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Experienced Teacher Fast Track Example

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					Early Childhood Education Associate Degree

      Experienced Teacher Fast Track
       Credit for Prior Learning Handbook




    Community & Regional Learning Services




                   2008-2009
                         Components of the Early Childhood Experienced Teacher Project

                                            Component                                                        Page number
Explanation of the process                                                                             3-5


Early Childhood Program Planning Sheet                                                                 6


Early Childhood Curriculum: Courses and Competencies                                                   7-14


1. Assessment: “Am I a Good Candidate for Prior Learning Credit?”                                      15

(form available at www.nwtc.edu/Programs/EarlyChildhood )
2. The Registry Level Assessment                                                                       16


3. Test Out Possibilities and Procedures                                                               17


4a. Challenge Essay Instructions                                                                       18

(form available at www.nwtc.edu/Programs/EarlyChildhood )
4b. Functional Ability Assessment                                                                      19-24

(form available at www.nwtc.edu/Programs/EarlyChildhood )
5. Core Ability Assessment                                                                             25

(form available at www.nwtc.edu/Programs/EarlyChildhood )
6. Professional Reference Form                                                                         26-27
    (Clean copies of the reference form and return envelopes are included in this packet. Please use
these documents to send to your chosen references. Use the return envelopes we provide, so the
completed reference form will come directly to NWTC.)
(form available at www.nwtc.edu/Programs/EarlyChildhood )
7. Examples of Educational Artifacts                                                                   28


8. Additional Information                                                                              29


9. Personal Interview                                                                                  30




                                                                                                                           2
                                           Explanation of the Process

Learners with extensive credit, credentials, and experience in the area of early childhood can use the following
information to organize and submit that experience for consideration by the Early Childhood Team at Northeast
Wisconsin Technical College.

In Wisconsin, the Early Childhood field currently has in place a strong system of reviewing and recognizing the
training, experience, and professionalism of individuals. This system, known as The Registry , is a Recognition
System for the Childhood Care and Education Profession. The following is an excerpt from their web site:

      Depending on the type of application selected, The Registry awards a certificate verifying that
      individuals have met all State of Wisconsin Department of Health and Family Services entry level
      and continuing education requirements. Training above and beyond those requirements along with
      experience and professional contributions are represented by the levels and stars of The Registry’s
      career ladder. All training is quantified by core knowledge areas as defined by the National
      Association for the Education of Young Children (NAEYC).

      The certificates honor each recipient's unique training background and provide a tool for
      demonstrating their qualities and strengths as well as their professional image. The Registry
      certificates encourage growth and ambition by defining goals and celebrating the attainment of
      those goals. They provide a standard that helps parents choose the child care qualities that best fit
      their family's needs. The Registry certificates show the world that how we educate and care for our
      children truly does matter.

Excerpt from The Registry Website: “What is The Registry?” 13 Dec. 2007. The Registry. Online. Internet.
www.the-registry.org/registry.htm

This comprehensive document will walk you through the process of preparing a Credit for Prior
Learning Portfolio which you may submit for review by the team. Please read through the entire
document before beginning work. Having a complete understanding of the process will help you as you
select evidence which proves your competence in this program area.

Step One: To determine if you are likely to be a good candidate for receiving credit for prior learning,
complete the assessment in the front portion of this handbook. The outcome of this assessment will help the you
decide whether to proceed with the remaining steps.

College policy requires that you be formally admitted to the program for which you are applying. If you have
not already done so, please submit an application for the Early Childhood Associate Degree program and follow
the directions you will be given after applying.

Step Two: Northeast Wisconsin Technical College uses the The Registry levels and stars as the first step in
acquiring advanced standing in the Early Childhood Associate Degree. Most individuals working in the field,
especially those with extensive experience, are already members of the The Registry and know their level.
Interested learners who are not members, can apply for evaluation for an initial fee of $27.00. The process
takes 6-8 weeks. If you are already a The Registry Member, submit a copy of the paperwork including your
Registry Certificate and the Core Knowledge Summary page. Proceed with Step Two. If not a member, apply,


3
submit the fee, and proceed with Step Two.
Step Three: Test-outs exist for the following courses:

10-307-148 ECE: Foundations of Early Childhood Education (3 credits)

10-307-151 ECE: Infant/Toddler Development (3 credits)

10-307-167 ECE: Health/Safety/Nutrition (3 credits)

10-307-166 ECE: Curriculum Planning (3 credits)

Review the course descriptions and competencies for these courses in the curriculum portion of this document.
If you would like to attempt a test out for any of the above courses, contact Peg Anderson
(peggy.anderson@nwtc.edu, 920-498-6255, or, 1-800-422-6982) for the complete details. The fee for testing
out is a non-refundable $48.53 per credit, based on the 2008-2009 fee schedule. Credit is granted if you attain
80% or greater on the test.

Whether credit is granted through test out or not, at this time you may choose to continue with the steps, or you
may choose to end the process here.

Step Four:

A. Carefully review the Early Childhood curriculum included in this document. As you review each course
description and competency, begin to identify if, in your opinion, you have competence in certain courses. For
each course you are choosing, compose a Challenge Essay following the guide provided.

B. Complete and submit the Early Childhood Functional Abilities Checklist. The field of Early Childhood
brings much satisfaction, joy, and endless rewards. It is also a challenging field, which can be stressful,
physically demanding, and emotionally draining. Complete the Functional Ability Checklist to share with the
team your awareness of, and ability to perform, the tasks and duties of the job. If you cannot do the task as
listed, but can do the task with some form of adaptation, please indicate what the adaptation is.

Submit your Challenge Essay(s) and Functional Abilities Checklist for review by the Early Childhood Team.
The team will review the documents and within two weeks, you will receive a recommendation from the team.

                                         Preparation of your Portfolio

You will now begin to create a portfolio which documents your experience. As you gather materials for
inclusion into the portfolio, we suggest that you make two copies of everything and create two identical
portfolios. One will be sent to us and become property of NWTC, the other will be for you to keep.

