Biola University School of Educationmedia1.biola.edu/education/downloads/ctc/docs/10 Early Childhood.pdfBiola University School of Education Application for the Early Childhood Assistant

Biola University School of Education

Application for the Early Childhood Assistant Teacher

and Associate Teacher Permits

Prepared and Submitted by

Dr. Lorena Vidaurre, Early Childhood Specialist Dr. June Hetzel, Dean of the School of Education

January 22, 2009

1

TABLE OF CONTENTS Page / Tab I. RESPONSE TO COURSE WORK REQUIREMENTS……………… .. . 2 / 2 Core Subject Area Course Work ………………………………………….…..3 / 3

SEED 597/LEDU 335 Child Development: Birth through Adolescence Syllabus……..…………………………………….…………3 / 3 SEED 556/LEDU 356 Early Childhood Curriculum Syllabus….………..10 / 4 SEED 557/LEDU 357 School/Family/Community Partnerships in Urban Settings Syllabus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . …..19 / 5

SEED 559/LEDU 359 Observation and Assessment of Young Children Syllabus …………………………..……………… ……27 / 6

General Early Childhood Course Work ……………………………...…..35 / 7 SEED 558/LEDU 358 Classroom Management in Early Childhood Settings …. ………………………… ………….…………..35 / 7

II. DESCRIPTION OF THE UNIVERSITY AND SCHOOL OF EDUCATION……………………………………………..43 / 8

III. CHILD DEVELOPMENT PERMIT STUDENT

ADVISEMENT PROCESS ………………………………………...…....44 / 9 IV. CURRICULUM VITAE OF TEACHING FACULTY ……………………...49 / 10

2

RESPONSE TO COURSE WORK REQUIREMENTS

Assistant Teacher Permit

Candidates must complete the following Early Childhood Coursework for the Assistant Teacher Permit:

Course Prerequisites Units Notes LEDU 335/SEED 597: Child Development: Birth through Adolescence Syllabus

PSYC 200

3 Required for Assistant and Associate Permits

LEDU 356/SEED 556 Early Childhood Curriculum Syllabus

LEDU 335/SEED597


Associate Teacher Permit

Candidates must complete the following Early Childhood Coursework for the Associate Teacher Permit:

Course Prerequisites Units Notes LEDU 335/SEED 597 Child Development: Birth through Adolescence Syllabus

PSYC 200



LEDU 335/SEED597


LEDU 357/SEED 557 School/Family/Community Partnerships in Urban Settings

None 3 Required for Associate Permit

LEDU 359/SEED 559 Observation and Assessment of Young Children

PSYC 200, LEDU 335/SEED597, and LEDU 356/SEED 556

3 Required for Associate Permit

Complete at least 50 days of experience in an instructional capacity in a child care and development program, working at least three hours per day within the last two years. This experience must be verified by submitting an original letter from the employer on official letterhead.

Fieldwork hours in coursework may be folded into the 50 days of required early childhood experience – so long as each day has a minimum of 3 hours observation/participation and is verified by the administrator on official letterhead.

3

Core Subject Area Course Work

The four course syllabi for the core subject area coursework for the Assistant and Associate Early Childhood Permits are found on the following pages.

LEDU 335/SEED 597 Child Development: Birth through Adolescence Professor: Dr. Virginia Johnson Fall 2008 Tuesday/Thursdays 1:30 – 2: 45 Office: Education 7 Email: [email protected] Phone: x5652

COURSE DESCRIPTION: Child Development is a comprehensive study of the physical, cognitive, language, social, emotional, and spiritual development of children and adolescents. Prerequisite: PSYC200. COURSE OBJECTIVES: In the course of this class, students will be able to: Appreciate the wonder of the creation of humans and how God designed us perfectly

to accomplish His plan. Understand of basic concepts of cognitive and moral development and its

implications in the K-12 classroom. Identify and characterize stages in cognitive and language development Define concepts related to the development of personality and temperament Describe psychosocial development of children and young adolescents, including

persons with special needs Identify characteristics of play and their impact on development Describe scope and individual differences in physical development at different ages,

including the development of persons with special needs. Identify potential impacts on the development of children and young adolescents

from genetic, sociocultural, gender, and socioeconomic factors Identify sources of possible abuse and neglect and describe their impact on

development Apply knowledge of cognitive, social and physical development to understanding

differences between individual children as God created them. Interpret similarities and differences between children’s behavior with reference to

concepts of human development Use developmental concepts and principles to explain children’s behavior in the K-12

classroom To understand the spiritual development of children, and how it can be nurtured

within the context of the classroom Textbook: Infants, Children, and Adolescents, sixth edition, L. Berk,. Pearson: New York.

"Students desiring accommodations on the basis of physical, learning, or psychological disability for this class are to contact Disability Services. Disability Services is located in the

4

Learning Center (upstairs in the Biola Library) and can be reached by calling 562.906.4542 or extension 4542 from on campus."

COURSE REQUIREMENTS

1. Study Guides – These relate to the textbook chapters. They are mostly short-

answer essay with some multiple choice. You will be sent to you in an email file. Each study guide should be word processed, printed out, and handed in to the professor on the date indicated in the schedule below.

2. “Bringing Up Boys” video responses. View and take notes on six of the possible

11 sessions from the videos/DVDs. These are available from the professor for sign-out. In addition to your reaction to the content, watch for examples of characteristics of boys that make the traditional classroom procedures troublesome. Suggest ways that teachers may be able to adjust procedures to accommodate qualities believed to be innate in boys. The response for each session should be 2-3 pages in length. Be sure to reference which session you watched. These will be handed in as pairs.

3. Research Paper. Research and write a paper on a child development topic that is

of interest to you. This should be 8-10 pages in length not including References and Cover Sheet & Outline.

a. There are 3(4) phases to this assignment: i. Topic selection (due 9/11)

ii. Outline (due 10/9) iii. Rough draft (optional) (due 11/6) iv. Final Copy (due 11/20)

Use APA manuscript style and find at least 10 sources, 6 of which must be scholarly references. Be sure the material taken from the web was taken from a scholarly journal. If you are unsure as to whether or not your source is appropriate, ask me before you spend a lot of time on it.

4. Fieldwork: You will be doing focused observations on 5 different occasions.

Specific focus questions will be provided by email. In order to observe what is necessary, you will need to spend at least 1 hour in each observational setting.

a. Identify your fieldwork setting and have approved by your professor. Make arrangements ahead of time for the observation. Verify your field observation using the Field Observation Sheet.

b. Select two or three students for observation in a classroom setting. Do not use actual student names to preserve the student’s privacy rights.

i. Keep a journal, recording the behavior(s). Write a summary for each observation addressing the focus for the session. Compare what you observed to the textbook reading and class material for that age of child. You should be able to do this in 2-3 pages.

5

5. ACSI Convention – Anaheim You will attend at least 2 sessions and write a summary for each. Handouts from the sessions should be included. 6. Attendance. It is expected that you will be in class unless a serious problem

prevents your attendance. If you must miss class, please notify the professor BEFORE class and make arrangements for someone to provide you with notes and handouts. Excessive absences may result in lowering of grade.

7. Active participation is essential in class. This may be asking questions, providing

input for group and class discussions, active listening, and various other activities indicating your interaction with course content.

8. Class devotions. You will be able to sign up for 1 or more short, 5-minute

devotional. These will be shared at the beginning of each class.

Biola University’s Academic Dishonesty (Plagiarism) Policy

Any time you use information from any source, you must provide a citation of acknowledgement of the original source. This includes text from books and websites. Examples of Plagiarism:

• Work done on exams, tests, or quizzes should be the sole effort of the individual student and should not contain any answers or responses that have been knowingly obtained from someone else.

• Having someone else write a paper for you and turning it in as your own work, or writing a paper for someone else.

• Using published materials word for word, without citation or quotation marks, as all or part of work submitted as your own.

• Close, deliberate paraphrase of another’s work, published or unpublished, without acknowledgement

• Turning in a paper previously written for another course. • Deliberately using false citations to give the appearance of acknowledgement and

research. • Purchasing a previously written or provided research paper from an on-line

computer service and submitting it as your own work is morally reprehensible and constitutes plagiarism.

Detection of Plagiarism Biola University authorizes professors and students to use any computer search mechanisms to validate and verify examples of plagiarism, prior to disciplinary action. Disciplinary Results from Plagiarism or Academic Dishonesty Dishonesty in a minor class assignment (e.g. test, short reaction paper, quiz, etc.) will result in a score of zero for the assignment, or possible a failing grade for the entire

6

course. Dishonesty or plagiarism of a major assignment (e.g. examination, prominent writing submission, term paper, term project, etc.) will result in immediate grade of “F” for the course and will be referred to the Office of Student Affairs.

TENTATIVE COURSE SCHEDULE

Class Session/Date Topics/Activities Due 1 Thurs 8/28

Course Summary Assignment Descriptions

2 Tues 9/2

Chapter 1 History and Research in Child Development

Read Chapter 1

3 Thurs 9/4

Chapter 2 Biological and Environmental Foundations

Chapter 1 study guide Read Chapter 2

4 Tues 9/9

CH. 2 continued Developmental Theories Twin video

Chapter 2 study guide

5 Thurs 9/11

Chapter 3 Prenatal Development

Read Chapter 3 Topic for paper due

6 Tues 9/16

Chapter 4 Birth and the Newborn Baby

Read Chapter 4 Chapter 3 study guide

7 Thurs 9/18

Video – Life’s Greatest Miracle Discussion


8 Tues 9/23

Writing a Research Paper APA style Scholarly Journals Constructing an Outline Catch-up

Video Responses #1 &2

9 Thurs 9/25 Review for Test 10 Tues 9/30

Test #1 Chapters 1 – 4

11 Thurs 10/2

Chapter 5 Physical Development in Infancy and Toddlerhood

Read Chapter 5 Fieldwork focus #1 due

12 Tues 10/7

Chapter 6 Cognitive Development in Infancy and Toddlerhood

Read Chapter 6 Chapter 5 study guide

13 Thurs 10/9

Chapter 6 Chapter 6 study guide Paper outline due

14 Tues 10/14

Chapter 7 Emotional and Social Development in Infancy and Toddlerhood

Read Chapter 7 Video Response #3 &4

15 Thurs 10/16

Chapter 7 Chapter 7 study guide Fieldwork focus #2

16 Tues 10/21

Chapter 8 Physical Development in Early Childhood

Read Chapter 8

7

17 Thurs 10/23

TORREY CONFERENCE

18 Tues 10/28

Review for test


19 Thurs 10/30

Test # 2 Chapters 5-8

20 Tues 11/4

Chapter 9 Cognitive Development in Early Childhood

Read Chapter 9 Fieldwork focus #3- due

21 Thurs 11/6

Chapter 10 Emotional and Social Development in Early Childhood

Chapter 9 study guide Read Chapter 10 Rough draft of research paper due (optional)

22 Tuesday, 11/11

Chapter 10

23 Thursday, 11/13

Chapter 11 Physical Development in Middle Childhood

Chapter 10 study guide Fieldwork focus #4 Read Chapter 11

24 Tuesday, 11/18

Chapter 12

25 Thursday, 11/20

Chapter 12 Cognitive Development in Middle Childhood

Research Paper Due Read Chapter 12 Chapter 11 study guide

Tuesday, 11/25 - 11/30

ACSI Convention Thanksgiving break

26 Tuesday 12/2

Chapter 13 Emotional and Social Development in Middle Childhood

Read Chapter 13 Fieldwork focus #5 , Chapter 12 study guide

27 Thursday 12/4

Chapter 14 Physical Development in Adolescence

Chapter 13 study guide Video Response #5 & 6 Read Chapter 14

27 Tuesday 12/9

catch up


28 Thursday 9/11

Review for final Everything due

29 Tuesday 5/17

final Exam

8

COURSE GRADE

Chapter Study Guides 14 @ 10 points each 140 Test 1 150 Test 2 200 Final 300 Video Responses 6 @ 20 points each 120 Fieldwork reports 5 @ 25 points each 100 Attendance 30 @ 5 points each day 150

Participation 100 ACSI Summary 10 Research Paper 250 Total Points 1450 Grading scale: In accordance with the university grading scale, grades will be assigned as follows: A 1363-1450 94-100% A- 1305-1362 90-93% B+ 1247-1304 86-89% B 1204-1246 83-85% B- 1160-1203 80-82% C+ 1102-1159 76-79% C 1059-1101 73-75% C- 1015-1058 70-72% D+ 957-1014 66-69% D 914-956 63-65% D- 870-913 60-62% F below 870 below 60% Any student who earns a grade below a “C” must retake the course in order to qualify for an Early Childhood Teaching Permit.

9

BIOLA

UNIVERSITY

Field Experience Attendance Report

Student’s Name: _____________________________ Student ID#________ School: ___________________________Grade Level/Age: _____________ Address: ______________________________________________________ Telephone #: ____________________ Email: _______________________ Cooperating Teacher: ___________________Dates: from______ to ______ PLEASE WRITE THE NUMBER OF HOURS SERVED IN EACH APPROPRIATE BOX. Week of: Monday Tuesday Wednesday Thursday Friday Total

Hours

TOTAL HOURS SERVED __________ Cooperating Teacher Comments: __________________________________________ _______________________________________________________________________ ________________________________________________________________________ Teacher Signature: _________________________ Date: ________________________ Date: __________________________________________________________________ Student Comments: ______________________________________________________ _______________________________________________________________________ _______________________________________________________________________ Student Signature: __________________________ Date: _______________________

10

SEED 556/LEDU 356 Lorena Vidaurre, Ph.D. Early Childhood Curriculum

School of Education Mission: "To equip Christian teachers and administrators to impact public, private, mission, and homeschools through biblically-centered education, scholarship, and service." School of Education Vision: "To equip a generation of influential educators, focused on God's calling, devoting their strengths, gifts, and scholarship, to meet the needs of diverse students and to advance the Kingdom of God." Course Description: SEED 556/LEDU 356 Early Childhood Curriculum (3 units) Examines ways to create meaningful curriculum that is aligned with the National Association for the Education of Young Children (NAEYC) program standards and the California Content Standards. Teacher candidates develop curriculum units that integrate language and literacy, mathematics, and play for children ages 3 to 6. Particular attention is given to the key role of adult-child interactions and teaching strategies supporting physical, social and intellectual development for all children. Field-based experiences required. Prerequisite: LEDU 335 / SEED 597 Note: This course is written in alignment with the National Association for the Education of Young Children (NAEYC) Advanced Programs Skills in Identifying and Using Professional Resources and Communication Skills competency. Course Objectives: By the end of the course, students will be able to:

• Identify the historical roots of early childhood education. • Define developmentally, culturally, and linguistically appropriate practice. • Evaluate inclusive classroom environments, materials, and approaches that are

developmentally, culturally, and linguistically appropriate to specific groups of children.

