Theme I: Content Knowledge

Early Childhood Program Outcomes/Goals Unit Outcomes/Goals INTASC (State of Ohio) NAEYC
1. Acquire a broad, integrated knowledge of the liberal arts as well as in-depth knowledge of one subject area. 1. Knowledge of disciplines being taught and the ability to organize, integrate, and convey knowledge so that it is comprehensible to all students. Principle #1, Subject Matter: The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students. 4c, 4d
2. Develop the pedagogical knowledge (content, tools of inquiry and structure of disciplines) and skills necessary to make content comprehensible and developmentally appropriate for young children. 1. Knowledge of disciplines being taught and the ability to organize, integrate, and convey knowledge so that it is comprehensible to all students. Principle #1, Subject Matter: The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students. 4c, 4d
3. Acquire basic skills in reading, writing, critical thinking, mathematical reasoning and use of technology. 1. Knowledge of disciplines being taught and the ability to organize, integrate, and convey knowledge so that it is comprehensible to all students. Principle #7, Communication: The teacher effectively communicates in the classroom by using a variety of communication skills, including verbal and non-verbal techniques, technology and media. 4c

Theme II: Teaching and Learning

Early Childhood Program Outcomes/Goals Unit Outcomes/Goals INTASC (State of Ohio) NAEYC
4. Use knowledge of child development and learning to create developmentally appropriate learning activities and experiences that support the physical, linguistic, social moral, aesthetic and cognitive growth of all young children. 2. Knowledge of human development, motivation, and learning, as well as, the individual and contextual factors which guide one’s ability to develop instruction that is appropriate for all students.
4. Knowledge of a variety of instructional strategies and materials, including technology, that encourage students’ problem-solving,  critical thinking, and independent learning, and the ability to select and implement instructional strategies that account for and adapt to all contexts, learners, and content.
Principle #2, Student Learning: The teacher understands how students learn and develop and creates opportunities for each student’s academic success.
Principle #4, Instructional Strategies: The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills.
Principle #7, Planning Instruction: The teacher plans instruction based on knowledge of subject matter, of students, and of curriculum goals and models.
#1, #4b, #4c, #4d
5. Create learning activities and experiences that are aligned with local, state and national standards as well as with what current research has identified as appropriate practice for working with young children (including integrated curriculum, centrality of play, progression from concrete to abstract, etc.). 2. Knowledge of human development, motivation, and learning, as well as, the individual and contextual factors which guide one’s ability to develop instruction that is appropriate for all students.
3. Knowledge of classroom organization, management, and curriculum, and the ability to design, implement and manage the learning environment in ways that support active student learning and independence.
Principle #4, Instructional Strategies: The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills.
Principle #7, Planning Instruction: The teacher plans instruction based on knowledge of subject matter, of students, and of curriculum goals and models.
#4b, #4d
6. Use knowledge of child development to create learning environments that are appropriately challenging and provide for active engagement, yet also develop independence, critical thinking, curiosity, self-motivation, collaboration and positive social interactions in all young children. 2. Knowledge of human development, motivation, and learning, as well as, the individual and contextual factors which guide one’s ability to develop instruction that is appropriate for all students.
3. Knowledge of classroom organization, management, and curriculum, and the ability to design, implement and manage the learning environment in ways that support active student learning and independence.
4. Knowledge of a variety of instructional strategies and materials, including technology, that encourage students’ problem-solving, critical thinking, and independent learning, and the ability to select and implement instructional strategies that account for and adapt to all contexts, learners, and content.
Principle # 5, Learning Environment: The teacher creates a learning environment that encourages active engaged learning; positive interaction and self-motivation for all children.
Principle #6, Communication: The teacher uses knowledge of effective verbal, nonverbal and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
#1, #3, #4b, #4c, #4d
7. Establish and maintain a positive, safe learning environment that promotes fairness and equal opportunity for all students. 3. Knowledge of classroom organization, management, and curriculum, and the ability to design, implement and manage the learning environment in ways that support active student learning and independence.
4. Knowledge of a variety of instructional strategies and materials, including technology, that encourage students’ problem-solving, critical thinking, and independent learning, and the ability to select and implement instructional strategies that account for and adapt to all contexts, learners, and content.
Principle #5, Learning Environment: The teacher uses an understanding of individual and group motivation to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation. #1, #4b, #4d
8. Understand the multiple, underlying causes of children’s challenging behaviors and have a varied repertoire of research-based approaches to effectively and positively guide the behavior of all young children. 2. Knowledge of human development, motivation, and learning, as well as, the individual and contextual factors which guide one’s ability to develop instruction that is appropriate for all students.
3. Knowledge of classroom organization, management, and curriculum, and the ability to design, implement and manage the learning environment in ways that support active student learning and independence.
Principle #5, Learning Environment: The teacher uses an understanding of individual and group motivation to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation. #1, #4b
9. Use a child development frame of reference to develop and implement a wide variety of authentic assessment strategies that monitor and inform the continuous learning and social development of all young children as well as provide information on the success of one’s own teaching. 2. Knowledge of human development, motivation, and learning, as well as, the individual and contextual factors which guide one’s ability to develop instruction that is appropriate for all students.
5. Knowledge of a variety of assessments strategies that are embedded in instruction and the ability to use formative and summative assessments to monitor and evaluate student learning as well as to inform one’s own teaching.
Principle #8, Assessment: The teacher uses formal and informal assessment to strategies to evaluate student progress.
Principle #5, Learning Environment: The teacher uses an understanding of individual and group motivation to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
Principle #7, Planning Instruction: The teacher plans instruction based on knowledge of subject matter, of students, and of curriculum goals and models.
#3
10. Consider student diversity (developmental, cultural and gender) when planning for instruction, and make accommodations for all diverse students so their learning is optimized. 2. Knowledge of human development, motivation, and learning, as well as, the individual and contextual factors which guide one’s ability to develop instruction that is appropriate for all students. Principle #3, Diversity of Learners: The teacher understands differences in how students learn and provides instruction to accommodate such diversity. #1, #4b, #4d

