College of Education and Professional Studies (CEPS) Early Childhood Education

Contact Information

CEPS Dean Dr. Donna Cobb EDU 213 405.974.5701 CEPS Assistant Dean Dr. Darla Fent-Kelly EDU 225B 405.974.3599

CEPS Associate Dean Dr. Bryan Duke EDU 207 405.974.5529 CEPS Assistant Dean Dr. Mike Nelson CTL 215 405.974.5431

_________________________________________________________________________________________________________________________

Teacher Education Services Office

EDU 207 · 405.974.5710

Teacher Education Services is where you apply for admission to Teacher Education and admission to student teaching. The Teacher Certification Office is also in this office.

_________________________________________________________________________________________________________________________ Coordinator of Field Experiences & Certification Kristy Farris EDU 207 · 405.974.5447 kfarris2@uco.edu Early Childhood Academic Advisor Sarah Mooney NUC 121 · 405.974.5367 smooney2@uco.edu D2L Assistance Jace Knox EDU 205 · 405.974.5105 jknox3@uco.edu Coordinator of Student Teaching Cindy Howard EDU 207 · 405.974.5710 choward7@uco.edu Coordinator of School Partnerships Nina Coerver EDU 205 · 705.974.5144 ncoerver@uco.edu

Curriculum & Instruction Department Chair Dr. Dan Vincent LIB 124 · 405.974.5721 dvincent@uco.edu Early Childhood Education Program Coordinator Dr. Barb Carter LIB 124 · 405.974.5126 bcarter23@uco.edu Early Childhood Education Faculty Dr. Kelly Baker LIB 124 · 405.974.5135 kbaker12@uco.edu Dr. Jill Davis LIB 124 · 405.974.5134 jdavis131@uco.edu Dr. Paulette Shreck LIB 124 · 405.974.5131 pshreck@uco.edu Dr. Jan Wetsel LIB 124 · 405.974.5133 jwetsel@uco.edu

Barbara Carter | UCO-SPRING 19

Early Childhood Education UNDERGRADUATE/CERTIFICATION Course Rotation Schedule

FALL COURSES: SPRING COURSES: ECED 4073/5073 Language Development & Emergent Literacy (Day & Evening) ECED 4112 Health, Safety & Nutrition in Early Childhood (Day & Evening hybrid) ECED 4133/5133 Science & Social Studies in Early Childhood (Day) ECED 4222/5222 Leadership in Diverse Communities (Day) ECED 4443 Theory & Practice in Early Childhood (Day) ECED 4900(1)* Practicum: Early Childhood (Arranged) PTE 4172 Educational Assessment Early Childhood (Evening Hybrid) ECED 4313/5313 Creative Arts in Early Childhood (Day & Evening) ECED 4422/5422 Parent Community Relations (Day)

ECED 4073/5073 Language Development & Emergent Literacy (Day & Evening) ECED 4112 Health, Safety & Nutrition in Early Childhood (Day) ECED 4133/5133 Science & Social Studies in Early Childhood (Day) ECED 4222/5222 Leadership in Diverse Communities (Day & Evening) ECED 4443 Theory & Practice in Early Childhood (Day) ECED 4900(2)* Practicum: Early Childhood (Arranged) PTE 4172 Educational Assessment Early Childhood (Day Hybrid) ECED 4313/5313 Creative Arts in Early Childhood (Day) ECED 4422/5422 Parent Community Relations (Day)

SUMMER COURSES: ECED 4313/5313 Creative Arts in Early Childhood Education ECED 4073/5073 Language Development &Emergent Literacy

*Number in parenthesis indicates number of credit hours for the course. Early Childhood Education Program Policy: Early childhood education methods courses are not offered as an independent study. NOTE: Course rotation is subject to change due to small class enrollments. University policy requires that classes without the minimum number of students are subject to cancellation.

EARLY CHILDHOOD EDUCATION & ELEMENTARY EDUCATION Program Advisement Communication

Sequence Courses: The following courses must be taken in the appropriate sequence and cannot be taken

concurrently unless indicated.

