Looking Forward: What Will I Accomplish?

Tamakio Scott
Walden University

Dr. Teri Davis
EDUC 6990: Capstone: Application in the Early Childhood Field
April 24, 2013
Looking Forward: What Will I Accomplish?

Elementary students in the third and fifth grade are challenged with passing the Criterion-referenced tests (CRCT) and academic subject in order to be promoted to the next grade. The CRCT measures how well students are grasping information in the subjects of reading, English/language ars, and mathematics (Phillips, Roland, ndero, 2013). As a parent of the Peach County School System curriculum, teachers spend time working with student to build on the skills needed to successful pass the CRCT and academic subjects. Many parents and concerned citizen feel as if not enough time is spent preparing students for the CRCT test. The Peach County Schools Parent Teacher Organization (PTO) group meets once a month to discuss strategies on how to improve students’ academic grade which will lead to passing the CRCT test. The PTO group agrees that students need extra help outside of school. Currently, Peach County School’s does not have the funding to operate an afterschool program. To improve student’s academic grade and CRCT results a free afterschool tutoring program need to be organized.
My Challenge Living in a small community where resources are limited for a tutoring program for the school-age children. All students deserve the opportunity to learn. Most of the classrooms are overcrowded. The teacher’s main focus is to teach each lesson in a timely matter which can be a struggle for most students. Research shows that well designed-tutoring programs will increase academic achievement for elementary students. Student will also show improvement in behavior and social skills. While much of the literature on effective after-school programs has focused on programs operated by organizations other than schools, the characteristics of these programs provide logical guidance for schools as they develop their own programs (Successful after School, 2012). Researching Historical Context. After school/tutoring programs has been a part of American’s culture for a longtime. Education laws were passed in the late 1800’s that required children to learn more (Mahoney, Parente & Zigler, 2009). Studies showed that 1.7 million children in grades K-8 attends before and after school program that offers tutoring (Mahoney, Parente & Zigler, 2009). Many years ago, children were required to work. Education was not important as it is today. My grandmother, who is 86 years old, told stories to us about not having to go to school; instead she had to work to help support her family at an early age (8 years old). Several groups worked together to end child labor. As a result of ending child labor force; after school programs were started. The traditional family role and structure where the father works and the mother’s job was to stay at home and take care of the home and the children. This traditional family no longer existed. Both parents had to work to support the family which led to afterschool/tutoring services. Participation in afterschool programs are steadily growing each and every day. Parents choose to participate in afterschool programs for tutoring and mentoring their children, improving grades, teaching test strategies or just to have a safe place to go after school. Current Contexts. The Georgia Association of Young Child (GAYC) is an organization who is concerned about the development of young children. The members of GAYC are current and former educator, parents and individuals who are concerned about the education of young children (GAYC, 2013). The founders of the after school/tutoring program for Peach County Schools will be made up of members just like the members of GAYC. The organization that I am working to designed shares some of the same morals as GAYC. As a team we will work to enrich the lives of the elementary students of Peach County. The tutoring program will encourage students to excel academically, build self esteem and learn test taking strategies. Leadership. The People-Oriented Leadership is the type of leader I will need to lead the after school/tutoring program. People-Oriented Leaders focus on organizing, supporting and developing the people on their team (Mind Tools, 2011). The perfect job comes with a leader who thinks outside the box. A great leader is willing to try new and exciting thinks. This can make life stress free for the people in the group and it will make them want to come to work and be energized. People-Oriented Leadership are friendly, approachable, they take care of the people in their group, and are available whenever a member of the team needs them (Mind Tools, 2011). The after school/tutoring program goal will be to lead the student into a brighter future.
Response
My goals for this challenge will confirm that by providing students with extra help by offering an after school /tutoring program will be show improvement in academic subjects as well as CRCT results. A goal is a dram with a definite plan (Smithson, 2012). This is not something that will happen quickly. It will require hard work and dedication. The following are my goals: (1) Considering the school system does not have the funding to operate a tutoring programs my goals will be to research a grant that will provide funding to fully operate a program. To help accomplish this goal, I am planning to enroll in Fort Valley State’s University (continuing education class) grant writing workshop. (2) To present information to parents who are unsure that a tutoring program will make a difference in their child’s education. TO get the work out to the community, I will need to advertise and sell myself. I will attend various functions around town to get the word out to the community of what the tutoring program will offer. (3) I will work in collaboration with the school system to see what issues children are having and what subject need the most improvement. I will work with the school system to find out what kinds of questions are on the CRCT.
My Community of Practice (CoP) My CoP will include the Parent Teacher Organization (PTO ) committee of the elementary school (Parents: Shondria Banks, Melinda Connell, Shannon Wilson; Teachers: Mr. Lambreth-3rd grade teacher, Mrs. McGhee-3rd grade teacher and Mrs. McInnis- School Counselor), former/retired educators, graduating seniors from Fort Valley State University. Together we will work and collaborate on the needs for the children and ways to improve learning and achievement gaps. The Achievement Gap shows the difference in performance between low-income and minority students compared their peers on standardized tests (Achievement Gaps, 2011).
Professional Core My current profession is working with Fort Valley State University Montessori Program. I am the Program Coordinator. My responsibility includes assisting the Child Care Director with the overall operations of the program. I am dedicated to the safety and education of young children. I have empathy and compassion toward young children and their families. I believe that all children can learn and blossom in a learning environment that is motivating, soothing, and appropriate to children’s ability. I have over ten years experience of working with children and families. My career started by working in a home daycare center. I was the toddler teacher. I am very impressed with my career and where I stand today. With the help of my personal work experience (childcare) and the faculty and staff of Walden University, I am certain I will do well in my profession. Also, I am a member of the Parent-Teacher-Organization (PTO) of Peach County School. Parents brought new resources and educational opportunities to the school’s parent-teacher organization (PTO) and the school’s reliance on their contributions engendered tensions and exacerbated existing status positions among parents (Posey-Maddox, 2013). My role with the PTO is to voice my opinion as a parent. I am a proud supporter of the Upward Bound Program. Upward Bound provides high school students with information regarding college and also serves as a tutoring program. It’s an enjoyment to help people. I love to give back to my community. I tend to motivate people and help people set short term and long term goals. Having these skills has enabled me to find solution to problems. I enjoy learning and meeting new people. I am reliable and dependable and take pride in my performance as a professional. I am very energetic and work well with people. I will be an advocate for positive social change in the early childhood field by working closely with educators in my community, attending workshop of early childhood, furthering my education by continuing taking classes at Walden University, becoming a member of GAYC.
Influences
My challenge to organize an afterschool/tutoring program due to it being limited resources in my community was influenced by participating in the local school’s PTO meetings. During the meetings, parents expressed concerned about their children needing extra help with academic subjects, homework and CRCT test. Many parents discussed working long hours and not having enough time to spend studying with their children or going over homework assignments. Most of the parents are single parents and have to work to provide for their family. In the small community for which I live in, many of the children do not have access to affordable, quality activities during the hours before and after school. The CRCT test was also a concern for parents whose children are in the third and fifth grades of the elementary school. The third and fifth graders are required to not only pass their academic subjects but the CRCT test as well. I am a parent of a third grader and I could relate to all the concerns of the other parents. Due to the economy, there was not enough money in the budget to operate an afterschool programs. I have a passion for helping people. I heard the cry for help from parents and teachers each and every time I attended a PTO meeting and taking the class help to open my mind up to a world of ideas that I could do to help my community.
Self Analysis After many years of working with children and families, I knew I wanted to pursue a higher degree within the field of Early Childhood studies. Working on this project has taught me how to research in depth. This project has taught me how to be patient and how to voice my opinion as it relates to the education of our children. Upon successfully passing this course and graduating from Walden University, I plan to make my challenge a reality. Eventhough, this is the last class for Master of Science – Early Childhood Studies – Teaching Adults, there are several other classes I am interested in. The world is changing everyday and I want to change with the world and learn all there is to know.

