Commitment to Lifelong Learning and Professionalism

Instructions

Accessthe following to complete this Assessment:

PD Planning Worksheet

Individual Professional Development Plan (IPDP) Template

Before submitting your Assessment, carefully review the rubric. This is the same rubric the assessor will use to evaluate your submission and it provides detailed criteria describing how to achieve or master the Competency. Many students find that understanding the requirements of the Assessment and the rubric criteria help them direct their focus and use their time most productively.

Rubric

This assessment has four-parts. Click each of the items below to complete this assessment.

Part I: Professional Goals and Self-Assessment

1. Start with the end in mind. Consider the goals you want to achieve as an early childhood professional. What are your highest aspirations for serving children and families? Write two long-term goals in the appropriate “Part One” of the Professional Development Worksheet that reflect NAEYC standards for professional preparation.

2. Consider where you are now in relation to your long-term goals and aspirations. Reflect on your current knowledge, skills, and experience. Think about your areas of strength and areas for growth, including areas of study and professional interaction that have been most interesting and inspiring to you. Consider this information within the context of each of the following core areas of the early childhood profession:

· Safe and Healthy Learning Environments

· Physical and Intellectual Development

· Social and Emotional Development

· Relationships With Families

· Program Management

· Professionalism

· Observing and Recording Behavior

· Child Growth and Development

3. Record your areas of strength, areas for growth, and areas of interest and inspiration for at least three of these areas on the Professional Development Worksheet.

4. With these areas in mind, formulate three very specific and clear near-term goals—measureable goals that you will achieve in the next 6 months to 1 year. List them on the worksheet. These will be the goals that drive your Individual Professional Development Plan (IPDP).

Part II: Research to Inform Professional Development

Each of the near-term goals you identified on your Professional Development Worksheet is impacted by the broader landscape of the early childhood field. For example, you may have a goal of initiating advocacy efforts in an area in which new sources of funding are being made available at a national level. Or, it may be an area in which funding is being withdrawn. Understanding how your goals are influenced by current research, policies, issues, and trends can help you to be more strategic in deciding where to focus your professional growth and learning.

Consider each of the near-term goals you identified on your Professional Development Worksheet. In “Section Two” of the worksheet, summarize the larger context at the community, state, national, and/or global levels as follows:

1. Describe at least three examples of current research, policies, issues, and/or trends that inform your near-term goals. Explain how the current research, policies, issues, and/or trends support or impede your ability to reach your goals.

2. Explain how you can apply your learning about the research, policies, issues, or trends to advance toward achieving your goals.

Part III: Professional Organizations and Resources

Whatever the policies, issues, and trends may be affecting the early childhood field, a multitude of professional organizations and resources are available to provide information, training, guidance, and support that can assist you in reaching your professional goals.

Reflect on the policies, issues, and trends impacting your near-term goals. Based on this reflection, in “Section 3” of your Professional Development Worksheet, identify at least three professional organizations and resources that would be beneficial in supporting your ongoing development. For each organization and resource selected, include the following:

· Name of organization or resource

· Website or contact information

· Brief overview of purpose of organization or resource

· Explanation of how the organization can support achievement of near-term goals

Part IV: Individual Professional Development Plan (IPDP)

Attaining your goals requires far more than identifying what you would like to achieve. You also need to identify specific strategies and resources for achieving each goal, a timeline for completion, and progress measures. These are the components of an Individual Professional Development Plan (IPDP). Your IPDP serves becomes the cornerstone of your professional development. It serves as a guidepost for your professional development, providing pathways for translating your goals into concrete action steps.

Based on the information you gathered in your worksheet, complete the IPDP Template to create your Individual Professional Development Plan. An example of how to fill out each column is provided in the first row of the template.

After completing the IPDP, choose two action steps from your plan to implement. Provide evidence to demonstrate that you completed the action step and attach it as an appendix to your IPDP. Examples of evidence might include such items as a certificate of attendance from a professional conference, interview notes, and/or photographs.

It is strongly recommended that you review all Learning Resources and complete the Learning Activities prior to attempting the Assessment.

PLEASE NOTE THIS:

MY STORT TERM GOALS:

1. Is to complete my Master’s degree in Early Childhood Studies in 2018.

2. Setup and run a day care center by 2019

LONG TERM GOALS:

1. Setup and run “Residential Childcare Center” by year 2020

Start and complete my PHD in 2021 .

