University of Hawaii Community Colleges
Instructional Annual Report of Program Data (ARPD)

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Review Year: College: Program:

College: University of Hawaii Maui College
Program: Early Childhood Education

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The last comprehensive review for this program was on 2012, and can be viewed at:
http://www.hawaii.edu/offices/cc/arpd/instructional.php?action=analysis&college=MAU&year=2012&program=154

Program Description

Early Childhood Education (ECED) program description:

 

The curriculum is organized around a core of courses that provide skills and knowledge needed by early childhood educators. Students earn an Associate in Science (AS) degree in Early Childhood Education that articulates into the UH West Oahu’s Bachelor’s in Social Science degree, Early Childhood Education concentration.

 

UH Community College’s Early Childhood Education (ECED) program mission:

 

UHMC’s Early Childhood Education program mission:

Conceptual Framework – a document that describes the program

Approved October 2012 by Early Childhood Education Advisory Committee

 

UHMC’s Early Childhood Education Associate Degree program prepares students to work effectively with young children and their families.  Ten courses in the program are prerequisites for the UH West O’ahu online Bachelor in Social Science, ECE concentration degree. 

Maui College’s ECE program reaches the Tri-Isle Maui County through the UHMC Education Centers in Hana, Lahaina, Lana'i, and Moloka'i, and through closed-circuit TV, online, hybrid, and face-to-face courses.  Course offerings and modalities are planned two years ahead, in order to facilitate students’ academic planning.   The program prepares students to work in various early childhood education settings - infant-toddler/Early Head Start/preschools/Head Start, family child care, and family-child interaction learning programs.  Home visitors can also gain knowledge and application of child development through courses offered. 

Our program philosophy about learning drives our approach to teaching.

Community connections.  Faculty also build strong relationships with the early childhood education community through its advisory committee and participation in local, state, and national committees.  Faculty are constantly refining and updating their knowledge base through membership and participation in professional organizations.  The program works closely with the early childhood community to continually identify gaps in services and works to fill those gaps.  UHMC ECE program is known for its ability to build strong partnerships with a variety of organizations.  Partnerships and the program coursework aim to build on the strength and abilities of the many competent, dedicated people in the local community. 

Part I. Quantitative Indicators

Overall Program Health: Cautionary

Majors Included: ECED     Program CIP: 13..1210

Demand Indicators Program Year Demand Health Call
11-12 12-13 13-14
1 New & Replacement Positions (State) 105 103 103 Healthy
2 *New & Replacement Positions (County Prorated) 9 6 6
3 *Number of Majors 66 71 77.5
3a     Number of Majors Native Hawaiian 34 36 37
3b     Fall Full-Time 21% 28% 31%
3c     Fall Part-Time 79% 72% 69%
3d     Fall Part-Time who are Full-Time in System 2% 4% 0%
3e     Spring Full-Time 21% 21% 23%
3f     Spring Part-Time 79% 79% 77%
3g     Spring Part-Time who are Full-Time in System 3% 4% 5%
4 SSH Program Majors in Program Classes 338 409 356
5 SSH Non-Majors in Program Classes 490 428 323
6 SSH in All Program Classes 828 837 679
7 FTE Enrollment in Program Classes 28 28 23
8 Total Number of Classes Taught 16 16 14

Efficiency Indicators Program Year Efficiency Health Call
11-12 12-13 13-14
9 Average Class Size 17 17.1 15.7 Cautionary
10 *Fill Rate 72.9% 77.3% 71.8%
11 FTE BOR Appointed Faculty 0 2 2
12 *Majors to FTE BOR Appointed Faculty 0 35.5 38.7
13 Majors to Analytic FTE Faculty 37.1 39.9 49.8
13a Analytic FTE Faculty 1.8 1.8 1.6
14 Overall Program Budget Allocation $180,547 $157,626 $161,185
14a General Funded Budget Allocation $179,876 $156,804 $160,989
14b Special/Federal Budget Allocation $0 $0 $0
14c Tuition and Fees $671 $822 $196
15 Cost per SSH $218 $188 $237
16 Number of Low-Enrolled (<10) Classes 5 4 5
*Data element used in health call calculation Last Updated: January 25, 2015

