Department of Education

Department of Education

B.S. in Early Childhood Education

CIP Code: 190101

1Program Quality Improvement Report 2009-2010

2008-2009 Action Plan and Implementations

Source Issue/Challenge Recommendation ImplementationUnit 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.


2008-2009 Action Plan and Implementations

Source Issue/Challenge Recommendation ImplementationMini 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.


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.

4

Learning Outcomes4. 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.


Alignment of Learning OutcomesThe 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 student-

centered 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.

6Program Quality Improvement Report 2009-2010 6

Alignment of Learning OutcomesThe 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 2009-20107

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.

Alignment of Learning Outcomes


Program Quality Improvement Report 2009-2010 9

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.

PROGRAM OBJECTIVE 1

CURRICULUM AREA OR TARGET AUDIENCE

MEASUREMENT OF PROGRAM OBJECTIVE

Measurements

Methods used to determine validity of measurement instruments

Methods used to determine reliability of measurements

Schedule for measurements

Promoting Child Development and Learning

ECE 4144Methods and Practicum in Cognitive Development

Mini Portfolio - Section 1 (direct)

Unit Plan - Essay(direct)

Teacher Work Sample (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

Each semester

9

Mini Portfolio RubricStandard 1 Components n=15

n= The total number of students assessed during the academic year.

Standard Does Not Meet Meets Exceeds

1a: Knowing and understanding young children’s characteristics and needs

7% 27% 66%

1b: Knowing and understanding the multiple influences on development and learning

0% 13% 87%

1c: 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%



Mini Portfolio Standard 1: Trend Analysis% meets or exceeds 2007-2008

(n = 6)2008-2009

(n = 5)2009-2010

(n=15)


83% 100% 93%


100% 100% 100%


100% 100% 100%

Research Skills 34% 80% 93%

Unit Plan RubricStandard 1 Components n=16

n= The total number of students assessed during the academic year.Standard Does Not

MeetMeets Exceeds


38% 50% 13%

Research Skills 1.a.2, 1.c.2, 2.c.2

19% 38% 44%


0% 31% 69%


0% 19% 81%

1.c.3: Creates healthy, respectful, supportive, and challenging environments

0% 6% 94%



Unit Plan Standard 1: Trend Analysis n= The total number of students assessed during the academic year.

% meets or exceeds 2007-2008 (n= 6)

2008-2009 (n= 5)

2009-2010 (n=16)


100% 80% 63%

1.a.2, 1.c.2: Research Skills 50% 80% 82%


100% 100% 100%

1c: Using developmental knowledge to create environments

100% 100% 100%

1.c.3 creates healthy, respectful, supportive, and challenging environments

100% 100% 100%


Teacher Work Sample:FACTOR 1 CONTEXTUAL INFORMATION RUBRIC n=6

Not Met Meets Exceeds

7. Describes Developmental Characteristics

0% 100% 0%

8. Describes Prior Knowledge and Skills

16% 0% 84%


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.

15

Concern Action Timeline Human and/or Fiscal Resources

Student scores on knowing and understanding young children’s characteristics and needs remain lower than desired.

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.

ECE 4144- Instructor will utilize classroom videos in conjunction with observational assessment checklists to emphasize the importance of daily observational assessments to inform knowledge of children’s developmental levels.

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.

Spring 2011

Ongoing, Beginning Spring 2011

Spring 2011


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.

PROGRAM OBJECTIVE 2



Measurements




Building Family and Community Relationships



Unit Plan – Take Home Activity(direct)

Family /Community Activity (direct)




* See complete list of approved direct and indirect measurements (search program assessment on Cameron’s intranet)1616Program Quality Improvement Report 2009-2010


n= The total number of students assessed during the academic year. Does Not Meet Meets Exceeds

2a: Knowing about and understanding family and community characteristics

7% 27% 66%

2b: Supporting and empowering families and communities through respectful, reciprocal relationships

0% 40% 60%

2c: Involving families and communities in their children’s development and learning

7% 7% 87%

2.c.4 Reflection and modification 7% 60% 33%



Mini Portfolio Standard 2: Trend Analysis

% meets or exceeds 2007-2008 n = 6

2008-2009 n = 5

2009-2010n=15


83% 100% 93%

2b: Supporting and empowering families and communities through respectful, reciprocal relationships

83% 100% 100%

2c: Involving families and communities in their

83% 100% 93%

2.c.4 Reflection and modification 83% 80% 93%

Unit Plan RubricStandard 2 Components n=16



2b: 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%


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%



Unit Plan Standard 2: Trend Analysis% meets or exceeds 2007-2008

n=62008-2009

n=52009-2010

n=162b: Supporting and empowering families and

relationships83% 80% 81%

2.b.2 Using knowledge of individual family culture to build relationships with families

83% 60% 82%


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%

Family and Community Activity Rubric n=18 n= The total number of students assessed during the academic year.



6% 33% 61%2b.1: Supporting and empowering families and

communities through respectful, reciprocal relationships

6% 44% 50%

2b.2: Ability to assess family needs to develop communication and recommend developmentally appropriate home activities.

