Department of Early Childhood Education
B.S.Ed. Program in Early Childhood Education
W
elcome to the Department of Early Childhood Education at Georgia State
University. The purpose of this program manual is to provide an overview
of the College of Education and introduce you to the faculty in the
Department of Early Childhood Education. A description of the
B.S.Ed.
Program in Early Childhood Education with concentrations in ESOL
and Special Education
is presented.
DEPARTMENT OF EARLY CHILDHOOD EDUCATION FACULTY
The faculty members in the Department of Early Childhood Education and their teaching and research areas are listed below. Their offices are located on the fifth floor of the College of Education Building. Donna Bennett, Ed.S. ……….Clinical Instructor University of Alabama
Diversity, Classroom Management, Clinical Supervision
Gary Bingham, Ph.D. ……….Assistant Professor Purdue University
Parenting, early literacy and language development, and early childhood education
Sarah Bridges-Rhoads, Ph.D………..Clinical Assistant Professor University of Georgia
Language and Literacy, Qualitative Methodology
E. Namisi Chilungu, Ph.D………Clinical Assistant Professor University at Buffalo
Educational Psychology & Child Development, Multicultural Education, Action Research, Teacher Education
Julie Rainer Dangel, Ph.D. ... Professor Georgia State University
Constructivist Education, Teacher Education
Caitlin McMunn Dooley, Ph.D. ... Assistant Professor University of Texas at Austin
Literacy Development and Learning, Teacher Education, Cultural & Equity in Education
Sue Duncan, Ph.D... Administrative Director University of Auckland
Director, Reading Recovery Program, Teacher Leader Trainer, FirstChance Facilitator, Comprehensive Intervention Model Trainer, Partnerships in Comprehensive Literacy Trainer
Stacey French-Lee ... Program Director Georgia State University
Lanette L. Suttles Child Development Center, Capitol Hill Child Enrichment Center, Teacher Education, Birth through 5
Teresa Fisher, Ph.D. ………..Assistant Professor Georgia State University M.A.T. Program Coordinator Language and Literacy, Teacher Development, Urban Education, Equity, Policy, and Diversity
Lynn C. Hart, Ph.D. ... Professor Georgia State University
Math Education, Reflective Practice, Teacher Beliefs Teacher Change
University of Georgia Language and Literacy
Sherry Howard, M.S………Project Director Georgia State University
Best Practices Training Initiative
Olga Jarrett, Ph.D. ... Associate Professor Georgia State University
Child Development, Science Education, Bullying and Violence Prevention, Recess, Role of Play in Development & Learning
Kara Kavanagh, Ph.D. ... Clinical Assistant Professor Georgia State University
Multicultural Education, Urban Education, Teacher Development
John E. Kesner, Ph.D. ... Associate Professor Ohio State University
Child Development, Family Violence, Social Relationships
Katie Simon Kurumada, Ph.D………...Clinical Assistant Professor Georgia State University
Language & Literacy, Teacher Education, ESOL Coordinator
Kyong-Ah Kwon, Ph.D………Assistant Professor Purdue University
Child Development, Parenting, Relationships in Contexts, Child Care Quality, & Inclusion
Shonda Lemons-Smith, Ph.D. . ... Clinical Assistant Professor Indiana University
Mathematics Education, Urban Education, Equity in Schooling
Ramona W. Matthews, Ph.D. ... Associate Professor University of Georgia
Literacy Development, Social Dimensions of Literacy learning
Laura A. May, Ph.D……….Assistant Professor University of Texas, Austin
Language & Literacy, Classroom Interactions, Equity in Literacy Instruction
Lydia Mays, Ph.D. ………Clinical Assistant Professor Georgia State University
Language & Literacy, Teacher Education & Development
Barbara Meyers, Ed.D. ... Chair Temple University
Teacher Development, School Reform, Qualitative Research
Laura Meyers, Ph. D. ..………..Clinical Assistant Professor Purdue University
Marion Reeves, Ph.D………..Clinical Assistant Professor University of Georgia
Science Education
Ruth Saxton, Ph.D. ... Clinical Assistant Professor University of California, Berkeley
Birth Through Five Teacher Education; Multicultural/Anti-bias Education; Supervision
Nancy Jo Schafer, Ph.D. ………Director, UACM Georgia State University
Classroom Management, Socio-Cultural Theory, Urban Education, and Child Development
Laura Smith, Ph.D. ... Clinical Assistant Professor University of South Carolina
Program Coordination, Mathematics Education, Pre-K Education, Clinical Supervision
Stephanie Z. Smith, Ph.D. ... Assistant Professor University of Wisconsin-Madison
Mathematics Education, Learning and Teaching Mathematics with Understanding, Children’s and Teacher’s Conceptions of Mathematics, Teacher Education and Professional Development
Susan Swars, Ph.D. ... Assistant Professor University of Alabama, Tuscaloosa
Mathematics Education, Teacher Development, Professional Development Schools
Carla Tanguay, Ed.S. ……….. Clinical Instructor Georgia State University BSED Program Coordinator Program Coordination, Teacher Development, Constructivist Education, Classroom Management, Pre-K Education, Clinical Supervision
Susan Taylor, Ed.D. ... NET-Q CCLC Coordinator University of Georgia
Net-Q
Floretta Thornton-Reid, Ed.D. ... Executive Director
Valdosta State University Assistant Professor
Reading Recovery Program (RR), Literacy Lessons (LL), FirstChance, Comprehensive Intervention Model (CIM), Partnerships in Comprehensive Literacy (PCL), Trainer for RR, LL, CIM and PCL
Diane Truscott, Ph.D. ... Associate Professor University of Buffalo
Literacy Education, Urban Teacher Education, Professional Development Schools
Brian A. Williams, Ph.D. ... Assistant Professor Emory University
Science and Math Education, Urban Teacher Education, Multicultural Education.
Rhina Fernandes Williams, Ph.D. ... Assistant Professor Emory University
Yali Zhao, Ph.D. ... Associate Professor University of Georgia
Social Studies Education, Multicultural Education, Instructional Technology, International and Comparative Education
Connie Zimmerman-Parrish, M.Ed. ... NET-Q CCLC Coordinator Georgia State University
College of Education
Georgia State University’s College of Education is one of the state’s major instructional centers for teachers and educational administration at all levels. It confers more education degrees than most colleges in the Southeast, on both the undergraduate and graduate levels.
Successful graduates find employment with all levels of schools; community, rehabilitation and media centers; social and recreational agencies; and private, industrial and governmental entities.
"Preparing informed and empowered, committed, and engaged educators" defines the approach of the professional education faculty at Georgia State University. Graduates will have learned the conceptual and practical aspects of teaching, counseling or instructional leadership. The research and expertise of the faculty provide support to schools and agencies both locally and nationally. Faculty scholarship also enriches university classroom instruction.
Coursework leading to teacher certification is offered through six academic departments:
Counseling and Psychological Services, Early Childhood Education, Educational Policy Studies, Kinesiology and Health, Educational Psychology and Special Education, Middle-Secondary Education and Instructional Technology.
The Department of Early Childhood Education offers several outstanding fully accredited degree programs including the Bachelor of Science in Education: Major in Early Childhood Education. The cornerstone of this program is early and continuous field experiences. Each year students are placed in Metropolitan Atlanta public schools for field-based experiences. Among the unique features of the Department of Early Childhood Education is a premier child development center for GSU students and staff, Saturday School for Young Scholars and Leaders, and collaborative programs with Metro area schools.