Effectiveness Indicators Program Year Effectiveness Health Call
11-12 12-13 13-14
17 Successful Completion (Equivalent C or Higher) 70% 78% 77% Cautionary
18 Withdrawals (Grade = W) 29 18 19
19 *Persistence Fall to Spring 70.9% 70.8% 75.6%
19a Persistence Fall to Fall   36.1% 45%
20 *Unduplicated Degrees/Certificates Awarded 10 17 9
20a Degrees Awarded 4 8 6
20b Certificates of Achievement Awarded 4 3 6
20c Advanced Professional Certificates Awarded 0 0 0
20d Other Certificates Awarded 5 13 4
21 External Licensing Exams Passed Not Reported Not Reported Not Reported
22 Transfers to UH 4-yr 2 2 6
22a Transfers with credential from program 0 1 5
22b Transfers without credential from program 2 1 1

Distance Education:
Completely On-line Classes
Program Year  
11-12 12-13 13-14
23 Number of Distance Education Classes Taught 0 1 0  
24 Enrollments Distance Education Classes N/A 19 N/A
25 Fill Rate N/A 79% N/A
26 Successful Completion (Equivalent C or Higher) N/A 58% N/A
27 Withdrawals (Grade = W) N/A 7 N/A
28 Persistence (Fall to Spring Not Limited to Distance Education) N/A No Fall Courses N/A

Perkins IV Core Indicators
2012-2013
Goal Actual Met  
29 1P1 Technical Skills Attainment 90.00 100.00 Met  
30 2P1 Completion 55.00 52.63 Not Met
31 3P1 Student Retention or Transfer 74.50 73.33 Not Met
32 4P1 Student Placement 65.00 76.47 Met
33 5P1 Nontraditional Participation 17.25 4.55 Not Met
34 5P2 Nontraditional Completion 15.55 0.00 Not Met

Performance Funding Program Year  
11-12 12-13 13-14
35 Number of Degrees and Certificates   11 12  
36 Number of Degrees and Certificates Native Hawaiian   7 8
37 Number of Degrees and Certificates STEM     Not STEM Not STEM
38 Number of Pell Recipients   48 54
39 Number of Transfers to UH 4-yr   2 6
*Data element used in health call calculation Last Updated: January 25, 2015
Glossary | Health Call Scoring Rubric

Part II. Analysis of the Program

Program Demand – Healthy

The number of majors has gone up to 77, with 37 Native Hawaiian majors.  The majority (at last 2/3) of majors are part-time students.  When faculty gather information from students, most are working at least part-time and many work full-time.  While the number of majors has gone up, SSH in all program classes has gone down, matching the part-time status of the majority of students.

Strengths and Weaknesses:

The number of majors is a strength.  The majority of classes are offered in the evening, meeting the needs of the majority of our part-time students.  Every semester one interactive TV class for Maui County is offered.  Online and hybrid classes are scheduled between years with face-to-face classes.  Program coordinator works with outreach sites and students to track when students in those sites will need advanced courses. 

The number of positions available for employment is not in the program’s control.  However, the program coordinator and program faculty tracks job openings on Craigslist and programs often call when they are looking for staff. 

Program Efficiency – Cautionary

Overall is cautionary because class fill rate is 71.8% (should be at least 75%) and there are 38.7 majors per FTE BOR appointed faculty (should be 35). 

Strengths and weaknesses

Class fill rate has gone down 5.5% to 71.8%.  In the economic downturn, some early childhood education programs closed due to the decline in state subsidies to families for tuition.  The state has allocated more funding to subsidies in the last year, and now programs are expanding and looking for more qualified staff.  This development will drive more students to the associate degree program.  The scheduling of mostly evening classes should accommodate those who enter a program as an aide and are working to increase their qualifications. 

The number of majors is healthy and still a decent match for the number of FTE faculty (38.7 per faculty). 

Effectiveness:  Cautionary

Unduplicated degrees & certificates divided by number of majors was 12% (unhealthy).  However, unduplicated degrees & certificates divided by new and replacement county positions was 1.5 (healthy), and persistence fall to spring was 75% (healthy). 

Strengths and weaknesses

Program faculty are a strength:  they network closely with local and state early childhood community through the program advisory committee, Maui Economic Opportunity Governing Board, Kaulanakilohana (ECED higher education faculty), Hawai’i Association for the Education of Young Children, Hawai’i Careers with Young Children, and Action Strategies (Executive Office on Early Learning).  Both faculty also serve in leadership positions on campus. 

Program lecturers are strength, providing diversity of teaching styles while keeping course and program expectations high. 

