School For Education Mission StatementThe 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.
School For Education Vision StatementThe 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
ED 541 Middle School Philosophy andOrganization Course Outline.
S1P 2007 ED
Educational Specialist in Middle Level AdministrationMaster's in Elementary AdministrationBachelor of Science in Education
6501 NW 72nd St- Kansas City, MO 64151
January 17th -March 6th
5:00 - 9:30 PM
Jackson, Anthony W. & Davis, Gayle A. (2000). Turning Points 2000: Educating Adolescents in the 21st Century. New York, NY: Teachers College Press.
Forte, I. & Schurr, S. (2002). The Definitive Middle School Guide, revised edition. Nashville, TN: Incentive Publications, Inc.
Textbooks can be purchased through the Parkville Bookstore
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 email@example.com or call 800-927-3024Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.
The instructor's role is to provide students with the opportunity to take an active role in reading, researching, presenting, discussing, and applying information related to the course objectives and learner outcomes. The instructor recognizes the importance of student contributions to the learning process and encourages the collaborative exploration of ideas and issues. The instructor will provide a variety of learning and assessment opportunities including reflective writings, collaborative dialogue, readings, lectures, examinations, videos, and electronic and print resources.
Learning Outcomes: Core Learning Outcomes
Course Assessment & Explanation of Assignments
Attendance/Participation - Students will be expected to attend class weekly and be an active participant in all activities. – 8 weeks @ 10 points each = 80 points
Article Review & Reflection - Each student will research, read, and summarize four (4) articles related to some aspect of middle level education. The written review and reflection should include a 1-2 page (typed double spaced) summary of the article's main points, and your reflection related to how the information could be used by you as a classroom teacher. The review will be shared with the class before handing in. - 4 articles @ 30 points each = 120 points
Assigned Readings - Students will read the assigned work from the text prior to each class meeting. They will be expected to actively participate in class reflections and discussions regarding the readings by answering guiding questions . – 5 weeks @ 20 points each = 100 points
Middle School Facility Analysis – Each student will visit two middle schools with the purpose of analyzing their facilities and space. The analysis should respond to the suggestions for facility requirements for middle schools on page 42 of The Definitive Middle School Guide. – 2 analysis @ 25 points each = 50 points
Middle School Classroom Observations – Each student will observe a middle school classroom for a minimum of 1 hr in each setting and submit a 1-2 page double spaced reflection. The reflection should include observations of curriculum, instruction, assessments, teaching strategies and classroom management practices used by the observed teacher. – 2 observations @ 25 points each =50 points.
Final - Each student will complete a final over middle level teaming. – = 100 points
450 - 500 = A
400 - 449 = B
350 - 399 = C
300 - 349 = D
000 - 299 = F
Late Submission of Course Materials:
This course is designed to emphasize the application of knowledge and dispositions through structured performances requiring the student to read, analyze, and respond to a variety of educational situations. The articulation of ideas through verbal and written discourse is paramount in maximizing learning outcomes. Hence, all assigned work is expected to be completed in a timely fashion. A grade reduction of 20% will be assigned for late work. The instructor may make modifications to these requirements for unique and/or extenuating circumstances.
Course Topic/Dates/Assignments: Weekly Topical Outline And Assignments - TENTATIVE
January 17 Introductions
Park University Conceptual Framework
Review of Syllabus, course requirements & expectations
Characteristics and Needs of the Adolescent
Homework: Read Turning Points: A Decade Later – Chapters 1 & 2
Read The Definitive Middle School Guide – p. 17-44, 50
January 24 Questions and Discussions over Homework
Historical Perspectives of Junior Highs, Middle Schools and K-8 buildings
Program Characteristics of a Middle School
Middle School Facilities
Homework: Read Turning Points: A Decade Later – Chapters 3 & 4
Read The Definitive Middle School Guide – p. 47-49, 51-71, 83
January 31 Effective Classroom Practices & Management
Curriculum and Instruction
Homework: Read Turning Points: A Decade Later – Chapters 5 & 6
Read The Definitive Middle School Guide – p. 167 – 233
February 7 Middle School Governance
Scheduling – flex, block, alternative
Teams – Interdisciplinary & Disciplinary
Homework: Read Turning Points: A Decade Later – Chapters 7 & 8
Read The Definitive Middle School Guide – p. 93 - 159
Four Article Summaries and Reflections
Two Classroom Observation Summaries
February 14 Student Assessment
Hand in Articles and discuss
Hand in Classroom Observations and Discuss
Homework: Read Turning Points: A Decade Later – Chapters 9 & 10
Read The Definitive Middle School Guide – p. 73-82, 293-340
February 21 Advisement Programs and Affective Education
Exploratory Classes and Elective Classes
Homework: Read The Definitive Middle School Guide – p. 245 – 284
Middle School Facility Analysis (2)
February 28 Parent and Community Relationships
Homework: Prepare for Short Answer Final
* School Structures and Climate that Meet the Needs of M.S. Students
* Interdisciplinary Teaming and Block Scheduling
March 6 Final Test
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 2007-2008 Graduate Catalog Page 24-26
Plagiarism involves the appropriation of another person's ideas, interpretation, words (even a few), data, statements, illustration or creative work and their presentation as one's own. An offense against plagiarism constitutes a serious academic misconduct. Although offenses against academic integrity can manifest themselves in various ways, the most common forms of offenses are plagiarism and cheating. Plagiarism goes beyond the copying of an entire article. It may include, but is not limited to: copying a section of an article or a chapter from a book, reproduction of an art work, illustration, cartoon, photograph and the like and passing them off as one's own. Copying from the Internet is no less serious an offense than copying from a book or printed article, even when the material is not copyrighted.
Plagiarism also includes borrowing ideas and phrases from, or paraphrasing, someone else's work, published or unpublished, without acknowledging and documenting the source. Acknowledging and documenting the source of an idea or phrase, at the point where it is utilized, is necessary even when the idea or phrase is taken from a speech or conversation with another person.
Park University 2007-2008 Graduate Catalog Page 24-26
Professors are required to maintain attendance records and report absences. Excused absences can be granted by the instructor, for medical reasons, school sponsored activities, and employment-related demands, including temporary duty. Students are responsible for any missed work. Absences in excess of four (4) class periods, in a 16-week semester (or 2, in an 8-week term) will be reported to the Director of the individual graduate program, or to the Dean, for appropriate action. Students with such a record of absences, without an approved excuse, may be administratively withdrawn from the class and notified by mail that an "F" will be recorded, unless the student initiates official withdrawal from the class(es).Park University 2007-2008 Graduate Catalog Page 28
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 .
Last Updated:1/18/2008 4:27:14 PM