ED 5750: Administration of Child Development Centers

Undergraduate Syllabus
Fall 2023

Instructor: Dr. Andrea Smith

Phone: (616) 240-4856 (cell)
Email: andrea.smith@wmich.edu
Office hours: Wednesdays between 9:30-10:30 a.m. and 3:45-4:45 p.m.

Email will be the most efficient way of communicating with me during this semester.
Please allow at least 24 hours during the week for my reply. Emails received on
weekends may not be answered until the following Monday.

Required Texts & materials:

Click, P. & Karkos, K. (2013). Administration of Programs for Young Children. (9th
Edition). Albany: Delmar Publishers.

Online Materials:
Michigan Licensing Rules for Child Care Centers; Amended February, 2022.
https://www.michigan.gov/lara/-/media/Project/Websites/lara/CCLB/BCAL_PUB_8_3_1
6.pdf?
rev=9f82338ff1b44a468112dc40b80b4627&hash=9DDBA3A87142DB06DD052E0B61
A50AEF  
 
Michigan Licensing Rules for Family and Group Child Care Homes; Updated December,
2019.
https://www.michigan.gov/lara/-/media/Project/Websites/lara/CCLB/lara_BCAL_PUB-
724_0715.pdf?
rev=90da4cbf478c4f0ebaa3416cb7453b14&hash=DA971F867A47B56C427E7940344B
7A4C 
 
MTTC Test information:
MICHIGAN TEST FOR TEACHER CERTIFICATION --TEST OBJECTIVES FIELD
106: EARLY CHILDHOOD EDUCATION (General and Special Education):
http://www.mttc.nesinc.com/PDFs/MI_Fld106_obj.pdf 
General Information About the MTTC Program and Test Preparation:
http://www.mttc.nesinc.com/PDFs/MI_SG_frontmatter.pdf 
Michigan Test for Teacher Certification: Study Guide:
http://www.mttc.nesinc.com/PDFs/MI_Field106_SG.pdf 

Course Description: This course addresses the design, governance and leadership of
childcare programs. Readings, discussions, and activities will focus on program
philosophies, administrative skills, application of developmentally appropriate practice,
staffing, management, establishing an environment appropriate for young children,
program design and parent involvement. Teachers of young children will develop an

1
understanding of how the childcare environment impacts children and their families and
will become familiar with strategies for maximizing development.
Course Objectives: By the end of this course students will:
 Increase familiarity with developmentally appropriate classroom design for
children ages birth - 5 years
 Analyze developmental needs of young children and determine how these needs
can be met effectively in a child care setting
 Describe characteristics of a high-quality child care program
 Articulate challenges and benefits associated with serving young children with
special needs
 Compare and contrast attributes among different programs
 Recognize effects of the COVID-19 pandemic on children, families and early
childhood programs
 Increase understanding of how children and families are affected by, and can be
supported by, effective child care settings
 Develop programs to involve, support and educate parents of young children in
center care
 Articulate a career goals plan that focuses on optimizing development in young
children and supporting their family members

Course Requirements: Students are responsible for all assigned material. Each
student is expected to be an active participant in class discussions and an active team
member on class projects. Your final grade will reflect your level of preparedness and
participation in class.

Attendance: This class is being offered in an online format so there are no attendance
requirements for students. However, some students prefer some degree of interaction
with classmates and the instructor. To accommodate these preferences, three optional
zoom class meetings will be held during Spring semester.

Virtual class meetings will be held three times during the semester for interested students.
These meetings are voluntary. Your attendance or non-attendance will not affect your
grade in any way. Please email me no later than 10:00 p.m. on the Monday prior to each
schedule voluntary class meeting if you plan to attend. There’s no need to email if
you’re not planning to attend.

