EDC380 Advanced Practicum: Leadership in Early Childhood Education

for FA 2006

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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.


EDC 380 Advanced Practicum: Leadership in Early Childhood Education


FA 2006 HOZ


Ebright, Ladonna E.


Assistant Professor


Bachelors at Park College, Masters at University of Kansas,
Certifications: Elementary Ed K-8, Special Education certification in Learning Disabilities, Behavior Disorders, Mental Retardation.  Psychological Examiner and School Psychologist certification

Office Location

Copley #320

Office Hours

by appointment

Daytime Phone


Other Phone

816-210-4958 (cell) or 816-891-8513 (home)




Semester Dates

August 22, 2006 - December 7, 2006

Class Days


Class Time



Completion of EDC359 (or permission of advisor and instructor), EDC 361 (or permission of advisor and instructor, with a grade of B or better and a GPA of 2.75

Credit Hours



Curtis, D & Carter, M. (2003) Designs for Living and Learning, Transforming Early Childhood Environments, St. Paul, MN: Redleaf Press

Neugeboren, R. & B. (2003) On Being a Leader, Redmond, WA: Child Exchange Press

Neugeboren, R & B (2003) Top 20 Classics, WA: Child Exchange Press

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:
A field experience designed to examine the role of leadership in early care and education. Students will participate at the practicum site for a minimum of 15 hours per week for a total of at least 240 hours. Sixteen hours of seminar meetings will provide an opportunity to support of the development of students as leaders who empower, encourage and support others as they strive to meet goals and become agents of change in early childhood programs. Degree portfolio will be completed in this course. PREREQUISITES: Completion of EDC 359D (or permission of advisor and instructor), EDC 361 (or permission of advisor and instructor), EDC 359B (or permission of advisor and instructor) and EDC 361 B (or permission of advisor and instructor). EDC 365 Financial Aspects of Early Childhood Programs, EDC 366 Human Resources in Early Childhood Programs, EDC 367 Program Planning and Evaluation in Early Childhood Programs may be taken concurrently with the practicum. 8:0:8

  Instructor Learning Outcomes

  1. 1. Demonstrate knowledge of historical, philosophical, psychological and social foundation of education including early childhood education (MoSTEP 1.2.2, NAEYC 1a, ECA1)
  2. 2. Demonstrate knowledge of major theories of human development in cognitive physical, social and emotional development the interrelationships across developmental areas. (MoSTEP 1.2.2, NAEYC 1a, ECB2)
  3. 3.  Demonstrate ability to play, implement and evaluate developmentally appropriate curriculum that encourages each child to construct knowledge. (MoSTEP 1.2.4, NAEYC 1c, ECC 3)
  4. 4. Specify goals to facilitate children
  5. 5.  Plan, implement and evaluate developmentally appropriate materials, activities, and strategies in an integrated curriculum which includes language arts (including reading, writing, speaking, and listening), math, science, social studies, health, safety, nutrition, art, music, drama and movement. (MoSTEP 1.2.4, NAEYC 1c, 4b, ECC6)
  6. 6.  Plan and implement an appropriate learning environment using play, themes and projects to facilitate development in all areas; cognitive, language, physical, social, emotinal and aesthetic (MoSTEP 1.2.9, NAEYC 5d, ECC7)
  7. 7.  Construct a professional value system and implements ongoing professional self-reflection (MoSTEP 1.2.9, NAEYC 5d, ECC9)
  8. 8. Critically reads and applies theory and research from professional literature in teaching practice.  (MoSTEP 1.2.9, NAEYC 5b, ECC13)
  9. 9.  Interacts in a manner that reflects value of self and respect for others (MoSTEP 1.2.10, NAEYC 5b, ECC14)
  10. 10.  Demonstrates knowledge of instructional and guidance procedures for integrating children with and without disabilities (MoSTEP 1.2.4, naeyc 4B, ecc16
  11. 11. Analyze and evaluate research, theory and policy in making professional decisions.  (MoSTEP 1.2.9, NAEYC 5c, ECC17)
  12. 12.  Plan for family participation recognizing that family members
  13. 13. Demonstrate the ability to communicate and work effectively with support staff, volunteers and professionals with the learning environment.  MoSTEP 1.2.10, NAEYC 4c, ECE 1)
  14. 14.  Demonstrate the ability to work effectively with parents, families, and adults from a variety of cultural/linguistic, and socio-economic backgrounds. (MoSTEP 1.2.10, NAEYC 4c, ECD 3)
  15. 15 Demonstrate the ability to work effectively with parents, families, and other adults from a variety of cultural/linguistic and socio-economic backgrounds.
Class Assessment:

Each student will spend a minimum of 25 hours per week for 10 weeks at a practicum site.  For most students the practicum site will also be the student's work site.  The class will also meet as a group for regular seminar meetings to discuss readings and practicum experiences.  Seminar topics will include theory as it relates to daily practice, designing integrated curriculum, guidance and classroom management, evaluating their own teaching practices and portfolio development.

1.  Students will spend a minimum of 25 hours per week for 10 weeks in an infant/toddler or a pre-K classroom.

2.  Learning journals are due weekly throughout the semester.  Journals will address:  What are you learning and how will you use it?  What are you learning about yourself as a teacher?  The reflections should connect your reading and practicum experiences. 10 pts. each.

3.  Each student will develop an in-depth project with children.  Project will be documlented with a journal describingh each phase of the project and with a documentation panel that tells the child's story, the learning and development story and the teacher's story.  A rubric will be developed in class.  50 pts.

4.  Each student will video tape him/herself in two different learning activities with children.  The student will complete a wriotten self-evaluation using the tape.  One tape will then be reviewed with a partner.  The student will explain to the partner rationale for the activity with children, various teaching strategies, and what he/she would like to change.  The final task in this assignment is to write a reflective essay reflecting on your growing capacity for self-evaluation.  Guidelines and rubric will be developed in class. 50 pts.

5. Evaluate your classroom management and guidance strategies.  Look carefully at the physical arrangement of the classroom, curriculum choices, effective instructional strategies, including pacing, transitions, giving clear directions, providing statements, if necessary, to set limits, effective use of conflict resolution strategies, etc.   Evaluate how you promote the success of each individual and build a sense of community and friendship inclusive of all children.  Guidelines and rubric will be developed in class. 20 pts.

6. Each student will partner with another student.  They will select three articles from professional journals.  A list of articles will be provided by the instructor.  Each student will read the articles.  The two students will then meet to discuss the articles.  The students will then submit a summary of their discussion, poiints of agreement, points of disagreement, questions they still have, and how their practice has been influenced by their learnings.  Rubric will be developed in class. 20 pts.

7. A portfolio demonstrating your competence as an early childhood educator must be submitted as a part of the course requirements.  The portfolio will be evaluated on a pass/fail basis using attached rubric.  Your portfolio must include your Philosophy of Education.  See Creating Your Portfolio and Portfolio Rubric for Child and Family Studies for details.  Class time will be devoted to protfolio development and questions but you must set aside time outside of the class to complete portfolio.


1. Written work for the course = 60% of the grade

2.  Assessment of the college supervisor of classroom performance = 40% of the grade

All work must be typewritten with careful attention to spelling and grammar.

The following grade scale will be used:

198-220 points = A

176-197 points = B

154-175 points = C

Late Submission of Course Materials:
Unless prior arrangements have been made with the instructor, assignments NOT submitted on the due date will NOT receive full points.

Classroom Rules of Conduct:
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 drives crash.  Students must be responsible for planning ahead and meeting deadlines in spite of technologyu.  Be sure to save copies of your work to disk, hard drive, and print out paper copies for backup purposes.  When turning in an assignment, be sure to provide the instructor with a paper copy rather than a disk or an e-mail attachment.  Every student is an important participant in the learning community of this class.  Respect for fellow classmates, the instructor, and any guest presenters is expected.  Rude behavior will not be tolerated.

Course Topic/Dates/Assignments:
Sequence of assignments to be determined between instructor and student. (see assessment area)

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 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 .


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Last Updated:9/5/2006 3:45:33 PM