• Describe why play is important for all children and ways of using a play-based curriculum for developing skills and knowledge.

• Describe curricular and environmental adaptations that support children with diverse abilities and characteristics.

• Explain the relationship of observation, planning, implementation, and assessment in effective curriculum development.

• Develop strategies to foster communication with English Language Learners (ELLs) and their families.

11

• Define the impacts of factors such as language, ethnicity, religion, immigration, and economic class in the personal history of the student and the subsequent impact on teaching young children and families.

• Define major areas of content learning for young children and discuss activities, materials, and approaches which support learning for all children.

• Assess and evaluate curriculum plans for affirmation and respect for cultural, linguistic, ethnic, ability, and economic class.

• Demonstrate research-based connections between standards, children’s interests and prior knowledge, and meaningful learning experiences to promote learning.

• Understand and explain the importance of the progression from “simple to complex” and “concrete to abstract” in curriculum planning.

• Design an integrated curriculum unit for young learners to include content standards, goals, outcomes, developmentally appropriate activities, and assessment measures that support optimum learning and development for all children. Activities to support home language and English Language Development (ELD) must be included.

• Evaluate teacher behaviors for best practices reflecting current research and the impact it has on young learner’s learning and development.

• Integrate faith and learning in a natural, meaningful way and relate content, teaching, and behaviors to Christian principles and Scripture.

National Association for the Education of Young Children (NAEYC) Performance Standards addressed: 1a, 1b, 1c, 2c, 3a, 3b, 4a, 4b, 4c, and 5d. Field Experience: Students must complete a minimum of (9) hours of field experience at a site as part of this course. Experiences must be documented within the context of course assignments. Required Textbooks: Arce, E. (2003) Curriculum for Young Children: An Introduction. Independence, KY: Thomson Delmar Learning. Copple, C. & Bredekamp, S. (2006). Basics of Developmentally Appropriate Practice: An Introduction for Teachers of Children 3 to 6. Washington, DC: national Association for the Education of Young Children. Seefeldt, C. (2005). How to Work with Standards in the Early Childhood Classroom. New York, NY: Teachers College Press. Wood, Elizabeth & Attfield, J. (2005). Play, Learning and the Early Childhood Curriculum. Thousand Oaks, CA: SAGE Publications.

12

Recommended Textbooks: Goffin, Stacie G. (1994). Curriculum Models and Early Childhood Education. Upper Saddle River NJ: Prentice Hall. Griffith, Priscilla L., Beach, S.A., Ruan, J. & Dunn, L.A. (2008). Literacy for Young Children: A Guide for Early Childhood Educators. Thousand Oaks, CA: Corwin Press. Hirsh, Rae Ann. (2004). Early Childhood Curriculum: Incorporating Multiple Intelligences, DAP, and Play. Boston: Pearson. Soderman, Anne K., Gregory, K.M., & O’neill, L.T. (1999). Scaffolding Emergent Literacy: A Child-Centered Approach for Preschool through Grade 5. Boston: Allyn and Bacon. Course Requirements: All students are required to attend class meetings. Please be on time! If you miss a class due to illness, email the professor immediately. Class attendance/participation – 140 points (5 for attendance and 5 for participation per class). You may miss one class session without having points significantly reduced for attendance.

• Presence in class combined with meaningful participation in class activities (10 points per class).

• Missing a class will result in an automatic 10 point deduction. • Tardiness will result in a 5 point deduction taken 15 minutes after class starts. • All of the above will be reflected in the Professional Protocol Evaluation Form

which will also be included in your department file. • Please note that in addition to those items listed on the evaluation form,

professional conduct includes participating thoughtfully, bringing all materials to each class session, as well as being fully present in mind and spirit during class sessions.

• Please turn cell phones to vibrate mode and do not engage in internet activity during class sessions.

Assignments: Please complete all readings and assignments by the date indicated on the schedule. Plan in advance to complete your field activities and projects. Assignments turned in late may receive at the least a 10% reduction in points. Students with Disabilities: “Students desiring accommodations on the basis of physical, learning, or psychological disability for this class are to contact Disability Services. Disability

13

Services is located in the Learning Center (upstairs in the Biola Library) and can be reached by calling 562.906.4542 or extension 4542 from on campus.” Plagiarism We are committed at Biola University to ethical practice in teaching, scholarship, and service. As such, plagiarism and other forms of academic dishonesty will not be tolerated. Please see the undergraduate/graduate student handbook and/or the departmental/program/school policy on academic honesty. It is imperative that you present all written, oral, and/or performed work with a clear indication of the source of that work. If it is completely your own, you are encouraged to present it as such, taking pleasure in ownership of your own created work. However, it is also imperative that you give full credit to any and all others whose work you have included in your presentation via paraphrase, direct quotation, and/or performance, citing the name(s) of the author(s)/creator(s) and the source of the work with appropriate bibliographic information. To do otherwise is to put oneself in jeopardy of being sanctioned for an act or acts of plagiarism that can carry serious consequences up to and including expulsion from the university. Course Assignments: 1. Integrated Curriculum Plan Design an integrated curriculum unit for young learners to include language and literacy, mathematics, science, social studies, art, physical education, English Language Development, and technology. Remember to use culturally sensitive and developmentally appropriate activities that support optimum learning and development for all children.

• Include a title page with your name, course number, professor’s name, title of the assignment, and date.

• Remember to include: o Play opportunities o Learning centers o Activities that support multiple intelligences and diverse learning styles o Home-school connection

• Due: Week 9 • Points: 100

2. Bibliographic Project – Annotated Bibliography From the list of selected references for further student exploration, select 3 books to provide a 6 to 8-sentence precise and substantive annotation of the book. Read the entire work and evaluate how well it addresses important issues in light of assigned readings and course content.

• In each annotation include the following: o Full bibliographical information for each book o Scope and perspective o Note any major strengths or limitations

14

• This project must be single-spaced and in APA style (or standard academic format accepted in your specialization) and approximately one or two pages in length.

• Provide copies for classmates and be prepared to discuss your reviews in class. • Sign up for the books early. To sign up for a book, you must have a copy of the

book in hand when you sign up. First come, first served. • Due: Week 11 • Points: 100

Graduate Expectations: Graduate quality work is expected. Please endeavor to move beyond “summarizing” and into higher level thinking (Bloom’s Taxonomy). Explore ideas that are new to you and allow your thinking to be stretched. 3. Reflective Learning Journal Students will prepare a three-page journal containing reflections on:

• Newly acquired knowledge from textbook, lectures, and/or field experience. • Application of new knowledge and experience to professional and personal

development. • Spend 30 minutes meditating on James 3:1, and then another 30 minutes

reflecting on the knowledge acquired from the course textbooks, lectures, and field experience. Put into words how, with God’s help, you will touch the hearts of your students. Also, explain how you will be a good example to your students and their families of the changes that the Lord can make in the lives of those who love Him.


4. Lesson Plan and Presentation Develop a lesson plan for kindergarten or first grade that includes differentiated instruction to address the needs of all students.

• Write a lesson plan and bring enough copies for all the students in the class to be given one prior to your presentation.

• You will teach your lesson to the class. • You must include:

1. California content standards. 2. Clearly state the objective for the lesson. 3. Indicate the content area and grade level. 4. Remember to use culturally sensitive and Developmentally Appropriate

Practices (DAP). 5. The lesson must teach to the different learning styles. 6. The learning centers must support multiple intelligences. 7. Include centers and/or activities that are play-based and develop

skills/knowledge. • Due: Weeks 13 and 14 • Points: 50

Grading Scale: Final Grades will be based on % of the total number of points.

15

A 93-100% C+ 77-79.9% A- 90-92.9% C 73-76.9% B+ 87-89.9% C- 70-72.9% B 83-86.9% D 60-69.9% B- 80-82.9% F below 60% Any student who earns a grade below a “C” must retake the course in order to qualify for an Early Childhood Teaching Permit.

Proposed Course Schedule Dates Topics and Assignments Due Readings ~Introduction and Course Overview

~Current and historic models and influences in early childhood education DVD: Growing Minds: Cognitive Development in Early Childhood

Griffin Arce

~NAEYC Code-Ethical and Professional Behavior ~Developmentally, Culturally, Linguistically Appropriate Practice (DCLAP) DVD: How Children Learn

Copple, C. & Bredekamp, S Soderman, Gregory, and O’neill

~Learning theories and approaches in curriculum • Reggio, Montessori, High Scope • Children as sensory learners • Individual learning styles • Multiple Intelligences (MI)

Goffin Hirsh

~Play • Vehicle for development and learning • Developing play in the curriculum • Assessing learning in play • Centers

DVD: The Importance of Play

Wood and Attfield

Working with state standards ~Scaffolding emergent literacy

• Antecedents in developing literacy • A glimpse of language and literacy • Critical core components of literacy • Organizing the environment for literacy

Seefeldt Soderman, Gregory, and O’neill

Working with state standards ~Scaffolding emergent literacy

• Emerging literacy behaviors and resources • Applications to support emergent literacy

Seefeldt Soderman, Gregory, and O’neill

16

• Applications to support early literacy • Applications to move children toward

fluency Mathematics and state standards

• Mathematical problem solving environment

• Number concept and operations • Geometry and spatial awareness • Measurement • Patterns and relationships

Seefeldt

~Working with state standards in early childhood • The integrated curriculum and state

standards ~Partnering with families

Seefeldt

~Anti-bias curriculum and environment Due: Integrated Curriculum Plan

Derman-Sparks

~Evaluating and directing learning • Assessing literacy and mathematics • Portfolios and student-led conferences

Soderman, Gregory, and O’neill

Due: Bibliographic Project and discussion

Integrating Literacy across the curriculum Due: Reflective Learning Journal

Soderman, Gregory, and O’neill Arce

Due: Lesson Plans and Presentations


*Course topics are subject to change.

17

BIOLA UNIVERSITY



Hours


18

Name:________________________________________ Date:__________________ Grade: ________________

Lesson Plan Format Standard: Lesson Objective: Materials: ************************************************************************ Anticipatory Set: Instructional Input: Guided Practice: Independent Practice:

Differentiated Learning (II- Instructional Input, GP-Guided Practice, and/or IP-Independent Practice):

ELLs

RSP GATE Other

Learning Centers: Assessment Measures: Closure:

19

SEED 557/LEDU 357 Lorena Vidaurre, Ph.D. School/Family/Community Partnerships in Early Childhood Urban Settings

School of Education Mission: "To equip Christian teachers and administrators to impact public, private, mission, and homeschools through biblically-centered education, scholarship, and service." School of Education Vision: "To equip a generation of influential educators, focused on God's calling, devoting their strengths, gifts, and scholarship, to meet the needs of diverse students and to advance the Kingdom of God." Course Description: Examination of family, community, societal, and cultural influences on children’s schooling and learning. Emphasis on strategies for integrating family members and community resources into the learning process. Exploration of culturally and linguistically appropriate anti-bias approaches that support all children and their families. Field-based experiences required. Note: This course is written in alignment with NAEYC Advanced Programs Cultural Competence as well as Communication and Advocacy Skills. Course Objectives: By the end of the course, students will be able to:

• Discuss research that supports school, family, and community partnerships in education.

• Compare and contrast diverse family structures, parenting styles, culture, tradition and values and their impact upon children.

• Examine strategies that support and empower families through respectful, reciprocal relationships to involve all families in their children’s development and learning.

• Explain and interpret the impact of socioeconomic factors on children and families, with particular emphasis in the area of work, childcare, single parent families, health, and poverty.

• Identify stereotypes and assumptions that affect attitudes and actions within the family, culture, and professional community.

• Demonstrate the ability to identify and analyze risk factors and/or problems and recommend appropriate community resources.

• Demonstrate the ability to implement a variety of appropriate and effective communication strategies for working with diverse and special needs populations.

• Develop learning activities for families and children to support learning at home.

20


National Association for the Education of Young Children (NAEYC) Performance Standards addressed: 1a, 2a, 2b, 2c, and 5e.

Field Experience: Students must complete a minimum of (9) hours of field experience at a site as part of this course. Experiences must be documented within the context of course assignments. With instructor approval, students must make their own arrangements for this experience. Required Textbook: Berger, E.H. (2004). Parents as Partners in Education. 6th Edition. Upper Saddle River, NJ: Merrill. ISBN: 0-13-048110-6. Epstein, J. Sanders, M.G., Simon, B.S. & Clark Salinas, K. (2002). School, Family, and Community Partnerships: Your Handbook for Action. 2nd ed. Thousand Oaks, CA: Corwin Press. Online articles and reading materials Course Requirements: All students are required to attend class meetings. Please be on time! If you miss a class due to illness, email the professor immediately. Class attendance/participation – 140 points (5 for attendance and 5 for participation per class). You may miss one class session without having points significantly reduced for attendance.

• Presence in class combined with meaningful participation in class activities (10 points per class)



professional conduct includes participating thoughtfully, bringing all materials to each class session as well as being fully present in mind and spirit during class sessions.


Assignments: Please complete all readings and assignments by the date indicated on the schedule. Plan in advance to complete your field activities and projects. Assignments turned in late may receive at the least a 10% reduction in points.

21

Students with Disabilities: “Students desiring accommodations on the basis of physical, learning, or psychological disability for this class are to contact Disability Services. Disability Services is located in the Learning Center (upstairs in the Biola Library) and can be reached by calling 562.906.4542 or extension 4542 from on campus.” Plagiarism: We are committed at Biola University to ethical practice in teaching, scholarship, and service. As such, plagiarism and other forms of academic dishonesty will not be tolerated. Please see the undergraduate/graduate student handbook and/or the departmental/program/school policy on academic honesty. It is imperative that you present all written, oral, and/or performed work with a clear indication of the source of that work. If it is completely your own, you are encouraged to present it as such, taking pleasure in ownership of your own created work. However, it is also imperative that you give full credit to any and all others whose work you have included in your presentation via paraphrase, direct quotation, and/or performance, citing the name(s) of the author(s)/creator(s) and the source of the work with appropriate bibliographic information. To do otherwise is to put oneself in jeopardy of being sanctioned for an act or acts of plagiarism that can carry serious consequences up to and including expulsion from the university. Course Assignments: 1. Book Chapter Reflection

• Students will prepare a one-page reflection on assigned readings. • Record and explore your own learning processes. • Share your thoughts and reactions in response to assigned readings. • When possible, integrate course related experiences and course content. • Due: Weekly • Points: 110 ( each chapter reflection is worth 10 points)

2. Inquiry Project

• Interview a teacher about successful approaches they use for communicating with and involving parents in school.

