The document provides guidance for materials to include in a virtual resource room for an early childhood education program undergoing accreditation. It lists suggested materials to include for each accreditation criterion and standard, such as syllabi, assignments, candidate demographics, field experience agreements, and examples of key assessments. The materials are meant to provide evidence of how the program meets the standards and support teaching and learning.

1. Early Childhood Higher Education Programs
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Suggested Materials for the Virtual Resource Room
The Virtual Resource Room (on Google Drive or a platform of the program's/institution's choosing) may
be used for virtual or in-person site visits. The resource room is organized in a number of folders;
following are suggested materials to include in each folder.
Site Visit Details
• Resource Room Searchable Database of Artifacts--which can be used as a table of contents to help
peer reviewers navigate the virtual resource room
• A link to the site visit details chart, which includes contact information for key program faculty and
staff as well as for each peer reviewer
• Site visit schedule, following one of the standard templates or an approved variation (staff will post
this)
• List of any online codes needed to access online classes or files (may be included on the
details chart or schedule as appropriate, or provided as a separate list by the program)
Self-Study Report and COVID-19 Addendum (staff will post items in this folder)
• Copy of the Self-Study Report
• Copy of the COVID-19 Addendum (may be incorporated into Self-Study Report or provided as a
separate document)
Campus Tour and Photos
Please use this space to post pictures and/or videos of your program and your institution. This could include:
• classrooms where your faculty teach,
• lab schools where your candidates have field experiences,*
• the campus library and perhaps the section of the library that has early childhood education resources,
• other resources on campus that support meeting students’ needs,
• short, pre-recorded interviews with:
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2. Early Childhood Higher Education Programs
o the campus librarian discussing how you partner to find resources for your courses and
students,
o program advisors
o institutional research colleagues who support your data efforts,
(*Please also see Standard 7 below.)
Interview “Sign-in” Sheets
Staff will post the blank documents prior to the visit. Programs are encouraged to pre-populate these forms
with the names of individuals expected at the different interview sessions; the team can then update the
forms based on actual attendance.
Criterion 1: Mission and Role in Community
• Flyers and/or photos of candidates’ involvement in the community
• Flyers for student services on campus
• Copy of the institutional catalogue (saved to desktop if it is only in digital form)
• Copy of mission statement and support if it is published in many forms (digital, print, etc.)
• List of the program’s advisory committee members
• Minutes from advisory committee meetings
• Examples of surveys the program conducts of local early learning settings to
assess their workforce needs.
Criterion 2: Conceptual Framework
• Samples of where the conceptual framework is written:
• Student copies, syllabi, photos of informative bulletin boards that display the conceptual
framework, photos of candidates’ work related to the conceptual framework
• Conceptual Framework graphic and how all stakeholders can identify it
• Documents tying conceptual framework to coursework
Criterion 3: Program(s) of Study
• Catalogue
• Procedures on how to apply for graduation
• Course credit information
• Admission requirement (provide all links)
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• Transfer agreements
Criterion 4: Quality of Teaching
• Syllabi and other course documents that illustrate the indicators of strength for this
standard
• Evidence of faculty knowledge about and experience with diverse
populations
• Samples of course evaluations and how these are used
Criterion 5: Role in Supporting the Education Career Pathway
• List of relevant high schools, community colleges, and/or four-year colleges and
universities and graduate programs with which the program actively partners
• Articulation agreements, letters of support, and other documents that reflect partnerships
and cross-institutional initiatives
• Documentation provided to prospective candidates about where their credentials fit with
program requirements
• Candidate advising materials related to next steps after graduation
• Data that shows candidates continuing on the educational pathway
Criterion 6: Qualifications and Characteristics of Candidates
• Documentation that answers the question “Who are your candidates?”
• Bio pages on candidates
• Demographics of candidates
• TEACH Scholarship and demographic support
• ECE club happenings
• ECE candidates receiving scholarships
• Samples of ECE candidates presenting at local conferences
• Samples of candidates being involved in the community
Criterion 7: Advising and Supporting Candidates
• Brochures, step plans, academic planning guides used
• Any form used by staff, advising, etc., to document candidates’ growth and development
• Samples of retention plans
• Documentation of support systems throughout the institution (e.g., food pantry, help lines,
referral services, child care, transportation assistance)
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Criterion 8: Qualifications and Composition of Faculty
• Faculty résumés
• Documentation to support that faculty knows and practices the NAEYC Code of Ethics
• A list of committees, organizations, conferences that faculty attended and participate in
• Samples of job postings, interview process
• Documentation of how faculty are evaluated on teaching, scholarship, and service,
consistent with the institution’s mission
Criterion 9: Professional Responsibilities
• Support of community involvement (e.g., brochures, flyers, photos)
• Copies of contract, job descriptions
• Support of faculty participating on the institution level
• Meeting notes
• Meeting agendas
• Samples of curriculum rewrites
Criterion 10: Professional Development
• List of professional development experiences with dates
• Opportunities for institutional support
Criterion 11: Program Organization and Guidance
• Advisory meeting agenda, notes, and sign-in sheets supporting faculty attendance
• Documentation of institution-wide meetings in which faculty participate
• Documentation on how faculty are involved in evaluation of courses and decision making
• Copy of institution’s mission statement and ECE program mission statement
Criterion 12: Program Resources
• Photos or tour of resource room filled with materials for faculty to use in classroom
• List of resource items
• Copy of program
budget
Standard 1: Promoting Child Development and Learning
In this folder you may want to include learning opportunities (besides key assessments) related to the
standard. These might include examples of assignments, samples of papers, photos of candidate-
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5. Early Childhood Higher Education Programs
designed classrooms or bulletin boards, or photos of group work. You will also want to include any
additional new data that has been collected for this standard since the submission of the Self-Study
Report. You will also want to provide documentation of how the data are being used to improve teaching
and learning in relation to the standard.