To help move students along, program coordinator invites all majors to create an education plan that reflects their graduation date.  Students come in periodically to update their plan.  Creating a plan also assures space in required practicum courses.  It also allows for better planning for the advanced curriculum classes, which typically have lower numbers.

While “Advanced Professional Certificates Awarded” is 0, the program has a Certificate of Completion Early Childhood Option that is granted to students with a Bachelor’s degree or higher in another field who take 12 credits of early childhood courses.  The certificate shows that the student has met Dept. of Human Services education criteria for “preschool teacher”. 

As cited earlier, it’s anticipated that number of job openings will go up as funding increases. 

Perkins Core Indicators

Three indicators were “not met”:  Student retention or transfer (73.33%, should be 75.21%); and non-traditional (male) participation and completion (0). 

With the majority of part-time students with complex family and work lives in addition to school, the program faculty do their best to encourage and support students, however, life situations that cause students to drop for a semester often occur. 

Non-traditional participation is a challenge.  One non-traditional student was counseled out of the program, as it became evident that he did not have the cognitive capacity to effectively work in the multi-tasking, multi-stimulating world of an early childhood classroom.  Native Hawaiian culture supports men in early childhood education, but at this point, many NH men choose Hawaiian language or studies as a major on their way to earning a teaching degree that will allow them to teach in Hawaiian language immersion programs.    

Part III. Action Plan

Actions:

  1.  Continue process of National Association for the Education of Young Children (NAEYC) Early Childhood Associate Degree Accreditation (ECADA).  This process includes a self-study that looks at multiple facets of the program, including how students are learning about the NAEYC Professional Standards, qualifications of full-time and part-time faculty, what the conceptual framework of the program is, how the community is engaged in the program, and how administration supports the program.  A peer review visit (scheduled for April 2015) will validate the self-study and create a report for the ECADA commission which will determine whether the Associate Degree program is accredited. 

 

Supports college’s mission: The University of Hawai‘i Maui College inspires students to develop knowledge and skills in pursuit of academic, career, and personal goals in a supportive educational environment that emphasizes community engagement, life long learning, sustainable living, Native Hawaiian culture, and global understanding.

 

This also supports UHCC system encouragement to have all CTE programs with external accrediting bodies accredited.

 

  1. Continue to create educational plans with students to facilitate meeting their educational/career goals in order to bring the Perkins retention or transfer indicator score up to acceptable 75.21%.

 

  1. Work with eligible students on Prior Learning Assessment.  Head Start employees often earn a Child Development Associate credential (a renewable in-service credential that includes experience and 120 clock hours of education).  The CDA Council calls this the “first, best step”.  The program has agreed that the CDA can be considered equivalent to 4 credits of ECED 191V (first practicum, in candidate’s work setting) and that these credits can be added to the student’s transcript after earning 12 credits in ECED at UHMC. 

Part IV. Resource Implications

Resources needed for NAEYC ECADA accreditation include:

  1. $1530 application fee
  2. $6000 peer review visit fee
  3. $1530 annual fee (if accreditation is granted)

Program Student Learning Outcomes

For the 2013-2014 program year, some or all of the following P-SLOs were reviewed by the program:

Assessed
this year?
Program Student Learning Outcomes

1

Yes
Use knowledge of child development and of individual children to create healthy, challenging learning environments and experiences.

2

Yes
Build respectful partnerships with children, families, and their communities.

3

Yes
Observe, document, and assess children's development and learning in partnership with families.

4

Yes
Build positive relationships and guide children through supportive interactions.

5

Yes
Plan, implement, and assess learning experiences using appropriate content, concepts, and methods.

6

Yes
Base decisions and actions on ethical and other professional standards.

7

Yes
. Advocate for children and families within the program.

A) Evidence of Industry Validation

The Early Childhood Education Advisory Committee met on April 10, 2014. 

Early Childhood Education Advisory Committee

Notes

April 10, 2014

1-3 p.m.

Ka Lama 102

Action items in bold.

  1. Present:  Christine Taylor, Edeluisa Baguio-Larena, Debbi Amaral, Charmane Yamada, Kanani Kan Hai, Kaina Bonacorsi, Ailina Laborte,  Julie Powers, Elaine Yamashita

UHMC guests:Eric Engh, Ellen Peterson, Lisa Deneen

 

  1. Community updates

Idea: send fall/spring schedules to advisory committee for posting.

