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Department of Education

Department of Education. B.S. in Early Childhood Education CIP Code: 190101. 2008-2009 Action Plan and Implementations. 2008-2009 Action Plan and Implementations. Program Quality Improvement Report 2009-2010. 3. Learning Outcomes.

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Department of Education

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  1. Department of Education B.S. in Early Childhood Education CIP Code: 190101 Program Quality Improvement Report 2009-2010

  2. 2008-2009 Action Plan and Implementations Program Quality Improvement Report 2009-2010

  3. 2008-2009 Action Plan and Implementations Program Quality Improvement Report 2009-2010 3

  4. Learning Outcomes • Promoting Child Development and Learning - Each student who completes the ECE - BS degree requirements should be able to create (synthesis) healthy, respectful, supportive, and challenging environments for all children. • Building Family and Community Relationships - Each student who completes the ECE-BS degree requirements should be able to apply (application) information about the characteristics of children’s families and communities in order to support respectful, reciprocal relationships that support, empower and involve all families in their children’s development and learning. • Observing, Documenting, and Assessing to Support Young Children and Families- Each student who completes the ECE-BS degree requirements should be able to interpret (application) assessment data to create (synthesis) lesson plans that will positively affect student learning, integrating (synthesis) subject areas across the curriculum and differentiating (analysis) to meet the needs of all students. Program Quality Improvement Report 2009-2010 4

  5. Learning Outcomes 4. Teaching and Learning- Each student who completes the ECE-BS degree requirements should be able to integrate (synthesis) their understanding of positive supportive relationships with children and families; their understanding of multiple developmentally effective approaches to teaching and learning; and their knowledge of academic disciplines to design (synthesis), employ (application), and evaluate (evaluation) experiences that promote positive cognitive, physical, and psychosocial development for all young children. 5. Becoming a Professional- Each student who completes the ECE-BS degree requirements should be able to examine (analysis) current issues in early childhood education and defend (evaluation) their position as an advocate for children. Program Quality Improvement Report 2009-2010

  6. Alignment of Learning Outcomes The five standards upon which the Bachelor of Science degree in Early Childhood Education at Cameron University are based support Cameron’s mission statement in that this degree: Offers a quality educational program that fosters a student-centered academic environment that combines innovative classroom teaching with experiential learning Prepares students for professional success, responsible citizenship, life-long learning, and meaningful contributions to a rapidly changing world to the people living in the area. Oklahoma requires that anyone teaching in Oklahoma public schools in grades below first grade have a certificate in Early Childhood Education. This program helps meet that need by developing the occupational capacities of our students for this career. Program Quality Improvement Report 2009-2010 6

  7. Alignment of Learning Outcomes The Education Department’s unit mission states that Cameron University graduates will be caring, competent, and committed professionals. The learning outcomes of the ECE-BS degree support this mission in that this degree: • ECE graduates display caring, competence, and commitment through their understanding of child development and their ability to use this knowledge to create developmentally appropriate learning environments and experiences. • ECE graduates exhibit caring, competence, and commitment by the participation in service learning activities engaging families and community organizations. Program Quality Improvement Report 2009-2010

  8. The Bachelor of Science degree in Early Childhood Education reinforces the core values of Plan 2013 and fits especially well with the following goals of Plan 2013: 1.1 Maintain and enhance Cameron’s commitment to providing programs of the highest quality in instruction, research, and service to better meet the needs of the citizens of the region. 1.3 Ensure effective assessment of student learning including experiential learning. 1.4 Maintain existing accreditations and review additional opportunities for university and programmatic accreditations. 1.5 Assure efficient, effective course delivery in multiple formats. 3.6 Expand the number of educational, cultural, and social opportunities for the region. 4.4 Increase educational partnerships with common education, career technology centers, community colleges, and other Oklahoma universities. 4.5 Provide student, faculty, and staff resources and expertise to support the community. Alignment of Learning Outcomes Program Quality Improvement Report 2009-2010

  9. Measures of Learning and Service Outcomes Program Quality Improvement Report 2009-2010 9

  10. Mini Portfolio RubricStandard 1 Components n=15n= The total number of students assessed during the academic year. Program Quality Improvement Report 2009-2010

  11. Mini Portfolio Standard 1: Trend Analysis Program Quality Improvement Report 2009-2010

  12. Unit Plan RubricStandard 1 Components n=16 n= The total number of students assessed during the academic year. Program Quality Improvement Report 2009-2010