Department of Early Childhood Education
An Academic Advisor works with students to evaluate transfer credits (if needed), and helps each student monitor his/her program of study. In addition, a Program Coordinator is available to communicate student feedback to the Department Chair and Faculty concerning programs, policies and procedures, and to be available on a regular weekly basis to meet with students referred by the Academic Advisor.
Program Philosophy
The Department of Early Childhood Education at Georgia State University prepares educators in the life-long continuum as leaders, thinkers, and facilitators of change. The preparation of these educators requires rigorous programs of study which recognize that knowledgeable teaching is a complex act based on deep understandings about pedagogy, learning, learners, subject matter content, and how these areas of understanding interact in the teaching-learning process. Department faculty recognizes the need for a strong field-based component in all of its programs to develop insightful, facilitative and effective teaching. Teaching is viewed as a facilitative process which requires the continual application of knowledge and skills in the classroom. As such, the faculty is committed to planning, implementing, and assessing programs that prepare professionals who are informed and empowered, committed, and engaged educators.
The Program
Purpose
The purpose of the Bachelor of Science in Education (B.S.Ed.) in Early Childhood Education Program at Georgia State University is to prepare instructional personnel who will be qualified to teach young children from pre-school through elementary grades. The theme of this program is to develop teachers as facilitators of learning. The program reflects research and best practice in the field of early childhood education and teacher education. Teacher candidates receive content and pedagogy in all academic disciplines taught in the early childhood classroom. The program further provides integration of the visual and musical arts within the context of specific content area methods courses. The broad and extensive field-based experiences effectively develop candidates’ knowledge and ability to select and implement developmentally appropriate resources and activities for teaching and learning in diverse settings.
Two Program Tracks
Dual Certification Program with a concentration in Special Education. The Departments of Early Childhood Educational Psychology and Special Education collaboratively offer the Dual Certification Program which enables teacher candidates the opportunity to pursue initial certification in two fields: Early Childhood Education (P-5) and Special Education (P-12; Special Education General Curriculum, consultative – (mild disabilities). In addition to course work in early childhood education, candidates who select this program take a five course, fifteen credit concentration in special education and have field experiences in elementary, middle and secondary schools. Admission to the Dual Certification Program is each fall semester.
Traditional Program with an ESOL Endorsement. To address changing societal demographics, the Department of Early Childhood Education initiated the Traditional Program with an English for Speakers of Other Languages (ESOL) Endorsement fall 2010. Early childhood majors who complete the B.S.Ed. Traditional Program of Study will simultaneously earn an ESOL
Endorsement. The program is designed to provide teacher candidates with additional
preparation to work with non-English speaking or limited English-speaking students. Graduates will be certified in Early Childhood Education (P-5) with an ESOL Endorsement (K-12 – with qualifications to teach in their base certificate). Endorsement coursework, authentic ESOL field experiences, supervision and collaboration are embedded in the B.S.Ed. Program. The
Traditional Program is very attractive to undergraduate teacher candidates because it enables them to pursue the ESOL Endorsement while they complete their regular degree program and enter the profession with a highly marketable distinction. Admission to the Traditional Program is each fall and spring semester.
The extensive field-based and developmental nature of both the Traditional and Dual
Certification Programs makes each program unique. Teacher candidates are placed in a variety of school settings which include pre-kindergarten programs, linguistically and culturally diverse populations, and schools with special education inclusive classrooms.
Each teacher candidate receives experience in the following grade levels pre-kindergarten through 5th grade as follows: Semester I (Practicum I): Pre-Kindergarten and Kindergarten; Semester II (Practicum II): 1st grade and 2nd or 3rd grade; Semester III (Practicum III): 4th or 5th grade and ESOL (Traditional Program candidates) or Semester III (Practicum III): 4th or 5th
grade and middle level and secondary experience in special education (Dual Certification Program candidates). In addition, teacher candidates gain practical experience in the school and classroom during the week of preplanning and the first week of school. Teacher candidates are required to successfully complete the Opening School Experience during the first fall
semester preceding student teaching.
Each teacher candidate will complete student teaching in an elementary (K-5) placement (Traditional and Dual Certification Program candidates) and ESOL (Traditional Program candidates) or middle/secondary special education placement (Dual Certification Program candidates).
During student teaching, teacher candidates are responsible for the successful implementation of transitions and classroom routines, individualized, small group, and whole group instruction, curriculum planning and assessment of student learning. Additionally, student teachers plan and implement an integrated thematic module. They complete a focal child project, focusing on a child with special needs, and identify strengths, talents, goals and interventions for the child. Student teachers participate in a seminar with a focus on Response to Intervention (RtI). Student teachers work closely with families and parents and facilitate at least one parent conference.
A university supervisor observes and mentors each teacher candidate on a regular basis and, along with the cooperating teacher, provides support and feedback on the teacher candidate’s strengths and areas for growth. College course work is also developmentally sequenced in order to support the field experiences. Additionally, teacher candidates take nine (9) hours of upper division math courses and are considered highly qualified. As a result, graduates of the B.S.Ed. Program are able to create effective learning contexts for all children and significantly impact student learning, growth, and development.
Teacher candidates who successfully meet all of the B.S.Ed. Program requirements and post passing score on the GACE Content Assessments: Early Childhood Education, Tests 001 and 002 (Traditional Program candidates) and GACE Content Assessments: Early Childhood Education, Tests 001 and 002 and Special Education General Curriculum, Tests 081and 082 (Dual Certification Program candidates) will be recommended for Georgia clear renewable certification.
The College of Education recommends the Traditional Program teacher candidate for initial certification in the state of Georgia in Early Childhood Education (P-5; pre-kindergarten through 5th grade) with an ESOL Endorsement and the Dual Certification Program teacher candidate for initial certification in Early Childhood Education (P-5; pre-kindergarten through 5th grade) and Special Education (P-12, mild disabilities; Special Education General Curriculum).
Theoretical Frameworks for the B.S. Ed. Program in Early Childhood Education
Five critical frameworks provide theoretical and empirical coherence to the B.S. Ed. Program in Early Childhood Education. These include the Georgia State University Professional Education Faculty (PEF) Conceptual Framework, the
Interstate New Teacher Assessment and
Support Consortium (INTASC), the Georgia Framework for Teaching (GA-GSTEP), the
Council for Exceptional Children (CEC) Content Standards and the ESOL/TESOL
Standards and are delineated below. An alignment chart depicts the relationship
between all the frameworks and concludes this section.
I.
Georgia State University Professional Education Faculty (PEF) Conceptual
Framework
The B.S. Ed. in ECE Program is closely aligned with the Vision, Mission, and related Outcomes established by the PEF. The 10 Outcomes related to the conceptual framework are measured through several key assessments, which are administered at strategic points in each
candidate's program of study. Vision:
The vision of the B.S. Ed. in ECE Program is aligned with the vision of the Georgia State University (GSU) Professional Education Faculty (PEF): to provide international leadership in educational research and to create and implement exemplary educational programs in
metropolitan areas. As a part of the PEF unit, the program for the B.S. Ed. in ECE envisions a world that embraces diversity; where social justice, democratic ideals, and equal opportunity can be increasingly enacted; and where technology is used to enhance opportunities for human development. Finally, as a part of the PEF faculty, the program faculty in the program for the B.S. Ed. in ECEbelieve that all people should be lifelong learners.