Elementary Education

Reading Methods Course Sequence

Math Methods Course Sequence

Early Childhood Education Reading Methods Course Sequence

Elementary & Early Education

See the chair of Curriculum and Instruction for Special Permission for elementary or early childhood courses. LIB Suite 124 Phone: 974-5721

All methods courses must be completed PRIOR TO student teaching.

Reasonable course loads should be taken in the fall and spring semesters. Six (6) hours is the maximum load for summer sessions that are in 4-week blocks.

Students must apply for the ELED and ECED practicum in LIB 124. Polite and professional verbal and written communication is expected of students at all times.

ELED 4323

Teaching Mathematics in the Preschool Primary Grades

ELED 4333

Teaching Math in the Intermediate Grades

ECED 4073 Language Development &

Emergent Literacy ELED 4263

Assessment and Intervention Practices for

the Teaching of Reading in Grades K-3

ELED 4063 Teaching Reading in Primary Grades

ELED 4263 Assessment and Intervention

Practices of Reading in Grades K-3

ELED 4063 Teaching Reading in the

Primary Grades

Prerequisite to ELED 4173 & ELED 4263

ELED 4173 Teaching Reading in the

Intermediate/Middle School Grades

Prerequisite to ELED 4283

ELED 4283 Assessment and Intervention Practices for the Teaching of

Reading in Grades 4-8

Can be taken concurrently

ELED 4263 Assessment and Intervention

Practices of Reading in Grades K-3

Can be taken concurrently

OR

Can be taken concurrently

COLLEGE OF EDUCATION AND PROFESSIONAL SERVICES – CURRICULUM & INSTRUCTION – PTE COURSE GUIDE

Professional Teacher Education (PTE) Course Offerings by Semester

Fall, Spring, and Summer

� PTE 1010 – Introduction to Teacher Education � PTE 4853 – Classroom Management

Fall and Spring

� PTE 3023 – Foundations of American Education and Clinical Experience 1

� PTE 4172 – Education Assessment (EC majors only, hybrid) • Fall – evenings; Spring - day

Fall and Summer

� PTE 3133 – Child Psychology � PTE 3153 – Adolescent Psychology � PTE 3163 – Developmental Psychology

Spring Only

� PTE 4533 – Educational Psychology and Clinical Experience 2 Fall Only

� PTE 4172 – Education Assessment (EC majors only, hybrid, evenings)

� PTE 4811 – Contemporary Issues � PTE 4828, 4838, or 4848 – Student Teaching

Recommended Sequence for Professional Teacher Education (PTE) Courses

Freshman Year

� PTE 1010 – Introduction to Teacher Education (prerequisite for PTE 3023)

Sophomore Year

� PTE 3023 – Foundations of American Education and Clinical Experience 1

� Apply to Teacher Education (admission is required for PTE 4127, PTE 4533, & PTE 4853)

Junior Year (Fall Semester)

� PTE 3133 – Child Psychology, PTE 3153 – Adolescent Psychology, PTE 3163 – Developmental Psychology (prerequisite for PTE 4533)

� PTE 4172 – Education Assessment � Apply to Student Teach (admission is required for PTE 4828,

4838, or 4848 – Student Teaching) Junior Year (Spring Semester)

� PTE 4533 – Educational Psychology and Clinical Experience 2

� PTE 5853 – Classroom Management (or during student teaching)

Senior Year (Fall Semester)

� PTE 4811 – Contemporary Issues � PTE 4828, 4838, or 4848 – Student Teaching � PTE 4853 – Classroom Management (if 12 credit hours are

needed)

QUESTIONS? Contact: Dr. Mike Nelson, Chair

Department of Educational Sciences, Foundations and Research

mnelson15@uco.edu · (405) 974 – 5411

Early Childhood Practicum Permission Worksheet – ECED 4900 (2 hours)

