Towson University | Maryland’s University of Opportunities · Web viewIn response to the data from AY 2010-2011, the ECED faculty continued its revision of the program of study

Exhibit 2.4.g.6 Early Childhood Education BS/MAT Comprehensive Data Analysis Report (DAR) Summary 2011-2013

AY11:

Question 1. Have the change(s) in response to data that you documented last year had the desired effect on your program?

Yes, in considering the data collected and analyzed in AY2010-2011 in relation to the previous year’s data from AY2009-2010 the overall data indicates above-average performance on a scale of 1-5 with nearly all scores above 4.0. The faculty in the Department of Early Childhood Education implemented a number of actions in the Fall of 2010 based on the dataf from AY 2009-2010 in order to maintain and progress the high performance that the data represents and continue to improve in some of the areas highlighted below. In part II of this report the faculty has formulated a plan of action based on the data of AY 2010-2011 to maintain and progress our program for the following academic year, AY 2011-2012. Statistical evidence of effects based on COE data, INTASC data reports, and NAEYC SPA assessment data will be cited in Part II.

Diversity:

Plans as of fall 2010

In response to the data from AY 2009-201, the ECED faculty continued its revision of the program of study for our department to include EDUC 203 Teaching and Learning in a Diverse Society was initiated in the AY 2007-2008 was then submitted in Fall 2008 to the College and University Curriculum Committees and it was approved in Spring 2009 as a required course effective Fall 2010. This effort was successfully launched and all majors are now required to take this course.

The course EDUC 203 Teaching and Learning in diverse society continues to raise awareness about variety of differences among the learners in current classrooms: linguistic, cultural, religious, and economic diversity.

A new course ECED 460 on Teaching Dual Language Learners was created in AY 2008-2009 and approved for our professional course requirements. The course aims to promote understanding of differentiating instruction for English Language Learners with sensitivity to their cultural and family backgrounds. It is now a required course as of Fall 2010.

Placements for interns continue to be maintained to insure long-term experiences in diverse and inclusive settings. These include internships at Patapsco Elementary School, St. Veronica’s Head Start Programs in the Cherry Hill community, Baltimore County,

Baltimore City, Ann Arundel County, Montgomery County and Howard County School Systems. These experiences start with the initial internship in preprimary, continue at the primary level internship, and culminate at the capstone experience, which is the semester-long, full-time internship.

Course revisions and the approval process for the dual major Early Childhood – Special

Education program that began in AY 2007-2008 was completed and

were approved in the Spring 2009. The program has been initially implemented in Fall 2010 starting with freshmen. The program is housed in (SPED) Special Education Department.

A mini-library of education resources to support ECED faculty working in urban and diverse settings has been maintained. Despite budget constraints, the department continues to be committed to building this library of resources. In addition, the faculty continues to have a partnership with the St. Veronica’s Head Start Programs in the Cherry Hill community. The faculty will continue to develop opportunities for staff development, coursework and collaboration for the St Veronica’s Head Start staff and faculty.

In response to growing linguistic and cultural diversity in schools across Maryland and most definitely in our Professional Development Schools (PDS), our reading methods and instruction courses (ECED 360 & ECED 361) and our assessment courses (ECED 417 & ECED 429) continue to stress strategies and practices that help our interns to work affectively with culturally and linguistically diverse (CLD) students.

Effects Achieved:

The effects of the new EDUC 203 course will be realized now that the program requirements have been implemented in Fall 2010 and the data from course evaluations are analyzed.

ECED 341 and 342 interns continue experiences in diverse and urban internship placements.

Early Childhood faculty members have continued to be engaged in PDS work with Patapsco ES and other city PDS sites during 2010-2011.

These data from AY 2010-2011 remains as high as the trend from AY 2008-2010 with overall scores by ECED interns being consistently higher than the Unit mean for INTASC 3 Learning Style/Diversity and related NAEYC Standards and key elements (See Reports 1, 3, & 4).

Assessment

Plans as of Fall 2010

In response to the data from AY 2009-2001, the ECE department faculty has continued to require interns to create and implement the Cycle of Learning Lesson Plans in ECED 341 (Pre-Primary Internship), ECED 342 (Primary Internship), and ECED 351/352 (Student Teaching Internship). During AY 2008-2011 faculty has continued to utilize All -In’s (meetings with all the cohorts) to explain the components, data collection, and instructional plans based on the assessments for an effective, developmentally appropriate cycle of learning. We emphasize the need to use assessment data to meet the needs of diverse learners including children who are gifted and talented learners English Language Learners (ELL), learners who are on-grade level, and children who have special learning needs and deficits. During the portfolio review, the ECE department continues to require evaluators to ask interns specifically to explain their teaching experiences through the cycle of learning lesson plans. This includes explanations of their assessment data that impacts planning for differentiated instruction and the developmentally appropriateness of their lessons.

Throughout the course work in our ECED program our faculty continues to focus on effective classroom management strategies and successful behavioral management practices for effective learner outcomes. During the portfolio review students are required to share their repertoire of classroom and behavioral management skills and techniques.

Effects Achieved

Although we saw a need for continued improvement in this area relative to other INTASC Principles and NAEYC Standards, there has been consistent growth in the scores from Report 1 – Graduating Seniors, Report 2 – University Supervisors, and Report 3 – Mentor Teachers scoring INTASC 2- Understanding Child Development and Developmentally Appropriate Practice, and INTASC 8 Assessment of/for Student Learning and NAEYC Standard 1- Promoting Child Development and Learning & Standard 3 – Observing, Documenting and Assessing along with Report 4 – Department Chair on INTASC 8 - Cycle of Learning

specifically. These data from AY 2009-2010 remain consistent with Unite data for Spring 2010 indicating evidence of emerging competency in the area of assessment.

Families


The ECED faculty has continued to emphasize the importance of inclusive language and respect for partnerships between schools and families. Our students/interns are encouraged to promote involvement of families in their children’s education. We advocate looking beyond the traditional, one-way communication approach to promoting family involvement at school by exploring alternative approaches to creating positive involvement by all families in the school community. We emphasize the importance of respecting linguistic, cultural, religious and economic diversity among families of each school community. The new focus of our department continues to be on the contemporary diverse models of families. Our faculty continues to sharpen our interns’ awareness of the changing familial demographics in our society.

Discussions of diverse models of families and home-school partnerships continue to be major topics during the orientation for new majors in the ECED department.

The importance of respecting the diverse models of family life and the promotion of

home -school partnerships is explicitly discussed in all coursework from Pre-Primary to Seminar in our program.

Service learning projects with families in the community continue to be an integral component in ECED 341, ECE 342 and ECED 351/352, the final internship.

Effects Achieved

The faculty continues to observe more awareness of the terms “family” or “parent(s)” in the way our candidates speak and write about their efforts in making connections with all types of families and care givers. These data from AY 2010-2011 as it did in trend data for AY 2008-2010 reflect maintenance of scores higher than the Unit and above average. Our interns have maintained consistently high scores in the portfolio data in INTASC 9- Reflections and Professional Growth and INTASC10 – Interpersonal

Relationships/Collaboration with those who Support the Learner and NAEYC Standard 2 – Building Family and Community Relationships but there is still room for growth in this area. (See Reports 1, 2 & 3).

Our interns consistently document service learning projects in their professional portfolios under INTASC 10.

General Concerns about Professionalism and Early Childhood Professional Identity


In response to the data from AY 2009-2010, the ECED faculty as in prior years, continues to use All- In’s for instruction of ECED 341 and 342 so that interns will continue to address current, unique and specific issues such as these: (a) effective classroom and behavioral management techniques, and (b) differentiation of instruction and assessment for all learners, which includes children who are gifted and talented, Culturally and Linguistically Diverse (CLD) learners, and learners with special needs and deficits.

Orientations for incoming professional students as well as for the final internship students/interns continue to be held at the beginning of each semester. The entire department faculty participates in the orientation to reinforce professional identity, conduct, and commitment to all children and all families.

Our department maintains a Portfolio Open House event to promote professional language and demeanor as interns prepare for the portfolio review assessment.

Effects Achieved

Essential Dispositions assessments continue to include sufficient data to track preliminary trends and show student growth in this area. These data from AY 2009-2010 as it does in the trend data AY 2008-2009 reflect maintenance of high ratings of above a 2.8 on a scale of 1-3 for Commitment, Caring and Collaboration. (See Reports 5A & 5B).

Data from AY 2009-2009 as it does in the trend data for AY 2009-2010 reflect maintenance of high ratings for Commitment, Caring and Collaboration including professionalism and reflective practice (See Report 3B) using INTASC 9A – Reflective Practitioner and 9B – Seeks Opportunities for Professional Growth and NAEYC Standard 5 – Becoming a Professional.

Question 2. What significant findings emerge from your examination of these data?*

As the ECED Assessment Committee examined the distribution of AY 2010-2011data, we defined intern performance using the following criteria as presented in Table 1.

Table 1

Distribution of Targeted Mean Scores (on a scale of 1.0-5.0)

Low Performance Average Performance High Performance

< 4.0 4.0 – 4.5 > 4.5

Overall ECE trend data for INTASC and NAEYC from AY 2010-2011 as they did in the trend data for AY 2008-2010 remains positive with mean scores above 4.0. As indicated from Figures 1 to 5 below, the trend remains consistent and often stronger in relation to the COE unit.