Voluntary Web Ex Class meetings will be held from 5:30-6:30 p.m. on the following
dates:
Wednesday September 6: Course Overview
Wednesday October 18—Pertinent Theorists (This material is relevant to the MTTC test)
Wednesday November 15—Recognizing and Responding to Individual Student Needs
(This material is relevant to the MTTC test)

2
All students are encouraged to attend the first scheduled voluntary class session if
possible. We will go over the class in depth, including a description of all assignments.
Attending this one-hour class session should clarify course expectations more and will
hopefully decrease some of the stress you may be feeling at the beginning of the Spring
2023 semester. We’ll leave time for your questions and comments.

All meetings will use my WebEx room: https://wmich.webex.com/start/andrea.smith  

University policies
o Academic honesty (https://wmich.edu/studentrightst)
o Religious observance(https://wmich.edu/registrar/calendars/interfaith)
o Academic accommodation (https://www.wmich.edu/disabilityservices)
 Student Conduct (https://wmich.edu/conduct)
 Student Affairs (https://wmich.edu/studentaffairs)
 Disability Services for Students(https://www.wmich.edu/disabilityservices)
 Student Success Services
(https://wmich.edu/merzetate/academics/support/success)

Incomplete Policy
Under emergency/special circumstances, students may petition for an incomplete grade.
An incomplete will only be assigned if [insert condition here]. All incomplete course
assignments must be completed within [insert timeframe here].

Academic Accommodations
If you have a documented disability and verification from the Disability Services for
Students (DSS), and wish to discuss academic accommodations, please contact your
instructor as soon as possible. It is the student’s responsibility to provide documentation
of disability to DSS and meet with a DSS counselor to request special accommodation
before classes start.

DSS is located in Woodlawn Place at 2210 Wilbur (across from Rood Hall and behind
Fetzer Center) They can be contacted by phone at (269) 387-2116 (Voice) (269) 387-
0633 (Fax).

Commit to Integrity
As a student in this course (and at this university) you are expected to maintain high
degrees of professionalism, commitment to active learning and participation in this class
and integrity in your behavior in and out of the classroom. Learn more about university
policies in the University Policies section of the syllabus.

Note: Course policies are subject to change. It is the student’s responsibility to check
Elearning for corrections or updates to the syllabus. Any changes will be posted in
Elearning.

3
Course Technology Requirements
This Elearning class is offered as an asynchronous online course, meaning all content will
be delivered online. You will use your BroncoNetID account to login to the course from
the Elearning login page. You will need a strong internet connection to access this course.

Computer Hardware
 In order to participate in any WMU online course, you should have easy access to
a computer less than 5-years old and a high-speed internet connection. You will
also need speakers or headphones.
 You are expected to be proficient with installing and using basic computer
applications and have a basic understanding of sending and receiving email
attachments.
 You may be required to have a webcam or similar equipment for remote class
attendance or proctoring, etc.
 Prohibited technology: e.g., artificial intelligence programs, third-party online
assistance, etc.

Software
The following media software may be required to access the materials contained in your
online course:

 Check your browser setting, we recommend Google Chrome

 Google Apps for Education
 Mediasite

Technical Assistance
If you need technical assistance at any time during the course or need to report a problem
with Elearning please contact the WMU Help Desk.

Back-Up Plan If Something Goes Wrong

If you find that some part of our online course is not working, please follow these steps
until the issue is resolved:

 Don't panic! Computer glitches happen to everyone—including me! We can

work together to solve the problem and make adjustments.
 Try checking the Problem Solver discussion to see if any of your classmates are
experiencing the same issue.
 Check to see if I have posted any announcements in the course News on the
course homepage or emailed the class.
 If you still have difficulties, contact the help desk at 269.387.HELP(4357),
help.desk@wmich.edu, or http://www.wmich.edu/helpdesk/. They will attempt to

4
 identify the problem and route your concern for the quickest resolution. They will
contact me if necessary.
 Send me an email with the course number and issue name in the subject line and a
description of the issue in the body before the due date of an assignment.
 There is a D2L “Live Chat” icon on your Elearning homepage for assistance.
 Do not automatically email your assignments if technology is not working. I
can adjust the course in various ways to accommodate an issue. You will be able
to complete the course requirements.
 Continue to watch for email or postings in the News widget on the course
homepage for adjustments to the normal course procedures.