STUDENT REQUESTING PERMISSION: ________________________________________________________ UCO ID#: _______________________________ DATE OF APPLICATION: ____________________ PHONE#: ________________________________ E-MAIL: ___________________________________ SEMESTER YOU PLAN TO TAKE PRACTICUM (check one): ⎕ Fall 20_____ ⎕ Spring 20_____ SEMESTER YOU PLAN TO STUDENT TEACH (check one): ⎕ Fall 20_____ ⎕ Spring 20_____ PLEASE NOTE: The Early Childhood Practicum (ECED 4900) is to be taken the semester before student teaching. Please submit practicum application two semesters prior to student teaching. Course Requirements: Required practicum hours must be met during children’s active learning and instructional time, rather than during lunch, recess, or out of class time. Hours must be scheduled within a framework of two days per week, with a minimum of two hours per visit. Course Prerequisites: Admission to Teacher Education – Semester Admitted: _______________________ Four of the five following courses must be completed or in progress in order to apply for practicum permission. For any remaining course, please indicate the semester during which you’ll take the class.

Semester Taken ECED 4073 Language Development and Emergent Literacy ____________ ECED 4133 Science and Social Studies in Early Childhood ____________ ECED 4313 Creative Arts, Music, and Movement ____________ ELED 4323 Teaching Mathematics in the Preschool & Primary Grades ____________ FMCD 3313 Guidance of the Young Child ____________

Concurrent Enrollment: During the semester that practicum is taken, ECED 4443: Theory and Practice in Early Childhood must also be taken. I understand that I will be required to adhere to the practicum scheduling guidelines. I agree to be at the practicum site at least two days a week, for a minimum of two hours at a time. STUDENT SIGNATURE: ____________________________________________________________ Practicum Admission Requirements Verification: To request permission, please attach an advisor’s transcript to this worksheet. Unofficial advisor’s transcripts can be printed at the self-service kiosks stationed in the Nigh University Center or by the Advisement Office in NUC 121. Turn this form in to the Office of Curriculum and Instruction in LIB 124.

STOP – RETURN FORM WITH ADVISOR’S TRANSCRIPT

DO NOT WRITE BELOW THIS LINE

____ Admission to Professional Teacher Education (verified) ____ Course Prerequisites (verified) ____ Permission Granted ____ Permission Denied

SIGNED: _________________________________

Early Childhood Practicum Supervisor

Professional Engagement (Undergraduate) Early Childhood Education Portfolio Artifact

Assignment Description and Assessment Rubric Assignment Purpose: The purpose of this assignment is to facilitate your engagement in professional and advocacy early childhood education activities. It is important that as early childhood teacher candidates you identify with the profession, participate as a professional, and begin to serve children and the profession as informed advocates for sound educational practices and policies. Standards Alignment: UCO Conceptual Framework: IA Assesses self as a professional, IIB Accepts the need to learn, grow, and change and actively seeks opportunities that will positively affect her or his understandings, skills, and dispositions, IIE Effectively communicates, IIG Serves the community and profession, IIIE Utilizes technology for instructional methodologies and personal productivity. Oklahoma General Competencies for Teacher Licensure and Certification: 9. The teacher actively seeks opportunities for continued professional growth, 10. The teacher fosters positive interaction with organizations in the community to actively engage them in support of students’ learning and well-being, 13. The teacher understands the legal aspects of teaching including the rights of students and parents/families, as well as the legal rights and responsibilities of the teacher. National Association for the Education of Young Children Standards: Standard 6 Becoming a Professional; 6a. Identifying and involving oneself with the early childhood field; 6d: Integrating knowledgeable, reflective, and critical perspectives on early education; 6e: Engaging in informal advocacy for children and the profession. Assignment Description: You are to participate in a high quality manner in Early Childhood Education professional activities and advocacy activities. These activities are self-chosen. A list of activities is suggested to provide you with ideas appropriate for completing this assignment. (See attached list.) You may choose to do activities not on this list but it would be best to visit with an Early Childhood Education faculty member to confirm that the activity is consistent with the assignment purpose. Each activity represents one (1) activity toward completion of the assignment. The assignment must be completed with a minimum of four (4) activities: two (2) professional engagements and two (2) advocacy activities. (Rubric is included in handout.) Each activity is to have a thoughtful, insightful reflective response and clear documentation of your participation. These activities are independent of your course assignments. However, course assignments may be used to fulfill some of the suggested professional (submission of paper to a journal) and advocacy (presenting a workshop) activities.