Mission:
The mission of the B.S. Ed. in ECEis aligned with the mission of the GSU PEF, which represents a joint enterprise within an urban research university between the College of Arts and Sciences and the College of Education, working in collaboration with P-16 faculty from diverse metropolitan schools. Grounded in these collaborations, the mission of the B.S. Ed. in ECE is to prepare educators (i.e., teachers and other professional school personnel) who are: • informed by research, knowledge and reflective practice;
• empowered to serve as change agents;
• committed to and respectful of all learners; and
• engaged with learners, their families, schools, and local and global communities. Outcomes:
The Outcomes related to the PEF conceptual framework are expected of each teacher
candidate in the B.S. Ed. in ECE Program and are listed below. The Outcomes are measured by key assessments, aligned to national (INTASC) and state (Georgia Framework for Teaching) standards at the beginning, midpoint, and endpoint of each student's program. Teacher
candidates are expected to meet key assessment targets for all 10 outcomes before they are recommended for certification.
1.1 Our candidates use their knowledge of child, adolescent, and adult development and theories of learning to design meaningful educational opportunities for all learners.
1.2 Our candidates possess and use research-based, discipline-specific knowledge and pedagogy to facilitate learning for all.
1.3 Our candidates reflect critically upon data as part of a recursive process when planning, implementing and assessing teaching, learning, and development.
1.4 Our candidates critically analyze educational policies and/or practices that affect learners in metropolitan contexts.
2.1 Our candidates know and respect individual differences, establish productive and ethical relationships with students, and modify the learning environment to positively impact student learning.
2.2 Our candidates create engaging learning communities where the diverse perspectives, opinions, and beliefs of others are acknowledged and respected.
2.3 Our candidates commit to continuing personal and professional development.
3.1 Our candidates use knowledge of students’ cultures, experiences, and communities to create and sustain culturally responsive classrooms and schools.
3.2 Our candidates coordinate time, space, activities, technology and other resources to provide active and equitable engagement of diverse learners in real world experiences.
3.3 Our candidates implement appropriate communication techniques to provide for learner interaction within local and global communities.
II.
Interstate New Teacher Assessment and Support Consortium (INTASC)
Framework
Standard One: Knowledge of Subject Matter
The teacher understands the central concepts, tools of inquiry, and structures of the
discipline(s) he or she teachers and can create learning experiences that make these aspects of subject matter meaningful for students.
Standard Two: Knowledge of Human Development and Learning
The teacher understands how children learn and develop and can provide learning opportunities that support their intellectual, social, and personal development.
Standard Three: Adapting Instruction for Individual Needs
The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.
Standard Four: Multiple Instructional Strategies
The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills.
Standard Five: Classroom Motivation and Management
The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
Standard Six: Communication Skills
The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. Standard Seven: Instructional Planning Skills
The teacher plans instruction based on knowledge of subject matter, students, the community, and curriculum goals.
Standard Eight: Assessment of Student Learning
The teacher understands and uses formal and informal assessment strategies to ensure the continuous intellectual, social, and physical development of the learner.
Standard Nine: Professional Commitment and Responsibility
The teacher is a reflective practitioner who continually evaluates the effects of his or her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks opportunities to grow professionally.
Standard Ten: Partnerships
The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well-being.
III.
Georgia Framework for Teaching (GA-GSTEP)
GA-GSTEP.1GSTEP PRINCIPLE I. CONTENT AND CURRICULUM: Teachers demonstrate a strong knowledge of content area(s) appropriate for their certification levels.
GA-GSTEP.1.A
> demonstrate knowledge of content, major concepts, assumptions, debates, processes of inquiry, and ways of knowing that are central to the subject(s) they teach.
GA-GSTEP.1.B
> understand and use subject-specific content and pedagogical content knowledge (how to teach their subjects) that is appropriate for diverse learners they teach.
GA-GSTEP.1.C
> stay current in their subject areas as engaged learners and/or performers in their fields.
GA-GSTEP.1.D
> relate content area(s) to other subject areas and see connections to everyday life. GA-GSTEP.1.E
> carefully select and use a wide variety of resources, including available technology, to deepen their own knowledge in the content area(s).
GA-GSTEP.1.F
> interpret and construct school curriculum that reflects state and national content area standards.
GA-GSTEP.2
GSTEP PRINCIPLE II. KNOWLEDGE OF STUDENTS AND THEIR LEARNING: Teachers support the intellectual, social, physical, and personal development of all students.
GA-GSTEP.2.A
> believe that all children can learn at high levels and hold high expectations for all. GA-GSTEP.2.B
> understand how learning occurs in general and in the content areas (e.g., how diverse learners construct knowledge, acquire skills, and develop habits of mind).
GA-GSTEP.2.C
> are sensitive, alert, and responsive to all aspects of a child’s well-being. GA-GSTEP.2.D
> understand how factors in environments inside and outside of school may influence students’ lives and learning.
GA-GSTEP.2.E
> are informed about and adapt their work based on students’ stages of development, multiple intelligences, learning styles, and areas of exceptionality.
GA-GSTEP.2.F
> establish respectful and productive relationships with families and seek to develop cooperative partnerships in support of student learning and well-being.
GA-GSTEP.3
GSTEP PRINCIPLE III. LEARNING ENVIRONMENTS: Teachers create learning environments that encourage positive social interaction, active engagement in learning, and self-motivation.
GA-GSTEP.3.A
> create a learning community in which students assume responsibility, participate in decision-making, and work both collaboratively and independently.
GA-GSTEP.3.B
> organize, allocate, and manage time, space, activities, technology and other resources to provide active and equitable engagement of diverse students in productive tasks. GA-GSTEP.3.C
> understand and implement effective classroom management. GA-GSTEP.3.D
> recognize the value of and use knowledge about human motivation and behavior GA-GSTEP.3.E
> to develop strategies for organizing and supporting student learning. GA-GSTEP.3.F
> are sensitive to and use knowledge of students’ unique cultures, experiences, and communities to sustain a culturally responsive classroom.
GA-GSTEP.3.G
> access school, district, and community resources in order to foster students’ learning and well-being.
GA-GSTEP.3.H
> use effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
GA-GSTEP.4
GSTEP PRINCIPLE IV. ASSESSMENT: Teachers understand and use a range of formal and informal assessment strategies to evaluate and ensure the continuous development of all learners.
GA-GSTEP.4.A
> understand measurement theory and the characteristics, uses, and issues of different types of assessment.
GA-GSTEP.4.B
> use pre-assessment data to select or design clear, significant, varied and appropriate student learning goals.
GA-GSTEP.4.C
> choose, develop, and use classroom-based assessment methods appropriate for instructional decisions.
GA-GSTEP.4.D
> involve learners in self-assessment, helping them become aware of their strengths and needs and encouraging them to set personal goals for learning.
GA-GSTEP.4.E
> develop and use valid, equitable grading procedures based on student learning. GA-GSTEP.4.F
> use assessment data to communicate student progress knowledgeably and responsibly to students, parents, and other school personnel.
GA-GSTEP.4.G
> use resources, including available technology, to keep accurate and up-to-date records of student work, behavior, and accomplishments.