Important Note: This syllabus, along with course assignments and due dates, are
subject to change. It is the student’s responsibility to check Elearning for corrections or
updates to the syllabus. Any changes will be clearly noted in course announcements or
through Webmail email.

Due Dates: Due dates for all assignments are firm. No full or partial credit will be
given for late assignments. All assignments are due on Mondays and must be submitted
to the appropriate course drop box by 11:00 p.m. Drop boxes for all assignments will be
opened during the first week of class. Students anticipating difficulties in submitting
specific assignments on time are encouraged to work ahead.

I typically provide feedback on all assignments within less than one week (often within 1-
2 days). There are two weeks during this semester when I will be traveling to present at
academic conferences. My grading may be a bit slower during these weeks due to travel
and an unpredictable schedule.

Course Assignments

1. Hot Topic Responses (5 points each--15 points total)

I will email 1-2 articles about each topic in the week prior to the assignment due date.
Please read these articles and include information from them in your written response.
Please develop a one-page response to each of the following Hot Topic prompts. No
additional research, other than the emailed articles is required, as this assignment focuses
on getting you to communicate your own perspectives about these issues. However, if
you choose to use additional resources to support your position, please include them in
an attached bibliography (APA style).

Hot Topic 1: Current challenges in child care settings.

Due: Monday September 11 by 11:00 p.m.

5
Please share your perspectives on the three most pressing challenges currently affecting
child care centers. Provide a rationale for each challenge that you choose to highlight.

Hot Topic 2: Planning effective curriculum in early childhood settings

Due: Monday September 25 by 11:00 p.m.

Please share key elements of curriculum that need to be represented in effective early
childhood programs. Please provide support for each of the key elements that you
include.

Hot Topic 3: Assessment protocols for young children

Due: Monday October 9 by 11:00 p.m.
Please share at least three strategies for effectively assessing young children. Include
examples of both formal and informal evaluations you are familiar with using and
provide a rationale for why you have highlighted this as an effective assessment strategy.

2. Current Challenges to Child Care Centers: (50 points):

This assignment provides an opportunity to engage in timely research on the state of child
care centers and preschools. Please select one of the following focal areas:
o Lack of available child care
o Challenges with staffing in child care centers
o Short and long term impacts of COVID-19 on child care centers, including
effects on children
o High costs of child care and impacts on families

You are asked to develop a double-spaced paper that is 4-5 pages in length on their
chosen focal area. Begin your paper by describing the current state of child care in
America and in Michigan. Provide factual information including numbers of children
participating in child care, average costs, and accessibility. Then move into your selected
focal area, highlighting pertinent issues and providing factual information to support the
main points you are making.

Your paper should cite at least three studies from peer-reviewed academic journals. In
addition, please use reputable media sources to access reliable and valid information. All
sources used in developing your paper should be cited appropriately and included in a
bibliography (APA style) at the conclusion of the paper.

Due: Monday October 23 by 11:00 p.m.

6
3.Interview with a Program Administrator/Director (35 points): The
purpose of this assignment is to increase students’ understanding of the role of a Program
Administrator in promoting an inclusive and anti-basis child care environment. Your
interview may be conducted face-to-face, via Zoom or another platform, or by phone.
Plan 30-40 minutes for this interview. Please plan ahead and schedule this interview well
ahead of the assignment due date. Center Directors typically juggle dozens of
unexpected challenges each week. Be sure your interview is scheduled with plenty of
time to spare.

Questions to be addressed and summarized in your final paper include:

 Name and contact information of the Director being interviewed

 His/her education and professional background and experience
 Job-related challenges--how have these changed in recent years?
 Ethnic and racial backgrounds of staff and students—what, if any, impacts on the
center
 Initiatives/trainings/professional development opportunities focusing on
inclusivity of staff and students that are or have been available to staff (please
discuss issues including race, ethnicity, gender orientation, and diverse needs)
 Working effectively with diverse families--what strategies are most effective and
what changes need to occur?
 Needs of children--what does center do to most effectively meet all children's
needs in different developmental domains?
 Curriculum—what content and/or interactions related to acceptance and inclusion
are provided to children?
 Anti-bias literature—what children’s literature with a focus on inclusion are used
within the center?
 What are the biggest challenges in this area that have arisen?
 What are future goals related to insuring the center reflects an anti-bias and
inclusion focus?

