The idea of roll uping a professional portfolio can look really overpowering. Don’t let it emphasize you out. though. If you take it one measure at a clip and follow the hebdomadal suggestions every bit far as points to add. you’ll be merely all right. Please note that the Council for Professional Recognition will let you to form your file in a box or in other ways. These waies are intended to give you a theoretical account to follow for the interest of simplifying this undertaking for you.
The undermentioned waies will assist you roll up a professional portfolio to subject with your CDA application. You must besides mention to the waies within your application enchiridion that the Council for Professional Recognition sent you. Timeline
Statements of Competency/Competency Goals and Resource Collection Items: Each hebdomad I’ve outlined which competence ends and points match up with the stuffs in your lesson. Follow the hebdomadal suggestions to remain on undertaking and finish your professional portfolio by the terminal of the plan. You’ll notice in your CDA Competency Standards book ( preschool. infant-toddler. or household attention edition ) that the statements of competence and the competence ends with back uping points are to be in the same subdivision of your portfolio. Items RC1-1 a and RCI-1 B require you to supply valid and current certifications of completion or cards from a first assistance class and a nationally recognized infant/child ( paediatric ) CPR class. If this isn’t something that you’ve done. so you’ll want to subscribe up for these classs ASAP in order to hold them completed by the terminal of the plan.
Materials NeededThe undermentioned points will be needed to finish the Professional Portfolio: • A difficult plastic binder with a diaphanous plastic screen• Decorative school paper• Splitters• Plastic page screens• Sticky check2 CDA PROFESSIONAL PORTFOLIOGeting StartedMake a cover page for your professional portfolio and faux pas it in the front screen of your binder so that it’s clearly seeable.
Following. take three splitters and label them Education Documentation. Statements of Competency and Resource Collections. and Professional Philosophy.
Put your My CDA Professional Portfolio Required Checklist ( from your CDA National Credentialing Program book [ preschool. infant-toddler. or household attention edition ] ) in a clear plastic page defender in forepart of all of the splitters ( like a tabular array of contents ) .
CDA PROFESSIONAL PORTFOLIO 3Following. put your first splitter followed by the screen sheet for this subdivision. which will be labeled “Education Documentation” ( be certain to set the screen sheet in a clear plastic page defender ) .
Put your Summary of My CDA Education page from your CDA Competency Standards book in a clear plastic page defender and topographic point it behind the cover sheet for this subdivision. Put the supporting paperss listed on this page in clear plastic screen pages behind it.
Following. add your 2nd splitter followed by a cover sheet labeled “Statements of Competency and Resource Collection. ” Be certain to put the screen sheet in a clear plastic page defender.
In this subdivision. you’ll type each of the competence ends and their demands. ( For illustration. CS-I a. Reflect on the sample menu… ) . You’lldemand to utilize the CDA National Credentialing Program book ( preschool. infant-toddler. or household attention edition ) that you ordered from the Council for Professional Recognition with your application package to happen these. You can happen these and more elaborate waies on pages 15-17.
You’ll so type a personal contemplation for each doing certain to turn to each of the declared demands. I put a gluey check on mine with the figure of the end so that it’s easy locatable. You’ll do this for all six ends.
CDA PROFESSIONAL PORTFOLIOIn this subdivision. you’ll type each of the competence ends and their demands. ( For illustration. CS-I a. Reflect on the sample menu… ) . You’ll demand to utilize the CDA National Credentialing Program book ( preschool. infant-toddler. or household attention edition ) that you ordered from the Council for Professional Recognition with your application package to happen these. You can happen these and more elaborate waies on pages 15-17.
You’ll so type a personal contemplation for each doing certain to turn to each of the declared demands. I put a gluey check on mine with the figure of the end so that it’s easy locatable. You’ll do this for all six ends. Behind each of these written contemplations. you’ll add the resource aggregation that supports it. I would type each competence end out on a separate piece of paper ( I used the designer paper ) . You’ll besides put the descriptions of the needed points along with their forms ( i. e. . RC II-1. RC II-2 ) on that paper.
You’ll so put your gathered points in clear fictile sheet defenders behind each and put a gluey check on each with the figure of the point it fulfills. I would alter the colour of checks used for each end to demo which 1s are grouped together.
Please note that in the image below. the gluey checks are numbered. but in your portfolio they’ll have the resource aggregation point forms ( i. e. . RC IV-1. RC IV-2 ) .
