Interdisciplinary Early

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INTERDISCIPLINARY EARLY CHILDHOOD EDUCATION CERTIFICATION AND BACHELORS DEGREE (GRADES BIRTH-KINDERGARTEN)

PROGRAM SUBMISSION SEPTEMBER 2007 Murray State University Undergraduate Bulletin 2005-2007 www.murraystate.edu/provost/catalogs/0507undergrad.html 16KAR 2:040 III. Program Experiences The Interdisciplinary Early Childhood Education Program supports the College of Education’s focus on the teacher as a reflective decision-maker. Reflection is the focus of course activities and is the primary means by which candidates integrate course experiences with Kentucky performance standards, College of Education Dispositions and the candidates’ own experiences, values, and beliefs about education. As candidates begin the program, they are asked to reflect upon their own values and beliefs about education and seek integration of those with the COE Dispositions through assignments such as philosophy statements and other reflective assignments. This process continues as candidates develop portfolio items to reflect their growth and understanding of educational principles leading to the program’s end with the eligibility portfolio as a summative evaluation of their knowledge and demonstration of their skills according to Kentucky performance standards. Throughout, the program course work is designed to require planning, instruction, assessing and reflecting at increasing levels of expertise. At admission to teacher education, candidates are interviewed by faculty and asked to respond to questions about the COE dispositions and the Kentucky Code of Ethics. The KY Code of Ethics is presented three times to candidates for review, during orientations to teacher education and student teaching, and during the student teaching interview. As program policy, candidates follow curriculum guidesheets, MAP reports, and confer with advisors to help them to monitor their own progress and prepare them for the continuous self-assessment required of professional educators. The program emphasizes the development of educators who are skilled and knowledgeable in teaching young children. Coursework provides opportunities for candidates to develop skills in collaboration. Active learning experiences are emphasized, as are real-world connections. Throughout the program, candidates are encouraged to consider their present skills and make plans for improvement. Candidates are urged to gather child progress data continuously and to use this data in planning effective instruction. Candidates are required to reflect as they write lessons, and to provide reflective summaries of lesson plans that have been taught to children. Candidates are provided time and resources to revise and improve curricular materials they develop within the program. Candidates assess their own progress through the program’s curriculum, preparing them for the continuous self-assessment required of practicing professionals. The standards and expectations of several academic organizations guide the program. Kentucky’s IECE New Teacher Standards provide the framework for general professional expectations. Kentucky’s IECE New Teacher Standards include high expectations for imbedded knowledge of content as well as working with families. The professional organizations that guide the content areas are the National Association for the Education of Young Children (NAEYC) Division of Early Childhood, subdivision of the Council for Exceptional Children (DEC/CEC), Kentucky Early Childhood Standards, and the National Board for Professional Teaching Standards (NBPTS). These standards provide detailed guidelines about what candidates are expected to know, understand, and to be able to do when working with young children and are used to guide curriculum in the Interdisciplinary Early Childhood Teacher Education Program. Three KERA initiatives designed for children in Kindergarten-High School (Learner Goals and Expectations, Program of Studies, and Core Content) and the Kentucky Early Childhood Standards (B-5 years) are addressed in the program. Candidates are made aware of these initiatives and documents and are encouraged to use these in developing curriculum for young children. Preservice candidates are asked to use these goals and expectations as they design and implement instruction to young children. The Interdisciplinary Early Childhood Education program prepares candidates to teach young children across a range of abilities. The performance standards used in the Interdisciplinary Early Childhood Education (IECE) Program are the Kentucky IECE New Teacher Standards. The Interdisciplinary Early Childhood Education program prepares graduates to provide early intervention, care and educational services for infants, toddlers, preschoolers, and kindergarten children with and without disabilities and their families. The program includes courses from the fields of general education, early childhood, early childhood special education, communication disorders, and professional education. Center-based early childhood programs and public school early childhood classrooms provide professional experiences for program participants. The Kentucky IECE New Teacher Standards are integrated throughout core courses, IECE emphasis courses and professional education courses. Candidates are introduced to the standards in early coursework where they gain knowledge (K) of the role performance standards play in becoming reflective decision-makers. As coursework in the program progresses, the standards are applied (A) in lesson plans and other instructional activities. At the end of the program, during student teaching, candidates demonstrate mastery of standards (D). Candidates demonstrate mastery of standards in the eligibility portfolio that is scored by two faculty members. Regarding instructional technology, the Blackboard course management programs is used, as are web based courses and Interactive television courses to supplement and enhance face-to-face instruction. Following are matrices that demonstrate the integration of Kentucky IECE and New Teacher Standards into IECE coursework.

