College Of Education And Professional Studies (CEPS) Early Childhood .

Advocacy:Attend a legislative session in which early childhood issues are the focus. Participate in an early childhoodadvocacy project at the local, state, or national level. Conduct a parent workshop for a childcare, family childcarehome, preschool, school or other appropriate group. A variety of relevant topics could be addressed, emphasizingparenting/educational concerns and practices. Conduct a workshop specifically focused on developmentallyappropriate school practices (best practices in classrooms). The purpose would be to inform childcare, familychildcare home, preschool, school or other appropriate groups as to what DAP is and how to advocate for bestpractices. Write an early childhood advocacy editorial for a newspaper (including the Vista). Write to or make apersonal visit to a policymaker to advocate for sound educational practices/policies for young children. Present orattend a workshop, seminar, or conference on how to be an advocate in early childhood. Prepare a brochure toeducate families on a relevant early childhood education issue; distribute through some appropriate setting(preschool, library, family childcare, etc.) Complete an activity that is your idea.

Oklahoma State Board of Education recognition using the 2010Standards for Initial Early Childhood Professional PreparationSTANDARD 1. PROMOTING CHILD DEVELOPMENT AND LEARNINGCandidates prepared in early childhood degree programs are grounded in a child development knowledge base.They use their understanding of young children’s characteristics and needs, and of multiple interacting influenceson children’s development and learning, to create environments that are healthy, respectful, supportive, andchallenging for each child.Key elements of Standard 11a: Knowing and understanding young children’s characteristics and needs, from birth through age 8.1b: Knowing and understanding the multiple influences on early development and learning1c: Using developmental knowledge to create healthy, respectful, supportive, and challenging learningenvironments for young childrenSTANDARD 2. BUILDING FAMILY AND COMMUNITY RELATIONSHIPSCandidates prepared in early childhood degree programs understand that successful early childhood educationdepends upon partnerships with children’s families and communities. They know about, understand, and valuethe importance and complex characteristics of children’s families and communities. They use this understandingto create respectful, reciprocal relationships that support and empower families, and to involve all families intheir children’s development and learning.Key elements of Standard 22a: Knowing about and understanding diverse family and community characteristics2b: Supporting and engaging families and communities through respectful, reciprocal relationships2c: Involving families and communities in young children’s development and learningSTANDARD 3. OBSERVING, DOCUMENTING, AND ASSESSING TO SUPPORT YOUNG CHILDREN ANDFAMILIESCandidates prepared in early childhood degree programs understand that child observation, documentation, andother forms of assessment are central to the practice of all early childhood professionals. They know about andunderstand the goals, benefits, and uses of assessment. They know about and use systematic observations,documentation, and other effective assessment strategies in a responsible way, in partnership with families andother professionals, to positively influence the development of every child.Key elements of Standard 33a: Understanding the goals, benefits, and uses of assessment – including its use in development ofappropriate goals, curriculum, and teaching strategies for young children3b: Knowing about and using observation, documentation, and other appropriate assessment tools andapproaches, including the use of technology in documentation, assessment and data collection.3c: Understanding and practicing responsible assessment to promote positive outcomes for each child,including the use of assistive technology for children with disabilities.3d: Knowing about assessment partnerships with families and with professional colleagues to buildeffective learning environmentsSTANDARD 4. USING DEVELOPMENTALLY EFFECTIVE APPROACHESCandidates prepared in early childhood degree programs understand that teaching and learning with youngchildren is a complex enterprise, and its details vary depending on children’s ages, characteristics, and thesettings within which teaching and learning occur. They understand and use positive relationships andsupportive interactions as the foundation for their work with young children and families. Candidates know,understand, and use a wide array of developmentally appropriate approaches, instructional strategies, and toolsto connect with children and families and positively influence each child’s development and learning.Key elements of Standard 44a: Understanding positive relationships and supportive interactions as the foundation of their work withyoung childrenJuly 20112011 National Association for the Education of Young Children, All Rights Reserved