Kaina - Early Childhood Resource center:

In process of changing name from Good Beginnings.GBA has changed its focus and activities.ECRC is still County of Maui.What was GBA contract went to Family Hui.The GBA contract used to fund an extra person in Kaina’s office.Melanie is project specialist focusing on county's subsidy (funded by County).

Maui County also funds ECE programs – Head Start extended day, Early Head Start, after school, Lanai, Kansha, Kahi Kamali'I – all through community partnership grants.

New line item in county budget - Dolly Parton imagination library.Need support in Council budget hearings. Potential for expansion exists.  Will start in ECRC.

Action Strategies work – Kaina co-chairs Equitable Access group.Looking at community hubs - community, mobile, physical, virtual.6 action strategy groups convene at least monthly- Healthy & welcomed births, Health & development on track (screening, health & wellness guidelines), Safety (Child Abuse & Neglect), High quality early learning programs (definition of quality, family partnership guidelines, HELDS training), Transitions (B-K entry).

School readiness for 2014-15 includes DOE classrooms for 4 year olds, FCIL, Preschool Open Doors (expanded funding). Lana'i, Molokai, Hana are targeted for DOE classrooms in Maui County.Perception is that access not equitable across state.

POD deadline is 4/30 - in Honolulu office - must be mailed before 4/30.

Funding for 155 families for Maui County subsidies.

Concern about lawsuit filed by ACLU?Not a concern at this time.Referring to funding as "child care" may help define it until Con Am is decided (November ballot).

 

Christine – Nanny Connection:

Biggest competition for Nanny Connection is care.com which is an online way for families to find care.Parents and providers pay for access.They also do home nursing, etc.

 

Edel – Early Head Start:

On 3 islands - home visiting on Lana'i & Moloka'i.Current home visitor on Lanai is leaving - PT position.Two Maui centers are full - big waiting list.EHS/Child Care partnership federal discussions have been ongoing with Head Start, PATCH, etc.

Working w/ DOH on expansion of home visitors through Maternal & Child Health - 15 more families.Teacher opening in Wailuku.All teachers meet or exceed EHS qualifications.

Hana I/T center - demonstration project application submitted to DHS.Waiting for new Certificate of Occupancy. Need ongoing funding source.This project has been in process for 6 years or more.

Going through COA (Council of Accreditation) accreditation - accredits all aspects of the organization.

April 26 fundraiser for MFSS.

 

Ailina - PATCH

Prepping for Keiki Fest - will distribute POD apps.Care.com also impacting referrals and number of licensed FCC providers.Numbers of licensed FCC are down.

Training hours - I/T classes for Hana are a possibility - minimum 3 people needed.

Online PATCH classes are Maui United Way funded.I/T training is free.

 

Sequestration cuts are restored.Adding 20 children - had cut 40 due to budget cuts.Hoped to get Preplus classroom back, but DOE said it’s not available, it’s being renovated for self-contained SPED.

Talking to 619 coordinator about new central inclusion site - DOE/HS. Possibility of Pomaika'i, if it doesn't pan out, will look @ Kihei. That would bring it to six inclusion/integration sites.

Biggest need for spaces is in Central Maui.

Expanding hours at couple of sites.

Concern of impact of DOE preschool classrooms on Molokai.Extending hours of one classroom.It will take away from the small wait list.If one center is removed, it’ll be hard to bring back.Looking at alternatives, e.g. involving communities in discussions.May result in fewer spaces overall for Molokai.

Adding 3rd person for Molokai.Providing iPads for staff- linked to Teaching Strategies Gold.

Kahi Kamali'i - potential for partnership with MFSS.

Ohana strengthening grant received – provides case manager - working with women transitioning out from MCCC.

Can write letters of support for Head Start.

 

Is there a need for administration classes -three one-credit courses?Kaina will send survey to directors.Castle Colleagues not always consistent - a college course would provide consistent standards.

Is there a need for I/Tclasses?Feedback is that there are not enough students.PATCH classes for I/T classes don’t fill.

  1. Update on NAEYC Early Childhood Associate Degree Accreditation (ECADA)

 

  1. Program updates:

 Alice Granito (Lana'i)

 Anjoleen Hoopai-Waikoloa (Hana – also has AA degree)

 Jasmine Kekiwi

Amber Petroelje

Ashley Purrington-Okano

Craig Vierra

 

Jennifer Ikehara

 

 

 

College-wide Academic Student Learning Outcomes: assessment on Information Literacy – facilitated by CASLO coordinator Eric Engh, with counselor Lisa Deneen and librarian Ellen Peterson:

 

Eric expressed kudos to the program for "closing the loop" on written communication.

