Department of Education B S in Early Childhood

Department of Education B. S. in Early Childhood Education CIP Code: 190101 Program Quality Improvement Report 2009 -2010 1

2008 -2009 Action Plan and Implementations Source Issue/Challenge Recommendation Implementation Unit Plan Some difficulty discussing interrelationships between areas of development The assignment will be due in portions to allow instructor feedback and scaffolding. This action was implemented Spring 2010. Mini Portfolio Students have difficulty modifying family activities to meet the needs of all families. Instructor will utilize case study analysis to illustrate techniques useful for meeting the needs of diverse families. Videos and Literature containing case studies of school-family interactions have been ordered at the library and will be utilized to facilitate students. Unit Plan Students have difficulty modifying family activities to meet the needs of all families. Instructor will utilize case study analysis to illustrate techniques useful for meeting the needs of diverse families. Videos and Literature containing case studies of school-family interactions have been ordered at the library and will be utilized to facilitate students. Program Quality Improvement Report 2009 -2010 2

2008 -2009 Action Plan and Implementations Source Issue/Challenge Recommendation Implementation Mini Portfolio Students failed to cite references to demonstrate application of theoretical knowledge. Instructor will incorporate an in-class demonstration of proper citation techniques as well as encouraging the use of Cameron’s Writing Lab prior to submitting assignments. This activity was implemented Spring 2010. Unit Plan Students do not use multiple resources to inform curricular decisions. Students will each be assigned a week to share a resource review with the class. This activity was implemented Spring 2010. Program Quality Improvement Report 2009 -2010 3

Learning Outcomes 1. Promoting Child Development and Learning - Each student who completes the ECE - BS degree requirements should be able to create (synthesis) healthy, respectful, supportive, and challenging environments for all children. 2. Building Family and Community Relationships - Each student who completes the ECE-BS degree requirements should be able to apply (application) information about the characteristics of children’s families and communities in order to support respectful, reciprocal relationships that support, empower and involve all families in their children’s development and learning. 3. Observing, Documenting, and Assessing to Support Young Children and Families- Each student who completes the ECE-BS degree requirements should be able to interpret (application) assessment data to create (synthesis) lesson plans that will positively affect student learning, integrating (synthesis) subject areas across the curriculum and differentiating (analysis) to meet the needs of all students. Program Quality Improvement Report 2009 -2010 4

Learning Outcomes 4. Teaching and Learning- Each student who completes the ECE- BS degree requirements should be able to integrate (synthesis) their understanding of positive supportive relationships with children and families; their understanding of multiple developmentally effective approaches to teaching and learning; and their knowledge of academic disciplines to design (synthesis), employ (application), and evaluate (evaluation) experiences that promote positive cognitive, physical, and psychosocial development for all young children. 5. Becoming a Professional- Each student who completes the ECE-BS degree requirements should be able to examine (analysis) current issues in early childhood education and defend (evaluation) their position as an advocate for children. Program Quality Improvement Report 2009 -2010 5

Alignment of Learning Outcomes The five standards upon which the Bachelor of Science degree in Early Childhood Education at Cameron University are based support Cameron’s mission statement in that this degree: Offers a quality educational program that fosters a studentcentered academic environment that combines innovative classroom teaching with experiential learning Prepares students for professional success, responsible citizenship, life-long learning, and meaningful contributions to a rapidly changing world to the people living in the area. Oklahoma requires that anyone teaching in Oklahoma public schools in grades below first grade have a certificate in Early Childhood Education. This program helps meet that need by developing the occupational capacities of our students for this career. Program Quality Improvement Report 2009 -2010 6

Alignment of Learning Outcomes The Education Department’s unit mission states that Cameron University graduates will be caring, competent, and committed professionals. The learning outcomes of the ECE-BS degree support this mission in that this degree: • ECE graduates display caring, competence, and commitment through their understanding of child development and their ability to use this knowledge to create developmentally appropriate learning environments and experiences. • ECE graduates exhibit caring, competence, and commitment by the participation in service learning activities engaging families and community organizations. Program Quality Improvement Report 2009 -2010 7

