Program Review

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www.lscc.edu Leesburg Campus

9501 US Highway 441 Leesburg, FL 34788

787-3747

South Lake Campus 1250 N. Hancock Road

Clermont, FL 34711 243-5722

Sumter Campus 1405 County Road 526A

Sumterville, FL 33585 568-0001

Program Review

2010 – 2011

Early Childhood Education

Programs

Preschool Specialization, A.S. and A.A.S.

Child Development Center Management Specialization, A.S. and A.A.S.

Submitted by:

Joanne Greata, Ed.D., Faculty Member/Program Manager

Rebecca Nathanson, Department Chair

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Early Childhood Education Program Review Contents

Executive Summary ...……....………... Page x

I. Program Overview ………....……… Page x

• Mission

• Vision

• Program Description • Program History Summary • Advisory Board

II. Review of Curriculum ………..………. Page x

• Curriculum Structure

• Formal Articulation Agreements • History of Changes in Curriculum • Transfer/Non-Transfer Programs • Grade Distributions for Program Courses • Job Prospects

III. Program Faculty Data ………... Page x • Organizational Structure

• Faculty Credentials and LSCC Teaching Summary • Additional Responsibilities

• Faculty Development • Faculty Evaluation

IV. Student Data ………... Page x • Enrollment

• Retention and Graduation • Success and Completion Rates

V. Program Support ……….. Page x

• Budget

• Support Services • Facilities and Equipment

VI. Measures of Program Effectiveness ………. Page x

• Program Objectives • Student Learning Outcomes

• Employment

• Program Strengths and Weaknesses

VII. Use of Previous Assessment Findings ……….. Page x VIII. Recommendations and Action Plan ……...………... Page x

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I. EXECUTIVESUMMARY(EARLYCHILDHOODEDUCATION)

The Early Childhood Education Programs at Lake Sumter Community College fulfill an essential need within the community. The US Bureau of Labor Statistics national projections for 2008 – 2018 ranked educational services third in growth among service-providing

industries, which is the second largest growing occupational group in the country. Projections were that 1.7 million new educational jobs would be created 2008 through 2018. This was an anticipated growth of 12% for all educational service jobs. Childcare center management jobs were projected to increase by nearly 12%. The need for preschool teachers was expected to grow faster than the average at a projected 19%. The demand for teacher assistants was expected to grow at about 10%.

The early childhood education field is evolving. Increasingly, center managers, preschool teachers, and teacher assistants in public and private schools are expected to acquire additional education. Currently, teachers for Head Start, Early Head Start, and the Florida Voluntary Pre-Kindergarten (VPK) program are required to hold a 2-year degree in early childhood education. By 2013, Head Start and Early Head Start will require at least half of their teachers to hold 4-year-degrees in early childhood education. Teacher assistants in the public schools are also required to obtain a 2-year-degree. Those working in VPK through third grade classrooms generally seek an early childhood education degree. Based upon these facts, the early childhood education A.S. degrees were restructured to better prepare students to successfully articulate into 4-year-degree programs.

Additionally, the A.A.S. degrees were restructured to better prepare students for employment in the field. Although many students seek an A.S. degree to enable transfer into a 4-year-degree program, the A.A.S. degrees remain a preferred option for those who do not wish to continue their education beyond a 2-year-degree.

The early childhood education program offers all program courses in some hybrid format with two courses offered fully online. A goal of this program is to be prepared to offer all program courses online when the college is ready to move in that direction. Additional online courses would enhance the program through student accessibility and maintain the program’s

competitiveness with other programs offering on-line degrees.

Close to 100% of early childhood education students are in training-related jobs. The number of annual graduates is relatively low, but the program has experienced a steady increase of

enrollment in all program degree options. Actions taken such as increased faculty advising have affected the retention rate, positively. However, a retention and completion remain two problems regarding students in the program. Often, the biggest problem for these students is the lack of funding for their education.

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I. PROGRAM OVERVIEW A. Mission

The mission of the Lake-Sumter Community College Early Childhood Education program is to ensure that students graduating from our program possess the knowledge, skills, and dispositions necessary for professionals, educators and managers, in early care and learning programs, including Voluntary

Pre-Kindergarten, to affect positively the quality of life for all children and families in the community.

Approved: October 28, 2010 by the Advisory Board for the Early Childhood Education Program.

B. Vision

The Vision of the Lake-Sumter Community College Early Childhood Education Program is to support those working within and those who wish to work within the early childhood education field as they strive to obtain the education required to meet the needs of children and families in the community. To provide this support, the LSCC early childhood education program must:

1. Continue to provide a broad selection of courses that meet the requirements of changing national and state standards.

2. Seek creative methods of course delivery that will meet the needs of students, including Distance Learning.

3. Continue to support the ideal of a career ladder through articulations and

program enhancements that ensure that students can move into a two-year degree program, using prior study as a base, and then move from a two-year degree program into a four-year degree program with ease.

4. Provide counseling to guide students into the program best suited to their needs.

Approved: October 28, 2010 by the Advisory Board for the Early Childhood Education Program.

C. Program Description

The Lake-Sumter Community College Early Childhood Education Program offers two degree options:

1. Early Childhood Education Associate in Applied Science Degree (63 credit hours)

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Each degree offers an option in either Preschool [curriculum] or Child Development Center Management. The program codes are as follows:

283 - AS/Center Management 284 - AAS/Center Management 282 - AS/Preschool

285 - AAS/Preschool

Courses are offered on all three campuses, however, the Leesburg and South Lake campuses host the majority of courses, due to a lower participation by students on the Sumterville campus. Since most early childhood education majors work in the field, courses are available primarily in the evening, on Saturdays, and online. Two fully online courses are offered several times a year, Introduction to Early Childhood Education (EEC 1001) and Health, Safety, and Nutrition for Young Children (EEC 2732). In addition, most of the remaining early childhood education courses are hybrid courses, which include a portion of online work to accommodate students’ schedules.

Access opportunities to the early childhood education program are numerous. Students may access the program beginning in high school with dual enrollment or they can enter the program upon graduation from high school or from a technical school, or they can transfer from another college.

D. Brief History

In 2002, Florida voters passed a constitutional amendment to provide free, high quality, voluntary pre-kindergarten for all four-year-olds by the fall of 2005. To address the need for early childhood teachers created by this mandate and others (No Child Left Behind, Head Start), the Early Learning Coalition of Lake County

(formerly known as the Lake County School Readiness Coalition) partnered with LSCC in 2004 to financially support the creation of an Early Childhood Education Program that offered Associate of Science (AS) and Associate of Applied Science (AAS) degrees in the specializations of Preschool (curriculum) and Childcare Center Management.

Consultants collected initial data and developed curriculum drafts during the summer and fall of 2004. In November 2004, the Early Childhood Education Advisory Board met for the first time and discussed the proposed program degree offerings.