Kentucky New Teacher Performance Standards Courses NTS NTS NTS NTS NTS NTS NTS NTS NTS 1 2 3 4 5 6 7 8 9

EDU 103 K K A A K K Iss/Prac in (PA) American Ed EDP 260 A A A A A A A A Psy. Of Human (PA) Dev SED 300 A A A A Education of (PA) Student w/ Disabilities EDU 403 K A A Structures and Foundations MUS 200 K A Public school Music ELE 421/ D D D D D D D D D EDU 422 Student Teaching Knowledge- students gain knowledge related to the standard Application- students apply information in assignments/projects Demonstrate- student demonstrates mastery of standards

3 Kentucky IECE New Teacher Performance Standards Courses IECE IECE2 IECE IECE IECE IECE IECE IECE IECE 1 3 4 5 6 7 8 9

ELE 301 A A A K K Lang & Early Literacy ELE 390 A A D A A K A Intro to Kindergarten

ELE 410 A A A A A Collaboration and Communication in IECE ELE 421/422 D D D D D D D D D Student Teaching ELE 439 A A A D A A A D D Early Childhood Asses. & Prog. Dev ELE 455 A K A A A K A K K Curr & Methods for Infants & Toddlers ELE 474 D D D D D D D D D IECE Practicum SED 505 A A A A A A Special Edu. Proc. & Strat. For IECE SED 526 A A A A A A Ed Young Ch Severe Disab. FCS 210 K K K K K K Child Dev. I FCS 211 K K K K K K Child Development II ELE 302 A A A Music & Movement in Early Childhood ELE 308 A A A K K K Teach Math & Science Early Ch. FCS 310 A A A A A A A A Program Planning for Preschool FCS 311 Child A A K K Guidance CDI 340 K K K A Speech & Lang Dev ART 343 K Art Teach. Mat. Teach.

CDI 550 A A A A A A Neuromuscular Disorders Knowledge- students gain knowledge related to the standard Application- students apply information in assignments/projects Demonstrate- student demonstrates mastery of standards A. Content Standards University Studies (US) BA Degree Requirements, Revised April 7, 2005 NAEYC – National Association for the Education of Young Children

University Studies (US) BA Degree Requirements, Revised April 7, 2005 NAEYC STANDARD Courses Activities Assessments (Initial Teacher Preparation) 1. Promoting Child Development ELE 474 Develop & teach and Learning. Candidates use thematic unit to their understanding of young preschool children children’s characteristics and needs, and of multiple interacting Develop & teach influences on children’s activities to infants and development and learning, to create toddlers environments that are healthy, respectful, supportive, and ELE 439 Classroom evaluation challenging for all children. ECERS-R or ITERS-R

FCS 210, 211 Study of child development, observations

EDP 260 Theories of child Classroom design development, observations

FCS 310 Lab activities in preschool classroom which include DAP lesson planning

FCS 311 Study child guidance strategies and complete behavioral checklists

ELE 390 Practicum in Kindergarten collaborative lessons plans, design and teach 6 KTIP lessons. 2. Building Family and ELE 474 & Parent-child activities Community Relationships. FCS 311 Candidates know about, understand, Study of parenting styles and value the importance and complex characteristics of FCS 311 children’s families and Family game night communities. They use this understanding to create respectful, ELE 410 Study of attachment reciprocal relationships that support and empower families, and to ELE 455 involve all families in their children’s development and SED 526 IFSP Experience learning. Family centered practices

CDI 550, SED 505 3. Observing, Documenting, and ELE 390 Informal assessment Assessing to Support Young thematic unit gather Children and Families. Candidates child progress data from know about and understand the each of 6 lessons goals, benefits, and uses of assessment. They know about and ELE 439 Curriculum based use systematic observations, University Studies (US) BA Degree Requirements,assessment Revised project, April 7, 2005 documentation, and other effective Comprehensive assessment strategies in a evaluation report responsible way, in partnership with SED 505 Evaluation requirements CEC Special Education Standards Content Standards Courses Activities Assessments

Content Standards I. Foundations – Special educators SED 505 Special education process, understand the field as an evolving IDEA and changing discipline based on philosophies, evidence-based ELE 439 Special education process, principles and theories, relevant IDEA laws and policies, diverse and historical points of view, and SED 526 Special education process, human issues that have historically IDEA influences and continue to influence the field of special education and the education and treatment of individuals with exceptional needs both in school and society. II. Development and SED 526 Family focused interview IFSP Development Characteristics of Learners – Special educators know and demonstrate respect for their SED 505 IEP Observation IEP Development students first as unique human beings. CDI 550 Respect for diversity

III. Individual Learning SED 526 Disability inservice Differences – Special educators project, IFSP understand the effects than an development exceptional condition can have on an individual’s learning in school CDI 550 Online poster session on and throughout life. disability topic

ELE 439 IEP Development

SED 505 IEP Development IV. Instructional Strategies – SED 526 Embedding instruction Special educator’s posses a repertoire of evidence-based CDI 550 Modifying and adapting instructional strategies to instruction individualized instruction for individuals with ELN. SED 505 Functional Behavior Assessment Activity V. Learning Environments and ELE 474 Practicum experiences Social Interactions – Special education actively create learning ELE 421 Student Teaching environments for individuals with Experiences ELN that foster cultural understanding, safety and emotional well-being, positive social interactions and active engagement of individuals with ELN.

