UNC Charlotte Child and Family Studies: Early Education M.Ed.

UNC Charlotte Child and Family Studies: Early Education M.Ed. Graduate Teaching Area Program Revisioning Blueprint SECTION A THE REVISIONED PROGRAM The Master's of Education in Child and Family Studies: Early Education (M.Ed.) is a graduate degree that prepares practitioners who wish to be collaborative advocates for young children and their families in both classroom and community-based settings. This advanced degree was developed several years ago in order to serve professionals who provide leadership in a variety of programs and agencies that support the development of infant, toddler, preschool, and kindergarten children and their families. The current 39 credit hour program leads to the North Carolina Advanced/M/Professional Standard II teaching license in Birth-Kindergarten education. In light of global social, economic, and political influences that profoundly impact the well-being of young children and their families, professionals in the field of child and family development must be prepared to work across programs, agencies, and disciplines, as well as across languages and cultures, in order to support optimal outcomes for this vulnerable population. Since the spring of 2008, the Child and Family Development (CHFD) program faculty have been engaged in an intensive process of redefining the mission, philosophy, and practitioner competencies that reflect the current needs of children, families, and the programs that serve them. Historically, the state of North Carolina has been a national leader in supporting the development of infants, toddlers, and preschoolers, and the CHFD program at UNC Charlotte intends to contribute to that ongoing effort by remaining relevant and effective in preparing state and local leaders in the field. Subsequently, the M.Ed. in Child and Family Studies: Early Education has been revisioned in response to community needs as well as to reflect the Standards for Graduate Teacher Candidates and the 21 st century knowledge, skills, and dispositions embedded in them. First, it was decided that the M.Ed. program in Child and Family Studies will focus on the professional development of experienced practitioners who already possess an initial teaching license and who seek to develop advanced expertise in the areas of research, advocacy, inclusive practices, and leadership skills. Postbaccalaureate students who wish to begin a career in Child and Family Development will be required to pursue initial licensure in a separate 27 credit hour Graduate Certificate program in Birth though Kindergarten, rather than share the majority of their graduate coursework with M.Ed. students as is currently the case. In other words, the 27 credit hour Graduate Certificate program in Birth through Kindergarten will be focused on the needs of initial licensure candidates, while the revisioned M.Ed. in Child and Family Studies will be focused solely on the needs of experienced professionals who already possess a teaching certificate in Birth through Kindergarten, Elementary Education, or Special Education, and who are seeking an advanced program of study. Second, in light of financial and temporal realities faced by potential recruits as well as a movement across the College of Education to streamline graduate program offerings, the course requirements of the revisioned M.Ed. will be reduced from 39 credit hours to 33 credit hours. By redesigning several courses, the goals of the program can be effectively met within this two course reduction. In addition, 1 September 2010