Figure 1

AY f08-s09 AY f09-s10 AY f10-s11

Rpt. 1A – Graduates’ Evaluations of impact of INTASC principles on understanding of teaching - Unit - all COE programs *

4.25** 4.52 4.52

Rpt. 1B – Graduates’ Evaluations of ECED program @ TU

4.59 4.69 4.60

Rpt. 1B – Graduates’ Evaluations of ECED program @ USG

_ _ *** _ _ 4.98

** Data given is the average of the scores taken from each academic year

(fall + spring).

*** No data because USG began data collection starting in Fall 2010.

Based on the data from Figure 1, Graduates’ of the ECED TU and USG programs rated the impact of INTASC principles on understanding of teaching consistently higher than the COE unit’s graduates.

Comparing the data from ECED TU and Shady Grove (USG), the mean remains strong above 4.5 for both sites.

Figure 2

AY f08-s09 AY f09-s10 AY f10-s11

Rpt. 2A - U Supvrs. rate Interns on implementation of INTASC- Unit - all COE programs

4.28 4.43 4.44

Rpt. 2B - U Supvrs. rate Interns on INTASC - ECED program @ TU

4.28 4.28 4.21

Rpt. 2B U.Supvrs. rate Intrns on INTASC - ECED program @ USG

_ _ 4.55 4.55

Rpt. 2C is all SPA data for Unit

NA NA NA

Rpt. 2D - U Supvrs. rate interns on impact of NAEYC on their teaching - ECED @ TU

4.34 4.34 4.26

Rpt. 2D - U Supvrs. Rate interns on NAEYC - ECED @ USG

_ _ 4.69 4.74

Based on the data from Figure 2, ECED TU and USG University Supervisors rated interns on implementation of INTASC and NAEYC in their teaching in a consistent way compared with the COE unit Supervisors. Some factors that may explain why USG is slightly above TU and the Unit may be because their student population is smaller and draws from a more experienced pool of applicants.

Figure 3 AY f08-s09 AY f09-s10 AY f10-s11Rpt. 3A - Mentors rates interns on impact of INTASC on teaching - Unit

4.38 4.33 4.45

Rpt. 3B - Mentors rates interns on INTASC - ECED @ TU

4.46 4.37 4.40

Rpt. 3B - Mentors rates interns on INTASC - ECED @ USG

_ _Spr '10***** - 4.46

Spr '11 - 4.54

Rpt. 3D - Mentors rates interns on NAEYC - ECED @ TU

4.55 4.50 4.46

Rpt. 3D - Mentors rates interns on NAEYC - ECED @ USG

_ _Spr '10 - 4.49

Spr '11 - 4.53

*****USG only graduates seniors in the spring of each academic year.

Based on the data from Figure 3, ECED TU and USG Mentors rated interns on implementation of INTASC and NAEYC in their teaching in a consistently higher way compared to the COE unit Mentors.

Figure 4 AY f08-s09 AY f09-s10 AY f10-s11Rpt. 4A - U Supvrs. Rate Interns on Impact of their Teaching on student learning based on Cycle of Learning Lesson. - Unit

_ _**** _ _ 4.45

Rpt. 4B - Chair/Pr. Dir. Rates Inmact of Teach. on learn. - Cycle of Learn. - ECED @ TU & USG

_ _ _ _Spr '11 - 4.50

****No data because Unit changed data collection on a new criteria - INTASC 8 only.

Based on the data from Figure 4 ECED TU and USG Supervisors and Department Chairs rated interns on INTASC 8 and its impact on their teaching above 4.0 and higher than the COE unit.

As the ECED Assessment Committee examined the distribution of our data, in the scale of 1.0 to 3.0, we defined intern performance using the following criteria as presented in Table 2.

Table 2Distribution of Targeted Mean Scores (on a scale of 1.0-3.0)


< 2.0 2.0 – 2.5 > 2.5

Figure 5

AY f08-s09 AY f09-s10 AY f10-s11

Rpt. 5A - U Supvrs./Ment. Rate Interns on their Dispositions - Unit on a scale of 1-3

AY '08-'09 comm. = 2.83 care = 2.90 collab. = 2.84



Rpt. 5B - U Supvrs./Ment. Rate Dispositions - ECED @ TU on a scale of 1-3




Rpt. 5B - U Supvrs./Ment. Rate Dispositions - ECED @ USG on a scale of 1-3

AY - Spr '10 comm. = 2.86 care = 2.94 collab. = 2.82

AY - Spr '11 comm. = 2.92 care = 2.92 collab. = 2.97

As indicated by Figure 5, the data on disposition demonstrate a high level of performance in all three areas namely: Caring, Collaboration and Commitment.

Based on Figure 5 the overall data is consistently above 4.0. This indicates that the program is operating well above the average level. The highlighted data in green and red show the high and low scores across three indicators the recent graduates of the ECED undergraduate program, University Supervisors, and Mentor Teachers for AY 2009-2010. This data indicated areas of strengths in the programs and areas that need continued work. Among the high performance areas are; INTASC 9: Reflections/Personal Growth; INTASC 1: Making Content Meaningful; and INTASC 10: Interpersonal Relations/Collaboration. The areas for continued growth fall under INTASC 3: Learning Styles and Diversity; INTASC 4: Instructional Strategies/Problem Solving; INTASC 6: Integration of Technology/Communication Skills; and INTASC 8 Assessment and Analysis.

Figure 6

Reports 1B, 2B, 3B: Comparison of Areas of Strengths and Areas for GrowthAY Fall 2009 - Spring 2011

Graduates - Rpt 1B AY '09-10

Graduates - Rpt 1B AY '10-'11

University Supervisors - Rpt 2B AY '09-10

University Supervisors- Rpt 2B AY '10-11

Mentor Teachers - Rpt 3B AY '09-'10


INTASC PRINCIPLES

INTASC 1. Making Content Meaningful

1a. Academic Mastery 4.77 4.71 4.39 4.34 4.45 4.47

1b. Creates Meaningful Learning Experiences

4.81 4.73 4.39 4.25 4.39 4.46

INTASC 2. Child Development and Learning Theory

2a. Knowledge and Skills: Child Development

4.88 4.79 4.37 4.34 4.41 4.42

2b. Knowledge and Skills: Developmentally Appropriate Instruction

4.68 4.65 4.30 4.16 4.32 4.33

INTASC 3. Learning Styles and Diversity

3a. Multicultural Perspective 4.49 4.16 3.98 3.86 4.16 4.28

3b. Differentiated Instruction 4.62 4.58 4.03 3.50 4.19 4.26

INTASC 4. Instructional Strategies/Problem Solving

4a. Knowledge: Repertoire of Instructional 4.77 4.67 4.34 4.24 4.35 4.39

Strategies

4b. Demonstrates Repertoire 4.69 4.59 4.30 4.17 4.32 4.27

INTASC 5. Motivation and Behavior

5a. Creates Effective Learning Environment 4.77 4.68 4.30 4.26 4.40 4.39

5b. Engages All Learners 4.80 4.64 4.37 4.28 4.45 4.49

INTASC 6. Integration of Technology/Communication Skills

6a. Integration of Technology in Teaching 4.59 4.57 4.02 4.21 4.23 4.48

6b. Effective Communication Skills 4.75 4.59 4.26 4.30 4.37 4.45

INTASC 7. Instructional Planning/Adjustment

7a. Planning for Instruction 4.80 4.75 4.37 4.26 4.41 4.50

7b. Adjusts Instruction to Meet Students Needs

4.69 4.61 4.29 4.14 4.36 4.38

INTASC 8. Assessment and Analysis of/for Student Learning

8a. Uses Variety of Assessments of/for Student Learning

4.76 4.74 4.20 4.17 4.29 4.41

8b. Analysis and Use of Data to Promote Student Learning

4.71 4.70 4.12 4.10 4.23 4.33

INTASC 9. Reflection/Professional Growth

9a. Reflective Practitioner 4.86 4.79 4.38 4.29 4.48 4.49

9b. Seeks Opportunities for Professional Growth

4.80 4.73 4.46 4.30 4.56 4.53

INTASC 10. Interpersonal Relationships/Collaboration

10a. Analyzes School Culture to Support Learners

4.72 4.70 4.40 4.35 4.50 4.41

10b. Collaboration with Resource Personnel to Support Learners

4.64 4.53 4.32 4.23 4.37 4.26

Question 3. How have you involved faculty in your identification of the implications of these data?

The Early Childhood Education Assessment Committee presented the collection of for AY 2009-2010 and for AY 2010-11 data at the September 12, 2011 Department of Early Childhood faculty meeting. The faculty identified the areas of strengths as well as the areas of needed attention. This DAR report and the actions planned in response to the data are a direct result of ECED faculty’s work. As in prior years the faculty will review the action plans’ progress throughout the academic year.

Question 4. What specific action will you take in response to these data?*

In considering the AY 2010-2011 data, the faculty continues to be aware of the fact that changes implemented in the early semesters of the program take several semesters to have an impact on data collected during the final internship semester. The faculty will continue previously initiated actions as described in the AY 2009-2010 report. In addition, there are a number of actions that we plan to take in the areas of INTASC 3: Learning Styles and Diversity; INTASC 4: Instructional Strategies/Problem Solving; INTASC 6: Integration Technology/Communication Skills; and INTASC 8 Assessment and Analysis. The next part of the report will outline the specific plan of action that was proposed in response to the data.