Finally. you’ll add the 3rd splitter. Behind it you’ll have a cover sheet labeled “Professional Philosophy. ” You’ll demand to cite your CDA Competency Standards book ( preschool. infant-toddler. or household attention edition ) for specific waies on how to compose your professional doctrine. You’ll so publish it out and set it in clear plastic page defenders in this subdivision of your professional portfolio.
In decision. if you follow these simple stairss. cite your enchiridion from the Council for Professional Recognition along the manner. and follow the suggestions each hebdomad every bit far as what to add to the professional portfolio. you’ll have a attractively formatted professional portfolio and no emphasis!
Good Fortune!
Bottom of Form 2
FINAL UndertakingCDA Certification in Early Childhood EducationPraises on finishing this plan! If you stayed on path with your hebdomadal assignments for your professional portfolio. so you’re now ready to use for your CDA Certification!Directions: In order to gain a class for your concluding undertaking in this plan. you’re traveling to subject transcripts of the undermentioned three points in your professional portfolio. These are elaborate points that show your abilities as a professional to make meaningful lessons for your pupils. Therefore. the school will rate them and supply you with feedback on them before you submit your professional portfolio. When you’re finished with your concluding undertaking. delight follow the instructions in the Submitting Your Project subdivision.
COMPETENCY GOAL ITo set up and keep a safe. healthy larning environment RC I-3. Supply a sample of your hebdomadal program that includes ends for children’s acquisition and development. brief descriptions of planned acquisition experiences. and besides adjustments for kids with particular demands ( whether for kids you presently serve or may function in the hereafter ) . Indicate the age group ( s ) for which the program is intended.
COMPETENCY GOAL IITo progress physical and rational competencyRC II. Describe nine acquisition experiences ( activities ) . written in your ain words. including one from each of the undermentioned curricular countries: • RCII-1 Science/ Sensory• RCII-2 Language and Literacy• RCII-3 Creative Humanistic disciplines• RCII-4 Fine Motor ( delight take an indoor activity )• RCII-5 Gross Motor ( delight take an out-of-door activity )• RCII-6 Self Concept• RCII-7 Emotional Skills/ Regulation• RCII-8 Social Skills• RCII-9 Mathematicss2 CDA FINAL UndertakingFor illustration. for RC II-1. Science/Sensory. you might compose about an experience entitled “Smell Jars” and for RC II-6. Self Concept. you might compose about an experience entitled “Self Portraits” .For each experience. bespeak the age group ( 3s. 4s. or 5s ) and name the intended ends. stuffs. and processes/teaching schemes. For each activity. discourse why it’s developmentally appropriate for that age group.
COMPETENCY GOAL IIITo back up societal and emotional development and to supply positive counsel RC III. A bibliography that includes the rubrics. writers. publishing houses. right of first publication day of the months. and a short sum-ups of 10s developmentally appropriate children’s books that you have used with immature kids. Each book should back up a different subject related to children’s lives and challenges. Subjects you might see turn toing include the followers:
• Cultural and lingual group individuality• Gender individuality• Children with particular demands• Separation/Divorce/Remarriage/Family Structures• Phases of the rhythm of life from human reproduction to decease • Other subjects that reflect the kids and households with whom you workCDA FINAL PROJECT 3COMPETENCY GOAL ITo set up and keep a safe. healthy larning environment RC I-3. A sample of your hebdomadal program that includes ends for children’s acquisition and development. brief descriptions of planned acquisition experiences. and besides adjustments for kids with particular demands ( whether for kids you presently serve or may function in the hereafter ) . Indicate the age group ( s ) for which the program is intended. Student name: Date: Assignment
ComponentsPointspossibleExpectations PointsEarnedMechanicss 5 points 5 points: No spelling. grammar or punctuation mistakes 3 points: 1 to 2 spelling. grammar. or punctuation mistakes1 point: 3 to 5 spelling. grammar. or punctuation mistakes0 points: More than 5 mistakesGoals 2 points The pupil provided a thorough list of appropriate ends for the children’s acquisition and development. ( 2 points )The pupil provided a brief list of appropriate ends for the children’s acquisition and development. ( 1 point )The pupil provided a list of ends for the children’s acquisition and development. but non all of the ends were developmentally appropriate. ( 1 point )The pupil did non provided a list of ends for the children’s acquisition and development. ( 0 points )Descriptions of Learning Experiences4 points The pupil provided brief. but clear. descriptions