University Studies (US) BA Degree Requirements, Revised April 7, 2005 VI. Language – Special educators CDI 340 Observations understand typical and atypical language development and the way sin which exceptional condition can interact with an individual’s experience with and use of language. VII. Instructional Planning - SED 505, IEP Case Study Individualized decision-making and ELE 439 instruction is at the center of special education practice. SED 526 IFSP Case Study

CDI 550 Modifying and Adapting Instruction

ELE 474 Embedding IEP goals and Embedding IEP goals IFSP outcomes into lesson and IFSP outcomes into plans, activities, and child lesson plans, activities, assessment and child assessment

ELE 421 Embedding IEP goals and IFSP outcomes into lesson plans, activities, and child assessment

University Studies (US) BA Degree Requirements, Revised April 7, 2005 CEC Knowledge and Skill Base for Beginning Special Education Teachers of Early Childhood Students in IECE Undergraduate Program Standard 1. Foundations Courses Activities Assessments Models, theories, philosophies, and FCS 210 Class readings and discussion research methods that provide the FCS 211 Class readings and discussion basis for special education practice. EDP 260 Class readings and discussion Philosophy Laws, policies, and ethical SED 526 Class discussion, Special principles regarding behavior education process, IDEA, ADA management planning and implementation. SED 505 Functional Behavioral Assessment activity

ELE 439 IDEA, Kentucky special SED 300 education and early intervention

Relationship of special education to SED 526 Early intervention activities the organization and function of educational agencies Rights and responsibilities of SED 526 Readings and class discussion student, parents, teachers, and other SED 505 Readings and discussion board professionals, and schools related activities to exceptional learning needs. Issues in definition and ELE 439 Class discussion on culturally identification of individuals with relevant assessment practices exceptional learning needs, including those from culturally and linguistically diverse backgrounds. Issues, assurances and due process SED 505 Class readings and discussion rights related to assessment, board activities eligibility, and placement within a continuum of services. Family systems and the role of FCS 210 Class readings and discussions families in the educational process. FCS 211 Class readings and discussions ELE 410 Class readings and expert Family interviews ELE 390 speakers

ELE 439 IEP experience SED 300

SED 505 Observation of ARC meeting Historical points of view and FCS 210 Class readings and discussions contribution of culturally diverse FCS 211 Class readings and discussions groups. ELE 455 Class readings and discussions Impact of the dominant culture on shaping schools and the individuals who study and work in them. Potential impact of differences in SED 526 Case study activity values, languages, and customs that Cultural debate can exist between the home and school. Articulate personal philosophy of EDU 103 Develop philosophy special education. EDP 260 Develop philosophy ELE 474 Develop philosophy for practicum ELE 422 portfolio Develop philosophy for student teaching portfolio Historical and philosophical SED 526 Class readings and discussions foundations of services for young children both with and without exceptional learning needs. Trends and issues in early SED 526 Class readings and discussions childhood education and early childhood special education.

Law and policies that affect young SED 526 Class readings, discussions and children, families, and programs for ELE 410 web resources University Studies (US) BA Degree Requirements, Revised April 7, 2005 young children.

B. KERA Initiatives The integration of KERA Initiatives are demonstrated with a matrix showing the manner in which Kentucky curriculum tools are presented to candidates in profession education courses. During introductory courses the tools are presented at the knowledge level (K). Later, in teaching strategies and methods courses, they are applied (A) in the lesson planning and instructional processes. During student teaching, the candidates’ competencies in the use of the tools during instruction demonstrate (D) mastery.

KERA Initiatives for Core Education Courses Core Content Program of Learner Goals KY Early 4.1 version Studies & Academic Childhood Expectations Standards EDU 103 K K K Iss/Prac in American Educ EDP 260 A A A Psy of Human Development SED 300 Education of Students w/ disabilities EDU 403 K K K Structures & Foundations ELE 421/ D (Kindergarten) D(Kindergarten) D (Kindergarten) D (Preschool) EDU 422 Student Teaching

University Studies (US) BA Degree Requirements, Revised April 7, 2005 KERA Initiatives for IECE Emphasis Courses Core Program of Learner KY Early Content Studies Goals & Childhood 4.1 version Academic Standards Expectations FCS 210 K Child Development I FCS 211 K Child Development II FCS 310 A Program Planning for Preschool Children FCS 311 A Child Guidance CDI 340 Speech and Language Development ELE 390 D D D Introduction to Kindergarten ELE 410 A Collab & Communic in IECE ELE 439 D Early Childhood Assessment and Program Development ELE 455 D Curr and Methods for Infants & Toddles ELE 474 D IECE Practicu SED 505 D Special Education Procedures and Strategies for Young Children SED 526 D Introduction to Early Education of Children with

University Studies (US) BA Degree Requirements, Revised April 7, 2005 Disabilities CDI 550 A Neuromuscular Disorders Knowledge- students gain knowledge related to the standard Application- students apply information in assignments/projects Demonstrate- student demonstrates mastery of standards

Interdisciplinary Early Childhood Education Content Course Descriptions

EDU 103 Issues and Practices of American Education (3). Course designed to provide all students with an overview of the field of education. Included are topics related to motivation and learning theory, curriculum, school organization, and historical, socio-cultural, psychological and philosophical foundations of education. Although this is also an initial education course for students seeking teacher certification, all students will be able to apply what they have learned as parents and concerned citizens in their adult lives. Field observations required.