INTASC 3: Learning Styles and DiversityPlans as of fall 2011

In addition to the plans implemented in AY 2010-2011 the faculty proposed the following for FY 2011-2012. Promote the application of different learning styles and multicultural perspectives in the interns’ planning, implementing and

reporting of all lessons taught during their student teaching experience. The faculty will continue to emphasize this integration during all three internships.

Facilitate the shift from viewing artifacts and activities with multicultural and diverse learning styles as isolated events within their teaching to integrating multiculturalism and diverse learning styles in all teaching episodes.

With view to the growing culturally and linguistically diverse classrooms in Maryland, the ECED department received approval for EDUC 203: Teaching and Learning in a Diverse Society and ECED 460: English Language to be required for all our sixth semester interns. The purpose for this is to sensitize our interns about the linguistic and cultural diversity in the student population and be responsive to these needs.

INTASC 4: Instructional Strategies/Problem SolvingPlans as of fall 2011

Examine the modeling and teaching by faculty of a wide range of teaching methods, techniques and strategies in ECED curriculum and methods courses.

Emphasize the experimentation with new approaches, strategies and methods during teaching in the interns’ field experiences. Facilitate the shift from viewing differentiated teaching as only in pull-out groups to the incorporation of differentiated

teaching and assessments in direct instruction in all settings.

INTASC 6: Integration of Technology/Communication Skills Plans as of fall 2011

Encourage interns to develop alternative ways of integrating available technologies in their teaching such as personal laptops, flip cameras and iPhones in order to overcome the disconnect in accessing certain types of learning technologies at the College of Education or at the Professional Development Schools.

INTASC 8: Assessment and AnalysisPlans as of fall 2011

Examine the content and instruction interns are given in curriculum courses about analysis and reflection on assessment results and development of instructional plans.

Assist our interns in determining the instructional implications of the data they receive during pre and post assessments in the field so that effective teaching strategies can be developed and utilized in their future teaching.

AY12:

Question1. Have the change(s) in response to data that you documented last year had the desired effect on your program?

Yes, in considering the data collected and analyzed in AY2011-2012 in relation to the previous year’s data from AY2010-2011 the overall data continues to indicate above-average performance on a scale of 1-5 with nearly all scores above 4.0. The faculty in the Department of Early Childhood Education implemented a number of actions in the Fall of 2011 based on the data from AY 2010-2011 in order to maintain and progress the high performance that the data represents and continue to improve in some of the areas highlighted below. In part II of this report the faculty has formulated a plan of action based on the data of AY 2011-2012 to maintain and progress our program for the following academic year, AY 2012-2013. Statistical evidence of effects based on COE data, INTASC data reports, and NAEYC SPA assessment data will be cited in Part II.

Diversity


In response to the data from AY 2010-2011, the ECED faculty continued its revision of the program of study for our department to include EDUC 203 Teaching and Learning in a Diverse Society was initiated in the AY 2007-2008 was then submitted in Fall 2008 to the College and University Curriculum Committees and it was approved in Spring 2009 as a required course effective Fall 2010. This effort was successfully launched and all majors are now required to take this course.

EDUC 203 is part of the Towson University Common Core Curriculum which requires students to take at least 3 credits in the Core Principles and Practices under Core Standard # 13: Diversity and Differences. To monitor students’ progress in this course the ECED faculty are in the process of formulating Signature Assignment(s), which will track the progress of students each semester in their maintaining and progressing in, “ cultivating the ability to examine and articulate differences of conviction and perception through open exchange and civil discourse.”


A course ECED 460 on Teaching Dual Language Learners which was created in AY 2008-2009 and was approved for our professional course requirements continues to promote understanding of differentiating instruction for English Language Learners with sensitivity to their cultural and family backgrounds. It continues to be a required course as of Fall 2010.

The ECED 460 students starting in AY2012 will have the opportunity to travel abroad to Spanish speaking countries like Puerto Rico to expose students to new cultural and language experiences. Placements for interns continue to be maintained to insure long-term experiences in diverse and inclusive settings. These include

internships in Baltimore County, Baltimore City, Ann Arundel County, Montgomery County and Howard County and Prince George’s County School Systems. These experiences start with the initial internship in preprimary, continue at the primary level internship, and culminate as the capstone experience, which is the semester-long, full-time internship.

A mini-library of education resources to support ECED faculty working in urban and diverse settings continues to be maintained. Despite budget constraints, the department continues to be committed to building this library of resources.

In addition, the faculty continues to have a partnership with the St. Veronica’s Head Start Programs in the Cherry Hill community. The

faculty will continue to develop opportunities for staff development, coursework and collaboration for the St Veronica’s Head Start staff and faculty.

In response to growing linguistic, cultural diversity, and the wide range of learning styles and disabilities in schools across Maryland and most definitely in our Professional Development Schools (PDS), our reading methods and instruction courses (ECED 360 & ECED 361) and our assessment courses (ECED 417 & ECED 429) continue to stress strategies and practices that help our interns to work affectively with culturally, linguistically diverse students, gifted and talented students , and students with a variety learning needs. The syllabi for these courses were examined and re-written to ensure that our interns are prepared to meet the challenges of all diverse learners.

Effects Achieved:

The effects of the new EDUC 203 course will be realized now that the program requirements have been implemented in Fall 2010 and the Signature Assessments are being planned for future implementation and evaluation. The data from these assessments will be forwarded to the Towson University Assessment Committee.

ECED 341 and 342 interns continue experiences in diverse and urban internship placements.

Early Childhood faculty members have continued to be engaged in PDS work with Patapsco ES and other city PDS sites during 2011-2012.

These data in the area of meeting needs of diverse learners from AY 2011-2012 remain as high as the trend from AY 2008-2010 with overall scores by ECED stakeholders being consistently higher than the Unit mean for INTASC 3 Learning Style/Diversity and related NAEYC Standards and key elements (See Reports 1, 2 & 3).

Assessment


In response to the data from AY 2010-2011, the ECE department faculty has continued to require interns to create and implement the Cycle of Learning Lesson Plans in ECED 341 (Pre-primary) and ECED 342 (Primary) Internships, and ECED 351/352 (Student Teaching) Internship. Since AY 2008-2012 faculty has continued to utilize All -In’s (meetings with all the cohorts) to explain the components, data collection, and instructional plans based on the assessments for an effective, developmentally appropriate cycle of learning. We emphasize the need to use assessment data to meet the needs of diverse learners including children who are gifted and talented learners English Language Learners (ELL), learners who are on-grade level, and children who have special learning needs and deficits. During the portfolio review, the ECE department continues to require evaluators to ask interns specifically to explain their teaching experiences through the cycle of learning lesson plans. This includes explanations of their assessment data that impacts planning for differentiated instruction and the developmentally appropriateness of their lessons.

Throughout the course work in our ECED program our faculty continues to focus on effective classroom management strategies and successful behavioral management practices for effective learner outcomes. During the portfolio review students are required to share their repertoire of classroom and behavioral management skills and techniques.

Effects Achieved

Although our scores for INTASC 8A and 8B are consistently above a 4.0 (See Report 1 – Graduating Seniors, Report 2 – University Supervisors, and Report 3 – Mentor Teachers scoring) the ECED department sees a need to continue to emphasize the importance of evidence-based teaching and learning and that data drives instruction.. Further evidence of interns work in Assessment can be seen in the data for INTASC 8 - Cycle of Learning (Report 4) specifically. These data from AY 2010-2011 remain consistent with Spring 2012 indicating evidence of emerging competency in the area of assessment. (SeeReport 4). For INTASC 2- Understanding Child Development and Developmentally Appropriate Practice and NAEYC Standard 1- Promoting Child Development and Learning and Standard 3 – Observing, Documenting and Assessing, the data demonstrates consistency and growth.

Families


The ECED faculty has continued to emphasize the importance of inclusive language and respect for partnerships between schools and families. Our students/interns are encouraged to promote involvement of families in their children’s education. We advocate looking beyond the traditional, one-way communication approach to promoting family involvement at school by exploring alternative approaches to creating positive involvement by all families in the school community. We emphasize the importance of respecting linguistic, cultural, religious and economic diversity among families of each school community. The new focus of our department continues to be on the contemporary diverse models of families. Our faculty continues to sharpen our interns’ awareness of the changing familial demographics in our society.

Discussions of diverse models of families and home-school partnerships continue to be major topics during the orientation for new majors in the ECED department.

The ECED department continues emphasize the importance of respecting the diverse models of family life and the promotion of home-school partnerships; these are explicitly discussed in all coursework from Pre-Primary to Seminar in our program.

Our Program continues to include service learning projects with families in the community as an integral component in ECED 341, ECE 342 and ECED 351/352, the final internship.

The EDUC 203 course on Teaching and Learning in Diverse Society emphasizes recognition and sensitivity to different family structures and styles.

