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Link to the spreadsheet for mapping standards to courses in PK-3, 3-6, and PK-6. Use the sheet tabs at the bottom to find the table you need to complete the mapping.

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PST Final Evaluation Assessment Rubric Rubric Detail 05-20-2025 115225

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CPAST Form - National Version.Updated.pdf

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CPAST Look Fors - National Version.Updated (1).pdf

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3-6 Mapping by content area draft 2019.docx

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NEW PK-3 Mapping by content area DRAFT.docx

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_Part A_ Pre-Planning Capstone Rubric Rubric Detail 05-20-2025 124314

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Part B_ Lesson Designing Capstone Rubric Rubric Detail 05-20-2025 124327

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Part C_ Reflection Capstone Rubric Rubric Detail 05-20-2025 124335

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NAEYC Professional Standards and Competencies

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NAEYC Professional Standards and Competencies

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View a one-pager describing each of the HLPs.

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Revisiting EDU 515

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Can assessments in the CMU plan be built in Qualtrics or using MS Forms if they are not required for MDE or CAEP? Can we separate these for ease of collection and analysis?

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This assignment assesses candidates’ ability to apply child development knowledge through observation, documentation, and play-based instructional planning. Candidates work with a focal child (ages 3–8) to examine development across domains, document play and learning over time, and design integrated, developmentally appropriate play experiences across content areas. The assessment provides evidence of candidates’ competence in responsive teaching, differentiation, and the use of play to support learning and executive function.

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This assignment evaluates candidates’ competence in authentic, ethical, and developmentally appropriate assessment practices. Candidates select a focal child (ages 0–8), engage families, and administer multiple assessment tools to document development within cultural, linguistic, and contextual frameworks. Through an individualized assessment report and planning of next steps, candidates demonstrate their ability to interpret assessment data, make evidence-based decisions, and use assessment to inform responsive instructional planning.

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This assignment assesses candidates’ ability to design developmentally appropriate, inclusive, and engaging classroom routines that support learning, relationships, and community connections. Candidates create a toolkit of routines across multiple areas (community building, transitions, literacy, and mathematics) and develop a community resource guide to strengthen family and community partnerships. The assessment provides evidence of candidates’ competence in culturally responsive teaching, Universal Design for Learning, and the meaningful integration of academic content within daily classroom practices.

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This assignment evaluates candidates’ effectiveness as lead teachers in early childhood settings. Candidates engage in supervised teaching, collaborate with site supervisors on midterm and final evaluations, and analyze their instructional practice through recorded teaching and reflection. The assessment provides evidence of candidates’ ability to build assessment partnerships, adapt instruction based on child development and content knowledge, engage in collaborative professional learning, and sustain reflective, intentional teaching practices.

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This assignment assesses candidates’ development of a professional identity grounded in ethical practice, advocacy, and relationship-centered leadership. Candidates synthesize core values, strengths, professional standards, and advocacy experiences into a digital infographic that articulates their commitments to children, families, and the early childhood profession. The assessment provides evidence of candidates’ ability to uphold ethical guidelines, engage in professional advocacy, and articulate a coherent leadership identity aligned with Professional Standards.

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EDU 381 Integrated Unit Narrative Instructions 

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EDU 381 Integrated Unit Narrative Instructions 

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381 Integrated Unit Narrative Instructions 

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EDU 381 Integrated Unit Narrative Rubric 

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EDU 381 Integrated Unit Narrative Rubric 

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We are interested in thinking about instituting a comprehensive portfolio project that the students will be responsible for building throughout their program that includes key assessments, clinical hours and placements, reflections, etc.

Could develop 3 checkpoints throughout the program where faculty and/or OEPP staff review them (at admissions, application for PST, and EDU 432). Links could be shared with program director(s) and reviewed by faculty during a department meeting. Final evaluation of portfolio to happen during EDU 432 (by instructors or during a department meeting).

Portfolios could be created using Google Sites or Adobe Express (pros/cons for discussion coming soon).

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This table includes all of the dispositions operationalized for deeper understanding and evaluation.

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Interested in creating a short survey for end of course eval related to classroom dispositions (MS form or Qualtrics). Same link in all Bb shells to track patterns and provide supports to students? Sample surveys linked below.

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Teaching Grades PK-3 Curriculum Map [initial]

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Teaching Grades PK-3 Curriculum Map [initial]

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Teaching Grades 3-6 Curriculum Map [initial]

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Teaching Grades 3-6 Curriculum Map [initial]

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This rubric is under revision but will serve as the key assessment for the new program plan.

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This rubric is also under revision but will be included in the final program assessment plan.

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This document is what was submitted to MDE and includes CTPs, and key assessments.

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This document is what was submitted to MDE and includes CTPs, and key assessments.

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2023-2024 Candidate Suite Survey Summary

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Teaching Beliefs Survey Rubric Detail 03-05-2026 091817