EDFA .edu
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|MAPPING GUIDE FOR ELEMENTARY EDUCATION |
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|Teachers of Early Childhood |
|IPSB DEVELOPMENTAL STANDARD 1 – Core Knowledge: The early childhood education professional possesses core knowledge that is extensive and comprehensive and goes well beyond common knowledge. |
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|Teachers of Early Childhood |
|IPSB DEVELOPMENTAL STANDARD 2 – Child Growth & Development: The early childhood education professional understands typical and atypical growth and development within each developmental domain and possesses the knowledge to facilitate healthy growth and development in all young |
|children. |
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|Teachers of Early Childhood |
|IPSB DEVELOPMENTAL STANDARD 3 – Foundation of Education & Learning: The early childhood education professional understands the roles of history, philosophy, and educational learning theories as being fundamental to planning curricula that are developmentally appropriate for |
|each of the individual children in a group. |
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|Teachers of Early Childhood |
|IPSB DEVELOPMENTAL STANDARD 4 – Curriculum and Instruction: The early childhood education professional understands developmentally appropriate practices and can develop curriculum and implement instruction for all young children. |
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|Teachers of Early Childhood |
|IPSB DEVELOPMENTAL STANDARD 5 – Family, Culture, and Community: The early childhood education professional understands the influence of the family, community, and culture on the learning and development of the young child. |
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|Teachers of Early Childhood |
|IPSB DEVELOPMENTAL STANDARD 6 – Observation and Assessment: The early childhood professional is knowledgeable about methods of assessment and evaluation and uses assessment information to plan appropriate curriculum and to provide feedback for families. |
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|Teachers of Early Childhood |
|IPSB DEVELOPMENTAL STANDARD 7 – Professionalism: The early childhood education professional embraces and actively models professionalism, ethical behavior, and commitment to lifelong learning. |
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|Teachers of Early Childhood |
|IPSB DEVELOPMENTAL STANDARD 8 – Learning Environments: The early childhood education professional promotes an environment that nurtures and encourages the physical, emotional, social, moral, aesthetic, language, and cognitive growth and development of all young children. |
|EDFA200 |EDCI205 |EDCI270 |EDCI285 |EDPS235 |EDPS265 |EDPS235265R |EDPS235265F |H&S320 |PE322 |EDCI311 |EDCI361 |EDCI362 |EDCI363 |EDCI364 |EDCI365 |EDPS430 |EDCI466 |EDCI496 |Evidence that Elementary Teacher Education Students can Meet the Standards/Performances (i.e., Classroom Performance, Live, Video [e.g., Microteaching, student teaching, early field experience]; Lesson Artifacts [e.g., Lesson/unit planning, handouts]; Paper/Pencil Tests of Knowledge [e.g., Praxis II, End of course teacher tests]; On-Demand Tasks [Simulations, case studies, problem-based scenarios]; Interviews of Candidate [e.g., debriefing, admission]; Testimonials [e.g., candidates, students, peers, cooperating teacher]; Products Reflecting Learning of Candidates’ Students [e.g., student artifacts]; Other Assessment [e.g., special projects], etc.) | |Performances
1. Involves all young children in the group in a smoothly functioning learning community in which the children assume responsibility for themselves and one another, participate in decision making, work collaboratively and independently, and engage in purposeful learning activities. | | | | | |X |X |X | | | |X |X |X |X |X |X |X |X |235265R/F - TEACHER ASSESSMENT, CLASS DISCUSSIONS
265 - GUEST SPEAKER, READINGS, DISCUSSION
430 - CMP
363 - WEEKLY TUTORING SESSIONS, LESSON PLANS
466 – MAYBE, IF THE INTEGRATED CURRICULUM UNIT IS DONE AT THE K-2 LEVEL.