Step Five: Core Abilities are sometimes known as the “soft skills” that are so critical in gaining employment
and being successful in employment situations. The Core Abilities that NWTC particularly values are listed in
Step Four. We will be looking for evidence of strong core abilities throughout your portfolio, as well as when
we meet and interview you. Follow the directions for demonstrating success in the core ability areas that are
especially valued by NWTC and the Early Childhood Program.

Step Six: Submit three Professional Reference Forms. Individuals in the field of Early Care and Education
work with many other colleagues as they care for children. We would like to hear how others view your work.
If not currently working in the field, it is acceptable to use references from individuals who have supervised

                                                                                                              4
your work in another field, or in a volunteer capacity.
Step Seven: Artifacts, or exemplary examples of work, are critical in evaluating an individual’s past work.
Use the suggestions provided to compile a comprehensive portfolio which represents your best work.

Step Eight: Individuals may have additional, relevant information they would like the Early Childhood Team
to be aware of. While not required, feel free to share any information you feel would be important, as we
review your past experience. (200 words or less)

 Step Nine: A personal interview is required. Make an appointment for an interview on the Green Bay
Campus. In cases where distance makes this a hardship, the individual may work to arrange an interview via
webcam. It is the responsibility of the individual to borrow or purchase a webcam, if a visit to the campus is not
possible. Request a webcam interview appointment in the same manner you would set up a face-to-face
interview appointment.

                                  Submission of Your Completed Portfolio

Your Credit for Prior Learning Portfolio can be submitted in two ways:

   1.  Portfolios can be submitted electronically (on a DVD). The forms needed are available at our NWTC
      Early Childhood Website, www.nwtc.edu/Programs/EarlyChildhood If you choose this method, please
      submit the entire portfolio electronically.
   2. Portfolios can be submitted in a binder or professional portfolio case. The portfolio becomes the
      property of NWTC, so do not include original documents or photos. Be sure to clearly mark your
      portfolio with your name, address, and contact information including email address.




5
                     Early Childhood PROGRAM PLAN
 Use this Program Plan as a guide to help you plan. Check off any courses you have already taken. Use the
 blank spaces to make notes about your plans for requesting Credit for Prior Learning.
Student Name:                                                                                             Date:


Address:


Student ID #:
                                                 Credits   Plan for satisfying this course requirement:   Source (name
Semester 1                                                                                                 of college)
10-307-148 ECE: Foundations of Early               3
Childhood Education
10-307-167 ECE: Health, Safety, and Nutrition      3
10-307-151 ECE: Infant & Toddler Development       3
10-307-178 ECE: Art, Music, & Language Art         3
10-307-174 ECE: Practicum 1 (Preschool             2
focus)
10-801-195 Written Communication                    3
SEMESTER 1 TOTAL CREDITS                           17
Semester 2
10-307-188 ECE: Guiding Children’s Behavior        3
10-307-194 ECE: Math, Science, & Social            3
Studies
10-307-179 ECE: Child Development                  3
10-307-192 ECE: Practicum 2 (Infant/Toddler        3
focus)
10-801-196 Oral Interpersonal Communication         3
10-809-196 Intro to Sociology                       3
SEMESTER 2 TOTAL CREDITS                           18
Semester 3
10-307-187 ECE: Children with Differing            3
Abilities
10-307-166 ECE: Curriculum Planning                3
10-307-195 ECE: Family and Community               3
Relations
10-307-197 ECE: Practicum 3 (Special Needs         3
focus)
10-809-188 Developmental Psychology                 3
10-809-195 Economics                                3
SEMESTER 3 TOTAL CREDITS                           18
Semester 4                                       Credits
10-307-198 ECE: Administering an Early              3
Childhood Education Program
10-307-199 ECE: Practicum 4 (Early Childhood,      3
Head Start, Childcare, or Kindergarten/ focus)
10-809-172 Race, Ethnic, and Diversity Stud         3
10-804-110 Intro to Algebra                         3
Elective                                            3
SEMESTER 4 TOTAL CREDITS                           15
TOTAL NUMBER OF PROGRAM CREDITS                    68
                                                                                                                  6
          Early Childhood Associate Degree Curriculum
                    Courses and Competencies
             10-307-148 ECE: Foundations of Early Childhood Education
                                                (Test out available)

 Description
This 3-credit course introduces you to the early childhood profession. Course competencies include: integrate
strategies that support diversity and anti-bias perspectives; investigate the history of early childhood education;
summarize types of early childhood education settings; identify the components of a quality early childhood
education program; summarize responsibilities of early childhood education professionals; explore early
childhood curriculum models.

Competencies
Learners will be able to:
   1.    Integrate strategies that support diversity and anti-bias perspectives.
   2.    Investigate the history of early childhood education.
   3.    Summarize types of early childhood education settings.
   4.    Identify the components of a quality early childhood education program.
   5.    Summarize responsibilities of early childhood education professionals.
   6. Explore early childhood curriculum models.

                                                       
                      10-307-151 ECE: Infant & Toddler Development
                                                (Test out available)

Description
In this 3-credit course you will study infant and toddler development as it applies to an early childhood
education setting. Course competencies include: integrate strategies that support diversity and anti-bias
perspectives; analyze development of infants and toddlers (conception to three years); correlate prenatal
conditions with development; summarize child development theories; analyze the role of heredity and the
environment; examine research-based models; examine culturally and developmentally appropriate
environments for infants and toddlers.

Competencies
Learners will be able to:
      1. Integrate strategies that support diversity and anti-bias perspectives.
      2. Analyze development of infants and toddlers (conception to three years).
      3. Correlate prenatal conditions with development.
      4. Summarize child development theories.
      5. Analyze the role of heredity and the environment.
      6. Examine research-based models.


7
      7. Examine culturally and developmentally appropriate environments for infants and toddlers.
                                                       
                             10-307-166 ECE: Curriculum Planning
                                                (Test out available)

Description
This 3-credit course examines the components of curriculum planning in early childhood education. Course
competencies include: integrate strategies that support diversity and anti-bias perspectives; examine the critical
role of play; establish a developmentally appropriate environment; examine caregiving routines as curriculum;
develop activity plans that promote child development and learning; develop unit plans that promote child
development and learning; analyze early childhood curriculum models.