Subsequent modifications to the program reflected the Board’s suggestions. In January 2005, a full-time early childhood program manager, Dr. Diane Edwards, was hired to complete the program development phase. During the school year 2004-2005, the Early Learning Coalition of Lake County funded 50% of the Early

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The Advisory Board met for a second time in April 2005 and discussed the draft brochure to advertise the AS and AAS degrees (both with options in center management and preschool curriculum) as well as marketing strategies. Offering more non-traditional scheduling of courses was one suggestion among many by the Board. The school year 2004 - 2005 concluded in the summer session with one EEC course, EEC 2200-Curriculum for Young Children offered.

2005 – 2008

As the program unfolded during the 2005 – 2008 school years, the number of early childhood courses offered on all campuses in traditional and nontraditional formats increased from two sections in the fall of 2005 to eight sections in the spring of 2008. Student participation and interest increased as well and, by the end of spring 2008, 25 students were declared as Early Childhood Education Program majors. In August 2008, Dr. Diane Edwards resigned her position at LSCC as Program Manager/Faculty for the Early Childhood Education program and the college hired Dr. Joanne Greata as temporary Faculty/Program Manager for Early Childhood Education for the school years 2008 – 2010. The title change reflected a prior agreement that the Early Childhood Education Program Manager would hold a Faculty/Program Manager position beginning in the fall term 2008, making the position a 9-month position, instead of a 12-month position.

2008 – 2010

In the fall 2008, only 38 students enrolled in five courses. Therefore all but two Early Childhood Education (EEC) courses were cancelled and the temporary program manager initiated heightened strategies to recruit students and build renewed interest in the program within the community. This recruitment included sending letters to all persons who were early childhood education students within the past three years, requesting information regarding courses required for graduation of each early childhood education major; speaking to local groups involved in the early childhood education field; offering two courses fully-online; offering hybrid courses that required less face-to-face class time; and scheduling evening and Saturday morning classes. In the spring of 2009, both online courses were filled with one course requiring two sections and four other early childhood courses had sufficient enrollment to be offered (100 students total, with 86 unduplicated students). During the school year 2009 – 2010, the program manager began the practice of holding group information sessions on the Leesburg and Sumter campuses on two evenings during the week prior to the start of classes each term. All students majoring in early childhood education were required to meet with the program manager for counseling during the spring term. A total of 216 students enrolled in 17 early childhood education courses during this school year, including summer

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E. Advisory Board

Members of the Advisory Board are selected by the Program Manager based on their expertise in the program area. The committee membership is formally

recommended to the President in September of each year and approved by the Board at their October meeting. Committee members serve a two-year term and may be reappointed.

The advisory board meets a minimum of two times per year, once in the fall and once in the spring. Dr. Mary Jo Rager, Dean of Career and Technical Programs, Rebecca Nathanson, Department Chair, and Dr. Joanne Greata, Program Manager for Early Childhood Education Program, attend all advisory board meetings. Advisory board members receive minutes of each meeting.

The 2010-2011 advisory board consists of the following members:

LSCC Early Childhood Education Program Advisory Board 2010-2011

Name Term

Expires Title and Organization Mailing Address Junie Albers-Biddle

[email protected]

June 2012 (2nd term)

Early Childhood Instructor University of Central Florida

PO Box 161250 Orlando, FL 32816-1250 Lesha Buchbinder [email protected] June 2011 (2nd term) Executive Director

Early Learning Coalition of Lake Co.

1504 South Street Leesburg, FL 34748 Marie Carlberg [email protected] June 2011 (2nd term)

Pre-kindergarten Program Specialist Lake County Schools

201 W. Burleigh Blvd. Tavares, FL 32778 Jeanie Davis [email protected] June 2011 (2nd term) Pre-kindergarten Specialist Sumter County Schools

2680 West County Road 476 Bushnell, FL 33513 Adele Fondo [email protected] June 2011 Director Maitland Montessori 200 N. Swoope Avenue Maitland, Fl 32751 Porcha Greene [email protected] June 2011 (2nd term)

Head Start Director

Lake Community Action Agency

501 N. Bay Street Eustis, FL 32726 Kelly Jenkins [email protected] June 2011 (2nd term) Director

Christian Academy Preschool

2730 Dillard Road Eustis, FL 32726 Catherine Kearns [email protected] June 2012 (3rd term)

Varying Exceptionalities (VE) Resource Teacher

Astatula Elementary School

13925 Florida Avenue Astatula, FL 34705 Kathy Roberts [email protected] June 2012 (1st term) Department Chairperson Early Childhood Education Lake Technical Center

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II. REVIEW OF CURRICULUM A. Curriculum Structure

1. Child Development Center Management Specialization Associate in Science (283) and Associate in Applied Science (284) Degree Programs

Currently, the Child Development Center Management Specialization Associate in Science (AS) and Associate in Applied Science (AAS) degrees are the same with the exception of the number of required general education courses. The AS degree program requires students to acquire credit hours in both a science course and a higher math course, while the AAS degree requires students to acquire either a science or a higher math course in their general education curriculum. As a result, students in the AAS degree program choose five optional courses, while students in the AS degree program choose four optional courses. Both degree programs require a total of 63 credit hours. The table below outlines the current catalog curriculum for these two degree options. Differences in the curriculum are highlighted. Changes due in the 2011 – 2012 catalog are discussed later in this review.

AS - Center Management (283)

AAS - Center Management (284)

General Education Courses

 ENC 1101 College Composition I

 PSY 2012 Introduction to Psychology or SGY 2010  SYG 2430 Marriage & the Family

 MGF 1106 Liberal Arts Math I or MAC 1105 or higher  BSC 1005 Intro to Life Science or PHY 1020C  Humanities Select 1 of the following: ARH 2000, ARH

2051, HUM 1211, HUM 1230, MUH 2011, MUH1018, PHI 2010, PHI 2630, FIL 2001 or THE2020

Total General Education Credit Hours: 18

 Humanities Select 1 of the following: ARH 2000, ARH 2051, HUM 1211, HUM 1230, MUH 2011, MUH1018, PHI 2010, PHI 2630, FIL 2001 or THE2020

 Natural Science/Mathematics

Mathematics course must be MAT1033 or higher

Beginning Courses

 EEC 1001 Introduction to Early Childhood Education  EEC 1000 Child Growth & Development

 EEC 1601 Guiding & Observing Children’s Behavior  EEC 2200 Curriculum for Young Children

 EEC 2732 Health, Safety & Nutrition for Young Children

 EEX 2010 Introduction to Special Education

 EEC 2732 Health, Safety & Nutrition for Young Children  EEX 2010 Introduction to Special Education

Advanced Courses

 CHD 2334 Language Arts for the Young Child  CHD 2338 Math & Science for the Young Child  EME 2040 Technology for Educators

 or CGS 1530 or OST 1854

 EEC 1523 Managing Child Care Programs

 EEC 2949 Internship - Childcare Center Management

 or CGS 1530 or OST 1854

 EEC 1523 Managing Child Care Programs

 EEC 2949 Internship - Childcare Center Management

Optional Courses

Select 4 of the following - 12 hours:

 EDF 2005 Introduction to Education or any ECE course  EDF 2085 Teaching Diverse Populations

 QMB 1001 Business Mathematics (does not transfer to 4-year institutions)  SBM 2000 Small Business Management

 MNA 1100 Human Relations in Business & Industry SPC 2608 Public Speaking

 EDF 2005 Introduction to Education or any ECE course  EDF 2085 Teaching Diverse Populations

 QMB 1001 Business Mathematics (does not transfer to 4-year institutions)  SBM 2000 Small Business Management

 MNA 1100 Human Relations in Business & Industry SPC 2608 Public Speaking

Program

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2. Preschool Specialization Associate in Science (282) and Associate in Applied Science (285) Degree Programs

Currently, the Preschool Specialization Associate in Science (AS) and Associate in Applied Science (AAS) degrees are the same with the exception of the number of required general education courses. The AS degree program requires students to acquire credit hours in both a science course and a higher math course, while the AAS degree requires students to acquire either a science or a higher math course in their general education curriculum. As a result, students in the AAS degree program cannot choose optional courses, while students in the AS degree program choose three optional courses. Both degree programs require a total of 63 credit hours. The table below outlines the curriculum for these two degree options. Differences in curriculum are highlighted. Changes due in the 2011 – 2012 catalog are discussed later in this review.

AS - Preschool (282) AAS - Preschool (285) General Education Courses

 MGF 1106 Liberal Arts Math I or MAC 1105 or higher  BSC 1005 Introduction to Life Science or PHY 1020C  Humanities Select 1 of the following: ARH 2000, ARH 2051, HUM 1211, HUM 1230, MUH 2011, MUH1018, PHI 2010, PHI 2630, FIL 2001 or THE2020

 Humanities Select 1 of the following: ARH 2000, ARH 2051, HUM 1211, HUM 1230, MUH 2011, MUH1018, PHI 2010, PHI 2630, FIL 2001 or THE2020

 Natural Science/Mathematics

Mathematics course must be MAT1033 or higher

Beginning Courses

 EEC 2732 Health, Safety & Nutrition for Young Children  EEX 2010 Introduction to Special Education ARE 2000

Art & Creative Expression

 EEC 1001 Introduction to Early Childhood Education EEC 1000 Child Growth & Development

 EEC 1601 Guiding & Observing Children’s Behavior EEC 2200 Curriculum for Young Children

 EEC 2732 Health, Safety & Nutrition for Young Children  EEX 2010 Introduction to Special Education

 ARE 2000 Art & Creative Expression

 EDF 2005 Introduction to Education or any ECE course

Advanced Courses

 or CGS 1530 or OST 1854  MUE 2211 Music & Movement  EEC 2940 Internship – Preschool

 or CGS 1530 or OST 1854  MUE 2211 Music & Movement  EEC 2940 Internship – Preschool  EDF 2085 Teaching Diverse Populations  SPC 2608 Public Speaking

 Elective

Optional Courses

 EDF 2005 Introduction to Education or any ECE course EDF 2085 Teaching Diverse Populations

 SPC 2608 Public Speaking  Elective

N/A

Program

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B. Formal Articulation Agreements

In 2005, LSCC collaborated on two articulation agreements with Lake Technical Charter School and Lake and Sumter County high schools and in 2008, LSCC collaborated on a third articulation with Maitland Montessori School . These agreements provide a career ladder that accommodates high school students and practitioners who want to begin their degree with earned credits toward an AS or AAS degree in Early Childhood Education. Credits will be earned after successfully completing six credit hours at LSCC and any required developmental coursework. Articulation agreements are reviewed each year and both the Lake Technical Charter School and Maitland Montessori School articulations are under review and revision.

Articulation toward the

AS or AAS in Early Childhood Education

School Requirements

Hours Articulated Lake Technical

Charter School

Students who have earned a Florida Child Care Professional Certificate (FCCPC), formerly known as the CDA/E.

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Lake and Sumter County high schools

High school students who graduate with a vocational technical certificate in early childhood.

6 Maitland Montessori

School

Students who have earned teacher certification to work in a Montessori school.

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C. History of Changes in Curriculum and Reasons

Prior to the existence of the LSCC Early Childhood Education Program degrees, the College offered an AA degree with an early childhood education emphasis designed to meet the needs of students transferring to a four-year college in early childhood education. The required education courses for the AA included:

EDF 2005 - Introduction to Education EDG 2701 - Teaching Diverse Populations ARE 2002 - Art & Creative Expression MUE 2040 - Music & Movement

Students in the AA track had the option of taking two 3-credit electives from the following education courses:

EEC 1001 - Introduction to Early Childhood Education EDF 2930 - Special Topics in Education EDG 2949 - Cooperative Education Internship

EEC 1000 - Child Growth and Development

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PSY 2012 - Introduction to Psychology

DEP2002 - Psychology of Child Development MAE 2801 - Elementary School Mathematics

The creation of the Associate of Science and Associate of Applied Science in Early Childhood Education degrees resulted in revising the following courses, which are also part of the AA program:

ARE 2002 - Art & Creative Expression

EEC 1001 - Introduction to Early Childhood Education EEC 1000 - Child Growth and Development

EEC 2200 - Curriculum for Young Children (formerly called Educational Practices in Early Childhood Education) Students in the AA program desiring to transfer into a four-year degree in early childhood education may select from the courses created for Early Childhood Education AS and AAS Degree programs to satisfy specialty electives. These courses include:

EEC 1601 - Guiding and Observing Children’s Behavior EEC 2732 - Health, Safety and Nutrition for Young Children EEX 2010 - Introduction to Special Education

CHD 2334 - Language Arts for the Young Child EEC 1523 - Managing Child Care Programs CHD 2338 - Math and Science for the Young Child EEC 2949 - Internship Childcare Center Management EEC 2940 - Internship Preschool

During the 2008 – 2009 school year, the program manager began to establish student learning outcomes (SLOs) based upon the National Association of Education for Young Children (NAEYC) standards of quality for early childhood educators. Five Outcomes were established along with rubrics to judge compliance. (See Appendix B) Additionally, course syllabi were revised to include the SLOs and course

assignments developed to reflect and assess them. Beginning in the spring of 2009, the program manager collected and uploaded data onto the eLumen website and studied subsequent reports. This study resulted in Introduction to Early Childhood Education (EEC 1001) and Child Growth and Development (EEC 1000) being designated as a prerequisites for all early childhood courses and Curriculum for Young Children (EEC 2200) being designated as a prerequisite for all methods courses in order to provide students with a stronger foundation for their studies. Officially, these changes will take affect with the new 2011-2012 catalog, although students are being encouraged to follow these prerequisites, currently.