364 – LESSON & UNIT PLANS & REFLECTIONS
361 – THEORY-INTO-PRACTICE (TIP) SOCIAL STUDIES LESSON PLANS, MENTOR TEACHER ASSESSMENT OF TIP ROTATION 1 AND ROTATION 2
362 – FRAMEWORK PAPER, PARTS 1 & 2
365 – PROMOTE INQUIRY-BASED LEARNING FOR ALL STUDENTS. COOPERATIVE LEARNING IS A MAJOR CONSIDERATION IN LESON PLANS, INCORPORATING 5 ELEMENTS THROUGHOUT. USE OF GROUPS IN SCIENCE ACTIVITIES PROMOTES THE IDEA OF THE LEARNER-AS-SCIENTIS, WORKING WITH OTHERS, SHARING IDEAS AS IN A SCIENTIFIC COMMUNITY. WWW ASSIGNMENT – CREATE A PLAN FOR PROMOTING COOPERATIVE LEARNING IN THEIR CLASSROOM.
496 – CBP, LESSON PLANS & UNITS | |2. Implements a consistent yet not rigidly enforced routine that provides dependability and security for all young children in the group. | | | | | | | | | | | | | |X |X |X |X |X |X |430 – CMP
363 – FOLLOWS CLASSROOM RULES ESTABLISHED BY TEACHER DURING PRACTICUM EXPERIENCES
466 – MAYBE, IF THE INTEGRATED CURRICULUM UNIT IS DONE AT THE K-2 LEVEL.
364 – LESSON & UNIT PLANS & REFLECTIONS
365 – ENCOURAGED TO MEET THE NEEDS OF INDIVIDUALS
496 - CBP | |
3. Creates an environment which encourages individual and group activities and promotes child-to-child and child-to-adult interactions. | | | | | | | | | | | | |X |X |X |X |X |X |X |430 – CMP
363 – WEEKLY TUTORING SESSIONS, LESSON PLANS
466 – MAYBE, IF THE INTEGRATED CURRICULUM UNIT IS DONE AT THE K-2 LEVEL.
364 – LESSON & UNIT PLANS & REFLECTIONS
362 – UNIT, STEP 2
365 – LESSONS PROMOTE USE OF INDIVIDUAL AND GROUP PARTICIPATION TO COMPLETE TASK(S), SHARING IDEAS, AND MAKING GROUP DECISIONS.
496 – CBP, LESSONS, UNITS | |4. Creates and modifies the environment and curricular experiences to meet the individual needs of all young children in the group. | | | | | |X |X |X | |X | | | |X |X |X | | |X |235265R - APPLICATION PAPER
265 - DISCUSSION, READINGS, MINI ASSIGNMENTS
235265F – TEACHER ASSESSMENT
322 – WRITTEN TEST
363 – WEEKLY TUTORING SESSIONS, LESSON PLANS
364 – LESSON & UNIT PLANS & REFLECTIONS
365 – PLANS LESSONS WITH LIMITED KNOWLEDGE OF THE STUDENTS NEEDS UNLESS ADVISED BY THE HOST TEACHER.
496 – CBP, LESSONS, UNITS | |5. Provides boundaries and expectations that all young children in the group understand. | | | | | |X | |X | | | | | |X |X |X | | |X |235265F - TEACHER ASSESSMENT
265 - READINGS, DISCUSSIONS
363 – WEEKLY TUTORING SESSIONS, LESSON PLANS
364 – LESSON & UNIT PLANS & REFLECTIONS
365 – AS APPROPRIATE IN LESSON PLAN: PRESENTS TO STUDENTS TO SET TONE OF THE LESSON.
496 - CBP | |6. Uses media communication tools and other learning technologies appropriately to facilitate learning. | | |X | | | | |X | | | |X |X |X |X |X | |X |X |235265F - TEACHER ASSESSMENT
270 - SIX MAJOR PROJECTS ALLOW THEM TO USE AND PRODUCE MATERIALS USING ALL TYPES OF COMPUTER SOFTWARE THAT SHOULD ALLOW FOR EFFECTIVE COMMUNICATIONS (E.G., INTERNET, HYPERSTUDIO, POWERPOINT)
363 – LESSON PLANS MAY INCORPORATE INTERNET RESOURCES
466 – MAYBE, IF THE CURRICULUM UNIT IS DONE AT THE K-2 LEVEL.
364 – LESSON & UNIT PLANS & REFLECTIONS
361 – INTERNETT WORKSHOP – SCAVENGER HUNT, BLOCK III THEMATIC UNIT – STEP 1 (NON-PRINT RESOURCES)
362 – UNIT PLANS
365 – AS APPROPRIATE FOR LESSON.