Any one activity can only be counted in either the professional or advocacy category. Multiple activities of the same type can each be counted. (For example, presenting in the UCO Student Symposium two different years on two different topics can be counted as two (2) professional activities, membership in a professional organization can be counted as an activity for each year of membership, writing two (2) different advocacy editorials can be counted as two (2) advocacy activities, etc.)

Assignment Timeline and Submission: Admission to Teacher Education at UCO and/or enrollment in courses in the Early Childhood Education major. The completed assignment is due the semester you are enrolled in ECED 4443 Theory and Practice in Early Childhood and ECED 4901 Practicum: Early Childhood. Assignments can be saved in your ePortfolio until they are submitted as a part of your practicum. (Do not submit the artifact until you have completed all the activities that you want to include.) You will receive instructions in ECED 4443 and/or ECED 4901 as to the submission deadline date and the faculty member to whom you are to send your portfolio link.

Professional Engagement Grading Rubric Outstanding = Six (6) activities with at least three (3) of each type and a thoughtful, insightful reflective

response for each activity. Proficient = Five (5) activities with at least two (2) in each type and a thoughtful, insightful reflective

response for each activity. Developing = Four (4) activities with at least two (2) in each type and a thoughtful, insightful reflective

response for each activity. Basic = Three (3) activities with at least one (1) in each type and a reflective response for each activity. Unsatisfactory = Zero (0) or one (1) activity reported and/or no reflective responses included. This assignment must be completed at the Developing level or above. When work is completed at

the Basic or Unacceptable levels, the artifact must be resubmitted until reaching the Developing level. The original submissions are to remain in the portfolio artifact file since this portfolio is a growth portfolio.

Reflective Response Format Name of Activity: Date of Activity: Type of Activity: Professional Advocacy Brief Description of Activity: Reflection: What did you learn as a result of your participation in this activity? What insights did you gain? What impact did this experience have on you? How will this experience influence your future practice? Other?

Professional Engagement

While there are many worthy professional development opportunities for teacher candidates, this particular assignment is specific to those events which support a growing professional, action-oriented

knowledge of the education of children from birth to 8 years of age. Therefore, acceptable engagements must have a primary focus on issues relating to the early childhood years. Following are some

acceptable examples:

Professional Activities

Attend a local, state, regional or national early childhood conference for a minimum of 3 hours. Become a member of an early childhood professional association (NAEYC/ECAO/SECA, ACEI, IPA/USA, NAREA, etc.). Presentation at a local, state, regional or national early childhood professional conference. Submit an article for publication to an early childhood newsletter, journal, electronic journal, etc. Present on an early childhood education topic at the UCO Student Symposium. Attend a workshop, seminar, institute, etc. related to early childhood education Participate in Week of the Young Child activities, for a minimum of 4 hours. Participate in a professional book study involving at least one EC faculty member. Books selected must have an EC topic focus.

Advocacy

Attend a legislative session in which early childhood issues are the focus. Participate in an early childhood advocacy project at the local, state, or national level. Conduct a parent workshop for a child care, family child care home, preschool, school or other appropriate group. A variety of relevant topics could be addressed, emphasizing parenting/educational concerns and practices. Conduct a workshop specifically focused on developmentally appropriate school practices (best practices in classrooms). Purpose would be to inform child care, family child care home, preschool, school or other appropriate groups as to what DAP is and how to advocate for best practices. Write an early childhood advocacy editorial for a newspaper (including the Vista). Write to or make a personal visit to a policymaker to advocate for sound educational practices/policies for young children. Present or attend a workshop, seminar, or conference on how to be an advocate in early childhood. Prepare a brochure to educate families on a relevant early childhood education issue; distribute through some appropriate setting (preschool, library, family child care, etc.) Complete an activity that is your idea.