Competencies
Learners will be able to:
   1.   Integrate strategies that support diversity and anti-bias perspectives.
   2.   Examine the critical role of play.
   3.   Establish a developmentally appropriate environment.
   4.   Examine caregiving routines as curriculum.
   5.   Develop activity plans that promote child development and learning.
   6.   Develop unit plans that promote child development and learning.
   7.   Analyze early childhood curriculum models.

                                                       
                       10-307-167 ECE: Health, Safety, and Nutrition
                                                (Test out available)

Description
This 3-credit course examines the topics of health, safety, and nutrition within the context of the early childhood
educational setting. Course competencies include: integrate strategies that support diversity and anti-bias
perspectives; follow governmental regulations and professional standards as they apply to health, safety, and
nutrition; provide a safe early childhood program; provide a healthy early childhood program; provide a
nutritionally sound early childhood program; adhere to child abuse and neglect mandates; apply Sudden Infant
Death Syndrome (SIDS) risk reduction strategies; incorporate health, safety, and nutrition concepts into the
children's curriculum.

Competencies
Learners will be able to:
   1. Integrate strategies that support diversity and anti-bias perspectives.
   2. Follow governmental regulations and professional standards as they apply to health, safety, and
      nutrition.
   3. Provide a safe early childhood program.
   4. Provide a healthy early childhood program.
   5. Provide a nutritionally sound early childhood program.
   6. Adhere to child abuse and neglect mandates.
   7. Apply Sudden Infant Death Syndrome (SIDS) risk reduction strategies.
   8. Incorporate health, safety, and nutrition concepts into the children's curriculum.
                                                                                                               8
                                                       
                              10-307-174 ECE: Practicum 1
Description
In this 2-credit practicum course you will learn about and apply the course competencies in an actual
child care setting. The course competencies include: document children's behavior; explore the
standards for quality early childhood education; explore strategies that support diversity and anti-bias
perspectives; implement activities developed by the co-op teacher/instructor; demonstrate professional
behaviors; practice caregiving routines as curriculum; practice positive interpersonal skills with
children; practice positive interpersonal skills with adults.
Note: This is an introductory experience, 80 hours, where learners work in a child care center with
pre-school age children (ages 3-5). Learners become familiar with daily schedules and procedures, as
well as how to interact with children during play and routine times, individual and group times.

Competencies
Learners will be able to:

   1.   Document children's behavior.
   2.   Explore the standards for quality early childhood education.
   3.   Explore strategies that support diversity and anti-bias perspectives.
   4.   Implement activities developed by the co-op teacher/instructor.
   5.   Demonstrate professional behaviors.
   6.   Practice caregiving routines as curriculum.
   7.   Practice positive interpersonal skills with children.
   8.   Practice positive interpersonal skills with adults.

                                                       
                    10-307-178 ECE: Art, Music, & Language Arts
Description
This 3-credit course will focus on beginning level curriculum development in the specific content areas of art,
music, and language arts. Course competencies include: integrate strategies that support diversity and anti-bias
perspectives; examine the critical role of play; establish a developmentally appropriate environment; develop
activity plans that promote child development and learning; analyze caregiving routines as curriculum; create
developmentally appropriate language, literature, and literacy activities; create developmentally appropriate art
activities; create developmentally appropriate music and movement activities.

Competencies
Learners will be able to:
   1.      Integrate strategies that support diversity and anti-bias perspectives.
   2.      Examine the critical role of play.
   3.      Establish a developmentally appropriate environment.
   4.      Develop activity plans that promote child development and learning.
   5.      Analyze caregiving routines as curriculum.
   6.      Create developmentally appropriate language, literature, and literacy activities.


9
   7.      Create developmentally appropriate art activities.
   8.      Create developmentally appropriate music and movement activities.
                                                       
                         10-307-179 ECE: Child Development
Description
The 3-credit course examines child development within the context of the early childhood education setting.
Course competencies include: analyze social, cultural, and economic influences on child development;
summarize child development theories; analyze development of children age three through age eight;
summarize the methods and designs of child development research; analyze the role of heredity and the
environment.

Competencies
Learners will be able to:
   1.      Analyze social, cultural, and economic influences on child development.
   2.      Summarize child development theories.
   3.      Analyze development of children age three through age eight.
   4.      Summarize the methods and designs of child development research.
   5.      Analyze the role of heredity and the environment.



                                                       
                     10-307-188 ECE: Guiding Children's Behavior
Description
This 3-credit course examines positive strategies to guide children's behavior in the early childhood education
setting. Course competencies include: integrate strategies that support diversity and anti-bias perspectives;
summarize early childhood guidance principles; analyze factors that affect the behavior of children; practice
positive guidance strategies; develop guidance strategies to meet individual needs; create a guidance
philosophy.

Competencies
Learners will be able to:
   1. Integrate strategies that support diversity and anti-bias perspectives.
   2. Summarize early childhood guidance principles.
   3. Analyze factors that affect the behavior of children.
   4. Practice positive guidance strategies.
   5. Develop guidance strategies to meet individual needs.
   6. Create a guidance philosophy.

                                                       




                                                                                                           10
                                                      
                                   10-307-192 ECE: Practicum 2
Description
In this 3-credit practicum course you will learn about and apply the course competencies in an actual child care
setting. The course competencies include: identify children's growth and development; maintain the standards
for quality early childhood education; practice strategies that support diversity and anti-bias perspectives;
implement student teacher-developed activity plans; identify the elements of a developmentally appropriate
environment; implement positive guidance strategies; demonstrate professional behaviors; utilize caregiving
routines as curriculum; utilize positive interpersonal skills with children; utilize positive interpersonal skills
with adults.
Note: This practicum is 108 hours. Learners will be placed in a child care center working with either infants or
toddlers (children ages 6 weeks to 2 years).
Competencies
Learners will be able to:
   1. Identify children's growth and development.
   2. Maintain the standards for quality early childhood education.
   3. Practice strategies that support diversity and anti-bias perspectives.
   4. Implement student teacher-developed activity plans.
   5. Identify the elements of a developmentally appropriate environment.
   6. Implement positive guidance strategies.
   7. Demonstrate professional behaviors.
   8. Utilize caregiving routines as curriculum.
   9. Utilize positive interpersonal skills with children.
   10. Utilize positive interpersonal skills with adults.