MUS 200 Public School Music I (2). A course designed to prepare the classroom teacher to meet the needs of the music program in the self-contained classroom. Fundamentals of music are stressed along with learning to play the song bells, autoharp, recorder and keyboard. Minimum proficiencies are required

FCS 210 Child Development I (3). In-depth study of infancy to include concepts, principles and development theories. Students will observe, record and analyze the social, emotional, physical and cognitive development of the typical and atypical infant and toddler in the social and cultural context. Lecture, two hours; laboratory, two hours.

FCS 211 Child Development II (3). Study of the characteristics of growth and development of young children ages three to eight. Guided observation in the child development center as a basis for understanding children and oneself. Lecture, two hours; laboratory, two hours. Prerequisite: FCS 210.

EDP 260 Psychology of Human Development (3). A study of the systematic changes in the cognitive, behavioral, social, and biological functioning of the individual across the developmental stages of life. Note: Cannot be counted toward both teacher certification and the psychology major or minor.

SED 300 Educating Students with Disabilities (3). This course introduces students to state and federal laws impacting the education of students with disabilities, prepares them to work collaboratively with other professionals and parents, and teaches them a variety of effective instructional techniques/strategies. It also increases their awareness of the special organizations, associations and other resources that will assist them in meeting their professional needs, the needs of families, and the needs of students with disabilities. Field experience required.

ELE 301 Language and Early Literacy for Early Childhood (3). This course focuses on the child’s emerging literacy and exposure to language stimulation. Combining research, reflection and early childhood practices, the course fosters an understanding of how techniques and activities affect language and early literacy skills development in young children infancy through 5 years of age with and without disabilities. Prerequisites are EDU 103 or instructor permission.

ELE 302 Music and Movement for Young Children (3). An in-depth exploration of developmentally appropriate music and movement experiences for young children infancy through five years of age. Students will develop skills to assist young children with and without disabilities in producing, recognizing and creating simple songs, playing with melody, and expressing feelings through music and movement. Prerequisites: MUS 200 or permission of instructor.

University Studies (US) BA Degree Requirements, Revised April 7, 2005 ELE 308 Teaching Mathematics and Science in Early Childhood (3). This course is a study of mathematics and science curriculum and research-based teaching practices for early childhood. Field experience required. Prerequisites: FCS 210 and FCS 211.

FCS 310 Program Planning for Preschool Children (3). Study of programs for preschool children with a practicum in the laboratory. Lecture, two hours; laboratory, two hours. Prerequisite: FCS 210 and 211.

FCS 311 Child Guidance (3). A study of guidance techniques applicable to young children, with practicum for operation group experiences for preschool children. Lecture, two hours; laboratory, two hours. Prerequisite: FCS 210 and 211.

CDI 340 Speech and Language Development (3). A survey of speech and language acquisition in children. Primarily a lecture course with required clinical observation.

ART 343 Art Materials and Techniques for the Classroom Teacher (3). A studio art education course emphasizing visual learning in all curricular areas of the elementary classroom. This course provides prospective elementary classroom teachers, early childhood educators, and special education teachers with the necessary art making skills in a variety of media and techniques. Class sessions include demonstration, experimentation, and manipulation of materials and techniques leading to reflective decision-making as well as critical assessment of finished work. Six hours per week. Prerequisite: EDU 103 or permission of the instructor

ELE 390 Introduction to Kindergarten (3). A study of the historical background, organization of physical facilities for kindergarten, developmental tasks of the young child and his relationship to learning, and parent- teacher relationships.

EDU 403 Structures and Foundations of Education (2). A course designed to provide the undergraduate teacher education student with an in-depth study of the foundations of education. The course includes a major emphasis in the social, historical, legal, and philosophical foundations of education. Prerequisite: admission to Teacher Education.

ELE 410 Collaboration and Communication in IECE Environments (3). Examines collaboration processes involving early childhood professionals, families of children with and without disabilities, and other community resource personnel. Communication skills needed to function effectively in interdisciplinary early childhood education environments are a primary focus. The course also addresses topics that are critical to the practitioner’s professional development including reflective thinking, ethics, and advocacy. Prerequisites: EDU 103, FCS 210, and 211 or permission of instructor.