Effects Achieved

The faculty continues to observe more awareness of the terms “family” or “parent(s)” in the way our candidates speak and write about their efforts in making connections with all types of families and care givers. These data from AY 2011-2012 as it did in trend data for AY 2008-2012 reflect maintenance of scores higher than the Unit and above average. Our interns have maintained consistently high scores in the portfolio data in INTASC 9- Reflections and Professional Growth and INTASC10 – Interpersonal Relationships/Collaboration with those who Support the Learner and NAEYC Standard 2 – Building Family and Community Relationships but there is still room for growth in this area. (See Reports 1, 2 & 3 under INTASC 3a – See Figure 6).

Our interns consistently document some service learning projects related to family involvement in their professional portfolios under INTASC 10.



In response to the data from AY 2010-2011, the ECED faculty as in prior years, continues to use All- In’s for instruction of ECED 341 and 342 so that interns will continue to address current, unique and specific issues such as these: (a) effective classroom and behavioral management techniques, and (b) differentiation of instruction and assessment for all learners, which includes children who are gifted and talented, culturally and linguistically diverse learners, and learners with special needs and deficits.

Orientations for incoming professional students as well as for the final internship students/interns continue to be held at the beginning of each semester. The entire department faculty fully participates in the orientation to reinforce professional identity, conduct, and commitment to all children and all families.

Our department maintains a Portfolio Open House event to promote professional language and demeanor as interns prepare for the portfolio review assessment.

Effects Achieved

Essential Dispositions assessments continue to include sufficient data to track preliminary trends and show student growth in this area. These data from AY 2009-2012 as it does in the trend data AY 2008-2012 reflect maintenance of high ratings of above a 2.8 on a scale of 1-3 for Commitment, Caring and Collaboration. (See Reports 5A & 5B).

Data from AY 2011-2012 as it does in the trend data for AY 2009-2012 reflect maintenance of high ratings for Commitment, Caring and Collaboration including professionalism and reflective practice (See Report 3B) using INTASC 9A – Reflective Practitioner and 9B – Seeks Opportunities for Professional Growth and NAEYC Standard 5 – Becoming a Professional. The data reflect maintenance of high ratings of above a 4.25 on a scale of 1-5 for Reflective Practitioner, and Seeks Opportunities for Professional Growth.


As the ECED Assessment Committee examined the distribution of AY 2011-2012data, we defined intern performance using the following criteria as presented in Table 1.

Table 1



< 4.0 4.0 – 4.5 > 4.5 Overall ECE trend data for INTASC and NAEYC from AY 2010-2011 as they did in the trend data for AY 2008-2010 remains

positive with mean scores above 4.0. As indicated from Figures 1 to 5 below, the trend remains consistent and often stronger in relation to the COE unit.

Figure 1

AY f08-s09 AY f09-s10 AY f10-s11 AY f11-s12


4.25** 4.52 4.52

4.58

Rpt. 1B – Graduates’ Evaluations of ECED program @ TU

4.59 4.69 4.604.57

Rpt. 1B – Graduates’ Evaluations of ECED program @ USG

_ _ *** _ _ 4.984.76

** Data given is the average of the scores taken from each academic year

(fall + spring).

*** No data because USG began data collection starting in Fall 2010.

Based on the data from Figure 1, Graduates’ of the ECED TU and USG programs rated the impact of INTASC principles on understanding of teaching consistently higher than the COE unit’s graduates.


Figure 2


Rpt. 2A - U Supvrs. rate 4.28 4.43 4.44

Interns on implementation of INTASC- Unit - all COE programs

4.38

Rpt. 2B - U Supvrs. rate Interns on INTASC - ECED program @ TU

4.28 4.28 4.214.27

Rpt. 2B U.Supvrs. rate Intrns on INTASC - ECED program @ USG

_ _ 4.55 4.554.48

Rpt. 2C is all SPA data for Unit NA NA NA

NA


4.34 4.34 4.26 4.35

Rpt. 2D - U Supvrs. Rate interns on NAEYC - ECED @ USG

_ _ 4.69 4.744.65

Based on the data from Figure 2, ECED TU and USG University Supervisors rated interns on implementation of INTASC and NAEYC in their teaching in a consistent way compared with the COE unit Supervisors. Some factors that may explain why USG is slightly above TU and the Unit may be because their student population is smaller and draws from a more experienced pool of applicants.

Figure 3 AY f08-s09 AY f09-s10 AY f10-s11 AY f11-s12Rpt. 3A - Mentors rates interns on impact of INTASC on teaching - Unit 4.38 4.33 4.45

4.41

Rpt. 3B - Mentors rates interns on INTASC - ECED @ TU

4.46 4.37 4.40

4.43

Rpt. 3B - Mentors rates interns on INTASC - ECED @ USG

_ _Spr '10***** - 4.46

Spr '11 - 4.54 4.44

Rpt. 3D - Mentors rates interns on NAEYC - ECED @ TU

4.55 4.50 4.464.51

Rpt. 3D - Mentors rates interns on NAEYC - ECED @ USG

_ _Spr '10 - 4.49

Spr '11 - 4.53 4.46


Based on the data from Figure 3, ECED TU and USG Mentors rated interns on implementation of INTASC and NAEYC in their teaching in a consistently higher way compared to the COE unit Mentors.

Figure 4 AY f08-s09 AY f09-s10 AY f10-s11 AY f11-s12Rpt. 4A - U Supvrs. Rate Interns on Impact of their Teaching on student learning based on Cycle of Learning Lesson. - Unit

_ _**** _ _ 4.45

4.38

Rpt. 4B - Chair/Pr. Dir. Rates Impact of Teach. on learn. - Cycle of Learn. - ECED @ TU

_ _ _ _Spr '11 - 4.50 4.54


Based on the data from Figure 4 ECED TU and USG Supervisors and Department Chairs rated interns on INTASC 8 and its impact on their teaching above 4.0 and higher than the COE unit.

As the ECED Assessment Committee examined the distribution of our data, in the scale of 1.0 to 3.0, we defined intern performance using the following criteria as presented in Table 2.Table 2Distribution of Targeted Mean Scores (on a scale of 1.0-3.0)


< 2.0 2.0 – 2.5 > 2.5

Figure 5



AY '08-'09 comm. = 2.83

care = 2.90

collab. = 2.84

AY '09-'10 comm. = 2.80

care = 2.87

collab. = 2.84

AY '10-'11 comm. = 2.83

care = 2.90

collab. = 2.84

AY '11-'12 comm. = .2.81 care= 2.88 collab. = 2.83


AY '08-'09 comm. = 2.91

care = 2.90

collab. = 2.90

AY '09-'10 comm. = 2.90

care = 2.90

collab. = 2.91

AY '10-'11 comm. = 2.90

care = 2.91

collab. = 2.84

AY '11-'12 comm. = 2.89

care = 2.91 collab. = 2.89


AY - Spr '10 comm. = 2.86

care = 2.94

collab. = 2.82

AY - Spr '11 comm. = 2.92

care = 2.92

collab. = 2.97

AY - Spr '12 comm. = 2.85

care = 2.88

collab. = 2.83


Based on Figure 5 the overall data is consistently above 4.0. This indicates that the program is operating well above the average level. The highlighted data in green and red show the high and low scores across three indicators the recent graduates of the ECED undergraduate program, University Supervisors, and Mentor Teachers for AY 2009-2010. This data indicated areas of strengths in the programs and areas that need continued work. Among the high performance areas are; INTASC 9: Reflections/Personal Growth; INTASC 1: Making Content Meaningful; and INTASC 10: Interpersonal Relations/Collaboration. The areas for continued growth fall under INTASC 3: Learning Styles and Diversity; INTASC 4: Instructional Strategies/Problem Solving; INTASC 6: Integration of Technology/Communication Skills; and INTASC 8 Assessment and Analysis.

Figure 6

Reports 1B, 2B, 3B: Comparison of Areas of Strengths and Areas for GrowthAY Fall 2009 - Spring 2012