Please don't feel restricted to these questions and topic areas. Let the interview flow in a
natural direction and feel free to add questions you feel are pertinent. Remember, you
goal is to learn as much as possible about how this director is working to guide his/her
center toward becoming more inclusive. Please conclude your paper by summarizing the
new learning that resulted from participating in this assignment.

Due: Monday November 20 by 11:00 p.m.

7
4.Community Demographics: Kids Count Data (40 points):

This assignment asks you to locate demographic information from Kids Count data on
Kalamazoo or a different community in which you may choose to live and work. This
goal of this assignment is to provide students with an opportunity to examine readily
available demographic information and draw conclusions about potential needs related to
young children and their families living within the selected community.
Areas of focus that should be integrated into your paper include:
 What do discrepancies in income levels mean related to short-and long-term
impacts for young children?
 How does the ethnic or racial makeup of the community impact the type and/or
availability of child care?
 What types of support services and programming to meet family members’ needs
might be useful within this community?
 What gaps in services do you anticipate?

Conclude your paper by summarizing specific practices early childhood professionals

need to insure are available for young children and family members living within the
selected community. What priorities for programs and services would you, as an
administrator in an early childhood program in your selected community, prioritize?

Your data, answers to focal area questions, and overall conclusions should be
summarized and submitted as a research paper using APA style.

https://www.aecf.org/resources/2020-kids-count-data-book/?
gclid=EAIaIQobChMI8eWSvYeg6wIVCr3ACh06kgWsEAAYASAAEgLjovD_BwE

https://mlpp.org/kids-count-profiles-2019/

Due: Monday November 13 by 11:00 p.m.

5. Responses to Readings (10 points each/total of 40 points): Students are

asked to read assigned chapters in the Click and Karkos text. Chapters are grouped
according to common themes and issues. Each grouping of chapters has a different type
of assignment (listed below) to reflect your integration and understanding of information
presented in the text. In addition, students are expected to view the online recorded
lecture related to each of these four submissions. Information from this online lecture
should be reflected in your written submission and referenced appropriately using APA
style.

1. Chapters 13, 1, 2 & 3: Outline of chapters and summary response

 Please prepare a one-page outline (using headings/sub-headings and bullet points)

8
 for each of these assigned chapters. Then prepare a one-page summary response
which articulates your perspectives on the main areas of focus within these
chapters.

Due: Monday September 18 by 11:00 p.m.

2. Chapters, 4, 6, 8 & 9: Quotes and rationale

 Please select the three most pertinent quotes within each of these assigned
chapters. Include each quote and the page number from which it was obtained.
Following each quote, please include a paragraph which provides a rationale for
why each chosen these quotes were selected and included.

Due: Monday October 16 by 11:00 p.m.

3. Chapters 5, 7, 10 & 11: Power Point presentation

 Please prepare a power point presentation which clearly summarizes and presents
pertinent information from each of these assigned chapters. You do not need to
record yourself giving this presentation. However, aim for a presentation that
would be about 12-15 minutes in length if you were sharing this orally. Be sure
to include the most pertinent information from each chapter as well as your
perspectives and experiences related to the information you’re choosing to share.

Due: Monday November 6 by 11:00 p.m.

4. Chapters 12, 14 & 15: Two-page paper

 Please prepare a two-page paper which details how you, as a Center Director,
would teach content information contained in these chapters to employees at your
center. Your paper should highlight the most pertinent information, how information
will be shared, opportunities for participant involvement, and any follow up activities
and/or discussions.

Due: Monday November 27 by 11:00 p.m.