ELE 421 Student Teaching in Elementary P-5 (7-14). Student teaching in the elementary school should allow the individual to participate in the work and duties of the school that are generally expected of the classroom teacher. This will be a 14-week assignment. Student teachers will be supervised by a public school teacher as well as a university coordinator. Graded pass/fail. Prerequisite: admission to Teacher Education and Student Teaching.

EDU 422 Student Teaching Seminar (3). Professional seminars will provide research- based theory and a forum to support the student teacher’s performance in the student teaching school assignment. The final version of the eligibility portfolio addressing Kentucky’s Nine New Teacher Standards will be produced in this course. (Concurrent registration in student teaching is required)

ELE 439 Early Childhood Assessment and Program Development (3). Students will develop skills in observing children birth through five years of age and in conducting developmental screenings, evaluations and assessment. Student will develop skills in creating and implementing individual education programs and individualized family service plans and in monitoring child progress. Student will be introduced to the concepts of home-based and center-based instruction. Prerequisites: EDP 260, EDU 103, and SED 300 or instructor permission.

ELE 455 Curriculum and Methods for Infants and Toddlers (3). An in-depth look at care and education for infants and toddlers including children with disabilities and children from diverse backgrounds. Major emphasis is University Studies (US) BA Degree Requirements, Revised April 7, 2005 placed on methods to provide quality care to meet physical, emotional, cognitive and social needs of infants and toddlers while working collaboratively with families and other community agencies and service providers. Current best practices in education of infants and toddlers will be reviewed. Clinical field experiences will be required. Prerequisite: EDP 260 and EDU 103 or instructor permission.

ELE 474 IECE Practicum (3). This course makes provisions for students to participate in all activities generally expected of an interdisciplinary early childhood education professional. Supervision by the faculty member teaching course will be provided. Regularly scheduled seminars to promote reflective decision-making discuss student progress and provide additional training in methods, procedures, and evaluation will coincide with the practicum experience. Prerequisites: EDP 260, EDU 103, ELE 439, FCS 310, 311 or permission of instructor.

SED 505 Special Education Procedures and Strategies in IECE (3). Students will develop skills in writing Individual Education Programs and Individualized Family Service Plans. Students will be introduced to relevant special education legislation, laws and policies. Students will develop skills in matching intervention strategies to the strengths and needs of young children with disabilities and their families. Students will acquire skills in the development and implementation of the Individual Education Program and the Individualized Family Service Plan in a variety of settings. Prerequisites: EDP 260, EDU 103, FCS 310, 311 and SED 300, or permission of instructor.

SED 526 Education of Young Children with Severe Disabilities (3). Study of young children with disabilities or who are at risk for disability in terms of their personal, family and educational needs. Prerequisite: SED 300.

CDI 550 Neuromuscular Disorders (3). The study of pathology, etiology, diagnosis and speech rehabilitation of cerebral palsy and other neuromuscular disorders. .

C. EPSB Themes The following matrix demonstrates the integration of the Education Professional Standards Board Themes throughout the Interdisciplinary Early Childhood Program. Coded according to the level of student engagement, in courses such as SED 300 the Themes are presented as initial knowledge (K), while in courses such as EDU 403 the Themes are applied (A) in course assignments. Often in methods courses and during student teaching, the candidates demonstrate (D) mastery of the Themes in the design and implementation of instructional materials.

EPSB Themes For IECE Core Courses EPSB THEMES Literacy/ Closing Course Diversity Assessment Read Gap

EDU 103 A Issues/Prac in American Ed EDP 260 A Psy of Human Development SED 300 A K K K Edu. Students w/ disabilities

University Studies (US) BA Degree Requirements, Revised April 7, 2005 EDU 403 A A Struct. & Found.

EPSB Themes For IECE Courses EPSB THEMES Course Diversity Assessment Literacy/ Closing Read Gap FCS 211 K Child Dev II ELE 301 K K A Lang and Early Literacy ELE 302 K Music and Movement for Early Childhood ELE 308 K A A Teach Math & Science Early Childhood FCS 310 K Prog Planning Preschool FCS 311 A K Child Guidance CDI 340 K K Speech and Lang Development ELE 390 K D A K Intro to Kinder ELE 410 K A Collaboration & Communication in IECE ELE 439 A D A Early Childhood Assessment and Prog. Dev. ELE 455 K Curr and Methods Infants & Toddlers ELE 474 A D D K IECE Practicum SED 505 A A A Sed Proc. Strat. for IECE SED 526 A A A Educ of Young Child. w/ severe Disabilities SED 550 A K A Neuromuscular University Studies (US) BA Degree Requirements, Revised April 7, 2005 Disorders ELE 421/ D D D D EDU 422 (Kindergarten) (Kindergarten) (Kindergarten) (Preschool) Student Teaching Knowledge- students gain knowledge related to the standard Application- students apply information in assignments/projects Demonstrate- student demonstrates mastery of standards

University Studies (US) BA Degree Requirements, Revised April 7, 2005 D. Program Faculty