GA-GSTEP.4.H
> are committed to using assessment to identify student strengths and needs and promote student growth.
GA-GSTEP.5
GSTEP PRINCIPLE V. PLANNING AND INSTRUCTION: Teachers design and create instructional experiences based on their knowledge of content and curriculum, students, learning environments, and assessments.
GA-GSTEP.5.A
> articulate clear and defensible rationales for their choices of curriculum materials and instructional strategies.
GA-GSTEP.5.B
> plan and carry out instruction based upon knowledge of content standards, curriculum, students, learning environments, and assessment.
GA-GSTEP.5.C
> understand and use a variety of instructional strategies appropriately to maintain student engagement and support the learning of all students.
GA-GSTEP.5.D
> monitor and adjust strategies in response to learner feedback. GA-GSTEP.5.E
> vary their roles in the instructional process (e.g. instructor, facilitator, coach, audience) in relation to the content and purposes of instruction and the needs of students.
GA-GSTEP.5.F
> use appropriate resources, materials, and technology to enhance instruction for diverse learners.
GA-GSTEP.5.G
> value and engage in planning as a collegial activity. GA-GSTEP.6
GSTEP PRINCIPLE VI. PROFESSIONALISM: Teachers recognize, participate in, and contribute to teaching as a profession
GA-GSTEP.6.A
> continually examine and extend their knowledge of the history, ethics, politics, knowledge of the history, ethics, politics, organization, and practices of education. GA-GSTEP.6.B
> understand and implement laws related to rights and responsibilities of students, educators, and families.
GA-GSTEP.6.C
> follow established codes of professional conduct, including school and district policies. GA-GSTEP.6.D
> systematically reflect on teaching and learning to improve their own practice. GA-GSTEP.6.E
> seek opportunities to learn based upon reflection, input from others, and career goals. GA-GSTEP.6.F
> advocate for curriculum, instruction, learning environments, and opportunities that support the diverse needs of and high expectations for all students.
GA-GSTEP.6.G
> assume leadership and support roles as part of a school team.
IV.
Council for Exception Children (CEC) Framework
Standard One: FoundationsStandard Two: Development and Characteristics of Learners Standard Three: Individual Learning Differences
Standard Four: Instructional Strategies
Standard Five: Learning Environments and Social Interactions Standard Six: Language
Standard Seven: Instructional Planning Standard Eight: Assessment
Standard Nine: Professional and Ethical Practice Standard Ten: Collaboration
Adapted From:
http://education.uncc.edu/eportfolio/documents/word_files/Standards/CEC_standards.htm
V.
ESOL and TESOL Standards
GA-PSC-ESOL.1The program shall require demonstrated competence in the knowledge of the nature of language, language varieties, and the phonology, morphology, syntax, semantics, and discourse of the English language.
GA-PSC-ESOL.2
The program shall require demonstrated competence in listening, speaking, reading, and writing Standard English on technical, abstract, and non-technical or general topics. GA-PSC-ESOL.3
The program shall require demonstrated competence in the knowledge and experience in first and second language acquisition across age levels.
GA-PSC-ESOL.4
The program shall require demonstrated competence in the knowledge of the effects of cognitive, affective, and socio-cultural variables on language learning.
GA-PSC-ESOL.5
The program shall require demonstrated competence in language assessment techniques and instruments, and the evaluation of students.
GA-PSC-ESOL.6
The program shall require demonstrated competencies in ESOL curriculum planning and implementation, the use of a variety of instructional methods, and multiple assessment strategies for teaching English to Speakers of Other Languages.
GA-PSC-ESOL.7
The program shall require demonstrated competencies in the study of socio-cultural systems and characteristics features of linguist/minority cultures.
GA-PSC-ESOL.8
The program shall require demonstrated competence in the knowledge of current educational trends, issues, policies, and practices, and their relationships to program planning, instruction, and assessment of ESOL students.
GA-PSC-ESOL.9
The program shall require demonstrated competencies in the use of available technology, particularly multimedia, and shall include the application of computer hardware and software and techniques for evaluating software for ESOL instruction.
TESOL.1
DOMAIN 1: LANGUAGE - Candidates know, understand, and use the major concepts, theories, and research related to the nature and acquisition of language to construct learning environments that support ESOL students' language and literacy development and content area achievement.
TESOL.1.a
STANDARD 1A DESCRIBING LANGUAGE - Candidates demonstrate understanding of language as a system and demonstrate a high level of competence in helping ESOL students acquire and use English in listening, speaking, reading, and writing for social and academic purposes.
TESOL.1.b
STANDARD 1B LANGUAGE ACQUISITION AND DEVELOPMENT - Candidates understand and apply concepts, theories, research, and practice to facilitate the acquisition of a primary and a new language in and out of classroom settings. TESOL.2
DOMAIN 2: CULTURE - Candidates know, understand, and use the major concepts, theories, and research related to the nature and structure of culture to construct learning environments that support ESOL students' language and literacy development and content area achievement.
TESOL.2.a
STANDARD 2A NATURE AND ROLE OF CULTURE - Candidates know, understand, and use the major concepts, principles, theories, and research related to the nature and role of culture in language development and academic achievement that support
individual students' learning. TESOL.2.b
STANDARD 2B CULTURAL GROUPS AND IDENTITY - Candidates know, understand, and use knowledge of how cultural groups and students' cultural identities affect
language learning and school achievement.
DOMAIN 3: PLANNING, IMPLEMENTING, AND MANAGING INSTRUCTION - Candidates know, understand, and are able to use standards based practices and strategies related to planning, implementing and management of ESL and content instruction, including classroom organization, teaching strategies for developing and integrating language skills, and choosing and adapting classroom resources. TESOL.3.a
STANDARD 3A PLANNING FOR STANDARDS-BASED ESL AND CONTENT
INSTRUCTION - Candidates know, understand, and apply concepts, research, and best practices to plan classroom instruction in a supportive learning environment for ESOL students. Candidates serve as effective English language models, as they plan the classroom for multilevel classrooms with learners from diverse backgrounds using standards-based ESL and content curriculum.
TESOL.3.b
STANDARD 3B MANAGING AND IMPLEMENTING STANDARDS-BASED ESL AND CONTENT INSTRUCTION - Candidates know, manage, and implement a variety of standards-based teaching strategies and techniques for developing and integrating English listening, speaking, reading and writing and accessing the core curriculum. Candidates support ESOL students in accessing the core curriculum as they learn language and academic content together.
> Provide standards based instruction that builds upon students' oral English to support TESOL.3.c
STANDARD 3C USING RESOURCES EFFECTIVELY IN ESL AND CONTENT INSTRUCTION - Candidates are familiar with a wide range of standards based materials, resources, and technologies and choose, adapt, and use them in effective ESL and content teaching.
TESOL.4
DOMAIN 4: ASSESSMENT - Candidates understand issues of assessment and use assessment measures that are standards based as they relate to ESOL students. TESOL.4.a
STANDARD 4A ISSUES OF ASSESSMENT FOR ESL - Candidates understand various issues of assessment—e.g., cultural and linguistic bias, political, social, and
psychological factors in assessment, IQ, and special education testing (including gifted and talented), the importance of being standards based, and the difference between language proficiency and other types of assessment (e.g., standardized achievement tests of overall mastery), as they affect ESOL student learning.
