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Education Major Version

EDE 360A Practicum
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.

School For Education Mission Statement
The 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.



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

School For Education Vision Statement
TThe 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


Course

EDE 360 Practicum

Semester

FA 2007 HO

Faculty

Bennett, Betty

Title

Associate Professor

Degrees/Certificates

Ed. Specialist in Reading
Certification in Elem. Educ. K-6, Reading K-12, Lang. Arts 6-9

Office Location

Copley 316

Office Hours

Monday, Tuesday, Thursday, 8:00 – 11:00 A.M., Tues and Thurs.1:00 – 4:30 P.M.

Daytime Phone

584-6823

Other Phone

896-4942

E-Mail

bbennett@park.edu

Semester Dates

Aug. 30 - Dec. 14, 2007

Class Days

TBA

Class Time

TBA

Prerequisites

Admissions to the School for Education

Credit Hours

2


Textbook:

Handbook located at www.park.edu/education

 

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. Students must earn a "B" grade or higher before continuing in the practicum sequence; may be repeated. Prerequisite: Admission to the School for Education. A. Concurrent enrollment in EDE 359 and EDE 380 required unless previously completed.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. 

 

Linkage to School for Education Conceptual Framework:  The instructors will focus on the integrating the outcomes, core beliefs, and competencies into the philosophical and practical instruction in the practicum site. The course will focused upon developing educators who are Effective School Professionals, Reflective Change Agents, and Advocates for Equity and Excellence for All Learners. 

In becoming the Effective School  Professionals, the instructors believe that the teacher candidates should be committed to the core beliefs of Park University’s Conceptual Framework that:

·         all students can learn (Core #1);

·         teacher candidates should be knowledgeable in their content, educational theory, pedagogical knowledge, research, best practice, and professionalism (Core #2);

·         assessment is necessary to develop and adapt instruction that meets learners’ needs and maintains their engagement (Core #3); 

·         collaborative problem-solving and critical inquiry is required for effective instruction and high level thinking by the students they serve (Core # 4)

·         effective communication skills are vital for the teacher candidate’s development in teaching and learning that is grounded in best practice and evidence-based research and their ability to use this knowledge with the various stakeholders. 

The students in EDE 360A will study and utilize various teaching strategies and problem solving techniques that support the Park University’s Core Beliefs.  The instructors believe that reflection on all aspects of the teaching experience and the instruction that is interactive, hands on, and authentic is essential for the teacher candidate to develop their knowledge, skills, and dispositions as defined in the Conceptual Framework and Core Beliefs.  Although content area of Literacy and Social Studies will be emphasized during this experience, the instructors believe that the teacher candidate will experience all aspects of the role of a teacher in the classroom setting.

 

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.  Evaluation forms will completed by the supervising teacher and cooperating teacher that assess the Park University student’s skills in the classroom.

 

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. 

 

2.      Evaluation for each elementary practicum experience.  (see attached evaluation form.)  Evaluation forms are to be completed by the cooperating and supervising teacher. 

 

3.      Essential  Teacher Dispositions (see attached evaluation form.)  Evaluation forms are to be completed by the cooperating teacher and the university supervisor.

 

4.      Teaching activities and performance indicators.  The Park University student will provide the Park University Supervisor with requested documentation of the aligned assignments for related courses and the Practicum Handbook.  The cooperating teacher will provide a signed document attesting to the completion of these activities and performance indicators.

 

5.      A reflective journal that contains an entry for each visit at the assigned site.  Topics will be assigned in EDE 359.

Grading:

Reflective Journal                                                                25%            250 pts.

Attendance                                                                          20%            200 pts.

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

Supervising Teacher Evaluation  (see handbook)                35%            350 pts.

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

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.

 

 

Course Topic/Dates/Assignments:

Week

Date

Topics/Assignments

One - Three

Aug. 20- Sept. 10

Contact cooperating teacher and set up days for practicum. 

