responses to these) and Videotaped analysis of summative program teaching evaluation tools (including quantitative and qualitative measures of developmental outcomes), and apply findings to curriculum planning and adaptations. Understand the 1.1 NAEYC: 3, 1, 5 Threaded discussions difference between and use 2.1 CCCT: 5, 2 of quantitative and PSC: 4, 1 Child Assessment qualitative/authentic of CEC: 8, 3 LAC: 1, 2, 3, Portfolio discussions assessment of all children 5 within daily classroom life. SRBI Project Develop a culturally 2.1 3, 1, 2, 4 Threaded discussions sensitive assessment 2.4 CCCT: 5, 2, 4 portfolio of a child, which 3.1 PSC: 4, 1 SRBI Project includes authentic, 5.1 CEC: 3, 8 performance-based data 6.1 Assessment gathering--work sampling, LAC: 1, 2, 3, Portfolio discussions and observations, anecdotal 4, 5, 6 readings records, developmental checklists, child and parent interviews--as well as available standardized assessment data-in order to evaluate development in all domains, and to guide curriculum planning. Conduct a needs 2.1 3, 2, 4 Advocacy Plan assessment of services and 5.1 CCCT: 2, 5 resources in the community 6.1 PSC: 4, 1 Cultural Profile where they are student LAC: 1, 2, 3, CEC: 10, 5 teaching, including research 4, 5, 6 Professional goals on federal and state resources available to Threaded discussions diverse families, in order to evaluate community needs and school effectiveness. Understand the 5.1 NAEYC: 6 Advocacy Plan important advocacy role of 6.1 CCCT: 6 early childhood LAC: 1, 2, 3, PSC: 5 Threaded discussions professionals and develop 4, 5, 6, 7 CEC: 9, 10 an advocacy plan for addressing a specific
responses to these) and summative program evaluation tools (including quantitative and qualitative measures of developmental outcomes), and apply findings to curriculum planning and adaptations. Videotaped analysis of teaching Understand the difference between and use of quantitative and qualitative/authentic of assessment of all children within daily classroom life. 1.1 2.1 LAC: 1, 2, 3, 5 NAEYC: 3, 1, 5 CCCT: 5, 2 PSC: 4, 1 CEC: 8, 3 Threaded discussions Child Assessment Portfolio discussions SRBI Project Develop a culturally sensitive assessment portfolio of a child, which includes authentic, performance-based data gathering--work sampling, observations, anecdotal records, developmental checklists, child and parent interviews--as well as available standardized assessment data-in order to evaluate development in all domains, and to guide curriculum planning. 2.1 2.4 3.1 5.1 6.1 LAC: 1, 2, 3, 4, 5, 6 3, 1, 2, 4 CCCT: 5, 2, 4 PSC: 4, 1 CEC: 3, 8 Threaded discussions SRBI Project Assessment Portfolio discussions and readings Conduct a needs assessment of services and resources in the community where they are student teaching, including research on federal and state resources available to diverse families, in order to evaluate community needs and school effectiveness. 2.1 5.1 6.1 LAC: 1, 2, 3, 4, 5, 6 3, 2, 4 CCCT: 2, 5 PSC: 4, 1 CEC: 10, 5 Advocacy Plan Cultural Profile Professional goals Threaded discussions Understand the important advocacy role of early childhood professionals and develop an advocacy plan for addressing a specific 5.1 6.1 LAC: 1, 2, 3, 4, 5, 6, 7 NAEYC: 6 CCCT: 6 PSC: 5 CEC: 9, 10 Advocacy Plan Threaded discussions
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