Graduates - Rpt 1B AY '09-10



University Supervisors - Rpt 2B AY '09-10






INTASC PRINCIPLES

INTASC 1. Making Content Meaningful

1a. Academic Mastery4.77 4.71

4.764.39 4.34

4.354.45 4.47

4.48

1b. Creates Meaningful Learning Experiences 4.81 4.73

4.484.39 4.25

4.304.39 4.46

4.46

INTASC 2. Child Development and Learning Theory

2a. Knowledge and Skills: Child Development 4.88 4.79

4.844.37 4.34

4.354.41 4.42

4.48

2b. Knowledge and Skills: Developmentally Appropriate Instruction

4.68 4.65 4.30 4.16 4.32 4.33

4.68 4.25 4.42

INTASC 3. Learning Styles and Diversity

3a. Multicultural Perspective 4.49 4.16 4.16 3.98 3.86 3.97 4.16 4.28 4.42

3b. Differentiated Instruction4.62 4.58

4.484.03 3.50

3.974.19 4.26

4.39

INTASC 4. Instructional Strategies/Problem Solving

4a. Knowledge: Repertoire of Instructional Strategies 4.77 4.67

4.744.34 4.24

4.224.35 4.39

4.41

4b. Demonstrates Repertoire4.69 4.59

4.724.30 4.17

4.174.32 4.27

4.39

INTASC 5. Motivation and Behavior

5a. Creates Effective Learning Environment 4.77 4.68

4.724.30 4.26

4.284.40 4.39

4.51

5b. Engages All Learners4.80 4.64

4.684.37 4.28

4.304.45 4.49

4.49

INTASC 6. Integration of Technology/Communication Skills

6a. Integration of Technology in Teaching4.59 4.57

4.464.02 4.21

4.194.23 4.48

4.54

6b. Effective Communication Skills 4.75 4.59 4.56 4.26 4.30 4.27 4.37 4.45

4.50

INTASC 7. Instructional Planning/Adjustment

7a. Planning for Instruction 4.80 4.75 4.74 4.37 4.26 4.31 4.41 4.50 4.52

7b. Adjusts Instruction to Meet Students Needs 4.69 4.61

4.744.29 4.14

4.214.36 4.38

4.44

INTASC 8. Assessment and Analysis of/for Student Learning

8a. Uses Variety of Assessments of/for Student Learning 4.76 4.74

4.704.20 4.17

4.154.29 4.41

4.47

8b. Analysis and Use of Data to Promote Student Learning 4.71 4.70

4.744.12 4.10

4.124.23 4.33

4.39

INTASC 9. Reflection/Professional Growth

9a. Reflective Practitioner 4.86 4.79 4.80 4.38 4.29 4.40 4.48 4.49 4.61

9b. Seeks Opportunities for Professional Growth 4.80 4.73

4.724.46 4.30

4.394.56 4.53

4.63

INTASC 10. Interpersonal Relationships/Collaboration

10a. Analyzes School Culture to Support Learners 4.72 4.70

4.624.40 4.35

4.384.50 4.41

4.57

10b. Collaboration with Resource Personnel to Support Learners

4.64 4.53 4.32 4.23 4.37 4.26

4.48 4.25 4.47


The Early Childhood Education Assessment Committee presented the collection of data for AY 2009-2010, AY 2010-2011, and AY 2011-2012 on November 5, 2012 Department of Early Childhood faculty meeting. The faculty identified the areas of strengths as well as the areas of needed attention. This DAR report and the actions planned in response to the data are a direct result of ECED faculty’s work. As in prior years, the faculty will review the action plans’ progress throughout the academic year.


In considering the AY 2011-2012 data, the faculty continues to be aware of the fact that changes implemented in the early semesters of the program take several semesters to have an impact on data collected during the final internship semester. The faculty will continue previously initiated actions as described in the AY 2009- 2010 and AY 2010-2011 reports. In addition, there are a number of actions that we plan to take in the areas of INTASC 3: Learning Styles and Diversity; INTASC 4: Instructional Strategies/Problem Solving; INTASC 6: Integration Technology/Communication Skills; and INTASC 8 Assessment and Analysis. The next part of the report will outline the specific plan of action that was proposed in response to these data.

INTASC 3: Learning Styles and DiversityPlans as of fall 2013

In addition to the plans implemented in AY 2010-2011 and AY 2011-2012 the faculty proposed the following for AY 2012-2013. Promote the continued application of different learning styles and multicultural perspectives in the interns’ planning,

implementing and reporting of all lessons taught during their student teaching experience. The faculty will continue to emphasize this integration during all three internships.

Facilitate the continued shift from viewing artifacts and activities with multicultural and diverse learning styles as isolated events within their teaching to integrating multiculturalism and diverse learning styles in all teaching episodes.

With view to the growing culturally and linguistically diverse classrooms in Maryland, the ECED department has made EDUC 203: Teaching and Learning in a Diverse Society and ECED 460: English Language a requirement before the interns enter the ECED Program in semester 6. The purpose for this is to sensitize our interns about the linguistic and cultural diversity in the student population and be responsive to these needs.

Promote the understanding and application of the Principles of UDL (Universal Design for Learning) in lessons taught during the interns’ teaching experiences for the purpose of increasing their responsiveness to their learners.

INTASC 4: Instructional Strategies/Problem SolvingPlans as of fall 2013

Examine on a consistent basis the modeling and teaching that is done by faculty, which will include a wide range of teaching methods, techniques and strategies in ECED curriculum and methods courses.

Emphasize on a consistent basis the experimentation with new approaches, strategies and methods during teaching in the interns’ field experiences.

Facilitate on a consistent basis the shift away from viewing differentiated teaching as done in only in pull-out groups to the understanding that differentiated instruction is incorporated in all teaching settings.

INTASC 6: Integration of Technology/Communication Skills Plans as of fall 2013

Encourage interns to continue to develop alternative ways of integrating available technologies in their teaching such as personal laptops, flip cameras, iPads and iPhones in order to integrate its use at Professional Development Schools regardless of individual site’s access to technology.

The ECE department has acquired about a dozen iPads that are available for faculty to use during on-campus instruction further modeling use of technology in teaching.

Encourage the continued development of an e-portfolio format for our final capstone assessment for graduation. Foster the continued practice of having our interns at all three levels of our internship video-tape themselves and evaluate their

teaching

INTASC 8: Assessment and AnalysisPlans as of fall 2013



Support our interns in making important connections between the assessment data and meeting the needs of diverse learners Ensure that the teaching expectations and outcomes are clearly communicated among inters, mentor teachers and supervisors.

AY13:

Department/Program: Early Childhood Education

On-campus and Shady Grove (USG) sites

Question1. Have the change(s) in response to data that you documented last year had the desired effect on your program?

TU Response:

Yes, in considering the data collected and analyzed in AY2012-2013 in relation to the previous year’s data from AY2011-2012 the overall data continues to indicate above-average and positive trend in performance on a scale of 1-5 with nearly all scores above a 4.0. The faculty in the Department of Early Childhood Education implemented a number of actions in the Fall of 2012 based on the data from AY 2011-2012 in order to maintain and progress the high performance that the data represents and continue to improve in some of the areas highlighted below. In part II of this report the faculty has formulated a plan of action based on the data of AY 2012-2013 to maintain and progress our program for the following academic year, AY 2013-2014. Statistical evidence of effects based on COE data, INTASC & InTASC data reports, and NAEYC (SPA) assessment data will be cited in Part II.

USG Response:

Same action taken as the main campus in regard to analyzed data and plans for enhancing current scores.

TU Response:

Diversity


In response to the data from AY 2011-2012, the ECED faculty continued its revision of the program of study for our department to include EDUC 203 Teaching and Learning in a Diverse Society that was initiated in the AY 2007-2008 was then submitted in Fall 2008 to the College and University Curriculum Committees and it was approved in Spring 2009 as a required course effective Fall 2010. This effort was successfully launched and all majors are now required to take this course.

EDUC 203 is part of the Towson University Common Core Curriculum which requires students to take at least 3 credits in the Core Principles and Practices under Core Standard # 13: Diversity and Differences. To monitor students’ progress in this course the ECED faculty are in the process of formulating Signature Assignment(s), which will track the progress of students each semester in their maintaining and progressing in, “ cultivating the ability to examine and articulate differences of conviction and perception through open exchange and civil discourse.”


A course ECED 460 on Teaching Dual Language Learners which was created in AY 2008-2009 and was approved for our professional course requirements continues to promote understanding of differentiating instruction for English Language Learners with sensitivity to their cultural and family backgrounds. It continues to be a required course as of Fall 2010.

The ECED 460 students starting in AY2012 will have the opportunity to travel abroad to Spanish speaking countries like Puerto Rico to expose students to new cultural and language experiences.

Placements for interns continue to be maintained to insure long-term experiences in diverse and inclusive settings. These include internships in Baltimore County, Baltimore City, Ann Arundel County, Montgomery County and Howard County and Prince George’s County School Systems. These experiences start with the initial internship in preprimary, continue at the primary level internship, and culminate as the capstone experience, which is the semester-long, full-time internship. During these field experiences interns are encourages to include the following diversity factors in their lesson planning:

o Differentiate instruction and work effectively with students of diverse backgrounds (examples: socio-economic, racial, ethnic)o Differentiate instruction and work effectively with learners with special needs.

o Differentiate instruction and work effectively with English language learners (ELLs)o Differentiate instruction and work effectively with gifted and talented learners.o Differentiate instruction and work effectively with specialized resource personnel (examples: guidance counselors, resource teachers, special

educators, o media specialist, school pathologist)

The overall weighted mean rating for ECED for diversity factors from mentor teachers is above average at 4.56 at TU and at Shady Grove at 4.54

The overall weighted mean rating for ECED for diversity factors from university supervisors is above average at 4.52 at TU and at Shady Grove at 4.18.

Based on the Signature Assessment 3: Primary Curriculum Lesson Plan under Responsiveness to All Children, which now includes Universal Design for Learning (UDL) Guidelines, the overall scores at TU for Fall 2012 was an 8.55 out of 10, and for Spring 2013 at 9.11 out of 10; and at Shady Grove for Fall 2012 was 9.88 out of 10 demonstrating that interns had exceeded expectations.

A mini-library of education resources to support ECED faculty working in urban and diverse settings continues to be maintained. Despite budget constraints, the department continues to be committed to building this library of resources.

In addition, the faculty continues to have a partnership with the St. Veronica’s Head Start Programs in the Cherry Hill community. The

faculty will continue to develop opportunities for staff development, coursework and collaboration for the St Veronica’s Head Start staff and faculty.