3. Develop, initiate and manage early childhood programs in Africa by 2022

PV005: Goals, Action Steps, Timeline: Individual Professional Development Plan (IPDP)

In the first column, list your near-term goals. They should be specific and clear. Action steps should be specific, such as gathering materials, interviewing specific people, visiting specific places to observe, etc. Add resources, such as written materials you will read, websites you will explore, funding needed to attend events, etc. Finally, think about how long it will take to reach your goal. This is your timeline and helps you meet your goal. Put a day, month, and year next to each goal and/or strategy showing when you expect to complete it or check in on your progress; this is the status.

Near-Term Goals

Action Steps

(What specific tasks will I

complete to accomplish this goal?)

Resources

(What do I need to

accomplish my goal?)

Timeline

(Anticipated completion date)

Status

Example:
Obtain certification in child CPR

· Call the local health department to find where classes are held.
· Complete a child CPR certification course.

· Phone number of local health department

December 2015

November 17th—called the health department and enrolled in a child CPR training course

Note: After completing the IPDP, choose two action steps from your plan to implement. Provide evidence to demonstrate that you completed the action step and attach it as an appendix to your IPDP. Examples of evidence might include such items as a certificate of attendance from a professional conference, interview notes, and/or photographs.

PV005: Professional Development Worksheet

Use the following worksheet to guide the development of the Assessment for this Competency.

Part One: Professional Goals and Self-Assessment

Long-Term Goals and Aspirations |
Note: These must reflect NAEYC standards for professional preparation.

Areas of Strength

·
·
·

Areas for Growth

·
·
·
·

Areas of Interest/Inspiration

·
·
·
·

Near-Term Goals (Note: These are goals that you will achieve in the next 6 months.)

Goal 1:

Goal 2:

Goal 3:

Part Two: Research to Inform Professional Development

· What current policies, research, issues, and/or trends inform your near-term goals?

· How might these policies, research issues, and/or trends support or impede your ability to reach your goals?

· How can you apply your learning about the research, policies, issues, or trends to advance toward achieving your goals?

Part Three: Early Childhood Professional Organizations and Resources

Organization/Resource #1

· Name of organization or resource:

· Website or contact information:

· Brief overview of purpose of organization or resource:

· Statement of how the organization or resource can be used to support one or more of your near-term goals:

Organization/Resource #2

· Name of organization or resource:
· Website or contact information:
· Brief overview of purpose of organization or resource:
· Statement of how the organization or resource can be used to support one or more of your near-term goals:

Organization/Resource #3

Part Four: Individual Professional Development Plan

Complete the Individual Professional Development Plan (IPDP) template and Appendix. Submit them separately.

LEARNING RESOURCES/ REFERENCES

PART 1

What Do Early Childhood Professionals Do?

Castle, K. (2009). What do early childhood professionals do? Dimensions of Early Childhood, 37(3), 4–9. Retrieved from Walden Library.

Developing Professional Development Goals

Vermont Northern Lights Career Development Center. (2011a). A guide to creating an individual professional development plan (IPDP). Retrieved from

http://northernlightscdc.org/wp-content/uploads/2011/11/5-10-ipdp_guide

Build it Better

National Association for the Education of Young Children (NAEYC). (n.d.-b). Build it Better.
Retrieved from

https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/our-work/public-policy-advocacy/Build%20It%20Better_For%20Web

Topics in Early Childhood Special Education

Buysse, V., Winton, P. J., & Rous, B. (2009). Reaching consensus on a definition of professional development for the early childhood field. Topics in Early Childhood Special Education, 28(4), 235–243. Retrieved from Walden Library.

Take Charge of Your Personal and Professional Development

Goble, C. B., & Horm, D. M. (2010). Take charge of your personal and professional development. YC Young Children, 65(6), 86–91. Retrieved from

http://www.naeyc.org/files/yc/file/201011/GobleOnline1110

Writing SMART Goals

Bowen, R. (2013). Sample SMART professional development goals. Retrieved from http://www.brighthub.com/office/home/articles/72258.aspx

NAEYC Accreditation Standards

National Association for the Education of Young Children (NAEYC). (2010). 2010 standards for initial early childhood professional preparation. Retrieved from

https://www.naeyc.org/our-work/higher-ed/standards-summaries

PART 11

Self-Assessment of Core Competencies

Wisconsin Early Childhood Collaborating Partners. (2008). Self-assessment of core competencies for professionals working with young children and their families. Retrieved from http://www.collaboratingpartners.com/docs/coreCompSelfA0708

Developing Your Individual Professional Development Plan

Vermont Northern Lights Career Development Center. (2011a). A guide to creating an individual professional development plan (IPDP). Retrieved from http://northernlightscdc.org/wp-content/uploads/2011/11/5-10-ipdp_guide

PART 111

Laureate Education (Producer). (2011a). Issues and trends in the early childhood field: Excellence and equity of care and education for children and families, part 1 [Video file]. Baltimore, MD: Author

Laureate Education (Producer). (2010). The resources for early childhood [Video file]. Baltimore, MD: Author.