Alignment of Learning Outcomes The Bachelor of Science degree in Early Childhood Education reinforces the core values of Plan 2013 and fits especially well with the following goals of Plan 2013: • 1. 1 Maintain and enhance Cameron’s commitment to providing programs of the highest quality in instruction, research, and service to better meet the needs of the citizens of the region. • 1. 3 Ensure effective assessment of student learning including experiential learning. • 1. 4 Maintain existing accreditations and review additional opportunities for university and programmatic accreditations. • 1. 5 Assure efficient, effective course delivery in multiple formats. • 3. 6 Expand the number of educational, cultural, and social opportunities for the region. • 4. 4 Increase educational partnerships with common education, career technology centers, community colleges, and other Oklahoma universities. • 4. 5 Provide student, faculty, and staff resources and expertise to support the community. Program Quality Improvement Report 2009 -2010 8

Measures of Learning and Service Outcomes PROGRAM GOAL: Promoting Child Development and Learning - Each student who completes the ECE - BS degree requirements should be able to create (synthesis) healthy, respectful, supportive, and challenging environments for all children. MEASUREMENT OF PROGRAM OBJECTIVE 1 Promoting Child Development and Learning CURRICULUM AREA OR TARGET AUDIENCE ECE 4144 Methods and Practicum in Cognitive Development Measurements Mini Portfolio Section 1 (direct) Methods used to determine validity of measurement instruments Methods used to determine reliability of measurements Rubrics were sent to NAEYC reviewers In the future, Annually , Spring key Semester assessments in Chalk and Wire will be sent to a second assessor to check reliability. Each semester Unit Plan - Essay (direct) Teacher Work Sample (direct) Program Quality Improvement Report 2009 -2010 Schedule for measurements 9

Mini Portfolio Rubric Standard 1 Components n=15 n= The total number of students assessed during the academic year. Standard Does Not Meets Exceeds 1 a: Knowing and understanding young children’s characteristics and needs 7% 27% 66% 1 b: Knowing and understanding the multiple influences on development and learning 0% 13% 87% 1 c: Using developmental knowledge to create healthy, respectful, supportive, and challenging 0% 0% 100% Research Skills(1. a, 1. b, 1. c, 2. c, and 4. d) 7% 20% 73% Program Quality Improvement Report 2009 -2010 10

Mini Portfolio Standard 1: Trend Analysis % meets or exceeds 2007 -2008 (n = 6) 2008 -2009 (n = 5) 2009 -2010 (n=15) 1 a: Knowing and understanding young children’s characteristics and needs 83% 100% 93% 1 b: Knowing and understanding the multiple influences on development and learning 100% 1 c: Using developmental knowledge to create healthy, respectful, supportive, and challenging 100% Research Skills 34% 80% 93% Program Quality Improvement Report 2009 -2010 11

Unit Plan Rubric Standard 1 Components n=16 n= The total number of students assessed during the academic year. Standard Does Not Meets Exceeds 1 a: Knowing and understanding young children’s characteristics and needs 38% 50% 13% Research Skills 1. a. 2, 1. c. 2, 2. c. 2 19% 38% 44% 1 b: Knowing and understanding the multiple influences on development and learning 0% 31% 69% 1 c: Using developmental knowledge to create healthy, respectful, supportive, and challenging 0% 19% 81% 1. c. 3: Creates healthy, respectful, supportive, and challenging environments 0% 6% 94% Program Quality Improvement Report 2009 -2010 12

