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EDC 355 Social and Emotional Learning in Early Childhood
Wilson, Catherine


COURSE NUMBER: EDC 355

COURSE TITLE: Social and Emotional Learning in Early Childhood Education

TERM: Fall 2005 

FACULTY:  Catherine Wilson

TITLE: Associate Professor of Education

OFFICE LOCATION:  Copley 320

OFFICE HOURS:  M-F 9:00-10:30; T-TH-9-10:00; W 1-2:00

OFFICE TELEPHONE NUMBER:  816-584-6342

PARK EMAIL ADDRESS:  catherine.wilson@park.edu

DATES OF THE TERM:  August 22-December 16

CLASS SESSIONS DAYS:  M-F

CLASS SESSION TIME: 12:24-1:40

PREREQUISITE(S): Admission to the School for Education (or permission of the instructor for students with ED322A on their audit)

CREDIT HOURS: 3

 

MISSION STATEMENT

The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

VISION STATEMENT

Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.

 

COURSE DESCRIPTION: This course will examine the theories that support the problem solving approach to guiding young children’s behavior in the early childhood classroom.  The adult role in developing relationships of mutual trust and respect and helping young children see themselves as a member of a learning community will be emphasized.  Developmentally appropriate strategies, including preventive strategies, will be explored.  Students will observe and analyze guidance and classroom management practices in different early childhood settings.

 

EDUCATIONAL PHILOSOPHY: Becoming as a teacher is a complex process that occurs most effectively in learning communities that provide rich opportunities for inquiry and reflection, and that cultivate a sense of curiosity, integrity, social justice, and professionalism. 

 

LEARNING OUTCOMES:  Learners successfully completing EDC 355 will be able to:

  1. Apply knowledge of child growth, development and learning to teaching practice.

     (NAEYC Standard 1c; MoSTEP Standard 1.2.2, Revised ECE competency 2.3,) (Assessment: Observations),

  1. Explain and evaluate a range of planning and guidance strategies (NAEYC Standard 4a; MoSTEP Standard 1.2.6; Revised ECE competency 6.4 6.6, 6.7, 6.8, 6.9) (Assessment: Observations, Advocacy in Action, Portfolio Essay),
  2. Explain and evaluate strategies that help children become responsible decision-makers. (NAEYC Standard 4a; MoSTEP Standard 1.2.6; Revised ECE Competency 6.9) (Assessment: Advocacy in Action, Observations),
  3. Explain and evaluate strategies to facilitate children’s skills in communication and interpersonal relationships, including problem solving and negotiation. (NAEYC Standards 4a, 4b; MoSTEP Standard 1.2.5, 1.2.6; Revised ECE Competencies 6.4) (Assessment: Advocacy in Action, Observations),
  4. Explain and evaluate strategies for building a sense of community and friendship inclusive of all children. (NAEYC Standard 4a, 4b; MoSTEP Standard 1.2.6; Revised ECE Competency 6.6, 6.7) (Assessment: Observations, Advocacy in Action),
  5. Explain the role of culture in creating relationships. (NAEYC 1c, MoSTEP Standard 1.2.3, Revised ECE Competencies 5.1)  (Assessment: Advocacy in Action, Philosophy Letter, Portfolio Essay)
  6. Explain and evaluate strategies for collaborating with families to support parents in guiding the behavior of their child. (NAEYC Standards 2c, 4a; MoSTEP Standard 1.2.6, 1.2.10; Revised ECE Competencies 3.4, 6.7) (Assessment: Interviews),
  7. Develop strategies for responding effectively to children with challenging behaviors.  (NAEYC Standard 4a: MoSTEP Standard 1.2.6; Revised ECE Competency 6.6, 6.7, 6.8) (Assessment: Interviews),
  8. Articulate an appropriate philosophy of early childhood education as a basis for making professions decisions.  (NAEYC Standard 5d ; MoSTEP Standard 1.2.9; Revised ECE Competency 1.4) (Assessment: Portfolio Essay, Philosophy Statement)

 

Park University Literacies:

 

Analytical and Critical Thinking.  The student demonstrating analytical and critical thinking literacy will be able to gather, evaluate, and communicate information effectively; meet the basic computing demands of contemporary life; know standards of excellence; recognize varieties of problem-solving strategies; and be able to contribute to desirable changes or help preserve and transmit fundamental knowledge for the good of society. (Assignments: Advocacy in Action Observations, Interviews, Philosophy Statement, Portfolio Essay)