the CHFD program will be in alignment with other M.Ed. programs in the College of Education that have been revisioned within the 33-hour framework. Third, the CHFD faculty utilized input from community partners and alumni to redesign the coursework to reflect (a) the need for professionals to develop additional expertise in areas of specialization and certification such as teaching English as a second language, administration, reading, instructional technology, or advanced research methods; (b) the need for professionals to develop expertise in child and family policy in order to function as effective advocates; and (c) the need for all candidates to participate in an evidence-based examination of current trends in effective inclusive practices for young children with and without disabilities. These changes to the M.Ed. in Child and Family Studies: Early Childhood are discussed in detail below. PROPOSED PLAN OF STUDY Child and Family Studies: Early Education M.Ed. Requirements 33 Graduate Credit Hours CHILD AND FAMILY CORE Course Requirements (18 hrs.) CHFD 6102 Learning and Development (3) CHFD 6210 Inclusive Education for Young Children (3) CHFD 6220 Family Theory and Research (3) CHFD 6240 Advanced Studies in Infant & Child Development (3) CHFD 6115 Child and Family Advocacy (3) CHFD 7400 Applied Leadership in Child & Family Studies (3) RESEARCH CORE Course Requirements (6 hrs.) RSCH 6101 Research Methods (3) CHFD 6900 Research in Child and Family Studies (3) Track 1: Instructional Systems Technology EIST 6101 The Adult Learner (3) EIST 6110 Instructional Design (3) EIST 6135 Learning, Media, Resources, & Technology (3) Track 2: Teaching English as a Second Language ENGL 6161 Introduction to Linguistics (3) TESL 5104 Authentic Assessment (3) TESL 5103 Methods in Teaching English as a Second Language (3) TESL 6206 Globalization, Communities and Schools (3) TESL 6204 Multicultural Education (3) Track 3: Leadership and Administration EIST 6101 The Adult Learner (3) CUSU 6100 Fundamentals of Educational Leadership (3) ADMN 6140 Curriculum Leadership (3) ADMN 6166 Educational Leadership (3) ADMN 6110 School Leadership and Management (3) ADMN 6120 Instructional Leadership (3) Track 4: Reading, Language, and Literacy READ 6000 Topics in Reading, Language, and Literacy (3) READ 6100 Current Issues and Practices in Literacy (3) READ 6250 Emergent and Elementary Literacy (3) ENGL 5104 Multiculturalism and Children s Literature (3) SPECIALTY TRACK OPTIONS Illustrative course requirements (9 hrs within a single track) Track 5: Research Methods RSCH 6109 Assessment and Evaluation Methods (3) RSCH 6110 Descriptive and Inferential Statistics (3) PSCH 6120 Advanced Statistics (3) RSCH 7111 Qualitative Research Methods (3) RSCH 7113 Single-Case Research (3) RSCH 7196 Program Evaluation Methods (3) Track 6: Early Intervention/Special Education SPED 6000 Topics in Special Education (3) SPED 6XXX Advanced Issues in Early Intervention/Early Childhood Special Education (3) SPED 6XXX Interdisciplinary Collaboration with Families and Professionals (3) SPED 6XXX Supporting communication and Behavior in Inclusive Settings (3) Track 7: Individualized Option This track can be developed upon request of the candidate and in consultation with the advisor. 2 September 2010

Table A1. Specific Changes in the Program Specific Change Design the program for practitioners who possess an initial teaching license in Birth-Kindergarten, Elementary Education, or Special Education. Rationale for the Change Previously the M.Ed. in Child and Family Studies consisted of three tracks which were an attempt to meet an array of needs of graduate students coming into the program who possessed a variety of educational and experiential backgrounds. Track A was for candidates who held an initial B-K license. Track B was for candidates who held initial licensure in elementary education or special education. Track C was for candidates seeking both the initial and the advance license in B-K. The new M.Ed. program does away with the initial licensure option and instead offers solely an advanced licensure opportunity for experienced practitioners who have already earned a teaching license and are subsequently ready to achieve advanced competencies in the realms of leadership, advocacy, and research, in addition to expertise in an individual specialization focus. Those graduate candidates who seek initial licensure have the opportunity to complete the 27 credit hour Graduate Certificate in B-K which has recently been revisioned to meet the comprehensive professional needs of novice practitioners as described in the North Carolina Professional Teaching Standards and the Specialty Area Standards for Birth-Kindergarten. This initial graduate certificate program will provide learning experiences that are parallel to the competencies inherent in the undergraduate Child and Family Development B-K licensure program and the NC Teacher Candidate Rubric. Add two existing courses to the M.Ed. plan of study: CHFD 6115 Child and Family Advocacy. CHFD 6240 Advanced Infant and Toddler Development In light of diminishing governmental resources, systems that support vulnerable young children and their families have themselves become vulnerable. It is imperative that advanced level practitioners acquire the knowledge and skills to function as advocates for families and children. Knowledge of current evidencebased practices in effective advocacy efforts and a foundation in early childhood policy will be the learning objectives for candidates in CHFD 6115 Child and Family Advocacy. Furthermore, as early brain research is extended to applied developmental interventions, advanced candidates will have the opportunity to acquire current evidence-based practices relative to risk and resilience in a relational context for infants and toddlers, as well as their caregivers, in CHFD 6240 Advanced Infant and Toddler Development. These are areas of competency that are essential to the development of the advanced CHFD practitioner in the 21 st century. Consolidate two leadership courses into a single 3 credit course Based upon feedback from our CHFD M.Ed. alumni, there is a need to combine the field-based CHFD 7400 Applied Leadership in Child and Family Studies course with the seminar-based CHFD 7600 Seminar: Leadership in the Education of Children and Families in order to provide candidates with opportunities to more seamlessly integrate their leadership experiences with their leadership 3 September 2010

