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EDS 410 Sec Directed Teaching w/Seminar
Kasperbauer, Kimberly


Mission Statement: The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

School For Education Mission Statement
The 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.



Vision Statement: Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.

School For Education Vision Statement
The 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


Course

EDS 410 MidSch Directed Tchng w/Seminar

Semester

FA 2008 HO

Faculty

Kasperbauer, Kimberly

Title

Assistant Professor

Office Location

227 Copley

Office Hours

Tuesdays, 11:35-12:15; Thursdays, 11:30-3:30; Wednesdays and Fridays by appointment

Daytime Phone

586-6594

E-Mail

kkasperbauer@park.edu

Class Days

Thursdays as indicated below

Class Time

5:06 - 6:30 PM

Credit Hours

12


Additional Resources:

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 helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.


Course Description:
EDS410 Secondary School Directed Teaching with Seminar: A ten-week experience in directed teaching in an area school. The student will observe and actually teach in a classroom. Included will be 30 contact hours of seminar, an intensive period before teaching begins, weekly meetings during the experience of directed teaching and immediately at the conclusion. The purpose of the seminar is to allow exploration of issues and experiences in reflective way to enhance the directed teaching experience. Prerequisites: EDM 359 (with at least a grade of "B") and at least 15 hours in discipline to be taught and admission to the School of Education and cumulative GPA of 2.75. 2:10:12.

Educational Philosophy:
 

In a safe environment which fosters collaboration, critical thinking, group and individual problem-solving and especially reflection, all students learn to apply newly learned theories and concepts of the subject at hand to the practice of teaching in a practical, efficient way.

Learning Outcomes:
  Core Learning Outcomes

  1. Prepare for her/his role and responsibilities as a professional student teacher(1.2.1,1.2.2,1.2.3,1.2.4,1.2.5,1.2.6,1.2.7,1.2.8,1.2.9.1.2.10.1.2.1All the Knowledge, Skills, and Dispositions apply.
  2. Articulate his/her philosophy of education and how this will influence the delivery of instruction.(1.2.7,1.2.9)
  3. Demonstrate the art and science of teaching and write and talk about how this will relate to the student teacher's delivery of instruction(1.2.3,1.2.5,1.2.8,1.2.11)
  4. Write and discuss the art and science of teaching how this will relate to the student teacher's delivery of instruction(1.2.3,1.2.5,1.2.81.2.11)
  5. Work with students who have special needs.(1.2.2,1.2.3, 1.2.7,1.2.8,1.2.10,1.2.11)
  6. To demonstrate current research in authentic assessment and demonstrate he/she can effectively implement this knowledge in the classroom(1.2.2.1.2.5, 1.2.8,1.2.10,1.2.11)
  7. Practice reflective teaching and change one's practice through journaling 1.2.9


Core Assessment:


  • Collect a reflective journal

  • Note changes in lesson plans in the reflective notations

Link to Class Rubric

Class Assessment:
 

Student learning will be assessed by way of successful completion of directed teaching; regular, on-line discussion participation; completion and submission of six assignments which align with Park University’s School for Education Portfolio rubric; seminar attendance; completion of a Teacher Work Sample; and a reflective journal, kept daily during the first two weeks of the semester and weekly thereafter.

Online Discussion:The Online Discussion requirement must be completed on the ED600/602 course website (http://parkonline.org). Its purpose is to provide an additional forum for discussion of course topics and issues you encounter in the classroom, while ensuring mastery of key concepts. To satisfy this requirement, you must post at least one response to a question or topic I will raise every two weeks. You must also respond at least one additional time per two week period. These additional postings may be to a comment I make within the discussion or to a response or posting made by another student or faculty. I will post the topic every other Monday. You will then have that week to post your initial response and the following week for your two additional posts.

Assignments: Each teacher candidate is expected to successfully complete a portfolio that meets the standards of the Portfolio Rubric designed by the Park University School for Education. Throughout the semester you will be responsible for submitting well-written drafts of 6 indicators as specified on the course schedule. These assignments, which make up 30% of your seminar grade, are meant to ensure that you have a nearly-complete if not complete portfolio to submit at the end of the semester. 