Name Highest Assignment: Indicate Faculty Scholarship (3), Status Degree, Field, the role(s) of the Rank Leadership in (FT/PT to & University faculty member (1) (2) Professional institution, Associations, and unit, and Service (4); List up to program) 3 major contributions in the past 3 years (5)* Greg MA Middle Lecturer Lecturer Presentations: SER IRA, Full time to Geirhart School Education, KACTE, FATE, SRATE & institution, Murray State KMSA Sponsor for Student Full time to University Technology Leadership unit, Part time Program to program Faculty mentor for Infusion of Technology Chhanda, Ed. D. Curriculum Reading Coordinator, Part Associate Islam, C. (2006). Teaching Full time to Islam and Instruction, time, and teach undergraduate Professor, with Interactive institution, Jackson State and graduate courses Early Multimedia: Full time to University Childhood Evolving into unit, Part time and Promising to program Elementary Alternatives to Education Traditional Delivery Methods. The Mississippi Reading Journal, 6 (1), 19- 24. Islam, C. & Holliday, D. (2006). Using Folklore to Understand Social Studies Concepts. The Kentucky Middle School Journal, 7 (1), 61-65. Member of International Reading Association (IRA), President (2005-2007) of the Murray Association of the International Reading Association. Joann, Ph.D. College of Lecturer in the College of Lecturer Western Kentucky Chapter Full time to Niffenegger Education with Education. Co-coordinator Department of the Early institution, emphasis on Early Interdisciplinary Early of Early Childhood Full time to Childhood Childhood Education Childhood Association Board unit, Part time Education. Program and Member and to program Southern Illinois Elementary Program Chairperson University Education (2005-6) Carbondale, IL Conferences Presentations @ SECA, 2004-07) Co-Chair of IECE program (2006-07) MSU Honors Program (2006-7)

Judy, MS Teaches undergraduate Lecturer Kentucky Teacher Full-time to Payne Home Economics courses in CTE and general Internship Program trainer, Institution, Education, education State Tech Prep Advisory Full-time to Southern Illinois Board, KY Assoc of Unit, Part-

University Studies (US) BA Degree Requirements, Revised April 7, 2005 University – Family and Consumer time to Carbondale Sciences Program

Pearl, Ph.D. Program Director of CDI Associate (3) Book Chapter (2007) Full-time to Payne Speech-Language Teach UG/Grad Professor Primary Pediatric Care; Institution, Path Univ of TN Course, supv in clinic, admin Primary Pediatric Care Part-time to (5th edition). (2007). Unit, Part- Co-author, Clinical ID of time to early stut-tering: Program Methods, issues, and future directions. Asia Pacific Journal of Speech, Hearing, and Language, I, March, 2006 - Effective inter-vention with school-age children who stutter. Spring Meeting of KY Regions 14 & 16 School Speech Language Pathologists. (4) CDI Program Director , MCC Red Cross (5) KYSHA Exec Board, MSU Faculty Senate

Jeanetta, Ph.D. Curriculum Faculty, Department of Early Assistant Riley, J.G. (2005). Secret Full time to Riley & Instruction with Childhood & Elementary Professor buddies: Children institution, emphasis in Education learning about Full time to elementary kindness. Childhood unit, Part time education with Education, 82 (1), to program specialization in 360-36P. Early Childhood Riley, J. G., & Jones, R. B. Education, The (2005). Investigating University of gender differences in recess Southern play. PlayRights, 26 (1), Mississippi 18-21, Retrieve from http://ipaworld.org/Journals /March 2005 PlayRights.pdf 2006-2007 K-Tip Team Member—Teacher Educator for two MSU Interdisciplinary Early Childhood Education Teacher Interns. 2006 Session Facilitator for Association for Childhood Education International (ACEI) Conference, San Antonio, TX. 2004 Session Presider for Mid-South Educational Research Association (MSERA) Annual Meeting, Gatlinburg, TN Jo Ph. D. Special Chair Department of Early Associate Robertson, J. & Lovett, N. Full time to Robertson Education Childhood and Elementary Professor (2007) Early Childhood institution,

University Studies (US) BA Degree Requirements, Revised April 7, 2005 emphasis in Early Education and Faculty in Professional Development: Full time to Childhood Special Early Childhood Education Utilizing Research-Based unit, Part time Education, Practices in Literacy and to program University of Mathematics Delivery. Missouri Proceedings from the 5th Annual Hawaii International Conference on Education. Honolulu, HI. Robertson, J (2005). Perceptions of parents participating in early head start. Proceedings from Head Start’s 7th National Research conference: Promoting positive development in young children. McLean, VA: Xtria, LLC.

2007 Kentucky IECE KTIP Workgroup 2007 Kentucky IECE Test Development Workgroup First Steps TAT grant Faculty in Early Childhood Summer Academy collaborative with Kentucky Department of Education and Early Childhood Regional Training Center

Pam MA in Adjunct and preschool Adjunct Workshops and inservice Part time to Smith Interdisciplinary teacher with Paducah teaches sessions for child institution, Early Childhood Independent Schools ELE 302 care providers on Part time to Education using music and unit, Part time movement with to program young children.

