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Early Childhood Education Portfolio

Exit Portfolio for Associates of Arts Degree

Description: Like other professionals, teachers need evidence of their growth and achievement over time. The portfolio is a vehicle for collecting and presenting that evidence. Portfolios are an edited, purposeful collection of artifacts (materials) that provide a framework for demonstrating knowledge, understanding, experiences, and processes for learning while advancing through the levels of learning experiences in the Early Childhood Education Program at Western New Mexico University. Goal: Teacher candidates will use the professional portfolio as a means of demonstrating their achievement of each of the Competencies while actively reflecting on their current and future teaching practice. Selection of Artifacts: The professional portfolio is a final selection of artifacts that provide evidence that you will be a knowing, sharing, caring teacher capable of reflecting on your professional practice. The artifacts should document a meaningful connection between theory and practice, integrating coursework and field experiences to demonstrate mastery of the NM Common Core Competencies. You will need to select two artifacts for each competency area. It is a good idea to use a variety of artifacts. Here are some artifact suggestions: Lesson Plans Thematic Unit Sample Reflection Paper Formal Observations Case Studies Sample Activities Sample of Communication with Families

Artifact Reflection Format: The professional portfolio should contain at least two artifacts for each

competency along with an explanation of their significance in providing evidence of meeting that competency, demonstrating thoughtful preparation. These explanations should not just provide a description of the artifact, but should tell why that artifact was chosen, how it relates to the outcome, what you learned from the experience, and how you might use the information gained to improve your practice. Select Describe Transform What artifact have you included and why did you file it under this competency? Describe and explain the artifact. Identify how the artifact was used. How does this artifact address the competency? Tell how this artifact demonstrates your growing knowledge of the competency and in fostering learning in students and how it might influence future teaching and/or self-learning.

Early Childhood Education Portfolio

Contents for Portfolio

_____ 3-Ring Binder _____ Typed dividers for each section _____ Title Page _____ Table of Contents _____ Philosophy Statement _____ Resume _____ Transcripts/ NMTA Scores _____ 3 Letters of Recommendation _____ Two artifacts for each competency _____ A reflection for each artifact _____ Portfolio is well organized by competencies and is easily navigated.

New Mexico Common Core Competencies for Early Childhood Education:

A. Child Growth, Development and Learning: Foundations for all learning are established during early childhood. Biological-physical, social, cultural, emotional, cognitive, and language domains are inherently intertwined in growth and development. Early childhood professionals must understand this process of development and the adult's roles in supporting each child's growth, development, and learning. B. Health, Safety and Nutrition: Early childhood professionals promote physical and mental health and appropriate nutrition and provide an emotionally and physically safe environment for young children in partnership with their families. Sound health, safety, and nutritional practices provide the foundation for development and learning. Good nutrition is critical to the overall development of young children. Meals and snacks encourage good nutrition and eating habits. A safe environment prevents and reduces injuries for young children who are only beginning to recognize dangerous situations. C. Family and Community Collaboration: Early childhood professionals are committed to familycentered practices. They maintain an open, friendly, and collaborative relationship with each child's family, encouraging family involvement, and supporting the child's relationship with their family. The diverse cultures and languages representative of families in New Mexico's communities are honored. D. Developmentally Appropriate Content: Early childhood professionals demonstrate knowledge of child development and learning, as well as content knowledge, both in terms of academic disciplines and in terms of interdisciplinary integration. Their approach to curriculum content emerges from multiple sources, such as play and exploration, and is appropriate for the ages and developmental levels of the children with whom they work. Content includes, but is not limited to, the arts, literacy, mathematics, physical education, health, social studies, science, and technology. Children's initial experiences with these content areas form the foundation for later understanding and success.

