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The EDvance Virtual/COVID Teacher Project offers several templates and exemplars for engaging with children online.  The project is built around a framework of best practices that map to TPE standards – there are slides throughout that articulate and connect to best practices.
We encourage you to use the resources and structures of the project as a primary framework to design your remote practicum assignments.  It may help you locate other exemplar artifacts or help students locate them. And, you can also use the resources from the project in your courses – as in the Low Stakes assignments you will want to introduce early in the semester.

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Alexa Flores (PATH ETA)

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Check out Alexa Flores' work, skills and projects being showcased to employers on Portfolium.

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To create an ecosystem of early childhood leaders and change agents, committed to equity, social justice, and providing high quality culturally responsive care and education to children and families.

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First, we have placed student-captured video recordings at the center of Signature Assignments, where TPE’s ask them to “demonstrate.”  We have come to believe strongly that the ability to plan, record, review and reflect on one’s own practice is key to achieving our high goals for student progress.

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Second, we have begun to develop an approach to Peer Coaching and feedback that builds on our existing emphasis on Student Communities of Reflective Practice (CORP).  Just as we feel it is fundamental for Early Childhood Professionals to learn to self-assess and set their own goals, we also believe that Early Childhood Professionals must learn to provide formative feedforward to their peers.

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1. Map TPE Standards to PATH courses and assignments

2. Integrate student self-assessment and feedback, peer feedback, and instructor feedback by providing a continuum of stages to use several times per semester course to help students make measurable and material advances in competency.

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EDvance Teacher Perfomance Expectations 2020

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EDvance Teacher Perfomance Expectations 2020

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We have, for the first time, mapped specific TPE substandards to each PATH course.  This is a work in progress, and the faculty FLC will play a key role in evaluating and adjusting final mapping.  These draft recommendations have been carefully chosen to map to your course: SLO’s.

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EDvance ECE Teacher Performance Expectation Standards 7 2020.docx

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2c: Creating and Maintaining Effective Environments for Young Children's Development and Learning

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ECE TPE - Standard 2c Rubric Draft 2.docx

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4c. Demonstrate how to plan, design, implement and monitor learning experiences that maximize learning opportunities for all children

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Copy of ECE TPE - Standard 4 Rubric DRAFT 1.docx

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Goals, Intent, Rationales, and Structures of PATH Signature Assignment Rubrics

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Resources for reading, events, social media accounts, and ways to be an advocate or ally of the BLM movement put together by our EDvance team.

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EDvance stands with the BLACKLIVESMATTER movement. We have put together the resources on this page for our community.

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A resource guide to support the community during shelter in place including financial resources, mental health resources, housing resources, and more.

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Shelter in Place - Resource Guide by EDvance

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Our EDvance team has worked to put together a varitey of community, financial, and mental health resources for our students, alumni, and program partners. For resources for early childhood educators, please visit: https://edvance.padlet.org/edvance1/ECEresources

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Basic Guide to Zoom Meeting Facilitation provided by the National Equity Project

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Basic Guide to Zoom Meeting Facilitation

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Check out Adriana Sanchez's work, skills and projects being showcased to employers on Portfolium.

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WHAT, WHY, AND HOW TO IMPLEMENT A FLIPPED CLASSROOM

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WHAT, WHY, AND HOW TO IMPLEMENT A FLIPPED CLASSROOM

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Flipped classroom is a “pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter” (The Flipped Learning Network, 2014).

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The Flipped Classroom is a blended learning model in which traditional ideas about classroom activities and homework are reversed, or "flipped." In this model, instructors have students interact with new material for homework first. They then use class time to discuss the new information and put those ideas into practice.

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Announcement: PowerSchool is preparing the release of its updated global privacy statement.

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Access videos, whitepapers, eBooks, webinars, blogs, infographics, case studies, demos and more in our resource hub to support your success.

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We encourage you to:

1. Organize your synchronous class time during your scheduled class meeting.  We will plan details together in our FLC – for now we recommend 1- 1.5 hours average synchronous time per week.

2. Organize your synchronous sessions around active group work- break out/small group/CORP discussions.  Remember that these are good times to address the “Believe” sections of the TPE’s for your course and to help students make connections between Describing, Believing and Demonstrating.