 

Ethics and Values.  The student demonstrating ethics and values literacy is sensitive to value questions, appreciatively and critically aware of differing value systems, in possession of tools for analyzing value questions, and engaged in the process of putting these things together into a constant set of personal values and testing them for life. (Assignments: Advocacy in Action,  Observations, Interviews, Philosophy Statement, Portfolio Essay)

 

Community and Civic Responsibility.  The student demonstrating community and civic responsibility literacy will be able to see the complexity of social, political, and economic systems and problems on the national and international scene, and then develop ways that would contribute to the solution of such problems through effective citizenship participation. (Assignments: Advocacy in Action, Philosophy Statement)

 

 

COURSE TEXTBOOKS:

Ayers, W. (1993).  To teach: The journey of a teacher.  NY: Teachers College Press.

 

Gartrell, D. (2003).  A guidance approach for the encouraging classroom.  3rd edition.  Clifton Park: NY Thomson

 

Paley, V. (1979/2000)  White teacher.  Cambridge, MA; Harvard University Press.

 

Selected journal articles (on reserve in the Park University Library)

 

Bondy, E., & Ketts, S. (2001).  Like being at the breakfast table: The power of classroom morning meeting.  Childhood Education, Spring, 144-149. (On reserve in library).

 

DeVries, R., & Zan, B.  (1995).  Creating a constructivist classroom atmosphere.   Young Children, 51, 4-13. (On reserve in library).

 

Feeney, S., & Freeman, N. K. (1999).  Ethics and the early childhood educator.  “Ethical responsibilities to children.  pp. 37-42.  Washington, DC: National Association for the Education of Young  Children.

 

Froschl, M., & Sprung, B. (1999).  On purpose: Addressing teasing and bullying in early childhood.  Young Children, 70-72

 

Gartrell, D. (2001).  Replacing time-out: Part One-Using guidance to build an encouraging classroom.  Young Children, 8-16.

 

Harada, V.H., Lum, D., & Souza, K.  (2002/03)  Building a learning community: Students and adults as inquirers.  Childhood Education, Winter,  66-71. (On reserve in library).

 

Hitz, R., & Driscoll, A. (1988).  Praise or encouragement? New insights into praise.  Implications for early childhood educators.  Young Children, 6-13.

 

McClurg, L. G. 1998).  Building an ethical community in the classroom: Community Meeting.  Young Children, 30-35. (On reserve in library.)

 

Novick. R. (1998).  The comfort corner: Fostering resiliency and emotional intelligence.  Childhood Education, 200-204.

 

Rightmeyer, E. C. (2003). Democratic discipline: Children creating solutions.  Young Children, 38-45.

 

Watson, M. (2003).  Attachment theory and challenging behaviors: Reconstructing the nature of relationships.  Young Children, 12-20.

 

COURSE ASSESSMENT:

 

  1. Advocacy in Action.  After reading the selections assigned for the week, identify two ideas that you want to share with your teaching partner or colleague in your building.  Describe the idea and include 4-6 points that you will make as you share your learnings with your colleague. (NAEYC Standards 1c, 4a, 4b)  (Park University Literacies: Analytical and Critical Thinking, Ethics and Values, Community and Civic Responsibility)

 

  1. Observations.  Arrange to observe in a preschool and K-3 setting (Child and Family Studies majors will observe in a toddler and preschool settings) for a minimum of two hours in each setting.  Your assignment will have three components:

 

    1. Observation notes,
    2. Analysis of observation notes.  Describe and discuss how the teachers use 1) the physical environment (including the schedule), 2) active listening, 3) meaningful involvement of the a child or children in problem-solving and decision-making, 4) effective setting of limits and 5) use of affirmations support the social and emotional learning of the child.  Be specific and provide descriptive examples from your observations notes.
    3. Reflection.  At the conclusion of your analysis, reflect on your learnings. What are you noticing that seems important for your teaching?  How are these learnings helping you develop a vision of the teacher you want to be?  What readings are helping you understand the issues?  Why might your learnings be important for the year children will spend in your company?  How are your learnings helping you envision children as capable and competent?  How are you coming to appreciate the values that underlie teaching decisions? (Park University Literacies: Analytical and Critical Thinking, Ethics and Values)

 

  1. Interviews.  The interviews are designed to you better understand the classroom teacher’s role in collaborating with families to support parents in guiding the behavior of their child and to respond effectively to children with challenging behavior.  (NAEYC Standards 1c, 4a, 4b)

 

Your first interview will be conducted with a classroom teacher.  The following are questions to ask the teacher:  1) How do you define challenging behavior?  2) When a teacher/center has a child with challenging behaviors enrolled, what kind of questions should the teacher ask herself to support the child’s social and emotional development?  3)  When working with children with challenging behaviors in your classroom what has helped you most?  4)  Describe your strategies/ guidelines for working with the family of a child with challenging behavior.  These questions will be further refined in class.