Early Childhood Education Portfolio

E. Learning Environment and Curriculum Implementation: Teaching and learning with young children is a complex process embedded in relationships. These teaching and learning relationships provide the scaffold for jointly constructing meanings about self, others, and the world. Early childhood professionals use their child development knowledge, their knowledge of developmentally appropriate practices, and their content knowledge to design, implement, and evaluate experiences that promote optimal learning and development for all children from birth - eight (0-8) years of age. In addition, their use of observations is grounded in a thorough understanding of children's families, cultures, and communities. Early childhood professionals encourage young children's problem solving, critical thinking, and academic and social competence within a supportive and challenging learning environment. These challenging teaching and learning experiences build children's confidence in themselves as competent learners. F. Assessment of Children and Evaluation of Programs: Early childhood professionals must develop knowledge of diverse assessment approaches, including observational skills. They use appropriate ongoing documentation and report information to families and professionals. Appropriate early childhood assessment is responsive to cultural and linguistic differences. It includes information from multiple sources, e.g., observations, checklists, interviews, and both formal and informal standardized measures in diverse settings for making educational decisions about children. The assessment data gathered from multiple sources that has a major impact on children should be made by a team of family members, teachers, and other professionals. In addition, early childhood professionals engage in systematic, ongoing evaluation of their programs. G. Professionalism: Professionalism is built upon individual integrity, responsibility, and ethical practices that demonstrate a profound respect for all children and their families. Early childhood professionals embrace a multicultural perspective that is responsive to individuals in culturally diverse communities in New Mexico. Professionals make decisions based upon knowledge of early childhood theories and practices that recognize diversity of ability, developmental level, and family characteristics. Early childhood professionals advocate for excellence in early childhood programs and participate in ongoing professional development to enhance their knowledge and skills.

Early Childhood Education Portfolio Early Childhood Education Portfolio Rubric

Student Name Click here to enter text. ID# Click here to enter text.

Evaluation Completed Choose an item. Total Points Click here to enter text. out of 204 Score = Pass (143 minimum) or Fail Pass Evaluator 1 Name printed Click here to enter text. Evaluator Signature________________________________________________ Date __________________________ Evaluator 2 Name printed Click here to enter text. Evaluator 2 Signature ______________________________________________ Date __________________________

Technical Aspects

Unsatisfactory 0 Developing 1 Organizational pattern is not readily discernible by reader. Proficient 2 Portfolio is well organized by the seven competencies.

Section Points:

Exemplary 3 Portfolio is well organized by ten outcomes and subsections and is easily navigated by reader. Score

ORGANIZATION

Materials lack methodical organization or seven competencies not used as the basis of organization. Labeling difficult to follow or not used.

LABELING

Labeling is adequate.

Sections of the portfolio are clearly marked with divider tabs.

Outcomes and subsections are clearly marked with divider tabs.

TABLE OF CONTENTS

Table of Contents is difficult to use or not included.

Table of Contents included but not fully developed.

Table of Contents provides a broad overview of portfolio. It is neat and organized.

Table of Contents is detailed, accurate, neat and well organized.

APPEARANCE

Portfolio presentation is flat or unprofessional in appearance.

Portfolio is generic in appearance. Little creativity displayed.

Portfolio is well constructed and displays creativity.

General appearance of Portfolio is professional and reflects the creativity and individuality of the student. Portfolio is free of errors.

MECHANICS

Portfolio has an unacceptable number of errors.

Portfolio has errors that interfere with the reader's ability to understand the content.

Portfolio has a few errors that do not interfere with the reader's ability to understand the content.

Professional Introduction

Unsatisfactory 0 Developing 1 Portfolio has one or two of the required parts of the professional introduction. Proficient 2 Portfolio has three or four of the required parts of the professional introduction.

Section Points:

Exemplary 3 Portfolio has all required parts of the professional introduction. Score

TITLE PAGE, PHILOSOPHY STATEMENT, RESUME, TRANSCRIPTS LETTERS OF REFERENCE (3) NMTA (IF APPLICABLE)

Portfolio does not have a professional introduction section.

Early Childhood Education Portfolio

Competency A. Child Growth, Development and Learning

Unsatisfactory 0 Developing 1 Selected artifact may or may not be appropriate for this competency. Proficient 2 Selected artifact is appropriate for this competency and demonstrates understanding of competency. Reflection describes the artifact, but may not identify how it was used, or how it addresses the competency.

Section Points:

Exemplary 3 Selected artifact is appropriate for this competency and demonstrates superior understanding of competency. Reflection for describes the artifact, identifies how it was used, and completely describes how it addresses the competency. Score

ARTIFACT SELECTION

There is no description of why this artifact was selected or filed under this competency. No reflection provided.

REFLECTION

Reflection is provided for artifact, but they may not describe the artifact, may not identify how it was used, or how it addresses the competency.

Competency B. Health, Safety and Nutrition

Unsatisfactory 0 Developing 1 Selected artifact may or may not be appropriate for this competency. Proficient 2 Selected artifact is appropriate for this competency and demonstrates understanding of competency. Reflection describes the artifact, but may not identify how it was used, or how it addresses the competency.