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approval to include School-Age Care (EEC 1004) in the program offerings was sought and granted by the Advisory Board, Curriculum Committee, and Board of Directors. The addition of these two courses extended coverage of any gaps missing in the curriculum from birth through third grade and brought the early childhood program into firm compliance with the National Association for the Education of Young Children (NAEYC) standards of quality for early childhood educators. Another change made to the AS degree in the past year, requires students seeking this degree to take Composition: Literature (ENC 1102). This change assists students with seamless transfer into the University of Central Florida BAS degree program in early childhood education. In addition, this change brings the program into full compliance with SACS regulations. Officially, this change will take affect with the 2011 – 2012 catalog, although students are being encouraged to take Composition: Literature (ENC 1102) as an elective, currently.

Due to pending state legislation, both A.A.S. degrees may be eliminated, beginning as early as July, 2011. This change could prevent students who have difficulties passing college level math classes from obtaining a two-year-degree that would allow them to work as teacher aids in the public schools. However, with the

increased demand for early childhood teachers to obtain higher education, including a 4-year-degree, this change should not affect many of the early childhood education students.

D. Grade Distribution for Required Courses (I moved tables around) 1. Prerequisite courses

As of fall 2010, the following three courses are prerequisites for other early childhood courses, EEC 1001, Introduction to Early Childhood Education, EEC 1000, Children Growth and Development, and EEC 2200, Curriculum for Young Children.

First prerequisite for all early childhood courses

Introduction to Early Childhood Education (EEC 1001)

Academic Year Passed A, B, or C D, F, or I Withdrew Total Enrolled % Passed % Withdrew 2005/06 0 0 0 0 --- --- 2006/07 0 0 0 0 --- --- 2007/08 5 3 0 8 62.5 0.0 2008/09 30 10 1 41 73.2 2.4 2009/10 14 12 3 29 48.3 10.3 Total 49 25 4 78 62.8 5.1

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course the students take and the grades may reflect an adjustment to the rigors of a college education.

Second prerequisite for all early childhood courses

Child Growth and Development (EEC 1000) Academic Year Passed A, B, or C D, F, or I Withdrew Total Enrolled % Passed % Withdrew 2005/06 21 2 4 27 77.8 14.8 2006/07 24 2 0 26 92.3 0.0 2007/08 66 3 2 71 93.0 2.8 2008/09 32 1 4 37 86.5 10.8 2009/10 17 7 0 24 70.8 0.0 Total 160 15 10 185 86.5 5.4

First prerequisite for all early childhood methods courses

Curriculum for Young Children (EEC 2200) Academic Year Passed A, B, or C D, F, or I Withdrew Total Enrolled % Passed % Withdrew 2005/06 4 0 0 4 100.0 0.0 2006/07 16 3 2 21 76.2 9.5 2007/08 18 3 0 21 85.7 0.0 2008/09 7 0 1 8 87.5 12.5 2009/10 14 6 1 21 66.7 4.8 Total 59 12 4 75 78.7 5.3

EEC 1000 and EEC 2200 demonstrate higher achievement by students. A study of eLumen reports resulted in the establishment of prerequisites. The first term for application of the prerequisites was fall 2010. Additionally, by initiating a stringent class attendance policy for hybrid classes the program manager hopes to improve student grades. Reports from eLumen will continue to be studied to help students achieve at the highest level.

2. EEC 2732, Health, Safety, and Nutrition for Young Children

Required of AA transfer students in education as well as early childhood students

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This course is required of AA transfer education students as well as those students in the early childhood degree programs. For the past two years, EEC 2732 has been a fully online course. Offered at least twice a year, generally, two sections are required. The current program manager has been the sole faculty for this course, as a traditional course and online. With the exception of the 2008-2009 school year the pass rate has been acceptable, but needs improvement. By requiring students to take prerequisites, the intention is to improve the student outcomes in this course. As a course sought by those working on their CDA certificate, in the past, it has often been the first course taken at the college level as well as the first fully online course for some students. New requirements are expected to help raise the success rate of students.

3. Methods Courses

Early childhood education students take five methods courses, MUE 2211, Music and Movement, ARE 2000, Art and Expression, EEC 2732, Health, Safety, and Nutrition for Young Children, CHD 2334, Language Arts for Young Children, and CHD 2338, Math and Science for Young Children. The data below reflects grade distributions for two of those courses, CHD 2334 and CHD 2338. The pass rate is nearly identical. As the established prerequisites are enforced, reports will be studied to ascertain what affect they have on the grades in methods classes.

Methods Course

Language Arts for Young Children (CHD 2334) Academic Year Passed A, B, or C D, F, or I Withdrew Total Enrolled % Passed % Withdrew 2005/06 16 2 3 21 76.2 14.3 2006/07 16 0 0 16 100.0 0.0 2007/08 8 0 0 8 100.0 0.0 2008/09 0 0 0 0 --- --- 2009/10 15 2 1 18 83.3 5.6 Total 55 4 4 63 87.3 6.3 Methods Course

Math and Science for Young Children (CHD 2338)

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E. Transfer Programs / Non-Transfer Programs

For those students wishing to earn a four-year degree, LSCC currently has an articulation agreement with the University of Central Florida (UCF). This agreement guarantees students direct admission to UCF’s Early Childhood

Education BAS program with the AS degree. A high level of cooperation between the two institutes ensures that students have a smooth transfer into the four-year university. Due to the limited number of students who have graduated from the AS degree program, no students have transferred into the BAS program at UCF at this time and a judgment cannot be made as to any problems students might encounter. Currently, both the Voluntary Pre-Kindergarten programs (VPK) and Head Start are requiring that teachers in the programs hold a two-year-degree in early childhood education and therefore the greatest participation is seen in those students who are seeking this degree. However, by the year 2013, both programs will begin requiring that teachers hold a four-year-degree in early childhood. Within the next year, more students should begin to seek a four-year-degree to be able to meet the qualifications in 2013. Without the LSCC Early Childhood Education Program, students would not be able to receive their first two years of college at the local level and at a lower cost. As LSCC considers the option of providing four-year-degree programs, early

childhood is one area in which the community would benefit from such a program. Most students in the early childhood program work within the field while attending college. Often they do not have time to drive farther than to a local campus after finishing work and furthermore, cannot afford the cost of attending a University. The U.S. Department of Labor predicted, “Employment of preschool teachers is expected to grow by 19 percent from 2008 to 2018, which is faster than the average for all occupations” (2010). An additional prediction stated, “Employment of child care workers is projected to increase by 11 percent between 2008 and 2018, which is about as fast as the average for all occupations” (2010).

The Associate of Applied Science degree meets the needs of the local VPK programs and Head Start as long as they only require a two-year degree in early childhood education for their teachers. Students who wish to teach in these programs after 2013 are encouraged to earn an AS degree so they can transfer to a four-year-degree program. Students with the AAS degree also obtain positions in the public schools as teacher assistants. The U.S. Department of Labor predicted a 10 percent growth in teacher assistant jobs from 2008 – 2018 (2010).