• Interview a teacher who has planned special family evening events at school. What was the purpose for the event? What was the nature of the event? What activities were used? What were the results? What did they learn from the event?

• Students will write a two or three-page paper that discusses findings. • Be prepared to present your findings during a 5-10 minute time frame. • Due: Week 12

22

• Points: 80 points (40 points for the paper + 40 points for the presentation)

3. Parent Newsletter: Prepare a monthly, quarterly, or unit newsletter to send home to parents. You may use Word or Publisher (both have templates). You may want to address the following areas:

• Communicate the importance of parent involvement in their child’s learning. • Provide information about the developmental stage of their child. • Communicate concepts that the children will be learning in the classroom. • Suggest fun activities, ideas, and trips that will enhance literacy development and

numeracy at home. • Announce upcoming special events and/or opportunities for family involvement

in the school. • Share success stories from the classroom. • Due: Week 7 • Points: 50 points

4. Home Learning Activity

• Students will prepare a home learning activity designed to support classroom learning and encourage family involvement.

• For this activity the student will prepare the selected activity to be taught in class. • Students will write a one-page paper explaining the activity, how this activity

supports classroom learning, and how it encourages family involvement. • Be prepared to present your activity (show, not tell) and support of the benefits

of this activity in a group setting during a 5-10 minute time frame. • Due: Last class session • Points: 60 (30 points for the activity write-up + 30 points for the

presentation) 5. Parent Partnership Project Develop an intervention plan that engages parents to improve their child’s performance and write a two-page report.

• Select a low-performing ELL from your field placement. • Develop an intervention plan that supports learning through parent involvement. • Meet with the parents and explain their involvement in this plan. • Write a one-page summary regarding:

o The academic area of concern for the child o The intervention plan o The outcome

• Write a one-page reflection as follows: o Spend 30 minutes meditating on the passage in Romans 12:1-3, and then

another 30 minutes reflecting on the families of the children in your field

23

placement, your relationship to these families, and your knowledge acquired through the course textbook and lectures.

o Explain how God is transforming your thinking with regards to the families of the children in the classroom from your field placement and your role as a teacher/servant to these families.

• Due: Last class session • Points: 60

Graduate Students 6. Bibliographic Project – Annotated Bibliography From the list of selected references for further student exploration, select 3 books to write a 6 to 8-sentence precise and substantive annotation of each book. Read the entire work and evaluate how well it addresses important issues in light of assigned readings and course content.

• In each annotation include the following: o Full bibliographical information for each source o Scope and perspective o Note any major strengths or limitations

• This project will be single-spaced and in APA style (or standard academic format accepted in your specialization) and approximately one or two pages in length.

• Sign up for the books early. To sign up for a book, you must have a copy of the book in hand when you sign up. First come, first served.

• • Due: Week 12 • Points: 50

Grading Scale: Final Grades will be based on % of the total number of points. A 93-100% C+ 77-79.9% A- 90-92.9% C 73-76.9% B+ 87-89.9% C- 70-72.9% B 83-86.9% D 60-69.9% B- 80-82.9% F below 60% Any student who earns a grade below a “C” must retake the course in order to qualify for an Early Childhood Teaching Permit.

Proposed Course Schedule Dates

Topics and Assignments Due Readings

Introductions and Course Overview

Historical Trends and Theoretical Perspectives Berger, Ch. 1 & 2

24

- Parent and community involvement -

Due: Reflection on Berger, Ch. 1 & 2

Families and Communities: Realities in Urban Schools

- Family strengths and needs, cultural diversity, and socioeconomic factors that affect children and families

Due: Reflection on Berger, Ch. 3

Berger, Ch. 3

A Comprehensive Framework - Shared responsibility of home, school, and

community for children’s learning and development

- Research-based framework of six types of involvement

Due: Reflection on Epstein, Ch. 1

Epstein, Ch. 1

Using the Framework in Practice: Stories from the Field

- School stories: Examples of six types of involvement

- District leadership activities - State leadership activities -

Due: Reflection on Epstein, Ch. 2

Epstein, Ch. 2

Effective Home-School Relations - Strategies that support and empower

families through respectful, reciprocal relationships

- Stereotypes, biases, and assumptions - Reducing cultural and language barriers - Making school visits pleasant for parents -


Berger, Ch. 4

Communication and Parent Programs - Building partnerships through appropriate

and effective communication strategies - Parent-teacher conferences

Due: Parent Newsletter

Berger, Ch. 5

25


Parent Leadership - School parent groups - Parent participation in decision-making


Berger, Ch. 6

School-Based Programs Due: Reflection on Berger, Ch. 7

Berger, Ch. 7

Home-Based Programs Due: Reflection on Berger, Ch. 8

Berger, Ch. 8

Parent –School Collaborations - Parents in the classroom - Homework - Working with parents of diverse and

special needs children DVD: From the Heart: Parents Speak to Professionals Due: Reflection on Berger, Ch. 9

Berger Ch. 9

Inquiry Project Presentations Due: Annotated Bibliography

Additional Classroom Challenges/Considerations • Managing chronic illness in the classroom • Child abuse and neglect • Rights, responsibilities, and advocacy

DVD: Handling disclosures & reporting abuse Due: Reflection on Berger, Ch. 10 & 11

Berger, Ch. 10 & 11

Due: Home Learning Activities Presentations Due: Parent Partnership Project


26

BIOLA UNIVERSITY



Hours


27

SEED 559/LEDU 359 Lorena Vidaurre, Ph.D. Observation and Assessment of Young Children

School of Education Mission: "To equip Christian teachers and administrators to impact public, private, mission, and homeschools through biblically-centered education, scholarship, and service." School of Education Vision: "To equip a generation of influential educators, focused on God's calling, devoting their strengths, gifts, and scholarship, to meet the needs of diverse students and to advance the Kingdom of God." Course Description: Selection and use of formal and informal developmental screening assessments to determine initial information for facilitating individual learning strategies and environments. Candidates enhance observational skills, assessment abilities, and communication reporting to families. Particular attention is given to the selection, administration, scoring, and interpretation of results obtained from assessments of young children to determine skills and abilities for the purpose of curriculum planning, learning environment design, and accommodations for children with special needs. Field-based experiences required. Course Prerequisites: PSYC 200, LEDU 335/SEED 597 and LEDU 356/SEED 556. Note: This course is written in alignment with the National Association for the Education of Young Children (NAEYC) Advanced Programs Communication and Advocacy Skills competency as well as Skills in Collaborating, Teaching, and Mentoring. Course Objectives: By the end of the course, students will be able to:

• Consider the effect of primary language, ability, and environment on assessment processes.

• Identify and apply quantitative and qualitative observation and recording techniques.

• Compare and contrast current recognized assessment tools and processes. • Understand and explain the value of involving families and other professionals in

the observation and assessment process for all children. • Use observation tools to identify patterns, trends, and anomalies in children (e.g.,

DRDP-R, Ages and Stages). • Illustrate the use of observation and assessment to implement curriculum and

environmental changes in support of individual needs. • Demonstrate understanding of the role that observation and assessment play in

early intervention.

28

• Explore and experience using various formal and informal developmental screening assessments.

• Enhance observational skills and assessment abilities of young children in their learning environment.

• Obtain initial information that will facilitate designing individual and adaptive learning environment and enhance teaching practices.


National Association for the Education of Young Children (NAEYC) Performance Standards addressed: 1a, 1b, 2a, 2c, 3a, 3b, 3c, 3d, 4a, 4b, 4d, 5e Field Experience: Students must complete a minimum of (9) hours of field experience at a site as part of this course. Experiences must be documented within the context of course assignments. With instructor approval, students must make their own arrangements for this experience. Required Textbooks: Grace, Cathy and Shores, Elizabeth. (2005). Portfolio Book: Step-by-step Guide for Teachers. Upper Saddle River, NJ: Pearson Education. Meisels, Samuel J. and Atkins-Burnett, S. (2005). Developmental Screening in Early Childhood: A Guide. Washington DC: National Association for the Education of Young Children (NAEYC). Minde, Gayle. (2007). Assessing Young Children. Upper Saddle River, NJ: Merrill Prentice Hall. Recommended Textbooks: Hemmeter, Mary L., Maxwell, K.L., Ault, M. J., and Schuster, J. W. (2001). Assessment of Practices in Early Elementary Classrooms. New York, NY: Teachers College Press. Course Requirements: All students are required to attend class meetings. Please be on time! If you miss a class due to illness, email the professor immediately. Class attendance/participation – 140 points (5 for attendance and 5 for participation per class). You may miss one class session without having points significantly reduced for attendance.


29





Assignments: Please complete all readings and assignments by the date indicated on the schedule. Plan in advance to complete your field activities and projects. Assignments turned in late may receive at the least a 10% reduction in points. Students with Disabilities: “Students desiring accommodations on the basis of physical, learning, or psychological disability for this class are to contact Disability Services. Disability Services is located in the Learning Center (upstairs in the Biola Library) and can be reached by calling 562.906.4542 or extension 4542 from on campus.” Plagiarism: We are committed at Biola University to ethical practice in teaching, scholarship, and service. As such, plagiarism and other forms of academic dishonesty will not be tolerated. Please see the undergraduate/graduate student handbook and/or the departmental/program/school policy on academic honesty. It is imperative that you present all written, oral, and/or performed work with a clear indication of the source of that work. If it is completely your own, you are encouraged to present it as such, taking pleasure in ownership of your own created work. However, it is also imperative that you give full credit to any and all others whose work you have included in your presentation via paraphrase, direct quotation, and/or performance, citing the name(s) of the author(s)/creator(s) and the source of the work with appropriate bibliographic information. To do otherwise is to put oneself in jeopardy of being sanctioned for an act or acts of plagiarism that can carry serious consequences up to and including expulsion from the university. Course Assignments: 1. Assessment Report Students will prepare a two-page report.

• Identify a preschool or kindergarten age child in your field placement. • Select, administer, score, and interpret developmentally appropriate assessment

instruments. • Write a summary of the essential assessment information, including relevant

information about the student. • Write an analysis that makes connections to course content and assigned readings.

30


2. Individualized Curriculum Plan Students will develop an individualized education plan based on data obtained for requirement #1 (assessment report). This project will be 3-4 pages in length.

• Include a title page with your name, course number, professor’s name, title of the assignment, and date.

• Use strategies, techniques, and activities to optimize learning outcomes. • Remember to address the following areas:

o Physical environment – room arrangement and display of materials o Instructional context – use of computer and materials, instructional

methods, and progress monitoring o Social Context – Social skills, child’s role in decision-making, appropriate

transitions, and family and community involvement • Develop a before school or after school intervention plan if necessary. • Due: Week 7 • Points: 100

3. Bibliographic Project – Annotated Bibliography From the list of selected references for further student exploration, select 3 books to provide a 6 to 8-sentence precise and substantive annotation of the book. Read the entire work and evaluate how well it addresses important issues in light of assigned readings and course content.

• In each annotation include the following: o Full bibliographical information for each book o Scope and perspective o Note any major strengths or limitations

• This project will be single-spaced and in APA style (or standard academic format accepted in your specialization) and approximately one or two pages in length.

• Provide copies for classmates and be prepared to discuss your reviews in class. • Sign up for the books early. To sign up for a book, you must have a copy of the

book in hand when you sign up. First come, first served. • Due: Week 10 • Points: 100

Graduate Expectations: Graduate quality work is expected. Please endeavor to move beyond “summarizing” and into higher level thinking (Bloom’s Taxonomy). Explore ideas that are new to you and allow your thinking to be stretched. 4. Reflective Learning Journal Students will prepare a three-page journal containing reflections on:

• Newly acquired knowledge from textbook, lectures, and/or field experience • Application of new knowledge and experience to professional and personal

development • Spend 30 minutes meditating on the passage found in Romans 15:1-7, and then

another 30 minutes reflecting on the knowledge acquired through this course. Explain how God would want you to respond to those students who have

31

identified special needs. What character qualities must be cultivated in your heart towards those with “weaknesses”? What types of practices might help you develop these qualities of the heart?


5. Lesson Plan and Presentation Develop a lesson plan that includes differentiated instruction to address the needs of a small group of children with similar needs.


• You will teach your lesson to the class and discuss a mini-lesson or activity that specifically addresses the special needs of a particular group. Please be specific in your lesson plan as to which mini-lesson or activity you have selected.

• You must include: 8. The National Association for the Education of Young Children (NAEYC)

standard addressed as well as applicable grade level state ELA content standards.

9. Clearly state the objective for the lesson. 10. Indicate the content area and grade level. 11. Remember to use culturally sensitive and Developmentally Appropriate

Practices (DAP). • Due: Weeks 13 and 14 • Points: 50


Proposed Course Schedule Dates Topics and Assignments Due Readings Introduction and Course Overview

Developing family partnerships in assessment Mindes

Observation as the key method -Informal -Formal

Mindes

32

Basic concepts of measurement Testing: Using the right measure

Mindes

The effects of primary language on assessment DVD: Portraits of the Children: Culturally Competent Assessment Assessment strategies that support appropriate teaching strategies for dual-language learners

Identifying patterns, trends, and anomalies DVD: Understanding Learning Disabilities Alternative assessment strategies Due: Assessment Report

Mindes

Assessment Results -Record keeping -Reporting -Role of assessment in early intervention -Collaborating with families

Mindes

Building a child study Due: Individualized Curriculum Plan

Mindes

Special issues in assessment -Infant and toddler -preschool -primary grades

Mindes

Portfolios -Why use portfolios -How portfolios support child-centered learning -The portfolio and its content

Grace & Shores

Due: Bibliographic Project and discussion

Developmental Screening -Purpose -Scope -Selection

Meisel, S.J. & Atkins-Burnett S.

Developmental Screening -Screening follow-up -Setting up a screening program -Limitations of developmental screening Due: Reflective Learning Journal

Meisel, S.J. & Atkins-Burnett S.