3. Make yourself available for a regular weekly office hour by appointment before or after your class session (whatever compliments students schedule)

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We have mapped fall courses to TPE substandards  to create the most detailed and comprehensive mapping to date.  We are hoping that instructors can find ways to address each of these small pieces of the TPE’s in their courses, with support from the Curriculum Director.

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So far, we have focused our Signature Assignments on the Demonstrate Sections of TPE Standards.  This semester we want to weave in the sections that ask students to Describe and Believe.  We will work together on your courses individually.  In general, however, we are taking on the idea of  contingent describing: helping students practice not just abstract description of practice, but applied description to specific stakeholders – families, co-teachers, policy-makers etc. We want to integrate believing by practicing describing the real rationale and practice – the why of PATH – as well as the practice itself.

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We still envision that culminating or Signature Assignments will focus on Demonstration, so we are also hoping to investigate together how we can Integrate practice in Describing and Believing with Demonstrate/Artifact/Signature Assignments

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We are hoping to deepen and systematize our approaches to Peer Coaching and CORP, especially during this all-online semester.  The cohort and its parallels to ECE practice is again a core aspect of the Why of EDvance, and we have had promising experiences so far developing early pieces of a Peer Coaching approach.  More details below.

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In addition to all of the above, we have prepared the following recommendations for adapting course and assignment design to limitations around COVID-19.

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1. Discussion. Discussion forums will be an important part of the Peer Coaching aspect of Signature assignments.  We recommend that instructors use asynchronous time for discussion forums and synchronous time for breakout discussions – with clear and explicit distinctions and links between the two.

2. Signature Assignment/ Assessing Artifacts:

1. Low stakes artifacts. Early in the semester, you can use baseline or low stakes artifacts – videos by other people, training videos, student videos from previous semesters, or other artifacts like learning stories or slide shows – to help students start working with rubrics towards Signature Assignments.

1. Student Signature Assignment Artifacts.  We plan to support students to collect video artifacts from both on-site and online interactions/teaching.  Students can spend some time viewing and reflecting on videos in their CORP as Signature Assignments build during the semester. (Much more on both of these below).

4.

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Center for Equity and Excellence in Teaching

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Center for Equity and Excellence in Teaching

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We want to support consistency and uniformity across courses on iLearn and other technical platforms, so that students can recognize and master tech systems quickly and easily.

We encourage all faculty to enroll in the CEETL equitable design course or at least take advantage of some of CEETL’s resources for equitable online course design.

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Welcome!

Welcome to the Center for Equity and Excellence in Teaching and Learning (CEETL). CEETL is the heart of the university's commitment to a culture that values and rewards teaching, supports diversity among learners, and promotes learning environments that foster social justice and the respectful and vigorous exchange of ideas in which students and faculty thrive and succeed. CEETL approaches its programming from the perspective of inclusive pedagogies. From our ABCs of equity-minded teaching and learning to our Pedagogies for Inclusive Excellence (PIE) institutes and certificates, our programming is dedicated to providing a caring environment for the campus community to engagein conversations and activities that promote social justice and inclusion in teaching and learning.

Join Our Summer & Fall Offerings

Funded by a CARES-2 allocation, CEETL has developed a range of faculty development options to support our faculty colleagues as we prepare to teach in online modalities for Fall 2020. For maximum flexibiity, these programs are primarily offered asynchronously, with optional synchronous sessions, in summer and fall 2020, with options to join cohorts or work independently. Learn more about our Summer and Fall Faculty Development Offerings here.

Personalized Support

Not sure where to start with online teaching? CEETL also provides individualized support for faculty, departments and colleges through one-on-one and group consultations. Schedule a consultation. Would you like additional support to incorporate video, affordable learning materials, or other resources in your courses? Send an inquiry to iteach@sfsu.edu.

CEETL CIRCLES Newsletter

CEETL Circles invites submissions from our SF State teaching community to celebrate and share strategies, resources and stories related to pedagogies for inclusive excellence. Visit the archives and subscribe here.

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Center for Equity and Excellence in Teaching and Learning (CEETL) |

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Welcome to the Center for Equity and Excellence in Teaching and Learning (CEETL). CEETL is the heart of the university's commitment to a culture that values and rewards teaching, supports diversity among learners, and promotes learning environments that foster social justice and the respectful and vigorous exchange of ideas in which students and faculty thrive and succeed.