F. Job Prospects

The Bureau of Labor Statistics projected preschool teacher positions to grow faster than the average and this growth is projected to continue at about 19% per year through 2018. (www.bls.gov/oco/ocos317.htm). Teacher assistant positions are expected to grow at about a 10% rate through 2018.

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III. PROGRAM FACULTY DATA A. Organization Structure

B. Faculty Credentials and Teaching Summary

With the cancellation of all but three of the early childhood courses for lack of enrollment during the fall 2008, the temporary program manager was the only faculty member for early childhood education courses. The previous program

manager was not able to teach many of the early childhood courses, because she was also responsible for another program. When that duty was changed, the program manager had more time to devote to teaching early childhood classes. Beginning in the spring 2009, student learning outcomes were being established as well as assignments to evaluate those outcomes. The process made it difficult to include adjunct instructors who could not be fully involved in the process. Additionally, two early childhood courses were being offered fully online and the rest were offered as hybrid, partially online, and the distance learning department was in the process of establishing requirements for faculty to meet in order to teach online. The temporary program manager had already met those requirements. Beginning in the spring 2011, the intention is to add adjunct faculty who will teach traditional classes while

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List of Faculty with Number of Credit Hours and Courses Taught in Early Childhood Education Adjunct Faculty Degree or Certification Courses Taught 2005/ 06 2006/ 07 2007/ 08 2008/ 09 2009/ 10 Carlberg,

M. Art and Creative Expression 3

Edwards D.*

Ph.D. Introduction to Special Needs Ed Child Growth and Development Language Arts for the Young Child

9 3 Greata J.* Ed.D. Early Childhood Curriculum & System Design Specialty Distance Learning Leader Certificate C.L.A.S.S. reliable observer

Introduction to Early Childhood Ed Introduction to Special Needs Ed Guiding /Observing Children’s Behavior Curriculum for Young Children

Child Growth and Development Health, Safety, & Nutrition for Young Children

Music & Movement for Young Children Art & Creative Expression

Language Arts for the Young Child Math & Science for the Young Child Managing Childcare Programs

Infant & Toddler Curriculum & Group Care Internship

3 9 36** 60**

Haack, D. Curriculum for Young Children 3

Harris, D. Curriculum for Young Children

Language Arts for the Young Child 9 9 3

Hermes, S. Child Growth and Development 3

Hunt, R. Child Growth and Development

Intro to Early Childhood Education 3 6 3

Kearns, C. Math and Science for the Young Child 3 3 3

Light, B. Child Growth and Development 3

Michaelson

, J. Child Growth and Development 6 3

Robinson,

S. Guiding/Observing Children’s Behavior 6

Saginario

D. Music and Movement 6 6

Suver, S. Art and Creative Expression

Language Arts for the Young Child 6 3

Timke, R. Introduction to Special Education 3

Tyson, G. Art and Creative Expression 6 9

Total 33 39 54 42 60

* Full or Part-time LSCC employee

** Greata J. was Full-time temporary during 2008/09 and 2009/10 school years. Last Updated: November 23, 2010

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number of the course credits listed below represent independent studies by one to three students.

Number of Credit Hours of Independent Studies Taught in Early Childhood Education by term from spring 2009 – spring 2010

Academic Year Courses Credits

Spring 2009 0

Fall 2009 Internship 3

Spring 2010 Language Arts for the Young Child Math and Science for the Young Child

Internship

9

Total 12

Number of Early Childhood Sections Taught by Faculty Status

Academic Year Total Sections Full Time Adjunct Percent Full Time

2005/06 11 1 8 27% 2006/07 13 1 13 0% 2007/08 18 1 17 6% 2008/09 14 1 0 100% 2009/10 20 1 0 100% Total 76 1 39 46.6%

Number of Faculty by Status

Academic Year Total Faculty Full Time Adjunct Percent Full Time

2005/06 7 1 6 14% 2006/07 8 0 8 0% 2007/08 10 1 9 10% 2008/09 1 1 0 100% 2009/10 1 1 0 100% Total Different Faculty 1 1 0 45%

C. Additional Responsibilities and Service

In addition to managing the early childhood education program and teaching courses, the early childhood program manager:

1. Serves on the Distance Learning Committee, beginning in the fall of 2009 2. Serves on the College Planning Council, beginning in the fall of 2010 3. Participated in two college and transfer fairs

4. Volunteered for “Ask Us Anything” on the Leesburg and South Lake campuses, during the first week of fall 2010 term

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6. Established a faculty advising system to meet with all early childhood education students, individually, at least once a year for the past two year.

7. Facilitated the Early Childhood Advisory Committee meetings during fall and spring semester

8. Facilitated the Pre-K Conference held on the LSCC Leesburg campus during fall 2008 semester

Reaching out to the community is an important part of the program manager position and serves to inform the community of occurrences within Lake-Sumter Community College’s early childhood program and as a student recruitment tool. As part of the program manager’s outreach, she:

1. Serves as a member of the Early Learning Coalition of Lake County a. Professional development reimbursement committee,

b. Curriculum committee, and

c. “Uniting for Children” conference committee.

2. Serves on the Lake Tech early childhood program advisory board. 3. Presented workshops for two “Uniting for Children” conferences

4. Attended training sessions at both the Coalition and Lake Tech to speak about LSCC degrees in the early childhood field.

5. Participated in several of the Lake County Community Action Agency Head Start and Early Head Start training sessions as a donation of her time and as a chance to provide information regarding further education through LSCC. 6. Appeared on the college television station

7. Wrote an article about the early childhood program at LSCC for the Daily Commercial.

In addition to reaching out to the local community, the program manager was active on the national level. These activities include:

1. Membership in the Association for Supervision and Curriculum Development (ASCD), the Association of Childhood Education International (ACEI), American Associate Degree Early Childhood Educators (ACCESS), and the National Association for the Education of Young Children (NAEYC).

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D. Faculty Development

During the past two years, the program manager participated in the following development opportunities:

• Three Webinar seminars regarding Head Start Standards • Overview of Computer Training and Requirements • SACS, Compliance

• SACS, Quality Enhancement

• NAEYC National Conference in Dallas, TX -November 2008 • Copyright and Fair Use Training

• Demystifying the Family Educational Rights and Privacy Act Training • Pre-K Now conference

• eLumen training

• Vista Outlook and Word II - 2007 • C.L.A.S.S. reliability training • Academic Integrity & Turnitin

• Classroom Violence and Aggression Training

• NAEYC National Conference in Los Angeles, CA -November 2010

E. Faculty Evaluation Process

Students participate in the evaluation of instructors and courses by anonymously submitting completed evaluation forms each semester. Students who distribute, collect, and submit the forms to the administration for review conduct the evaluation process. Distribution of the forms takes place near the end of the term and during one class period after the instructor has left the room.

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IV. STUDENT DATA

A. Enrollment Data with Demographics

Enrollment in the early childhood program steadily grew from 2005 – 2008 with 2009 experiencing a larger than normal increase in enrollment.

* Headcount Enrollment – unduplicated headcount within a school year.