Specific Change Rationale for the Change seminar topics. By combining these courses, candidates develop and implement individual leadership action plans as well as engage in reflective dialog and discussion with classmates and faculty throughout the semester. Eliminate two basic knowledge courses to reduce the program from 39 hours to 33 hours: CHFD 6200 Curriculum and Learning Environments for Young Children CHFD 6230 Emerging Literacy and Mathematical Understanding, The decision to reduce the number of required hours for the M.Ed. reflects the need to address the financial and temporal constraints as well as the aspirations of Master s level candidates. First, because the revisioned M.Ed. is designed for advanced practitioners, the basic curriculum courses CHFD 6200 and CHFD 6230 comprise knowledge and skills that these candidates should previously possess from their undergraduate coursework and professional experiences. Secondly, the subsequent reduction of program hours to 33 credit hours will align this program with the credit hour requirements of other Master s level programs in the College of Education as well as other institutions of higher learning. Redesign the options for specialization The previous M.Ed. program in Child and Family Studies included specialization options in the areas of family studies and classroom teaching as well as early childhood special education, administration, and an individualized option. Due to the current demands of the field, the special education and administration options will be retained, and new options that focus upon (a) instructional technology, (b) teaching English as a second language, (c) reading, language and literacy, (d) leadership and administration, (e) early intervention/early childhood special education, (f) research methods, as well as (g) an individualized option will be added. These options will result in more marketability for candidates in terms of preparation for passing Praxis II add-on teaching certificates. In addition, these options provide an added benefit of preparing candidates with enhanced options for future studies in terms of pursuing a doctoral degree. Table A2. How the Revisioned Program Addresses the Standards and 21 st Century Knowledge, Skills, and Dispositions Content Standard 1: Teacher Leadership How Addressed in the Revisioned Program This standard will be met in the context of two courses in the revisioned program. First, in CHFD 6115 Child and Family Advocacy, candidates will analyze and evaluate state and national policies relevant to young children and their families; they will develop a policy brief regarding a specific 4 September 2010

Content Standard 2: Respectful Educational Environments Standard 3: Content and Curriculum Expertise How Addressed in the Revisioned Program developmental/educational initiative; and they will subsequently demonstrate a collaborative leadership role as they advocate for effective practices within the local early childhood community. Second, in CHFD 7400 Applied Leadership in Child and Family Studies, candidates will develop, implement, and evaluate an individualized professional development plan in which they will define and assume the role of a collaborative school or community leader, mentor, or role model. This standard will be met in the context of two courses in the revisioned program. First, in the CHFD 6900 Research in Child and Families Studies course, candidates will have the opportunity to conduct a research thesis in which they pursue an applied research question. In identifying specific practices or policies as the focus of their inquiry and then conducting their research, candidates will collaborate with families and other professionals to enhance the learning environments of children who are culturally, linguistically, and ability diverse. Second, in the CHFD 6220 Family Theory and Research course, candidates will analyze culturally relevant models of service provision for vulnerable infants, toddlers, and families as well as develop evidence-based interventions to promote optimal family functioning in collaborative partnerships. In this course, candidates will have opportunities to examine cultural differences in defining effective interventions as well as to acquire a global awareness regarding diverse family needs, concerns, and resources. In addition, candidates will also expand their knowledge and skills to create respectful learning environments by selecting one of the 9-hour Specialization Options of Instructional Systems Technology, Teaching English as a Foreign Language, Leadership and Administration, Reading, Language, and Literacy, Research Methods, Early Intervention/Early Childhood Special Education, or an Individualized Option. This standard will be met in the context of three CHFD courses. First, in the CHFD 6210 Inclusive Education for Young Children course, candidates will develop and demonstrate their knowledge of inclusive curriculum in the context of 21 st century content for infants, toddlers, and preschoolers with disabilities as well as those youngsters who are typically developing. Candidates will also have the opportunity to meet the 21 st century learning framework components including core subjects, content, learning and thinking skills, literacy, and life skills. In addition, they will further develop their knowledge and skill in analyzing and implement authentic assessments linked to developmentally appropriate instructional modifications for children who are culturally, linguistically, and ability diverse. Second, in the CHFD 6220 Family Theory and Research course, candidates will further develop their knowledge and skills relative to a linked 5 September 2010