6. Career Goals Plans (20 points): Students are asked to write a paper
summarizing their professional goals related to early childhood education. Begin your
paper by explaining why professional goals are important for all early childhood
professionals, including educators with established experience and expertise. Include in
your statement specific ways you intend to impact individual children and their families.
Students are also asked to include statements that emphasize how their knowledge of
legal and professional ethics. Conclude your paper by describing how utilizing
professional resources and networking with other early childhood professionals will be
incorporated into your future work and what larger impacts related to Early Childhood
education might result.

Due: Monday December 4 by 11:00 p.m.

9
 ED 5750: Fall 2023

Grading Scale

Percentage Points Grade

93%-100% 186-200 A
87%-92% 174-185 BA
81%-86% 162-173 B
75%-80% 150-161 CB
70%-74% 139-149 C
65%-69% 130-138 CD
60%-64% 120-129 D
Below 60% 119 & below E

10
 ED 5750: Administration of Child Development Centers

Assignment Rubrics: Fall 2023

Assignment Rubrics

Hot Topics Responses—5 points per submission (15 points total)

 Clear articulation of personal position on this issue 2 points
 Inclusion of information from emailed articles 2 points
 Organized and error free written response 1 points

Childcare Challenges Paper—50 points

 Introductory information about child care in the United States
5 points
 Cleary articulated outline of issues and challenges related to the chosen focal area:
20 points
 Inclusion of actions taken by child care centers to address these specific issue and
challenges: 5 points
 Discussion of future challenges that may occur over the next three years: 5 points
 Suggested strategies and approaches which may be useful in addressing these
challenges: 5 points
 Inclusion of relevant and reputable factual information from available sources: 5
points
 Error free writing: 3 points
 Bibliography of sources cited: 2 points

Child Care Director Interview—35 points

 Attention to specific details related to director’s position 2 points
 Summary of realities, approaches and challenges 10 points
related to maintaining an inclusive center environment

 Description of initiatives and actions taken to promote 10 points

anti-bias and inclusion

 Overall quality of information presented 10 points

 Inclusion of summary statement 2 points
 Quality of writing 1 point

Kids Count Demographics Assignment—40 points

11
 1. Focal questions of the assignment are clearly addressed: 25 points
2. Articulation of how knowledge from this data should impact early childhood
programming, as evidenced by a listing of prioritized programs and services: 10
points
3. Evidence that data was accurately used to draw appropriate conclusions: 4 points
4. Clear and error free writing: 1 point

Responses to Readings—10 points per submission (40 points total)

 Presentation of pertinent information using the assigned
format 4 points

 Demonstrated knowledge of presented information 3 points

 Integration of online lecture information 3 points
 Overall effectiveness of presentation/submission 1 point

Career Goals Plan—20 points

 Inclusion of all content specified in the assignment description, including:
o Strategies for impacting children and families
o Demonstrated knowledge of legal and professional
ethics
o Plans for using professional resources/networking 15 points
 Integration of an effective Introduction and Conclusion: 4 points
 Error free writing: 1 point

12
 ED 5750: Administration of Child Development Centers

Fall 2023
Assignment Due Dates

All assignments are due by 11:00 p.m. on the due date listed below. All due dates occur
on Mondays. No full or partial credit will be given for any late assignments. Drop-boxes
for all assignments will open on Monday January 10 at 8:00 a.m. You’re encouraged to
work ahead and submit assignments well before the posted due date to ensure that you
receive points on each and every assignment.

Monday 9/11 Hot Topic Response #1

Monday 9/18 Reading Response #1
Monday 9/25: Hot Topic Response #2
Monday 10/9 Hot Topic Response #3
Monday 10/16 Reading Response #2
Monday 10/23: Child Care Challenges Paper
Monday 11/6 Reading Response #3
Monday 11/13 Community Demographics Assignment
Monday 11/20 Director Interview
Monday 11/27 Reading Response #4
Monday 12/4: Career Goals Paper

13
 Essential Assignment: NAEYC Certification Rubric

Assessment 6: Career Goals Plan*

ED 5750: Administration of Child Development Centers

Description of assessment and use in the program

This assessment is used to build pedagogical and professional knowledge, skills and
dispositions. Students are asked to write a statement (1-2 pages) of their professional
goals related to early childhood. They must include specific ways that intend to impact
individual children birth through age 8, their families, and other colleagues within the
profession of early childhood. Lists of potential career options and professional goals for
children, families and other colleagues should be submitted with the final paper.

