Week 5.

 

As an educator, the learning process never stops. Once in the classroom, continuing to keep up with trends, research, and best practices is critical to excelling professionally. In addition, educators are required to obtain hours of professional development or continued education to maintain their teaching certificates long-term.

For this assignment, you will be outlining a lifelong learning plan for your own professional growth and development. Begin by researching your state’s professional growth and continuing education requirements for maintaining a teacher’s license.

Research local, state, and national organizations that offer professional development for early childhood educators. In your search, consider the ethical expectations of a teacher, the responsibilities of teachers to serve as advocates for the education of young children, and the importance of staying up-to-date on education related issues and current trends.

Create a 12-15 slide digital presentation for first year educators describing your ongoing professional development plan.

Include in your presentation the following:

1. How early childhood professional development informs and enhances practice in order to maximize learning outcomes.
2. A summary of themes from NAEYC professional standards and how they inform early childhood education.
3. Apply theories from research that would promote professional practice within early childhood education.
4. Examples of current professional development opportunities (webinars, conferences, workshops, courses, etc.) in the field of early childhood.
5. Title slide, references slide, and detailed speaker’s notes.

Rubric and reading assignments MUST be included in the work, this NEEDS to be done properly. Attached are the reading assignments and rubric. 

Support your assignment with 3-5 scholarly references, one of which should be professional and ethical standards.  

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

Please follow the rubric for all guidelines, this needs to be done perfectly and on time, any questions please ask—

Resources / reading materials for this assignment:

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=94871344&site=ehost-live&scope=site

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=112343062&site=ehost-live&scope=site

 

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=117901375&site=ehost-live&scope=site

http://lc.gcumedia.com/eed480na/coe-learners-goals/v1.1/index.html

http://www.azed.gov/educator-certification/

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=84423209&site=ehost-live&scope=site

https://www.naeyc.org/files/naeyc/image/public_policy/Ethics%20Position%20Statement2011_09202013update

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edswss&AN=000320374000004&site=eds-live&scope=site

Rubic_Print_Format

Plan

Criteria

Not addressed.

20.0% Not addressed.

Professional Development 15.0% Not addressed.

Not addressed.

10.0% Not addressed.

5.0% Not addressed.

5.0% Not addressed.

Course Code

Class Code

Assignment Title

Total Points

ECE-501

ECE-501-O500

Benchmark – Lifelong Learner

Professional Development

300.0

Criteria

Percentage

No Submission (0.00%)

Insufficient (69.00%)

Approaching (74.00%)

Acceptable (87.00%)

Target (100.00%)

Comments

Points Earned

100.0%

Learning Outcomes COE 5.1

20.0%

Not addressed.

Ineffectively indicates how early childhood professional development informs and enhances practice in order to maximize learning outcomes.

Minimally indicates how early childhood professional development informs and enhances practice in order to maximize learning outcomes.

Effectively indicates how early childhood professional development informs and enhances practice in order to maximize learning outcomes.

Expertly indicates how early childhood professional development informs and enhances practice in order to maximize learning outcomes.

Themes from NAEYC Professional Standards COE 5.2

1

5.0%

Poorly includes a summary of themes from NAEYC professional standards and how they inform early childhood education.

Vaguely includes a summary of themes from NAEYC professional standards and how they inform early childhood education.

Correctly includes a summary of themes from NAEYC professional standards and how they inform early childhood education.

Includes an insightful summary of themes from NAEYC professional standards and how they inform early childhood education.

Applying Theories COE 5.3

The theories from the research are inadequately applied and insufficiently promoted professional practice within early childhood education.

The theories from the research are ambiguously applied and unclearly promoted professional practice within early childhood education.

The theories from the research are accurately applied and promoted professional practice within early childhood education.

The theories from the research are skillfully and professionally applied and promoted professional practice within early childhood education.

Inaccurate examples of current professional development opportunities in the field of early childhood are included.

Marginal examples of current professional development opportunities in the field of early childhood are included.

Relevant examples of current professional development opportunities in the field of early childhood are included.

Extensive examples of current professional development opportunities in the field of early childhood are included.

Visual Appeal

10.0%

Color is garish and/or typographic variations are overused and legibility suffers. Background interferes with readability. Understanding of concepts, ideas, and relationships is limited.

Minimal use of graphic elements is evident. Elements do not consistently contribute to the understanding of concepts, ideas, and relationships. There is some variation in type size, color, and layout.

Thematic graphic elements are used but not always in context. Visual connections mostly contribute to the understanding of concepts, ideas, and relationships. Differences in type size or color are used well and consistently.

Appropriate and thematic graphic elements are used to make visual connections that contribute to the understanding of concepts, ideas, and relationships. Differences in type size or color are used well and consistently.

Appropriateness

Student selection of a tool, technique, or paradigm does not relate to the project or course goal. Student selects materials (photos, sound files, video clips, apparel, illustrations, etc.) that are not appropriate for the audience and the situation and are inadequately developed.

Student selects a tool, technique, or paradigm that achieves a basic representation as defined in the project or course guideline. Student selects materials (photos, sound files, video clips, apparel, illustrations, etc.) that are appropriate for the audience and the situation but some of the development of the material is inadequate.

Student selects an effective tool, technique, or paradigm to achieve the desired goal as defined in the project or course guideline. Student selects materials (photos, sound files, video clips, apparel, illustrations, etc.) that are appropriate for the audience and the situation.

Student shows a deep understanding of the audience and the situation by selecting material that enhances understanding. Student creates tools, techniques, or paradigms that effectively achieve the desired goal.

Mechanics of Writing (includes spelling, punctuation, grammar, and language use)

Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied.

Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed.

Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech.

The writer is clearly in command of standard, written, academic English.

Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)

Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.

Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.

Sources are documented, as appropriate to assignment and style, and format is mostly correct.

Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

Total Weightage

100%