 

Discussion focused on the “C” paper.

Asked the group about the need for info literacy. Using info ethically is an issue.E.g.Answering families' questions - staff need to be able to know where to look for it and evaluate the info, and convey to the family accurately and in ways they can understand.Graduates need to be able to take in data, analyze, use to plan or assess, and interpret/report to families.

 

Discussion on how to determine a good source online.Diversified sources are now required.

What is “authority”?Scholarly sources available in the library - lack of scholarly sources online.

 

Faculty and students need to know library as a resource and support.Invite librarians to come into class to show efficient ways to search.

How can this search training be provided online?Ellen said production of a video is the next step.

 

Are students aware of the resources?Make students aware of special databases, digital library. Need intro to library services built into more ECED courses.   May be in ENG 100, definitely in 210 (research writing). Need the lesson early in the semester in 210.

 

Discussion on “how to evaluate search strategies”?

 

Library sources can save the student time.Also need to help students see the value.

 

Could require students to analyze source.  Could be mini-statement within assignment. 

 

In 100 level classes - using the same language - CRAAP (Currency, Relevance, Authority, Accuracy, Purpose) - looking at sources in class.Build into ECED classes.

 

Ability to read, understand and say in their own voice is a campus challenge.

 

Most ECED classes already use guided questions for reading assignments.

Other strategies related to anti-plagiarism:

 

Eric will be sending survey to Advisory Committee and results of survey will be shared.

B) Expected Level Achievement

NAEYC Early Childhood Associate Degree Accreditation (ECADA) requires the program to identify  “learning opportunities” and “key assessments” as important tools for continuous quality improvement.  Students’ scores on the key assessment elements are tracked according to “Below expectations”, “Approaching expectations”, “Meets expectations”, and “Exceeds expectations”. 

The program faculty use the data to improve on assignments and learning opportunities to help students meet or exceed the expectations.  There isn’t a magic percentage as each set of data has its own unique conditions.  Where faculty see that a significant percentage of students are at “below” or “approaching” expectations, curriculum is closely examined to see where concepts or skills need to be covered differently or in more depth. 

C) Courses Assessed

The 6 key assessments are in:

ECED 245 – Child, Family, Community

ECED 263 – Language and Creative Expression Curriculum (2 assessments)

ECED 264 – Inquiry and Physical Curriculum

ECED 275 – Inclusion of Children with Special Needs

ECED 291V – Early Childhood Field Experience II

D) Assessment Strategy/Instrument

Below is the assessment rubric used by student and instructor for Key Assessment 1 – Professional Portfolio as one of the examples of the data that is collected to assess effectiveness of teaching and learning.

 

 

 

 

ED 291 Self Evaluation: Professional Portfolio 150 points possible       Due date: Dec 2

Name________________________________        Date turned in __________

(Circle or highlight the number in each box (not the whole box or the number you selected isn’t clear)

Expectation

Does not Meet

Minimally Meet

Meets

Exemplary

Turn in first drafts of each document according to schedule listed in syllabus and use feedback from instructor to improve final drafts.

I did not turn in first drafts of any document for my portfolio.

 

 

0 pts

I did not turn in first drafts of each document for my portfolio, but I did turn in first drafts of some of them.

 

 

 

5…6…7…pts

I turned in first drafts of each document for my portfolio. I turned some documents in a week late. I made some improvements to documents due to feedback from the instructor.

 

8…9…pts

I turned in first drafts of each document for my portfolio. I met each due date. I made continuous improvement to documents due to feedback from the instructor.

10  pts

Include an autobiography describing your path to ECE

 

Standard 6a, SS 1

I did not include my autobiography.

 

0 pts

My autobiography gives some information about my journey to the field of early childhood education.

 

5…6…7…pts

My autobiography describes my journey to the field of early childhood education.

 

 

8…9…pts

My autobiography describes my journey to the field of early childhood education in detail.

 

10  pts

Include your educational philosophy including how ethics impacts your work

 

Standard 6b, SS 4

I did not include my educational philosophy

 

 

0 pts

My educational philosophy provides limited detail to paint a picture for the reader.

 

 

5…6…7…pts

My educational philosophy provides enough detail to paint a picture for the reader.

 

8…9…pts

My educational philosophy provides optimal detail to paint a picture for the reader.