33

BIOLA UNIVERSITY



Hours


34

Name:________________________________________ Date:__________________ Grade: ________________



ELLs

RSP GATE Other


35

General Early Childhood Course Work

In addition to the four preceding early childhood course syllabi, Biola University’s School of Education will also offer SEED 558/LEDU 358, Classroom Management in Early Childhood Settings. This course can be taken as an elective or taken as a fifth Early Childhood course to provide an undergraduate Liberal Studies major with an Early Childhood Specialization or a graduate student with an M.A.T. or M.A.Ed. Personalized Program with a specialization in Early Childhood.

SEED 558/LEDU 358 Lorena Vidaurre, Ph.D. Classroom Management in Early Childhood Settings

School of Education Mission: "To equip Christian teachers and administrators to impact public, private, mission, and homeschools through biblically-centered education, scholarship, and service." School of Education Vision: "To equip a generation of influential educators, focused on God's calling, devoting their strengths, gifts, and scholarship, to meet the needs of diverse students and to advance the Kingdom of God." Course Description: Overview of childhood behaviors and effective strategies for managing these behaviors in the classroom. Includes a review of learning and developmental theories. Effective strategies that facilitate active learning and differentiated instructional practices that support diverse learning needs is introduced. Field-based experiences required. Course Prerequisites: PSYC 200 and LEDU 356/SEED 556. Note: This course is written in alignment with National Association for the Education of Young Children (NAEYC) Advanced Programs Knowledge and Application of Ethical Principles competency and Mastery of Relevant Theory and Research. Course Objectives: By the end of the course, students will be able to:

• Demonstrate, in writing and through discussion, an understanding of theories of learning and development as they relate to difficult classroom behaviors.

• Observe, identify, and define “difficult behavior” displayed by children in an early childhood setting and in a field observation site from a positive and developmentally appropriate perspective.

• Understand the significance of family systems, cultural diversity, and individual differences in developing an understanding of difficult classroom behaviors.

• Integrate teacher observation and effective strategies in the development of lesson plans.

36

• Demonstrate the ability to create a positive climate that promotes respect for the diversity of needs in the classroom and promotes active learning.

• Demonstrate the ability to communicate and partner with families and the community regarding difficult behaviors in the classroom.

• Demonstrate an awareness of potential legal and ethical issues in course content. • Integrate faith and learning in a natural, meaningful way and relate content,

teaching, and behaviors to Christian principles and Scripture. National Association for the Education of Young Children (NAEYC) Performance Standards addressed: 1a, 2c, 3b, 4a, 4b, 5a, 5b, 5c, and 5e. Field Experience: Students must complete a minimum of (9) hours of field experience at a site as part of this course. Experiences must be documented within the context of course assignments. With instructor approval, students must make their own arrangements for this experience. Required Textbooks: Gartrell, D. (2004) The Power of Guidance: Teaching Social-emotional Skills in Early Childhood Classrooms. Independence, KY: Thomson Delmar Learning. Mah, Ronald (2007). Difficult Behavior in Early Childhood: Positive Discipline for PreK-3 Classroom and Beyond. Thousand Oaks, CA: Corwin Press. Online articles and reading materials Course Requirements: All students are required to attend class meetings. Please be on time! If you miss a class due to illness, email the professor immediately. Class attendance/participation – 140 points (5 for attendance and 5 for participation per class). You may miss one class session without having points significantly reduced for attendance.





37


Assignments: Please complete all readings and assignments by the date indicated on the schedule. Plan in advance to complete your field activities and projects. Assignments turned in late may receive at the least a 10% reduction in points. Students with Disabilities: “Students desiring accommodations on the basis of physical, learning, or psychological disability for this class are to contact Disability Services. Disability Services is located in the Learning Center (upstairs in the Biola Library) and can be reached by calling 562.906.4542 or extension 4542 from on campus.” Plagiarism: We are committed at Biola University to ethical practice in teaching, scholarship, and service. As such, plagiarism and other forms of academic dishonesty will not be tolerated. Please see the undergraduate/graduate student handbook and/or the departmental/program/school policy on academic honesty. It is imperative that you present all written, oral, and/or performed work with a clear indication of the source of that work. If it is completely your own, you are encouraged to present it as such, taking pleasure in ownership of your own created work. However, it is also imperative that you give full credit to any and all others whose work you have included in your presentation via paraphrase, direct quotation, and/or performance, citing the name(s) of the author(s)/creator(s) and the source of the work with appropriate bibliographic information. To do otherwise is to put oneself in jeopardy of being sanctioned for an act or acts of plagiarism that can carry serious consequences up to and including expulsion from the university. Course Assignments: 1. Case Study Analysis and Discussion Students will prepare a two-page report.

• Gather as much information as you can on your focus student by interviewing the teacher regarding the following: student’s strengths and special needs, ELD level, family involvement, typical grades, and standardized test scores (if possible).

• Observe your focus student’s behavior in class and on the playground. • Include information about the student and write an analysis that makes

connections to course content and assigned readings. • Be prepared to discuss your analysis. • Due: Weeks 5 and 6 • Points: 50

2. Research Paper Students will write a paper on a special need such as a learning disability or disorder that may result in classroom management challenges.

38

• Include a title page with your name, course number, professor’s name, title of the

assignment, and date. • Paper must be typed double spaced and be five pages in length. **Graduate students must submit a ten-page paper. • Please follow APA style (or standard academic format accepted in your

specialization). • You must have at least three sources. The sources should include a scholarly

journal, a book, and an internet source. **Graduate students must have at least six sources which include one of each category as mentioned. • Research and report on a disability or disorder. Discuss theories of learning and

development as they relate to difficult behavior or special learning needs. • Include a bibliography. • Discuss possible adaptations to support learning as follows:

o In the classroom – curriculum, routines and procedures, lesson delivery, and physical arrangement of furniture in the classroom.

o Away from the classroom – involving parents and community • Due: Week 8 • Points: 100

3. Field Experience Report In your two-page report include:

• Summary of your (9) hours of observation (1/2 page). • Questions you have regarding field experience (1/2 page). • Lessons or concepts learned during your field experience (1/2 page.) • Personal implications (1/2 page). • Due: Week 10 • Points: 50

4. Reflective Learning Journal Students will prepare a three-page journal containing reflections on:

• Newly acquired knowledge from the course textbook, lectures, and/or field experience.

• Application of new knowledge and experience to professional and personal development.

• Spend 30 minutes meditating in the passage found in 1 Corinthians 13:1-7, and then another 30 minutes reflecting on the knowledge acquired through this course. Explain how you will allow God to love difficult students through you. What areas of selflessness/love must you acquire? What are your strengths and challenges in the area of loving your students?


5. Lesson Plan and Presentation

39

Develop a lesson plan that includes differentiated instruction to address the needs of all children, especially children with challenging behaviors.


• You will teach your lesson to the class using one strategy that specifically addresses a special need. Please be specific in your lesson plan as to which strategy you have selected.

• You must include: 12. The National Association for the Education of Young Children (NAEYC)

standard addressed, as well as applicable grade level state ELA content standards.

13. Clearly state the objective for the lesson. 14. Indicate the content area, grade level, and strategy used. 15. Remember to use culturally sensitive and Developmentally Appropriate

Practices (DAP). • Due: Weeks 13 and 14 • Points: 50


Proposed Course Schedule Dates Topics and Assignments Due Readings Introduction and Overview of Course

DVD: How Children Learn Discipline in Classrooms, Family, Society -Communities that affect children’s development -Expectations (Family/Classroom)

Mah, Ch. 1

Understanding Children’s Sense of Time -Making time relevant to children -Likability, validation, acceptance, and connection -Love and acceptance

Mah, Ch. 2

Common Uses of Timeout -Three theories of timeout

Mah, Ch. 3

Community Theory of Timeout -Three rules of community

Mah, Ch. 4

Applying Timeout Effectively Mah, Ch. 5

40

-Basic boundaries and instruction -Moving from timeout to a plan Due: Case Study Analysis and Discussion

Boundaries: Foundation for growth & change -Blocking negative behaviors -Clarifying boundaries and consequences Due: Case Study Analysis and Discussion

Mah, Ch. 6

Follow-Through and Consistency -Verbal and nonverbal messages -Reinforcing behavior constantly and consistently

Mah, Ch. 7

Punishment -Motivation, immunity, intensification -DVD: Challenging Behaviors in Young Children Due: Research Paper

Mah, Ch. 8

Praise -Effective praise -Self-awareness and achievement -Attention, appreciation, and material rewards

Mah, Ch. 9

Choices -Rewarding children for meeting expectations -Consequences for poor choices -Reasonable and unreasonable behavior Due: Field Experience Report

Mah, Ch. 10

Motivating Reward Systems -Key issues and effective principles -DVD: Managing and Motivating Challenging Children

Mah, Ch. 11

Rewards-Only Behavior Plans -Basic terms of the plan -Developing a practical plan Due: Reflective Learning Journal

Mah, Ch. 12

Connecting Goals to Motivating Rewards -Defining goals and rewards -Choosing quantifiable goals -Short-term and long-term goals -Involving children in the selection of rewards -Age appropriate and individualized rewards Due: Lesson Plan and Presentation

Mah, Ch. 13

Helping Children with Deeper Issues -Anger, sadness, fear, anxiety, pain or loss -Referrals to specialists Due: Lesson Plan and Presentation

Mah, Ch. 14


41

BIOLA UNIVERSITY



Hours


42

Name:________________________________________ Date:__________________ Grade: ________________



ELLs

RSP GATE Other


43

Description of University, School of Education, and Child Development Department

Biola University is a private, faith-based liberal arts university, comprised of seven schools: the School of Arts & Sciences, Talbot School of Theology, Rosemead School of Psychology, the School of Intercultural Studies, the School of Business, the School of Professional Studies, and the School of Education. Offering four baccalaureate degrees in 28 majors, 17 masters and seven doctoral degrees, Biola’s commitment to academic excellence is a 100-year tradition since its founding in 1908 and has grown from an Institute, to a College, to a University. The university is composed of approximately 5,800 students, including graduate and undergraduate students, and its home campus is in La Mirada in Los Angeles County. The School of Education serves between 300-400 undergraduate and graduate students. At the graduate level, we have multiple and single subject preparation for the Preliminary Teaching Credential, the Clear Credential, an M.A.T., and an M.A.Ed. At the undergraduate level, the School of Education offers a B.A. in Liberal Studies, the teacher preparation track for multiple and single subject preliminary credentials, and the Music Education waiver program. Our teacher preparation programs are approved by both the California Commission on Teacher Credentialing (CCTC) as well as the Association of Christian Schools International (ACSI). The School of Education was created as of July 1, 2007 after a lengthy application process in the university. July 1, 2008 a permanent dean was selected. On February 16, 2009, we will celebrate an internal launch of the School of Education. Because we are a small and relatively new School of Education (1 dean, 9 full-time faculty, 12 adjunct faculty, and 12 student teacher supervisors), the Early Childhood Permits will fall under the Undergraduate Department (Chair: Dr. Deborah Taylor) and the Liberal Studies Committee (Chair: Dr. Virginia Johnson). The coordinator for the program will be a joint effort between the Dean of Education, Dr. June Hetzel; Dr. Virginia Johnson, Liberal Studies Coordinator; and Dr. Lorena Vidaurre, Early Childhood Specialist. The primary professors for the courses offered in Early Childhood will be Dr. Virginia Johnson, Liberal Studies Coordinator, and Dr. Lorena Vidaurre, Early Childhood Specialist. Curriculum vitae for both professors are included in this application. State evaluation of the Early Childhood Program will follow the Yellow Cohort of the SB 2042 CCTC Accreditation Cycle. University evaluation of the Early Childhood Program Proposal will occur through Biola University’s new program proposal process as well as ongoing assessments within the coursework and committees of the School of Education, specifically the Liberal Studies Committee.

44

Summary of Student Advisement Process A presentation on the Early Childhood Certificate will be given in the LEDU 335/SEED 597 Child Development Course each semester. Liberal Studies students interested in the Early Childhood Certificate will continue to meet with their assigned advisors, while those outside the School of Education will meet with the credential analysts for the Early Childhood Certificate Program advising. Advisement Sheets: The Early Childhood Certificate requirements will be included in the next catalog text, the website, as well as in advising sheets. The Early Childhood Advising Sheets can be found on the following pages.

45

Biola University Early Childhood Programs Advising Sheet Assistant Teacher Permit Associate Teacher Permit

Liberal Studies Early Childhood Specialization M.A.T./M.A.Ed. Personalized Programs, Early Childhood Specializations

Criteria for Early Childhood Permit:

1. Fingerprint Clearance 2. 2.0 cum GPA for permit only students; however, graduation requirements are 2.75

cum GPA for Liberal Studies, Elementary Education students and 3.0 cum GPA for M.A.T. & M.A.Ed. students

Early Childhood Coursework Requirements:


PSYC 200



LEDU 335/SEED 597


LEDU 357/SEED557 School/Family/Community Partnerships in Urban Settings



PSYC 200, LEDU 335/SEED 597, and LEDU 356/SEED 556


LEDU 358/SEED 558Classroom Management in Early Childhood Settings

PSYC 200 and LEDU356/SEED 556

3 Required for Liberal Studies Early Childhood Specialization

Complete at least 50 days of experience in an instructional capacity in a child care and development program, working at least three hours per day within the last two years. This experience must be verified by submitting an original letter from the employer on official letterhead.

Required for Associate Permit level. Fieldwork hours in coursework may be folded into the 50 days of required early childhood experience – so long as each day has a minimum of 3 hours observation/participation and is verified by the administrator on official letterhead.