** FTE Enrollment – total LSCC credits taken by all students in program divided by 30.

Program

Early Childhood Education Enrollment Fall 2005 Fall 2006 Fall 2007 Fall 2008 Fall 2009 AS Preschool Specialization 2 7 8 5 18

AS Child Dev. Ctr Mgmt Specialization 2 7 6 8 11

AAS Child Dev. Ctr Mgmt Specialization 0 4 9 7 4

AAS Preschool Specialization 2 12 8 6 12

Total 6 30 31 26 45

Fall 2005 was the first year for the program so the numbers were small. Enrollments remained approximately the same for the falls 2006, 2007, and 2008, with the fall 2009 experiencing the most significant leap in enrollment. The most probable reasons for this enrollment boost include:

1. the impending requirement activation dates for those working as pre-K teachers and those working in Head Start programs to hold two-year degrees,

2. an increase in outreach to potential students, 3. increased accessibility to evening classes, and

4. an increase of fully online and hybrid courses in early childhood education. When compared with the enrollment of students in the AA transfer plan, which continued to rise steadily, all of the stated reasons combined to make enrollment of students in the early childhood education experience a sudden increase.

With few exceptions, most students enrolled in all degree programs of early

childhood education work full-time. Therefore, providing easier access to education

Program Headcount Enrollment* FTE Enrollment**

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through fully online, hybrid, and evening courses accommodates those who have little time to spare, but need and desire the education to fulfill work requirements.

Source: LSCC Banner Data, November 2010

Until the fall 2009, the A.S. and A.A.S. degree programs’ enrollment remained close in numbers. However, beginning in the fall 2009, notably, those seeking an A.S. degree began to outnumber those seeking an A.A.S. degree. One impetus for this change is the pending requirement that by 2013 half of all Head Start teachers must have a 4-year degree. This requirement will also hold for those wishing to teach in Pre-K classrooms in the near future. Those who hold an A.S. degree can matriculate into a B.A.S. program to fulfill this requirement. Students are being advised to register as A.S. degree seeking when appropriate.

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Source: LSCC Banner Data, November 2010

As stated above, most early childhood degree seeking students work full-time. This is particularly true of those seeking the preschool specialist degree. When compared with AA students or all students attending LSCC, a significant number of fewer early childhood students can attend school full-time. Therefore, students in this program take longer to complete their degrees and tend to seek courses that are fully online and hybrid, to help save them time and to facilitate a shorter time devoted to earning their degree.

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The statistical picture of the early childhood program mirrors the early childhood field. The early childhood field attracts women, primarily. In the past few years, an effort to bring men into the field is beginning to see results and these results are mirrored in the gender break-down of our students. Although still dominated by women, more men are beginning to attend courses in early childhood education. Although the percentage of females versus males is higher for all LSCC students as well as those in other career and technical programs (CTE), it is much more

significant in the early childhood program.

Ethnically, the statistics for the program mirror those of the rest of the college, but when considering the age of the students, the statistics reflect significant differences from the rest of the LSCC population. A growth in the number of students coming into the program out of high school, may reflect the economy in that it is less expensive to attend a community college than a university. The most significant finding may be the percentage of students in the program over the age of 36 as compared with all other LSCC students. Although the CTE programs also reflect a high percentage in the higher age grouping, early childhood claims the highest percentage.

Percent of Students enrolled in Early Childhood Education Programs by Demographic Characteristic during Fall Terms

Student Characteristic

Early Childhood Education Programs All LSCC Students Fall 2009 Students Enrolled in CTE Programs, Fall 2009 Fall 2005 Fall 2006 Fall 2007 Fall 2008 Fall 2009 Female 100.0 100.0 100.0 96.2 97.8 63.0% 64.4% Black 33.3 33.3 22.6 23.1 17.8 11.3% 13.1% Hispanic 16.7 6.7 9.7 7.7 11.1 11.7 10.6 White 33.3 60.0 67.7 61.5 68.9 68.4 70.0 Other Ethnicities 16.7 0.0 0.0 0.0 0.0 4.1 2.8 Unknown 0.0 0.0 0.0 7.7 2.2 4.6 3.5

Under 18 Years Old 0.0 0.0 3.2 0.0 0.0 13.5%* 1.4%

18 – 21 16.7 20.0 22.6 34.6 33.3 46.1 29.5 22 – 25 0.0 6.7 16.1 7.7 11.1 12.3 15.5 26 – 35 33.3 13.3 9.7 11.5 20.0 13.5 21.6 36 – 45 16.7 26.7 22.6 34.6 24.4 9.2 17.4 46 – 55 16.7 23.3 19.4 7.7 8.9 4.2 10.8 56 and older 16.7 10.0 6.5 3.8 2.2 1.2 3.8 Number of Students Enrolled 6 30 31 26 45 4,740 793

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B. Retention

Number of New Enrolled Students by Year for Early Childhood Education Degree Programs School Year Preschool Specialization (AS) Child Dev. Center (AS) Preschool Specialization (AAS) Child Dev. Center (AAS) 2006/07 8 3 9 9 2007/08 4 5 3 1 2008/09 7 4 8 3 2009/10 10 9 11 6 Total 29 21 31 19

A snapshot of the retention habits of the new students enrolled in each program during academic years 2006/07, 2007/08 and 2008/09 reveals the following.

Percent Retained

Following Term Following Year

Preschool Specialization (AS) 63.2% 57.9%

Child Development Center Manager (AS) 66.7% 50.0%

Preschool Specialization (AAS) 70.0% 55.0%

Child Development Center Manager (AAS) 69.0% 69.0% According to the Center for the Study of College Student Retention, the national percentage level of retention of all students entering higher learning institutes is 50% (Waller and Tietjen-Smith, 2009). With the exception of the child development center manager A.S. degree, which is at the same percentage level of retention as the national level, the percentage level of retention in the program is above the national level. However, an increased effort to identify students at risk for withdrawal and drop-out in order to provide additional support, thereby reducing the number of withdrawals and increasing retention. C. Graduation

The total number of graduates from the early childhood program is 12 and the degrees with which the majority of students graduate with are the preschool specialist degrees, 11. The graduation data reflect data presented previously. 1) The enrollment is greatest for those seeking a preschool specialist degree and 2) when the graduate number is compared with the number of students enrolled in the early childhood program, it is clear that enrollees in early childhood education require longer than two or three years to graduate.

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Number of Graduates Program number and name Summer 2006 Fall 2006 Spring 2007 Fall 2007 Spring 2008 Fall 2008 Spring 2009 Fall 2009 Spring 2010 Total Graduates by Degree 282 – AS Preschool Specialization 1 1 2 283 – AS Center Management Specialization 1 1 284 – AAS Center Management Specialization 0 285 – AAS Preschool Specialization 1 1 2 2 3 9 Total Graduates by Term 1 1 1 1 2 2 1 3 12

D. Completion and Success

The following tables display the number of new enrolled students each school year and their status as of the 2009-10 school year. For the two AS degree programs, a significant number of students switch to other LSCC programs due to change in majors.

