXPECTATIONS

15- 20 POINTS EXCEEDS

EXPECTATIONS

1.1 8(h) ACEI 2.1 CEC 6 CEC 5.4 NCSS 6.5 NCTE 3.1 NCTE 1.2.2 NCTM 2d NSTA TESOL

1. ORGANIZATION Coherent and cohesive sentences and paragraphs

Candidate demonstrates a rudimentary knowledge of effective use of English language tools with lack of cohesive sentences, paragraphs, etc.(1)

Candidate demonstrates a basic understanding of effective use of English language tools but has limited consistency with cohesive sentences, paragraphs, etc. (2)

Candidate consistently demonstrates knowledge of effective use of English language tools through cohesive sentences, paragraphs, etc. (3)

Candidate consistently exceeds expectations regarding effective use of English language tools with rich and varied cohesive sentences, paragraphs, etc. (4)

1.1 2(d) ACEI 3.1 CEC 1 CEC 6.2 NCSS 6.1 NCTE 3.3 NCTE 2.1.1 NCTM 3b NSTA 1a TESOL 1.1, 1.2

2.CONTENT ANALYSIS

Candidate demonstrates a rudimentary knowledge of the process and of the topic or thesis and its significance with limited content analysis and limited tools.(1)

Candidate demonstrates a basic understanding of the process and of the topic or thesis and its significance with some consistency and appropriate content analysis and tools.(2)

Candidate consistently demonstrates knowledge of the process and of the topic or thesis and its significance with appropriate content analysis.(3)

Candidate consistently exceeds expectations regarding knowledge of the process and of the topic or thesis and its significance with detailed content analysis and tools. (4)

1.1 9(c) ACEI 1 CEC 1 CEC 6.2 NCSS 6.1 NCTE 3.7 NCTE 5.1.2 NCTM 3b NSTA 1a TESOL 1.2, 2.1

3. THEORETICAL CONNECTIONS

Candidate demonstrates a rudimentary knowledge of research theory and concepts of learner development and makes weak connections between theory and practice. (1)

Candidate demonstrates a basic understanding of research theory and concepts of learner development but has limited consistency making connections between theory and practice.(2)

Candidate consistently demonstrates knowledge of research theory and concepts of learner development as they apply to making connections between theory and practice.(3)

Candidate consistently exceeds expectations regarding knowledge of research theory and concepts of learner development and makes definitive connections between theory and practice. (4)

1.1 8(h) ACEI 2.1 CEC 6 CEC 5.4 NCSS 6.5 NCTE 3.2 NCTE 1.2.2 NCTM 2d NSTA TESOL

4. LANGUAGE USE AND CONVENTIONS

Candidate demonstrates a rudimentary knowledge and use of English language conventions and tools and presents multiple errors in mechanics, usage, spelling, grammar, punctuation,

capitalization, and sentence structure.(1)

Candidate demonstrates a basic understanding of English language conventions and tools and presents minimal errors in mechanics, usage, spelling, grammar, punctuation,

capitalization, and sentence structure.(2)

Candidate consistently demonstrates knowledge and use of English language conventions and tools in mechanics, usage, spelling, grammar, punctuation,

capitalization, and sentence structure.(3)

Candidate consistently exceeds expectations regarding use of English language conventions and tools and presents full control of inherent skills in mechanics, usage, spelling, grammar, punctuation, capitalization, and sentence structure.(4)

1.1

8(h) ACEI 2.1 CEC 6 CEC 5.4 NCSS 6.5 NCTE 3.2 NCTE 1.2.2 NCTM 2d NSTA TESOL

5. APA STYLE Candidate demonstrates a rudimentary knowledge of the requirements and expectations of the latest edition of APA, with multiple errors, including lack of correct citations/ references.(1

Candidate demonstrates a basic understanding of the requirements and expectations of the latest edition of APA, with limited errors, including limited citations/ references.(2)

Candidate consistently demonstrates knowledge of the requirements and expectations of the latest edition of APA, including correct citations/references.( 3)

Candidate consistently exceeds expectations regarding knowledge of requirements and expectations of the latest edition of APA, utilizing multiple sources for application.(4)