of several larning experiences in the hebdomadal program. ( 4 points )The pupil provided ill-defined descriptions for the acquisition experiences in the hebdomadal program. ( 3 points )The pupil listed larning experiences in the program but did non supply descriptions of them. ( 1 point )The pupil did non include larning experiences in the hebdomadal program. ( 0 points )These points will be graded utilizing the undermentioned rubrics.4 CDA FINAL UndertakingAdjustments 4 points The pupil provided first-class illustrations of appropriate adjustments for kids with particular demands for each of the acquisition experiences in the program. ( 4 points )The pupil provided all right illustrations of appropriate adjustments for kids with particular demands for each of the acquisition experiences above. ( 3 points )The pupil provided illustrations of adjustments for kids with particular demands for some of the acquisition experiences in the program above. ( 1 point )The pupil did non supply illustrations of adjustments for kids with particular demands. ( 0 points )DevelopmentallyAppropriate Age Group2 points The student’s hebdomadal program is developmentally appropriate for the age group that was indicated. ( 2 points )The student’s hebdomadal program is slightly developmentally appropriate for the age group that was indicated. ( 1 point )The student’s hebdomadal program is non developmentally appropriate for the age group that was indicated. ( 0 points )Possible Points 17 Entire Points Earned for This Competency Goal CDA FINAL PROJECT 5COMPETENCY GOAL IITo progress physical and rational competencyRCII. Nine larning experiences ( activities ) . written in your ain words. including one from each of the undermentioned curricular countries: science/ sensory. linguistic communication and literacy. originative humanistic disciplines. all right motor ( delight take an indoor activity ) . gross motor ( delight take an out-of-door activity ) . ego construct. emotional skills/ ordinance. societal accomplishments. and mathematics. For each experience. bespeak the age group ( 3s. 4s. or 5s ) and name the intended ends. stuffs. and processes/teaching schemes. For each activity. discourse why it’s developmentally appropriate for that age group.
To back up societal and emotional development and to supply positive counsel RCIII. A bibliography that includes the rubrics. writers. publishing houses. right of first publication day of the months. and short sum-ups of 10s developmentally appropriate children’s books that you have used with immature kids. Each book should back up a different subject related to children’s lives and challenges. Subjects you might see turn toing include the undermentioned: cultural and lingual group individuality. gender individuality. kids with particular demands. separation/divorce. /remarriage/family constructions. stages of the rhythm of life from human reproduction to decease. or other subjects that reflect the kids and households with whom you work.
Student name: Date: AssignmentComponentsPointspossibleExpectations PointsEarnedMechanicss 5 points 5 points: No spelling. grammar. or punctuation mistakes 3 points: 1 to 2 spelling. grammar. or punctuation mistakes1 point: 3 to 5 spelling. grammar. or punctuation mistakes0 points: More than 5 mistakesBooks* 14 points 14 points: The pupil provided 10 book rubrics with writers. publishing houses. and copyright day of the months.10 points: The pupil provided seven to nine book rubrics with writers. publishing houses. and copyright day of the months.7 points: The pupil provided four to six book rubrics with writers. publishing houses. and copyright day of the months.3 points: The pupil provided one to three book rubrics with writers. publishing houses. and copyright day of the months.*If the book doesn’t include the writer. publishing house. and copyright day of the months. so it won’t be deserving full recognition. If the book doesn’t screen a subject that can clearly be related to children’s lives and challenges. so it doesn’t count.
Summaries 14 points 14 points: The pupil provided 10 thorough sum-ups. 12 points: The pupil provided ten elaborate sum-ups.8 points: The pupil provided seven to nine elaborate sum-ups. 5 points: The pupil provided four to six reasonably elaborate sum-ups. 3 points: The pupil provided one to three reasonably elaborate sum-ups. Possible Points 33 Entire Points Earned for This Competency Goal 10 CDA FINAL Undertaking
Submit YOUR PROJECTFinal Project GradeStudent name: Date: Assignment PointspossiblePointsearnedCompetency Goal I RC I-3 ( hebdomadal program ) 17 pointsCompetency Goal II ( larning experiences ) 50 pointsCompetency Goal III ( bibliography ) 33 pointsentire points earned
AssignmentsPlease refer to the “Graded Project” nexus on the left-hand pilotage for elaborate instructions on your Concluding Course Project. Once you have completed the undertaking. delight subject it as an fond regard to be graded. Good fortune! Top of Form 1
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