Attendance: As active participation is a course requirement, attendance is mandatory and worth 30% of your final seminar grade. You will receive a 0 point deduction for your first absence but will receive 10 point deductions for each additional absence. As I do not give excused absences, I recommend you save your absences for emergencies!!

Reflective Journal: Daily journal reflection entries must be made the first two weeks of the semester and weekly for the remainder of it. These reflections may include: observation of and analysis of classroom procedures, environment, and culture; reflection of interactions with students and faculty; evaluation and reflection on school organizations; new ideas and pedagogical or methodological material implemented; reflections on lessons presented, including what went well and what can be improved upon; weekly goals; evidence of growth; etc. This journal is designed to further develop your critical and reflective thinking skills and help assess professional growth in the field. NOTE: Every observed lesson must include a reflection.

Teacher Work Sample: Each of Park’s teacher candidates must complete a Teacher Work Sample during the field experience. This Teacher Work Sample will consist of a unit agreed upon by the cooperating teacher and teacher candidate. The Teacher Work Sample assignment will be discussed in detail on August 28.

Grading:
 

Directed Teaching Experience              300 points (75%) of final grade

            Interim Evaluation by University Supervisor                   60 points         

            Interim Evaluation by Cooperating Teacher                   30 points

            Final Evaluation by University Supervisor                      150 points

            Final Evaluation by Cooperating Teacher                       60 points

Seminar                                                            100 points (25%) of final grade

            Assignments                                         6 at 5 points = 30 points                                  

            Attendance                                                                   30 points

            Reflective Journal                                                          10 points*

            Online Discussion                                                         20 points

            Teacher Work Sample                                                  10 points*

* Although only worth 10 points, the reflective journal and teacher work sample are required elements of the teacher candidate’s portfolio.

Late Submission of Course Materials:
 

I do not accept late work. Because of the amount of work required for this class, I highly recommend you tackle each assignment as soon as it is assigned or posted, allowing time for any technological “glitches” that might arise. Most assignments will be submitted through email or E-companion, however exceptions for the manner in which you turn in your assignment may be made on occasion if necessary (e.g. If your computer dies, you are more than welcome to submit a paper copy to me – as long as it is received on time).

Classroom Rules of Conduct:
Pair and group discussions are a crucial component of our class. In order for these conversations to be as fruitful as possible, you are expected to be respectful of one another, open to your colleagues' ideas and perspectives, and ready to talk about given topics in a professional manner.

Course Topic/Dates/Assignments:
 

Week

Date

Topics

Assignments

1

August 21

·        Syllabus/Course Requirements

·        Learning Styles

2

August 28

·        Portfolios

·        Teacher Work Samples

Due on 8/29:

·        Reflective Journal Daily Entries for 8/21-8/29

·        Discussion Thread #1

3

September 4

·        Classroom Management

·        Behavior systems

·        Grading Systems

Due in class on 9/4:

·        Assignment #1: Personal Autobiography & Philosophy of Education DRAFT

4

September 11

Portfolio Work Time

Due on 9/12:

·        Reflective Journal Daily Entries for 9/1-9/12

·        Discussion Thread #2

5

September 18

·        Legal Issues, Ethics, and Professionalism

Due on 9/19:

·        Reflective Journal Weekly Entry for 9/15-9/19

·        Assignment #2: 1.1 (all)

6

September 25

Portfolio Work Time

Due on 9/26:

·        Reflective Journal Weekly Entry for 9/22-9/26

·        Discussion Thread #3

7

October 2

·        Resumes, Cover Letters, and Recommendations

Due on 10/3:

·        Reflective Journal Weekly Entry for 9/29-10/3

·        Assignment #3: 1.2.1 (all)

8

October 9

·        Guest Speaker

·        Interviewing

·        Preparing for the Interview

Due on 10/10:

·        Reflective Journal Weekly Entry for 10/6-10/10

·        Discussion Thread #4

9

October 16

FALL BREAK

10

October 23

·        Guest Speaker - Eileen West

·        Certification and Licensure

·        Graduation

Due on 10/24:

·        Reflective Journal Weekly Entries for 10/13-10/24

·        Assignment #4: 1.2.2 (all)