University Studies (US) BA Degree Requirements, Revised April 7, 2005 MURRAY STATE UNIVERSITY Revised 4-07 INTERDISCIPLINARY EARLY CHILDHOOD EDUCATION BIRTH TO PRIMARY ADVISING FORM ADVISOR ______Bachelor of Science, Provisional Classroom Teaching Certification (Birth-Primary) Name: Social Security# ___ Address & Phone Number______

Course Description Hrs Cr Course Description Hrs Cr COMM. & BASIC SKILLS 9hrs PROFESSIONAL STUDIES 28 hrs ENG 101 Composition 3 EDU 099 Freshman Orientation 1 ENG 102 Composition & Research 3 EDU 103 Iss/Prac in American Ed 3 COM 161 Intro to Public Speaking 3 MUS 200 Public School Music 2 ART 343 Art Mat. Tech Teacher 3 SCIENCE & MATHEMATICS 11 hrs **EDU 403 Structure/Foundations 2 BIO 101 Biological Concepts 4 1 math Course (MAT 117 of higher) 3 1 Course From AST, CHE, GSC, PHY) 4 PROFESSIONAL SEMESTER** **ELE 421 Student Teaching 14 HUMANITIES & FINE ARTS 6hrs **EDU 422 Student Tchng Seminar (Elec) 3 HUM 211 Western Humanities Trad. 3 THD 104 Theatrical Exper. 3 IECE EMPHASIS 51 hrs CDI 340 Speech and Lang. Development 3 SOCIAL SCIENCE 9hrs **CDI 550 Neuromuscular Disorders 3 CIV 101 World Civilizations & Culture I 3 ELE 301 Lang. & Early Literacy 3 CIV 102 World Civilizations & Culture II 3 ELE 302 Music and Movement for Early Ch. 3 PSY 180 General Psychology 3 ELE 308 Teach Math & Science Early Ch. 3 ELE 390 Intro Kinder 3 UNIVERSITY STUDIES ELECTIVES 9hrs ELE 410 Collab. & Communic. IECE 3 SOC 133 Introduction to Sociology 3 **ELE 439 Early Ch. Assess. & Prog. Dev. 3 CSC 199 Intro to Information Tech. 3 ELE 455 Curr.Methods Inf/Todd. 3 EDP 260 Psy. of Human Development 3 **ELE 474 IECE Practicum 3 (no more than two courses from any category) FCS 210 Child Development I 3 FCS 211 Child Development II 3 *Check Undergraduate Bulletin for approved electives FCS 310 Prog. Planning Preschool 3 FCS 311 Child Guidance 3 SED 300 Edu. Students w/ Disabilities 3 SED 505 SED Proc. Strategies IECE 3 **SED 526 Ed. Young Ch. Severe Dis. 3

MINIMUM 123 Hrs. for Graduation **Must be admitted to Teacher Education before enrolling in these classes.

The student and advisor have discussed the Program Guide Sheet, requirements for Admission to Teacher Education, and course sequence recommendations.

University Studies (US) BA Degree Requirements, Revised April 7, 2005 ______

Signature of Student/Date Signature of Advisor/Date

GRADE POINT AVERAGE REQUIREMENTS: Grade point averages are reviewed during three checkpoints: admission to teacher education (see Requirements for Admission to Teacher Education), admission to student teaching (requires a 2.45 average overall; a 2.45 average in content area; a 2.45 average in professional education) and at the time of completion/graduation (2.45 overall).

Continuous assessment procedures will be used to document and systematically monitor student progress through the education program in order to determine the degree to which students have internalized and can demonstrate proficiency with the IECE New Teacher Standards. The eligibility portfolio will be assessed during the student teaching semester. Check Points are designed to facilitate student progress through the education program, provide students with information for completion of the portfolio at designated stages and serve as a means for making recommendations for improvement or remediation when needed, to be reviewed at the next check point. PRAXIS is not currently required for this program.

Teacher certification requirements are subject to change. Before registering for the test(s), please refer to the Education Professional Standards Board (EPSB) website at www.kyepsb.net for current requirements or contact Ms. Rice at 502-564- 4606 or 888-598-7667.

Statement: Certification requires demonstration of computer competency to meet Kentucky New Teacher Standard IX. All teacher education students in Birth-Primary, P-5, 5-9, 8-12, or P-12 programs must demonstrate computer literacy prior to approval for student teaching and may do so through one of the plans described below: Plan 1: Pass approved computer literacy exam administered jointly by the College of Education and the College of Business and Public Affairs. Plan 2: Successful completion, with grade of C or better, of CSC 199 (03 credit hours) or equivalent.

Students must attend a Student Teaching Orientation 2 semesters prior to the Student Teaching semester. All placements for student teaching are made the semester prior to the professional semester. Only students fully admitted to Teacher Education will be considered for placement. (See the Office of Teacher Education Services, 2101 Alexander Hall for admission forms and requirements.)