Content How Addressed in the Revisioned Program approach to assessment, curriculum, and evaluation of practices involving infants, toddlers, and families in home-based settings. Candidates will also demonstrate expertise in the development of curriculum for parenting education workshops in the context of this course. Third, in the CHFD 6900 Research in Child and Family Studies course, candidates will apply their knowledge of advanced content in the field of child and family development. They will demonstrate their understanding of curriculum, instruction, and assessment in (a) the context of developmental domains of young children with and without disabilities, (b) the context of the development of parenting roles, (c) the context of family supports, routines, resources, and relationships, (d) the context of developmentally appropriate materials, (e) the context of the child s naturally occurring environments, or (f) other relevant focus. Standard 4: Student Learning This standard will be met in the context of three courses. First, in CHFD 6900 Research in Child and Family Studies candidates will have the opportunity to conduct a research thesis in which they focus upon an applied research question. In planning, conducting, and analyzing the research study, candidates will investigate evidence-based practices to inform assessment, intervention, instruction, evaluation, and/or policies that support child development in the context of families and communities. Second, in CHFD 6240 Advanced Infant and Toddler Development, candidates will understand and apply research in the area of infant and toddler development, particularly in terms of the neuroscience aspects of early brain development and the impact of early experience on the development of competence. Third, in CHFD 6210 Inclusive Education for Young Children, candidates will analyze and apply research relative to student performance data in model inclusive preschool programs in the context of school policies and parent priorities. Standard 5: Reflection This standard will be met in the context of two courses. In CHFD 6900 Research in Child and Family Studies, candidates will have the opportunity to plan and implement a research thesis. In identifying specific practices as the focus of their study and then conducting the research study, students will engage in systematic, critical, and reflective thinking as teacher-leaders. Furthermore, in CHFD 7400 Applied Leadership in Child and Family Studies, candidates will develop a professional development plan of action that provides them with the opportunity to explore innovations in the field that relate to their personal/professional goals, and subsequently to achieve those goals through problem-solving, innovation, reflection, and collaboration with other teacher leaders and community members. 6 September 2010

Content 21 st Century Knowledge, Skills, and Dispositions How Addressed in the Revisioned Program All M.Ed. courses are designed to promote the candidate s ability to think critically about policy, practice, and research issues as well as to collaborate interactively with other communities of learners. In the field of Child and Family Studies, the core subject matter is two-fold. The first level of content information is considered to be child development coupled with a foundation in family development. This content standard will subsequently be met across two courses. First, in the context of CHFD 6102 Learning and Development, candidates will be immersed in knowledge of child development in the context of current theories and research. They will be expected to evaluate current research in the area of early development, and reflect upon the implications of current knowledge in light of current practices. Second, in CHFD 6220 Family Theory and Research, candidates will demonstrate knowledge and insight regarding the relationships between optimal child competence and family risk and resilience. They will have an opportunity to evaluate nationally known home visiting programs based upon current research thereby demonstrating critical analysis skills. The second level of content information involves the application of knowledge about child and family development to programming and service provision. In CHFD 6210 Inclusive Education for Young Children, candidates will develop and demonstrate their knowledge of curriculum in the context of 21 st century content relative to center-based as well as home-based programming for children with and without disabilities, and their caregivers. In addition, they will have an opportunity to design and evaluate strategies for instructional adaptations across populations of linguistically, culturally, and ability diverse children. Candidates will also review current research regarding the developmentally appropriate application of Learning and Innovation Skills, Information, Media, and Technology Skills, and Life and Career Skills in early intervention and early education contexts. SECTION B INVOLVEMENT OF SCHOOL PARTNERS The Child and Family Development program began a comprehensive revisioning process in July, 2007 with our faculty participation at the Crosswalks National Institute in Asheville, NC. At this 3-day institute, our faculty, plus three community partners, attended seminars and began to work together to infuse content into our program that reflects the cultural, linguistic, and ability diverse children and families that are served by our candidates. This revisioning process continued during monthly meetings with our community partners and Crosswalks facilitators as we sought to craft our program s vision, mission, and core values. The expertise of our community partners kept us grounded in terms of practices and outcomes while our Crosswalks facilitators lifted our awareness in light of national trends in early 7 September 2010