Standard 2: Building Family and Community Relationships
In this folder you may want to include learning opportunities (besides key assessments) related to the
standard. These might include examples of assignments, samples of papers, photos of candidate-
designed classrooms or bulletin boards, or photos of group work. You will also want to include any
additional new data that has been collected for this standard since the submission of the Self-Study
Report. You will also want to provide documentation of how the data are being used to improve teaching
and learning in relation to the standard.
Standard 3: Observing, Documenting, and Assessing to Support Young Children and Families
In this folder you may want to include learning opportunities (besides key assessments) related to the
standard. These might include examples of assignments, samples of papers, photos of candidate-
designed classrooms or bulletin boards, or photos of group work. You will also want to include any
additional new data that has been collected for this standard since the submission of the Self-Study
Report. You will also want to provide documentation of how the data are being used to improve teaching
and learning in relation to the standard.
Standard 4: Using Developmentally Effective Approaches
In this folder you may want to include learning opportunities (besides key assessments) related to the
standard. These might include examples of assignments, samples of papers, photos of candidate-
designed classrooms or bulletin boards, or photos of group work. You will also want to include any
additional new data that has been collected for this standard since the submission of the Self-Study
Report. You will also want to provide documentation of how the data are being used to improve teaching
and learning in relation to the standard.
Standard 5: Using Content Knowledge to Develop Meaningful Curriculum
In this folder you may want to include learning opportunities (besides key assessments) related to the
standard. These might include examples of assignments, samples of papers, photos of candidate-
designed classrooms or bulletin boards, or photos of group work. You will also want to include any
additional new data that has been collected for this standard since the submission of the Self-Study
Report. You will also want to provide documentation of how the data are being used to improve teaching
and learning in relation to the standard.
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Standard 6: Becoming a Professional
In this folder you may want to include learning opportunities (besides key assessments) related to the
standard. These might include examples of assignments, samples of papers, photos of candidate-
designed classrooms or bulletin boards, or photos of group work. You will also want to include any
additional new data that has been collected for this standard since the submission of the Self-Study
Report. You will also want to provide documentation of how the data are being used to improve teaching
and learning in relation to the standard.
Standard 7: Field Experiences
Information about on-campus lab schools may be shared here or in the “Campus Tour” section described
above. For off-campus field sites, you may want to include photos and/or videos of sites where candidates
complete field experiences, pre-recorded interviews with field site staff, and/or other materials such as:
• Agreements between the program and the field experience setting
• Materials used to orient and support mentor/supervising teachers and administrators
• Materials used to orient and support candidates while in field experiences
• Documents showing that the after-school program’s primary purpose is
educational (providing academic support and enrichment services), if after-school settings
are being used to document evidence toward meeting Key Element 7b
• Candidate observation and evaluation tools
• The system used to track candidates’ field experiences
• Evidence about the quality of the field experience site, such as its QRIS rating,
NAEYC accreditation,
etc.
• Evidence showing that Head Start field placements aren’t available (due to
distance or the unwillingness of the Head Start setting to accept candidates from the
program), if the program wants to count Head Start equivalent settings toward meeting Key
Element 7b
• Evidence showing how the mission, funding, staff qualifications, and services offered by a field setting
are similar to Head Start, if the program wants to count the setting as a Head Start equivalent for purposes of meeting
Key Element 7b
• Ways in which the program supplements field experiences when high-
quality experiences are not available
Key Assessment 1
You may want to include a few examples of graded key assessments – anonymous, without candidate names.
It’s especially helpful if the examples reflect different levels of candidate performance in relation to the
standards.
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7. Early Childhood Higher Education Programs
Key Assessment 2
You may want to include a few examples of graded key assessments – anonymous, without candidate names.
It’s especially helpful if the examples reflect different levels of candidate performance in relation to the
standards.
Key Assessment 3
You may want to include a few examples of graded key assessments – anonymous, without candidate names.
It’s especially helpful if the examples reflect different levels of candidate performance in relation to the
standards.
Key Assessment 4
You may want to include a few examples of graded key assessments – anonymous, without candidate names.
It’s especially helpful if the examples reflect different levels of candidate performance in relation to the
standards.
Key Assessment 5
You may want to include a few examples of graded key assessments – anonymous, without candidate names.
It’s especially helpful if the examples reflect different levels of candidate performance in relation to the
standards.
Key Assessment 6
You may want to include a few examples of graded key assessments – anonymous, without candidate names.
It’s especially helpful if the examples reflect different levels of candidate performance in relation to the
standards.
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