4b: Knowing and understanding effective strategies and tools for early education, including appropriateuses of technology4c: Using a broad repertoire of developmentally appropriate teaching /learning approaches4d: Reflecting on own practice to promote positive outcomes for each childSTANDARD 5. USING CONTENT KNOWLEDGE TO BUILD MEANINGFUL CURRICULUMCandidates prepared in early childhood degree programs use their knowledge of academic disciplines to design,implement, and evaluate experiences that promote positive development and learning for each and every youngchild. Candidates understand the importance of developmental domains and academic (or content) disciplines inearly childhood curriculum. They know the essential concepts, inquiry tools, and structure of content areas,including academic subjects, and can identify resources to deepen their understanding. Candidates use their ownknowledge and other resources to design, implement, and evaluate meaningful, challenging curriculum thatpromotes comprehensive developmental and learning outcomes for every young child.Key elements of Standard 55a: Understanding content knowledge and resources in academic disciplines: language and literacy; thearts – music, creative movement, dance, drama, visual arts; mathematics; science, physical activity,physical education, health and safety; and social studies.5b: Knowing and using the central concepts, inquiry tools, and structures of content areas or academicdisciplines5c: Using own knowledge, appropriate early learning standards, and other resources to design,implement, and evaluate developmentally meaningful and challenging curriculum for each child.STANDARD 6. BECOMING A PROFESSIONALCandidates prepared in early childhood degree programs identify and conduct themselves as members of theearly childhood profession. They know and use ethical guidelines and other professional standards related toearly childhood practice. They are continuous, collaborative learners who demonstrate knowledgeable, reflectiveand critical perspectives on their work, making informed decisions that integrate knowledge from a variety ofsources. They are informed advocates for sound educational practices and policies.Key elements of Standard 66a: Identifying and involving oneself with the early childhood field6b: Knowing about and upholding ethical standards and other early childhood professional guidelines6c: Engaging in continuous, collaborative learning to inform practice; using technology effectively withyoung children, with peers, and as a professional resource.6d: Integrating knowledgeable, reflective, and critical perspectives on early education6e: Engaging in informed advocacy for young children and the early childhood professionSTANDARD 7. EARLY CHILDHOOD FIELD EXPERIENCESField experiences and clinical practice are planned and sequenced so that candidates develop the knowledge,skills and professional dispositions necessary to promote the development and learning of young children acrossthe entire developmental period of early childhood – in at least two of the three early childhood age groups (birth– age 3, 3 through 5, 5 through 8 years) and in the variety of settings that offer early education (early schoolgrades, child care centers and homes, Head Start programs).Key elements of Standard 77a. Opportunities to observe and practice in at least two of the three early childhood age groups (birth –age 3, 3-5, 5-8)7b. Opportunities to observe and practice in at least two of the three main types of early educationsettings (early school grades, child care centers and homes, Head Start programs)Note: The Initial Standards are used in NAEYC Accreditation and Recognition of undergraduate and graduate programs providinginitial early childhood studies. Advanced Standards include advanced key elements and are used in NAEYC Recognition of graduateprograms preparing accomplished teachers, administrators, policy specialists, professional development specialists, teacher educators, andresearchers. For associate degree programs seeking accreditation from the NAEYC Commission on Early Childhood Associate DegreeAccreditation, Standard 7 is addressed in Accreditation Criterion 5. See full standards here ardsJuly 20112011 National Association for the Education of Young Children, All Rights Reserved