Student: ____________________Total

III. Rubric for: Evaluation and Presentation of Educational Kinesthetic Activity (20%) Dimensions 0 - 5 POINTS

EMERGING 5.1 - 10 POINTS

DEVELOPING 10.1 – 15 POINTS

MEETS 15.1- 20 POINTS

EXCEEDS

21

EXPECTATIONS EXPECTATIONS

Game: Overall K, S

(4 points)

Minimally demonstrates that the game is somewhat appropriate, creative, adaptable, fun to play and challenging. Minimal effort has

been put into creating the game. (0.75)

Generally, demonstrates that the game is appropriate, creative, adaptable, fun to play, and challenging. Generally evident that effort was

put into creating the game.(1.5)

Clearly demonstrates that game is developmentally appropriate, creative, adaptable, fun to play, and challenging. Clearly evident that

much effort was put into creating the game. (2.25)

Clearly exceeds requirements of the assignment in that it is: 1. Aligned with the Pre-K Foundations for the Common Core & Common Core Standards 2.Appropriately aligned with its curricular

theme 3. Developmentally appropriate, creative, play-based and integrative. (3)

Game: Physical Layout

K, S (4 points)

Poorly developed, minimal neatness, not attractive and would not capture students’ attention. (0.75))

Satisfactorily developed, somewhat neat, attractive and may capture students’ attention. (1.5)

Very fully developed, neat, attractive and would capture students’ attention. (2.25)

Extremely well developed. Attentive to building varied literacies. Eg. The game is Print-rich (See ECERS III) and related books are found in the areas, including math & science exploration areas.(3)

Rules of the Game

K, S (3 points)

Game is not self- checking and/or easy to play; minimally combines luck with skill; minimally increases a student’s subject knowledge; minimally encourages

students to learn needed concepts. (0.75)

Generally, demonstrates that the game is self-checking, easy to play, combines luck with skill, increases a student’s subject knowledge and would encourage

students to learn needed concepts. (1.5)

Definitely demonstrates that the game is self-checking, easy to play, combines luck with skill, increases a student’s subject knowledge and would encourage

students to learn needed concepts. (2.25)

Provides multiple opportunities for students of varying abilities & backgrounds to self- check. The game is easily adaptable to varied skill-levels, and challenging. (3)

Mastery of the Content

K, S (3 points)

Minimally demonstrates understanding the underlying concepts of the topic and why the game helps develop those concepts. (0.75)

Generally, demonstrates understanding the underlying concepts of the topic and of how and why the game develops those concepts. (1.5)

Clearly demonstrates understanding the underlying concepts of the topic and of how and why the game helps develop those concepts. (2.25)

Articulation of concepts are extremely clear and employ the use of Bloom’s Taxonomy. (3)

Effectiveness K, S (3 points)

The game barely held the interest of the class, and the class did not understand the

subject topic that was presented within the game. (0.75)

The game generally held the interest of the class, and the class generally left with a

better understanding of the subject topic underlying the game. (1.5)

The game clearly held the interest of the class, and the class clearly left with a

better understanding of the subject topic underlying the game.(2.25)

The game clearly held the rapt attention of the class, leaving them with an extremely clear understanding of how it connected to a larger curricular plan. (3)

Presentation K, S (3 points)

Presentation lacks enthusiasm and confidence and does not follow a logical order in the presentation. (1.25

Generally, presents the game with enthusiasm and confidence while following a logical order of presentation. (2.5)

Clearly presents the game with enthusiasm and confidence while following a logical order of presentation (3.75)

The presentation is sequential in order and employs the use of appropriate audience participation techniques. (5)

Student__________ Total

V. RUBRIC: Graded Canvas Discussion Boards-5% Criteria 0-.25%

EMERGING 26% – 59%

DEVELOPING 60 – 75% MEETS

EXPECTATIONS

76 – 100% EXCEEDS

EXPECTATIONS

22

Initial Posting: Quantity, Quality, Content, Clarity & Mechanics K, S, D, I

Quantity & Quality: Less than 5 initial postings noted.