 

Your second interview will be conducted with a family. The following are questions to ask the family:  1) What does your center/teacher do to make you and your child feel welcome and comfortable?  2)  How does your center keep you informed of happenings in the center and the classroom?  3)  How does the teacher support your child rearing beliefs and wishes?  4)  What kind of information, activities, and communication would like for the teacher/center to share with you?  These questions will be further refined in class.

 

Reflection.  At the conclusion of your account of the interviews, reflect on your learnings. What are you noticing that seems important for your teaching?  How are these learnings helping you develop a vision of the teacher you want to be?  What readings are helping you understand the issues?  Why might your learnings be important for the year children will spend in your company?  How are your learnings helping you envision children as capable and competent?  How are you coming to appreciate the values that underlie teaching decisions? (Park University Literacies: Analytical and Critical Thinking, Ethics and Values)

 

 

  1.  Philosophy Statement.  Synthesize your learnings for the semester by writing a letter to your principal explaining your rationale for creating a community of learners.  Be sure to include reference to the theories, writers, observations, events, knowledge, and values that influence your thinking.  (NAEYC Standards 1c, 4a, 4b, 5d) (Park University Literacies: Analytical and Critical Thinking, Ethics and Values, Community and Civic Responsibility)

 

  1.  Portfolio Essay.  In preparation for your culminating portfolio, write the first draft of the essay addressing the professional standards relevant to your degree program. Guidelines will be developed in class. (NAEYC Standards 1c, 4a, 4b) Park University Literacies: Analytical and Critical Thinking, Ethics and Values, Community and Civic Responsibility)

 

GRADING POLICY: The course requirements are all assigned point values.  Rubrics will be provided for each of the assignments.  You will earn grades on the basis of total points earned in the course.  1) Advocacy in Action  (10pts. each week; 100 total pts.)  2) Observations  (75 pts. each; total 150 pts.  3) Interviews (60 pts.) 4) Philosophy Letter 30 pts.  5) Portfolio Essay 30 pts.    

 

A=370-350 pts Exceptional work that demonstrates strong understandings and critical thinking.

B= 349-320 pts.

C=319-300 pts.

 

LATE SUBMISSION OF COURSE MATERIALS:  Assignments must be submitted on the date requested to receive full credit.

 

CLASS EXPECTATIONS:

Participation:  Dispositions for Becoming an Effective Teacher” will be used as the criteria for participation in class discussion and expectations for assignments.   To earn the grade of an “A” for the course your participation and coursework must clearly demonstrate each of the dispositions at the level of “3” or “4”.  This includes work being turned in on the date due and attendance.

 

·         Arrive promptly for class.

·         Turn off cell phone.

·         Attend all class meetings (excused absences for emergencies only).

·         Actively participate in class learning experiences.

 

Each student will be an important part of the community of learners.  The learnings created through discussion and group work will be essential to developing understandings of the course content.  If you should have an emergency and are unable to attend, please be sure to call the instructor before the class meeting.  Attendance will be considered in determining the final course grade.   If you have more than five absences for the semester, your final evaluation will be lowered by one grade, for example, a “B” will become a “C.”  Three late arrivals or early departures = one missed class.

 

·         Complete all reading assignments before the class for which they are assigned.

·         Complete all assignments on the date indicated in the syllabus. 

 

Computers make writing and revising much easier and more productive however technology can also cause problems.  Printers run out of ink and hard drives crash.  You are responsible for planning ahead and meeting deadlines in spite of technology.  Be sure to save copies of your work to disk and print out paper copies for backup purposes.  When turning in an assignment, be sure to provide the instructor with a paper copy rather than a disk or an e-mail attachment.