496 – LESSONS, UNITS | |7. Adapts the environment through the appropriate use of technology, including assistive technologies for children with disabilities. | | |X | | | | | | | | | |X | |X | | | |X |270 - DISCUSSION AND EXAM ON ISSUES INVOLVED IN ASSISTIVE TECHNOLOGY AND ITS USE WITHIN THE CLASSROOM SETTING.
364 – LESSON & UNIT PLANS & REFLECTIONS
362 – UNIT, STEPS 1-5
496 - LESSONS, UNITS, CBP | |
8. Creates, evaluates, and selects developmentally appropriate materials and equipment for the environment. | | | | | | |X |X | | | |X | |X |X |X | |X |X |235265R - APPLICATION PAPER
235265F - TEACHER ASSESSMENT
363 – LESSON PLANS, WEEKLY TUTORING SESSIONS
466 – MATERIALS EVALUATION SECTION OV THE INTEGRATED CURRICULUM UNIT IS DONE AT THE K-2 LEVEL.
364 – LESSON & UNIT PLANS & REFLECTIONS
361 – BLOCK III THEMATIC UNIT, THEORY-INTO-PRACTICE (TIP) SOCIAL STUDIES LESSON PLANS
365 – AS NEEDED IN LESSON PLANS
496 – CBP, LESSONS, UNITS | |9. Establishes and maintains a physically and emotionally safe and healthy learning environment for all young children in the group. | | | | | |X |X | | | | | | |X |X |X | | |X |235265R - APPLICATION PAPER
265 - DISCUSSION
363 – WEEKLY TUTORING SESSIONS
364 – LESSON & UNIT PLANS & REFLECTIONS
365 – CREATE A SAFETY PLAN (WWW ASSIGNMENT) IDENTIFY SAFETY ISSUES IN LESSON PLANS.
496 - CBP | |10. Organizes, allocates, and manages the resources of time, space, and attention equitably for all young children in the group. | | | | | |X | |X | | | | | |X |X |X | |X |X |235265F - TEACHER ASSESSMENT
265 - DISCUSSION
363 – WEEKLY TUTORING SESSIONS
466 – MAYBE, IF THE INTEGRATED CURRICULUM UNIT IS DONE AT THE K-2 LEVEL.
364 – LESSON & UNIT PLANS & REFLECTIONS
365 – AS RELATED TO THEIR LESSON PLANS
496 - CBP | |11. Creates and maintains a healthy, safe, clean environment and uses strategies to prevent accidents; promotes, models, and informs parents about nutrition for children at various ages; recognizes signs and symptoms of illness in children and actively works to prevent the spread of communicable diseases; and administers first aid and CPR as necessary. | | | | | | | | |X | | | | | | | | | |X |320 – CD, FE, I, PPT, RF, WA
496 – CBP FOR SOME HEALTHY, SAFE CLEAN ENVIRONMENT, ETC.
NOT ADMINISTERS FIRST AID & CPR | |
12. Works with the administrator(s) to set up, maintain, and advocate for appropriate, safe, healthy environments for all children and their families. | | | | | | | | |X | | | | | | | |X | | |320 – CD, WA, PPT
430 – CMP – DON’T REALLY WORK WITH ADMINISTRATION BUT DO ALL OTHER PARTS. DISCUSS HOW TO KEEP ADMINISTRATION INVOLVED | |
|EDFA200 |EDCI205 |EDCI270 |EDCI285 |EDPS235 |EDPS265 |EDPS235265R |EDPS235265F |H
&S320 |PE322 |EDCI311 |EDCI361 |EDCI362 |EDCI363 |EDCI364 |EDCI365 |EDPS430 |EDCI466 |EDCI496 |Evidence that Elementary Teacher Education Students can Meet the Standards/Performances (i.e., Classroom Performance, Live, Video [e.g., Microteaching, student teaching, early field experience]; Lesson Artifacts [e.g., Lesson/unit planning, handouts]; Paper/Pencil Tests of Knowledge [e.g., Praxis II, End of course teacher tests]; On-Demand Tasks [Simulations, case studies, problem-based scenarios]; Interviews of Candidate [e.g., debriefing, admission]; Testimonials [e.g., candidates, students, peers, cooperating teacher]; Products Reflecting Learning of Candidates’ Students [e.g., student artifacts]; Other Assessment [e.g., special projects], etc.) | |Knowledge
1. Understands the relationship of the environment to learning. | | | | |X |X |X | | | |X | |X |X |X |X |X |X |X |235 - PAPER & PENCIL TESTS, ON DEMAND TASKS (CASE STUDIES, PROBLEM BASED SCENARIOS, SIMULATIONS)
265 - READINGS
235265R – CLASS/GROUP DISCUSSION, APPLICATION PAPER
430 – CMP
363 – WRITES CLASSROOM DESCRIPTION PAPER
466 – MAYBE, IF THE CRITICAL ANALYSIS OBSERVATION (TIP) ARE DONE AT THE K-2 LEVEL.