11

October 30

Portfolio Work Time

Due on 10/31:

·        Reflective Journal Weekly Entry for 10/27-10/31

·        Discussion Thread #5

12

November 6

In Class Portfolio Editing

Due in class on 11/6:

·        Assignment #5: 1.2.9 (all)

Due on 11/7:

·        Reflective Journal Weekly Entry for 11/3-11/7

13

November 13

TWS – In Class Work Time/Editing

Due 11/14:

·        Reflective Journal Weekly Entry for 11/10-11/14

·        Discussion Thread #6

14

November 20

Final Paper Work Completion

15

November 27

THANKSGIVING

16

December 4

Semester Wrap up

Due 12/5:

·        Reflective Journal Weekly Entries for 11/17-12/5

·        Assignment #6: Choose one from 1.2.3, 1.2.4, 1.2.5, 1.2.6, 1.2.7, 1.2.8,1.2.10, 1.2.11

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.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "F".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

Park University 2008-2009 Undergraduate Catalog Page 89-90
Also listed above

As active participation is a course requirement, attendance is mandatory and worth 30% of your final seminar grade. You will receive a 0 point deduction for your first absence but will receive 10 point deductions for each additional absence. As I do not give excused absences, I recommend you save your absences for emergencies!!

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 .
I wish to fully include persons with disabilities in this course.  If you have special circumstances that you believe may affect your performance in this course, please meet with me to make necessary accommodations that will enable you to fully participate. I will do my best to maintain complete confidentiality of nay information you share with me.



Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Evaluation                                                                                                                                                                                                                                                 
Outcomes
A                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
___ In addition to personal interpretation , the writer offers other plausible view points. ___ Contains personal interpretation about quality of instruction and non-teaching responsibilities ____ Weak references to quality of instruction: a factual recounting ___Entry is lacking attention to classroom events. 
Synthesis                                                                                                                                                                                                                                                  
Outcomes
C                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
___Writing includes metaphors, images, or captures the dialogue of the teacher as they create a learning culture

 
__ Writes about how the separate areas in the context contribute to a whole experience. ___ Little evidence of a sense of whole experience of the learning process __ Unable to effectively write about the parts as a whole contextual unit. 
Analysis                                                                                                                                                                                                                                                   
Outcomes
C                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
____ Data rich with DESE sources for the school site
ie.,  specifics for student needs, IEP, etc.
 
___ Writing to specific contextual areas:
(teacher sample)
 
___ Writing reflects little demonstrated knowledge of contextual factor, myopic view ___No separate identification of contextual factors 
Application                                                                                                                                                                                                                                                
Outcomes
B                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
____Complete evaluation of each learning activity component, set, Mo STEP, materials, procedures, closure, evaluation, accommodations, attached to the lesson plan. ____Learning Activity includes reflection at the end of  especially evaluation of students' learning and modifications to the lesson plan written on the plan. _____ Learning Activities taught in EDC410 include reflections at the end of the  “Lesson Plan Format” ___Reflections do not demonstrate  application of the “Learning Activity  Format” 
Content of Communication                                                                                                                                                                                                                                   
Outcomes
B                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
____ Uses citation to theorist or researchers with correct specific terminology ____ Able to use education terms correctly  ie., lesson components, behavior, management ___Generalized terms in writing but not specific references or terms ___ Casual language in writing that does not integrate  professional  training 
Technical Skill in Communicating                                                                                                                                                                                                                           
Outcomes
C                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
___ Highly refined organization and writing skills; including voice, audience, more than 3 pages, and more than 14 entries. Written in 1st person, dated, organized into begin, middle, and end with no errors of grammar or punctuation ___ Attentive to clarity and organization, two written pages, 14 entries that are written in 1st person and legible with  one missing d c6ate and grammatical errors are not a distraction ____ Organization difficult to discern;
less than 2 pages, and l2-13 entries that are legible, missing  two dates, grammatical errors do not detract from meaning.
 