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Some students may have limited hours on-site or outdoors with children.  They may or may not also be expected to spend time off the floor preparing curriculum, meeting and planning, as well as “teaching” – recording lessons and activities, leading live remote groups, or 1-to-1 interactions.  These students can be expected to collect artifacts – video, photos, running records, etc. – and work with rubrics and signature assignments in depth without major modifications.  This is an opportunity for students to learn how to efficiently plan, capture and share artifacts, which maps to real-world needs during and after COVID. If students are also teaching remotely, this time can fit into assignments that address TPE substandards focusing on Describing, Believing and Demonstrating. While you should focus practicum work on students’ on-site time, you should also weave remote teaching into assignments.

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Some students may only be preparing curriculum, meeting and planning, as well as “teaching” – recording lessons and activities, leading live remote groups, or 1-to-1 interactions via remote.  These students can be expected to collect artifacts – video, photos, running records, etc. – and work with rubrics and signature assignments. However, you should be prepared to modify use of rubrics in your in-depth signature assignments based on how many artifacts a student can reasonably collect in their remote teaching.

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We will support PATH students to find a real work placement when we can.  Students who have no field placement at all going into fall 2020 can enroll in the Jumpstart lower division internship class

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As you design your courses, we recommend that you:

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As you design your courses, we recommend that you:

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1. Read and review the substandards we have mapped to your course (in the EDvance TPE document).
2. Get support from the Curriculum Director to tailor the recommended mapping to your course SLO’s and plans.
3. Plan how you can use assignments to help students practice what the substandards ask them to Describe, Believe and Demonstrate
4.Think about how you can weave the substandards into a Signature Assignment using a rubric (see below)
5. Work with the Curriculum Director to adapt the rubric design to one or more assignments in your course.

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The rubrics are designed to integrate three levels of reflection and feedback around student artifacts:

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The rubrics are designed to integrate three levels of reflection and feedback around student artifacts:

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1. Self – students can rate (Describe) their level of mastery on the rubric before and after creating an artifact, and identify their target next stage on the continuum after incorporating feedback.
2. Peers – CORP can use both the measures and the continuum of the rubric to ground and organize their Peer Coaching of each other’s artifacts
3.Instructor – Instructors can give both quick and extended feedback via the grid structure and extra prompts.  We developed some specific questions and questioning methods that instructors can use to organize feedback, included in the sample above.
4. Program– The rubrics also provide PATH with qualitative and quantitative feedback on how effectively we are teaching to each TPE standard.

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modified any way that instructors need for their courses.

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modified any way that instructors need for their courses.

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The rubric can be adapted and   It has a few basic elements that we hope to see adopted consistently:

1. A continuum design based on the DRDP that helps students get specific feedback and move up to  a detailed higher competency level.

2. A series of clearly defined behaviors (measures) that students should practice in an assignment. We have used the three steps from Powerful Interactions to organize these measures. These behaviors can, for many courses, be drawn from CLASS behavioral markers. Instructors choose these measures based on their course content and TPE mapping.  The Curriculum Director supports instructors in individual rubric design and delivery, so that instructors can have maximum autonomy without significant additional labor. (See the Rubric for Standard 2c here and read more about the Why of rubrics here).

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There are many ways to use a rubric through the semester. 

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There are many ways to use a rubric through the semester. 

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Instructors can organize a series of assignments leading up to the Signature Assignment by moving through a rubric, and can also use a rubric for one individual assignment.  The figure below shows a basic model of how rubrics can organize the semester.

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Designing Meetings for Equity Facilitation Guide by the National Equity Project

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Designing Meetings for Equity Facilitation Guide by the National Equity Project

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EDvance Fall 2020 Schedule THETA ONLY_Updated 7.15 (1)

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EDvance Fall 2020 Schedule NEW COHORT ONLY_Updated 7.15 (1)

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Bandi Park (PATH ETA)

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Check out Bandi "Dee" Park's work, skills and projects being showcased to employers on Portfolium.

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Adriana Sanchez (PATH ETA)

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Check out Adriana Sanchez's work, skills and projects being showcased to employers on Portfolium.

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Sadaf Shakoori (PATH ETA)

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Check out Sadaf Shakoori's work, skills and projects being showcased to employers on Portfolium.

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Jocelyn Bermudez (PATH ETA)

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Check out Jocelyn Bermudez-Chavez's work, skills and projects being showcased to employers on Portfolium.