                                                      
                     10-307-187 ECE: Children with Differing Abilities
Description
This 3-credit courses focuses on the child with differing abilities in an early childhood education setting. Course
competencies include: integrate strategies that support diversity and anti-bias perspectives; provide inclusive
programs for young children; apply legal and ethical requirements including, but not limited to, ADA and
IDEA; differentiate between typical and exceptional development; analyze the differing abilities of children
with physical, cognitive, health/medical, communication, and/or behavioral/emotional disorders; work
collaboratively with community and professional resources; utilize an individual educational plan (IEP/IFSP)
for children with developmental differences; adapt curriculum to meet the needs of children with developmental
differences; cultivate partnerships with families who have children with developmental differences.

Competencies
Learners will be able to:
   1.      Integrate strategies that support diversity and anti-bias perspectives.
   2. Provide inclusive programs for young children.
   3.      Apply legal and ethical requirements including, but not limited to, ADA and IDEA 2004.
   4.      Differentiate between typical and exceptional development.
   5.      Analyze the differing abilities of children with physical, cognitive, health/medical, communication
      and/or behavioral/emotional disorders.
   6.      Work collaboratively with community and professional resources.
   7.      Utilize an individual educational plan (IEP/IFSP) for children with developmental differences.


11
   8.      Adapt curriculum to meet the needs of children with developmental differences.
   9. Cultivate partnerships with families who have children with developmental differences.
                                                      
                  10-307-194 ECE: Math, Science, & Social Studies
 Description
 This 3-credit course will focus on beginning level curriculum development in the specific content areas of
 math, science and social studies. Course competencies include: integrate strategies that support diversity and
 anti-bias perspectives; examine the critical role of play; establish a developmentally appropriate environment;
 develop activity plans that promote child development and learning; create developmentally appropriate
 science activities; create developmentally appropriate math activities; create developmentally appropriate
 social studies activities.

 Competencies
Learners will be able to:
   1.      Integrate strategies that support diversity and anti-bias perspectives.
   2.      Examine the critical role of play.
   3. Establish a developmentally appropriate environment.
   4.      Develop activity plans that promote child development and learning.
   5.      Create developmentally appropriate science activities.
   6.      Create developmentally appropriate math activities.
   7. Create developmentally appropriate social studies activities.


                                                      
                10-307-195 ECE: Family and Community Relationships

Description
In this 3-credit course you will examine the role of relationships with family and community in early childhood
education. Course competencies include: implement strategies that support diversity and anti-bias perspectives
when working with families and community; analyze contemporary family patterns, trends, and relationships;
utilize effective communication strategies; establish ongoing relationships with families; advocate for children
and families; work collaboratively with community resources.

Competencies
Learners will be able to:
   1. Implement strategies that support diversity and anti-bias perspectives when working with families and
      community.
   2. Analyze contemporary family patterns, trends, and relationships.
   3. Utilize effective communication strategies.
   4. Establish ongoing relationships with families.
   5. Advocate for children and families.
   6. Work collaboratively with community resources.




                                                                                                           12
                                                       
                                 10-307-197 ECE: Practicum 3
Description
In this 3-credit practicum course you will learn about and apply the course competencies in an actual child care
setting. The course competencies include: assess children's growth and development; implement the standards
for quality early childhood education; integrate strategies that support diversity and anti-bias perspectives; build
meaningful curriculum; provide a developmentally appropriate environment; facilitate positive guidance
strategies; evaluate one's own professional behaviors and practices; lead caregiving routines as curriculum;
utilize positive interpersonal skills with children; utilize positive interpersonal skills with adults.

Note: This practicum is 108 hours. For this practicum, learners will be placed in a school or child care center
classroom, and work closely with a child who has an identified special need.

Competencies
Learners will be able to:
   1. Assess children's growth and development.
   2. Implement the standards for quality early childhood education.
   3. Integrate strategies that support diversity and anti-bias perspectives.
   4. Build meaningful curriculum.
   5. Provide a developmentally appropriate environment.
   6. Facilitate positive guidance strategies.
   7. Evaluate one's own professional behaviors and practices.
   8. Lead caregiving routines as curriculum.
   9. Utilize positive interpersonal skills with children.
   10. Utilize positive interpersonal skills with adults.


                                                       
10-307-198 ECE: Administering an Early Childhood Education Program

Description
This 3-credit course focuses on the administration of an early childhood education program. Course
competencies include: integrate strategies that support diversity and anti-bias perspectives; analyze the
components of an ECE facility; design an ECE program; analyze the aspects of personnel supervision; outline
financial components of an ECE program; apply laws and regulations related to an ECE facility; advocate for
the early childhood profession.

Competencies
Learners will be able to:
   1.       Integrate strategies that support diversity and anti-bias perspectives.
   2.       Analyze the components of an ECE facility.
   3.       Design an ECE program.
   4.       Analyze the aspects of personnel supervision.
   5.       Outline financial components of an ECE program.
   6.       Apply laws and regulations related to an ECE facility.


13
   7.       Advocate for the early childhood profession.
                                                     
                                10-307-199 ECE: Practicum 4
Description
In this 3-credit practicum course you will learn about and apply the course competencies in an actual child care
setting. Course competencies include: analyze children's growth and development based on assessment;
integrate strategies that support diversity and anti-bias perspectives; promote professional behaviors and
practices; implement meaningful curriculum; create respectful, reciprocal relationships; evaluate early
childhood education programs for quality; explore professional options in early childhood education.
Note: This practicum is 108 hours. For this practicum, learners take greater responsibility as a teacher,
planning and carrying out a two-week lesson plan. Focus is in a kindergarten or Head Start Center.

Competencies
Learners will be able to:
    1.     Analyze children's growth and development based on assessment.
    2. Integrate strategies that support diversity and anti-bias perspectives.
    3.     Promote professional behaviors and practices.
    4. Implement meaningful curriculum.
    5.     Create respectful, reciprocal relationships.
    6.     Evaluate early childhood education programs for quality.
    7. Explore professional options in early childhood education.


