Early Childhood Education BS

Program Purpose


The Early Childhood Education Licensure Program is designed to prepare competent and caring teachers who serve preschool through third grade students and their families by preparing young people for active participation in our social and political democracy. This program prepares entry-level teachers who: (1) understand and apply the BYU-Public School Commitments to Our Future (Civic Preparation and Engagement, Engaged Learning Through Nurturing Pedagogy, Access to Academic Knowledge and Achievement, Stewardship in School and Community, and Commitment to Renewal), (2) understand and apply the Utah Effective Teaching Standards (UETS), (3) demonstrate academic excellence, (4) act with social competence, and (5) engage in meaningful collaboration.

The underlying core value for this program is the belief that education is fundamentally a moral endeavor. "What makes teaching a moral endeavor is that it is, quite centrally, human action undertaken in regard to other human beings. Thus, matters of what is fair, right, just, and virtuous are always present. Whenever a teacher asks a student to share something with another student, decides between combatants in a schoolyard dispute, sets procedures for who will go first, second, third, and so on, or discusses the welfare of a student with another teacher, moral considerations are present. The teacher's conduct, at all times and in all ways, is a moral matter. For that reason alone, teaching is a profoundly moral activity." (Fenstermacher, 1990, p.133).

Connections between University and Educator Preparation Program (EPP) Aims.

Career Opportunities

This program is designed to prepare undergraduate students (teacher candidates) for licensure in Kindergarten through 3rd Grade from the Utah State Office of Education. Many states have reciprocal agreements with Utah, where few or no additional courses, tests, or other requirements are necessary for the license to be recognized. In addition, the program is designed to prepare teacher candidates for teaching positions in public and private preschool programs (i.e. Headstart).

Curricular Structure

Department Information

Catalog Information

Major Academic Plan

Learning Outcomes


Upon completion of the Early Childhood Education Program, teacher candidates meet the needs of early childhood students through competencies related to the National Association for the Education of Young Children (NAEYC) and the Utah Effective Teaching Standards (UETS).  The ten primary learning outcomes of this program include:

1. Learner Development

The teacher candidate understands cognitive, linguistic, social, emotional and physical areas of student development.

Courses that Contribute: ECE 332 ECE 336 ECE 441 ECE 442 ECE 445 ECE 446 ECE 447 ECE 324 ECE 425 ECE 433 EL ED 203
Linked to BYU Aims: Human knowledge, Competence
2. Learning Differences

The candidate understands individual learner differences and cultural and linguistic diversity.

Courses that Contribute: ECE 332 ECE 336 ECE 441 ECE 442 ECE 445 ECE 446 ECE 447 ECE 324 ECE 425 ECE 433 EL ED 203
Linked to BYU Aims: Communicate effectively, Competence
3. Learning Environments

The candidate works with learners to create environments that support individual and collaborative learning, positive social interaction, active engagement in learning, and self-motivation.

Courses that Contribute: ECE 332 ECE 442 ECE 445 ECE 447 ECE 425 EL ED 203
Linked to BYU Aims: Communicate effectively, Competence
4. Content Knowledge

The candidate understands the central concepts, tools of inquiry, and structures of the discipline.

Courses that Contribute: ECE 332 ECE 442 ECE 445 ECE 446 ECE 425 ECE 433 IP&T 334
Linked to BYU Aims: Competence, Lifelong service
5. Assessment

The candidate uses multiple methods of assessment to engage learners in their own growth, monitor learner progress, guide planning and instruction, and determine whether the outcomes described in content standards have been met.

Courses that Contribute: ECE 332 ECE 442 ECE 445 ECE 446 ECE 447 ECE 324 ECE 425
Linked to BYU Aims: Communicate effectively, Competence
6. Instructional Planning

The candidate plans instruction to support students in meeting rigorous learning goals by drawing upon knowledge of content areas, Utah Core Standards, instructional best practices, and the community context.

Courses that Contribute: ECE 332 ECE 336 ECE 442 ECE 445 ECE 446 ECE 447 ECE 324 ECE 425 ECE 433
Linked to BYU Aims: Communicate effectively, Competence
7. Instructional Strategies

The candidate uses various instructional strategies to ensure that all learners develop a deep understanding of content areas and their connections, and build skills to apply and extend knowledge in meaningful ways.