References
Achievement Gaps (2011). Retreived from http://www.education.com/defenition/achievement-gap/
GAYC (2013). Georgia Association of the Young Child. Retreived from http://ww.gayconline.org
Mahoney, J.L. Parente, M.e. & Ziegler, E.F. (2009). After school Programs in American Orgins, Grwth, Popularity and Politics. Retrieved from http://www.nsba.org/Board-Leadeship/EDLO/WhatisExtendedDay/Afterschool-Programs-in-Ameria.pdf.
Mind Tools, LTD. (2001). Leadership styles: Using the right ones for the situation. Retreived from http://www.mindtools.com/pages/main/newMNLDR.HTM#young
Phillip, J., Roland, C., Andero, A. (2013). Quantitative Study of the Effects of the State Funded Professional Leaning Dollars Spend foreach Student Receiveing Free and Reduced Lunch on CRCT Scores. Retrieved from http://gkr-asu.library.gatech.edu/bitstream/handle;10675.1/146/PHILLIPS_ROLAND_PAPER.pdf:sequence=1
Posey-Maddox. Z(2013). Professionalizing the PTO: Race, lassand Shifting Norms of parental Engagement in a City Publis School. Retreived from http://www.jstor.org/discover/10.1086/668754?uid=2&uid=4&sid=21101933233893
Smithson, M. (2012). The Positive Impact of Peronal Goal Setting on Assessments. Retreived from http://cjar.nipissingu.ca/index.php/cjar/article/view/31/42Successful After School Programs (2012). Retreived from http://dev.nasep.org/resources/2/Principal/2006/MJp34.pdf Successful After School Programs (2012). Retreived from http://dev.nasep.org/resources/2/Principal/2006/M-Jp34.pdf