                                                     




                                                                                                           14
                                                          1.
            Assessment: “Am I a Good Candidate for Prior Learning Credit?”
     Answer the following questions to determine if you are a good candidate to receive credit for prior learning at
     NWTC:
                                          Question                                            Yes            No
     I have five or more years experience working full-time in a licensed child care
     setting.
    I have worked with children of various ages (infants, toddlers, pre-school, school
     age).
    I have worked with children with special needs and/or diverse backgrounds.
      I regularly interact, both formally and informally, with early childhood
     professionals in my area.
    I know at least three individuals respected in the early childhood field who know
     my work as a caregiver and will verify
             the length of time I have been in the field
             the quality of my work
             my emotional stability
             my interpersonal and communication skills
      I keep abreast of changes in the field of early childhood by reading recent
     publications, attending seminars, conferences, and workshops.
     I have photos, documents, and other physical evidence of the work I have done
     which will help others understand that I have competence in these areas.
1.    I understand that the process of showcasing all that I know about early care and
     education is a process that will require considerable time and effort.
2. Totals:
3.


          If the most of your responses are in the “yes” column, you are likely to be a good candidate to receive
         credit for prior learning. If you were unable to answer “yes” to most of the questions, please contact an
         NWTC advisor or counselor who can further discuss your options and help you create a plan that will
         meet your educational goals.


    IMPORTANT: College policy requires that learners who apply for Credit for Prior Learning must be accepted
    in the program for which they are applying. Apply online at www.nwtc.edu.




15
                                                        2.
                                      Registry Level Assessment
 The Registry is a well-known recognition system for individuals working in the field of early childhood.
NWTC supports and respects this recognition system and requires that individuals who are interested in
obtaining credit for prior learning to submit their The Registry's paperwork as part of their evaluation for Credit
for Prior Learning.


You may already be a member of The Registry and know your level. If so, submit a copy of your Registry's
paperwork indicating The Registry level, and proceed to the next step.


If you are not currently a member, visit the website noted below, apply and submit the fee. It may take 6-8
weeks for the Registry to process your application. You are welcome to proceed with the steps for obtaining
Credit for Prior Learning with NWTC while you wait to hear from The Registry.


Excerpt from the Registry Website: “What is The Registry?” 13 Dec. 2007. The Registry. Online. Internet.
www.the-registry.org/registry.htm
            The Registry, Wisconsin's Recognition System for the Childhood Care and Education
            Profession, acknowledges and highlights the training, experience and professionalism
            that is vital to quality child care. Depending on the type of application selected, The
            Registry awards a certificate verifying that individuals have met all State of Wisconsin
            Department of Health and Family Services entry level and continuing education
            requirements. Training above and beyond those requirements along with experience and
            professional contributions are represented by the levels and stars of The Registry's career
            ladder. All training is quantified by core knowledge areas as defined by the National
            Association for the Education of Young Children (NAEYC).

            The certificates honor each recipient's unique training background and provide a tool for
            demonstrating their qualities and strengths as well as their professional image. Registry
            certificates encourage growth and ambition by defining goals and celebrating the
            attainment of those goals. They provide a standard that helps parents choose the child
            care qualities that best fit their family's needs. Registry certificates show the world that
            how we educate and care for our children truly does matter.

You can learn more by contacting us at:

The Registry               Voice: (608) 222-1123
2517 Seiferth Road          Fax: (608) 222-9779
Madison, WI 53716           Email: registry@the-registry.org




                                                                                                               16
                                                       3.
                 Credit by Exam (Test Out) Possibilities and Procedures
Step Three: Test-outs exist for the following courses:

10-307-148 ECE: Foundations of Early Childhood Education (3 credits)

10-307-151 ECE: Infant/Toddler Development (3 credits)

10-307-167 ECE: Health/Safety/Nutrition (3 credits)

10-307-166 ECE: Curriculum Planning (3 credits)

Review the course descriptions and competencies for these courses in the curriculum portion of this document.
If you would like to attempt a test out for any of the above courses, contact Peg Anderson for the complete
details. The fee for testing-out is a non-refundable $48.53 per credit. Most classes are three credits, which
would be a fee of $145.59. Credit is granted if you attain 80% or greater on the test.

Whether credit is granted through test out or not, at this time you may choose to continue with the steps, or you
may choose to end the process here. The NWTC CREDIT BY EXAM form is attached at the end of this
document. Credit by exam is given only to program admitted students.

If you have questions or need assistance with any of the steps, contact Peg Anderson, (920) 498-6866,
peggy.anderson@nwtc.edu.




                                       The NWTC Credit by EXAM
                                       form is attached at the end of
                                       this     document        in     the
                                       document pocket. Credit by
                                       EXAM      is    given    only     to
                                       program admitted students.




17
                                                     4a.
                                      Challenge Essay
Use the following cover sheet to submit your challenge essay. Use one cover sheet per essay.

Name                                                      E-mail


Address 1                                                 Home phone


Address 2                                                 Work phone


City                                                      Cell phone


State


Zip Code


This is a Challenge Essay for the course:

Please use official catalog number and title of class. (See pages 7-14)



In your own words, the Challenge Essay should include a thorough description of why you believe you have
achieved competence in the course. (Competencies for each course are listed in the curriculum section of this
packet; pages 7-14).

Tell us about both the formal (high school, college, workplace training) and informal (life experience, family,
hobby) education you have experienced.

Limit your essay to three pages, typed or word-processed, double-spaced. Staple each essay in the upper left
corner, with the cover page on top.




                                                                                                           18
                                                     4b.
                Functional Ability Categories & Representative Activities for the
                           NWTC Early Childhood Associate Degree

Name (please print)_______________________________________ Date___________
In order to be successful in the field of Early Childhood, the follow skills and abilities are needed. For each
item, check yes or no. If you can only do the particular skill with adaptation, please give more information. For
example, if you can only push and pull objects up to 40 pounds with a particular adaptation, describe the
adaptation.