In response to growing linguistic, cultural diversity, and the wide range of learning styles and disabilities in schools across Maryland and most definitely in our Professional Development Schools (PDS), our reading methods and instruction courses (ECED 360 & ECED 361) and our assessment courses (ECED 417 & ECED 429) continue to stress strategies and practices that help our interns to work effectively with culturally, linguistically diverse students, gifted and talented students , and students with a variety learning needs. The syllabi for these courses were examined and re-written to ensure that our interns are prepared to meet the challenges of all diverse learners. In these courses, interns are required to implement Signature Assignment such as in ECED 360 with the Family Literacy Bag (Assessment 6), ECED 417 with the Screening Project (Assessment 7) and ECED 429 with the Child Literacy Study (Assessment 8).

Effects Achieved as of spring 2013

The effects of the new EDUC 203 course are being realized now that the course is a requirement since Fall 2010 and the consistent assignments have been implemented. Signature assignments are being planned for data gathering, analysis and evaluation. The data from these assignments will be forwarded to the Towson University Assessment Committee by end of Fall 2014.

ECED 341 and 342 interns continue to gain experiences in working with diverse learners in both suburban and urban placements.

Although Patapsco ES closed as of June 2013 due to Baltimore City re-districting of its school populations, the ECED faculty continues to nurture relationship with schools with similar populations, so our interns are assigned to schools that are culturally inclusive and have diverse learners. At this time, interns are assigned to schools where they are engaged in planning and implementing effective practices for students of diverse backgrounds and abilities in surrounding school systems.

These data, in the area of meeting needs of diverse learners from AY 2012-2013 remain as high as the trend from AY 2008-2012 for INTASC 3 - Learning Style/Diversity and new InTASC 2 & 3 - Learning Differences and Environments and the related NAEYC Standards namely 1 – Learner Development, 2 – Learner Differences, and 4 – Content Knowledge.

USG Response:

Adding course EDUC 203 Teaching and Learning in a Diverse Society to our first semester junior year cohort schedule. This course will continue to raise awareness about a variety of differences among learners in current classrooms and prepare pre-service students for successful field placements in Montgomery County Public Schools highly diverse school system.

Relationships with our diverse Professional Development School (PDS) partners continue to be enhanced as we collaborate on meeting the needs of a wide range of diverse environments including Title I schools and an International Baccalaureate elementary school.

In Fall 2012, students in ECED 460 on Teaching Dual Language Learners participated in a Poverty Simulation where participants role-play the lives of low-income families, from single parents trying to care for their children to senior citizens trying to maintain self-sufficiency on Social Security. Students were tasked as members of a family is to provide food, shelter and other basic necessities during the simulation while interacting with various community resources staffed by low-income volunteers. Students wrote journal entries of their experiences and shared those experiences in a course discussion.

TU Response

Assessment


In response to the data from AY 2011-2012, the ECE department faculty has continued to require interns to create and implement the Cycle of Learning Lesson Plans in ECED 341 (Pre-primary) and ECED 342 (Primary) Internships, and ECED 351/352 (Student Teaching) Internship and the assessment ratings have remained steady at 4.7 or better (Assessment 5). Since AY 2008-2013 faculty have continued to utilize All -In’s (meetings with all the cohorts) to explain the components, data collection, and instructional plans for effective, developmentally appropriate set of cycle of learning lesson plans. We emphasize the need to use assessment data to meet the needs of diverse learners including children who are gifted- and- talented learners, English Language Learners (ELL), learners who are on-grade level, and children who have special learning needs and deficits. During the portfolio review, the ECE department continues to require evaluators to ask interns specifically to explain their teaching experiences through the cycle of learning lesson plans. This includes explanations of their assessment data and how it impacted planning for differentiated instruction and the developmentally appropriateness of their lessons.

Throughout the course work in our ECED program faculty continues to focus on effective classroom management strategies and successful behavioral management practices for effective learner outcomes. During the portfolio review students are required to share their repertoire of classroom and behavioral management skills and techniques.

For Portfolio (Assessment 2) review scores the department has proposed to add a two-tiered scoring system that includes a score for content and supportive artifacts and a score for the articulation of the pedagogy that is foundational to each artifact.

Effects Achieved

Although ECED scores for INTASC 8A and 8B and InTASC 6 are consistently well above a 4.0. the ECED department sees a need to continue to emphasize the importance of evidence-based teaching and learning and that data drives instruction. Further evidence of interns work in Assessment can be seen in the data for INTASC 8 - Cycle of Learning (assessment 5) specifically. These data from AY 2011-2012 remain consistent with Spring 2013 indicating evidence of competency in the area of assessment. This past AY 2012-13 is the first time after three consecutive years of targeting assessment as area for growth in our department, we are finally seeing an increase in the supervisors’ and mentor teachers’ ratings in this area.

After two consecutive years of targeting the inclusion of differentiated assessments in lesson plans that addressed developmental stages and young learners’ needs the data from INTASC 2- Understanding Child Development and Developmentally Appropriate Practice and InTASC 1 – Development of the Learner as well as the NAEYC Standard 1- Promoting Child Development and Learning and NAEYC Standard 3 – Observing, Documenting and Assessing, demonstrates consistent growth, especially from the ratings given by the supervisors and mentor teachers given in AY2013.

USG Response:

Since the last reporting period, we concluded that the previous professional development for mentor teachers to better understand the criteria for the Cycle of Learning (COL) assessment assisted our interns in planning and executing the COL assessment experience. Through coursework, mentor guidance, and more experiences executing the COL, students scored appropriately in the InTASC 6 and 8 areas.

During the semester prior to student teaching, interns were given more opportunities to plan, execute, and analyze pre and post assessment data. Instructors share multiple scenarios as well as early intervention when reviewing interns’ pre-assessment plans to ensure effective COL implementation.

SAME FOR USG: We emphasize the need to use assessment data to meet the needs of diverse learners including children who are gifted- and- talented learners, English Language Learners (ELL), learners who are on-grade level and children who have special learning needs and deficits. During the portfolio review, the ECE department continues to require evaluators to ask interns specifically to explain their teaching experiences through the cycle of learning lesson plans. This includes explanations of their assessment data and how it impacted planning for differentiated instruction and the developmentally appropriateness of their lessons.

TU Response:

Families


The ECED faculty has continued to emphasize the importance of our interns using inclusive language and demonstrating respect for partnerships between schools and families. Our students/interns are encouraged to promote involvement of families in their children’s education. We advocate looking beyond the traditional, one-way communication approach to promoting family involvement at school by exploring alternative approaches to creating positive involvement by all families in the school community. We emphasize the importance of respecting linguistic, cultural, religious and economic diversity among families of each school community. The new focus of our department continues to be on the contemporary diverse models of families. Our faculty continues to sharpen our interns’ awareness of the changing familial demographics in our society. Following are the ways the faculty are encouraging our interns to have repeated interactions with families within their school placements:

o During the Orientation Program for New Majors into the ECED department at the beginning of the Pre-primary

Internship, faculty members sensitize interns to diverse models of families and emphasize the importance of respecting the diverse models of family life during their field experience.

o During in-class discussions, faculty underscore the importance of forging solid home-school partnerships; these are explicitly discussed in all coursework from Pre-Primary to Seminar in our program and practiced when interns practice by participating in Back-to-School Night, Parent Conferences and being part of the process of circulating class newsletters to families (in-print and on-line).

o ECED Program continues to include service learning projects with families in the community as an integral component in ECED 341, ECE 342 and ECED 351/352, the final internship during which the interns may be directly in contact with families to complete the project.

o The EDUC 203 course on Teaching and Learning in Diverse Society emphasizes recognition and sensitivity to different family structures and styles through the use of a children’s literature study that exposes students to specifically cultural, racial, socio-economic, religious, and other diverse family structures.

o The integration of varied family structures, socio-economic and cultural backgrounds, as well as family dynamics are to be integrated in the teaching-learning process through the use of children’s literature (EDUC 203, ECED 360, ECED 361) family literacy projects (ECED 321), and responsiveness to these factors in the planning/execution/reflection in their lessons (ECED 351, ECED 352, ECED, ECED 421).

Effects Achieved

The faculty continues to observe more awareness of the terms “family” or “parent(s)” in the way our candidates speak and write about their efforts in making connections with all types of families and care givers. These data from AY 2012-2013 as it did in trend data for AY 2008-2013 reflect maintenance of scores higher than the Unit and above average. Our interns have maintained consistently high scores in the portfolio data in InTASC 2 – Learning Differences, InTASC 9- Professional Learning and Ethical Practice and InTASC10 – Leadership and Collaboration and NAEYC Standard 2 – Building Family and Community Relationships, but this is an area that faculty will continue to focus on and monitor as they supervise their interns.

Through the Service Learning Projects, Family Literacy Bags (Assessment 6) and their interactions with families at their placements, interns continue to gain insights about families as they collect and document data for InTASC 9 - Professional Learning and Ethical Practice as well as NAEYC 2- Building Family and Community Relationships by demonstrating the ability to develop respectful, reciprocal relationships with families in support of children’s literacy learning.

USG Response:

Continued to required students to attend and participate in teacher/family conferences in the fall and spring semesters. Multiple interns were asked to utilize their multilingual skills to assist in interpreting conference information to non-English speaking families.