Section Points:

Exemplary 3 Selected artifact is appropriate for this competency and demonstrates superior understanding of competency. Reflection for describes the artifact, identifies how it was used, and completely describes how it addresses the competency. Score

ARTIFACT SELECTION

There is no description of why this artifact was selected or filed under this competency. No reflection provided.

REFLECTION

Reflection is provided for artifact, but they may not describe the artifact, may not identify how it was used, or how it addresses the competency.

Competency C. Family and Community Collaboration

Unsatisfactory 0 Developing 1 Selected artifact may or may not be appropriate for this competency. Proficient 2 Selected artifact is appropriate for this competency and demonstrates understanding of competency. Reflection describes the artifact, but may not identify how it was used, or how it addresses the competency.

Section Points:

Exemplary 3 Selected artifact is appropriate for this competency and demonstrates superior understanding of competency. Reflection for describes the artifact, identifies how it was used, and completely describes how it addresses the competency. Score

ARTIFACT SELECTION

There is no description of why this artifact was selected or filed under this competency. No reflection provided.

REFLECTION

Reflection is provided for artifact, but they may not describe the artifact, may not identify how it was used, or how it addresses the competency.

Competency D. Developmentally Appropriate Content

Unsatisfactory 0 Developing 1 Selected artifact may or may not be appropriate for this competency. Proficient 2 Selected artifact is appropriate for this competency and demonstrates understanding of competency. Reflection describes the artifact, but may not identify how it was used, or how it addresses the competency.

Section Points:

Exemplary 3 Selected artifact is appropriate for this competency and demonstrates superior understanding of competency. Reflection for describes the artifact, identifies how it was used, and completely describes how it addresses the competency. Score

ARTIFACT SELECTION

There is no description of why this artifact was selected or filed under this competency. No reflection provided.

REFLECTION

Reflection is provided for artifact, but they may not describe the artifact, may not identify how it was used, or how it addresses the competency.

Early Childhood Education Portfolio

Competency E. Learning Environment and Curriculum Implementation

Unsatisfactory 0 Developing 1 Selected artifact may or may not be appropriate for this competency. Proficient 2 Selected artifact is appropriate for this competency and demonstrates understanding of competency. Reflection describes the artifact, but may not identify how it was used, or how it addresses the competency.

Section Points:

Exemplary 3 Score

ARTIFACT SELECTION

There is no description of why this artifact was selected or filed under this competency. No reflection provided.

Selected artifact is appropriate for this competency and demonstrates superior understanding of competency. Reflection for describes the artifact, identifies how it was used, and completely describes how it addresses the competency.

REFLECTION

Reflection is provided for artifact, but they may not describe the artifact, may not identify how it was used, or how it addresses the competency.

Competency F. Assessment of Children and Evaluation of Programs

Unsatisfactory 0 Developing 1 Selected artifact may or may not be appropriate for this competency. Proficient 2 Selected artifact is appropriate for this competency and demonstrates understanding of competency. Reflection describes the artifact, but may not identify how it was used, or how it addresses the competency.

Section Points:

Exemplary 3 Score

ARTIFACT SELECTION

There is no description of why this artifact was selected or filed under this competency. No reflection provided.

Selected artifact is appropriate for this competency and demonstrates superior understanding of competency. Reflection for describes the artifact, identifies how it was used, and completely describes how it addresses the competency.

REFLECTION

Reflection is provided for artifact, but they may not describe the artifact, may not identify how it was used, or how it addresses the competency.

Competency G. Professionalism

Unsatisfactory 0 Developing 1 Selected artifact may or may not be appropriate for this competency. Proficient 2 Selected artifact is appropriate for this competency and demonstrates understanding of competency. Reflection describes the artifact, but may not identify how it was used, or how it addresses the competency.

Section Points:

Exemplary 3 Selected artifact is appropriate for this competency and demonstrates superior understanding of competency. Reflection for describes the artifact, identifies how it was used, and completely describes how it addresses the competency. Score

ARTIFACT SELECTION

There is no description of why this artifact was selected or filed under this competency. No reflection provided.

REFLECTION

Reflection is provided for artifact, but they may not describe the artifact, may not identify how it was used, or how it addresses the competency.

Comments: Evaluator 1:

Evaluator 2:

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Early Childhood Education Portfolio

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