TESOL.4.b
STANDARD 4B LANGUAGE PROFICIENCY ASSESSMENT - Candidates know and can use a variety of standards based language proficiency instruments to inform their instruction, and understand their uses for identification, placement and demonstrating language growth of ESOL students.
TESOL.4.c
STANDARD 4C CLASSROOM-BASED ASSESSMENT FOR ESL - Candidates know and use a variety of classroom and performance-based assessment tools that are standards based to inform instruction.
TESOL.5
DOMAIN 5: PROFESSIONALISM - Candidates demonstrate knowledge of the history of ESL teaching. Candidates keep current with new instructional techniques, research results, advances in the ESL field, and public policy issues. Candidates use such information to reflect upon and improve their instructional practices. Candidates provide support and advocate for ESOL students and their families and work collaboratively to improve the learning environment.
TESOL.5.a
STANDARD 5A ESL RESEARCH AND HISTORY - Candidates demonstrate knowledge of history, research, and current practice in the field of ESL teaching and apply this knowledge to improve teaching and learning.
TESOL.5.b
STANDARD 5B PARTNERSHIPS AND ADVOCACY - Candidates serve as professional resources, advocate for English language learners, and build partnerships with students' families.
TESOL.5.c
STANDARD 5C PROFESSIONAL DEVELOPMENT AND COLLABORATION - Candidates collaborate with and are prepared to serve as a resource to all staff, including paraprofessionals, to improve learning for all ESOL students.
GSU PEF Conceptual Framework Alignment
INTASC
CEC
GA-GSTEP
1.
Informed & Empowered
1.1
Our candidates use their knowledge of child, adolescent, and adult
development and theories of learning to design meaningful educational
opportunities for all learners.
2.1, 2.2, 2.3, 5.1,
7.1, 7.2, 7.3
2, 5, 7
2, 3, 5
1.2
Our candidates possess and use research-based, discipline-specific knowledge
and pedagogy to facilitate learning for all.
1.1, 1.2, 1.3, 1D,
4.2, 4D
1, 4
1, 5
1.3
Our candidates reflect critically upon data as part of a recursive process when
planning, implementing and assessing teaching, learning, and development.
4.3, 7.1, 7.2, 7.3,
8.1, 8.2, 8.3, 9.2,
4D, 7D, 8D, 9D
4, 7, 8, 9 4, 5, 6
1.4
Our candidates critically analyze educational policies and/or practices that
affect learners in metropolitan contexts.
7.2, 10.1
7, 10
5, 6
2.
Committed
2.1
Our candidates know and respect individual differences, establish productive
and ethical relationships with students, and modify the learning environment to
positively impact student learning.
2D, 3.1, 3.2, 3.3,
3D, 4.1, 4.2, 5.2,
5.3, 7.3, 8.3
2, 3, 4,
5, 7, 8
2, 3, 4, 5
2.2
Our candidates create engaging learning communities where the diverse
perspectives, opinions, and beliefs of others are acknowledged and respected.
5.2, 5.3, 5D
5
3, 5
2.3
Our candidates commit to continuing personal and professional development.
9.1, 9.3, 9D
9
6
3.
Engaged
3.1
Our candidates use knowledge of students’ cultures, experiences, and
communities to create and sustain culturally responsive classrooms and schools.
2.1, 2.2, 2.3, 3.3,
10.1, 10.2, 10.3,
10D
2, 3, 10
2, 3, 6
3.2
Our candidates coordinate time, space, activities, technology and other
resources to provide active and equitable engagement of diverse learners in real
world experiences.
4.1, 6.1, 6.2, 6.3,
6D
4, 6
3
3.3
Our candidates implement appropriate communication techniques to provide
for learner interaction within local and global communities.
Four Year Program of Study
For information pertaining to the Core Curriculum, please see the website at:
http://www.gsu.edu/advisement/core_curriculum.html . (Areas A-F)
Undergraduate degree program guides provide a four year program of study outline
http://www.gsu.edu/academic_guides_undergraduate.html . Additionally, please refer to the GSU Undergraduate Catalog for detailed information. (Areas A-H)
Admission Requirements
BACHELOR OF SCIENCE IN EDUCATION IN EARLY CHILDHOOD EDUCATION TRADITIONAL & DUAL CERTIFICATION PROGRAMS
1. Successful completion of Areas A-F of the university core curriculum. A grade of “C” or higher in Essential Skills area of core.
2. A minimum overall grade point average GPA of 2.75 (includes GSU and any transfer credit).
3. A passing score report from GACE Basic Skills Assessment (see
http://www.gace.nesinc.com) or a copy of SAT, ACT or GRE scores verifying eligibility for exemption from GACE Basic Skills Assessment. In addition, passing PRAXIS I scores will be accepted from “out of state” applicants who do not have access to the GACE; however, a passing score report from GACE Basic Skills Assessment will be required prior to graduation. Official scores must be submitted with application. 4. A criminal background investigation prior to entry into teacher education courses.
Please contact the Office of Academic Assistance, College of Education for further information and application. In addition, please refer to the Georgia State University Undergraduate Catalog for additional information.
5. Proof of current TORT liability.
6. Demonstrated competence in oral and written communication as appropriate to professional settings.
7. Successful completion of a departmental interview with Early Childhood Education faculty (including a writing sample).
Application
Applying to the Bachelor of Science in Education (B.S.Ed.) in Early Childhood Program involves two steps:
1) Candidates must apply and become accepted to Georgia State University (if not already a current GSU undergraduate student).
Applying to Georgia State University:
Please visit the following website to review university admission requirements, obtain instructions, and submit an online application to the university:
http://www.gsu.edu/admissions/.
2) Accepted candidates who meet all admission requirements for the teacher education program must also submit an application to GSU’s College of Education.
Applying to GSU’s College of Education:
The application for entry to teacher education and all required forms can be downloaded from our website at:http://education.gsu.edu/oaa/4264.html or in person from the Office of Academic Assistance.
Candidates must complete the Early Childhood Education application, criminal background check, and tort liability insurance forms.
Applications for admission to the Department of Early Childhood Education must be submitted by June 17 for Fall admission and October 27 for Spring admission (If the deadline falls on a weekend or holiday or the university is closed, the deadline date is the first working day after the deadline date). The ECE advisor will review completed applications and verify candidate
eligibility.
To be eligible for enrollment in student teaching, the candidate must be admitted to teacher education, have passed the GACE Basic Skills Assessment, and meet all of the course requirements and grade point average requirements outlined in the current General Catalog.
Field-Based Methods Blocks (Area G)
(NOTE: Block courses must be taken concurrently and in the sequence shown below.)
Pre-Kindergarten/Kindergarten Block
The Pre-Kindergarten/Kindergarten Block (12 semester hours) includes: ECE – 3021 Child Development (3), ECE 3255 – ESOL: Cultural Foundations in Early Childhood Education (3), ECE – 3600 Language and Literacy (3), and ECE 3661– Classroom Management in Early Childhood Education/ Field Experience I (3). In this initial “block,” ECE instruction emphasizes pre-k and kindergarten curriculum and developmental theories and issues. In addition teacher candidates participate in weekly field placements to learn teaching and management skills appropriate to this age group.