311 – READING & CRITIQUES OF ENVIRONMENTAL LITERATURE
364 – LESSON & UNIT PLANS & REFLECTIONS. FINAL EXAM OR PROJECT
362 – FRAMEWORK PAPER, PART 1
365 – READINGS RELATED TO PROVIDING EFFECTIVE LEARNING ENVIRONMENTS
496 - CBP | |2. Knows how to be a thoughtful and responsive listener and a careful observer. |X | | | | |X |X |X | | | | | |X |X |X |X | |X |200 – DISCUSSIONS, INTERVIEWS
235265R - CLASS/GROUP DISCUSSION
265 - READINGS, ROLE PLAYS
235265F - TEACHER ASSESSMENT
430 – CMP
363 – WRITES PROFILE OF A LEARNER PAPER, INITIAL ASSESSMENT REPORT, AND FINAL REPORT OF TUTORING
364 – LESSON & UNIT PLANS & REFLECTIONS. FINAL EXAM OR PROJECT
365 – CONDUCT INTERVIEWS TO ELICIT CHILDREN’S IDEAS.
496 - CBP | |3. Knows criteria for evaluating the appropriateness of materials, equipment, and physical space. | | | | | | | | | | | | |X |X |X |X | | |X |363 – BOOK LEVELING ACTIVITY
364 – LESSON & UNIT PLANS & REFLECTIONS. FINAL EXAM OR PROJECT
362 – BASED EVALUATION, UNIT – STEP 1, ANNOTED BIBLIOGRAPHY, SOFTWARE EVALUATION
365 – USE OF PROJECT 2061 INSTRUCTIONAL DESIGN CLUSTERS TO EVALUATE PROGRAMS FOR CLASSROOM USE.
496 – LESSONS, UNITS | |
4. Understands how young children's social groups function and influence others in the environment. | | | | | |X | | | | | | | |X |X |X | | |X |265 - DISCUSSION, GUEST SPEAKERS
363 – CLASSROOM DESCRIPTION PAPER
363 – PROFILE OF A LEARNER PAPER
364 – LESSON & UNIT PLANS & REFLECTIONS. FINAL EXAM OR PROJECT
365 – CHARACTERISTICS OF LEARNERS AS A RESOURCE READINGS
496 – LESSONS, REFLECTIONS | |5. Understands the role of peer and adult-to-child interaction in facilitating the construction of knowledge. | | | | |X |X |X | | | | | | |X |X |X | |X |X |235265R - CLASS/GROUP DISCUSSION
235 - PAPER & PENCIL TESTS, ON DEMAND TASKS (CASE STUDIES, PROBLEM BASED SCENARIOS, SIMULATIONS)
265 - READING, DISCUSSIONS
363 – TUTORING, PROFILE OF A LEARNER PAPER, CLASSROOM DESCRIPTION PAPER
466 – MAYBE, IF THE CRITICAL ANALYSIS OBSERVATIONS (TIP) ARE DONE AT THE K-2 LEVEL.
364 – LESSON & UNIT PLANS & REFLECTIONS. FINAL EXAM OR PROJECT
365 – SCIENCE AS INQUIRY PROMOTES THE DEVELOPMENT OF SCIENTIFIC ABILITIES AND UNDERSTANDING BASED ON A CONSTRUCTURIST PERSPECTIVE THAT KNOWLEDGE IS BOTH INDIVIDUAL AND SOCIAL.