Gross Motor Skills
Can you push and pull objects up to 40 lbs on a frequent basis (e.g. strollers, wagons)?
Yes___No___ With Adaptation____ Describe:

Can you lift and carry objects up to 40 lbs without losing stability or balance?
Yes___No___            With Adaptation____ Describe:

Can you bend, stoop, kneel, squat (or otherwise get to child level) quickly without losing stability or balance?
Yes___No___ With Adaptation____ Describe:

Can you reach above own shoulders to access or replace equipment and supplies?
Yes___No___ With Adaptation____ Describe:

Can you arrange environment (furniture and supplies) to prepare for activities, ensuring safety and
accessibility?
Yes___No___ With Adaptation____ Describe:

Can you transport/evacuate children in emergencies?
Yes___No___ With Adaptation____ Describe:

Can you move within confined spaces?
Yes___No___ With Adaptation____ Describe:

Can you reach below waist (e.g. to plug in appliances, pick up toys)?
Yes___No___ With Adaptation____ Describe:

Can you reach in front of own body (e.g. to hold children, show books and toys, help diaper/dress children, set
tables, etc.)?
Yes___No___ With Adaptation____ Describe:

Can you participate in children’s group games?
Yes___No___ With Adaptation____ Describe:

19
Fine Motor Skills
Can you perform moderate manipulative tasks such as writing, fastening buttons/zippers, turn the pages of a
book, etc.?
Yes___No___ With Adaptation____ Describe:

Can you pick up objects with your hands?
Yes___No___ With Adaptation____ Describe:

Can you write with a pen or pencil?
Yes___No___ With Adaptation____ Describe:

Can you key/type (use a computer)?
Yes___No___ With Adaptation____ Describe:

Can you twist objects (e.g. turn door knobs)?
Yes___No___ With Adaptation____ Describe:

Can you squeeze (e.g. open medications, handle small items)?
Yes___No___ With Adaptation____ Describe:

Can you assist in making games and learning materials for children?
Yes___No___ With Adaptation____ Describe:

Can you assist in record keeping and maintaining written progress notes?
Yes___No___ With Adaptation____ Describe:

Can you assist with self care activities such as dressing, feeding, diapering?
Yes___No___ With Adaptation____ Describe:

Physical Endurance
Can you tolerate long periods of sitting, standing, and/or walking/mobility without becoming fatigued?
Yes___No___ With Adaptation____ Describe:

Can you sustain repetitive movements (e.g. playing, pushing swings, etc.)?
Yes___No___ With Adaptation____ Describe:

Hearing
Can you distinguish normal sounds from background noises?
Yes___No___ With Adaptation____ Describe:

Can you hear normal speaking level sounds
Yes___No___ With Adaptation____ Describe:

Can you hear faint voices and/or body sounds (e.g. that may indicate child’s pain, needs, etc.)?
Yes___No___ With Adaptation____ Describe:



                                                                                                         20
Can you hear fire alarms, apnea monitors, telephones & doorbells ringing?
Yes___No___ With Adaptation____ Describe:
Can you differentiate playful from harmful play sounds in a loud setting?
Yes___No___ With Adaptation____ Describe:

Vision
Can you identify children/adolescents, co-workers, and visitors from a distance of 10 feet?
Yes___No___ With Adaptation____ Describe:

Can you read typed and written correspondence (books, parent notes, calendars, activity plans, etc.)?
Yes___No___ With Adaptation____ Describe:

Can you see objects 20 inches away (e.g. computer screens, skin conditions)?
Yes___No___ With Adaptation____ Describe:

Can you use peripheral vision and depth perception (e.g. to help children safely cross streets, climb stairs, etc.)?
Yes___No___ With Adaptation____ Describe:

Can you distinguish color and color intensity (e.g. to determine if a child looks pale, has a rash, matches colored
objects correctly)?
Yes___No___ With Adaptation____ Describe:

Can you determine safety standards of equipment (e.g. loose nuts & bolts, frayed cords, dangerous areas,
uneven surfaces, etc.)?
Yes___No___ With Adaptation____ Describe:

Environment
Can you tolerate the following?
  exposure to bodily fluids (diaper changes, bloody or runny noses, etc.)
Yes___No___ With Adaptation____ Describe:

    bacteria and infectious agents from ill children
    Yes___No___         With Adaptation____ Describe:

    exposure to chemicals and agents such as disinfectants, soaps, cleaners, bleaches, etc.
    Yes___No___       With Adaptation____ Describe:

    minor bodily injuries (scrapes, bruises, bites) caused by the unpredictable behaviors of young children
    Yes___No___         With Adaptation____ Describe:

    exposure to loud and/or unpleasant noises due to the unpredictable nature of young children
    Yes___No___        With Adaptation____ Describe:

    exposure to strong odors (e.g. cleaning supplies, soiled diapers)
    Yes___No___        With Adaptation____ Describe:


    supervise children’s play activities, enforcing safety rules
    Yes___No___         With Adaptation____ Describe:



21
Reading & Writing
Can you read, write and understand written documents such as books, parent notes, calendars, activity plans,
                             medication instructions, progress notes, emergency procedures, etc.
Yes___No___ With Adaptation____ Describe:

Math
Can you tell time?
Yes___No___ With Adaptation____ Describe:

Can you add and subtract basic numbers?
Yes___No___ With Adaptation____ Describe:

Can you document numbers in records (charts, medication dispersal, etc.)?
Yes___No___ With Adaptation____ Describe:

Can you measure quantities for snack or food preparation?
Yes___No___ With Adaptation____ Describe:

Can you dial phone numbers to summon emergency assistance?
Yes___No___ With Adaptation____ Describe:

Emotional Stability
Can you provide children and families with emotional support?
Yes___No___ With Adaptation____ Describe:

Can you adapt to changing environments/stress?
Yes___No___ With Adaptation____ Describe:

Can you manage or deal with the unexpected?
Yes___No___ With Adaptation____ Describe:

Can you respond to a crisis situation in a manner that maintains the health and safety of the children in the
classroom/program?
Yes___No___ With Adaptation____ Describe:

Can you cope with own emotions?
Yes___No___ With Adaptation____ Describe:

Can you cope with strong emotions in others (anger, fear, grief)?
Yes___No___ With Adaptation____ Describe:

Can you concentrate on details despite frequent interruption?
Yes___No___ With Adaptation____ Describe:

Can you tolerate individual differences, values and beliefs?
Yes___No___ With Adaptation____ Describe:

Analytical Thinking
Can you perform multiple responsibilities concurrently?
Yes___No___ With Adaptation____ Describe:

Can you process and interpret information from multiple sources?
                                                                                                                22
Yes___No___ With Adaptation____ Describe:


Can you problem solve?
Yes___No___ With Adaptation____ Describe:

Can you evaluate outcomes?
Yes___No___ With Adaptation____ Describe:

Prioritize tasks
Yes___No___ With Adaptation____ Describe:

Use long-term memory
Yes___No___ With Adaptation____ Describe:

Use short-term memory
Yes___No___ With Adaptation____ Describe:


Critical Thinking
Can you identify cause and effect relationships?
Yes___No___ With Adaptation____ Describe:

Plan and implement activities for others
Yes___No___ With Adaptation____ Describe:

Provide identifiable activity routines for children and facilitate transitions
Yes___No___ With Adaptation____ Describe:

Sequence information
Yes___No___ With Adaptation____ Describe:

Make decisions independently
Yes___No___ With Adaptation____ Describe:

Adapt decisions based on new information
Yes___No___ With Adaptation____ Describe:

Modify environments based on individual needs of children
Yes___No___ With Adaptation____ Describe:

Interpersonal Skills
Can you establish professional relationships?
Yes___No___ With Adaptation____ Describe:

Establish rapport with families and community groups
Yes___No___ With Adaptation____ Describe:

Respect and value cultural differences of others


23
Yes___No___ With Adaptation____ Describe:
Negotiate interpersonal conflict
Yes___No___ With Adaptation____ Describe:

Respect dignity and rights of all children
Yes___No___ With Adaptation____ Describe:

Encourage and model positive social relationships and habits
Yes___No___ With Adaptation____ Describe:

Communication Skills
Can you speak loudly enough to be heard in a noisy room?
Yes___No___ With Adaptation____ Describe:

Speak at an understandable, conversational level
Yes___No___ With Adaptation____ Describe:

Interact with parents and co-workers in a positive, friendly manner
Yes___No___ With Adaptation____ Describe:

Speak and write English
Yes___No___ With Adaptation____ Describe:

Listen and comprehend the written/spoken word
Yes___No___ With Adaptation____ Describe:

Collaborate with others (e.g. therapists, health care workers, etc.)
Yes___No___ With Adaptation____ Describe:

Recognize and respect family/child confidentiality
Yes___No___ With Adaptation____ Describe:

Participate in staff meetings, training sessions and meet continuing education requirements as outlined in state
certification/licensing regulations
Yes___No___ With Adaptation____ Describe:

Work cooperatively with staff to develop potential of individual children.
Yes___No___ With Adaptation____ Describe:




                                                                                                            24
                                                          5.
                                           Core Ability Assessment
Core abilities benefit all students, beyond the context of any specific course. Excellence in these areas often
results in individuals being valued employees and members of the community. The Early Childhood Team has
identified the following core abilities as being particularly important for those who work in the field of early
care and education.

Please rate yourself in the following areas, paying particular attention to the examples and behaviors that often
indicate competence in the category. Be prepared to give specific examples from your own life experience
during the interview. Example: Tell about a time when you set a goal for yourself and share the steps you took
to achieve that goal.


NWTC Core             What does it look like?




                                                                                                         proficiency

                                                                                                                       Proficient
Abilities




                                                                                            proficient

                                                                                                         Some
                                                                                            Not
Communicate           Writes and speaks in a socially appropriate way
effectively
Understand &          Speaks and acts respectfully of others
Appreciate            Accepts, embraces differences in people
Diversity
Values self           Confident
                      Takes care of self
                      Speaks respectfully and positively about self

Model responsible     Sets a good example for others
behavior
Set and achieve       Has a plan for the future
goals                 Works diligently to move towards the goal

Work                  Respects others
cooperatively         Sometimes leads, sometimes follows
                      Looks for the best in others
                      Always willing to help

Think critically      Thinks before acting
and creatively        Looks for new and better ways of doing things




25
                                                           6.
                                           Professional Reference
     (Three copies of this form and envelopes are included in the pocket in the back of this packet.)
________________________________________________________________________________________

                                  Early Childhood Associate Degree Program
                                Credit for Prior Learning Professional Reference

To the applicant: Please fill out the top portion of this form and give it to your reference.
Applicant’s Name (Please print) _____________________________________________________________________

Address________________________________________City_______________________State_____Zip__________

Phone (_____)__________________________ E-Mail___________________________________________________

To the Student Applicant: This reference will be kept confidential. We encourage you to sign the following statement
to allow the person providing your reference greater freedom in his/her responses. Send or give the Professional
Reference form to each reference (3 people) along with the stamped self-addressed envelope included with this packet.
The reference (evaluator or employer) will mail it directly back to NWTC.

“I understand that this confidential reference will be submitted to the Early Childhood Department at Northeast Wisconsin
Technical College and used as part of a portfolio of my work. The portfolio will be evaluated and used to determine
whether or not I will be granted credit for my previous work experience.”

                                                         _________________________________________________
                                                              Student Applicant’s Signature          Date

To the Evaluator/Employer: The Early Childhood Department at Northeast Wisconsin Technical College grants credit
for work experience when an individual can demonstrate they have attained competency in the subject areas in our
program. Your honest evaluation of this person’s work will help us to determine whether competence is present. We
highly value your responses; please be as thorough and specific as possible. Give examples if possible. Please return the
form to NWTC in the envelope provided. (Northeast Wisconsin Technical College, ATTN: Peg Anderson, P.O. Box
19042, 2740 W. Mason Street, Green Bay, WI 54307-9042)

How long have you known the applicant? ____________ How long have you worked with the applicant? ___________

What is your relationship to the applicant? _____________________________________________________________

                                   Area of Interest                                                                                    Don’t Know
                                                                                                                         Outstanding
                                                                                                             Very Good
                                                                                         Average

                                                                                                   Average
                                                                                          Below




Interpersonal Skills (interactions with others)
(Core Ability: Work Cooperatively)
Verbal and Written Communication (articulate and clear)
(Core Ability: Communicate Effectively)
Listening Skills (attentive to others)
(Core Ability: Communicate Effectively)
Dependability (punctual, reliable)