0% 17% 83%

2b.3 Knowledge and application of multiple communication strategies including technology

22% 33% 44%2b.4 Linking families with community resources. 17% 11% 72%2c: Involving families and communities in their

children’s development and learning44% 28% 28%



Family and Community Activity: Trend Analysis2008-2009

n = 222009-2010

N=18


91% 94%

2b.1: Supporting and empowering families and communities through respectful, reciprocal relationships

100% 100%

2b.2: Ability to assess family needs to develop communication and recommend developmentally appropriate home activities.

91% 100%

2b.3 Knowledge and application of multiple communication strategies including technology

64% 77%

2b.4 Linking families with community resources. 50% 83%


86% 56%

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.

23

Concerns Action Timeline Human and/or Fiscal Resources

Unit Plan- Although there has been an improvement, students continue to have difficulty modifying family activities to meet the needs of all cultures.

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).

Instructor will increase utilization of case study analysis to illustrate techniques useful for meeting the needs of diverse families.

Instructor will model active reflection and will incorporate exemplary examples of educator reflections such as “teacher lit” or well written teacher blogs.

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

Spring 2011

Spring 2011



Measures of Learning and Service OutcomesPROGRAM 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.

PROGRAM OBJECTIVE 4



Measurements




Teaching and Learning



Unit Plan – Lesson Plans(direct)

Teacher Work Sample

OSAT (direct)


State required & normed test.


OSAT reliability has been determined by CEOE.


Varies

24


n= The total number of students assessed during the academic year. Not Met Meets Exceeds

4.a.2 Demonstrates understanding relationships in Early Childhood

53% 40% 7%

4b. Using developmentally effective approaches 7% 20% 73%

4.b.2 Classroom Management Strategies 0% 53% 47%

4c. Understanding content knowledge in early education 27% 60% 13%

4.c.3 Connection with standards 7% 13% 80%

4d. Building meaningful curriculum 13% 53% 33%

4.d.2 Integration of curriculum 20% 67% 13%

4.d.3 Promoting positive outcomes 0% 13% 87%



Mini Portfolio Standard 4 Trend Analysis Part 1% meets or exceeds 2007-2008

n=62008-2009

n=52009-2010

n=154.a.2 Demonstrates understanding relationships in Early Childhood

100% 60% 47%

4b. Using developmentally effective approaches

100% 100% 83%

4.b.2 Strategies 67% 100% 100%

4c. Understanding content knowledge in early education

100% 80% 73%

4.c.3 Connection with standards 100% 100% 93%


4.d.2 Integration of curriculum 100% 100% 80%

4.d.3 Promoting positive outcomes 100% 100% 100%

Unit Plan Rubric: Standard 4 Components n=16n= The total number of students assessed during the academic year.


4a. Connecting with children and families (Take Home Activity and Letter to Parents)

19% 0% 81%

4b. Using developmentally effective approaches 0% 13% 88%

4.b.2 Demonstrating knowledge of a variety of classroom management strategies

0% 56% 44%

4c. Understanding content knowledge in early education

6% 69% 25%

4d. Building and evaluating meaningful curriculum 13% 44% 44%

4.d.5 Utilizes professional resources to facilitate understanding

75% 0% 25%



Unit Plan Standard 4 Trend Analysis% meets or exceeds 2007-2008

n=62008-2009

n=52009-2010

n=16

4a. Connecting with children and families 100% 80% 81%4b. Using developmentally effective approaches 100% 100% 100%

4.b.2 Using a variety of approaches 100% 80% 100%

4c. Understanding content knowledge in early education 100% 100% 94%


4.d.5 Use of high quality professional resources

34% 20% 25%


Teacher Work Sample Factor 2 Unit Learning Goals and Objectives n=6 n= The total number of students assessed during the academic year.


5.Content Knowledge Objectives 0% 16% 84%

6.Skill/ Performance Objectives 0% 33% 67%

7.Reasoning Objectives 0% 50% 50%

8. Concentration of Objectives 0% 0% 100%


Teacher Work Sample Factor 6: Reflection on Teaching and Learning Rubric n=6



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%

Teacher Work Sample Holistic Scores Factors Related to Standard 4

2008-2009n=3

2009-2010n=6

Factor 1: Contextual Information (NAEYC 1, 4)

3.3 4.0

Factor 2: Unit Learning Goals (NAEYC 4)

3.9 4.5

Factor 6: Reflections on Teaching and Learning (NAEYC 3, 4, 5)

5 4.8


Scoring Guide:1= Not Met3= Meets

5= Exceeds

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.


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.


OSAT Comparison to State NormsCU

2008-2009 n = 3

State 2008-2009

CU 2009-2010

n=4

State 2009-2010

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% 75% 87%


OSAT Score Disaggregation n=4Below 240 240-269 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


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.

36

Concerns Action Timeline Human and/or Fiscal Resources

Mini Portfolio –Students failed to cite theory and research focusing on the importance of interactions and relationships.

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.

Instructor will model active reflection and will incorporate exemplary examples of educator reflections such as “teacher lit” or well written teacher blogs.

Students will continue to be assigned a week to share a resource review with the class.

As our program grows, we will continue to monitor OSAT scores.

Spring 2011

Spring 2011


Published information on graduates

37

Entered Graduate School

Working In Discipline Unknown Total # of

GraduatesAcademic Year 08-09 0 1 0 1Academic Year 09-10 0 3 1 4Total 0 4 1 5

Please provide the headcount for placement of graduates from last Academic Year


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