Unit Plan Standard 1: Trend Analysis n= The total number of students assessed during the academic year. 2007 -2008 (n= 6) 2008 -2009 (n= 5) 2009 -2010 (n=16) 1 a: Knowing and understanding young children’s characteristics and needs 100% 80% 63% 1. a. 2, 1. c. 2: Research Skills 50% 82% 1 b: Knowing and understanding the multiple influences on development and learning 100% 1 c: Using developmental knowledge to create environments 100% 1. c. 3 creates healthy, respectful, supportive, and challenging environments 100% % meets or exceeds Program Quality Improvement Report 2009 -2010 13

Teacher Work Sample: FACTOR 1 CONTEXTUAL INFORMATION RUBRIC n=6 n= The total number of students assessed during the academic year. 7. Describes Developmental Characteristics 8. Describes Prior Knowledge and Skills Not Meets Exceeds 0% 100% 0% 16% 0% 84% Program Quality Improvement Report 2009 -2010 14

Action plan – Standard 1 Teaching and Learning- Each student who completes the ECE-BS degree requirements should be able to integrate (synthesis) their understanding of positive supportive relationships with children and families; their understanding of multiple developmentally effective approaches to teaching and learning; and their knowledge of academic disciplines to design (synthesis), employ (application), and evaluate (evaluation) experiences that promote positive cognitive, physical, and psychosocial development for all young children. Concern Action Student scores on knowing and understanding young children’s characteristics and needs remain lower than desired. ECE 4144 - Instructor will utilize Spring 2011 classroom videos in conjunction with observational assessment checklists to emphasize the importance of daily observational assessments to inform knowledge of children’s developmental levels. Students continue to struggle with research skills. Every effort should be made to ensure that our rubrics are in line with the appropriate standards and are written to discourage subjectivity. An emphasis in reading research, summarizing and sharing with peers will be encouraged in all Early Childhood courses in an effort to practice the philosophies of writing apprenticeship. Key assessments in Chalk and Wire will be sent to a second assessor to check reliability. Program Quality Improvement Report 2009 -2010 Timeline Human and/or Fiscal Resources Ongoing, Beginning Spring 2011 15

Measures of Learning and Service Outcomes PROGRAM GOAL: Building Family and Community Relationships - Each student who completes the ECE-BS degree requirements should be able to apply (application) information about the characteristics of children’s families and communities in order to support respectful, reciprocal relationships that support, empower and involve all families in their children’s development and learning. MEASUREMENT OF PROGRAM OBJECTIVE 2 Building Family and Community Relationships CURRICULUM AREA OR TARGET AUDIENCE ECE 4144 Methods and Practicum in Cognitive Development Measurements Mini Portfolio Section 2 (direct) Unit Plan – Take Home Activity (direct) Methods used to determine validity of measurement instruments Methods used to determine reliability of measurements Rubrics were sent to NAEYC reviewers In the future, Annually , Spring key Semester assessments in Chalk and Wire will be sent to a second assessor to check reliability. Family /Community Activity (direct) Schedule for measurements * See complete list of approved direct and indirect measurements (search program assessment on Cameron’s intranet) Program Quality Improvement Report 2009 -2010 16

Mini Portfolio Rubric Standard 2 Components n=15 n= The total number of students assessed during the academic year. Does Not Meets Exceeds 2 a: Knowing about and understanding family and community characteristics 7% 27% 66% 2 b: Supporting and empowering families and communities through respectful, reciprocal relationships 0% 40% 60% 2 c: Involving families and communities in their children’s development and learning 7% 7% 87% 2. c. 4 Reflection and modification 7% 60% 33% Program Quality Improvement Report 2009 -2010 17

Mini Portfolio Standard 2: Trend Analysis % meets or exceeds 2007 -2008 n=6 2008 -2009 n=5 2009 -2010 n=15 2 a: Knowing about and understanding family and community characteristics 83% 100% 93% 2 b: Supporting and empowering families and communities through respectful, reciprocal relationships 83% 100% 2 c: Involving families and communities in their 83% 100% 93% 2. c. 4 Reflection and modification 83% 80% 93% Program Quality Improvement Report 2009 -2010 18