 

 

 COURSE TOPICS/DATES/ASSIGNMENTS

 

Week

Date

Topics/Assignments

1

August 22 and 26

The Challenge of Teaching: Developing a Vision

 

Readings:

Ayers  To Teach: The journey of a teacher.  Chapters 1-2

Advocacy in Action Due August 26

2

August 29 and September 2

Creating an Environment for Learning

 

Readings:

Ayers  To Teach: The journey of a teacher.  Chapters 3-4

Advocacy in Action Due August 29

3

September 9 (no class September 5

The Curriculum

 

Readings:

Ayers.  To Teach: The journey of a teacher.  Chapters 5-7

 

Harada, V.H., Lum, D., & Souza, K.  (2002/03)  Building a learning community: Students and adults as inquirers.  Childhood Education, Winter,  66-71. (On reserve in library).

Advocacy in Action Due September 9

4

September 12 and 16

Foundations of a Guidance Approach

 

Readings:

Gartrell.  A guidance approach for the encouraging classroom.  Chapters 1-2

 

Advocacy in Action Due September 12

5

September 19 and 23

Foundations of a Guidance Approach

 

Readings:

Gartrell.  A guidance approach for the encouraging classroom.  Chapters 3-4

Advocacy in Action Due September 19

 

6

September 26 and 30

Organizing and Managing the Environment

 

Readings:

Gartrell.  A guidance approach for the encouraging classroom.  Chapters 5-6

Advocacy in Action Due September 26

7

October 3 and 7

Communicating with the Group and with Individuals.

 

Readings:

Gartrell.  A guidance approach for the encouraging classroom.  Chapters 7-8

Bondy, E., & Ketts, S. (2001).  Like being at the breakfast table: The power of classroom morning meeting.  Childhood Education, Spring, 144-149. (On reserve in library).

 

Hitz, R., & Driscoll, A. (1988).  Praise or encouragement? New insights into praise.  Implications for early childhood educators.  Young Children, 6-13.

 

McClurg, L. G. (1998).  Building an ethical community in the classroom: Community Meeting.  Young Children, March, 30-35. (On reserve in library.)

Advocacy in Action Due October 3

 

 

 

8

October 10 and 14

Problem Solving

 

Readings:

Gartrell.  A guidance approach for the encouraging classroom.  Chapters 9-10

DeVries, R., & Zan, B.  (1995).  Creating a constructivist classroom atmosphere.   Young Children, 51, 4-13. (On reserve in library).

 

Rightmeyer, E. C. (2003). Democratic discipline: Children creating solutions.  Young Children, 38-45.

Advocacy in Action Due October 10

 

Fall Break

 

 

9

October 24 and 28

Interventions

 

Readings:

Gartrell.  A guidance approach for the encouraging classroom.  Chapters 11

 

Advocacy in Action Due October 24

10

October 31 and November 4

Interventions

 

Readings:

Feeney, S., & Freeman, N. K. (1999).  Ethics and the early childhood educator.  “Ethical responsibilities to children.  pp. 37-42.  Washington, DC: National Association for the Education of Young  Children.

 

Gartrell, D. (2001).  Replacing time-out: Part One-Using guidance to build an encouraging classroom.  Young Children, 8-16.

 

Novick. R. (1998).  The comfort corner: Fostering resiliency and emotional intelligence.  Childhood Education, 200-204.

 

Watson, M. (2003).  Attachment theory and challenging behaviors: Reconstructing the nature of relationships.  Young Children, 12-20.

 

Advocacy in Action Due October 31

 

Observations Due November 4

11

November 7 and 11

Working with Families

12

November 14 and 18

Liberation Teaching

 

Readings:

Gartrell.  A guidance approach for the encouraging classroom.  Chapters 12

 

Froschl, M., & Sprung, B. (1999).  On purpose: Addressing teasing and bullying in early childhood.  Young Children, 70-72

 

Advocacy in Action Due November 14

 

Interviews Due November 18

13

November 21 (no class November 25)

Understanding Culture/Examining Bias

 

Readings: 

Paley.  White teacher pp. 1-53

 

 

14

November 28 (no class December 2)

Understanding Culture/Examining Bias

 

Readings: 

Paley.  White teacher pp. 54-136

Philosophy Letter Due November 28

15

December 5 and 9

Portfolio Essay Due for Peer Review December 5 and final evaluation December 9

Finals Week

 

 

 

ACADEMIC HONESTY: “Academic integrity is the foundation of the academic community.  Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life.” Park University 2005-2006 Undergraduate Catalog Page 85-87

 

PLAGIARISM: “Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another’s idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing.”  Park University 2005-2006 Undergraduate Catalog Page 85-87

 

ATTENDANCE POLICY: Attendance will be considered in determining the final course grade.   If you have more than five absences for the semester, your final evaluation will be lowered by one grade, for example, a “B” will become a “C.”  Three late arrivals or early departures = one missed class.