Primary Methods Block
The Primary Methods Block (15 semester hours) includes: ECE 3601 – Reading and Language Arts in Early Childhood Education I (6), ECE 3607 – Mathematics Methods in Early Childhood Education (3), ECE 3606 – Science and Inquiry in Early Childhood Education (3), and ECE 3662 – Classroom Management in Early Childhood Education/Field Experience II (3). In this “block,” instruction emphasizes the development of content knowledge, instructional methods and child development for first and second or third grades along with weekly field placements appropriate to this age group.
Elementary Methods Block
The Elementary Methods Block (15 semester hours) includes: ECE 3602 – Reading and Language Arts in Early Childhood Education II (3), ECE 3360 – Assessment of Classroom Learning in Early Childhood Education (Traditional Program) (3) or EXC 4560 Educational Evaluation of Disabilities (Dual Program) (3), ECE 3605 – Social Studies Methods in Early Childhood Education (3), ECE 3663 – Classroom Management in Early Childhood Education/ Field Experience III (Traditional Program) (3) or EXC 4570 Individual Classroom Management in ECE/Field Experience III (Dual Program) (3) (Grade of “B” or higher is required in ECE 3663 or EXC 4570) and ECE 3440 – ESOL: Curriculum Methods and Instruction (Traditional Program) (3) or EXC 4580 Instructional Methods for Students with Behavior Learning Disabilities (3). Additionally, ECE 4650 – Opening School Experience (0) is required the fall semester prior to student teaching. In this “block,” instruction emphasizes the development of subject matter competence and instructional skills for grades four and five, ESOL, and special education along with weekly field placements appropriate to this age group.
Math Courses Required in the Major
Math courses (9 semester hours of upper level division MATH courses) include MATH 3050 - Geometry and Spatial Sense (3); MATH 3070 - Introduction to Probability and Statistics (3) AND MATH 3090-Algebraic Concepts (3). Please note that MATH 2008 is a pre-requisite for all three upper division math courses. All math courses must be completed prior to student teaching. MATH 2008 - Principles of Mathematics (3), located in Area F, is a prerequisite to MATH 3050, 3070, 3090. Teacher candidates should plan coursework as advised by the Department of Early Childhood Education.
AE or MUS 2300 (3 hours) - Art and Music in Early Childhood Education
EXC 4020 (3 hours) - Characteristics and Instructional Strategies for Students with Disabilities (Traditional Program) OR
EXC 4010 (3 hours) - Characteristics of Students with Disabilities (Dual Certification Program)
Opening School Experience
Teacher candidates gain practical experience in the school and the classroom during the week of preplanning and the first week of school. Teacher candidates are required to successfully complete the Opening School Experience (ECE 4650) during the first fall semester preceding student teaching.
Student Teaching (Area H)
All Core Curriculum, Area G course work, and other program requirements must be satisfactorily completed before the teacher candidate may begin student teaching.
ECE 4662 Student Teaching (12 semester hours) – (Traditional ESOL Program) is a 14 week, full day, clinical practice where teacher candidates work with children at one of the following grade levels: kindergarten through fifth grade for nine weeks followed by five weeks in ESOL. ECE 4661 Student Teaching (9 semester hours) and EXC 4671 Practicum in Special
Education (3 semester hours) is a 14 week experience, full day, clinical practicewhere teacher candidates work with children at one of the following grade levels: kindergarten through fifth grade for nine weeks followed by five weeks in Special Education at the middle/high school level.
During student teaching, candidates are responsible for the successful implementation of transitions and classroom routines, individualized, small group, and whole group instruction, curriculum planning and assessment of student learning. Teacher candidates are placed in diverse, inclusive classrooms across Metro Atlanta and surrounding school systems. A university supervisor visits each teacher candidate on a regular basis and, along with the cooperating teacher, provides support and feedback on the teacher candidate’s strengths and areas for growth.
Technology Requirement
B.S.Ed. students are required to meet the Georgia 2006 Technology Proficiency Requirement. Students enrolled in the Department of Early Childhood Education Teacher Education Programs at Georgia State University will complete this graduation and certification requirement by
demonstrating competency on designated assignments embedded in the four semester course sequence.
Certification Requirement
Teacher candidates are required to post passing scores on the GACE Content Assessments: Traditional Program: Tests 001, 002; Dual Program: Tests 001, 002, 081, 082 to be
recommended for Georgia, clear renewable certification.
Georgia State University
BSED Traditional Program w/ ESOL Endorsement (Areas G & H)
Semester I (18 Hours)
ECE 3021 Child Development (3)
ECE 3255 ESOL: Cultural Foundations in Early Childhood Education (3) ECE 3600 Language and Literacy (3)
ECE 3661 Classroom Management in Early Childhood Education/Field Experience I (3) **AE/MUS 2300 Art and Music in Early Childhood Education
*MATH 3050 Geometry and Spatial Sense (3) (MATH 2008 is a pre-requisite for this course)
Semester II (18 Hours)
ECE 3601 Reading and Language Arts in Early Childhood Education I (6) ECE 3606 Science and Inquiry in Early Childhood Education (3)
ECE 3607 Mathematics Methods in Early Childhood Education (3)
ECE 3662 Classroom Management in Early Childhood Education/Field Experience II (3) *MATH 3090 Algebraic Concepts (3)(MATH 2008 is a pre-requisite for this course)
Summer Semester (6 hours)
EXC 4020 Characteristics and Instructional Strategies for Students with Disabilities (3)
*MATH 3070 Introduction to Probability and Statistics (3) (MATH 2008 is a pre-requisite for this course)
Semester III (15 Hours)
ECE 3360 Assessment of Classroom Learning in ECE (3)
ECE 3602 Reading and Language Arts in Early Childhood Education II (3) ECE 3605 Social Studies Methods in Early Childhood Education (3)
ECE 3663 Classroom Management in Early Childhood Education/Field Experience III (3) (Grade of “B” or higher is required)
ECE 3440 ESOL: Curriculum & Instruction ECE 4650 ***Opening School Experience (0)
*Required prior to Student Teaching (Area H) – 9 hours of 3000 – level or higher MATH prefix courses; the department recommends:
MATH 3050 Geometry and Spatial Sense (3) (MATH 2008 is a pre-requisite for this course)
MATH 3070 Introduction to Probability and Statistics (3) (MATH 2008 is a pre-requisite for this course) MATH 3090 Algebraic Concepts (3)(MATH 2008 is a pre-requisite for this course)
**Select one:
AE 2300 Art and Music (3) MUS 2300 Art and Music (3)
Semester IV (12 hours)
ECE 4662 Student Teaching (12)
* Note: All required math courses must be completed prior to student teaching. It is the responsibility of the student to check with the Math Department regarding the scheduling of these courses. In addition, AE/MUS 2300 must be completed prior to student teaching. It is the responsibility of the student to check with the Art/Music Department regarding the scheduling of these courses.
*** Students will be required to complete Opening School Experience (ECE 4650) the fall semester preceding student teaching.
