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Early Childhood Education/ Early Childhood Special Education ECSE

EC-Department Faculty

Link to Dept. Faculty

EC-Artifacts (Idaho Core & Enhanced Standards)

Link to Box.net

3 EC-Competency Indicators

Link to Box.net

4 EC-Performance Assessments

Link to Box.net

ECE/ECSE

Early Childhood Education/Early Childhood Special Education

 


Faculty: Joyce Anderson, Jillisa Cranmer, David Allen, Dean Cloward, Sarah Larsen


The Comings and Goings of ECE/ECSE


Program

ECE/ECSE Team Meetings

o The ECE/ECSE Faculty meet weekly to discuss program issues and needs; plan program-related meetings; coordinate course content and curricular concerns; address student concerns; share updates from participation in state committees; report on items relating to the profession. (Sample agenda, Attachment A)

 

All Majors Meetings
o Each semester an All Majors Meeting is held with a general meeting followed by three break-out sessions. Students are updated on any program/department/licensure changes or policies prior to meeting with cohorts to discuss relevant topics. (Majors Meeting flyer, Attachment B)


Practicum Restructuring
o In collaboration with faculty from the Home and Family Department, plans are being finalized for a restructuring of the Child Lab experiences. The new configuration will include a much-needed infant component as well as redesign of content courses to provide students more hands-on assessment and strategies experiences across all age levels. (Approved Restructuring Plan, Attachment C)


ECE/ECSE Team Retreat
o The ECE/ECSE Faculty participate in a one-day retreat each semester to engage in long-range planning and program evaluation.


Implementing Evidence Based practices (COACHING) in Early Childhood Intervention
o David Allen (ECE/ECSE Faculty Member) participated in Coaching Model Training from November 2010 through May 2011). Applying this training, ECE/ECSE students in the Early Intervention experience (Toddler Lab) have been prepared to work with families using the COACHING model. Aspects of this model have also been integrated into the Assessments course, focusing on the use of dynamic assessment in decision-making while coaching families.

 

Students

Faculty Review Committee

o Each semester ECE/ECSE students enrolled in a practicum experience meet individually with a panel of ECE/ECSE faulty to review individual student progress within the program
o Outcomes are documented on a Faculty Review Form (Attachment D)
o Students who are not making adequate progress may be placed on an Improvement Plan

 

Student Improvement Plans

o Twice monthly the ECE/ECSE Faculty meet as needed to discuss any concerns regarding ECE/ECSE student performance
o When concerns arise regarding any aspect of a student's performance (academic, interpersonal skills, professional competencies) the student may be placed on an Improvement Plan (sample improvement plan Attachment E) which is monitored by the student's faculty mentor for at minimum one semester.
o Students must provide evidence of improvement in the documented area(s) of concern prior to removal from the Improvement Plan.


Professionalism Meeting

o Each semester ECE/ECSE students enrolled in a practicum course attend a Professionalism Meeting sponsored by the ECE/ECSE faculty. Topics are rotated by semester and include professional dress, language, interactions, correspondence, attitude, and ethics.


Portfolio Committee Meeting

During the semester just prior to student teaching, ECE/ECSE majors participate in a Portfolio Committee Meeting, with committee members being comprised of community partners, parents, cooperating teachers, and faculty.

o Initially the student presents his/her learning journey. Committee members document the student's proficiency in the areas of instruction, assessment and professionalism. (Documentation form, Attachment F)

o A question and answer period with committee members and the student candidate follows the presentation.
o The student candidate is excused and the committee deliberates on the student's readiness for student teaching, the student's strengths, and weaknesses.
o When students are invited back into the room we share with them our insights on their strengths, any concerns that may have been identified, and committee recommendations. At this point the student is/is not recommended to proceed to student teaching.
o If a student is not recommended to proceed to student teaching, necessary steps are taken to remediate any deficits identified. These may include but are not limited to:

  • Additional coursework
  • Additional practicum experience
  • Presenting a second time to the committee

 

Chalk & Wire

The ECE/ECSE Program is in the process of transitioning from hard copy to an electronic student portfolio.  We believe the benefits of an electronic portfolio include:  (1) students will have the ability to create a professional portfolio from the working portfolio documents; (2) committee members will have the opportunity to review student portfolios prior to the Portfolio Committee Meeting; (3) students can consistently monitor their progress towards documenting their acquisition of the skills/competencies required for the profession beginning with their acceptance into the major; and (4) faculty will have the ability to generate assessment data allowing ongoing student and program evaluation.   During Fall Semester 2011, twenty (20) ECE/ECSE majors are participating in a pilot program to create electronic portfolio through the Chalk & Wire Learning Assessment program.