 

 

 

10  pts

Include your résumé

 

Standard 6a, SS 1

I did not include my resume.

 

 

 

0 pts

I included my resume but it could have been better.

 

 

 

 

5…6…7…pts

My resume is written in a professional format.

 

 

 

 

8…9…pts

My resume is written in a professional format, is detailed, accurate, attractive, and would look good to an employer.

 

10  pts

Include  artifact of work to demonstrate Competency “Well Being” and a statement making the connection

 

Standard 1a, SS 5

 

 

I did not include this evidence of this competency.

 

0 pts

I submitted work related to this competency, but it reflects limited understanding of appropriate practice.

 

5…6…7…pts

Submitted work appropriately demonstrates my competency in this area and understanding of the field.

 

8…9…pts

Submitted work demonstrates best practices and optimally demonstrates my deep understanding of the field.

 

9  pts

Include  artifact of work to demonstrate Competency “Child Growth & Development”

and a statement making the connection

Standard 1a, SS 5

I did not include this evidence of this ASK competency

 

0 pts

I submitted work related to this competency, but it reflects limited understanding of appropriate practice.

 

5…6…7…pts

Submitted work appropriately demonstrates my competency in this area and understanding of the field.

 

 

8…9…pts

Submitted work demonstrates best practices and optimally demonstrates my deep understanding of the field.

 

9  pts

Include artifact of work to demonstrate Competency “Relationships”

and a statement making the connection

 

Standard 1b, SS 5

I did not include this evidence of this ASK competency

 

0 pts

I submitted work related to this competency, but it reflects limited understanding of appropriate practice.

 

5…6…7…pts

Submitted work appropriately demonstrates my competency in this area and understanding of the field.

 

 

8…9…pts

Submitted work demonstrates best practices and optimally demonstrates my deep understanding of the field.

 

9  pts

Include artifact of work to demonstrate Competency “Guidance”

and a statement making the connection

Standard 1b, SS 5

I did not include this evidence of this ASK competency

 

0 pts

I submitted work related to this competency, but it reflects limited understanding of appropriate practice.

 

5…6…7…pts

Submitted work appropriately demonstrates my competency in this area and understanding of the field.

 

8…9…pts

Submitted work demonstrates best practices and optimally demonstrates my deep understanding of the field.

 

9  pts

Include artifact of work to demonstrate Competency

“Diversity” and a statement making the connection

 

 

I did not include this evidence of this ASK competency

 

0 pts

I submitted work related to this competency, but it reflects limited understanding of appropriate practice.

 

5…6…7…pts

Submitted work appropriately demonstrates my competency in this area and understanding of the field.

 

8…9…pts

Submitted work demonstrates best practices and optimally demonstrates my deep understanding of the field.

 

9  pts

Include artifact of work to demonstrate Competency “Learning Environments”

and a statement making the connection

Standard 1c, SS 5

I did not include this evidence of this ASK competency

 

0 pts

I submitted work related to this competency, but it reflects limited understanding of appropriate practice.

 

5…6…7…pts

Submitted work appropriately demonstrates my competency in this area and understanding of the field.

 

 

8…9…pts

Submitted work demonstrates best practices and optimally demonstrates my deep understanding of the field.

 

9  pts

Include artifact of work to demonstrate Competency “Curriculum”

and a statement making the connection

I did not include this evidence of this ASK competency

 

0 pts

I submitted work related to this competency, but it reflects limited understanding of appropriate practice.

 

5…6…7…pts

Submitted work appropriately demonstrates my competency in this area and understanding of the field.

 

 

8…9…pts

Submitted work demonstrates best practices and optimally demonstrates my deep understanding of the field.

 

9  pts

Include artifact of work to demonstrate Competency “Assessment and evaluation”

and a statement making the connection

Standard 3b, SS 5

I did not include this evidence of this ASK competency

 

0 pts

I submitted work related to this competency, but it reflects limited understanding of appropriate practice.

 

5…6…7…pts

Submitted work appropriately demonstrates my competency in this area and understanding of the field.

 

 

8…9…pts

Submitted work demonstrates best practices and optimally demonstrates my deep understanding of the field.

 

9  pts

Include artifact of work to demonstrate Competency “Professionalism”

and a statement making the connection

Standard 6a

I did not include this evidence of this ASK competency

0 pts

I submitted work related to this competency, but it reflects limited understanding of appropriate practice.