Traditional Program Track with ESOL Endorsement (Areas A-H): 129 Total Credit Hours
Educational Psychology & Special Education
Georgia State University
BSED Dual Certification Program in ECE & Special Education (Areas G & H)
Semester I (18 Hours)
ECE 3021 Child Development (3)
ECE 3255 ESOL: Cultural Foundations in Early Childhood Education (3) ECE 3600 Language and Literacy (3)
ECE 3661 Classroom Management in Early Childhood Education/Field Experience I (3) EXC 4010 Characteristics of Students with Disabilities (3)
*MATH 3050 Geometry and Spatial Sense (3) (MATH 2008 is a pre-requisite for this course)
Semester II (18 Hours)
ECE 3601 Reading and Language Arts in Early Childhood Education I (6) ECE 3606 Science and Inquiry in Early Childhood Education (3)
ECE 3607 Mathematics Methods in Early Childhood Education (3)
ECE 3662 Classroom Management in Early Childhood Education/Field Experience II (3) *MATH 3090 Algebraic Concepts (3)(MATH 2008 is a pre-requisite for this course)
Summer Semester (6 hours)
**AE/MUS 2300 Art and Music in Early Childhood Education
*MATH 3070 Introduction to Probability and Statistics (3) (MATH 2008 is a pre-requisite for this course)
Semester III (15 Hours)
EXC 4560 Assessment of Exceptional Children (3)
ECE 3602 Reading and Language Arts in Early Childhood Education II (3) ECE 3605 Social Studies Methods in Early Childhood Education (3)
EXC 4570 Individual and Classroom Management/Field Experience III (3) (Grade of “B” or higher is required)
EXC 4580 Instructional Methods for Students with Behavior/Learning Disabilities (3) ECE 4650 ***Opening School Experience (0)
*Required prior to Student Teaching (Area H) – 9 hours of 3000 – level or higher MATH prefix courses; the department recommends:
MATH 3050 Geometry and Spatial Sense (3) (MATH 2008 is a pre-requisite for this course)
MATH 3070 Introduction to Probability and Statistics (3) (MATH 2008 is a pre-requisite for this course) MATH 3090 Algebraic Concepts (3)(MATH 2008 is a pre-requisite for this course)
**Select one:
AE 2300 Art and Music (3) MUS 2300 Art and Music (3)
Semester IV (12 hours)
ECE 4661 Student Teaching (9)
EXC 4671 Partnerships and Practicum (3)
* Note: All required math courses must be completed prior to student teaching. It is the responsibility of the student to check with the Math Department regarding the scheduling of these courses. In addition, AE/MUS 2300 must be completed prior to student teaching. It is the responsibility of the student to check with the Art/Music Department regarding the scheduling of these courses.
*** Students will be required to complete Opening School Experience (ECE 4650) the fall semester preceding student teaching.
Dual Certification Program Track (Areas A-H): 129 Total Credit Hours
Overview of Program Assessment Transition Points
The Early Childhood Education Bachelor of Science in Education program consists of 129 hours of coursework and field experience. Georgia State University, an accredited teacher education institution, requires that teacher candidates are continuously assessed to be sure they are meeting the national, state, and program requirements set by the five frameworks in this document. Assessment Transition Points are identified as decision points at program entry, mid program (Semester II, prior to Clinical Practice – Student Teaching) and end program (Semester IV: Student Teaching/Exit from Clinical Practice).
Assessment Transition Point Criteria
Assessment Transition Point Criteria for teacher candidates include the successful completion of all: 1) Program course work, 2) Benchmark Conferences including Professional Portfolio Reviews, and 3) Key Assessments.
Teacher candidates must successfully complete all course work with a grade of “C” or higher in order to continue in the program. At the end of Semester III, candidates must earn a grade of “B” or higher in ECE 3663 Classroom Management in Early Childhood Education and Field Experience III or EXC 4570 Individual Classroom Management in ECE and Field Experience III prior to enrolling in ECE 4661or ECE 4662 Student Teaching Internship.
At the end of each semester prior to Clinical Practice, a Benchmark Conference, including a Professional Portfolio Review is held with a faculty, field supervisors and candidates. Candidates must present evidence of their growth and development in teacher education by presenting documentation related to the framework standards (see Theoretical Framework Section) which guide the program. Course grades in ECE 3661, ECE 3662, ECE 3663, and EXC 4570 are based upon all assignments including the Professional Portfolio Review score. If candidates do not meet the program level target upon review (as indicated on the Portfolio Rubric), they are given one opportunity to revise and resubmit the Professional Portfolio for further evaluation. If the revision does not meet the program level target, candidates are required to repeat the course and will not be permitted to enroll in the next block of course work.
Throughout the program, key assessment data for candidates are systematically collected at multiple points, extending into the students' first year of teaching. Data are analyzed regularly by program faculty and used to improve candidate performance, program quality, and unit operations.
The Program Key Assessment Chart (see below) for the B.S.Ed. major in Early Childhood Education with certification (P-5) identifies the transition points and relevant data sources for documenting candidates’ knowledge, performance, and dispositions in teaching.
The Program Key Assessment Charts (see below) for the ESOL Endorsement & Special Education Concentrations are listed in the charts to follow and identify the relevant data sources for documenting the candidate’s knowledge, performance, and dispositions in teaching.
(*Key assessments)
Transition Point 1: Program Entry.
Teacher candidates who are considered for the B.S. Ed. in ECE Program must meet the following criteria prior to program entry:
1) Successful completion of Areas A-F of the university core curriculum. A grade of “C” or higher in Essential Skills area of core;
2) Minimum overall *entry grade point average (GPA) of 2.75 (includes GSU and any transfer credit) – Areas A-F);
3) Passing score report from GACE Basic Skills Assessment or a copy of SAT, ACT or GRE scores verifying eligibility for exemption from GACE Basic Skills Assessment; 4) Criminal background investigation prior to entry into teacher education courses; 5) Proof of current TORT liability;
6) Demonstrated competence in oral and written communication as appropriate to professional settings (including an onsite writing sample);
7) Successful completion of a departmental interview with Early Childhood Education faculty and school based faculty.
Transition Point II: Prior to Clinical Practice.
The second transition point comes at the midpoint. All key assessments occur at the end of Practicum II. The Benchmark Conferences with the Professional Portfolio and GPA reviews are convened at the midpoint (end of Practicum II) and at the end of Practicum III, prior to Clinical Practice.
1) In regard to knowledge and performance, candidates must pass courses, including field experiences, with a grade of "C" or higher and a “B” or higher in ECE 3663 or EXC 4570. The *mid program major GPA (Area G) is reviewed and if below 2.75, an action plan conference is scheduled with the candidate and program coordinator.
2) Candidates are assessed in the area of planning using the *Guided/Supported Reading Lesson Project a performance-based assessment.
3) Candidate dispositions are assessed using the rubric, *Five Dispositions of Effective Education Professionals. This rubric is electronically linked to the unit's conceptual framework Outcomes1.4, 2.1, 2.2, 2.3, and 3.1, and is administered to all candidates in the unit to examine the overall dispositions of candidates enrolled in the unit's teacher education programs. Dispositions data are disaggregated and used at the program level to identify candidates who need interventions and extra support before they are allowed to move to the next level in the program.
4) Candidates’ knowledge and skills are assessed using the *Observation Field Performance in ECE rubric (Semester II - Mid Program), a performance-based assessment. The rubric is electronically linked to all 10 of the unit's conceptual framework outcomes. Data from the instrument help faculty monitor candidates'
pedagogical content knowledge and skills and identify candidates who have struggled in their field experiences and may not be ready to advance to clinical practice.
5) Candidates’ growth and development in teacher education is assessed at the Benchmark Conference with the Professional Portfolio Review.
