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EDE 410 Elementary Directed Teaching with Seminar
Bennett, Betty

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.


EDE 410 Elementary Directed Teaching with Seminar


FA 2006 HO


Bennett, Betty


Associate Professor/Director of Field Experiences


B.A./Elementary Education

Office Location

Copley Room 316

Office Hours

Tuesday & Thursday 8:00-11:00 A.M., 3:30-4:30 P.M.

Daytime Phone



Web Page

Semester Dates

Aug. 21- Dec. 9

Class Days


Class Time

4:30 - 5:50 PM


EDE 378, EDE 379, EDE 380 and admission to the School of Education and cumulative GPA of 2.75. 2:12:14

Credit Hours



Suggested Reading

Jones & Jones,  Comprehensive Classroom Management, Allyn & Bacon, 2000.

Additional Resources:

Required Reading

Park University Teacher Candidate Handbook from:

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 or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information

Course Description:
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, bi-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: EDE 359 (with at least a grade of “B”), EDE 379, EDE 381, and admission to the School of Education and cumulative GPA of 2.75. 2:10:12

Educational Philosophy:

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

  1. Transition from the college setting to student teaching.    (Relevant MOSTEP Standards: (Framework:  Knowledge 3, 4, 5, 6, 9: Skills 8, 17, 18; Dispositions 2, 4, 5, 6, 7, 9, 13, 14, 15, 16, 18, 19, 20, 21, 22, 24)
  2. Practice strategies and knowledge to the teaching experience, and (Relevant MOSTEP Standards:,,,,,,,,,,,, 1.2.11) (Framework:  Knowledge 7, Skills, 5, 11, 12, 13, 19; Dispositions 1, 3,14)
  3. Articulate the learning experiences of teaching through discussions and reflections.  (Relevant MOSTEP Standards:,, (Framework: Knowledge 3, 4, 5; Skills 8, 10; Dispositions 2, 24, 25
  4. Exhibit the role and responsibilities of a professional student teacher as defined in the Student Teacher Evaluation form (Relevant MOSTEP Standards:,,, (Framework:  Knowledge 1,5, 9; Skills 2, 8, 10, 11, 17, 18; Dispositions 2, 4, 5, 6, 7, 8, 9, 13, 14, 15, 16, 18, 19, 20, 21, 22, 23, 24, 25)
  5. Articulate his/ her philosophy of education and how this will influence his/her delivery of instruction (Relevant MOSTEP Standards:,,, (Framework:  Knowledge 2, 3, 4, 5; Skills 5, 8; Dispositions 7, 25)
  6. Practice a solid knowledge base and understanding of classroom management and discipline/redirection (Relevant MOSTEP Standards:,,,,,,, 1.2,6.2,,, (Framework:  Knowledge 1, 2, 3, 4, 5, 6, 7, 11; Skills 1, 3, 5, 6, 11, 12, 13, 19; Dispositions 2, 4, 5, 6, 7, 9)
  7. Plan, implement, evaluate learning  experiences based upon strong knowledge base and understanding of the art and science of teaching (Relevant MOSTEP Standards:,,,,,,,,,, , (Framework: Knowledge 1, 2, 3, 4, 5, 6, 7, 8, 10, 11; Skills 1, 5, 6, 11, 12, 13, 19;  Dispositions 2, 4, 10, 14, 15)
  8. Incorporate instruction that includes the elements of multiculturalism, special needs, and differentiated instruction (lesson accommodations) (Relevant MOSTEP Standards:,,,,,,,, 1.2.11) (Framework:  Knowledge 2, 3, 8, 12; Skills 2, 5,12, 13, 14; Dispositions 1, 2 3, 8)
  9. Use effective communication skills with parents, students, educational professionals etc., (Relevant MOSTEP Standards:,,  1.2.7..3,,,,,,, (Draft Framework:  Knowledge 5, 9; Skills 2, 7, 8, 9, 10, 11, 16 Dispositions 8,  9, 14, 15, 18, 19, 20, 21, 23, 24, 25) (ACEI: 5.3, 5.4)
  10. prepare job market paper requirements and participate in activities for job market preparations. (Relevant MOSTEP Standards:,,,  (Draft Framework:  Knowledge 3, 4, 5, 9, 13; Skills 7, 9, 10, 11, 16, 17; Dispositions 2, 4, 7 (ACEI:  5.1)  Assessment:  Employer Portfolio

Core Assessment:

Reflective Journal

Class Assessment:

Format:  The class will meet daily for three hours during the first week of the semester.  During the remainder of the semester, the class will meet for 1 hour and 20 minutes on alternating Thursdays (see Tentative Schedule).  A variety of teaching strategies will be employed, including lectures, discussion groups, guest speakers, student presentations, classroom observations, and reflective writing.  The student teacher will be required to observe, participate, and teach for 50 days in an assigned classroom.