  13. Unit Plan Standard 1: Trend Analysisn= The total number of students assessed during the academic year. Program Quality Improvement Report 2009-2010

  14. Teacher Work Sample:FACTOR 1 CONTEXTUAL INFORMATIONRUBRIC n=6 n= The total number of students assessed during the academic year. Program Quality Improvement Report 2009-2010

  15. Action plan – Standard 1 Teaching and Learning- Each student who completes the ECE-BS degree requirements should be able to integrate (synthesis) their understanding of positive supportive relationships with children and families; their understanding of multiple developmentally effective approaches to teaching and learning; and their knowledge of academic disciplines to design (synthesis), employ (application), and evaluate (evaluation) experiences that promote positive cognitive, physical, and psychosocial development for all young children. Program Quality Improvement Report 2009-2010

  16. Measures of Learning and Service Outcomes * See complete list of approved direct and indirect measurements (search program assessment on Cameron’s intranet) Program Quality Improvement Report 2009-2010 16

  17. Mini Portfolio RubricStandard 2 Components n=15n= The total number of students assessed during the academic year. Program Quality Improvement Report 2009-2010

  18. Mini Portfolio Standard 2: Trend Analysis Program Quality Improvement Report 2009-2010

  19. Unit Plan RubricStandard 2 Components n=16 n= The total number of students assessed during the academic year. Program Quality Improvement Report 2009-2010

  20. Unit Plan Standard 2: Trend Analysis Program Quality Improvement Report 2009-2010

  21. Family and Community Activity Rubric n=18n= The total number of students assessed during the academic year. Program Quality Improvement Report 2009-2010

  22. Family and Community Activity: Trend Analysis Program Quality Improvement Report 2009-2010

  23. Action plan – Standard 2 Building Family and Community Relationships - Each student who completes the ECE-BS degree requirements should be able to apply (application) information about the characteristics of children’s families and communities in order to support respectful, reciprocal relationships that support, empower and involve all families in their children’s development and learning. Program Quality Improvement Report 2009-2010

  24. Measures of Learning and Service Outcomes Program Quality Improvement Report 2009-2010 24

  25. Mini Portfolio RubricStandard 4 Components n=15n= The total number of students assessed during the academic year. Program Quality Improvement Report 2009-2010

  26. Mini Portfolio Standard 4 Trend Analysis Part 1 Program Quality Improvement Report 2009-2010

  27. Unit Plan Rubric: Standard 4 Components n=16n= The total number of students assessed during the academic year. Program Quality Improvement Report 2009-2010

  28. Unit Plan Standard 4 Trend Analysis Program Quality Improvement Report 2009-2010

  29. Teacher Work Sample Factor 2 Unit Learning Goals and Objectives n=6 n= The total number of students assessed during the academic year. Program Quality Improvement Report 2009-2010

  30. Teacher Work Sample Factor 6: Reflection on Teaching and Learning Rubric n=6 n= The total number of students assessed during the academic year. Program Quality Improvement Report 2009-2010

  31. Teacher Work Sample Holistic Scores Factors Related to Standard 4 Scoring Guide: 1= Not Met 3= Meets 5= Exceeds Program Quality Improvement Report 2009-2010

  32. Oklahoma Subject Area Test (OSAT) This is the state mandated teacher licensure test. The Cameron University Department of Education requires students to pass the OSAT in their area of specialization prior to Student Teaching. A score of 240 overall out of 300 is considered passing. Program Quality Improvement Report 2009-2010

  33. Oklahoma Subject Area Test (OSAT) There are four sub-areas: Language and Literacy Development Learning Across the Curriculum Child Development and Early Childhood Programs Constructed Response All four areas relate directly to program objective #4. Program Quality Improvement Report 2009-2010

  34. OSAT Comparison to State Norms Program Quality Improvement Report 2009-2010

  35. OSAT Score Disaggregation n=4 Program Quality Improvement Report 2009-2010

  36. Action plan – Standard 4 Teaching and Learning- Each student who completes the ECE-BS degree requirements should be able to integrate (synthesis) their understanding of positive supportive relationships with children and families; their understanding of multiple developmentally effective approaches to teaching and learning; and their knowledge of academic disciplines to design (synthesis), employ (application), and evaluate (evaluation) experiences that promote positive cognitive, physical, and psychosocial development for all young children. Program Quality Improvement Report 2009-2010

  37. Published information on graduates Please provide the headcount for placement of graduates from last Academic Year Program Quality Improvement Report 2009-2010

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