PART 1V

Your IPDP

Vermont Northern Lights Career Development Center. (2011d). Your IPDP: Planning your professional growth.Retrieved from http://northernlightscdc.org/wp-content/uploads/2011/08/ipdp_book_07111

Sample IPDP: Chris

Vermont Northern Lights Career Development Center. (2011b). Sample IPDP: Chris. Retrieved from http://northernlightscdc.org/wp-content/uploads/2011/08/web_chris_ipdpex_as

Sample IPDP: Mauve

Vermont Northern Lights Career Development Center. (2012). Sample IPDP: Mauve. Retrieved from http://northernlightscdc.org/wp-content/uploads/2012/02/DOE-IPDP-Maeve-Revised

Sample IPDP: Melanie

Vermont Northern Lights Career Development Center. (2011c). Sample IPDP: Melanie. http://northernlightscdc.org/wp-content/uploads/2011/08/web_ipdpex_cda-melanie

IPDPs

Vermont Northern Lights Career Development Center. (2013). IPDP: Individual professional development plan. Retrieved from http://northernlightscdc.org/career-pathways/ipdp-individual-professional-development-plan/

PV005: Commitment to Lifelong Learning and Professionalism

Assessment Rubric

0
Not Present

1
Needs Improvement

2
Meets Expectations

3
Exceeds Expectations

Part I: Professional Goals and Self-Assessment
Sub-Competency 1: Identify long-term goals and aspirations for working in the early childhood field.

Sub-Competency 1:
Identify long-term
goals and aspirations
for working in the early
childhood field.

Long-term professional
goals and aspirations are
missing.

Only one long-term
professional goal and/or
aspiration is identified
and/or the goals and
aspirations are not clearly
stated and/or they do not
reflect NAEYC standards
for professional
preparation.

Two long-term
professional goals and
aspirations are identified
and clearly stated.

The goals and aspirations
identified reflect NAEYC
standards for professional
preparation.

Response demonstrates
the same level of
achievement as “2,” plus
the following:
More than two long-term
goals and aspirations are
identified.

Sub-Competency 2: Self-assess professional knowledge and skill and set goals for professional development.

Learning Objective
2.1
Identify areas of
strength, areas for
growth, and areas of
interest.

Areas of strength, areas
for growth, and areas of
interest are missing.

Areas of strength, areas
for growth, and areas of
interest identified are
incomplete or do not
relate to long-term goals

and aspirations.

Response addresses fewer
than three.

Areas of strength, areas
for growth, and areas of
interest identified relate to
long-term goals and
aspirations.

Response addresses three
core areas

Response demonstrates
the same level of
achievement as “2,” plus
the following:
Provides a summary of
recommended readings to
support professional
development in each area
of growth or interest.
Citation is included.

Learning Objective
2.2
Determine near-term
goals for professional
development.

Near-term goals are
missing.

Fewer than three near-
term goals are stated or
they are not appropriate
or stated clearly.

Near-term goals do not
relate to long-term goals

Three specific,
appropriate, near-term
goals are stated clearly.

Near-term goals relate to
long-term goals and
aspirations.

Response demonstrates
the same level of
achievement as “2,” plus
the following:
More than three near-
term goals are identified.

0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations
and aspirations.

Near-term goals do not
align with the areas of
strength, areas of growth,
and areas of interest
identified.

Near-term goals align with
the areas of strength,
areas of growth, and areas
of interest identified.

Part II: Research to Inform Professional Development
Sub-Competency 3: Explain how early childhood policies, issues, and trends impact achievement of professional goals.

Learning Objective
3.1

Describe early
childhood research,
policies, issues, and
trends impacting
professional goals.

Descriptions of early
childhood policies, issues,
and/or trends are missing.

Fewer than three early
childhood research,
policies, issues, and/or
trends are described, or
the descriptions are vague
or not relevant to the
identified goals.

Descriptions of three early
childhood research,
policies, issues, and/or
trends are clearly stated
and relevant to the
identified goals.

Explanation clearly states
how specific current early
childhood research,
policies, issues, and trends
support or impede near-
term professional
development goals.

Response demonstrates
the same level of
achievement as “2,” plus
the following:
Historical background on
each trend is provided.