Interns partnered with a PDS partner’s program called Linkages to Learning which is "a collaborative school-based health and human service partnership of public and private agencies, schools, families, and communities." The collaboration involved reading with children and assisting with a holiday gift wrapping event.

Creation of a new local National Association for the Education of Young Children (NAEYC) student chapter. Student members have adopted a local Kindergarten readiness program to direct fundraising effects for the program’s student scholarships.

TU Response:



In response to the data from AY 2011-2012, the ECED faculty as in prior years, continues to use All- In’s for instruction of ECED 341 and 342 so that interns will continue to address current, unique and specific issues such as these: (a) effective classroom and behavioral management techniques, and (b) differentiation of instruction and assessment for all learners, which includes children who are gifted and talented, culturally and linguistically diverse learners, and learners with special needs and deficits.

Orientations for incoming professional students as well as for the final internship students/interns continue to be held at the beginning of each semester. The entire department faculty fully participates in the orientation to reinforce professional identity, conduct, and commitment to all children and all families.

A series of presentations by professionals, and specifically by the liaison who is part of Baltimore County’s Race-to-the-Top initiative are provided throughout the three professional semesters (Pre-primary, Primary, and Student Teaching). Some of the topics: use of technology, dangers of social media, effective communication with parents/families, students of the 21st century.

Effects Achieved

Essential Dispositions assessments continue to include sufficient data to track preliminary trends and show student growth in this area. These data from AY 2012-2013 as it does in the trend data AY 2009-2013 reflect maintenance of high ratings of above a 2.9 on a scale of 1-3 for Commitment, Caring and Collaboration.

Data from AY 2012-2013 as it does in the trend data for AY 2009-2013 reflect maintenance of high ratings for professionalism and reflective practice using InTASC 9 – Professional Learning and Ethical Practice and NAEYC Standard 6 – Becoming a Professional. The data from supervisors reflect maintenance of high ratings of above a 4.5 on a scale of 1-5.

USG Response:

Creation of a new local National Association for the Education of Young Children (NAEYC) student chapter. Student members are volunteering at the national conference and will participate in breakout sessions.

Previous campus student chapter of Kappa Delta Pi provided students with professional development in broader education related topics and opportunities.


TU Response:

As the ECED Assessment Committee examined the distribution of AY 2012-2013 data, we defined intern performance using the following criteria as presented in Table 1.

Table 1



< 4.0 4.0 – 4.5 > 4.5

Overall ECE trend data of intern performance (Assessment 4) for INTASC, InTASC, and NAEYC from AY 2012-2013 as they did in the trend data for AY 2008-2013 remains positive with mean scores above 4.0. As indicated from Figures 1 to 5 below, the trend remains consistent and often stronger in relation to the COE unit.

Figure 1

AY f08-s09 AY f09-s10 AY f10-s11 AY f11-s12 AY f12-s13


4.25** 4.52 4.52

4.58

N/A

Rpt. 1B – Graduates’ Evaluations of ECED program @ TU 4.59 4.69 4.60

4.574.45

Rpt. 1B – Graduates’ Evaluations of ECED program @ USG _ _ *** _ _ 4.98

4.764.78

Based on the data from Figure 1, Graduates’ of the ECED TU and USG programs rated the impact of INTASC principles and InTASC standards on understanding of teaching consistently higher than the COE unit’s graduates.


Figure 2

AY f08-s09 AY f09-s10 AY f10-s11 AY f11-s12 AY f12-s13

Rpt. 2A - U Supvrs. rate Interns on implementation of INTASC- Unit - all COE programs 4.28 4.43 4.44

4.38

N/A

Rpt. 2B - U Supvrs. rate Interns on INTASC - ECED program @ TU 4.28 4.28 4.21

4.724.65

Rpt. 2B U.Supvrs. rate Intrns on INTASC - ECED program @ USG _ _ 4.55 4.55

4.484.44

Rpt. 2C is all SPA data for UnitNA NA NA

NANA


4.34 4.34 4.264.35

4.63

Rpt. 2D - U Supvrs. Rate interns on NAEYC - ECED @ USG _ _ 4.69 4.74

4.654.48

Based on the data from Figure 2, ECED TU and USG University Supervisors rated interns on implementation of INTASC, InTASC and NAEYC in their teaching in a consistent way compared with the COE unit Supervisors. Some factors that may explain why USG is slightly above TU and the Unit may be because their student population is smaller and draws from a more experienced pool of applicants.

USG Response

AY f12-a13 represents three full years with the same University Supervisors in the role. Their consistent role and better understanding of the program appears to address the drop in the score. They observe and evaluate interns with enhanced rigor and understanding of the InTASC and NAEYC Standards.

Figure 3 AY f08-s09 AY f09-s10 AY f10-s11 AY f11-s12 AY f12-s13Rpt. 3A - Mentors rates interns on impact of INTASC on teaching - Unit

4.38 4.33 4.45

4.41

N/A

Rpt. 3B - Mentors rates interns on INTASC - ECED @ TU 4.46 4.37 4.40

4.43

4.68

Rpt. 3B - Mentors rates interns on INTASC - ECED @ USG _ _

Spr '10***** - 4.46

Spr '11 - 4.54 4.44

4.68

Rpt. 3D - Mentors rates interns on NAEYC - ECED @ TU 4.55 4.50 4.46

4.514.65

Rpt. 3D - Mentors rates interns on NAEYC - ECED @ USG _ _

Spr '10 - 4.49

Spr '11 - 4.53 4.46

4.68


Based on the data from Figure 3, ECED TU and USG Mentors rated interns on implementation of INTASC, InTASC and NAEYC in their teaching in a consistently higher.

Figure 4 AY f08-s09 AY f09-s10 AY f10-s11 AY f11-s12 AYf12-s13

Rpt. 4A - U Supvrs. Rate Interns on Impact of their Teaching on student learning based on Cycle of Learning Lesson. - Unit _ _**** _ _ 4.45

4.38

N/A

Rpt. 4B - Chair/Pr. Dir. Rates Impact of Teach. on learn. - Cycle of Learn. - ECED @ TU _ _ _ _

Spr '11 - 4.50 4.54

4.38


Based on the data from Figure 4 ECED TU and USG Supervisors and Department Chairs rated interns on INTASC 8 and now InTASC 6: Assessments and its impact on their teaching above 4.0.

As the ECED Assessment Committee examined the distribution of our data, in the scale of 1.0 to 3.0, we defined intern performance using the following criteria as presented in Table 2.

Table 2Distribution of Targeted Mean Scores (on a scale of 1.0-3.0)


< 2.0 2.0 – 2.5 > 2.5

Figure 5 AY f08-s0 AY f09-s10 AY f10-s11 AY f11-s12 AYf12-s13


AY '08-'09 comm. = 2.83

care = 2.90

collab. = 2.84

AY '09-'10 comm. = 2.80

care = 2.87

collab. = 2.84

AY '10-'11 comm. = 2.83

care = 2.90

collab. = 2.84

AY '11-'12 comm. = .2.81 care= 2.88 collab. = 2.83

N/A


AY '08-'09 comm. = 2.91

care = 2.90

collab. = 2.90

AY '09-'10 comm. = 2.90

care = 2.90

collab. = 2.91

AY '10-'11 comm. = 2.90

care = 2.91

collab. = 2.84

AY '11-'12 comm. = 2.89

care = 2.91 collab. = 2.89

AY '12-'13 comm. = 2.93

care = 2.92 collab. = 2.93


AY - Spr '10 comm. = 2.86

care = 2.94

collab. = 2.82

AY - Spr '11 comm. = 2.92

care = 2.92

collab. = 2.97

AY - Spr '12 comm. = 2.85

care = 2.88

collab. =

AY - Spr '13 comm. = 2.82

care = 2.85

collab. =

2.83 2.78


Based on Figure 5 the overall data is consistently above 4.0. This indicates that the program is operating well above the average level. The highlighted data in green and red show the high and low scores across three indicators the recent graduates of the ECED undergraduate program, University Supervisors, and Mentor Teachers for AY 2009-2010. This data indicated areas of strengths in the programs and areas that need continued work. Among the high performance areas are; INTASC 9: Reflections/Personal Growth and InTASC 9: Professional Learning and Ethical Practices; INTASC 1: Making Content Meaningful and InTASC 7: Planning for Instruction; and INTASC 10: Interpersonal Relations/Collaboration and InTASC 10: Leadership and Collaboration. The areas for continued growth fall under INTASC 3: Learning Styles and Diversity and InTASC 2: Learning Differnces; INTASC 4: Instructional Strategies/Problem Solving and InTASC 5: Application of Content; INTASC 6: Integration of Technology/Communication Skills and COE Technology Standard; and INTASC 8 Assessment and Analysis and InTASC 6: Assessment.

For Assessment 2 (Portfolio), all candidates have consistently met or exceeded a Satisfactory (3) rating for all standards, with the mean rating above 4 (Proficient) for the standards.

For Assessment 4 (Technology), all candidates at both TU and USG sites have consistently met and exceeded the Proficient (4) rating for this standard.

For Assessment 4 (Diversity Factors), all candidates at both TU and USG sites have consistently met and exceeded the Proficient (4) rating for all of the following diversity factors.

