EDE 360B Practicum
FA 2006 HO
Greene, Judy Ann
Assistant Professor of Education
M.A. Special EducationPC II Reading Specialist
M/F = 8:30-10:30, T = 11:45-1:45, or by appointment
January 16-May 11
full day/2 half days as set by Practicum student and cooperating teacher
admit to School for Education
Textbook: See School for Education sections in current Undergraduate Catalog
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Educational Philosophy: This course presents the basics of teaching in elementary schools, and provides pre-service teachers with opportunities to reflect upon and apply those basics. Reflective inquiry is a key element of the course. This course requires the pre-service teacher to observe a practicing teacher in a classroom and reflect upon the observations. The pre-service teacher is also required to fulfill the duties that are outlined in the Practicum Handbook. It is the philosophy of this instructor that the pre-service teacher at the assigned site be an active member of the classroom and demonstrates the attributes of a professional teacher. The instructor has the following expectations of the enrollees in EDE360: 1) they are advanced, serious students with a declared commitment to elementary education, 2) they have completed all requirements for Admission to Teacher Education, and 3) they are skilled in oral and written communication.
Learning Outcomes: Core Learning Outcomes
Core Assessment: Reflective Journal
Cooperating teacher evaluation
Supervising teacher evaluations
Link to Class RubricClass Assessment:
: A 14 week field experience providing supervised fieldwork in the elementary classroom. The teacher candidates are required to spend one full day a week or 2 half days a week (minimum) at the designated field site. The details of specific assignments for the block practicum are outlined in related courses and the Practicum Handbook. The requirements of this experience must be successfully completed before enrolling in additional Practicum courses.
1. Attendance—consistent and prompt attendance at the school site is very important! Credit is earned for each day of attendance. An attendance log must be kept and signed by cooperating teacher. Attendance also means that the student will assist the cooperating teacher as described/listed in the Handbook. The student will contact his/her cooperating teacher and arrange an initial meeting with the cooperating teacher. During this meeting, student and cooperating teacher will set a schedule for regular attendance and establish an agreement as to what is expected of each other. The student will bring his/her copy of the Handbook and this syllabus to the initial meeting to insure that the arrangement follows School for Education policies and fulfills course requirements for credit. The student will submit a brief report (3-5 paragraphs) that describes the meeting and tells what expectations were agreed upon.
2. Cooperating Teacher Evaluation (see attached evaluation form)—the supervising teacher and cooperating teacher will complete evaluation of knowledge, skills and dispositions. Evaluation by the cooperating teacher is confidential and given to the supervising teacher who will then communicate the results to the student candidate.
3. Lesson Plan(s)—students may choose one of these two options: design and teach a lesson that incorporates literacy with math, and a lesson that incorporates literacy with science; or, design and teach one lesson plan that incorporates literacy, math, and science. Each lesson plan is to follow the School for Education format and be aligned with state competency standards. This alignment must be explicitly list all relevant standards. The student will submit a copy of the lesson plan(s) to the supervising teacher. The cooperating teacher will provide a signed document attesting to the student having taught the lesson(s) in the classroom.
4. Reflective Journal—students will record and objectively reflect upon each visit at the assigned site is required. A form called Post-Session Reflection Sheet (PSRS), will be provided online for students to print and use. Students may decide how they wish to submit these reflections—in the eCompanion Drop Box or by hand. Students should submit a copy to the instructor and keep the original version to maintain objective record and awareness of their experience. These reflections are to be submitted on time at designated intervals throughout the semester. A brief summative description and self-evaluation of the entire practicum experience is to be submitted to the supervising teacher at the end of the term. It should be no less than one full page and no more than two full pages.
Reflective Journal 25% 250 pts.
Lesson Plans 35% 350 pts.
Attendance 20% 200 pts.
Cooperating Teacher Evaluation (see handbook) 20% 200 pts.
Incompletes are strictly limited to students who regularly attend and submit assignment on time and whose situation meets the criteria described in unconditionally excused absences. A contract listing pending assignments and final due date is required. It is Park policy that all incompletes be finalized in 60 days. In complement to this policy, the instructor will compute the course grade with whatever assignments have been submitted at the end of 60 days.
Late Submission of Course Materials: Timely completion of assignments is required. Late submissions of drafts, lesson plans, and all other site assignments will result in grade reduction of 25%. Absolutely no work will be accepted after the assigned time of the final. Any missing work/assignments will recorded as a “zero”.
Classroom Rules of Conduct:
Professional demeanor & dispositions are essential evidence that students are ready to be classroom teachers--passing grades on assignments are not sufficient. The Professional Teaching Dispositions will be presented to students on the first day of class. The instructor will go over the dispositions with students at that time. Students will be evaluated by the instructor, cooperating teachers, and possibly site administrators on the teaching dispositions. The purpose of this is to give feedback to students to help them reflect upon and develop the degree and depth of the attitudes and behaviors expected of outstanding educators. Overall demeanor & dispositions will be confronted that do not meet expectations as described above.
Contact cooperating teacher, set up schedule, go over Handbook & syllabus, establish expectations, and begin working w/cooperating teacher as described in #1 under Class Assessment.
DUE Jan. 30: brief report on initial meeting as described in #1, Class Assessment
Work with cooperating teacher. Supervising teacher will have completed initial evaluation conference w/cooperating teacher.
DUE Feb. 13: First set of Post-Session Reflection Sheets (PSRS)
Work with cooperating teacher.
DUE March 20: Second set of PSRS
Work with cooperating teacher. Design & implement lesson plan(s) as described in #3, Class Assessment, at this time.
DUE April 17: Third set of PSRS
DUE April 17 (if ready): Written lesson plan(s)
Work with cooperating teacher. Complete designing & teaching lesson plan(s) described in #3, Class Assessment at end of week 15. Supervising teacher will complete final evaluation conference w/cooperating teacher.
DUE May 4: Fourth & final set of PSRS w/summative report described in #4, Class Assessment
DUE May 11: Written lesson plan(s)
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 2006-2007 Undergraduate Catalog Page 87-89
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 2006-2007 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 2006-2007 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 .
Additional Information:NOTE TO STUDENTS: a properly formatted version of this syllabus is available online via eCompanion or in hard copy from the instructor.
Last Updated:1/22/2007 3:31:54 PM