___ No organization, one page written,  11 entries or less that are not legible, no dates, errors detract from the content 
Disciplinary Competency                                                                                                                                                                                                                                    
Outcomes
MoSTEP 1.2.9 The preservice teacher is a reflective practitioner who continually assesses the effects of choices on others.  The reflective practitioner actively seeks out opportunities to grow professionally and utilizes the assessment and professional growth to generate more learning for more students.                                                                                                                                                                                                    
___documents the application a variety of self-assessment and problem-solving strategies for reflecting on practices, their influences on students' growth and learning, and the complex interactions between them; 1.2.9.1
___ documents the uses of several resources for professional development; 1.2.9.2
___ documents professional ethical standards that goes beyond the expectations of the class, i.e. attends night events, perfect attendance; evidence that pre-service teacher became an integral part of the learning environment. 1.2.9.3
 
___documents the application of a self-assessment and problem-solving strategy for reflecting on practices, their influences on students' growth and learning, and the complex interactions between them; 1.2.9.1
___ documents the use of a resource at the school site  for professional development; 1.2.9.2
___ documents professional ethical standards that meets the expectations as listed in the handbook  i.e. excellent attendance, appropriate dress, committed classroom involvement. 1.2.9.3
 
___documents the application of either a self-assessment or problem-solving strategy for reflecting on practices, their influences on students' growth and learning, and the complex interactions between them; 1.2.9.1
___ documents an awareness of  a resource at the school site  for professional development; 1.2.9.2
___ documents  professional ethical standards that demonstrate  a minimum of the expectations as listed in the handbook, i.e. missed two days, had problems with accepting criticism 1.2.9.3
 
___ No evidence of self-assessment or problem-solving strategies; 1.2.9.1


___ No evidence of using a school site resource for professional development; 1.2.9.2

___No evidence of practicing professional ethical standards that are listed in the handbook, i.e. missed at least three days, did not stay the entire day, dress not professional or appropriate, did not accept responsibility for assignments or preparation for class.. 1.2.9.3
 
Disciplinary Competency                                                                                                                                                                                                                                    
Outcomes
MoSTEP 1.2.10 The preservice teacher fosters relationships with school colleagues, parents, and educational partners in the larger community to support student learning and well-being.                                                                                                                                                                                                                                                                                                                             
___ documents participation in several collegial activities designed to make the entire school productive learning environment, field trips, displays, 1.2.10.1
___ documents talking with and listening to students, sensitivity and response to signs of distress, and seeks appropriate help as needed to solve students' problems;1.2.10.2
___ documents opportunities to develop relationships with parents and guardians of students, and seeks to develop cooperative partnerships in support of student learning and well-being; 1.2.10.3
___ documents the identification and use appropriate school personnel and community resources to help students reach their full potential 1.2.10.4
 
___ documents a participation in collegial activities designed to make the entire school productive learning environment, i.e. field trip, hallway displays 1.2.10.1
___ documents talking with and listening to students, sensitivity and response to signs of distress, or sought appropriate help as needed to solve students' problems;1.2.10.2
___ documents opportunities to develop relationships with parents and guardians of students, or seek to develop cooperative partnerships in support of student learning and well-being; 1.2.10.3
___ documents the identification or use appropriate school personnel and community resources to help students reach their full potential 1.2.10.4
 
___ documents an awareness of collegial activities designed to make the entire school productive learning environment, 1.2.10.1
___ documents an awareness of the skill needed to talk with and listen to students,  sensitivity and response to signs of distress, or seek appropriate help as needed to solve students' problems;1.2.10.2
___ documents an awareness of the need to seek opportunities to develop relationships with parents and guardians of students, and seek to develop cooperative partnerships in support of student learning and well-being; 1.2.10.3
___ documents an awareness of the need to identify and use appropriate school personnel and community resources to help students reach their full potential 1.2.10.4
 
___  No evidence of participation in collegial activities designed to make the entire school productive learning environment, 1.2.10.1
___ No evidence of talking  with or listening to students, being sensitive and responsive to signs of distress, and seeking appropriate help as needed to solve students' problems;1.2.10.2
___ No evidence of seeking opportunities to develop relationships with parents and guardians of students, or seeking to develop cooperative partnerships in support of student learning and well-being; 1.2.10.3
___ No evidence of identifying and using appropriate school personnel and community resources to help students reach their full potential 1.2.10.4
 

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Last Updated:8/18/2008 10:54:56 AM