Unit Plan Rubric Standard 2 Components n=16 n= The total number of students assessed during the academic year. Not Meets Exceeds 2 b: Supporting and empowering families and relationships 19% 25% 56% 2. b. 2 Using knowledge of individual family culture to build relationships with families 19% 63% 19% 2 c: Involving families and communities in their children’s development and learning 6% 31% 63% 2. c. 3 Demonstrates ability to utilize a variety of approaches to family and community involvement 13% 38% 50% 2. c. 4 Actively reflects on family and community involvement, critically analyzing approaches in an effort to improve performance. (Essay) 75% 25% 0% Program Quality Improvement Report 2009 -2010 19

Unit Plan Standard 2: Trend Analysis % meets or exceeds 2007 -2008 n=6 2008 -2009 n=5 2009 -2010 n=16 2 b: Supporting and empowering families and relationships 83% 80% 81% 2. b. 2 Using knowledge of individual family culture to build relationships with families 83% 60% 82% 2 c: Involving families and communities in their children’s development and learning 83% 100% 94% 2. c. 3 Demonstrates ability to utilize a variety of approaches to family and community involvement 67% 80% 88% 2. c. 4 Actively reflects on family and community involvement, critically analyzing approaches in an effort to improve performance. (Essay) 50% 80% 25% Program Quality Improvement Report 2009 -2010 20

Family and Community Activity Rubric n=18 n= The total number of students assessed during the academic year. Not Meets Exceeds 2 a: Knowing about and understanding family and community characteristics 6% 33% 61% 2 b. 1: Supporting and empowering families and communities through respectful, reciprocal relationships 6% 44% 50% 2 b. 2: Ability to assess family needs to develop communication and recommend developmentally appropriate home activities. 0% 17% 83% 2 b. 3 Knowledge and application of multiple communication strategies including technology 22% 33% 44% 2 b. 4 Linking families with community resources. 17% 11% 72% 2 c: Involving families and communities in their children’s development and learning 44% 28% Program Quality Improvement Report 2009 -2010 21

Family and Community Activity: Trend Analysis 2008 -2009 n = 22 2009 -2010 N=18 2 a: Knowing about and understanding family and community characteristics 91% 94% 2 b. 1: Supporting and empowering families and communities through respectful, reciprocal relationships 100% 2 b. 2: Ability to assess family needs to develop communication and recommend developmentally appropriate home activities. 91% 100% 2 b. 3 Knowledge and application of multiple communication strategies including technology 64% 77% 2 b. 4 Linking families with community resources. 50% 83% 2 c: Involving families and communities in their children’s development and learning 86% 56% Program Quality Improvement Report 2009 -2010 22

Action plan – Standard 2 Building Family and Community Relationships - Each student who completes the ECE-BS degree requirements should be able to apply (application) information about the characteristics of children’s families and communities in order to support respectful, reciprocal relationships that support, empower and involve all families in their children’s development and learning. Concerns Action Unit Plan- Although there has been an improvement, students continue to have difficulty modifying family activities to meet the needs of all cultures. Instructor will increase utilization Spring 2011 of case study analysis to illustrate techniques useful for meeting the needs of diverse families. Unit Plan - Students fail to reflect on family and community involvement. Family and Community Activity – Students demonstrate limited knowledge Involving families and communities in their children’s development and learning. In addition, students struggle with utilization of multiple communication strategies (including technology). Timeline Instructor will model active reflection and will incorporate exemplary examples of educator reflections such as “teacher lit” or well written teacher blogs. Spring 2011 Instructor will expose students to a wide variety of classroom communication strategies including blogs, facebook group sites, and exemplary classroom newsletters that inform and encourage involvement. Spring 2011 Program Quality Improvement Report 2009 -2010 Human and/or Fiscal Resources 23