 

Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "WH".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

 

DISABILITY GUIDELINES: Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University’s policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Park University is committed to meeting the needs of all learners that meet the criteria for special assistance. These guidelines are designed to supply directions to learners concerning the information necessary to accomplish this goal. It is Park University’s policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the American with Disabilities Act of 1990, regarding learners with disabilities and, to the extent of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University’s policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .

 

COPYRIGHT NOTIFICATION: This material is copyright and can not be reused without author permission.


EDC 355  Rubric for Observations

NAEYC Standards: 1c, 4a, and 4b

 

Meets Expectations

75- 70 pts.

Developing

69-40 pts.

Does Not Meet Expectations

39-0 pts.

Notes provide descriptive accounts of the setting, teaching strategies, and learning experiences  observed. ___

 

Notes include descriptive accounts of the children’s participation, responses, initiative, etc.___

 

Analysis provides an in-depth discussion of the ways the physical environment, active listening, negotiations, effective setting of limits and use of affirmations support the social and emotional learning of the child.  Many specific examples are used from the observational notes.  _____

 

 

Concludes with a thoughtful, well-developed reflection on your learnings from the observation and implications for your teaching.___ 

 

What are you noticing that seems important for your teaching?____

How are these learnings helping you develop a vision of the teacher you want to be? ____

 What readings are helping you understand the issues? ___

 Why might your learnings be important for the year children will spend in your company?___

How are your learnings helping you envision children as capable and competent?___  How are you coming to appreciate the values that underlie teaching decisions?___ (Park University Literacies: Analytical and Critical Thinking, Ethics and Values)

 

Applies relevant readings to the observation. Often more than one reading is used as a resource in reflection.___

 

Careful attention to spelling and grammar.___

 

 

Well-organized paragraphs.___

 

 

 

Notes provide brief accounts of events. ___

 

 

 

Some attention to the children.___

 

 

 

Analysis provides a brief  discussion of the ways the physical environment, active listening, negotiations, effective setting of limits and use of affirmations support the social and emotional learning of the child.  ___Some examples are used from the observational notes.  _____ Not all elements are discussed.________

 

Reflection demonstrates beginning attempt to think about the implications of observation.___

 

 

What are you noticing that seems important for your teaching?____

How are these learnings helping you develop a vision of the teacher you want to be? ____

 What readings are helping you understand the issues? ___

 Why might your learnings be important for the year children will spend in your company?___

How are your learnings helping you envision children as capable and competent?___  How are you coming to appreciate the values that underlie teaching decisions?___ (Park University Literacies: Analytical and Critical Thinking, Ethics and Values)

 

One text emphasized.___

 

 

 

 

Some errors in grammar and spelling.___

 

 

Paragraphs help organize thinking.___

Notes demonstrate little effort to describe events. ___

 

 

 

Little attention given to children’s responses.___

 

 

 

Little or no analysis.  _____

 

 

 

 

 

 

 

 

 

 

 

Reflection is brief and/or superficial.___

 

 

 

 

What are you noticing that seems important for your teaching?____

How are these learnings helping you develop a vision of the teacher you want to be? ____

 What readings are helping you understand the issues? ___

 Why might your learnings be important for the year children will spend in your company?___

How are your learnings helping you envision children as capable and competent?___  How are you coming to appreciate the values that underlie teaching decisions?___ (Park University Literacies: Analytical and Critical Thinking, Ethics and Values)

 

Relies on personal opinion with no references to readings.___

 

 

 

Substantial errors in grammar and spelling.___

 

 

Construction of paragraphs is confusing.___

 

 

 

 

Name________________________________________  Date_____________________

Points earned__________________________  

 


EDC 355  Rubric for Interviews

NAEYC Standards: 1c, 4a, and 4b

 

Meets Expectations

60- 55 pts.

Developing

50-30 pts.

Does Not Meet Expectations

29-0 pts.