46

Early Childhood Certificate Checklist

Assistant Early Childhood Teacher Permit: Certificate of Clearance Official Transcripts Indicating Minimum 2.0 GPA Early Childhood Education Coursework (“C” or better)

• LEDU 335/SEED 597: Child Development: Birth through Adolescence Syllabus • LEDU 356/SEED 556 Early Childhood Curriculum Syllabus

$15.00 processing fee Associate Early Childhood Teacher Permit: Certificate of Clearance Official Transcripts Indicating Minimum 2.0 GPA Early Childhood Education Coursework (“C” or better)

• LEDU 335/SEED 597: Child Development: Birth through Adolescence Syllabus • LEDU 356/SEED 556 Early Childhood Curriculum Syllabus • LEDU 357/SEED557 School/Family/Community Partnerships in Urban Settings • LEDU 359/SEED 559 Observation and Assessment of Young Children

$15.00 processing fee Note: The Child Development Associate Teacher Permit is issued for 5 years and is renewable once, for a total of two issuances. To renew, the holder must complete at least 15 semester units toward the Child Development Teacher Permit. By the end of the ten year period, the holder must meet the requirements for the Child Development Teacher Permit. Student Signature: _____________________________________ Date: __________ Credential Analyst Signature: ____________________________ Date: __________

47

Liberal Studies or M.A.T./M.A.Ed. Personalized Program Early Childhood Specialization

Undergraduates: Candidates desiring a Liberal Studies, Elementary Education, Specialization in Early Childhood, must complete the five courses listed below. Candidates with this specialization are eligible for both the permit and the specialization. If the student applies approved transfer lower division units in Early Childhood Coursework, it is important to check your overall Liberal Studies Program to ensure that you have met the minimum of 24 upper division units within the major. Graduates: Candidates completing a Personalized M.A.T. or M.A.Ed. degree and desiring an Early Childhood Specialization may select 15 units of graduate early childhood coursework (e.g., coursework listed below) or other approved electives, including up to 6 units of approved graduate transfer units. If the candidates take the courses listed below (or approved equivalent transfer courses), they are also eligible for the Early Childhood Permit. Only graduate units of 500-level or above will be considered for the M.A.T. or M.A.Ed. Specialization.


PSYC 200



LEDU 335/SEED 597


LEDU 357/SEED 357 School/Family/Community Partnerships in Urban Settings



PSYC 200, LEDU 335/SEED 597, and LEDU 356/SEED 556


LEDU 358/SEED 558Classroom Management in Early Childhood Settings

PSYC 200 and LEDU356/SEED 556

3 Required for Liberal Studies Early Childhood Specialization

48

Academic Advisement A presentation on the Early Childhood Certificate will be given in the LEDU 335/SEED 597 Child Development Course each semester. Liberal Studies students interested in the Early Childhood Certificate will continue to meet with their assigned advisors, while those outside the School of Education will meet with the credential analysts for the Early Childhood Certificate Program advising. Academic advising will be conducted by trained academic advisors who are familiar with and have thoroughly read and discussed with the student the requirements of the Early Childhood Permit(s).

Full-Time Analysts and Advisors:

• Melinda Soto, Manager of Academic Advising and Credentials (9 years at Biola University; in current position for 6 years)

• Jamie Stunkard, Credential Analyst (3 year history with Biola; one year in current position; alumni from the Liberal Studies Program

Professors of Coursework & Coordinators of Program

• Virginia Johnson, Ph.D., Professor, advising during office hours (12 year history

with Biola University; 40 years in education; most of her career in elementary education from pre-K, K, and primary grades)

• Lorena Vidaurre, Ph.D., advising in conjunction with coursework (second year with Biola University and 18 years in education, served in elementary education since 1991, most of her career she taught in K bilingual classes.)

• June Hetzel, Ph.D., Dean, advising during office hours (13 year history with Biola University, 30 years in education, including teaching first grade for three years and over a decade in full-time work with elementary students and several summers in the past five years teaching trilingual children in Africa; first year as permanent dean, has served as Interim Dean for one year and Chair of the Education Department for six years.)

Selection, Training, and Information Dissemination

Academic advisors will be kept up-to-date on requirements via regularly required school meetings and committees for the Liberal Studies Committee which will include the Early Childhood Permit. The School of Education meeting is once per month and the Liberal Studies Committee meets three times per semester. In order to ensure that each candidate has met the requirements for the Early Childhood Permit, he or she will be required to meet with their advisor and bring evidence of having met each requirement on the Early Childhood Advising/Petition Sheet. Once all evidence has been gathered, the advisor or the candidate themselves will file for the Early Childhood Assistant Teacher or Associate Teacher Permit.

49

Curriculum Vitae Virginia M. Johnson

September 2004 Home Business 2641 Rising Star Drive School of Education Diamond Bar, CA 19765 Biola University (909)839-2507 La Mirada, CA (562)944-0351, ext. 5652

ACADEMIC PREPARATION: Ph.D. in Education University of California, Riverside School of Education, December 1998 Concentration: Curriculum and Instruction

Dissertation: An Investigation of the Effects of instructional Strategies on Conceptual Understanding of Young Children in Mathematics

Advisor: Dr. Dan Donlan M.A. in Education California State University, San Bernardino School of Education, 1993 Concentrations: Elementary Education Mathematics Education Thesis: Manipulative Materials in Mathematics Instruction: Addressing Teacher Reluctance

Advisors: Dr. Iris Riggs Dr. Ruth Sandlin

B.A. in Elementary Education Western Michigan University Kalamazoo, Michigan, 1968 Concentration: Elementary Education ADDITIONAL TRAINING: - California State University, Hayward, California and Lawrence Livermore Laboratory project on significant classroom science experiences, Winter 1988 • Mathematics Their way Training by Center for Innovation in Education, Summer

1987 • 16th Annual English Language Development/ Foreign Language Conference,

November 1996 Virginia M. Johnson – Curriculum Vitae - Page 2

50

PROFESSIONAL EXPERIENCE:

Associate Professor – School of Education – 2002 – present • Teaching Child Development course • Teaching math and science methodology course • Teaching elementary curriculum course • Liberal Studies Coordinator, Education Department • General Education Committee • Chair, Liberal Studies Advisory Committee • Undergraduate Coordinator, Education Department • Provost Liability Advisory Committee • Acting Chair of department, July 1, 2003 through January 21, 2004 • Director of Teacher Education January 21, 2004 through September 1, 2004

California State Commission on Teacher Credentialing Document Reviewer for SB 2042 – January 2002 – June 2003

California State Commission on Teacher Credentialing Trainer of Assessors for Teaching Performance Assessment (TPAs)

Accreditation team member for Association of Christian Schools International – April 2002

Assistant Professor – School of Education - 1998 to 2002

Biola University • Teaching methodology courses in math, science, social studies both graduate and

undergraduate • Teaching elementary curriculum course • Teaching Educational Psychology course • Liberal Studies Coordinator, Education Department • General Education Committee Supervisor of Teacher Education – 1993 to 1998 University of California, Riverside • Supervising multiple subject credential student teachers and interns • Teaching methodology courses in math, science, language arts, social studies, fine

arts, visual arts, physical education • Teaching Independent studies with second language credential students to improve

their knowledge of the Structure and Usage of the English Language Adjunct Professor – School of Education – Winter 1996 California Baptist University Course: Math and Science Teaching Methods Virginia M. Johnson – Curriculum Vitae - Page 3 Private School Teacher, Grade 1 – 1989 through 1992

51

Foothill Christian School, Glendora, California

Private School Teacher, Grades Kindergarten, Grade 1 – 1985 through 1989 Valley Christian School, Dublin, California

Private School Teacher, Pre-kindergarten – 1984 through 1985

Arroyo Christian School, Livermore, California

Public School Substitute Teacher, Grades K, 1,2,3,4,5 – 1981 through 1984 Plainwell Public Schools, Plainwell, Michigan

Public School Teacher, Pre-kindergarten – Summer 1970

Spring Grove Area Public Schools, Spring Grove, Pennsylvania

Public School Teacher, Grade 1 – 1969 through 1971

Spring Grove Area Public Schools, Spring Grove, Pennsylvania

Public School Substitute Teacher, Grades K,1,2,3,4,5,6 – Fall 1969 Public School Teacher, Grades K through 12 Music – 1968 through 1969 Schoolcraft Community Schools, Schoolcraft, Michigan

PUBLICATIONS: Johnson, Virginia M. (editor) (in press). Science Textbook, Grade 6. Colorado Springs, Colorado: Purposeful Design Publications. Johnson, Virginia M. (editor) (2008). Science Textbook, Grade 5. Colorado Springs, Colorado: Purposeful Design Publications. Johnson, Virginia M. (1997), Investigating the Relationship Between Procedural and Mathematical Writing Responses, ERIC Document Clearinghouse for

Science, Mathematics, and Environmental Education. ED 407 232.

52

Johnson, Virginia M. (1993). Hands-On Math, K-1, Creative Teaching Press,

Cypress, CA

PAPERS PRESENTED AT CONFERENCES: “Problems in relying on Children’s Mathematical Writing as a Reflection of

Their Mathematical Understanding”. American Educational Research Association, San Diego, CA

2002 “An Investigation of the Effects of Instructional Strategies on Conceptual

Understanding of Young Children in Math.” Presented at American Educational Research Association Conference, St. Louis, MO

Virginia M. Johnson – Curriculum Vitae - Page 4

CURRENT RESEARCH INTERESTS” • Mathematics Instruction • Mathematical Writing • Teacher education • Developmental readiness and school grade placement • Success of Grade Repetition PROFESSIONAL MEMBERSHIPS National Council of Teachers of Mathematics American Educational Research Association Association of Christian Schools International OTHER PRESENTATIONS: Math Conference Leader/Speaker, University of California, Riverside, 1999 UCR Distinguished Alumni Colloquia, “Math Can Be Motivating”, Spring 1997 Educational seminars in math and science teaching for ACSI in Johannesburg, South Africa, August, 1993 Guest speaker on math instructional methods, California State University, San Bernardino, 1992-1994

Educational seminars in math and science teaching and art appreciation for the Association of Christian Schools International, Sacramento, California, 1987-1993

53

Educational seminars in math and science teaching for ACSI, Eastern Canada Division, Toronto, Ontario, Canada, 1992

Workshop on “The Five Senses” demonstrating experiential science lessons, University of California, Riverside, 1993-1998 Workshop on “Manipulative Mathematics: Theory and Practice”. University of California, Riverside, 1993-1998

Workshop on “Art Appreciation in the Primary Grades”, University of California, Riverside, 1994-1998

Workshop on “Cooperative Learning…Teaching Strategy or Philosophy?”, ACSI convention, Nov. 1998, Anaheim, California

Virginia M. Johnson – Curriculum Vitae - Page 5 Workshop on “Manipulatives in math work, but they’re not magic ACSI convention, Nov. 1998, Anaheim, California

Workshop on “Personal Growth and the Beginning Teacher” ACSI convention, Nov. 1998, Anaheim, California Math Conference Univeristy of California, Riverside April 1999, “Effective Mathematics Teaching” Workshop on “Manipulatives in math work, but they’re not magic ACSI convention, Nov. 1999, Anaheim, California

Workshop on “Personal Growth and the Beginning Teacher” ACSI convention, Nov. 1999, Anaheim, California Workshop on “Cooperative Learning…Teaching Strategy or Philosophy?”, ACSI convention, Nov. 1999, Anaheim, California Workshop on “Purposeful Teaching through Effective Planning of Lessons”, ACSI convention, Nov. 1999, Anaheim, California

Workshop on “Let the Rocks Cry Out”. ACSI convention, Oct.. 2000, Sacramento Workshop on “Primary Art that Parents Will Keep” ACSI convention, Oct.. 2000, Sacramento

54

Workshop on “The Five Senses” ACSI convention, Oct.. 2000, Sacramento

Workshop on “Manipulatives in Math…” ACSI convention, Oct.. 2000, Sacramento

Workshop on “Curiousity Science” ACSI convention, Oct.. 2000, Sacramento

Workshop on “Manipulatives in Math Work, but they’re not magic”, ACSI convention, Nov. 2000, Anaheim, California Workshop on “Purposeful Teaching through Effective Lesson Planning”, ACSI convention, Nov. 2000, Anaheim, California Workshop on “Personal Growth and the Beginning Teacher”, ACSI convention, Nov.

2000, Anaheim, California Virginia M. Johnson – Curriculum Vitae - Page 6 Workshop on “Curiosity Science”, ACSI convention, Nov. 2000, Anaheim, California

Salt and Light Symposium Biola University, April 2001, Workshop presenter “Curiosity Science”

Salt and Light Symposium, Biola University, April 2001,Workshop presenter “Hands-On, Minds-On Math…Connecting Activities and Concepts” Workshop on “Art Appreciation for Elementary Students”, ACSI Anaheim, Nov 2003 Workshop on “Hands-on, Brains-On Mathematics Instruction”, ACSI Convention, Anaheim, CA, Nov. 2003 PROJECT DEVELOPMENT: Coordinated fine arts conference for multiple-subject student teachers and interns Coordinated science conference for multiple-subject student teachers and interns Coordinated math conference for multiple-subject student teachers and interns Developed course for preservice teachers addressing RICA standards for reading instruction

Developed first grade math curriculum based on the instructional use of concrete objects

ADVISING: Advised and counseled pre-service teachers on academic matters, beginning teaching concerns and stress-management strategies, 1993 to present

55

Conferred with parents with regard to correct grade placement after admission screening, Valley Christian School, Dublin, California, 1986 through 1989

Advised and trained District Cooperating Teachers with regard to supervision of preservice teachers Virginia M. Johnson – Curriculum Vitae - Page 7 OTHER WORK-RELATED ACTIVITIES: Wrote university responses to SB2042 State of California Liberal Studies Subject Matter Requirement for The Multiple Subjects Credential, 2002 –2003 On team to write university responses to SB2042 State of California Teacher Preparation Requirements for the Multiple Subjects Credential, 2003 Served on Multiple Subjects Advisory Committee, University of California, Riverside, 1992 to 1998

Served on Teacher Education Committee, University of California, Riverside, 1992 to 1998 Served on BTSA (Beginning Teacher Support) subcommittee, University of California, Riverside, 1996

Served on RICA team to align university courses with RICA requirements and prepare student teachers in reading REFERENCES: June Hetzel, Ph.D. Chair, School of Education Biola University, La Mirada, CA Pete Menjares, Ph.D. Associate Provost, Biola University Biola University, La Mirada, CA

56

Cindy Westcott, Ph.D.