Measures of Learning and Service Outcomes PROGRAM GOAL: Teaching and Learning- Each student who completes the ECE-BS degree requirements should be able to integrate (synthesis) their understanding of positive supportive relationships with children and families; their understanding of multiple developmentally effective approaches to teaching and learning; and their knowledge of academic disciplines to design (synthesis), employ (application), and evaluate (evaluation) experiences that promote positive cognitive, physical, and psychosocial development for all young children. MEASUREMENT OF PROGRAM OBJECTIVE 4 Teaching and Learning CURRICULUM AREA OR TARGET AUDIENCE ECE 4144 Methods and Practicum in Cognitive Development Measurements Methods used to determine validity of measurement instruments Methods used to determine reliability of measurements Mini Portfolio Section 3 (direct) Rubrics were sent to NAEYC reviewers In the future, key assessments in Chalk and Wire will be sent to a second assessor to check reliability. Annually , Spring Semester State required & normed test. OSAT reliability has been determined by CEOE. Varies Unit Plan – Lesson Plans (direct) Schedule for measurements Teacher Work Sample OSAT (direct) Program Quality Improvement Report 2009 -2010 24

Mini Portfolio Rubric Standard 4 Components n=15 n= The total number of students assessed during the academic year. Not Meets Exceeds 53% 40% 7% 4 b. Using developmentally effective approaches 7% 20% 73% 4. b. 2 Classroom Management Strategies 0% 53% 47% 27% 60% 13% 7% 13% 80% 4 d. Building meaningful curriculum 13% 53% 33% 4. d. 2 Integration of curriculum 20% 67% 13% 0% 13% 87% 4. a. 2 Demonstrates understanding relationships in Early Childhood 4 c. Understanding content knowledge in early education 4. c. 3 Connection with standards 4. d. 3 Promoting positive outcomes Program Quality Improvement Report 2009 -2010 25

Mini Portfolio Standard 4 Trend Analysis Part 1 % meets or exceeds 2007 -2008 n=6 2008 -2009 n=5 2009 -2010 n=15 4. a. 2 Demonstrates understanding relationships in Early Childhood 100% 60% 47% 4 b. Using developmentally effective approaches 100% 83% 4. b. 2 Strategies 67% 100% 4 c. Understanding content knowledge in early education 100% 80% 73% 4. c. 3 Connection with standards 100% 93% 4 d. Building meaningful curriculum 100% 86% 4. d. 2 Integration of curriculum 100% 80% 4. d. 3 Promoting positive outcomes 100% Program Quality Improvement Report 2009 -2010 26

Unit Plan Rubric: Standard 4 Components n=16 n= The total number of students assessed during the academic year. Not Meets Exceeds 4 a. Connecting with children and families (Take Home Activity and Letter to Parents) 19% 0% 81% 4 b. Using developmentally effective approaches 0% 13% 88% 4. b. 2 Demonstrating knowledge of a variety of classroom management strategies 0% 56% 44% 4 c. Understanding content knowledge in early education 6% 69% 25% 4 d. Building and evaluating meaningful curriculum 13% 44% 4. d. 5 Utilizes professional resources to facilitate understanding 75% 0% 25% Program Quality Improvement Report 2009 -2010 27

Unit Plan Standard 4 Trend Analysis % meets or exceeds 2007 -2008 n=6 2008 -2009 n=5 2009 -2010 n=16 4 a. Connecting with children and families 100% 81% 4 b. Using developmentally effective approaches 100% 4. b. 2 Using a variety of approaches 100% 80% 100% 4 c. Understanding content knowledge in early education 100% 94% 4 d. Building meaningful curriculum 67% 100% 88% 4. d. 5 Use of high quality professional resources 34% 20% 25% Program Quality Improvement Report 2009 -2010 28

Teacher Work Sample Factor 2 Unit Learning Goals and Objectives n=6 n= The total number of students assessed during the academic year. Not Meets Exceeds 5. Content Knowledge Objectives 0% 16% 84% 6. Skill/ Performance Objectives 0% 33% 67% 7. Reasoning Objectives 0% 50% 8. Concentration of Objectives 0% 0% 100% Program Quality Improvement Report 2009 -2010 29

