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EDE 360B Practicum
Greene, Judy Ann


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.

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

Course

EDE 360B Practicum

Semester

FA 2006 HO

Faculty

Greene, Judy Ann

Title

Assistant Professor of Education

Degrees/Certificates

M.A. Special Education
PC II Reading Specialist

Office Location

317 Copley

Office Hours

M/F = 8:30-10:30, T = 11:45-1:45, or by appointment

Daytime Phone

816-584-6421

Other Phone

--

E-Mail

judy.greene@park.edu

--

Semester Dates

January 16-May 11

Class Days

full day/2 half days as set by Practicum student and cooperating teacher

Class Time

full day/2 half days as set by Practicum student and cooperating teacher

Prerequisites

admit to School for Education

Credit Hours

2


Textbook:
See School for Education sections in current Undergraduate Catalog

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:
This field experience in a classroom supports the integration of teacher knowledge, skills, and dispositions in the observation and application of classroom management, professional practices, and instructional techniques. The student is required to be in the regular classroom a full day or 2 half days during the semester. The practicum will be coordinated with upper level coursework. Students must earn a “B” to continue in the program. Prerequisite: Admission to the School for Education . Course will be repeated as needed to support other courses 0:2:2

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

  1. demonstrate skills in communicating and interacting effectively with elementary students, as well as with peers, cooperating teachers, administrators, parents, and others in an actual school setting. -Relevant MOSTEP standards: 1.2.6, 1.2.7, 1.2.10 -ACEI 1, 3.5, 3.6, 5.3, 5.4) -Assessment(s): Cooperating and Supervising teacher evaluations and Journal writing
  2. reflect through journal writing about thought processes as to planning and implementing elementary school instruction, and using metacognitive processes to evaluate instructional practices. -Relevant MOSTEP standards: 1.2.9 -ACEI 1, 2, 3.1, 3.2, 3.3, 3.4, 3.5, 4, 5.1, 5.2 -Assessment(s): Journal entries
  3. demonstrate developmental teaching performance skills. -Relevant MOSTEP 1.2.1, 1.2.2, 1.2.3, 1.2.5, 1.2.6, 1.2.8, 1.2.11 --ACEI 1, 2, 2.1, 2.4, 2.8, 3.1, 3.2, 3.3, 3.4, 3.5, 4, 5.1, 5.2, 5.3, 5.4) -Assessment(s): Attendance log, assignment completion form, and Cooperating and Supervising Teacher Evaluations


Core Assessment:
EDE360C

Core Assessment:  Reflective Journal 




Cooperating teacher evaluation  




 Supervising teacher evaluations  




 journal writing



 

Attendance log

Link to Class Rubric

Class 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.

Grading:
 

Reflective Journal                                                                  25%            250 pts.

Lesson Plans                                                                         35%            350 pts.

Attendance                                                                           20%            200 pts.

Cooperating Teacher Evaluation (see handbook)                  20%            200 pts.

 

In addition, any student who misses three classes, regardless of whether or not the absence is excused, will be administratively withdrawn. 
 
 

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:

The policy on appropriate conduct as defined in the student handbook will be enforced. Conflicts will be administered in the procedures outlined in the handbook. The school site officials and Park University Supervisors have the right to remove/end the Practicum student's placement in a school setting at any time.
Computers make writing and revising much easier and more productive. Students must 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.
 
 

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.

Course Topic/Dates/Assignments:
 

Week

Date

Topics/Assignments

1-2

January 17-30

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

 

3-4

 

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)

 

5-9

 

Work with cooperating teacher.

DUE March 20: Second set of PSRS

 

10-13

 

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)

 

14-15

 

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.

  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 "W".
  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 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.



Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Evaluation,Evaluation,Evaluation                                                                                                                                                                                                                           
Outcomes
3,3,3                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                
___ In addition to personal interpretation , the writer offers other plausible view points.,___ In addition to personal interpretation , the writer offers other plausible view points.,___ In addition to personal interpretation , the writer offers other plausible view points. ___ Contains personal interpretation about quality of instruction and non-teaching responsibilities,___ Contains personal interpretation about quality of instruction and non-teaching responsibilities,___ Contains personal interpretation about quality of instruction and non-teaching responsibilities ____ Weak references to quality of instruction: a factual recounting,____ Weak references to quality of instruction: a factual recounting,____ Weak references to quality of instruction: a factual recounting ___Entry is lacking attention to classroom events.,___Entry is lacking attention to classroom events.,___Entry is lacking attention to classroom events. 
Synthesis,Synthesis,Synthesis,Synthesis                                                                                                                                                                                                                    
Outcomes
2,2,2,                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                               



___Writing includes metaphors, images, or captures the dialogue of the teacher as they create a learning culture





,___Writing includes metaphors, images, or captures the dialogue of the teacher as they create a learning culture





,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.,__ Writes about how the separate areas in the context contribute to a whole experience.,__ 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, as in reports of isolated events, no connecting of learning to behavior,___ Little evidence of a sense of whole experience of the learning process, as in reports of isolated events, no connecting of learning to behavior,___ Little evidence of a sense of whole experience of the learning process, as in reports of isolated events, no connecting of learning to behavior, __ Unable to effectively write about the parts as a whole learning/behavioral event.,__ Unable to effectively write about the parts as a whole learning/behavioral event.,__ Unable to effectively write about the parts as a whole learning/behavioral event., 
Analysis,Analysis,Analysis,Analysis                                                                                                                                                                                                                        
Outcomes
,1,1,1                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                               
,____ Data rich with contextual factors from teacher work sample assignment and DESE sources for the school site


and classroom  specifics for student needs, IEP, etc.