childhood personnel preparation. After our faculty, facilitators, and community partners completed the revisioning of our program s vision, mission, and core values, we collectively went on to revise our undergraduate program during 2008-2009 and then revise our graduate programs in Child and Family Development during 2009-2010. Our community partners have consistently been involved in the delivery and evaluation of our graduate program as we rely upon child care centers, preschool sites, and agency partners to provide settings for clinical experiences and student internships. On-site supervisors have and will continue to have the opportunity to provide important feedback to our graduate program regarding our candidates' clinical skills. Cooperating professionals in the community also have and will continue to have the opportunity to provide formal feedback about our graduate program via online surveys during the students internships. In addition, alumni have been and will continue to be surveyed each year to provide their valuable feedback about the education they received from CHFD faculty. One important aspect of our community feedback loop is our Annual Child and Family Development Conference at which the CHFD program solicits the feedback of practitioners, administrators, parents, and graduates regarding their opinions of current program offerings as well as the provision of their perceptions of necessary changes, additions, or modifications of coursework, goals, and program philosophy. This collective feedback is the foundation of our program modifications. 8 September 2010

SECTION C ELECTRONIC EVIDENCES SECTION C-I: Key Evidence(s) Name of Evidence Brief Description of Evidence Standards Addressed 1 Research Thesis An original research thesis. 2, 3, 4 2 Leadership Project A professional development leadership project 1,5 9 September 2010

SECTION C-2: Relationship of the Evidence to the Standards NORTH CAROLINA TEACHER STANDARD KEY EVIDENCE FROM SECTION C-1 DEMONSTRATING THE STANDARDS NOTE: ONLY 1 EVIDENCE SHOULD BE MARKED FOR EACH STANDARD. IT SHOULD BE THE EVIDENCE WHICH PRIMARILY DEMONSTRATES THE STANDARD IS MET. 1. TEACHERS LEADERSHIP Teacher leaders assume the roles and responsibilities of collaborative leaders in schools and communities. Teachers demonstrate leadership in their classrooms, schools and professional organizations; they advocate for students and effective educational practices and policies; and they are role models for ethical leadership. Teacher leaders will know and be able to: #1 X #2 #3 #4 Demonstrate effective ongoing communication, collaboration, and team-building among colleagues. Facilitate mentoring and coaching with novice teachers. Set goals and establish priorities while promoting educational initiatives that positively affect student learning. Participate in professional learning communities. 2. RESPECTFUL EDUCATIONAL ENVIRONMENT Teacher leaders model leadership by establishing a positive and productive environment for a diverse population of students, their families, and the community. Teachers are knowledgeable about cultures and global issues and how they are contextualized locally. Teachers help colleagues develop effective strategies for students with special needs. They encourage positive, constructive relations among colleagues and students. Teacher leaders: X#1 #2 #3 #4 Facilitate the development of inviting, respectful, supportive, inclusive, and flexible educational 10 September 2010

NORTH CAROLINA TEACHER STANDARD communities. Create collaborative partnerships with families, schools, and communities to promote a positive school culture. Facilitate and model caring and respectful treatment of individuals within the learning community. Demonstrate knowledge and understanding of diverse world cultures and global issues. Encourage high expectations for all students. Collaboratively design and implement curriculum and instruction that is responsive to learner differences. 3. CONTENT AND CURRICULUM EXPERTISE Teacher leaders have a deep knowledge of the subjects they teach and understanding of curriculum theory and development. They value collaboration and the interconnectedness of disciplines. They understand the importance of curriculum relevance in engaging students in content. Teacher leaders: KEY EVIDENCE FROM SECTION C-1 DEMONSTRATING THE STANDARDS X #1 #2 #3 #4 Demonstrate in-depth knowledge of curriculum, instruction, and assessment. Model the integration of 21 st century content and skills into educational practices. Develop relevant, rigorous curriculum. 4. STUDENT LEARNING Teacher leaders facilitate student learning through evidence-based practice informed. by research. They understand and apply research in child and adolescent development, cognitive development, and general and specialized pedagogy. They encourage critical reading, writing and thinking in the learning process. They foster instructional and evaluation methods that embrace variety and authenticity. They promote student reflection and self-assessment. They encourage colleagues and students to take on leadership roles and work in teams. Teacher leaders: X #1 #2 #3 #4 Seek out and use existing research to inform school practices. Design action research to investigate and improve student learning and school policies and practices. Model technology integration that supports student learning. Critically analyze student and school performance data to determine needs and plan instruction 11 September 2010

