аЯрЁБс>ўџ >@ўџџџ?џџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџьЅС#` №Пќbjbj\.\. .*>D>DЫ0џџџџџџЄ$ˆ ˆ ˆ 8Р Ь $7Жє є  ЖИИИИИИ$эhUЈмj jjм ёrrrjX  ЖrjЖrrr ш PsГM Чˆ ТшrЖ07r§Њp§r§rD hr JrМ <ј r ммX 7jjjj$$$dˆ $$$ˆ $$$џџџџ Final Requirements for Birth to Five Teaching Certificate/Endorsement The final requirements are submitting the portfolio, completing the Professional Teachers Standards Board (PTSB) endorsement form, and receiving an Institutional Recommendation from УлбПTV, College of Education; Office of Teacher Education. Upon review of your portfolio, transcripts, and the PTSB form (Initial Teaching Application form or, if you are a certified teacher, the Add Endorsement to Teaching Certificate form) found on the PTSB web page, the Office of Teacher Education will provide an Institutional Recommendation for PTSB. This application and Institutional Recommendation will be mailed back to you. You will submit the paperwork and endorsement fee to PTSB and receive the certificate/endorsement through PTSB. Your portfolio should contain the six common assessments that must be completed at the proficient level. If you took the required courses prior to the common assessment requirement you will need to have a narrative for each of the common assessments and standards to demonstrate how you have met those through your work experience, professional growth and development, and past course work. In submitting past course work you may include major projects completed within a class and the course syllabus. The following are the common assessments and the certification/endorsement standards: Common Assessments Developmental Assessment Paper (Child Development) Family systems Analysis (Family Relationships) Child Study (Observing Young Children) Documented math/science Activity (School Programs for Young Children) Literacy Portfolio (Oral and Written Language) Internship Evaluation ( Internship or Practicum) Standards (see attached document) Promoting Child Development and Learning Building Family and Community Relationships Observing, Documenting, & Assessing to Support Young Children & Families Teaching and Learning Becoming a Professional Please send your portfolio and PTSB form to: Laurie Marquardt Westlake, WIND/ Dept. 4298, 1000 E. University Ave., Laramie, WY 82071. Congratulations on the completion of this program. Standards Birth to Five/Eight Endorsements Standard I. Promoting Child Development and Learning. The teacher candidate understands young children’s cognitive, language, social/emotional, physical and aesthetic development; applies knowledge of contemporary theory and research to the teaching process ; and believes that early childhood programs provide effective and challenging learning experiences for all children. (b) Standard II. Building Family and Community Relationships. The teacher candidate understands family systems theory and how young children and their families are affected by socioeconomic conditions, home language, cultural values and ethnicity; engages families and communities in their children’s development and learning; and values the family’s role as the child’s primary teacher and respects all families’ variations in strengths, expectations, values and childrearing practices. (c) Standard III. Observing, Documenting and Assessing to Support Young Children and Families. The teacher candidate is knowledgeable about ongoing, systematic observation and documentation for assessing the strengths and needs of children and families; understands the connections between specific assessment approaches and specific educational and developmental goals; embeds assessment-related strategies within the curriculum activities and within the child’s daily routines; and believes that when assessments are used appropriately, they aid teachers and families in improving the desired outcomes for young children. (d) Standard IV. Teaching and Learning d.1Connecting with Children and Families. The teacher candidate understands that very young children learn about the world through their relationships with the significant individuals in their lives; displays warm, nurturing interactions with individual children and their families; and is respectful of all young children's need for continuity between family and teacher/educational caregivers to ensure that children feel safe and confident. d.2 Using Developmentally Effective Approaches. The teacher candidate is knowledgeable about the effective approaches that are unique to teaching academic discipline concepts and social skills to young children; is competent in selecting and using the appropriate play based and direct instructional strategies to support the child's learning; and believes in using a variety of approaches to positively influence young children’s development and learning. d.3 Understanding Content Knowledge in Early Education. The teacher candidate understands the core concepts of the major academic disciplines (literacy, the arts, mathematics, science, physical activity and social studies); emphasizes the key foundational experiences such as play and discovery learning that will support later academic skills and understanding; and appreciates and enjoys the process of learning and sharing with children the unique contributions from each academic discipline. d.4 Building Meaningful Curriculum. The teacher candidate knows how to design, implement and evaluate early childhood curriculum to support children in meeting national and state early childhood student standards; creates a nurturing environment that optimizes student engagement in the curriculum activities; and believes that meaningful curriculum is built around social interactions in daily routines and learning activities that integrate discipline content (literacy, math, etc) in meaningful contexts. (e) Standard V. Becoming a Professional. 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