Tasks:

Task 1: Spend some time thinking about varied professions within the early
childhood field. List potential career options that are available to individuals with
specialized training in early childhood.

Task 2: Review the list of potential careers you have generated and match your skills
and interests to the various jobs included on your list. Prioritize the top 1-2 jobs you
feel best match your professional skills and interests. [NAEYC Standard 6a]

Task 3: Develop a list of goals related to the job(s) you have selected. What goals do
you feel are essential in insuring that the social, emotional, physical and academic
needs of the young children in your care are met? [NAEYC Standard 6b; 6c; 6d]

Task 4: Develop a list of goals that will allow you, as an early childhood
professional, to meet the varied needs of families of children in your care. [NAEYC
Standards 6c; 6d]

Task 5: Develop a list of goals that will allow you to work collaboratively with and
positively impact other early childhood professionals with whom you will work.
[NAYEC Standards 6d; 6e]

Task 6: Review your lists of goals and synthesize them into a 1-2 page paper. Be
sure to include how your particular skills and interests will assist you in meeting these
professional goals. [NAEYC Standard 6f]

14
Alignment of Assessment with NAEYC Standard 6

NAEYC Standard 6 Does Not Meet Meets Exceeds

Growing As a Expectations Expectations Expectations
Professional [0] [1] [2]
Sub-Standard 6a: Candidates’ list of Candidates’ list of Candidates’ list of
Demonstrating potential careers that potential careers that potential careers
professional are a good fit for are a good fit for that are a good fit
identification with them shows limited them demonstrates for them shows a
and leadership skills knowledge of the understanding of their clear sense of
in the early early childhood field own emerging belonging to a
childhood field as a distinctive professional roles and distinctive
profession, and there the possibilities, profession with
is little evidence that opportunities, and complex historical
they have begun to challenges within the roots and links to
examine or involve early childhood field. other movements.
Task 2: Prioritize the themselves in the They show some In their work,
top 1-2 jobs you feel profession. evidence of self - candidates describe
best match your examination and the multiple roles
professional skills active involvement in that early
and interests. the profession. childhood
professionals may
assume and those
they think will suit
them best. They
articulate well-
developed
perspectives on the
challenges facing
the profession.
They are already
involved in the
profession in
varied ways, as
shown by
membership in
associations and
other activities.

15
 NAEYC Standard 6 Does Not Meet Meets Exceeds
Growing as a Expectations Expectations Expectations
Professional [0] [1] [2]
Sub-Standard 6b: Candidates’ list of Candidates’ list of Candidates’ list of
In-depth goals that relate to goals that relate to goals that relate to
understanding and protecting children protecting children protecting children
thoughtful lack essential demonstrate essential demonstrate
application of knowledge of knowledge of detailed knowledge
NAEYC Code and NAEYC’s Code of NAEYC’s Code of of, and ability to
other professional Ethical Conduct and Ethical Conduct, as apply, NAEYC’s
guidelines of other legal seen in citations of Code of Ethical
standards and examples of how the Conduct, as well as
professional Code may be used to legal standards and
Task 3: Develop a list guidelines. analyze and resolve other relevant
of goals related to the ethical dilemmas. guidelines in
job(s) you have Candidates are multiple situations
selected. Identify familiar with relevant of early childhood
goals essential to legal standards and practice.
insure that the social, other professional
emotional, physical guidelines and can
and academic needs apply these in
of the children in practice.
your care are met.