496 – LESSONS, REFLECTIONS | |6. Understands that effective classroom management is based on the environment and knows strategies that promote positive relationships, cooperation, and purposeful learning in the classroom for all young children. | | | | | |X |X | | | | | | |X |X |X |X | |X |235265R - CLASS/GROUP DISCUSSION
265 - READINGS, VIDEO
430 – CMP, QUIZZES
363 – WEEKLY TUTORING SESSIONS
364 – LESSON & UNIT PLANS & REFLECTIONS. FINAL EXAM OR PROJECT
365 – READINGS ON COOPERATIVE LEARNING, DEVELOPING EFFECTIVE CLASSROOMS; LESSON PLAN COMPONENTS INCLUDED
496 - CBP | |7. Understands the space and time requirements needed by young children for optimal learning and development. | | | | | |X | | |X | | | | | | | |X | |X |265 – READINGS
320 – CD, PPT
430 - CMP
496 – CBP, LESSONS | |8. Understands health (i.e., how to prevent the spread of communicable diseases and recognize when a child is ill), safety (including first aid, accident prevention techniques and strategies, CPR, and Universal Precautions), nutrition, and hygiene issues. | | | | | | | | |X | | | | | | | | | |X |320 – CD, PPT, WA, I, RF
496 – CBP, NOT SAFETY ISSUES | |9. Knows how to use a variety of media communication tools to enrich learning opportunities. | |X |X | | | | | | | | | |X | | |X | |X |X |270 - SEVERAL MAJOR PROJECTS ARE DEVELOPED THAT ALLOW THE STUDENTS TO USE VARIOUS FORMS OF TECHNOLOGY.
466 – MAYBE, IF THE INTEGRATED CURRICULUM UNIT IS DONE AT THE K-2 LEVEL.
205 – USE OVERHEAD PROJECTORS IN CLASS PRESENTATION, CREATE WEB PAGE AND PLACE REFLECTIVE ARTIFACTS ON WEB PAGE
362 – UNIT, STEP 1
365 – PROMOTE USE OF POWER POINT AS A PRESENTATION TOOL FOR RESEARCH AS WELL AS TEACHING.
496 – CBP, LESSONS, UNITS | |10. Knows how to use a variety of assistive technologies and equipment for children with disabilities. | | | | | | | | | | | | | | | | |X | | |430 - CMP
| |11. Knows how to communicate with and work collaboratively with administrator(s) in creating appropriate environments for young children. | | | | | |X | | | | | | | | | | |X | | |265 - READINGS, GUEST SPEAKERS, DISCUSSION
430 - CMP | |
|EDFA200 |EDCI205 |EDCI270 |EDCI285 |EDPS235 |EDPS265 |EDPS235265R |EDPS235265F |H&S320 |PE322 |EDCI311 |EDCI361 |EDCI362 |EDCI363 |EDCI364 |EDCI365 |EDPS430 |EDCI466 |EDCI496 |Evidence that Elementary Teacher Education Students can Meet the Standards/Performances (i.e., Classroom Performance, Live, Video [e.g., Microteaching, student teaching, early field experience]; Lesson Artifacts [e.g., Lesson/unit planning, handouts]; Paper/Pencil Tests of Knowledge [e.g., Praxis II, End of course teacher tests]; On-Demand Tasks [Simulations, case studies, problem-based scenarios]; Interviews of Candidate [e.g., debriefing, admission]; Testimonials [e.g., candidates, students, peers, cooperating teacher]; Products Reflecting Learning of Candidates’ Students [e.g., student artifacts]; Other Assessment [e.g., special projects], etc.) | |Dispositions
1. Values both the active involvement of young children in shaping the learning environment and the teacher's role as facilitator. | | | | | | |X |X | | | | | | |X | | |X |X |235265R - APPPLICATION PAPERS, CLASS/GROUP DISCUSSIONS
235265F - TEACHER ASSESSMENT
466 – MAYBE, IF THE INTEGRATED CURRICULUM UNIT IS DONE AT THE K-2 LEVEL.
364 – LESSONS & UNIT PLANS AND REFLECTIONS
496 – CBP, LESSONS, UNITS | |2. Respects how the variability in children's activity levels, attention spans, health, and overall development affect the learning environment. | | | | | |X |X |X | | | | |X |X |X |X | | |X |235265R - APPLICATION PAPERS, CLASS/GROUP DISCUSSIONS
265 – READINGS, DISCUSSIONS
235265F – TEACHER ASSESSMENT
363 – PROFILE OF A LEARNER PAPER
363 – WEEKLY TUTORING SESSIONS
364 – LESSONS & UNIT PLANS AND REFLECTIONS
362 – GUEST SPEAKER ?