MSECS EDUC 6990 (MA6) Capstone Project RUBRIC

Top of Form
|Levels/Criteria |Unacceptable |Acceptable |Target |Score/Level |
|Critically examines |Does not demonstrate examination |Demonstrates competent |Demonstrates critical and deep | |
|issues, trends, and |of issues, trends, and current |examination of issues, trends, |examination of issues, trends, | |
|current research |research. |and current research. |and current research. | |
| | | | | |
|Work reflects | | | | |
|graduate-level | | | | |
|critical, analytical | | | | |
|thinking. | | | | |
| |Standards | |
| |[pic]USA- Walden University PLO's for M.S. in Early Childhood Education (MS ECS) (2011) | |
| |Outcome: | |
| |4. Be critical and self-reflective of their own values, beliefs, and biases and uses this | |
| |understanding to improve their own work. | |
| |[pic]USA- Walden University RWR CoEL Learning Outcomes (Non-PEU) | |
| |[pic]Organizer: | |
| |Walden RWR COEL Non-PEU Learning Outcomes | |
| |Learning Outcome: | |
| |5. The Walden CoEL graduate will collaborate with the various groups in the educational field to | |
| |promote social change. | |
|Assimilation and |Shows a lack of understanding of |Demonstrates a clear |Demonstrates the ability | |
|Synthesis of Ideas |the assignment’s purpose. |understanding of the assignment’s|intellectually to explore and/or | |
| | |purpose. |implement key instructional | |
|The extent to which | | |concepts. | |
|the work reflects the|Does not apply theories, | | | |
|student’s ability to |concepts, and/or strategies. |Provides careful consideration of|Demonstrates insightful | |
|do the following: | |key instructional concepts. |reflection and/or critical | |
| | | |thinking, as well as creativity | |
|1. Understand the | | |and originality of ideas. | |
|assignment’s purpose |Does not include specific | | | |
|2. Apply presented |information from credible |Includes specific information |Demonstrates exceptional | |
|strategies |sources. |from required readings or course |inclusion of major points using | |
|3. Understand and | |materials to support major |credible sources in addition to | |
|apply readings, | |points. |required readings and course | |
|discussions, and | | |materials. | |
|course materials | | | | |
| |Standards | |
| |[pic]USA- Walden University PLO's for M.S. in Early Childhood Education (MS ECS) (2011) | |
| |Outcome: | |
| |4. Be critical and self-reflective of their own values, beliefs, and biases and uses this | |
| |understanding to improve their own work. | |
| |[pic]USA- Walden University RWR CoEL Learning Outcomes (Non-PEU) | |
| |[pic]Organizer: | |
| |Walden RWR COEL Non-PEU Learning Outcomes | |
| |Learning Outcome: | |
| |5. The Walden CoEL graduate will collaborate with the various groups in the educational field to | |
| |promote social change. | |
|Adherence to |Does not fulfill the expectations|All parts of the assignment are |Assignment meets all | |
|Assignment |of the assignment. |completed, with fully developed |expectations, integrating | |
|Expectations | |topics. |exemplary material and/or | |
| | | |information. | |
|The extent to which |Key components are not included. |The work is presented in a | | |
|work meets the | |thorough and detailed manner. |Assignment demonstrates | |
|assigned criteria. | | |exceptional breadth and depth. | |
| |Assignment lacks breadth and |Assignment demonstrates | | |
| |depth. |appropriate breadth and depth. | | |
| |Standards | |
| |[pic]USA- Walden University PLO's for M.S. in Early Childhood Education (MS ECS) (2011) | |
| |Outcome: | |
| |4. Be critical and self-reflective of their own values, beliefs, and biases and uses this | |
| |understanding to improve their own work. | |
| |[pic]USA- Walden University RWR CoEL Learning Outcomes (Non-PEU) | |
| |[pic]Organizer: | |
| |Walden RWR COEL Non-PEU Learning Outcomes | |
| |Learning Outcome: | |
| |5. The Walden CoEL graduate will collaborate with the various groups in the educational field to | |
| |promote social change. | |
|Written Expression |Ideas are not clearly and |Ideas are clearly and concisely |Work is unified around a central | |
|and Formatting |concisely expressed. |expressed. |purpose with well-developed ideas| |
| | | |logically organized in paragraph | |
|The extent to which | | |structure with clear transitions.| |
|scholarly, critical | | | | |
|analytical writing is| | | | |
|presented using | | | | |
|standard edited | | |Effective sentence variety; | |
|English (i.e., |Elements of effective | |clear, concise, and powerful | |
|correct grammar, |communication such as an |Elements of effective |expression are evident. | |
|mechanics). |introduction and conclusion are |communication such as an | | |
| |not included. |introduction and conclusion are |Work is written in standard | |
|When referencing | |included. |edited English. No prominent | |
|web-based sources, an|Work contains more than a few | |errors interfere with reading. | |
|active hyperlink to |grammatical or mechanical errors.|Work is written in standard | | |
|the original source | |edited English with few, if any, |Represents scholarly writing in | |
|must be included. | |grammatical or mechanical errors.|the correct APA format. | |
| |Somewhat represents mature, | | | |
|APA formatting |scholarly graduate-level writing,| | | |
|guidelines need to be|with APA formatting generally |Work is well organized, with | | |
|followed if |followed. |correct APA formatting | | |
|applicable to | |throughout. | | |
|assignment. | | | | |