                                                                                                                                       26
(Core Ability: Work Cooperatively)
(Continued on next page)
(Professional Reference Form, page 2)




                                                                                      Average

                                                                                                Average




                                                                                                                                    Don’t Know
                                                                                                                      Outstanding
                                                                                                          Very Good
                                                                                       Below
                                        Area of Interest



Demonstrated and modeled close adherence to the State licensing codes with respect
to early care and education.
(Core Ability: Model responsible behavior)
Leadership ability (influence and motivate others)(Core Ability: Work
Cooperatively)
Organization and time management
(Core Ability: Model responsible behavior)
Self-direction (works and makes decisions with minimal supervision)
(Core Ability: Think critically and creatively)
Problem Solving (thinks and acts independently)
(Core Ability: Think critically and creatively)
Integrity, Honesty (respects self and others)
(Core Ability: Value themselves)
Initiative, motivation (doesn’t wait to be told)
(Core Ability: Model responsible behavior)
Empathy (has concern and cares for others in the community and beyond)
(Core Ability: Demonstrate global awareness and sensitivity)
Judgment (makes good decisions)
(Core Ability: Set and achieve goals)
Professionalism (respects privacy, highly regarded by others)
(Core Ability: Model responsible behavior)

What is your knowledge of the applicant’s competence in the basic content areas of early childhood?
(child development, health/safety/nutrition, curriculum areas, guidance, special needs, administration)
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________

In what area(s), if any, do you feel the applicant is particularly strong?
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________

Additional comments you would like to make: (Attach an additional page if more space is needed)
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Name of Evaluator____________________________ Signature______________________________________________
Address__________________________________City___________________State_______ Zip____________________
Phone (_____) ________________________ E-mail _________________________________Date__________________

The Early Childhood Team at Northeast Wisconsin Technical College greatly appreciates your interest in this applicant


27
and thanks you for taking the time to fill out this reference!
                                                           7.
                              Examples of Artifacts for Your Portfolio
Artifacts are concrete objects that represent you and the work that you do. They demonstrate to us that you have
achieved competence in certain areas. Below is a list of the types of artifacts that need to be showcased as you
apply for credit for work and life experience at NWTC. Thoughtful selection and display of your artifacts will
help to maximize the credit we can give. Too many and haphazard inclusion of artifacts will dilute their
effectiveness. Too few artifacts will fail to give us a good picture of what you can do. You may have more
artifacts of your work available to you than you realize!

IMPORTANT!: For each artifact included, state the course and competency represented. For example, if you
include a letter you wrote to parents about plans for an upcoming event in your classroom, state “Family &
Community Relationships, Competency 3: Utilize effective communication strategies.” In addition, include the
rationale why you chose to include each artifact.

Artifact           Suggestions for showcasing this type of artifact
Photos             Include photos of classrooms where you have taught. Photos should represent primarily your work, not
                   work of others: classrooms where you have arranged the space, art projects you have planned, small
                   and large group activities led by you, etc. Label each picture so we are aware of the element you are
                   sharing. Example: “A process art activity I designed for 3-year-olds using natural materials.”
Newsletters        Include center newsletters that have showcased activities of your classroom, or include articles you
                   have written. Generally, include excerpts, not the whole newsletter. Only include the entire newsletter
                   if you were responsible for the design and content.
Letters to         Information letters are often sent home to parents. These are appropriate to include if they are written
Parents            by you, and if they showcase areas such as curriculum, field trips, health, safety and nutrition issues.
Letters from       Letters from parents can reveal a rich and caring relationship between the family and caregiver. If
Parents            possible, include one or two examples of an unsolicited note or letter you have received from a parent
                   or guardian. Describe to us what prompted the note.
Videotapes         Videotapes or DVDs offer a good way for us to see you in action with children, parents, and/or
                   colleagues. Footage should be no longer than 15 minutes in length. Include a written explanation of
                   what we are to look for in the video, for example, “This video shows me leading group time with a
                   group of fifteen three-year-olds.”
Certificates       Include 1) A copy of your current Registry Certificate and 2) The Core Knowledge Summary from The
                   Registry.
Awards             Examples of awards: Teacher of the Month, past high school or college awards, community service or
(optional)         volunteer awards
Performance        Include a copy of a recent (within past three years) performance evaluation.
Evaluations
Membership         Tell us what professional organizations you are currently a member of. Include copies of membership
Certificates       certificates or cards.
Monthly            Include a monthly calendar you have created and used.
calendars
Daily schedules    From that monthly calendar, include the daily schedule.
Lesson Plans       Include lesson plans for four consecutive weeks
Detailed           Include detailed lesson plans that would include specifics of activities presented throughout an entire
Lesson plans       week.
Song and           Include the collection of fingerplays and songs you use when working with children. List your favorite
Fingerplay lists   songs and fingerplays, as well as a list of resources you enjoy using (CDs, books, etc.)



                                                                                                                    28
                                        8.
                             Additional Information
                                                  (Optional)

     Individuals may have additional, relevant information they would like the Early Childhood Team to be
     aware of. While not required, feel free to share any information you deem important as we review your
     past experience. Label as “Additional Information” and limit to 200 words or less.




29
                                                    9.
                   Personal Interview with Early Childhood Team

Schedule a sixty minute interview with the Early Childhood Team by calling Jody Elbe, (920) 498-6906.

Bring your finished portfolio to the interview.

If you are unable to come to the Green Bay Campus, you have the option of scheduling an interview
with the team via webcam. It is your responsibility to purchase or gain access to a webcam. Send your
completed portfolio (traditional or electronic) to the campus at least one week prior to the interview.

Within one week after your interview, you will receive notification on the team’s decision regarding the
granting of credit based on the information you submitted in this process. If credit is granted, we will
send forms you will need to fill out to make the credits official, as well as the total cost involved.
(2007-8: $46.02/credit) If credit is not granted, a thorough explanation will be given.

Thank you for participating in this process. It is our hope that the steps in this guide and your thoughtful
gathering of information and representative professional materials have been a valuable experience for
you.




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