2010 Standards for Initial Early Childhood Professional Preparation

July 2011

STANDARD 1. PROMOTING CHILD DEVELOPMENT AND LEARNING Candidates prepared in early childhood degree programs are grounded in a child development knowledge base. They use their understanding of young children’s characteristics and needs, and of multiple interacting influences on children’s development and learning, to create environments that are healthy, respectful, supportive, and challenging for each child. Key elements of Standard 1

1a: Knowing and understanding young children’s characteristics and needs, from birth through age 8. 1b: Knowing and understanding the multiple influences on early development and learning 1c: Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environments for young children

STANDARD 2. BUILDING FAMILY AND COMMUNITY RELATIONSHIPS Candidates prepared in early childhood degree programs understand that successful early childhood education depends upon partnerships with children’s families and communities. They know about, understand, and value the importance and complex characteristics of children’s families and communities. They use this understanding to create respectful, reciprocal relationships that support and empower families, and to involve all families in their children’s development and learning. Key elements of Standard 2

2a: Knowing about and understanding diverse family and community characteristics 2b: Supporting and engaging families and communities through respectful, reciprocal relationships 2c: Involving families and communities in young children’s development and learning

STANDARD 3. OBSERVING, DOCUMENTING, AND ASSESSING TO SUPPORT YOUNG CHILDREN AND FAMILIES Candidates prepared in early childhood degree programs understand that child observation, documentation, and other forms of assessment are central to the practice of all early childhood professionals. They know about and understand the goals, benefits, and uses of assessment. They know about and use systematic observations, documentation, and other effective assessment strategies in a responsible way, in partnership with families and other professionals, to positively influence the development of every child. Key elements of Standard 3

3a: Understanding the goals, benefits, and uses of assessment – including its use in development of appropriate goals, curriculum, and teaching strategies for young children 3b: Knowing about and using observation, documentation, and other appropriate assessment tools and approaches, including the use of technology in documentation, assessment and data collection. 3c: Understanding and practicing responsible assessment to promote positive outcomes for each child, including the use of assistive technology for children with disabilities. 3d: Knowing about assessment partnerships with families and with professional colleagues to build effective learning environments

STANDARD 4. USING DEVELOPMENTALLY EFFECTIVE APPROACHES Candidates prepared in early childhood degree programs understand that teaching and learning with young children is a complex enterprise, and its details vary depending on children’s ages, characteristics, and the settings within which teaching and learning occur. They understand and use positive relationships and supportive interactions as the foundation for their work with young children and families. Candidates know, understand, and use a wide array of developmentally appropriate approaches, instructional strategies, and tools to connect with children and families and positively influence each child’s development and learning. Key elements of Standard 4

4a: Understanding positive relationships and supportive interactions as the foundation of their work with young children

2011 ©National Association for the Education of Young Children, All Rights Reserved

Note: The Initial Standards are used in NAEYC Accreditation and Recognition of undergraduate and graduate programs providing initial early childhood studies. Advanced Standards include advanced key elements and are used in NAEYC Recognition of graduate programs preparing accomplished teachers, administrators, policy specialists, professional development specialists, teacher educators, and researchers. For associate degree programs seeking accreditation from the NAEYC Commission on Early Childhood Associate Degree Accreditation, Standard 7 is addressed in Accreditation Criterion 5. See full standards here http://www.naeyc.org/ecada/standards July 2011

4b: Knowing and understanding effective strategies and tools for early education, including appropriate uses of technology 4c: Using a broad repertoire of developmentally appropriate teaching /learning approaches 4d: Reflecting on own practice to promote positive outcomes for each child

