School For Education Mission StatementThe School for Education at Park University, an institution committed to diversity and best practice, prepares educators to be effective school professionals, reflective change agents, and advocates for equity and excellence for all learners.
School For Education Vision StatementThe School for Education at Park University is to be known as a leader in the preparation of educators who will address the needs, challenges, and possibilities of the 21st century.
Park University School for Education Conceptual Framework
EDC 410 Early Child Dir Tchng w/Seminar
FA 2008 HO
Director of Field Experiences/Associate Professor
B. S. Education/ElementaryM.A. Reading/ K-12Education Specialist Reading/ K-12
Wednesday, 9-10, Tuesday, Thursday, 8:00 – 11:00 A.M.. 3:30-4:30 P.M.
Aug. 18 – Dec. 12, 2008
Aug. 18, 19, 20, and 21 at 9 A.M.- 12:00 and Sept. 6, Sept. 20, Oct. 4, Oct. 11, Oct. 25, Nov. 8, Nov. 15, Nov. 29, and Dec. 6 (if needed) .
Aug. 18, 19, 20, and 21 at 9 A.M.- 12:00 and Sept. 6, Sept. 20, Oct. 4, Oct. 11, Oct. 25, Nov. 8, Nov. 15, Nov. 29, and Dec. 6 (if needed) . 4:00 - 5:30 PM
EDC 359 (with at least a grade of a “B”), EDE 379, EDE 380, admission to School of Education, and cumulative GPA of 2.75.
Textbook: Suggested Reading
Jones & Jones, Comprehensive Classroom Management, Allyn & Bacon, 2000.
Textbooks can be purchased through the MBS bookstore
McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.Career Counseling - The Career Development Center (CDC) provides services for all stages of career development. The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email firstname.lastname@example.org or call 800-927-3024Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.
The instructor’s educational philosophy for this course is one of integration of education theory with the pre-service teacher’s experience in the actual classroom. The design is detailed in the Teacher Candidate’s Handbook and in the Cooperating Teacher’s Handbook. The teacher candidate will begin with observations and concludes with teaching the entire curriculum for an assigned period. Included in this experience are scheduled observations by an assigned University Supervisor. The purpose for this experience is to provide the teacher candidate with an experienced teacher who is currently in the classroom and an environment to practice the teaching strategies and classroom management skills that they have developed.
The Seminar Format: The seminar is interactive and based utilizing instructor and expert guest lecturers, direct instruction, small group discussions, student-led presentations, and independent work. This format will facilitate the acquisition of knowledge, understandings, and implementation of seminar content.
Learning Outcomes: Core Learning Outcomes
Link to Class RubricClass Assessment:
Therefore you should dress accordingly. If you have a question about the appropriateness of the
attire, it probably isn’t appropriate. For example, there should never be any bare midriffs, or space
between your top and your slacks/skirt, no see-through tops or bottoms, no inappropriately clinging
or form-fitting outfits, etc. While this does not require expensive clothes, it does require clothes
in good taste.
You are placed in the classroom of a school site. You are required to follow and adhere to
the policies and relations of that site. They have the authority to remove you from their
premise if they feel you are disruptive to the learning environment. Disruption to the learning
environment can include, but no limited to, improper dress, disrespect to school employees or
students, infractions of or failure to follow school rules, and/or insubordination.
Grading: Directed Teaching Experience
Interim Evaluation by University Supervisor 10% 100 pts.
` Interim Evaluation by Cooperating Teacher 5% 50 pts.
Final Evaluation by University Supervisor 25% 250 pts.
` Final Evaluation by Cooperating Teacher 10% 100 pts.
Composite Evaluation by Director of Field Experiences (ten hours)
Attendance 5% 50 pts.
5 Lesson Plans 15% 150 pts.
Reflections/Journal 15% 150 pts.
Teacher Work Sample 15% 150pts.
In addition, any teacher candidate who misses three classes, regardless of whether or not the absence is excused, will be administratively withdrawn.
Each teacher candidate is expected to successfully complete a portfolio that meets the standards of the Portfolio Rubric designed by the Park University School of Education. This portfolio complies with the requirements established by the Missouri Department of Elementary and Secondary Education. The guidelines and artifact sources will be presented and discussed in the seminar setting. Each portfolio will be scored and approved by two education faculty members. No student will receive a passing grade in EDE 410 until the Portfolio is successfully completed.