Associate Professor, Department of Nursing Biola University, La Mirada, CA

CURRICULUM VITA

Lorena E. Vidaurre November 2008

Biola University 13915 Biola Avenue School of Education La Mirada, CA 90638 La Mirada, CA 90639 (562) 906 -5907 [email protected] ACADEMIC PREPARATION: Ph.D. in Intercultural Education, School of Intercultural Studies, Biola University, CA, 2007 Concentrations: Early Childhood Education, Early Literacy, Parent Education, Curriculum and Instruction Dissertation: Decreasing School Failure through Parental Involvement in Literacy Intervention for Disadvantaged Hispanic Kindergarten Entrants Advisor: Dr. Judith Lingenfelter M.A. in Education, Charter School of Education, California State University, Los Angeles, CA, 1997 Concentration: Early Childhood Education Advisor: Dr. Noriko Saito Bilingual and Cross-cultural Multiple Subjects Credential, California State University, Los Angeles, CA, 1995 B.S. in Business Administration, California State University, Los Angeles,

57

CA, 1988 Concentration: Computer Information Systems LANGUAGES:

Bilingual and biliterate in Spanish and English ADDITIONAL TRAINING:

• California Teaching Performance Assessment Program Assessor Training by California Commission on Teacher Credentialing: Task 1 (July 2008), Task 2 (July 2007), Task 3 (December 2008), Task 4 (January 2008)

• Parent and Family Life Education Training by Los Angeles Unified School District, June 2005

• California Early Literacy Learning by Foundation for California Early Literacy Learning, 2002-2003

• Initial Teacher Training as a Support Provider by Los Angeles Office of Education and Little Lake City School District Consortium, 2001-2002

PROFESSIONAL EXPERIENCE: Fall 2007 – Present Assistant Professor, Biola University. School of Education.

Duties include teaching the course SEED 541/LEDU 341, developing courses, serving on the teacher preparation committee, and supervising multiple subject credential as well as single subject credential student teachers and interns. Department of Modern. Duties include developing one CSET preparation workshop and teaching the courses HUFS 101 and HUFS 201.

Fall 2007 – Fall 2010 Parent Education Consultant, Project SMART, Chapman

University and Anaheim City School District, CA. Responsibilities include speaking to parents at the Spring Science Night and developing quarterly bilingual newsletters for parents of K-2 to support language arts, mathematics, and science learning at home.

2004 – Present Parent Educator, Los Angeles Unified School District. Division

of Adult and Career Education. Department of Parenting, Family Education and Home Economics.

Spring 2007 Student Teaching Supervisor, Chapman University.

58

1997 - 2004 Bilingual Kindergarten Teacher, Little Lake City School District, Los Angeles, CA. Responsibilities included teaching, mentoring new teachers, curriculum alignment, promoting the bilingual program, and reading intervention for students K-5.

1991 - 1997 Elementary School Teacher, Los Angeles Unified School

District, Los Angeles, CA. Responsibilities included teaching Preschool through fifth grade, tutoring, and other teaching duties.

2001-2002 Peer Assistance Review Mentor, Los Angele County Office of

Education and Little Lake City School District Consortium.

2000-2001 Adjunct Instructor, Health Occupations. Cerritos Community College, Los Angeles, CA. Responsibilities included teaching Child Development and Math in Early Childhood Education.

PROJECT DEVELOPMENT:

• Developed course work for the Child Development Permit, 2008

o SEED 556/LEDU 356- Early Childhood Curriculum o SEED 557/LEDU 357- School, Family, Community Partnerships in Early

Childhood Urban Settings o SEED 558/LEDU 358 – Classroom Management in Early Childhood

Settings o SEED 559/LEDU 359 – Observation and Assessment of Young Children

• Developing first grade curriculum for “English as a Foreign Language Textbook Series”. Colorado Springs, Colorado: Purposeful Design Publications, 2008

• Developed LEDU 433F – Single Subject Pedagogy: Methods for Teaching Spanish as a Foreign Language, 2007

• Developed and implemented the course, “Child and Parent Self-Esteem for School and Community Involvement” for the Department of Parenting and Family Education in the Los Angeles Unified School District, 2007

• Developed and implemented a bilingual pre- post test for the parent component of the Kindergarten Academy Program for the Division of Adult and Career Education in the Los Angeles Unified School District, 2005

• Revised numerous pre-post tests for the Department of Parenting and Family Education in the Los Angeles Unified School District, 2005

• Developed and implemented a successful Kindergarten intervention program for students and their families to improve literacy acquisition at Paddison Elementary School in the Little Lake City School District, CA, 2001-2004

OTHER PROFESSIONAL ACTIVITIES:

59

• Serving, by invitation, on the Family Literacy Support Network (FLSN) Leadership Team to support programs serving families with young children, ages 0-5, through the Los Angeles County Office of Education. Service includes identifying and planning activities that promote partnerships help link research to practice to improve child and family outcomes in the Los Angeles County, and engage in dialogue with family literacy practitioners, school districts, and community based organization. (2008)

• Serving as one of two expert panelists, by invitation, on the Exemplary Validation Program (EVP) Review Team through the Los Angeles County Office of Education, 2008-2009. Roles and responsibilities include:

o Conducting program observations at each of the two sites and providing

brief feedback to FLSN and the candidates on the presence of promising practices and critical elements of a comprehensive family literacy program.

o Engaging in the process of independent review of the evidence-based portfolios.

o Participating in dialogue with each of the two EVP candidates to clarify points of interest and/or concerns with the portfolios.

o Rating and validating Promising Practices using the FLSN rating rubric on each of the program’s promising practices.

o Reviewing and advising on critical elements and areas for growth identified in the portfolio.

o Engaging in dialogue with the other expert reviewer to resolve areas in the portfolio that need further investigation.

PRESENTATIONS: Preparing for Kindergarten. Presented at the 3rd Annual Family Literacy & Health Parent Conference, Carson, CA, 2007 Raising a Bilingual and Biliterate Child. Presented at the 2nd Annual Family Literacy & Health Parent Conference, Carson, CA, 2006

“Before and After”: Pre and Post Testing for School Readiness Language Development Program (SRLDP). Facilitated at the Los Angeles Unified School District, Early Childhood Education Department, SRLDP Parent Education Senior Teachers’ Professional Development, Los Angeles, CA, 2006

Fun and Learning through Literacy. Presented at the 7th Annual Parent Community Conference, Norwalk-La Mirada, CA, 2005 PROFESSIONAL AFFILIATIONS:

• American Council on the Teaching of Foreign Languages

60

• California Teachers Association • International Reading Association • National Association for the Education of Young Children • National Education Association

CURRENT RESEARCH INTERESTS:

• Early Childhood Education • Emergent Literacy • Parent Engagement in School and Community • Parent Education • Teacher Education • Bilingual Education • Teaching Spanish as a Foreign Language

REFERENCES: June Hetzel, Ph.D. Dean, School of Education Biola University, La Mirada, CA (562) 903-6000 Hugo Garcia, Ph.D. Chair, Department of Modern Languages Biola University, La Mirada, CA (562) 903-6000 Mike Madrid, Ph.D. Education Director, School of Education Chapman University, Orange, CA (714) 628-7381 Carolyn Okuno, SRLDP Parent Education Specialist Los Angeles Unified School District Division of Adult and Career Education Department of Parenting, Family Education and Home Economics Los Angeles, CA (213) 241-3168 Judith Lingenfelter, Ph.D. Retired Chair, School of Intercultural Studies Biola University, La Mirada, CA (562) 903-4844

61

June Hetzel, Ph.D. Professor and Dean of Education

Biola University, 13800 Biola Avenue, La Mirada, CA 90639, [email protected] Home: 17395 Summer Oak Place, Yorba Linda, CA 92886 714-572-9744

EDUCATION 1990–1991, 1995–1998

Claremont Graduate School Ph.D. in Education, literacy and research emphases, 4.0 GPA

1980–1983 California State University, Fullerton M.S. Reading Education 1976–1978 Biola University B.A. Liberal Studies, Magna Cum Laude

CREDENTIALS AND CERTIFICATES Cross-Cultural Language Academic Development Certificate (CLAD)

1996 State of California

Multiple Subject Teaching Credential Renewal 2012 Clear, grades K-8, beginning 1979 State of California Reading Specialist Credential Renewal 2012 Clear, grades K-Adult, beginning 1983 State of California Methodology Component of 1989

Bilingual Certificate State of California

Culture Component of 1990 Bilingual Certificate State of California Vision Screening Certificate 1980

California College of Optometry

RESEARCH & WRITING INTERESTS ♦ Literacy, reading/writing processes, English Language Learners, spirituality,

curriculum and instruction, values education, home schooling, gifted education, differentiated learning

♦ Current writing focuses on English Language Learners, curriculum development, reading/writing/oral language development, spirituality

62

♦ Currently under contract with Corwin/SAGE as book author; also editing two textbook series with Purposeful Design Publication (Spelling Series, grades 1-6; English as a Foreign Language Series, Grades K-12)

EXPERIENCE IN EDUCATION

BIOLA UNIVERSITY Dean of the School of Education Interim Dean of Education, 07/08

13800 Biola Avenue Chair of Education Dept. 2001-2007 La Mirada, CA 90639 Professor of Education, tenured 562-944-0351, ext. 5674 Director of M.A. in Education (7 years) Supervisors: Director Teacher Education (1 year) Dr. Lucile Richardson, 1/96-12/98 Dr. Pete Menjares, 1/98-6/01 Dr. Jack Schwarz, Dean, 6/01-6/05 Dr. Todd Pickett, Dean, 6/05-6/07 Dr. Gary Miller, Provost, 7/07-present OVERSEAS TEACHING Summers 2004, 2005, 2006, 2008 North Africa Taught English to Grades 1-9 Taught Arabic and French Speakers Thailand February 2006 Taught literacy workshops to adults CALIFORNIA STATE UNIVERSITY, Fall 2000–Summer 2001 FULLERTON Adjunct, READ 507, College and High Department of Reading School Reading Fullerton, California 92834-6868 Supervisor: Dr. Ashley Bishop ORANGE COUNTY DEPARTMENT August 1995–2001 OF EDUCATION - CHEP Orange County Charter School 2910 Redhill Ave., Suite 200 Literacy Consultant (1998-present) Costa Mesa, CA 92626 K-8 Teacher (1995-1998), 714-327-1000 Pre-Algebra Teacher, Supervisor: Sheree Dennee, Principal Jr. High Writing Teacher Pat Novak, Assistant Principal Work with ELL & learning disabled 714-545-5956 FREELANCE WRITING, 1995–Present EDITING, CONSULTING Corwin/SAGE Press, MacMillan,

63

Focus on the Family, Salem Press, Creative Teaching Press, Teacher Designed Learning, Rigby, Starburst Publishers, Barbour Press, Purposeful Design Publications

CREATIVE TEACHING PRESS, INC. 10701 Holder Street Cypress, CA 90630 714-995-7888 Supervisors: Carolea Williams (2/27/95– 4/28/95), Elizabeth Strauss (4/94–1/13/95), Sue Lewis (7/93–4/94)

1993–1995 In-house editor

EAST WHITTIER CITY SCHOOLS 1991–1993 Mulberry Elementary School “Teacher of the Year,” 1992–1993 14029 Mulberry Drive Grade Four, 1991–1992, ELL, RSP, GATE Whittier, CA 90605 Grades Three/Four, 1992–1993, ELL,

GATE 310-698-9707 Leadership Team, 1991–1992 Supervisors: Lorna Nagata (1992–1993), Leon Kampa (1991–1992)

Grade Level Leader, 1991–1992 Program Quality Review Team School Chorus Pianist

THE PEGASUS SCHOOL, CAMP PEGASUS Summer 1991 19692 Lexington Lane Grades 2–8 Huntington Beach,CA 92646 Gifted Students 714-964-1224 Supervisor: Janine Pletcher LOWELL JOINT SCHOOL DISTRICT 1990–1991 11019 Valley Home Ave. Curriculum Specialist, K-8 Whittier, CA 90603 District Office 213-943-0211 Supervisor: Margaret Herron, Asst. Supt. EAST WHITTIER CITY SCHOOLS

1987–1990

Mulberry Elementary School Grade Four, 1987–1990, LEP, NEP, GATE 14029 Mulberry Drive Grade Five, Summer 1988, RSP Whittier, CA 90605 Grade Three, Summer 1989, RSP 213-698-9707 GATE Curr. Writer 1989–1991 Supervisor: Leon Kampa, Principal ESL Curr. Writer, Summer 1991 CAP Writing Team, Summer 1991

64

WHITTIER CHRISTIAN SCHOOLS

1980-1987

6548 South Newlin Ave. Principal, K-6, 1985–1987 Whittier, CA 90601 Vice Principal, K-6, 1983–1985 310-698-0351 First Grade Teacher, 1980–1983 Supervisor: Kenneth Donley, Superintendent Coordinated Summer Clinics, Grades K-6,

1981-1983 TEMPLE BAPTIST SCHOOLS 1979–1980 12722 Woods Avenue Grades Four/Five Norwalk, CA 90650 Director of Spring Musical 310-860-0450 Supervisor: Evelyn Bradley, Principal

Affiliations

• ASCD—Association for Supervision and Curriculum Development (2000-present) • ACSI—Association of Christian Schools International (1979-present) • CCTE—California Council on Teacher Education (2001-present) • CRA—California Reading Association (1983-present) • DKG—Delta Kappa Gamma Society International (1990-present) • ICCTE—International Community of Christian Educators (2005-present) • IRA—International Reading Association (1983-present) • REG—Reading Educators’ Guild, Cal State Fullerton (life member) • ICCTE—International Community of Christian Educators online journal (reviewer)

• New Horizons , Hong Kong Teachers' Association (reviewer) 242 Nathan Road, National Court, 7/F, Kowloon, Hong Kong

Awards and Honors

Community Service Recognition, 2007 & 2008: Recognized by the Norwalk-La Mirada School District for partnership facilitating a volunteer tutoring program between Biola University undergraduates and La Mirada High School freshmen. Partnership established in conjunction with Dr. Ivannia Soto-Hinman, Biola University Professor; Susan Newcomb, NWLMSD Literacy Specialist; and Rick Finch, Teacher. Oxford Round Table, 2006: Selected to participate in an international forum on literacy at Harris Manchester College, Oxford University. Presented a paper entitled, “The Three Literacy Gaps and Title III of NCLB,” co-authored by Ivannia Soto-Hinman. Also served as the moderator on the final day of the five-day conference. http://www.forumonpublicpolicy.com/papersw07.html#students Biola University Grant, 2003: $5,495. Applied and awarded in combination with Keith Walters, Ed.D. Funds used to conduct a research study on the topic of “Student and Faculty Perceptions on Classroom Instruction” (2003). The study was completed in 2004 and results provided in 2005 for the WASC review. Additionally, results were shared at a