Theme III: Character and Professionalism

Early Childhood Program Outcomes/Goals Unit Outcomes/Goals INTASC (State of Ohio) NAEYC
11. Show respect for all young children, regardless of abilities, exceptionalities, cultural differences and life experiences and use this understanding to ensure that all young children are treated equitably within the school setting. 2. Knowledge of human development, motivation, and learning, as well as, the individual and contextual factors which guide one’s ability to develop instruction that is appropriate for all students.
9. The understanding that the democratic ideals of a multicultural society are foundational to all teaching and learning.  
Principle #3, Diversity of Learners: The teacher understands differences in how students learn and provides instruction to accommodate such diversity. #1, #5
12. Recognize the collaborative role of family, community and other education professionals on the academic progress and successful emotional adjustment of young children to school. 7. The importance of fostering collaborative relationships with colleagues, families and the larger community. Principle #10, Student Support: The teacher works with parents/family members, school colleagues, and community members to support student learning and development.
Principle #3, Diversity of Learners: The teacher understands differences in how students learn and provides instruction to accommodate such diversity.
Principle #6, Communication: The teacher uses knowledge of effective verbal, nonverbal and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
#2, #4a
13. Use effective skilled written, verbal, electronic and multi-media communication to interpret and articulate children’s progress to parents and other professionals and enlist their support for providing optimal learning environments for all children. 1. Knowledge of disciplines being taught and the ability to organize, integrate, and convey knowledge so that it is comprehensible to all students.
7. The importance of fostering collaborative relationships with colleagues, families and the larger community.
Principle #6, Communication: The teacher uses knowledge of effective verbal, nonverbal and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
Principle #10, Student Support: The teacher works with parents/family members, school colleagues, and community members to support student learning and development.
#2
14. Demonstrate the belief that all children can learn and that positive relationships are the foundation of all interactions with young children. 8. The importance of improving one’s efficacy as it relates to student learning. Principle #9, Reflection: The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally. #4a, #5
15. Continually evaluate his/her own effectiveness in the classroom and pursue improved knowledge and performance through appropriate professional development activities and collaboration with other professionals. 6. Commitment to teaching as a viable, honorable profession.
10. The importance of engaging in reflective practices and continuous professional development.
Principle #9, Reflection: The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally. #5
16. Understand and uphold ethical standards for the early childhood profession. 6. Commitment to teaching as a viable, honorable profession. Principle #9, Reflection: The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally. #5

Required Courses and Field Experiences with Reference to National and State Standards