Learning Objective
3.2
Explain how to apply
learning about
research, policies,
issues, and trends to
achieve professional
goals.

Explanation of how
policies, issues, and trends
can be leveraged to
achieve professional goals
is missing.

Explanation does not
clearly detail ideas for how
research, policies, issues,
and trends can be applied
to achieve near-term
professional goals.

Explanation clearly details
ideas for how research,
policies, issues, and trends
can be applied to achieve
near-term professional
goals.

Response demonstrates
the same level of
achievement as “2,” plus
the following:
Ideas for leveraging
policies, issues, and trends
reflect creative and/or
strategic thinking.

0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations

Part III: Professional Organizations and Resources
Sub-Competency 4: Explain how professional organizations and resources support early childhood professional development.

Learning Objective
4.1
Explain how
professional
organizations and
resources support
achievement of
professional goals.

Explanation is missing. Explanations are provided
for how fewer than three
specific professional
organizations or resources
support achievement of
professional near-term
goals.

Explanations are unclear or
incomplete.

Explanations are provided
for how each of three
specific professional
organizations or resources
support achievement of
professional near-term
goals.

Explanations are clear and
complete.

Response demonstrates
the same level of
achievement as “2,” plus
the following:
Explanation clearly
outlines action steps for
engaging with one of the
identified organizations.

Part IV: Individual Professional Development Plan
Sub Competency 5: Develop an effective individual professional development plan.

Learning Objective
5.1
Develop action steps
and identify resources
to achieve professional
goals.

Action steps and resources
are missing.

Action steps and resources
are vague or incomplete
and/or do not align with
professional goals.

Action steps and resources
are clearly described and
aligned with professional
goals.

Response demonstrates
the same level of
achievement as “2,” plus
the following:
Action steps require
communication and
collaboration with other
professionals.

Learning Objective
5.2
Apply action steps from
a professional
development plan.

Evidence of completion of
action steps missing.

Evidence is superficial
and/or not aligned with
professional goals.

Evidence is convincing and
clearly aligned with
professional goals.

Response demonstrates
the same level of
achievement as “2,” plus
the following:
Evidence demonstrates
that the goal has been
achieved.

CR001 Culturally Responsive Practices

Student Name Here

Institution Assigned

Abstract

Abstracts are not required for all course papers. Please ask your instructor if you have questions regarding whether an abstract is required for a particular assignment.

Title of the Paper in Full Goes Here

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Level 1 Heading

Level 2 Heading

Another Level 2 Heading

Level 3 heading.
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Level 4 heading.
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Level 4 heading.
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Level 3 heading.
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Level 1 Heading

References

(Please note that the following references are intended as examples only.)

Alexander, G., & Bonaparte, N. (2008). My way or the highway that I built. Ancient Dictators, 25(7), 14-31. doi:10.8220/CTCE.52.1.23-91

Babar, E. (2007). The art of being a French elephant. Adventurous Cartoon Animals, 19, 4319-4392. Retrieved from http://www.elephants104.ace.org

Bumstead, D. (2009). The essentials: Sandwiches and sleep. Journals of Famous Loafers, 5, 565-582. doi:12.2847/CEDG.39.2.51-71

Hansel, G., & Gretel, D. (1973). Candied houses and unfriendly occupants. Thousand Oaks, CA: Fairy Tale Publishing.

Hera, J. (2008). Why Paris was wrong. Journal of Greek Goddess Sore Spots, 20(4), 19-21. doi: 15.555/GGE.64.1.76-82

Laureate Education, Inc. (Producer). (2007). How to cite a video: The city is always Baltimore [DVD]. Baltimore, MD: Author.

Laureate Education, Inc. (Producer). (2010). Name of program [Video webcast]. Retrieved from http://www.courseurl.com

Sinatra, F. (2008). Zing! Went the strings of my heart. Making Good Songs Great, 18(3), 31-22. Retrieved from http://articlesextollingrecordingsofyore.192/fs.com

Smasfaldi, H., Wareumph, I., Aeoli, Q., Rickies, F., Furoush, P., Aaegrade, V., … Fiiel, B. (2005). The art of correcting surname mispronunciation. New York, NY: Supportive Publisher Press. Retrieved from http://www.onewaytociteelectronicbooksperAPA7.02.com

White, S., & Red, R. (2001). Stop and smell the what now? Floral arranging for beginners (Research Report No. 40-921). Retrieved from University of Wooded Glen, Center for Aesthetic Improvements in Fairy Tales website: http://www.uwg.caift/~40_921

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