NORTH CAROLINA TEACHER STANDARD that is rigorous, coherent, and substantiated within a theoretical and philosophical base. KEY EVIDENCE FROM SECTION C-1 DEMONSTRATING THE STANDARDS 5. REFLECTION Teacher leaders contribute to systematic, critical analysis of learning in their classrooms and beyond. They are lifelong learners who model and support ongoing professional development. Teachers embrace critical thinking, problem solving, and innovation. Teacher leaders: #1 X #2 #3 #4 Promote an educational culture that values reflective practice. Model the development of meaningful professional goals. Model personal and professional reflection to extend student learning and school improvement 12 September 2010

SECTION C-3: Detailed Description of Key Evidence(s) Name: Master's Thesis Evidence #1 Specific Artifact(s): Research Thesis and Defense Materials Standard(s) Addressed by the Evidence: 2,3,4 Artifacts to be Submitted: Master s Thesis Directions for the Candidate and Requirements of the Thesis: In the final year of the M.Ed., candidates will undertake an original research thesis. This thesis will be developed, proposed, implemented, and finally defended by the candidate with support from a committee of graduate faculty which includes a chairperson representing the Child and Family Development faculty as well as two other qualified committee members from the University. Prior to the development of the thesis, candidates will (a) complete the 15 credit hour sequence of 6000 level courses of the Child and Family Core with grades of B or better, (b) complete the 9 credit hour Specialty Track with grades of B or better, (c) complete RSCH 6101Research Methods with a grade of B or better, and (d) enroll in CHFD 6900 Research in Child and Family Studies. In addition, the candidates will complete the University of North Carolina at Charlotte Institutional Review Board (IRB) Research with Human Subjects tutorial, successfully prepare and submit a research protocol application, and receive IRB approval prior to implementation of the research thesis. The elements of this thesis will be evaluated using the Master s Research Thesis Rubric including: (a) Statement of the Purpose, (b) Review of the Literature, (c) Methodology, (d) Data Analysis and Findings, (e) Interpretations, Conclusions, Implications, (f) Final Presentation, relative to content as well as delivery. Furthermore, candidates will be invited to present their theses to the community at large during the UNC Charlotte Annual Child and Family Development Conference. How the Evidence Addresses the Standards : Standard 2: Respectful Educational Environments Candidates will have the opportunity to conduct an original research thesis in which they pursue an applied research question. In identifying specific practices or policies as the focus of their inquiry and then conducting their research, candidates will collaborate with families and other professionals to enhance the learning environments of children who are culturally, linguistically, and ability diverse. These learning environments may include home, school, or other community settings. Standard 3: Content and Curriculum Expertise As part of the research thesis, candidates will apply their knowledge of advanced content in the field of child and family development. They will demonstrate their understanding of curriculum, instruction, and assessment in (a) the context of developmental domains of young children with and without 13 September 2010

disabilities, (b) the context of the development of parenting roles, (c) the context of family supports, routines, resources, and relationships, (d) the context of developmentally appropriate materials, (e) the context of the child s naturally occurring environments, and/or (f) other relevant focus. Standard 4: Student Learning Through the design, implementation, analysis, and interpretation of the research thesis, candidates will have the opportunity to understand and apply research in child and family development that will (a) inform practices in the field, (b) improve learning and developmental outcomes for children and families, (c) critically analyze data to determine population needs as well as resources and supports, and/or (d) align their research design within a theoretical or philosophical base. How the Evidence will be Evaluated by the Institution: The current CHFD Master s Research Thesis Rubric will be revisited and revised during the 2010-2011 academic year in order to provide specific evaluation criteria regarding Standards 2, 3, and 4. The final written research thesis will be evaluated by the chairperson of the candidate s committee in conjunction with a second member of the committee using the rubric. If it is determined that the candidate does not meet the proficiency standards, the candidate will be required to revise and rewrite the thesis until proficiency is met. During the revision period, the candidate is required to register for one credit of CHFD 7999 Graduate Residence until the thesis is accepted by the committee. 14 September 2010