COURSE (#and title) INCLUDES FIELD EXPERIENCE? (Describe briefly: where, length, candidate responsibilities) Type of Supervision RELATION OF COURSE/FIELD EXPERIENCE TO STANDARDS (Note briefly; reference number of standard. For state, if state has ECE teacher Standards, please reference and attach) Year in Program
Caep INTASC (State)
EDUC 105 Introduction to Early Childhood Education (No Field) (No Field) #1 #1, #2, #3, #6, #7, #8, #9, #10 Freshman
EDUC 115 Teaching for Equity and Social Justice     #1 #3, #7, #6, #10 Freshman
EDUC 251 Educational Psychology ▪ Tutoring elementary children (diverse setting). 30 hours
▪ Work with Visiting Classroom (on campus); teach lessons, conduct Piagetian tests. (10 hours)
Supervision by field-based teachers; regular monitoring by EDUC 251 instructor through journals, conferences and periodic observations. #1 #2, #3, #5, #7, #6, #4, #10, #1 Sophomore
EDUC 252 Teaching Reading With Children’s Literature ▪ Conduct series of read-aloud sessions with pre-school and primary age children.
▪ Conduct literature circles with school age children. (2-4 sessions)
Observations by field-based teachers who complete checklist of skills demonstrated. #1 #1, #2, #3, #4, #5, #6, #7 Junior
EDUC 253 Phonics and the Teaching of Reading Observe, assess and develop instructional plan for students experiencing difficulty with phonics and/or spelling (use field experiences where already placed). Early childhood instructor assesses each plan. #1 #1, #2, #3, #5, #7, #8 State requirement: All early childhood candidates required to take phonics course. Sophomore
EDUC 321 Early Literacy ▪ Design and implement literacy lessons for large and small groups of children.
▪ Individual tutoring of children with disabilities and/or those experiencing difficulty with literacy acquisition.
▪ Observe and assist with preschool literacy activities.
▪ Create case study of one child.
▪ Attend minimum of one professional conference or meeting. (55 hours in primary classrooms)
Early childhood faculty observe and conference with each student 2-3 times a semester. Cooperating teachers supervise all lessons, providing guidance and feedback. Cooperating teacher and University supervisor complete final evaluation forms. #1 #1, #2, #3, #4, #5, #6, #7, #8, #9, #10 Junior
EDUC 329 Field Practicum Associated with Early Literacy and Integrated Methods.   #1 #1, #2, #3, #4, #5, #6, #7, #8, #9, #10 Junior
EDUC 322 and 323 Integrated Methods I and II

EDUC 322 and 323 Integrated Methods I and II (Continued)
▪ Design and implement integrated lessons in math, science and social studies.
▪ Observe and participate in several community resources that support classroom instruction.
▪ Tutor individual children in math, science, social studies.
▪ Create and implement learning center (includes home connections activities).
▪ Work with preschool children, constructing community design and habitat projects.
▪ Attend one professional conference (connect with standards).
▪ Visit two museums. Analyze how exhibits could be used to supplement class instruction and are aligned with standards.
▪ 12 volunteer hours - school or community/education oriented.
▪ Teach series of lessons in math, science, social studies (cross-disciplinary, when possible). (75 hours in primary classrooms)
Early childhood instructor observes each student – multiple times over two semesters. Cooperating teachers supervise all lessons, providing guidance and feedback. Cooperating teacher and University supervisor complete final evaluation forms. #1 #1, #2, #3, #4, #5, #6, #7, #8, #9, #10 Junior
EDUC 352 Corrective Reading Tutor child with reading difficulties—observe, assess and instruct child and create case study. (Done in conjunction with Student Teaching) Completed during Student Teaching. Early childhood faculty facilitates and assesses each case study. #1 #1, #2, #3, #4, #5, #6, #7, #9, #10 State requirement: All early childhood candidates must have a course in diagnostic and corrective reading. Senior
EDUC 461, 462, 463 Student Teaching Gradual assumption of responsibilities for full schedule of early childhood teaching in two settings. (15 weeks – in two placements: Delaware , Columbus and surrounding areas) Early childhood faculty observes, supervises and assesses each student – 8 times a semester. Cooperating teachers provide continual supervision, feedback and assessment. Cooperating teachers and University supervisors complete final evaluation forms. #1 #1, #2, #3, #4, #5, #6, #7, #8, #9, #10 Senior
EDUC 464 Student Teaching Seminar Done in conjunction with student teaching.   #1   #1, #2, #3, #4, #5, #6, #7, #8, #9, #10 Senior
THEA 259 Developmental Drama Conduct “Drama Kids” workshop – design and implement creative movement and drama experiences with young children (5 hours - Delaware) Observations, supervision and debriefing by arts and science instructor.     Sophomore/ Junior
MUS 363 Teaching Music: Early Childhood Design and implement music/movement lessons with young children. (Delaware and Olentangy local schools) Observations, supervision and debriefing by arts and science instructor. #1 #1, #2, #3, #4, #5, #6, #7 Sophomore/ Junior
ART 301 Teaching Art: Early Childhood No field experience Not applicable. #1 #1, #2, #4, #7 Sophomore/ Junior
PSYC 336 Psychology of Physically and Behaviorally Impaired Children No field experience Not applicable. #1  #2, #3, #4 Sophomore/ Junior or Senior

Field Experiences and Student Teaching

All candidates in the Early Childhood Licensure Program complete a series of planned, supervised field experiences, some in diverse settings. These are designed to help our candidates link their theoretical knowledge with practical classroom applications so they are well prepared to teach diverse young children in a variety of contexts. Through careful reflection, opportunities to explore how diverse children learn, and taking action to restructure their personal beliefs about working with diverse populations, preservice teachers can begin to acquire a multicultural perspective. This, in turn, will lead to their actively structuring learning environments that nurture and celebrate the diversity qualities of all young children. All field experiences are connected to specific courses and occur throughout the program, beginning in freshman year and culminating in the senior year with Student Teaching. The experiences are organized so they give students increasing responsibility to try out their evolving understandings and competence in teaching.