65

faculty research luncheon and the Humanities Division of the School of Arts and Sciences. Quantitative results can be read in Hetzel, J. & K. Walters (Jan. 15, 2007). “An Examination of Gaps Between Professorial and Student Perceptions of Effective Pedagogy, Learning Activities, Assessments, and Learning Relationships as Compared with Research-Based Findings.” ICCTE (International Community of Christian Educators online) Journal, Vol. 3, Issue #1, Oregon: George Fox University. http://www.icctejournal.org/ Women’s Development Leadership Institute, Coalition of Christian Colleges and Universities, 2001-2003: Selected to participate in multiple summers of training with women educators from higher education institutions of member colleges of the Coalition of Christian Colleges and Universities (CCCU) from the United States and Canada. Assigned a mentor and a shadowing project with Dr. Kim Boyd of Oral Roberts University. Researcher of the Year, 2001: Awarded by Orange County Department of Education (OCDE), Alternative, Charter, and Correctional, Schools and Services (ACCESS). Co-investigator: Fran Lampman, M.S., Orange County Department of Education. This award came as a result of an investigation entitled, “A Six-Week Writing Intervention Model” involving the teaching of two groups of grades 4-8 students. The intervention was designed to impact students’ approach to writing and their confidence in writing, utilizing practice rubrics, timed writing, graphic organizers, the writing process, and test tips. The results are published in the OCDE, ACCESS Action Research Yearbook, 2000-2001: Reflective Practices in Teaching and Learning. Faculty Award for Excellence in University/Community Service, 2000: This award was for the area of University and Community Service and was awarded by the Provost and the University Personnel Committee at Biola University, La Mirada, California. American Booksellers “Pick of the List” in the Parent Category, 1996: The home schooling book she edited, Home Schooling: Answers to Questions Parents Most Often Ask (McIntire and Windham, 1995), was chosen by the American Booksellers’ Association as the Fall 1996 “Pick of the List” in the Parent Category. Writer of the Year, 1995: She was awarded “Writer of the Year” at the Communicators’ Conference at Master’s College, Santa Clarita, California in July 1995. State of California Social Studies Instructional Materials List, 1995-2003: Six books and six tapes she edited, Voices of America (Traugh, 1994, Vol. I, II, and III) and four art books she edited in the American Artists Reflect American History (Fitzpatrick, 1994, Vol. 1, III, IV, and V) series for grades 4-8, were approved by the State of California for Social Studies content and included in Instructional Materials List Approved for Legal Compliance, 1995–2003. Teacher of the Year, 1992-1993: Mulberry Elementary School, East Whittier City Schools.

66

Employee of the Month, October 1992: East Whittier City Schools Graduate Fellowship: Claremont Graduate School, Ph.D. Program

PUBLICATIONS Textbook Publications Soto-Hinman, I. & J. Hetzel (in press). The Literacy Gaps: Bridgebuilding Strategies for ELLs and SELs. Thousand Oaks, California: Corwin/SAGE Press. Hetzel, J. (Series Editor, in process). English as a Foreign Language Series, Grades 1-6, Teacher’s Manuals and Student Workbooks. Colorado Springs, Colorado: Purposeful Design Press. Hetzel, J. (Senior Content Editor, in process). Spelling Series, Grades 1-6, Teacher’s Manuals and Student Workbooks. Colorado Springs, Colorado: Purposeful Design Press. Hetzel, J. (2002). “Surprise Sunday,” historical fiction story on Mt. St. Helens for grade 5 Reading Textbook. Crystal Lake, Illinois: Rigby Publishers. Hetzel, J. (2002). “Soothing the Senses,” nonfiction article for grade 4 magazine of Rigby Reading Textbook series. Crystal Lake, Illinois: Rigby Publishers. Contributed to grades 6-8 Reading Texts SAE (students acquiring English) tie-ins for teachers’ manuals. MacMillan, subcontract with Deedee Davis, Fall 1991. Articles in Refereed Journals and Collections Hetzel, J. & Soto-Hinman, I. (Winter 2007). The three literacy gaps and title III of NCLB. Oxford University Round Table, Oxford England: Forum on Public Policy Online Journal. http://www.forumonpublicpolicy.com/papersw07.html#students or http://www.forumonpublicpolicy.com/archive07/hetzel.pdf Hetzel, J. & K. Walters (Jan. 15, 2007). “An Examination of Gaps Between Professorial and Student Perceptions of Effective Pedagogy, Learning Activities, Assessments, and Learning Relationships as Compared with Research-Based Findings.” ICCTE (International Community of Christian Educators online) Journal, Vol. 3, Issue #1, Oregon: George Fox University. http://www.icctejournal.org/ Hetzel, J. (Spring 2004). “Writers Helping Writers: How Critique Groups Propel Professional Writing.” The Delta Kappa Gamma Bulletin. Austin, Texas.

67

Johnson, E. & J. Hetzel (Winter 2002). “Reading by Design: Evolutionary Psychology and the Neuropsychology of Reading.” Journal of Psychology and Theology, Vol. 30, No. 1, 3-25. Hetzel, J. (Fall 2000). “Factors that Influence Parents to Homeschool in Southern California.” Home School Researcher, Vol. 14, No. 4. Hetzel, J., Hseu, M., Jackson, M, and K.J. McKee (2001). “Literacy Practices of 1,006 Home School Students in Southern California.” Home School Researcher. Hetzel, J. (1997) Masterplots II: Juvenile and Young Adult Literature, Supplement. Salem Press, Inc. Three articles written for this library resource.

Technical Reports Co-authored Early Childhood Education proposals for the California Commission on Teacher Credentialing. January 2009. Co-authored the Stage I and Stage II Proposals for the School of Education which were approved by Biola University’s Board of Trustees on March 9, 2007. Contributed to the first draft of the SB2042 document for Teacher Preparation for the California Commission on Teacher Credentialing (2003). Collaborated with all members of Biola University’s Department of Education. All standards met. Coordinated, edited, and wrote the English Language Learner document for the State of California for Biola University (2002). All standards met for AB 1059. Coordinated, edited, and wrote the Technology document for the State of California for Biola University (2001). Collaborated with all members of the Department of Education. All standards met. Coordinated, edited, and wrote program accreditation text for the State of California for Biola University (1999), including the follow-up stipulations document (2000). Assisted the chair and collaborated with staff and colleagues. All standards met. Coordinated, edited, and wrote RICA document for the State of California for Biola University (1998). Collaborated with Dr. Claire Sibold. All standards met. Published Yearbook Articles Hetzel, J. (2001). “Creativity, Intelligence, and Leadership: Working with the Gifted.” Salt and Light Educators’ Symposium: Biola University, La Mirada, California.

68

Hetzel, J. and F. Lampman (2001). “A Six-Week Writing Intervention Model.” The ACCESS Action Research Yearbook: Reflective Practices in Teaching and Learning. Orange County Department of Education: Costa Mesa, California, pp. 21-30. Hetzel, J. (2000). “Creativity, Leadership, and Intelligence: Working with the Gifted.” Claremont Conference Yearbook. Claremont, CA: The Claremont Reading Conference Institute for Developmental Studies. Hetzel, J. (1997). “Literacy in the Homeschool Setting.” Claremont Conference Yearbook. Claremont, CA: The Claremont Reading Conference Institute for Developmental Studies.

Curriculum Resource Books and Articles Hetzel, J. & C. Sibold (Feb. 2005). “Writing Strategies for English Learners.” Classroom Leadership, Vol. 8, No. 5. Alexandria, Virginia: Association for Supervision and Curriculum Development. Ma, Stella and June Hetzel (2004). Traits of Good Writing, Grades 6-8. Huntington Beach: Creative Teaching Press, Inc.: Huntington Beach, California

Hetzel, J. & Taylor, D. (2002). Primary Writing: Steps to Success, Level Two. Creative Teaching Press, Inc.: Huntington Beach, California.

Hetzel, June & Deborah McIntire. (2002). Primary Writing: Steps to Success, Level One and Three. Creative Teaching Press, Inc.: Huntington Beach, California.

Hetzel, J. (2002). Responding to Literature: Activities That Build Confident Readers and Writers. Cypress, CA: Creative Teaching Press. Hetzel, J. & D. McIntire (2000). Developing Writing Fluency. Cypress, CA: Creative Teaching Press. Hetzel, J. & D. McIntire (1998). The Writing Teacher’s Handbook: Expressive Domain. Cypress, CA: Creative Teaching Press. Hetzel, J. & D. McIntire (1998). The Writing Teacher’s Handbook: Descriptive Domain. Cypress, CA: Creative Teaching Press. Hetzel, J. & D. McIntire (1998). The Writing Teacher’s Handbook: Persuasive Domain. Cypress, CA: Creative Teaching Press. Hetzel, J. & D. McIntire (1998). The Writing Teacher’s Handbook: Narrative Domain. Cypress, CA: Creative Teaching Press.

69

Hetzel, J. (1995). A New Nation (ESL curriculum for grades 4-8). Huntington Beach, CA: Teacher Designed Learning. Hetzel, J. and B. Wyma (1995). Flight. Cypress, CA: Creative Teaching Press. Hetzel, J., Miller, S. and B. Wyma (1995). Plants. Cypress, CA: Creative Teaching Press. Hetzel, J. (1993). Responding to Literature. Cypress, CA: Creative Teaching Press.

Hetzel, J. (1992). In the Classroom (ESL). Huntington Beach, CA: Teacher Designed Learning. Hetzel, J. (1992). Colors, Shapes, Sizes, Numbers (ESL). Huntington Beach, CA: Teacher Designed Learning. Hetzel, J. (1992). Our Bodies (ESL). Huntington Beach, CA: Teacher Designed Learning,1992. Hetzel, J. (March 1992). “Caterpillars and Butterflies,” From the Classroom. Huntington Beach, CA: Teacher Designed Learning. Hetzel, J. (Jan. 1992). “The Magic of Mirrors and Mathematics,” From the Classroom. Huntington Beach, CA: Teacher Designed Learning. Hetzel, J. (1991). Sensational Sealife (ESL Curriculum for Grades 6-8). Huntington Beach, CA: Teacher Designed Learning. Hetzel, J. & D. McIntire (Dec. 1991). “Traditions,” From the Classroom. Huntington Beach, CA: Teacher Designed Learning. Hetzel, J. (1991). Plant Particulars (ESL Curriculum for Grades 6-8). Huntington Beach, CA: Teacher Designed Learning. Religious Publications: Books and Articles Tipton, Annie (2008). 365 Daily Devotions for Busy Women. Uhrichsville, Ohio: Barbour Publishing. Authored 15 devotionals. ISBN 978-1-60260-137-6. Hetzel, June and Tim Stranske (Feb. 2007). “The IQ, EQ, AQ, and SQ Elements of Effective Pedagogy. Christian School Education, Vol. 10, No. 3, pp. 6-9. Colorado Springs, Colorado: Association of Christian Schools International.

70

Kuld, Paul & June Hetzel (2005). “Sharing the Gospel.” Evangelizing Today’s Child. Warrenton, Missouri. Hetzel, June & Claire Sibold (May/June 2004). “Maximize Your Teaching with the Best Visuals.” Evangelizing Today’s Child. Warrenton, Missouri. Hetzel, J. & M. Lee (editors) (2003). Beauty is Soul Deep: 180 Devotionals for Growing a Meaningful Inner Life. Barbour Press, Ohio. Hetzel, J. & C. Sibold (Sept/Oct 2003). “How to Overcome Reading Obstacles.” Evangelizing Today’s Child: Warrenton, Missouri. Pages 11-13. Hetzel, J. (2002). “Asking for God’s Help” in God’s Abundance: 365 Days to a More Meaningful Life. Lancaster, Pennsylvania: Starburst, Inc. Hetzel, J. (2001). “Contentment” in A Growing Heart: Stories, Lessons, and Exercises Inspired by Proverbs (ed. Kathy Collard Miller). Lancaster, Pennsylvania: Starburst Publishers. Taylor, D. & J. Hetzel, J. (2001). “Don Smith and His Contribution to the Pro-life Movement.” Finn and Associates: Pasadena, California. Hetzel, June (Feb. 2000). “Built 2 Last: Built to Send.” Worldview Missions Newspaper: Fullerton, CA. Hetzel, June (1999). “Working Wives and Gourmet Gastronomics” in More God’s Abundance: Joyful Devotions for Every Season. Lancaster, Pennsylvania: Starburst, Inc. Hetzel, June (Nov. 1999). “Brother Matthew” in Worldview Missions Newspaper: Fullerton, CA. Hetzel, J. (1997). “Asking for God’s Help,” in God’s Abundance: 365 Days to a Simpler Life. Lancaster, Pennsylvania: Starburst, Inc. Hetzel, J. (February 1996). “Reflection Inspection,” in Clubhouse Magazine, pp. 20-21. Colorado Springs: Focus on the Family. Hetzel, J. (March 1996). “Our Mighty Fortress,” in Clubhouse Magazine, pp. 6-7. Colorado Springs: Focus on the Family. Hetzel, J. (July 1996). “Seared to the Soul,” in Clubhouse Magazine, pp. 23. Colorado Springs: Focus on the Family. Hetzel, J. (1996). “Seared Consciences” in God’s Vitamin “C” for the Spirit. Compiled by Kathy Collard Miller. Lancaster, Pennsylvania: Starburst, Inc.

71

Hetzel, J. (1996). “Seared Consciences” in God’s Chicken Soup for the Spirit.. Compiled by Kathy Collard Miller. Lancaster, Pennsylvania: Starburst, Inc.

Editorial Projects for Creative Teaching Press, Inc. Date Title Description 1996 Hands-on Math for Middle Grades A 96–page resource book with highly motivating,

hands-on math projects to elicit student interest and retention of math content.

1995 Home Schooling, Answers to Questions Parents Most Often Ask

A 192-page resource book for home educators and for those considering home schooling. Written for the United States and Canadian audience. Includes thorough appendixes, reproducibles, support group contacts, and legal requirements. Approved and in the Library of Congress, beginning June 1995. Chosen by the American Booksellers Association as Fall 1996 “Pick of the List.”

1995 to 1996

Investigations in Science series: Chemistry, Energy, Flight, Light and Sound, Matter, Plants

64-page interdisciplinary science units for grades 4–8. Includes application of the scientific method and processes, experiments, challenges for further investigations, overhead and student reproducibles, career connections, and bibliography.

1994 American Artists Reflect American History series: Native Americans Colonial America The Civil War Era Westward Expansion

Each 36-page volume showcases five museum-quality reproductions in a 22″ x 17″ format and offers strategies for integrating history and art across the curriculum. The series was approved by the State of California for social studies content and can be purchased with textbook monies. Appropriate for grades 4–8.