  1. Portfolio:  Each student is expected to successfully complete a portfolio that meets the standards of the Portfolio Rubric designed by the Park University School of Education.  Guidelines and artifacts sources will be presented, and discussed.  No student will receive a passing grade in EDE 410 until the Portfolio is successfully completed.  The first reading will be at the end of the first week of the semester.
  2. Core Assessment:  Classroom and Lesson Plan Reflections:  Each student will complete a journal of reflections.  Daily entries/reflections need to be made the first two weeks.  Weekly reflections are required after the first two weeks.  These reflections include:  examinations of classroom procedures, interactions, and organizations, new ideas and materials implemented, what went well in classroom, problems encountered, goals for the week, evidence of growth, etc.  This assignment is designed to further develop the pre-service teacher's critical and reflective thinking skills and help assess professional growth in this field.  One reflection is to be given to the cooperative teacher for comments.  Every observed lesson must include a reflection.
  3. Lesson Plans:  Five lesson plans are required.  The lesson plan format will be presented in class.  A reflection, Missouri Standards (written out), and accommodations/adaptations must be included in every lesson.
  4. Attendance and Dress:  Regular attendance at the school site is extremely important.  Attendance must be kept on the time sheets to fulfill the state requirement of required days at the assigned site. Professional dress is required at the school site.  While adhering the dress code of the School where you are, you must remember that you are a representative of Park University and a candidate for possible employment.  You should dress as if you are on a joy interview every day. 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.


  5.   Other requirements:

    1. Video and audio taping of a lesson
    2. Teacher work sample
    3. Employer Portfolio
    4. Assigned Class writings (Ex. Letter of Introduction)
    5. Sponge Activity


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                                                                25%         250 pts.

                        Teacher Work Sample                                                             5%           50pts.

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 or EDC 413 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.  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.)

Course Topic/Dates/Assignments:





Aug. 21


















Aug. 22









Aug. 23













Aug. 24










Aug. 25


Directed Teaching Handbook- You need to down load this from the website.

Portfolio Review: Philosophy & Autobiography  (bring your portfolio to class each day)

Guests:  University


Assignment:  Letter of





The Role of the Student Teacher (Handbook)

Reflective Writing Review

Portfolio 1.1, 1.2.1

Teacher Work Sample

Guest:  MOCSA

Assignment: Portfolio




The Art & Science of Teaching

Lesson Design/Learning Experiences

Portfolio1.2.2,1.2.3, 1.2.4,1.2.5

Employer Portfolio

Guest:  Jody and Mark

Assignment: Portfolio




Assignments/Reflective Pieces

Guest:  Sherry Kisker

Portfolio 1.2.6,1.2.7,1.2.8,1.2.9, 1.2.10, 1.2.11

Assignment:  Sponge Activity




Sponge Activity presentation

Send Off

Assignment:  Collect Portfolio, for First reading




Aug. 31

No class


Sept. 7

Lesson Plan/Learning Experience Plan

Teaching to Diversity

School Relationships

Open Discussion

Assignment:  Journal/Reflective Writing


Sept. 14

No class


Sept. 21

Classroom Management


Open Discussions

Assignment Journal/

         Reflection check


Sept. 28

No class


Oct. 5

Guest: Eileen West, Registrar-graduation and certification paper work

Assessment Issues

Open Discussion


Oct. 12

No class


Oct. 19

Fall Break


Oct. 26

The Job Market

Preparing for the interview

Guest Speaker on Interviewing

Professional Ethics

Portfolio Check-up

Open Discussion


Nov. 2

No class


Nov. 9

Portfolio collected for final readings


Nov. 16

Collect :

Reflective Journals

Teacher Work Samples

Video Taping Reflection


Nov. 23

No class


Dec. 7


Final Paper work signed


Dec. 14

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 2006-2007 Undergraduate Catalog Page 87-89

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 2005-2006 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 "WH".
  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: .


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Last Updated:7/17/2006 9:00:11 PM