ECED 497 General Education Residency (6 to 18 credits)
Prerequisite Concurrent enrollment with ECED 485 .
Course Description
Experience working in a general education setting, with children birth through grade three who are culturally, linguistically, and ability diverse and their families under the supervision of a certificated teacher.
Course Content
a) Understanding young children
b) Equity, fairness, diversity, and cultural competence
c) Building family and community relationships and partnerships
d) Professionalism
e) Knowledge of characteristics of learners
f) Knowledge of managing student behavior and social skills
g) Promoting child development and learning
h) Meaningful and integrated curriculum and instruction
i) Reflective practice
j) Essential concepts of content areas
k) Instructional planning
l) Instructional methodologies
m) Observation, documentation, and Assessment (formal/informal and formative/summative)
Student Outcomes
1. Create positive, equitable learning environments and experiences that reflect and respect culturally, linguistically, and ability diverse children and support home language preservation.
2. Build reciprocal relationships with families, colleagues, and community to support children’s learning and development.
3. Develop nurturing relationships with children to support their development and learning.
4. Uphold the professional code of ethical conduct and applicable laws, including Family Educational Rights and Privacy Act (FERPA), Health Insurance Portability and Accountability Act (HIPAA), Individuals with Disabilities Education Act (IDEA), and mandated reporting during residency.
5. Select and implement behavioral support and management strategies that are research-based, individualized to the child’s and/or group’s needs, and least intrusive.
6. Teach children the social skills necessary for success in their immediate environments.
7. Promote children’s cognitive, social, emotional, linguistic, creative and physical development by organizing and orchestrating the environment in ways that best facilitate the development and learning of the whole child.
8. Collaborate with other educational professionals to accomplish school, district, and state educational goals.
9. Design and implement developmentally appropriate learning experiences that integrate within and across disciplines, and use effective instructional strategies.
10. Utilize appropriate professional resources to learn about exceptionalities in infants and young children, as well as special family/learning needs in order to implement appropriate instructional strategies.
11. Plan and implement lessons using research-based strategies and the essential concepts of content areas including English language arts, health and fitness, mathematics, science, social studies, and the arts.
12. Integrate learning opportunities in daily routines and planned activities.
13. Utilize reliable assessment methods and developmentally appropriate responses of infants and young children to document progress and determine services and supports.
14. Demonstrate skills needed to work collaboratively with the student/family support team to assess children’s progress, design and implement the intervention, and report results.
15. Establish and maintain positive, collaborative relationships with colleagues, other professionals, and families, and work effectively as a member of a professional team.
16. Demonstrate professionalism in a school setting.
17. Implement and monitor Individual Family Service Plans (IFSPs), Individualized Education Programs (IEPs), 504 plans, and lesson plans which align with general curriculum including state learning standards and early childhood learning guidelines.
18. Analyze student data to inform practice.
19. Plan and implement the Since Time Immemorial Curriculum.
Degree Outcomes
Relationships & Collaboration: The candidate articulates the importance of relationships with children, families, colleagues, and community agencies and is able to create and maintain those relationships to support children’s learning and development.
Data-Based Decision Making: The candidate analyzes data from a variety of sources to inform decisions about instruction, services, programs, interventions, and practices.
Professionalism: The candidate demonstrates professionalism by accessing professional organizations and publications to ensure practices are consistent with the National Association for the Education of Young Children (NAEYC) and Council for Exceptional Children/Division of Early Childhood (CEC/DEC) Codes of Ethics, applicable laws, policies, and regulations.
Effective Communication: Graduates will be able to exchange messages in a variety of contexts using multiple methods.
Critical, Creative, and Reflective Thinking: Graduates will evaluate, analyze, synthesize, and generate ideas; construct informed, meaningful, and justifiable conclusions; and process feelings, beliefs, biases, strengths, and weaknesses as they relate to their thinking, decisions, and creations.
Lecture Contact Hours 0
Lab Contact Hours 0
Clinical Contact Hours 180-540
Total Contact Hours 180-540
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