Quantity & Quality: Participates via the required number of Initial posts occurring within 48 hours of the start of each module. Posts are minimally adequate and superficial in thought. They do not address all aspects of the week’s focus or the Essential Questions

posed.

Quantity & Quality: Participates via the required number of Initial posts occurring within 48 hours of the start of each module. Posts adequately summarize how each student’s knowledge, skills & dispositions for early-childhood pedagogy have

evolved with regards to the most recent class & Essential Questions posed.

Quantity & Quality: Participates via the required number of Initial posts occurring within 48 hours of the start of each module. Posts clearly summarize and describe how each student’s knowledge, skills and dispositions for early-childhood pedagogy have

evolved with regards to the most recent class & Essential Questions posed. Each post’s reaction to the day’s lecture and class discussions are well-developed and comprehensive.

Content: Posts are underdeveloped, contrary to the topic at hand or irrelevant to discussion.

Content: Posts are developed but lack full expansion of ideas and concepts

Content: Posts reflect some information from assigned readings and articles in a substantive manner that advances the online discussion. Content is supported by APA Formatted In- text Citations.

Content: Posts reflect accurate information from class discussions, assigned readings and articles in a substantive manner that advances the online discussion. Content is supported by APA Formatted In-text Citations.

Clarity & Mechanics: Posts are disorganized,

extended, discourteous, and/or has many grammatical and spelling errors. (0.125)

Clarity & Mechanics: Posts contain a few errors in clarity or mechanics

but convey ideas and thoughts in a congenial manner. (0.25).

Clarity & Mechanics: Posts are appropriately formatted and

convey valuable ideas that advance discussions with clarity of thought and minor mechanical errors. (0.375)

Clarity & Mechanics; Posts are well- formatted and easily understood.

They contain no grammatical or spelling errors. (.5)

Follow-Up Postings: Quantity, Quality, Content, Clarity & Mechanics K, S, D, I

Quantity & Quality: There is less than the syllabus required number of follow-up posts or responses appear to add very little value to the discussion.

Quantity & Quality: There is the syllabus required number of follow-up posts. Responses add minimal value to each discussion.

Quantity & Quality: Participates via the syllabus required number of follow-up posts, occurring within the required number of Initial posts occurring within 72 hours of the start of each module. They respond to an existing posting with additional ideas, observations, or comments.

Quantity & Quality: Participates via more than the syllabus required number of follow- up posts, occurring within the required number of Initial posts occurring within 72 hours of the start of each module. They demonstrate thoughtful analysis of others’ posts and build upon others’ posts by an extension of meaningful discussion.

Content: Posts are underdeveloped, contrary to the topic at hand or irrelevant to discussion.

Content: Posts are developed but lack full expansion of ideas and concepts. They are minimal reflections of ideas shared in the group or a repetition of ideas shared previously

Content: Posts reflect some information from assigned readings and articles in a substantive manner that advances the online discussion.

Content: Posts reflect accurate information from class discussions, assigned readings and articles in a substantive manner that advances the online discussion

Clarity & Mechanics: Posts are disorganized, extended, discourteous, and/or has many grammatical and spelling errors. (0.125)

Clarity & Mechanics: Posts contain a few errors in clarity or mechanics but convey ideas and thoughts in a congenial manner. (0.25).

Clarity & Mechanics: They are appropriately formatted and convey valuable ideas that advance discussions with clarity of thought and minor mechanical errors. (0.375)

Clarity & Mechanics; Posts are well- formatted and easily understood. They contain no grammatical or spelling errors. (.5)

Student: _______Total

Key : K = Knowledge, S = Skills, D =Dispositions, I = Impact on Student Learners

23

IV. Rubric: For Early Childhood Reflection Paper (25%) TAG TO

CAEP

TAG TO InTASC

TAG TO SPA

ELEMENTS 0 - 6.25 POINTS EMERGING

6.26 – 12.5 POINTS DEVELOPING

12.6 – 18.75 POINTS MEETS

EXPECTATIONS

18.76- 25 POINTS EXCEEDS

EXPECTATIONS

1.1 8(h) ACEI 2.1 CEC 6 CEC 5.4 NCSS 6.5 NCTE 3.1 NCTE 1.2.2 NCTM 2d NSTA TESOL

1. ORGANIZATION Coherent and cohesive sentences and paragraphs

Candidate demonstrates a rudimentary knowledge of effective use of English language tools with lack of cohesive sentences, paragraphs, etc. (1.25)