1. Differentiate instruction and work effectively with students of diverse backgrounds (examples: socio-economic, racial, ethnic)

2. Differentiate instruction and work effectively with learners with special needs.

3. Differentiate instruction and work effectively with English language learners (ELLs)

4. Differentiate instruction and work effectively with gifted and talented learners.

5. Differentiate instruction and work effectively with specialized resource personnel (examples: guidance counselors, resource

teachers, special educators, media specialist, school pathologist)

USG Response

USG mentors and university supervisors have received enhanced orientation and understanding of the program’s objectives and standards. We feel this deeper understanding has allowed them to use a more critical eye in evaluating intern dispositions in tandem with the InTASC and NAEYC StandardsFigure 6

TU Reports 1B, 2B, 3B: Comparisons of Areas of Strengths and Areas for Growth. AY fall 2009-spring 2013

Recently Graduated Interns f-'09 - s-'10

Recently Graduated Interns f -'10 - s - '11

Recently Graduated Interns f - '11 - s - '12

Recently Grad. Interns f - '12 - s - '13

Univ. Super. F - '09 - s '10

Univ. Super. F - '10 - s - '11

Univ. Super. F - '11 - s - '12

Univ. Super. F - '12 - s - '13

Mentor f - '09 - s - '10

Mentor f - '10 - s - '11

Mentor f - '11 - s - '12

Mentor f - '12 - '13

Develop. Of Learner - InTASC # 1 = INSTAC #2

4.78 4.72 4.76 4.77 4.34 4.25 4.3 4.72 4.37 4.37 4.45 4.73

Learner Differences InTASC #2 = INTASC # 3

4.56 4.37 4.32 4.71 4.01 3.68 3.97 4.53 4.18 4.27 4.41 4.74

Learning Environ. InTASC # 3 = INTASC # 5

4.76 4.66 4.67 4.78 4.34 4.27 4.29 4.67 4.23 4.44 4.5 4.83

Content Know. InTASC # 4 = INTASC # 1

4.79 4.72 4.62 4.63 4.39 4.3 4.33 4.57 4.42 4.47 4.47 4.64

Application of Content InTASC # 5 = INTASC # 4

4.73 4.63 4.73 4.6 4.32 4.03 4.2 4.59 4.34 4.33 4.4 4.56

Assessment InTASC # 6 = INTASC # 8

4.74 4.72 4.72 4.7 4.16 4.14 4.14 4.63 4.26 4.37 4.43 4.74

Planning for Teaching InTASC #7 = INTASC #7

4.75 4.73 4.74 4.63 4.33 4.2 4.26 4.65 4.39 4.44 4.48 4.59

Instructional Strategies InTASC # 8 = INTASC 4

4.73 4.63 4.73 4.68 4.32 4.03 4.2 4.65 4.34 4.33 4.4 4.68

Professional Growth & Reflection InTASC 9 = INTASC 9

4.83 4.76 4.76 4.62 4.42 4.3 4.4 4.76 4.52 4.51 4.62 4.74

Professional Collaboration & Leadership InTASC # 10 = INTASC # 10

4.68 4.62 4.55 4.32 4.36 4.29 4.32 4.67 4.44 4.34 4.52 4.57

CoE Technology Standard = INTASC # 6

4.67 4.58 4.51 4.64 4.14 4.26 4.23 4.76 4.3 4.47 4.52 4.68

USG Response:

Scores went down in the supervisor and mentor evaluations of performance outcomes in an effort to better represent intern current pre-service knowledge and performance. Most all performance criteria remained in the PROFICIENT level except for: Supervisor: INTASC 3a-b and Mentor: INTASC 4b. Effective differentiation and applying instructional strategies is being addressed in coursework assignments and field experiences.


TU Response:

The Early Childhood Education Assessment Committee presented the collection of data for AY 2009-2010, AY 2010-2011, and AY 2011-2012 on November 5, 2012 Department of Early Childhood faculty meeting. The faculty identified the areas of strengths

as well as the areas of needed attention. This DAR report and the actions planned in response to the data are a direct result of ECED faculty’s work. As in prior years, the faculty will review the action plans’ progress throughout the academic year.

USG Response:

Data and analysis was addressed with USG instructors and supervisors at semester and academic year end meetings. The meetings address instructional focus that can be enhanced or adjusted in current syllabi and assignments.

Mentor teachers received more detailed orientation in program signature assessments and assignments to better coach and facilitate intern planning.


TU Response:

In considering the AY 2011-2012 data, the faculty continues to be aware of the fact that changes implemented in the early semesters of the program take several semesters to have an impact on data collected during the final internship semester. The faculty will continue previously initiated actions as described in the AY 2009- 2010 and AY 2010-2011 reports.

Revision of the agenda for the Orientation Seminar to include course progression or sequence, scheduling, portfolio clarification in addition to topics already discussed (philosophy, foundation of program), The Orientating Seminar is to be offered each fall and spring on campus. The Orientating Seminar will be before classes start for all students.

Identification of faculty for courses continues. In addition, responsibilities for mentorship in these courses are to be outlined.

In addition, there are a number of actions that we plan to take in the areas of INTASC 3: Learning Styles and Diversity; INTASC 4: Instructional Strategies/Problem Solving; INTASC 6: Integration Technology/Communication Skills; and INTASC 8 Assessment and Analysis. The next part of the report will outline the specific plan of action that was proposed in response to these data.

InTASC 1: Learner Development

Strengthen the infant and toddlerhood practicum by exploring with CPP the possibility of expanding our partnerships to include a supervised infant and toddler internship.

Expand our partnership with the University Child Care Center and Center of Professional Practice Examine ECED 315: Infant and Toddler Development course content and expectations

InTASC 2: Learning DifferencesPlans as of fall 2013

In addition to the plans implemented in AY 2010-2011 and AY 2011-2012 the faculty proposed the following for AY 2012-2013. Promote the continued application of different learning styles and multicultural perspectives in the interns’ planning,

implementing and reporting of all lessons taught during their student teaching experience. The faculty will continue to emphasize this integration during all three internships.

Facilitate the continued shift from viewing artifacts and activities with multicultural and diverse learning styles as isolated events within their teaching to integrating multiculturalism and diverse learning styles in all teaching episodes.

With view to the growing culturally and linguistically diverse classrooms in Maryland, the ECED department has made EDUC 203: Teaching and Learning in a Diverse Society and ECED 460: Teaching Dual Language Learners a requirement before the interns enter the ECED Program in semester 6. The purpose for this is to sensitize our interns about the linguistic and cultural diversity in the student population and be responsive to these needs and identify appropriate instructional settings for a practicum in ECED 460.

Promote the understanding and application of the Principles of UDL (Universal Design for Learning) in lessons taught during the interns’ teaching experiences for the purpose of increasing their responsiveness to their learners.

Expand the department resources for instructional and research purposes. Include work with ELL, GT and children living in poverty Interns must have collaborative interactions with school support professionals

InTASC 5: Application of ContentPlans as of fall 2013

Examine on a consistent basis the modeling and teaching that is done by faculty, which will include a wide range of teaching methods, techniques and strategies in ECED curriculum and methods courses.

Emphasize on a consistent basis the experimentation with new approaches, strategies and methods during teaching in the interns’ field experiences.

Facilitate on a consistent basis the shift away from viewing differentiated teaching as done in only in pull-out groups to the understanding that differentiated instruction is incorporated in all teaching settings.

COE Technology Standard Plans as of fall 2013

Encourage interns to continue to develop alternative ways of integrating available technologies in their teaching such as personal laptops, flip cameras, iPads and iPhones in order to integrate its use at Professional Development Schools regardless of individual site’s access to technology.

The ECE department has acquired about a dozen iPads that are available for faculty to use during on-campus instruction further modeling use of technology in teaching.

Encourage the continued development of an e-portfolio format for our final capstone assessment for graduation. Foster the continued practice of having our interns at all three levels of our internship video-tape themselves and evaluate their

teaching Provide faculty training in technology

InTASC 6: Assessment Plans as of fall 2013



Support our interns in making important connections between the assessment data and meeting the needs of diverse learners Ensure that the teaching expectations and outcomes are clearly communicated among inters, mentor teachers and supervisors.

USG Response:

Students participated in a USG campus-wide Poverty Simulation that teaches empathy and understanding through an elaborate and detailed role play experience. They were active in the simulation’s role play and an after experience debriefing. A course assignment was required to extend the experience to their fieldwork. The students will be given the opportunity in the future to be active in the simulation role play one semester and as part of the simulation planning the next semester.

InTASC 2: Learning Differences

Students will participate in a USG campus-wide Poverty Simulation that teaches empathy and understanding through an elaborate and detailed role play experience. Students will participate in the role play and an after experience debriefing over multiple days. A course assignment will be required to extend the experience to their fieldwork.

InTASC 5: Application of Content

In conjunction with Common Core focus of effective discourse and dialogue among children, prepare interns to model and facilitate these experiences with early childhood appropriate practices in mind. These experiences will be planned and implemented in their PDS environment.

Documents

Towson University | Maryland’s University of Opportunities · Web viewIn response to the data from AY 2010-2011, the ECED faculty continued its revision of the program of study