Oct. 2011 1Early Childhood Education Department of Curriculum and Instruction Assessment Plan: NCATE Standard II Initial Teacher Education Program: Bachelor’s Degree Early childhood education (ECED) at NMSU is a Bachelor’s Degree program leading to state licensure in New Mexico. The program provides a unique opportunity to learn about, interact with and gain competence in working with young children ages birth‐third grade and their families. As a program area we are committed to supporting the diversity that exists within the children and families of our communities and to view that diversity as a strength on which educational experiences are built. Transition Points. The ECED program offers courses beginning at the 1oo level. There are opportunities for teacher candidates to be assessed prior to formal entrance in the Teacher Education Program (TEP). The transition points for the Early Childhood Education teacher education program are unique due to the AA degree to BA degree statewide articulation between community colleges and main campus. The transition points are as follows: TEP Clearance to apply to TEP program Entry Transitions Clearance for Student Teaching Disposition Points Exit ECED ECED 220 ECED 230 TEP Admission score 70+ ECED K‐3rd Block in fall ECED 315 in spring STEP EDUC 315/515 EDUC 455 EDUC 470 Student teaching evaluation form Exit Competency Portfolio Rubric including EOSL Oct. 2011 2Key Assessments. The early childhood education faculty have chosen the following signature assignments to serve key assessments. We use these assessments as a measure of student growth and progress in the program. As a group, faculty meet four times per semester to discuss individual student successes and challenges and where we might need to scaffold learning, offer additional field‐based experiences, or provide intervention. Prior to TEP there are two curriculum and co‐requisite practice courses, both with field‐based observation forms completed by cooperating teachers: 1. Midterm/Final Assessment for Infant/Toddler Practicum Placement [ECED 220] 2. Midterm/Final Assessment for Pre‐K Practicum Placement [ECED 230] Once accepted into TEP the following key assessments are collected and reviewed: 3. Midterm/Final Assessment for Early Elementary Practicum completed by cooperating teacher [ECED 329] 4. ECED Lesson Plan Rubric assessed by faculty and university supervisor [from one course in ECED K‐3rd grade Block – ECED 440, 441, 455, or RDG 350] 5. Kidwatching: Literacy Assessment Case Study Rubric assessed by faculty [RDG 350] 6. ECED Research Literature Review rubric assessed by faculty [ECED 315] 7. Student Teaching Final Evaluation assessed by university supervisor [ECED 470] 8. Exit ECED Competency Portfolio Assessment Rubric which includes the Evidence of Student Learning (EOLS) project assessed by faculty [ECED 470]. Advanced Program: MA in Curriculum and Instruction, concentration in ECED, non‐licensure The NMSU Master of Arts in Education with emphasis in Early Childhood Education Program prepares educational leaders and scholars who understand in complex and diverse ways Early Childhood Education, particularly as these relate to all issues of social justice and equity. This program emphasizes the development of critical and expansive perspectives on language, multiculturalism, and social policy with a focus on the relevance of families and children from diverse ethno‐linguistic backgrounds. Participants are encouraged to engage in leadership and research activities in a variety of settings at local, state and federal levels. The program was developed statewide in 2002 once the MA plus ECED licensure was abandoned. The advanced initial licensure program was dropped in part because of the AA – BA articulation and the quantity of licensure courses now offered at the 100 and 200 levels. Plus the field of ECED demands advanced programs help prepare folks outside of school‐based programs. Oct. 2011 3Description of Program. The MA in Education with an emphasis in Early Childhood Education is a graduate degree program for persons with a bachelor’s degree in early childhood education or a related field. The MA in Education with an emphasis in Early Childhood Education prepares candidates for positions requiring levels of understanding and performance different that what the candidate already possesses. The advance degree prepares the early childhood professional for advance practice in early childhood teacher education, engagement with applied research, staff development, and work with families, program management, and engagement in issues analysis and advocacy related to early childhood education. Transition Points. Although the MA candidates are not seeking endorsement or licensure from the state, we perceive their development in sequence as outlined below: Program Entry First Transition Second Transition Dispositions Exit Early Childhood Acceptance Essay Rubric ECED 510 ECED 520 EDUC 515 EDUC 517/520 ECED 612 MA Written exam or project or thesis Key Assessments. The early childhood education faculty have chosen the following signature assignments to serve key assessments. We use these assessments as a measure of student growth and progress in the program. 1. Trends and Issues Project Rubric assessed by faculty [ECED 510] 2. Learning Map and Rubric assessed by faculty [ECED 520] 3. Final MA project or exam