School Year

# of New Students

Preschool Specialization (AS) Other LSCC Program Number Graduated Number Still Enrolled Number Graduated Number Still Enrolled 2006/07 8 1 0 3 0 2007/08 4 0 2 0 0 2008/09 7 1 3 2 1 Total 19 2 5 5 1 School Year # of New Students

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Total 12 0 4 3 2

School Year

# of New Students

Preschool Specialization (AAS) Other LSCC Program Number Graduated Number Still Enrolled Number Graduated Number Still Enrolled 2006/07 9 2 3 0 1 2007/08 3 1 0 0 1 2008/09 8 1 5 0 0 Total 20 4 8 0 2 School Year # of New Students

Child Center (AAS) Other LSCC Program Number Graduated Number Still Enrolled Number Graduated Number Still Enrolled 2006/07 9 2 0 1 0 2007/08 1 0 0 0 0 2008/09 3 0 0 0 1 Total 13 2 0 1 1

Completion and Success Rates:

Program

# new students 2006/07 to

2008/09

Status during 2009/10 School Year % Graduated % Still Enrolled % Still Enrolled or Graduated from other program % Lost Preschool – AS 19 10.5% 26.3% 31.6% 31.6% Child Center – AS 12 0.0% 33.3% 41.7% 25.0% Preschool – AAS 20 20.0% 40% 10% 30.0%

Child Center – AAS 13 15.4% 0.0% 15.4% 69.2%

Although the numbers of new students in each program are fairly small, it is interesting to note the percentage of students who did not finish a program nor are still enrolled at LSCC (% Lost). The figures are very consistent for each program with the exception of the AAS Child

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V. PROGRAM SUPPORT A. Budget

The 2010 – 2011 early childhood education program adjusted budget is set at

$60,307.00. The budget is sufficient to sustain the program. In the past two years, in an effort to assist the college in keeping expenses down, expenditures covered salaries, primarily. Expenditures for materials and equipment were minimal. As research continues regarding the possibility of a fully online program and/or an expansion into a Bachelor of Applied Science (BAS) program, the program manager cautiously examines expenditures to ascertain future value and is unwilling to purchase materials that will hold little value for these possible scenarios.

Academic Year Expenditures FTE Students in ECE Classes Local Fee Revenue per FTE*

Local Fee Revenue Generated from ECE Classes* 06/07 $66,048.87 8.5 $1,932.00 $16,422.00 07/08 76,034.71 15.0 2,171.10 _32,575.50 08/09 53,047.63 19.5 2,291.10 _44,676.45 09/10 54,404.18 19.6 2,535.90 _49,703.64

The table above does not include the FTE dollars from the state. By reducing expenditures on material and equipment and by concentrating on the recruitment of students into the program, the early childhood education program is viable.

B. Support Services

1. Lake-Sumter Community College Library

In most early childhood education courses of the LSCC program, students are required to review journal articles as well as conduct research to support various assignments. The libraries on all three campuses offer considerable support to the students in their studies.

2. Learning Center

In the past, students pursuing independent studies have been able to take exams at the learning centers on all three campuses. With the addition of fully online courses for the early childhood education program, as well as hybrid courses that require monitoring of online final exams, the learning centers have become integral and efficient partners in the educational process.

3. Other areas and outside resources

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and at playgrounds. Students approach community agencies for information regarding their work with and for young children and families and the county public and private schools to interview practicing teachers. Organizations such as fire companies and the Red Cross provide CPR and first aid training to students wishing to take Health, Safety, and Nutrition for the Young Child (EEC 2732).

C. Facilities and Equipment 1. Program manager’s office

The program manager’s office moved to room 10 in the Liberal Arts building during fall 2009. The more centralized location makes it easier for students to find the office and keep in touch with the program manager. During the past two years, the program manager spent an increasing amount of time on the South Lake campus to meet with students. During the 2009 – 2010 school year, the program manager was on the South Lake campus once a week. However, a lack of designated space to meet with students made it difficult to coordinate meetings. Beginning in fall 2010, the program manager obtained a cubicle in the Building 2, third floor faculty offices. This has improved the manager’s ability to make appointments with students and for students to drop-in during set office hours.

2. Classrooms

When the program manager’s office moved, the assigned classrooms moved as well to the Liberal Arts building on the Leesburg campus. Additionally, a portion of the room next to the program office was designated as a storage area of early childhood education equipment. Both moves improved the situation for the program’s manager and students. The classrooms in the Liberal Arts building are equipped with computers, projectors, VCR and DVD machines, speakers, and screens.

3. Furnishings and Equipment

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VI. MEASURES OF PROGRAM EFFECTIVENESS A. Program Goals and Objectives for the next three years

1. Goal 1:

Graduate highly qualified teachers and managers to work in early care and learning programs, including VPK.

a. Objectives:

(1) The early childhood program will receive an overall rating of at least 90%

satisfaction on a graduate survey by spring 2013.

(2) By the spring 2013, all Lake-Sumter Community College early childhood education students will score at least at the competent level on all five student learning outcomes, when assessed in courses CHD 2334, CHD 2338, MUE 2211, ARE 2000, and EEC 2940. (Methods courses and Internship)

2. Goal 2:

Support the community’s early childhood educators in their quest for more education in order to retain and obtain employment.

a. Objectives:

(1) By the spring 2012, once a year at least 85% of Lake-Sumter Community College early childhood education A.A.S. and A.S. degree students will receive personal counseling regarding the program’s courses.

(2) By the fall 2012, early childhood education course withdrawals will decrease by 25%, from the withdrawal figures of spring 2011.

(3) Program retention rates will increase by 25% in fall 2013, from rates of the fall 2010.

(3) By the spring 2013, graduation rates will increase by 10% from the spring 2010.

3. Goal 3:

Provide leadership within the local early childhood community. a. Objectives:

(1) By the spring 2013, the program will complete a self-study that could lead to accreditation by the National Association for the Education of Young Children (NAEYC) Commission on Early Childhood Associate Degree Accreditation.

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B. Student Learning Outcomes

The early childhood education program student learning outcomes at Lake-Sumter Community College are aligned with the National Association for the Education of Young Children (NAEYC) Professional Preparation Standards. By demonstrating the ability to meet these Standards, associate degree programs can earn accreditation from the NAEYC Commission on Early Childhood Associate Degree Accreditation as a quality teacher preparation program. Both specializations, center management and preschool, are assigned five student learning outcomes. The student learning outcomes are identical with the exception of the fourth outcome, which is specific to each specialization. Each learning outcome is divided into more specific elements of the outcome and assessed through the analysis of assignments that occur throughout the student’s academic career in all early childhood education courses. The rubrics used for each assignment contain specific criteria to measure the student’s ability to fulfill each identified outcome, in part or whole. (See example of an assignment rubric in the Appendix.)