1994 Voices of American History series: Pre-Colonial Times Through the the Revolutionary War The Young Nation Through the the Civil War The Westward Expansion of the the United States

Each volume contains a 64-page activity book and two music cassettes centered around songs and narratives adapted from original sources. The series was approved by the State of California for social studies content and can be purchased with textbook monies. Appropriate for grades 4–8.

1994 Who Am I? A 64-page teacher resource guide for an investigation into personal history unit. Appropriate for grades 4–8. Reinforces appreciation of diversity, family, self, and community (past and present), and encourages personal goal-setting for the future.

72

1994 Oceans A 32-page primary theme book on the oceans.

Interdisciplinary content with emphasis on literature and science.

1994 MORE Alternatives to Worksheets A 96-page resource book for K-4. Includes hundreds of ideas to assess student understanding at a variety of levels.

1993 Meet the Authors, Volume V A 36-page volume featuring book and author studies appropriate for grades 3–6. Authors included in this volume: Scott O’Dell, Jean Craighead George, Louis Sachar, Chris Van Allsburg, Beverly Cleary, and Jean Fritz.

Creative Teaching Press, Inc. Additional Curriculum Resource Books for which I Consulted or Second Edited Upper Grade Phonics, 2000 (freelance) Science and Technology, 1997 (freelance) Individualized Reading, 1996 (freelance) Electricity and Magnetism, 1996 (freelance) Weather, 1996 (in-house) Ecology, 1996 (in-house) The Amazing Alphabet Puppets, 1996 (in-house) Teaching Basic Skills Through Literature, 1995 (in-house)

Baseball, 1995 (in-house) “100,” 1996 (in-house) I’m Glad to Be Me, 1995 (in-house) Germany, 1995 (in-house) The Multiage Classroom, 1995 (in-house) Revolutionary Times, 1995 (in-house) Famous Women, 1994 (freelance) Meet the Authors, 1993 (in-house)

SELECTED PRESENTATIONS Hetzel, J. (Nov. 17-20, 2008). Biola University’s School of Education, Philosophy, and Partnership in the ICCC Education Enhancement Initiative for Burundi. Reading, UK: Reading, England. Hetzel, J. (Nov. 1, 2007). “Comprehension Strategies for Home and School.” La Habra, California: Lowell Joint School District, Jordan Elementary School. Hetzel, J. (April 30, 2007). “Reading Comprehension.” Downey, California: Calvary Chapel Schools. Hetzel, J. (Jan. 2007). “The A, B, Cs of Reading Comprehension in Content Area Textbooks.” Anaheim, California: Orange County Department of Education satellite campus.

73

Hetzel J. (Nov. 20, 2006). “Time Management and Overcoming Procrastination.” Anaheim, California: Association of Christian Schools International Conference: Anaheim Convention Center. Hetzel, J. (Nov. 20, 2006). “The Writing Process, Grades K-12.” Anaheim, California: Association of Christian Schools International Conference: Anaheim Convention Center. Hetzel, J. (July 2006). “The Three Literacy Gaps and Title III of NCLB.” Oxford England: Harris Manchester College, Oxford University, Reading Roundtable. Hetzel, J. (Summers 2004, 2005, 2006). Summer teaching in North Africa. Hetzel, J. (Jan. 9, 2006). “Reading Comprehension Strategies, K-8.” Los Angeles, California: West Angeles Christian Academy. Hetzel, J. (May 6, 2006). “Publishing for the Educational Marketplace.” Los Angeles, California: Chi State Convention. Hetzel. J. (May 6, 2006). “Writing Strategies for Grades 3-8.” Los Angeles, California: Chi State Convention. Hetzel, J. (Jan. 11, 2005). Reading Comprehension and Vocabulary Deveopment.” Anaheim, California: Orange County Department of Education satellite campus. Hetzel, J. (Feb 23, 2005). “Writing Strategies for Home Educators.” Chiang Mai, Thailand: Grace International Schools’ Extension Program. Hetzel, J. and J. Walker (Feb. 22, 2005). “Time Management for Home Educators.” Chiang Mai, Thailand: Grace International Schools’ Extension Program. Hetzel, J. (Feb 21, 2005). “Reading Comprehension Strategies for Home Educators.” Chiang Mai, Thailand: Grace International Schools’ Extension Program. Hetzel, J. (Feb. 13, 2005). “Writing Strategies for K-8 Teachers.” Los Angeles, California: West Angeles Christian Academy. Hetzel, J. (Nov. 21, 2005). “Reading Comprehension Strategies: Methods That Really Work” (grades 3-12). Anaheim, California: Association of Christian Schools International. Hetzel, J. (November 11, 2004). “Literacy Assessments.” Arcadia, California: Arcadia Christian Schools. Hetzel, J. (October 27, 2004). “Literacy in North Africa.” Whittier, California: Delta Kappa Gamma.

74

Hetzel, J. (March 21, 2003). “Writing, Reading, and Revolution.” Claremont, California: The Claremont College Reading Conference. Hetzel, J. (Nov. 2003). “The Writing Process: Fluency, Form, and Correctness.” Ontario, California: The California Reading Association Convention. Hetzel, J. (September 28, 2002). “The Role of the Principal in Educational Reform.” La Mirada, California: Biola University, Symposium on Instructional Leadership and English Education in the Intercultural Setting: China Considerations.. Hetzel, J. (Nov. 2002). “The Writing Process.” Sacramento, California: California Reading Association Convention. Hetzel, J. (Nov. 2002). “Writing Literacy.” Anaheim, California: The Association of Christian Schools International. Hetzel, J. (Nov. 2002). “Publishing in the Educational Marketplace.” Anaheim, California: The Association of Christian Schools International. Hetzel, J. (April 28, 2001). “Creativity, Intelligence and Leadership: Working with the Gifted.” La Mirada, California: Biola University. Hetzel, J. (Nov. 20, 2001). “The Writing Process, Grades 4-8: Fluency, Form, and Correctness.” Association of Christian Schools International: Anaheim, California. Hetzel, J. (April 28, 2001). “Creativity, Intelligence and Leadership: Working with the Gifted.” Biola University Press: La Mirada, California. Hetzel, J. (2000). “Creativity, Leadership, and Intelligence: Working with the Gifted.” Claremont, CA: The Claremont Reading Conference Institute for Developmental Studies. Hetzel, J. (August 22-23, 2000). “New Teacher Orientation.” Anaheim, California: Orange County Charter School, New Teacher Mentor Program. Hetzel, J. (June 21, 2000). “Research Report on the Literacy Practices of 1,006 K-12 Home Schoolers and Reasons Why Families Choose to Homeschool in Southern California.” Buena Park, California: Orange County Department of Education. Hetzel, J. (March 2, 2000). “Writing for the Educational Marketplace.” Fullerton, California: Cal State Fullerton. Hetzel, J. (February 17, 2000). “Beyond GATE: Creativity and Intelligence.” Mission Viejo, California: Orange County Charter School, South Campus. Hetzel, J. (January 27, 2000). “How to Teach Writing: Fluency, Form, and Correctness.” Anaheim, California: Orange County Charter School, West Campus.

75

Hetzel, June (January 18, 2000). “Reading Comprehension Strategies for K-8.” Anaheim, California: Orange County Charter School, West Campus. Hetzel, June (January 11, 2000). “How to Teach Writing: Fluency, Form, and Correctness.” Anaheim, California: Orange County Charter School, North Campus. Hetzel, June (Jan. 3, 2000). “Strategies for At-risk Learners.” La Mirada, California: Eastwood Elementary School. Hetzel, June (Dec. 10, 1999). “Factors That Influence Families to Homeschool and K-12 Homeschool Literacy Practices.” Costa Mesa, California: Orange County Department of Education. Hetzel, June (Dec. 9, 1999). “Tutoring and Remediation Strategies.” Anaheim, California: Orange County Charter School. Hetzel, June (Nov. 5, 1999). “Writing Literacy: Practical Strategies for Fluency, Motivation, and Success.” Long Beach, California: California Reading Association. Hetzel, June (Nov. 4, 1999). “Publishing for the Educational Marketplace.” Anaheim, California: Association of Christian Schools International. Hetzel, June (Oct. 14, 1999). “Reading Comprehension Strategies.” Anaheim, California: Orange County Charter School, North Campus. Hetzel, June (Sept. 18, 1999). “Why Students Don’t Read and What You Can Do About It: Literacy in the Elementary School.” Claremont, California: Claremont Graduate University. Hetzel, June (Sept. 1999). “Early Literacy Assessment.” Costa Mesa, California: Orange County Department of Education. Hetzel, June (July 14, 1999). “Middle Grade Writing.” Costa Mesa, California: Orange County Department of Education. Hetzel, J. (1997). “Literacy in the Homeschool Setting.” Claremont, CA: The Claremont Reading Conference Institute for Developmental Studies. SPECIAL TRAINING Writing/Editing/ and Curriculum Development and Instruction—on the job training as an in-house editor for two years and freelance writing and editing for 17 years. CONSULTANT TO SCHOOL DISTRICTS ON ISSUES RELATED TO CLASSROOM CURRICULUM AND EFFECTIVE TEACHING PRACTICES

76

La Mirada High School, Literacy Partnership: Don Woods, Susan Newcomb. Facilitated tutoring partnership between Biola University and La Mirada High School. (2005-present) Orange County Department of Education, Community Home Education Program. Administrators: Rick Martin, Pat Novak, & Dick Cavallero. Mentor new teachers, co-chair the literacy committee, conduct on-going research in home schooling, present reading and writing inservices (1998-2007). Baldwin Academy, Hacienda La Puente School District. Administrator: Bonnie Wilson: Mentor the K-6 staff in the writing process during the 00/01 school year with quarterly workshops and follow-up meetings. California Hope Charter School, Corona, California. Administrator: Michael Scott. Served as a consultant during the initial stages of writing documents and board presentations (2000/01) Arcadia Christian Schools; Eastwood Elementary School in La Mirada/Norwalk Unified School District; Capo Valley Christian School; Calvary Chapel Christian Schools, Downey; Lowell Joint School District, Jordan Elementary, Independent Study Program. Language Arts consulting or Literacy Partnership (workshops or curriculum consultation, 1999-present)

SPECIAL ASSIGNMENTS ♦ Editor of Graduate Education Newsletter, Biola University (1997-2001) ♦ Member of Claremont Graduate University’s Organizing Committee for the

Claremont Reading Conference (1997- 2002) ♦ Steering Committee for Biola University’s Educators’ Conference (2000 to Fall 2001) ♦ Member of School of Arts and Sciences, Steering Committee (1999-2001) ♦ Co-Chair of School of Arts and Sciences, Biola University (2000/01) ♦ Member of Graduate Studies Committee, Biola University (1998-2002) ♦ Assisted Chair in Coordinating M.A. Ed. Program in Education (1996-2001) ♦ Directed M.A.Ed. Program (2000-2007) ♦ Director of Teacher Education (2000/2002) ♦ Acting Chair of the Department of Education (2000/2001 school year) ♦ Chair of Education Department (2001-June 2007) ♦ Interim Dean of School of Education (July 2007 to present) ♦ Chair of the Education Department’s Community Site Council (2000-2003) ♦ Member of the University Personnel Committee (2002/3 & 2004/05) ♦ Member of School of Arts & Sciences Faculty Personnel Committee (2002/2003) ♦ Member of School of Arts & Sciences Steering Committee ♦ Member of the Kidzana Ministries Board based in Washington State (2002-2006) ♦ Shared seat on the Community Site Council for Norwalk/La Mirada School District

(2002)

77

♦ Member of FAAC, Biola University (2001 - present) ♦ Led Faculty Searches (10) ♦ Member of Dean Searches (2) ♦ Member of the Presidential Search Advisory Council for Biola University (06/07) ♦ Member of the Council of Instructional Deans (2007-present) ♦ Member of CASA (2007-present) ♦ Member of the University Planning Group (2007-present) ♦ Co-author of Centennial Conversation Document (2007-present) & Discussion Group ♦ Chair of School of Education Faculty Personnel Committee (2007-present) ♦ Chair of School of Education Community Services Committee (2007-present)

UNIVERSITY COURSES TAUGHT AT BIOLA UNIVERSITY

Graduate Courses ASED 504 Advanced Curriculum and Instruction (M.A.Ed. core) ASED 520 Elementary Reading/Language Arts (for teachers of grades K-8) ASED 530 Reading Processes and Approaches (for teachers of grades K-12) ASED 531 Writing Processes and Approaches (for teachers of grades K-12) ASED 550 Multicultural Children’s Literature (for teachers of grades K-8) ASED 554 Professional Writing (M.A.Ed. class) ASED 596 Professional Development Module (Master’s requirement)

ASED 599 Master’s Thesis (capstone) Student Teacher Supervision

Undergraduate Course LEDU 420 Elementary Reading/Language Arts (for teachers of grades K-6)

UNIVERSITY COURSES TAUGHT AT CAL STATE FULLERTON

Graduate Courses

READ 507 Current Trends in Secondary and College Reading (2000 & 2001) Coursework Taken in Literacy, Curriculum and Research

Semester Units in Graduate Work

Cal State Fullerton READ 532N READ 582 READ 517 READ 584 READ 507 READ 516

Vision and Reading (1 unit) Analysis of Reading Difficulties (1 unit) Educational Testing (3 units) Linguistics and Reading (4 units) Secondary Reading (3 units) Etiology of Reading Difficulties (3 units)

78

READ 582I READ 582 READ 510 READ 508 READ 585 READ 581 READ 595

Assessment in Reading (1 unit) Analysis of Reading and Practice (1 unit) Research Design and Analysis (3 units) Teaching Reading in Elementary School (3 units) Professional Development in Reading (3 units) Analysis of Reading Difficulties (4 units) Advanced Studies in Reading (1 unit)

Claremont Graduate University

414 415 465 413 430 438 492 491 444 509 467 469

Writing for Children (4 units) Contemporary Adolescent Literature (4 units) Quantitative Research Methods (4 units) Multicultural Children’s Literature (4 units) Cognitive Development (4 units) Educational Assessment Methods (4 units) Narrative Research and Pedagogy (4 units) Art and Science of Leadership (4 units) Introduction and Implementation of Curricular Innovations (4 units) Math, Science, and Technology Education (4 units) Applied Multivariate Analysis (4 units) Advanced Statistical Analysis (4 units)

Documents

Biola University School of Educationmedia1.biola.edu/education/downloads/ctc/docs/10 Early Childhood.pdfBiola University School of Education Application for the Early Childhood Assistant