Notes provide descriptive accounts of the teacher/parent’s responses to each of the questions. ___

 

 

Reflection includes a thoughtful response to each question. ____

 

What are you noticing that seems important for your teaching?____

How are these learnings helping you develop a vision of the teacher you want to be? ____

 What readings are helping you understand the issues? ___

 Why might your learnings be important for the year children will spend in your company?___

How are your learnings helping you envision children as capable and competent?___  How are you coming to appreciate the values that underlie teaching decisions?___ (Park University Literacies: Analytical and Critical Thinking, Ethics and Values)

 

 

Applies relevant readings to the observation. Often more than one reading is used as a resource in reflection.___

 

Careful attention to spelling and grammar.___

 

 

Well-organized paragraphs.___

 

 

 

 

Notes provide brief accounts of responses to questions. ___

 

 

 

 

Reflection includes a response to some questions._____

 

What are you noticing that seems important for your teaching?____

How are these learnings helping you develop a vision of the teacher you want to be? ____

 What readings are helping you understand the issues? ___

 Why might your learnings be important for the year children will spend in your company?___

How are your learnings helping you envision children as capable and competent?___  How are you coming to appreciate the values that underlie teaching decisions?___ (Park University Literacies: Analytical and Critical Thinking, Ethics and Values)

 

 

 

One text emphasized.___

 

 

 

 

Some errors in grammar and spelling.___

 

 

Paragraphs help organize thinking.___

Notes demonstrate little effort to record responses. ___

 

 

 

 

Reflection is brief and/or superficial.___

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Relies on personal opinion with no references to readings.___

 

 

 

Substantial errors in grammar and spelling.___

 

 

Construction of paragraphs is confusing.___

 

 

 

 

Name________________________________________  Date_____________________

Points earned__________________________


EDC 355 Rubric for Philosophy Letter

NAEYC Standard 5

 

Meets Expectations   30-25 pts. Developing   20-10 pts. Does Not Meet Expectations 9-0pts.

Demonstrates a strong understanding of the concept of creating a community of learners.___

(Park University Literacies: Analytical and Critical Thinking, Ethics and Values, Community and Civic Responsibility)

 

 

 

Appropriate examples of teaching practices are provided.____

 

 

Sources of your thinking are clearly explained._____

 

 

Writing is clear and well-organized.­­___

 

Careful attention to spelling and grammar.___

Demonstrates a beginning understanding of the concept of creating a community of learners.___

(Park University Literacies: Analytical and Critical Thinking, Ethics and Values, Community and Civic Responsibility)

 

 

Examples of teaching practices are provided, but all examples are not appropriate.____

 

Brief reference to sources of your thinking.________

 

 

Ideas sometimes need to be clarified or better organized .___

 

Some errors in spelling and grammar.___

Demonstrates little or no understanding of the concept of creating a community of learners.___ (Park University Literacies: Analytical and Critical Thinking, Ethics and Values, Community and Civic Responsibility)

 

Few or no examples of teaching practices are provided. ___

Examples are not appropriate._____

 

Little or no reference to the sources of your thinking.____

 

 

Ideas not clearly expressed.  Poorly organized.___

 

Substantial errors in spelling and grammar.___

 

   

Name________________________________________  Date_____________________

Points earned__________________________  

 

 


EDC 355 Rubric for Essay on Standards/Competencies

NAEYC Standard 5

 

Meets Expectations   30-25 pts. Developing   20-10 pts. Does Not Meet Expectations 9-0pts.

Demonstrates a strong understanding of the standard or competency.___

(Park University Literacies: Analytical and Critical Thinking, Ethics and Values, Community and Civic Responsibility)

 

 

The essays make good connections between standard/competency and artifacts from professional coursework.___

 

 

Writing is clear and well-organized.­­___

 

Careful attention to spelling and grammar.___

Demonstrates beginning understanding of the standard or competency.___

(Park University Literacies: Analytical and Critical Thinking, Ethics and Values, Community and Civic Responsibility)

 

Beginning connections are made between the standard/competency and artifacts from professional coursework.___

 

 

Ideas sometimes need to be clarified or better organized .___

 

Some errors in spelling and grammar.___

Does not demonstrate beginning understanding of each standard or competency missing.___

(Park University Literacies: Analytical and Critical Thinking, Ethics and Values, Community and Civic Responsibility)

 

Little or no connections made between standard/competency and artifacts from professional coursework.___

 

 

Ideas not clearly expressed.  Poorly organized.___

 

Substantial errors in spelling and grammar.___

 

   

Name________________________________________  Date_____________________

Points earned__________________________