NAEYC Standard 6 Does Not Meet Meets Exceeds

Growing As a Expectations Expectations Expectations
Professional [0] [1] [2]
Sub-Standard 6c: Candidates’ list of Candidates’ list of Candidates’ list of
Using professional goals to learn more goals to learn more goals to learn more
resources, inquiry about the profession about the profession about the
skills and research lacks an orientation shows evidence of an profession shows
methods to engage in toward inquiry and orientation toward strong evidence of
continuous, the use of research inquiry and the use of an orientation
collaborative and other research and other toward inquiry and
learning and professional professional the use of research
investigation resources to resources to promote and other
promote continuous continuous and professional

16
 and collaborative collaborative learning resources to
learning and and investigation promote
Task 3: Develop a list investigation related related to the continuous and
of goals related to the to the professional professional roles. collaborative
job(s) you have roles. learning and
selected. Identify investigation
goals essential to related to the
insure that the social, professional roles.
emotional, physical
and academic needs
of the children in
your care are met.

Task 4: Develop a list

of goals that will
allow you to meet the
varied needs of
families of children
in your care.

NAEYC Standard 6 Does Not Meet Meets Exceeds

Growing As a Expectations Expectations Expectations
Professional [0] [1] [2]
Sub-Standard 6d: Candidates’ goals Candidates’ goals for Candidates’ goals
Integrating for learning about learning about the for learning about
knowledgeable, the profession and profession and the profession and
reflective and critical collaborative future collaborative future collaborative future
perspectives on early work demonstrate work demonstrate work demonstrate a
education based on an immature understanding and mature
mastery of relevant understanding and integration of theory understanding and
theory and research integration of theory and relevant research consistent
and relevant as a foundation for integration of
research as a integrating theory and relevant
foundation for knowledgeable, research as a
integrating reflective and critical foundation for
Task 3: Develop a list knowledgeable, perspectives on early integrating
of goals related to the reflective and education knowledgeable,
job(s) you have critical perspectives reflective and

17
selected. Identify on early education critical
goals essential to perspectives on
insure that the social, early education
emotional, physical
and academic needs
of the children in
your care are met.

Task 4: Develop a list

of goals that will
allow you to meet the
varied needs of
families of children
in your care.

Task 5: Develop a list

of goals that allow
you to work
collaboratively with
and positively impact
other early childhood
professionals.

NAEYC Standard 6 Does Not Meet Meets Exceeds

Growing As a Expectations Expectations Expectations
Professional [0] [1] [2]
Sub-Standard 6e: Candidates’ list of Candidates’ list of Candidates’ list of
Engaging in goals for working goals for working goals for working
informed advocacy with other early with other early with other early
for children and the childhood childhood childhood

18
profession professionals lacks professionals shows professionals
essential knowledge essential knowledge shows in-depth
of the central policy of the central policy knowledge of the
issues in the field, as issues in the field, as central policy
seen in their limited seen in their issues in the field,
Task 5: Develop a list ability to discuss discussions of ethical as reflected in their
of goals that allow ethical and societal and societal issues in complex
you to work issues in early early education, examination of
collaboratively with education, and their central policy issues ethical and societal
and positively impact limited ability to in the field, as seen in issues in early
other early childhood outline how public their discussions of education.
professionals. policies are ethical and societal Candidates
developed at the issues in early demonstrate mature
state and federal education. awareness of the
levels. Little Candidates are aware importance of
emphasis on the of the importance of individual and
importance of individual and group group advocacy
individual advocacy advocacy within the within the early
within the early early childhood field childhood field.
childhood field. and describe Future goals
professional related to personal
advocacy goals. advocacy
initiatives are well
framed and clearly
communicated.

NAEYC Standard 6 Does Not Meet Meets Exceeds

Growing As a Expectations Expectations Expectations
Professional [0] [1] [2]
Sub-Standard 6f: Candidates’ oral, Candidates’ oral, Candidates’ oral,
Demonstrating a written and written and written and
high level of oral, technological technological technological
written and communication communication skills communication
technological skills are not well are developed. skills are
communication developed. Communication is exceptionally well
skills effective and occurs developed.
via a variety of Communication is

19
Task 6: Synthesize means. highly effective
your lists of goals and occurs via
into a 1-2 page paper. variety of means.
Include how your
particular skills and
interests will assist
you in meeting these
professional goals.

20