365 – CHARACTERISTICS OF LEARNERS PRESENTED FOR CONSIDERATION IN PLANNING APPROPRIATE LESSONS.
496 – CBP, REFLECTIONS | |3. Commits to the expression and use of democratic principles in the classroom. |X | | | | |X | | | | | |X | | |X | | | |X |200 – DISCUSSION READINGS
265 - READINGS, DISCUSSION
364 – LESSONS & UNIT PLANS AND REFLECTIONS
361 – REFLECTION PAPER, “GOOD” CITIZEN ESSAY
496 – CBP, REFLECTIONS | |4. Values the many ways young children communicate. | | | | | |X | |X | | | | | |X |X |X | | |X |265 - READINGS, DISCUSSIONS
235265F – TEACHER ASSESSMENT
363 – WEEKLY TUTORING SESSIONS
364 – LESSONS & UNIT PLANS AND REFLECTIONS
365 – ENCOURAGED TO ELICIT STUDENTS IDEAS THROUGH SCIENCE JOURNALS, INTERVIEWS, ORAL PRESENTATIONS, AND OBSERVATIONS, (GRAPHIC ORGANIZERS, CONCEPTS MAPS, PICTURES)
496 - CBP | |
5. Values the role of child-to-child, child-to-teacher, and teacher-to-family collaboration in establishing a climate of learning. | | | | | |X |X | | | | | |X | | |X |X |X |X |235265R - APPLICATION PAPERS, CLASS/GROUP DISCUSSIONS
265 - READINGS, GUEST SPEAKERS, MINI ASSIGNMENTS
430 - CMP
466 – MAYBE, IF THE INTEGRATED CURRICULUM UNIT IS DONE AT THE K-2 LEVEL.
362 – FRAMEWORK PAPER – PARTS 1 & 2, LITERATURE CIRCLES & REFLECTION LETTER
365 – PROMOTE MUTUAL RESPECT OF IDEAS IN LESSONS PRESENTED IN THE CLASSROOM. TEACHER TO FAMILY – NA
496 - CBP | |6. Believes that the environment must be open to adjustment based on needs and changing circumstances of all of the young children in the group. | |X | | | |X | |X | | | | | |X | |X |X | |X |265 - READINGS, GUEST SPEAKERS, DISCUSSION
235265F – TEACHER ASSESSMENT
430 – CMP
363 – WEEKLY TUTORING SESSIONS
205 – EDUCATIONAL PHILOSOPHY PAPER PROVIDES EVIDENCE OF THIS
365 – LESSON PLANS ARE WRITTEN AS A GUIDE. USING A KWHL CHART, FOR EXAMPLE PROVIDES A MEANS OF DETERMINING PRIOR KNOWLEDGE AND ADJUSTING THE LESSON AS NEEDED.
496 - CBP | |7. Values an environment that affirms and respects young children's diversity. | | | |X | |X |X |X | | | | |X |X | |X | | |X |235265R/F - CLASS/GROUP DISCUSSIONS, TEACHER ASSESSMENT, STUDENT DEBRIEFING
265 – READINGS, DISCUSSION
363 – WEEKLY TUTORING SESSIONS
363 – PROFILE OF A LEARNER PAPER
285 – ALL MAJOR ASSIGNMENTS IN COURSE (E.G. KEY CONCEPTS ESSAY, CULTURAL SELF ANALYSIS), SIMULATIONS, FIELD AND CULTURAL EXPERIENCES AND CLASS DISCUSSIONS
362 – FRAMEWORK PAPER, PART 1
365 – READINGS DEALING WITH GENDER EQUITY AND MULTICULTURALISM
496 - CBP | |8. Values the administrator's role in supporting appropriate early childhood environments in programs for young children and in facilitating the professional development of the professionals who work with the children | | | | | | | | |X | | | | |X | | |X | | |430 – CMP
320 – CD, I
363 – WEEKLY TUTORING SESSIONS
363 – PROFILE OF A LEARNER PAPER | |
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