Candidate demonstrates a basic understanding of effective use of English language tools but has limited consistency with cohesive sentences, paragraphs, etc. (2.5)

Candidate consistently demonstrates knowledge of effective use of English language tools through cohesive sentences, paragraphs, etc. (3.75)

Candidate consistently exceeds expectations regarding effective use of English language tools with rich and varied cohesive sentences, paragraphs, etc. (5)

1.1 2(d) ACEI 3.1 CEC 1 CEC 6.2 NCSS 6.1 NCTE 3.3 NCTE 2.1.1 NCTM 3b NSTA 1a TESOL 1.1, 1.2

2.CONTENT ANALYSIS

Candidate demonstrates a rudimentary knowledge of the process and of the topic or thesis and its significance with limited content analysis and limited tools. (1.25

Candidate demonstrates a basic understanding of the process and of the topic or thesis and its significance with some consistency and appropriate content analysis and tools. (2.5)

Candidate consistently demonstrates knowledge of the process and of the topic or thesis and its significance with appropriate content analysis. (3.75)

Candidate consistently exceeds expectations regarding knowledge of the process and of the topic or thesis and its significance with detailed content analysis and tools. (5)

1.1 9(c) ACEI 1 CEC 1 CEC 6.2 NCSS 6.1 NCTE 3.7 NCTE 5.1.2 NCTM 3b NSTA 1a TESOL 1.2, 2.1

3. THEORETICAL CONNECTIONS

Candidate demonstrates a rudimentary knowledge of research theory and concepts of learner development and makes weak connections between theory and practice. (1.25

Candidate demonstrates a basic understanding of research theory and concepts of learner development but has limited consistency making connections between theory and practice. (2.5)

Candidate consistently demonstrates knowledge of research theory and concepts of learner development as they apply to making connections between theory and practice. (3.75)

Candidate consistently exceeds expectations regarding knowledge of research theory and concepts of learner development and makes definitive connections between theory and practice. (5)

1.1 8(h) ACEI 2.1 CEC 6 CEC 5.4 NCSS 6.5 NCTE 3.2 NCTE 1.2.2 NCTM 2d NSTA TESOL

4. LANGUAGE USE AND CONVENTIONS

Candidate demonstrates a rudimentary knowledge and use of English language conventions and tools and presents multiple errors in mechanics, usage, spelling, grammar, punctuation, capitalization, and sentence structure. (1.25)

Candidate demonstrates a basic understanding of English language conventions and tools and presents minimal errors in mechanics, usage, spelling, grammar, punctuation, capitalization, and sentence structure. (2.5)

Candidate consistently demonstrates knowledge and use of English language conventions and tools in mechanics, usage, spelling, grammar, punctuation, capitalization, and sentence structure. (3.75)

Candidate consistently exceeds expectations regarding use of English language conventions and tools and presents full control of inherent skills in mechanics, usage, spelling, grammar, punctuation, capitalization, and sentence structure. (5)

1.1

8(h) ACEI 2.1 CEC 6 CEC 5.4 NCSS 6.5 NCTE 3.2 NCTE 1.2.2 NCTM 2d NSTA TESOL

5. APA STYLE Candidate demonstrates a rudimentary knowledge of the requirements and expectations of the latest edition of APA, with multiple errors, including lack of correct citations/ references. (1.25

Candidate demonstrates a basic understanding of the requirements and expectations of the latest edition of APA, with limited errors, including limited citations/ references. (2.5)

Candidate consistently demonstrates knowledge of the requirements and expectations of the latest edition of APA, including correct. (3.75) citations/references.

Candidate consistently exceeds expectations regarding knowledge of requirements and expectations of the latest edition of APA, utilizing multiple sources for application. (5)

Student: ____________________Total