When candidates do not meet assessment targets and/or exhibit dispositions that are deemed detrimental to their classroom and/or professional success, the program faculty employ a process to counsel the candidate and to create an action plan for
improvement. Candidates who fail to meet the requirements of the action plan may be removed from the program. This process is described in the candidate Field
Experience Logs and is based on the ECE Departmental Policy on Student Retention and Development and Course Removal/Dismissal included in the field logs.
Transition Point III: Exit from Clinical Practice.
The faculty examine candidates' development as teaching professionals as they exit from clinical practice through their performance on the following:
1) The *Final Student Teaching Evaluation Instrument in ECE (Appendix E)
2) A second administration of the unit-wide dispositions assessment, *Five Dispositions of Effective Education Professionals is to examine the overall dispositions of candidates enrolled in the unit's teacher education programs.
3) A second administration of the *Observation Field Performance in ECE (Semester IV - End Program) is used to assess candidates' knowledge, performance and dispositions during student teaching. The instrument is identical to the midpoint instrument on evaluative measures, making it possible for faculty to examine candidates' growth over time.
4) The *Planning, Teaching, Learning Module (PTLM) is a performance-based assessment allowing faculty to examine teacher candidates' impact on student achievement during the student teaching experience.
5) Candidates must post passing scores on the *GACE Content Assessments in Early Childhood Education (#001 and #002) to be recommended by GSU for Georgia, clear renewable certification
6) As a final measure, candidates must earn a grade of "C" or higher in their student teaching experience. If not, candidates are required to repeat the experience. All
candidates' *exit GPAs (Areas A-H) are reviewed by faculty for overall program analysis. NOTE: All teacher candidates are required to pass the key assessment in Early
Childhood Education outlined in Attachment 1-3. Additionally, teacher candidates are required to pass key assessments in their concentration area; ESOL (see Attachment 1-3.2) or Special Education (see Attachment 1-3.3) to earn the ESOL Endorsement or certification in Special Education, General Curriculum. A description of each assessment and required targets are included in course syllabi/ECE BSED Program Field Logs. Transition Point IV: One Year Out.
Candidates who have completed the program are asked to complete a survey
administered by the University System of Georgia Board of Regents (BOR). The BOR is responsible for providing data from the survey to program faculty for the purpose of program evaluation.
Attachment 1-3: PROGRAM KEY ASSESSMENTS
Name of Program
: ECE BSE: Early Childhood Education B.S.Ed. Traditional ESOL & Dual Programs
Program Coordinator:
Carla Tanguay
PSC DOMAINS KEY ASSESSMENT When will the assessment take
place? CONCEPTUAL FRAMEWORK STANDARD(S)
PROGRAM’S PSC RULES
ECE – Adapted for Georgia – 505-3-.16
Content Knowledge (content
areas) 1.a. GACE Content in ECE: 001
1.b. GACE Content in ECE: 002
1. End of Program- ECE 4661& ECE 4662
GA-GSU-COE-CF. 1.1, 1.2
2.0000, 7.0000
Content Knowledge (content areas)
2. Grade Point Average: GPA (Areas A-F, Area G -Major, A-H)
2. Beginning (Areas A-F) Mid Program- (Area G); End of Program (Areas A-H)
GA-GSU-COE-CF. 1.1, 1.2
1.0000, 2.0000, 7.0000
Planning (Pedagogical
Knowledge and Skills) 3. Guided (Supported) Reading Project
3. Mid Program- ECE 3601 GA-GSU-COE-CF.
1.1, 1.3
1.0000, 2.0000, 4.0000, 7.0000
Clinical Practice
(Pedagogical Knowledge) 4. Final Student Teaching Evaluation:
APPENDIX E
4. End of Program- ECE 4661& ECE 4662 GA-GSU-COE-CF. 1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3 1.0000, 2.0000, 3.0000, 4.0000, 5.0000, 6.0000, 7.0000 Effects on P-12 Student Learning
5. Planning, Teaching, Learning Module (PTLM
5. End of Program- ECE 4661& ECE 4662 GA-GSU-COE-CF. 2.1, 1.3 1.0000, 2.0000, 3.0000, 4.0000 Dispositions (NCATE requirement)
6. Unit-wide dispositions assessment – Five Dispositions of Effective Education Professionals
6. Mid Program- ECE 3662; End of Program- ECE 4661& ECE 4662
GA-GSU-COE-CF. 1.4, 2.1, 2.2, 2.3, 3.1
1.0000, 3.0000, 5.0000
Institution & Program Option: Knowledge & Performance
7. Observation Field Performance ECE 7. Beginning- ECE 3661 *Mid Program- ECE 3662, ECE 3663, EXC 4570
*End of Program- ECE 4661& ECE 4662
*collected at Unit Level
GA-GSU-COE-CF. 1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3 1.0000, 2.0000, 3.0000, 4.0000, 5.0000, 6.0000, 7.0000
Student Evaluation of Program Unit-wide evaluation rubric for students (Link to LiveText survey form will be sent to students)
End 1.1, 1.2, 1.3, 1.4
2.1, 2.2, 2.3 3.1,3.2, 3.3
Attachment 1-3.2
KEY ASSESSMENTS PLANNING TEMPLATE
Name of Program
: ECE BSE Traditional: ESOL Endorsement 201008-forward
Program Coordinator:
Carla Tanguay
PSC DOMAINS
KEY ASSESSMENT
(6-8 for initial programs; 4 or
more for advanced)
When will the assessment
take place?
CONCEPTUAL
FRAMEWORK
STANDARD(S)
PROGRAM’S PSC
RULES
ESOL Standards –
Adapted for
Georgia
Content Knowledge(content areas) 1. Phonics/Linguistics Test/Rubric
Beginning Program: ECE 3600
GA-GSU-COE-CF. 1.1, 1.2
TESOL/NCATE Standard 1a, 1b
GAPSC ESOL Rule 1 Planning (Pedagogical
Knowledge and Skills)
2.
Teaching Strategy &
Lesson Plan
Demonstration/Rubric
Mid Program – ECE 3440
GA-GSU-COE-CF.
1.1, 1.2, 1.3, 2.1,
2.2, 2.3, 3.2, 3.3
TESOL/NCATE Standards 1b, 3a., 5a, 5b, 5c.; GA PSC ESOL Rules 2, 3, 6, 8, 9 Effects on P-12 StudentLearning
3.
Assessment Portfolio
Notebook/Rubric
Mid Program – ECE 3440
GA-GSU-COE-CF.
1.1, 1.2, 1.3, 2.1,
2.3, 3.1
TESOL/NCATE
Standards: 1a, 1b, 3a, 3b, 3c, 4a, 4b, 4c, 5a
GA PSC ESOL Rules 1, 2, 3, 5, 6
Clinical Practice
(Pedagogical Knowledge) 4. Summary of TESOL Competencies
Evaluation/Rubric
Mid Program – ECE 3440 End of Program- ECE 4661
GA-GSU-COE-CF.
1.2, 1.3, 2.1, 2.2,
2.3, 3.1, 3.2, 3.3
TESOL/NCATE Standards: 1a,1b, 2a, 2b, 3a, 3b, 3c, 4a, 4b, 4c, 5a, 5b, 5cGA PSC ESOL Rules: 1-9