Child Development Center Management Specialization Associate in Science (283) and Associate in Applied Science (284) Degree Programs

1. Applies understanding of young children's characteristics and needs and the multiple influences on children's development and learning to create healthy, respectful, supportive, and challenging environments for all children.

1.1 Knows and understands young children’s characteristics and needs

1.2 Knows and understands the multiple influences on development and learning 1.3 Uses developmental knowledge to create healthy, respectful, supportive, and

challenging learning environments

2. Demonstrates own knowledge, understanding, and value of the importance and complex characteristics of children's families and communities by creating respectful, reciprocal relationships with families and within the community to support, empower, and involve all families in their children's development and learning.

2.1 Knows about and understands family and community characteristics 2.2 Supports and empowers families and communities through respectful,

reciprocal relationships

2.3 Involves families and communities in their children’s development and learning

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3.1 Understands the goals, benefits, and uses of assessment

3.2 Knows about and uses observation, documentation, and other appropriate assessment tools and approaches

3.3 Understands and practices responsible assessment

3.4 Knows about assessment partnerships with families and other professionals 4. Plans a child care center that meets the needs of all stakeholders by integrating

understanding of, and relationship with, children, families and staff members; understanding of developmentally effective approaches to teaching and learning and knowledge of academic disciplines; and sound business practices.

4.1 Identifies information required for documentation of federal, state, or local government and/or internal reports

4.2 Knows, discusses, demonstrates, and plans for human resource practices that lead to hiring qualified staff and teachers

4.3 Knows, identifies, analyzes, and evaluates ongoing assessment tools for children, teachers, and programs

4.4 Recognizes, explains, develops, and evaluates fiscally sound practices, including budgeting, fiscal reports, and cost analysis

5. Demonstrates involvement in the early childhood profession through the use of ethical guidelines and other professional standards related to early child practice, application of continuous collaborative learning, use of reflective practices, and application of advocacy skills for sound educational practices and policies. 5.1 Identifies and involves oneself with the early childhood field

5.2 Knows about and upholds ethical standards and other professional guidelines 5.3 Engages in continuous, collaborative learning to inform practice

5.4 Integrates knowledgeable, reflective, and critical perspectives on early education

5.5 Engages in informed advocacy for children and the profession

Preschool Specialization Associate in Science (282) and Associate in Applied Science (285) Degree Programs

1. Applies understanding of young children's characteristics and needs and the multiple influences on children's development and learning to create healthy, respectful, supportive, and challenging environments for all children.

1.1 Knows and understands young children’s characteristics and needs

1.2 Knows and understands the multiple influences on development and learning 1.3 Uses developmental knowledge to create healthy, respectful, supportive, and

challenging learning environments

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respectful, reciprocal relationships with families and within the community to support, empower, and involve all families in their children's development and learning.

2.1 Knows about and understands family and community characteristics 2.2 Supports and empowers families and communities through respectful,

reciprocal relationships

2.3 Involves families and communities in their children’s development and learning

3. Applies knowledge and understanding of the goals, benefits, and uses of assessment to plan systematic observations, documentation, and other effective assessment strategies, in partnership with families and other professionals. 3.1 Understands the goals, benefits, and uses of assessment

3.2 Knows about and uses observation, documentation, and other appropriate assessment tools and approaches

3.3 Understands and practices responsible assessment

3.4 Knows about assessment partnerships with families and other professionals 4. Integrates their understanding of and relationship with children and families;

their understanding of developmentally effective approaches to teaching and learning; and their knowledge of academic disciplines to design, implement, and evaluates experiences that promote positive development and learning for all young children.

4.1 Connects with children and families 4.2 Uses developmentally effective approaches

4.3 Understands content knowledge in early education 4.4 Builds meaningful curriculum

5. Demonstrates involvement in the early childhood profession through the use of ethical guidelines and other professional standards related to early child practice, application of continuous collaborative learning, use of reflective practices, and application of advocacy skills for sound educational practices and policies. 5.1 Identifies and involves oneself with the early childhood field

5.2 Knows about and upholds ethical standards and other professional guidelines 5.3 Engages in continuous, collaborative learning to inform practice

5.4 Integrates knowledgeable, reflective, and critical perspectives on early education

5.5 Engages in informed advocacy for children and the profession C. Employment

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must be taken when looking at this data as it shows the status of those students they are able to match one year post graduation.

The FETPIP reports for school years 2005/06 through 2008/09 reveal the following: Preschool Specialization - AAS

Number of Completers from 2005/06 – 2008/09 8

Number of Matches found through FETPIP 5 Number of Matches in Training-related jobs 5

% of Matches in training-related jobs 100%

The Preschool Specialization degree is the only Early Childhood Education program that FETPIP was able to successfully match LSCC graduates.

FETPIP data also sheds light on the status of students who have left the program. Care must be taken while interpreting this data as well as many students identified as leavers may have returned after a year of absence or changed their program.

During the 2007/08 school year, 7 students were identified as leavers from the Preschool Specialization AAS program. Three of these students are continuing education (VCC, USF, SCC) and 1 is identified as being in a training-related job. During the same year, 5 students were identified as leavers from the Child

Development Center Management AS program. One of these students has completed a general education AA degree from LSCC and another student is identified as being in a training-related position.

To supplement the information available through FETPIP, the program manager will institute a graduate survey during the fall 2011 semester as a means to enhance information regarding program graduates.

D. Program Strengths and Weaknesses Program Strengths:

1. Faculty hold credentials and experience to be SACS qualified.

2. Courses support the early childhood education field’s standards of teacher development and reinforce state standards.

3. Courses are offered at convenient times, including nights, weekends, and mini-semesters.

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Program Weaknesses:

1. Students continue to self-advise or receive advice from persons not familiar with ECE options. As a result, sometimes students are not placed in the correct program, leading to frustration and sometimes failure. This situation is being addressed, as an ongoing matter, through a cooperative effort of the early childhood education faculty/program manager and student advising.

2. The program office has been moved a second time and will require additional effort to communicate this move to students and more encouragement to visit the program manager at the new office.

3. The program does not have an instrument to survey graduates regarding their employability and their satisfaction with the program.

4. Prerequisites placed on early childhood courses require more information to be disseminated to students to prepare them for participation in courses as they are available.

5. Students continue to score at the fair or inadequate levels of the SLOs.

6. State requirements that students be granted nine credit hours for earning a Child Development Associate certification or state issued Florida Child Care

Professional Credential (FCCPC) causes difficulties when students enter the college system from schools other than those with which we have articulations and whose curriculum may not complement specific courses in our program. 7. Transfer students in the A.A. degree program continue to have no formal

counseling opportunity regarding the education courses that would enhance their degree and prepare them to move into a 4-year institute in pursuit of a teacher license. The ECE program manager has reached out to these students and a growing number seek her advice, but these students continue to either register for courses without meeting the prerequisites, register for courses that are not the best choice for the field they desire, or do not register and take advantage of courses offered that will transfer as substitute courses, not only as an elective, in a 4-year institution. Many of these courses are offered through the early