University Studies (US) BA Degree Requirements, Revised April 7, 2005 Requirements for Admission to Teacher Education

In order to be admitted to Teacher Education students must:

1) Provide Teacher Education Services with scores of test(s) to measure general academic proficiency. A person shall not be permitted to apply for admission to the Teacher Education program without first providing evidence of meeting the general academic proficiency (GAP) requirement through any one of the following tests: 1

(a) A minimum composite score of 21on the (ACT); OR (b) Pre-Professional Skills Test (PPST) or computerized version (C-PPST) with established minimum scores for Math (173), Reading (173), Writing (172); OR (a) Graduate Records Exam (GRE) minimum passing score of 400 in each area (analytical, quantitative and verbal) and writing assessment as required by the institution; OR (c) SAT - The minimum score of 990 and required writing assessment; OR

2) Have earned an overall undergraduate GPA of 2.45 on a 4.0 scale at the point of admission. This 2.45 minimum GPA remains a requirement throughout the teacher certification program.

3) Have completed a minimum of 24 credit hours with a minimum 2.45 GPA to include the following coursework:

(a) ENG 101, 102, or 104 with a “B” or better (b) MAT 117 (or higher level math) with a “C” or better (c) COM 161 or HON 165 with a “C” or better (d) EDU 103 with a “C” or better

4) An interview with major academic advisor or chair (or advisor may opt to write a letter of recommendation in lieu of an interview)

5) A review of the Professional Code of Ethics for Kentucky School Personnel and a Declaration of Eligibility (pink sheet) signed by the candidate affirming a commitment to upholding the code and acknowledging awareness of information required for state certification

6) Have supplied TES with any other required information

When all the above requirements have been met, the formal application (green sheet) can be submitted, accompanied by all required documentation. This includes GAP scores and a transcript showing all college work to date. Admission will only be granted following a successful review by the Admission to Teacher Education Committee of your college.

1 An official score report for the general academic proficiency exam must be available at the point of formal application.

Special Note: Students who have not been admitted to Teacher Education will not be eligible to enroll in specific upper level courses. See advisor for more information.

University Studies (US) BA Degree Requirements, Revised April 7, 2005 Course Sequence

Below is listed the course sequence for all courses to be taken by IECE majors throughout all four years of the program. Significant variance from this may result in an extra semester or year of study for students.

Freshman Junior First Semester First Semester EDU 099 Freshman Orientation 1 CDI 340 Speech & Language 3 ENG 101 Composition 3 ELE 301 Lang. & Early Liter 3 CIV 101 World Civ I 3 FCS 311 Child Guidance 3 EDU 103 Iss/Prac In American Ed 3 ELE 390 Intro to Kindergarten 3 MAT 117 Math Concepts 3 MUS 200 Public School Music I 2 EDP 260 Psy Human Development 3 Total 16 Total 14

Second Semester Second Semester ENG 102 Comp & Research 3 ELE 308 Teach. Math & Science 3 CIV 102 World Civ II 3 ELE 302 Music & Movement 3 PSY 180 General Psychology 3 FCS 310 Presch Prog Planning 3 BIO 101 Bio Concepts 4 ELE 410 Collab & Comm IECE 3 COM 161 Intro Public Sp 3 ELE 455 Curr & Meth Inf/Todd 3 SED 505 SED Law Proc IECE 3 Total 16 Total 18

Sophomore Senior First Semester First Semester University Studies Elective 3 ELE 474 IECE Practicum 3 CSC 199 Intro to Info Tech 3 ELE 439 Early Child Assess/Prog Dev 3 SOC 133 Into to Sociology 3 CDI 550 Neuro Disorders 3 HUM 211 Western Hum Tradition 3 EDU 403 Structures Foundation 2 FCS 210 Child Development I 3 SED 526 Ed Young Ch Severe Dis 3 Total 15 Total 14

Second Semester Second Semester THD 104 Theatrical Experience 3 EDU 421 Student Teaching 14 Science (AST, CHE, GSC, PHY) 4 EDU 422 Student Teaching Seminar 3 FCS 211 Child Development II 3 Total 17 SED 300 Ed. Of Students w/Disabilities 3 ART 343 Art & Tech 3 Total 16

University Studies (US) BA Degree Requirements, Revised April 7, 2005 F. Syllabi

SEE LINKS FOR: http://coekate.murraystate.edu/ncate/manager/syllabi/

EDUCATION CORE AND METHODS COURSES EDU 103 EDP 260 SED 300 EDU 403

IECE COURSES ELE 410 SED 505 SED 526 EDU 403 ELE 439 ELE 390 ELE 308 ELE 301 ELE 302 ELE 455 ELE 474 CDI 340 CDI 550 FCS 210 FCS 211

University Studies (US) BA Degree Requirements, Revised April 7, 2005