STANDARD 5. USING CONTENT KNOWLEDGE TO BUILD MEANINGFUL CURRICULUM Candidates prepared in early childhood degree programs use their knowledge of academic disciplines to design, implement, and evaluate experiences that promote positive development and learning for each and every young child. Candidates understand the importance of developmental domains and academic (or content) disciplines in early childhood curriculum. They know the essential concepts, inquiry tools, and structure of content areas, including academic subjects, and can identify resources to deepen their understanding. Candidates use their own knowledge and other resources to design, implement, and evaluate meaningful, challenging curriculum that promotes comprehensive developmental and learning outcomes for every young child. Key elements of Standard 5

5a: Understanding content knowledge and resources in academic disciplines: language and literacy; the arts – music, creative movement, dance, drama, visual arts; mathematics; science, physical activity, physical education, health and safety; and social studies. 5b: Knowing and using the central concepts, inquiry tools, and structures of content areas or academic disciplines 5c: Using own knowledge, appropriate early learning standards, and other resources to design, implement, and evaluate developmentally meaningful and challenging curriculum for each child.

STANDARD 6. BECOMING A PROFESSIONAL Candidates prepared in early childhood degree programs identify and conduct themselves as members of the early childhood profession. They know and use ethical guidelines and other professional standards related to early childhood practice. They are continuous, collaborative learners who demonstrate knowledgeable, reflective and critical perspectives on their work, making informed decisions that integrate knowledge from a variety of sources. They are informed advocates for sound educational practices and policies. Key elements of Standard 6

6a: Identifying and involving oneself with the early childhood field 6b: Knowing about and upholding ethical standards and other early childhood professional guidelines 6c: Engaging in continuous, collaborative learning to inform practice; using technology effectively with young children, with peers, and as a professional resource. 6d: Integrating knowledgeable, reflective, and critical perspectives on early education 6e: Engaging in informed advocacy for young children and the early childhood profession

STANDARD 7. EARLY CHILDHOOD FIELD EXPERIENCES Field experiences and clinical practice are planned and sequenced so that candidates develop the knowledge, skills and professional dispositions necessary to promote the development and learning of young children across the entire developmental period of early childhood – in at least two of the three early childhood age groups (birth – age 3, 3 through 5, 5 through 8 years) and in the variety of settings that offer early education (early school grades, child care centers and homes, Head Start programs). Key elements of Standard 7

7a. Opportunities to observe and practice in at least two of the three early childhood age groups (birth – age 3, 3-5, 5-8) 7b. Opportunities to observe and practice in at least two of the three main types of early education settings (early school grades, child care centers and homes, Head Start programs)

2011 ©National Association for the Education of Young Children, All Rights Reserved

OKLAHOMA TEACHER SHORTAGE AREAS RECOGNIZED BY THE U.S. DEPARTMENT OF EDUCATION

RETRIEVED FROM HTTPS://WWW2.ED.GOV/ABOUT/OFFICES/LIST/OPE/POL/TSA.HTML, AUGUST 2019

2011 - 2012

Early ChildhoodMathematicsMusicScienceSocial Studies

2012 - 2013

BusinessElementaryEnglishForeign LanguageMathematicsMusicScienceSchool CounselorSchool PsychologistSpecial Education

2013 - 2014

Early Childhood Elementary EnglishForeign LanguagesMathematicsScienceSchool CounselorSchool PsychologistSocial StudiesSpecial Education

2014 - 2015

BusinessEarly Childhood Elementary EnglishForeign LanguagesMathematicsPhysical EducationScienceSchool CounselorSchool PsychologistSocial StudiesSpecial Education

2015 - 2016

ArtEarly Childhood Elementary EnglishFamily/Cons ScienceForeign LanguagesMathematicsMusicPhysical EducationSchool CounselorSchool PsychologistScienceSocial StudiesSpecial Education

2016 – 2019

ArtBusinessCareer/Tech EdComputer ScienceEarly Childhood Elementary EnglishForeign LanguagesHealth EducationHumanitiesLibrary ScienceMathematicsMusicSchool CounselorScienceSocial StudiesSpecial Education