,____ Data rich with contextual factors from teacher work sample assignment and DESE sources for the school site


and classroom  specifics for student needs, IEP, etc.


,____ Data rich with contextual factors from teacher work sample assignment and DESE sources for the school site


and classroom  specifics for student needs, IEP, etc.


 
,___ Writing to specific contextual areas as outlined in teacher work   sample and DESE sources,___ Writing to specific contextual areas as outlined in teacher work   sample and DESE sources,___ Writing to specific contextual areas as outlined in teacher work   sample and DESE sources ,___ Writing reflects demonstrated knowledge of most, but not all contextual factors listed in teacher work sample, myopic view,___ Writing reflects demonstrated knowledge of most, but not all contextual factors listed in teacher work sample, myopic view,___ Writing reflects demonstrated knowledge of most, but not all contextual factors listed in teacher work sample, myopic view ,___Missing identification of contextual factors as listed in teacher work sample assignment,___Missing identification of contextual factors as listed in teacher work sample assignment,___Missing identification of contextual factors as listed in teacher work sample assignment 
Application,Application,Application,Evaluation                                                                                                                                                                                                             
Outcomes
3,3,3,                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                               
____Complete evaluation of  three or more lesson components, including anticipatory sets, Missouri standards, materials, procedures, closure, evaluation, accommodations, attached to the lesson plan.,____Complete evaluation of  three or more lesson components, including anticipatory sets, Missouri standards, materials, procedures, closure, evaluation, accommodations, attached to the lesson plan.,____Complete evaluation of  three or more lesson components, including anticipatory sets, Missouri standards, materials, procedures, closure, evaluation, accommodations, attached to the lesson plan., ____Two Lessons includes reflection at the end of  “ Lesson Plan Format” especially evaluation of students' learning and modifications to the lesson plan written on the plan.,____Two Lessons includes reflection at the end of  “ Lesson Plan Format” especially evaluation of students' learning and modifications to the lesson plan written on the plan.,____Two Lessons includes reflection at the end of  “ Lesson Plan Format” especially evaluation of students' learning and modifications to the lesson plan written on the plan., _____ Lesson taught follow “Lesson Plan Format” but do not  include reflection at the end.,_____ Lesson taught follow “Lesson Plan Format” but do not  include reflection at the end.,_____ Lesson taught follow “Lesson Plan Format” but do not  include reflection at the end., ___Reflections do not demonstrate  application of the “Lesson Plan Format”,___Reflections do not demonstrate  application of the “Lesson Plan Format”,___Reflections do not demonstrate  application of the “Lesson Plan Format”, 
Terminology,Content of Communication,Content of Communication,Content of Communication                                                                                                                                                                     
Outcomes
,2,2,2                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                               
,____ Uses citation to theorist or researchers with correct specific terminology,____ Uses citation to theorist or researchers with correct specific terminology,¬¬¬¬¬¬¬¬____ Uses citation to theorist or researchers with correct specific terminology ,____ Able to use education terms correctly  ie., lesson components, behavior, management,____ Able to use education terms correctly  ie., lesson components, behavior, management,____ Able to use education terms correctly  ie., lesson components, behavior, management ,___Generalized terms in writing but not specific references or terms,___Generalized terms in writing but not specific references or terms,___Generalized terms in writing but not specific references or terms ,___ Casual language in writing that does not integrate  professional  training,___ Casual language in writing that does not integrate  professional  training,___ Casual language in writing that does not integrate  professional  training 
Technical Skill in Communicating,Technical Skill in Communicating,Technical Skill in Communicating,Concepts                                                                                                                                                
Outcomes
1,1,1,                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                               
___ Highly refined organization and writing skills; including voice, audience, each entry 3 or more pages, and more than 14 entries. Written in 1st person, dated, organized into begin, middle, and end with no errors of grammar or punctuation,___ Highly refined organization and writing skills; including voice, audience, each entry 3 or more pages, and more than 14 entries. Written in 1st person, dated, organized into begin, middle, and end with no errors of grammar or punctuation,___ Highly refined organization and writing skills; including voice, audience, each entry 3 or more 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, each entry two written pages, 14 entries that are written in 1st person and legible with  one missing date and grammatical errors are not a distraction,___ Attentive to clarity and organization, each entry two written pages, 14 entries that are written in 1st person and legible with  one missing date and grammatical errors are not a distraction,___ Attentive to clarity and organization, each entry two written pages, 14 entries that are written in 1st person and legible with  one missing date and grammatical errors are not a distraction, ____ Organization difficult to discern; each entry less than 2 pages, and l2-13 entries that are legible, missing  two dates, grammatical errors do not detract from meaning.,____ Organization difficult to discern; each entry less than 2 pages, and l2-13 entries that are legible, missing  two dates, grammatical errors do not detract from meaning.,____ Organization difficult to discern; each entry 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,___ No organization, one page written,  11 entries or less that are not legible, no dates, errors detract from the content,___ No organization, one page written,  11 entries or less that are not legible, no dates, errors detract from the content, 
Component                                                                                                                                                                                                                                                  
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
    

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Last Updated:1/22/2007 3:31:54 PM