University of Central Oklah'oma, College of Education Conceptual FrameworkReflective, Responsive, ResourcefulTheme: Preparing outstanding profess onals who are reflective, responsive, and resourceful throughout their professional careers.Facilitating the learning and developm nt of students is a complex process. To be an exemplary practitioner of this complex process requiresknowledgeable professionals who are reflective, responsive, and resourc fulL ReflectiveIL ResponsiveIIL ResourcefulReflection is a process of analyzing, ispositions, and practice. It provides the potentialfor professional growth and change. . rstandings and grow professionally as a result ofthe reflective process.Reflection enablesprofessionals to reframe situations and interactionsand engage in a complex restructuring of theirprofessional ideas, beliefs, practices, and behaviors.Responsiveness is an understanding of, asensitivity toward, and a respect for the uniquenessof a human being. Professionals must be responsiveto the needs of the whole student. They must beresponsive to the developmental characteristics of theindividual, to cultural and linguistic diversity, and tospecial needs in order to promote the best learningpossible. The responsive professional is mindful ofthe role of families in the learning process and .engages families in· healthy, reciprocal relationshipsfor the benefit of all. Responsive professionals havegood human relations and communication skills.Resourcefulness is the ability and willingnessto investigate, research, create, and solve problems.Exemplary professionals are resourceful. · Theyidentify, select, and incorporate a variety ofscientifically sound strategies, methods, andtechnology in their work. They create meaningfulactivities and environments and modify those asneeded. They use school.and community resources.Compet enciesA.Assesses self as a professionalCompetenciesA. Demonstrates knowledge of subject matter, humandevelopment, learning, and motivationCompetenciesB. Implements . a variety of instructional/professionalB. Possesses a sound knowledge base in subject matterand pedagogyC. Evaluates the effects of his or her choices andactions on others and changes when neededD. Demonstrates legal and ethical knowledge anddemeanorstrategies that encourage development of:1. critical thinking, problem solving, performanceskills, and effective use of technolcigy2. positive social interaction, self-motivation, andactive engagement in learning3. active inquiry, collaboration, and supportiveinteraction in the classroom4. lifelong learner mind set5. career awarenessA. Demonstrates knowledge oftheories of learning and· development including the uniqueness of and tl"!evariations among individuals so that he or she plansand implements appropriate methodsB. Accepts the need to learn, grow, and change andactively seeks opportunities that will positivelyaffect her or his understandings, skills, anddispositions· C. Addresses holistic needs of studentsD. Respects and plans for cultural diversityC. Demonstrates knowledge ofand ability to incorporatethe Priority Academic . Student Skills and theOklahoma Criteria forEffective TeachingPerformanceE. Effectively communicatesF. Engages family and community supportD. Develops and effectively uses assessment proceduresand adapts instruction based upon assessment andreflectionG. Serves the community and professionE. Utilizes technology for instructional methodologiesand personal productivityF.Utilizes tools ofresearch

OKLAHOMA TEACHER SHORTAGE AREAS RECOGNIZED BYTHE U.S. DEPARTMENT OF EDUCATIONRETRIEVED FROM .HTML, AUGUST 20192011 - 2012Early ChildhoodMathematicsMusicScienceSocial Studies2012 - 20132013 - 20142014 - 20152015 - 20162016 – 2019BusinessElementaryEnglishForeign LanguageMathematicsMusicScienceSchool CounselorSchool PsychologistSpecial EducationEarly ChildhoodElementaryEnglishForeign LanguagesMathematicsScienceSchool CounselorSchool PsychologistSocial StudiesSpecial EducationBusinessEarly ChildhoodElementaryEnglishForeign LanguagesMathematicsPhysical EducationScienceSchool CounselorSchool PsychologistSocial StudiesSpecial EducationArtEarly ChildhoodElementaryEnglishFamily/Cons ScienceForeign LanguagesMathematicsMusicPhysical EducationSchool CounselorSchool PsychologistScienceSocial StudiesSpecial EducationArtBusinessCareer/Tech EdComputer ScienceEarly ChildhoodElementaryEnglishForeign LanguagesHealth EducationHumanitiesLibrary ScienceMathematicsMusicSchool CounselorScienceSocial StudiesSpecial Education

IP amcipating inService Lea rningEngagit.'ilg inProfessionalDevelopmentPro.jectsBeing an AdvocateCoUaborating andS.tren gtheningPeer Con nectim,sfo r Oh ··tdre n andEducatio nCentral Association for- Responsive Educatorsis a UCO student organizati a :nopen to ,a ll edu.c ation majors.Membership is 6 per sem.e sterFor mo re i nformation about the organ ization and tto find out about upcomi ng ev ent s,find " CARE" on UCOR E: https://uoore.uco.edu/care/home/and jo En our Facebook Group; https://\!V\vw.facebook.com/groups/UCOCARIE/You can also follow us on lnst agram @uco care.UIIIY"lftll!Y 111 II IM C!NIJl l-11CoHege of Educa:ti on1and Professio.nal Studies

publication to an early childhood newsletter, journal, electronic journal, etc. Present on an Early Childhood education topic at the UCO Student Symposium. Attend a workshop, seminar, institute, etc. related to early childhood education Participate in Week of the Young Child activities, for a minimum of 4 hours. Participate in a