Courses that Contribute: ECE 332 ECE 442 ECE 445 ECE 446 ECE 447 ECE 425 ECE 433 ECE 441 EL ED 203 IP&T 334
Linked to BYU Aims: Competence, Lifelong service
8. Reflection and Continuous Growth

The candidate is a reflective practitioner who uses evidence to continually evaluate and adapt practice to meet the needs of each learner.

Courses that Contribute: ECE 332 ECE 442 ECE 445 ECE 446 ECE 425 ECE 433 ECE 441 EL ED 203
Linked to BYU Aims: Communicate effectively, Competence
9. Leadership and Collaboration

The candidate is a leader who engages collaboratively with learners, families, colleagues, and community members to build a shared vision and supportive professional culture focused on student growth and success.

Courses that Contribute: ECE 332 ECE 442 ECE 425 ECE 441 IP&T 334
Linked to BYU Aims: Lifelong learning, Lifelong service
10. Professional and Ethical Behavior

The candidate demonstrates the highest standard of legal, moral, and ethical conduct as specified in Utah State Board Rule R277-515.

Courses that Contribute: ECE 332 ECE 442 ECE 447 ECE 425 ECE 433 ECE 441 EL ED 203 IP&T 334
Linked to BYU Aims: Lifelong learning, Lifelong service

Evidence of Learning


Assessment Tools

The Early Childhood Education program has established four transition points (admission to the program, preclinical phase, post-clinical phase, and alumni) for assessing teacher candidates. At each of these transition points, teacher candidates are evaluated on multiple, common assessments developed and established by the faculty. These assessments include, but are not limited to, evaluations of academic performance (lesson plans, cases studies, teacher work samples, etc.), professional and interpersonal behavior measures, dispositional measures, and clinical practice measures, all of which are linked and tied to the program aims and UETS standards.

Data for major assessments are collected through the use of MYLink as the unit data management system, which facilitates the creation, sharing, saving, and storing of information, assignments, assessments and other artifacts to be used as evidence of candidate performance. Candidate work samples are stored on MYLink as well. Data are exportable to display software such as FileMaker Pro and Excel for program and unit reports.

Direct Measures

 

Clinical Practice Assessment System (CPAS)

Teacher Work Sample Guidelines (TWS)

PRAXIS II Subject Assessment: Elementary Education

Technology Skills Assessment(TSA)

 

 

1. Learner Development

2. Learning Differences

3. Learning Environments

4. Content Knowledge

5. Assessment

6. Instructional Planning

7. Instructional Strategies

8. Reflection and Continuous Growth

9. Leadership and Collaboration

10. Professional and Ethical Behavior

Indirect Measures

Current syllabi for these courses can be found at syllabi.byu.edu.

 

1.  Learner Development

Successful completion of:

2.  Learning Differences

Successful completion of:

3.  Learning Environments

Successful completion of:

4.  Content Knowledge

Successful completion of:

5.  Assessment

Successful completion of:

6.  Instructional Planning

Successful completion of:

7.  Instructional Strategies

Successful completion of:

8.  Reflection and Continuous Growth

Successful completion of:

9.  Leadership and Collaboration

Successful completion of:

10.  Professional and Ethical Behavior

Successful completion of:

 

The following surveys are used to gather data for program evaluation:

 

Learning and Teaching Assessment and Improvement


Analysis, Evaluation, and Improvement Process

Faculty members and administrative leaders in the Department of Teacher Education analyze and evaluate the generated data and assessment outcomes at regular intervals associated with the four major transition points. This analysis takes place with reports generated by and through the Assessment Team. These reports are prepared at the end of each semester, providing summaries of student performance as well as access to the artifacts and assessments that produced the data. These summaries are reviewed by administrative leaders and the faculty at large in identifying program strengths and weaknesses. Through thoughtful discussion and debate, consensus is reached, targets/goals for change are identified, and procedures are put in place to achieve the goals. When and if necessary, proposals are forwarded to the University Council on Teacher Education and the University Curriculum Committee for approval.

Unit level analysis, evaluation, and improvement occur on a systematic basis. Under the direction of the Educator Preparation Program Executive Committee, assessment instruments are developed, tested, implemented, evaluated, and revised for the EPP. Data are aggregated and reported to the respective programs. Comparisons are made within and between programs.

 

Assessment Scales

 

CPAS Scale: 4-Advanced Competence, 3-Basic Competence, 2-Emerging Competence, 1-Deficient

TWS Scale:  3-Advanced Competence, 2-Basic Competence, 1-Below Competence, 0-Missing                   

GPA Scale:  4.00