Late Submission of Course Materials:
Timely completion of assignments is required. Late work will be accepted, but the grade will be reduced by 25% each week late. After one week, the instructor has the right to refuse to accept the late work at her discretion. Absolutely no work will be accepted after the assigned time of the final. Any missing work/assignments will be recorded as a “zero”. Incompletes will be given in only extreme circumstances. This course can not be repeated for any reason.
Classroom Rules of Conduct: The policy on appropriate conduct as defined in the student handbook will be enforced. Conflicts will be administered as the procedures outlined in the handbook.
As computers make writing and revising much easier and more productive, students must also recognize though that technology can also cause problems. Printers run out of ink and hard drive crash. Students must be responsible for planning ahead and meeting deadlines in spite of technology. Be sure to save copies of your work to disk, hard drive, and print out paper copies for backup purposes.)
Directed Teaching Handbook- You need to down load this from the Park.edu/education website.
Portfolio Review: Philosophy & Autobiography (bring your portfolio to class each day)
Assignment: Letter of
The Role of the Student Teacher (Handbook)
Reflective Writing Review
Portfolio 1.1, 1.2.1
Teacher Work Sample
The Art & Science of Teaching
Lesson Design/Learning Experiences
Assign: Employer Portfolio
Guest: Jody and Mark
Guest: Sherry Kisker
Portfolio 1.2.6,1.2.7,1.2.8,1.2.9, 1.2.10, 1.2.11
Assignment: Collect Portfolio, for First reading
Lesson Plan/Learning Experience Plan
Teaching to Diversity
Assignment: Journal/Reflective Writing
The Job Market
Preparing for the interview
Guest Speaker on Interviewing
Guest: Eileen West, Registrar-graduation and certification paper work
Portfolio collected for final readings—Elementary, Secondary, Middle School
Teaching resources, ex. Missouri Department of Conservation
Portfolio collected for final readings—Early Childhood, Art, Spanish
Teacher Work Samples
Video Taping Reflection
Final Paper work signed
All work must turned in
Academic Honesty:Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life. Park University 2008-2009 Undergraduate Catalog Page 87
Plagiarism:Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. Park University 2008-2009 Undergraduate Catalog Page 87
Attendance Policy:Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.
Park University 2008-2009 Undergraduate Catalog Page 89-90
Disability Guidelines:Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .
Buehl, Doug. Classroom Strategies for Interactive Learning, 2nd ed. Newark, Delware: International Reading
Cipani, Ennio. Classroom Management for All Teachers: 11 Effective Plans. Upper Saddle River, New
Jersey: Merrill, 1998.
Cooper, James M. (Ed.). Classroom Teaching Skills, 7th ed. Boston: Houghton Mifflin, 2003.
Fay, Jim and Cline, M.D., Foster W. Discipline with Love and Logic. Golden, CO: The Love and Logic
Press, Inc. 1994.
Glasser, M.D., William. Choice Theory. New York: First HarperCollins Publishers, 1998.
Goethals, M. Serra, and Howard, Rose A. Student Teaching: A Process Approach to Reflective Practice.
Upper Saddle River, New Jersey: Merrill, 2000.
Kane, Pearl Rock. (Ed.). The First Year of Teaching. New York: Walker and Company, 1991.
Kronowitz, Ellen L. Your First Year of Teaching and Beyond. 4th ed. Boston: Pearson, 2004,
Pelletier, Carol Marra. A Handbook of Techniques and Strategies for Coaching Student Teachers, 2nd ed.
Needham Heights, Maryland: Allyn and Bacon, 2000.
Pelletier, Carol Marra. Strategies for Successful Student Teaching, 2nd ed. Boston: Pearson Allyn and
Reed, Arthea J. and Bergemann, Verna E. A Guide to Observation, Participation, and Reflection in the
Classroom, 5th ed. Boston: McGrawHill, 2005.
Roe, Betty D. and Ross, Elinor P. Student Teachng and Field Experiences Handbook. 5th ed. Upper Saddle
River, New Jersey: Merrill Prentice Hall, 2002.
Sullo, Bob. Activating the Desire to Learn. Alexandria, Virginia: Association for Supervision and Curriculum
Stronge, James, H. Qualities of Effective Teachers. Alexandria, Virginia: Association for Supervision and
Curriculum Development, 2002.
Wong, Harry K. and Wong, Rosemary T. How to be an Effective Teacher: The First Days of School.
Mountain View, CA: Harry K. Wong Publications, Inc. 1998.
Last Updated:7/14/2008 4:05:19 PM