Early Childhood Education

Student Learning Outcomes for all Concentrations

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Early childhood professionals:

1. Demonstrate an understanding of the interdependent relationship between sociocultural and biological aspects of child growth and development as well as individual developmental and learning differences between and among young children with and without disabilities. (NAEYC Advanced Standard 1; DEC Advanced Standard 3)
2. Design and implement culturally, linguistically, developmentally appropriate curricula and create inclusive learning environments for young children. They implement a variety of evidence-based, culturally sustaining practices to individualize learning opportunities for children with diverse identities and sociocultural contexts. (NAEYC Advanced Standard 5; DEC Advanced Standard 2)
3. Observe and document child development and learning of individual children within their families’ sociocultural context. Early childhood professionals select relevant tools and processes, including formal and informal assessments of development, learning, environments, and programs. (NAEYC Advanced Standard 3; DEC Advanced Standard 1)
4. Know, use, and advocate for ethical guidelines and professional standards related to interactions with young children, families and other professionals within early childhood contexts. (NAEYC Advanced Standard 6; DEC Advanced Standard 5)
5. Examine and plan their leadership and advocacy toward equitable, diverse and inclusive early childhood environments. They critically analyze theories, policies, research and practices to promote all children’s development, learning and well-being. (NAEYC Advanced Standard 6; DEC Advanced Standard 5)
6. Appreciate and value the diverse assets of children’s sociocultural contexts including families and communities. They demonstrate respectful, responsive, and reciprocal relationships that inspire belonging among children, families and professionals.

Descriptions of Key Assessments of Student Learning

ECED 5010 Performance Assessment: Curriculum Project

Plan and implement developmentally and individually appropriate curriculum unit based upon the context of children, family, culture, and classroom community. Use assessment data to su Throughout the semester, students will develop and revise a unit of study relevant to young learners focusing on inquiry, documentation, and inclusion. (Outcome 2)

ECED 5040 Performance Assessment: Administrator Interview

Students will select and interview an educational leader in the field of early childhood education. Students will develop a list of questions/topics for the interview and will write a summative reflection paper. (Outcome 4)

ECED 5060 Performance Assessment: Family Appreciative Experience

This assignment is designed to engage students directly and deeply with one or more families through application of an appreciative stance and implementation of funds of knowledge principles. (Outcome 6)

ECED 5080 Performance Assessment: Language and Literacy Development Child Study

Throughout the semester, students will analyze and describe a learner’s (birth through five years old) oral language in social and academic contexts and their literacy learning. (Outcomes 1)

ECED 5200 Performance Assessment: Progress Monitoring Portfolio

This project is a multistep, ongoing assessment portfolio using formal and informal assessments and collaboration with the family to monitor and adjust interventions based on documentation and assessment (Outcome 3)

ECED 5850 Performance Assessment: Capstone Portfolio and Reflection

Students will select and interview an educational leader in the field of early childhood education. Students will develop a list of questions/topics for the interview and will write a summative reflection paper. (Outcome 5)

ECED Practicum Practice Based Assessment: Assessment & Screening Project

Students work with a family using a valid and reliable screening tool to conduct a screening. Students practice writing the results, including recommendations and next steps they would provide to families. (Outcome 3)

ECED Practicum Practice Based Assessment: Milestones Padlet

Students identify two milestones with a selected developmental period, and then identify how that milestone might differ based on a particular disability/delay. Sociocultural context is considered and discussed as well. (Outcomes 1)

Student Learning Outcomes for Certificate in Early Childhood Leadership (Buell Early Childhood Leadership Program)

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Graduates of the Buell Early Childhood Leadership Program certificate program will be able to:

1. Examine one’s personal identities, values, leadership theories and practices toward equitable, diverse and inclusive early childhood environments.
2. Apply appreciative and inclusive leadership practices with children, families, and colleagues to deepen awareness and understanding of the dynamic ecologies where children and adults live, learn, and work.
3. Engage across multiple pathways for deepening understandings around the relevant and contextualized complex early childhood issues and opportunities to foster participatory collective action.
4. Critically analyze theories, policies, research and practices.

Descriptions of Key Assessments of Student Learning For Certificate in Early Childhood Leadership (Buell Early Childhood Leadership Program)

ECED 5311: Equity Autobiography Part II Power and Leadership

Students are asked to explore and examine the ways that the systems of privilege and oppression are institutionalized and rendered normal in our society and reflect on how they are framing their own leadership values from an equity stance. (Outcome 1)

ECED 5330: Leader Within Analysis

Fellows explore course readings, learning experiences, materials and revisited their reflective writing within this course as well as one’s acquired conceptual understandings and critical examination of the foundations of leadership theories to engage in a personal analysis of their own leadership experiences, emerging personal leadership theory and aspirations for ongoing learning and application. In addition, the assignment requires each student to share their analysis with a trusted colleague and engage in a reflective dialogue about the conceptions of leadership presented in relation to their shared context. (Outcome 1)

ECED 5312: Leading With Others

A written reflection on leading with others where students explore the quality of their engagement with others, deepening awareness of appreciative and inclusive theories and practices, and a statement of their own disposition, questions and intentions as they move to the next semester of leading and learning. (Outcome 2)

ECED 5301: Ignite Talk

Students are asked to identify a learning story to tell based on the discoveries that emerged through learning across the semester and focused on a conversation they are hoping to lead with others in their leadership context during the third semester of the certificate program. (Outcome 2)

ECED 5320: Capstone Blog Story and Dialogue Presentation

Students complete their Community-Based Action Research Capstone course by writing and publishing a unique story of leading on a shared blog page and design four, small-group, online dialogues engaging alumni and the partner leaders team. (Outcome 3)

ECED 5301: Literature Review

Students identify, critically examine, and present through a literature review format an inquiry question related to child development emerging out of their work with children or the course readings that ideally would build a foundation of knowledge to inform their leadership with others and across in their organization and/or community. (Outcome 4)

Student Learning Outcomes for Certificate in Early Childhood Coaching Academy

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Graduates of the Early Childhood Coaching Academy Certificate Program will be able to:

1. Foundations: Learn and utilize evidence-based coaching strategies to develop an equitable coaching approach for use in a variety of settings.
2. Awareness: Apply enhanced awareness, authentic self-reflective practices, meta-cognitive thinking, generative listening, perceptive responsiveness, and facilitative dialogue.
3. Attuning: Develop and co-create a coaching mindset within a social learning climate as part of systems thinking and change.

Descriptions of Key Assessments of Student Learning For Certificate in Early Childhood Coaching

ECED 5410: Coaching Philosophy Practices Statement

Write a paper describing your coaching philosophy. Incorporate content from course readings, class discussions, fieldwork, work and learning experiences, Coaching Competencies, and personal learning goal in your paper. (Outcome 1)

ECED 5420: Case Clinic/Journal for Coaches Outcome Reflection

At the end of the semester, once all Case Clinics are complete, write a 2-3 page paper summarizing the awareness opened and personal growth as a result of learning more about yourself through both the Journal process and Case Clinics, particularly your own including personal blind spots, reflections on various roles played, and skills utilized. (Outcome 2)

ECED 5430: Meta-Theory of Change Paper

Based on session discussions and activities, course readings, and personal coaching experiences, develop and describe your own personal change theory. Provide a detailed explanation of the components of your theory and how you apply your theory to your coaching practice. Reflect on your “Coaching Philosophy Statement” from Course #1. (Outcome 3)