Name: Leadership Project Evidence #2 Specific Artifact(s): Leadership Project Evaluation Standard(s) Addressed by the Evidence: 1, 5 Artifacts to be Submitted: Leadership Project Evaluation Directions for the Candidate and Requirements of the Project In the final semester of the M.Ed., candidates enroll in CHFD 7400 Applied Leadership in Child and Family Studies and subsequently complete a supervised 150 clock hour leadership internship that reflects an individually selected aspect of professional development. The specific focus of this internship is dependent upon the candidate s interests, and its purpose is to bring together elements of coursework in child and family policy, inclusive education for young children, family research as well as advanced studies in infant and child development in order to create a capstone experience. The leadership internship will be supervised by a Child and Family Development faculty member in conjunction with a community-based mentor designated by the candidate. The candidate will generate a Leadership Action Plan including professional goals, outcomes, and a timeline. This plan will be reviewed and approved by the faculty member and the mentor prior to the initiation of the internship. In addition, the plan will be used to provide direction and feedback to the candidate at a minimum of two occasions during the semester. The elements of this experience will subsequently be evaluated using a Master s Leadership Project Evaluation Rubric which will include: (a) Description of Participation in Learning Communities, (b) Description of Promotion of Educational Initiatives, (c) Description of Mentoring and/or Coaching Experiences, as well as (d) Reflection on Communication, Collaboration, and Team-Building Experiences. How the Evidence Addresses the Standards Standard 1: Teacher Leadership Candidates will develop, implement, and evaluate an individualized professional development action plan in which they will define and assume the role of a collaborative school or community leader, mentor, or role model. The candidates will subsequently complete a 150 clock hour leadership internship in the community which will reflect the candidates individual professional goals. Elements common to all internship experiences will include knowledge and skill in mentoring, collaboration, communication, coaching, team-building, and participation in professional learning communities. Standard 5: Reflection Candidates will develop a professional development plan of action that provides them with the opportunity to explore innovations in the field that relate to their personal goals, and subsequently to achieve those goals through problem-solving, innovation, reflection, and collaboration with other teacher leaders and community members. In identifying specific practices or policies as the focus of 15 September 2010

their leadership project, students will engage in systematic, critical, and reflective thinking as teacherleaders. How the Evidence will be Evaluated by the Institution The current CHFD Master s Leadership Action Plan and Project Evaluation will be revisited and revised during the 2010-2011 academic year in order to develop a rubric that will provide specific evaluation criteria regarding Standards 1 and 5. The completed Leadership Project Evaluation and accompanying final written reflective paper will be evaluated by the university internship supervisor as well as the community-based mentor using the rubric. 16 September 2010

SECTION D IMPLEMENTATION TIMELINE DATE Spring, 2010 Summer, 2010 Fall, 2010 Spring 2011 Summer 2011 Fall 2011 Spring 2012 Summer 2012 ACTIVITY M.Ed. program reviewed by faculty Development of evidences underway Proposal for development of new program of study Admit final cohort of M.Ed. candidates for existing program Course revisions underway Revisit syllabi for courses; institute necessary changes Begin campus curriculum approval process Evidences and rubrics completed Complete campus curriculum revision process Recruit students for new program Plan for current students to complete existing program in a timely manner Admit and advise initial new cohort Offer exiting cohort the option of a transitional program of study Offer first two courses in the new sequence Offer CHFD 6900 for final cohort Offer second set of courses (2) in the new sequence Offer CHFD 7400/7600 for final cohort Remaining candidates in existing M.Ed. program to graduate Admit and advise second new cohort 17 September 2010