Teacher Work Sample Factor 6: Reflection on Teaching and Learning Rubric n=6 n= The total number of students assessed during the academic year. Not Meets Exceeds Interpretation of Student Learning 0% 0% 100% Insights on Best Practices and Assessments 0% 13% 87% Alignment of Learning Goals, Instruction with Assessment 0% 0% 100% Implications for Future Teaching 0% 13% 87% Implications for Professional Development 0% 25% 75% Program Quality Improvement Report 2009 -2010 30

Teacher Work Sample Holistic Scores Factors Related to Standard 4 2008 -2009 n=3 2009 -2010 n=6 Factor 1: Contextual Information (NAEYC 1, 4) 3. 3 4. 0 Factor 2: Unit Learning Goals (NAEYC 4) 3. 9 4. 5 5 4. 8 Factor 6: Reflections on Teaching and Learning (NAEYC 3, 4, 5) Scoring Guide: 1= Not Met 3= Meets 5= Exceeds Program Quality Improvement Report 2009 -2010 31

Oklahoma Subject Area Test (OSAT) • This is the state mandated teacher licensure test. The Cameron University Department of Education requires students to pass the OSAT in their area of specialization prior to Student Teaching. A score of 240 overall out of 300 is considered passing. Program Quality Improvement Report 2009 -2010 32

Oklahoma Subject Area Test (OSAT) There are four sub-areas: • Language and Literacy Development • Learning Across the Curriculum • Child Development and Early Childhood Programs • Constructed Response All four areas relate directly to program objective #4. Program Quality Improvement Report 2009 -2010 33

OSAT Comparison to State Norms CU 2008 -2009 n=3 CU State 2009 -2010 2008 -2009 -2010 n=4 Language and Literacy Development 274. 3 256. 7 262 249. 7 Learning Across the Curriculum 272 256. 7 260. 8 256 Child Development and Early Childhood Programs 286 268. 4 259. 5 260. 5 Constructed Response 220 209. 1 240 212. 7 Percent Passing Overall Test 100% 75% 87% Program Quality Improvement Report 2009 -2010 34

OSAT Score Disaggregation n=4 Below 240 -269 Above 269 Language and Literacy Development 1 2 1 Learning Across the Curriculum 1 2 1 Child Development and Early Childhood Programs 1 2 1 Constructed Response 0 4 0 Program Quality Improvement Report 2009 -2010 35

Action plan – Standard 4 Teaching and Learning- Each student who completes the ECE-BS degree requirements should be able to integrate (synthesis) their understanding of positive supportive relationships with children and families; their understanding of multiple developmentally effective approaches to teaching and learning; and their knowledge of academic disciplines to design (synthesis), employ (application), and evaluate (evaluation) experiences that promote positive cognitive, physical, and psychosocial development for all young children. Concerns Action Timeline Mini Portfolio –Students failed to cite theory and research focusing on the importance of interactions and relationships. Instructor will model active reflection and will incorporate exemplary examples of educator reflections such as “teacher lit” or well written teacher blogs. Spring 2011 Unit Plan – While some improvement is shown, students still struggle with utilizing multiple resources to inform curricular decisions. OSAT – The OSAT data is not a reliable measure of our program at this time because of the low number of participants. Human and/or Fiscal Resources Students will continue to be assigned a week to share a Spring 2011 resource review with the class. As our program grows, we will continue to monitor OSAT scores. Program Quality Improvement Report 2009 -2010 36

Published information on graduates Entered Graduate School Academic Year 08 -09 0 Academic Year 09 -10 0 Total 0 Working In Discipline 1 3 4 Unknown 0 1 1 Total # of Graduates 1 4 5 Please provide the headcount for placement of graduates from last Academic Year Program Quality Improvement Report 2009 -2010 37