 

5…6…7…pts

Submitted work appropriately demonstrates my competency in this area and understanding of the field.

 

8…9…pts

My evidence or statements reflect Best Practices, optimally cover the topic, and demonstrate my deep understanding of the field.

9 pts

Include artifact of work to demonstrate Competency “Program Management”

and a statement making the connection

I did not include this evidence of this ASK competency

0 pts

I submitted work related to this competency, but it reflects limited understanding of appropriate practice.

 

5…6…7…pts

Submitted work appropriately demonstrates my competency in this area and understanding of the field.

8…9…pts

Submitted work demonstrates best practices and optimally demonstrates my deep understanding of the field.

9  pts

Include artifact of work to demonstrate Competency “Partnerships with communities”

and a statement making the connection

I did not include this evidence of this ASK competency

0 pts

I submitted work related to this competency, but it reflects limited understanding of appropriate practice.

 

5…6…7…pts

Submitted work appropriately demonstrates my competency in this area and understanding of the field.

8…9…pts

Submitted work demonstrates best practices and optimally demonstrates my deep understanding of the field.

9  pts

Finished portfolio is well-edited and professional looking

The finished product of my professional portfolio is not professional looking. It has many errors.

 

0 pts

The finished product of my professional portfolio is somewhat professional looking. It has several spelling or grammatical errors.

 

 

5…6…7…pts

The finished product of my professional portfolio is professional looking and attractive. It has few spelling or grammatical errors.

 

8…9…pts

The finished product of my professional portfolio is professional looking, highly attractive, uses creative approaches to demonstrating who I am as a professional. It has no spelling or grammatical errors.

11  pts

TOTAL POINTS:  _______

E) Results of Program Assessment

Key Assessment 1 (Professional Portfolio) – Faculty will look more closely at how understanding of professional ethics is covered throughout the program.  One student did not address this with full understanding in her “Philosophy of Teaching and Learning.”  Better writing skills were a concern in a few student’s work.  Faculty will adhere to the stated English prerequisites rather than overriding the prerequisite for the students. 

 

Key Assessment 2 (Family Interview and Demographics Assignment) -  Improvements were made to assignment instructions for Fall 2014. More information and website information for demographics were included, a campus Excel expert was asked to come to class to explain how to make a chart from a table.  Fall 2014 results will be covered in next year’s report.

 

Key Assessment 3 (Research paper on a condition or syndrome) – The rubric and assignment instructions were revised and refined for Spring 2015.  Revisions included more information on the role this assignment plays in our program as well as more information on observation and assessment.  An adjunct has been teaching this course and full-time faculty worked with her to make the revision. Results will be in next year’s report. 

 

Key Assessment 4 (Creativity activity plan) – Students understood developmentally appropriate approaches to creative, and data showed they were still struggling with understanding how assessment relates to curriculum design and goals for children in creativity.  Revision for Fall 2014 include more information on assessment of children, and a powerpoint developed that gives detailed explanation on strategies to assess achievement of goals was developed.  Fall 2014 results in next year’s report.

 

Key Assessment 5 (2 week curriculum plan) – Improvements for Spring 2014 that were implemented included intentional grouping of students in pairs or threes so that those who worked together in a previous practicum course have exposure to more viewpoints and a powerpoint with detailed examples was developed.  Pairings worked well and prepared students for working in teaching teams.  The powerpoint was well-received and referred to in student assignments.  One student said it was “incredibly helpful” in completing the assignment.

For Spring 2015, the rubric will be clearly labeled to include the NAEYC standards and supporting skills addressed by each criteria. 

 

Key Assessment 6 (Program observation focused on creativity) – This is a new assignment that was first implemented in Fall 2013.  The data showed that the students needed more instruction on the concepts and a detailed powerpoint on creativity was developed for Fall 2014.  Instructor also spent more time discussing the assignment in Fall 2014.  Results in next year’s report. 

F) Other Comments

NAEYC Early Childhood Associate Degree Accreditation (ECADA) peer review visit is in April 2015.  Results of the visit and subsequent Commission decision will be available Summer 2015. 

Program alpha was changed to ECED in Fall 2014.  This change notifies students that they are in an Early Childhood Education program from the beginning.  It also aligns with UH West O'ahu’s Bachelor’s in Social Science, ECED concentration. 

G) Next Steps

Continual program improvement is the goal of ECADA, so key assessment information will continue to be gathered and reported on.