Assignment:  Reflection Journal

Four

Sept. 17

Work with cooperating teacher.

Assignment:  Reflection Journal: Weekly, see assigned topics

Five- Fifteen

Sept. 24-Dec. 3

Work with cooperating teacher.

Assignment:  Reflection Journal: Weekly, see assigned topics

Sixteen

Dec. 10

Summary conferences with cooperating teacher,

Reflection Journal due with

  1. bulletin board pictures
  2. Two Lesson plans
  3. Weekly reflections on assigned topics
  4. Evaluations from cooperating teacher

 

 

 

 

 

 

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 Undergraduate Catalog Page 85-86

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 2007-2008 Undergraduate Catalog Page 85

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.
  3. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  4. 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 "F".
  5. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  6. 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.
  7. 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 2007-2008 Undergraduate Catalog Page 87-88

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 .

Bibliography:

Books

 

Bennett, Linda (Ed.) and Berson, Michael J. (Ed.).  Digital Age:  Technology-Based K-12 Lesson Plans for Social Studies.  Silver Spring, Maryland:  National Council for Social Studies, 2007.

 

Blackburn, Barbara R.  Classroom Instruction from A to Z.   Larchmont, New York: Eye on Education,

      2007.

 

Blackburn, Barbara R.  Classroom Motivation from A to Z.   Larchmont, New York:  Eye on Education,

     2005.

 

Burden, Paul and Byrd, David M.  Methods for Effective Teaching: Promoting K-12 Student

     Understanding.  Boston:  Pearson Education, Inc.  2007.

 

Gunter, Mary Alice; Estes, Thomas H.; and Mintz, Susan L.  Instruction:  A models Approach.  Boston: 

    Pearson Eduction, Inc. 2007.

 

 

Hill, Jane D. and Flynn, Kathleen M.  Classroom Instruction that Works with English Language Learners.

     Alexandria, Virginia:  Association for Supervision and Curriculum

     Development, 2006. 

 

Lasley II, Thomas J; Matcznski, Thomas J.; and  Rowley, James B.  Instructional Models:  Strategies for

     Teaching in a Diverse Society.  Belmont, California:  Wadworth, 2002.

 

McTighe, Jay and Wiggins, Grant.  Understanding by Design.  Alexandria, Virginia:  Association

      for Supervision and Curriculum Development,  2004.  

 

Marzano, Robert. J. Pickering, Debra J. and Pollock, Jane E.  Classroom Instruction that Works. Alexandria,

     Virginia:  Association for Supervision and Curriculum Development, 2001.

 

Silver, Harvey F. Strong, Richard W. and Perini, Matthew J.  So Each May Learn: Intergrating Learning

     Styles and Multiple Intelligences.  Alexandria, Virginia:  Association for Supervision and Curriculum

     Development, 2000.

 

Tomlinson, Carol Ann.  The Differentiated Classroom:  Responding to the Needs of All Learners.

    Alexandria, Virginia:  Association for Supervision and Curriculum Development, 1999.

 

Tompkins, Gail E.  50 Literacy Strategies:  Step by Step.  Upper Saddle River, New Jersey:  Merrill, 1998.

 

Journal Articles

 

Charron, Nancy Necora.  “I learned that there’s a state called Victoria and he has six blue-tongued lizards!” 

     The Reading Teacher,  60 No. 8, May 2007:  762- 769.

 

“Educating the Whole Child.”  Educational Leadership,  64 No. 8, May 2007.

 

“Improving Instruction for Students with Learning Needs.”  Educational Leadership, 64 No. 5,

      February 2007.

 

“Motivating with Social Studies.”  Social Studies and the Young Learner.  19 No. 3, Jan./Feb. 2007.

 

     “Notable Social Studies Trade Books for Young People2007.”   Social Education.  71, No. 4,

           May/June 2007. 

 

“Responding to Changing Demographics.”  Educational Leadership,  64 No. 6, March 2007.

 

      “Teaching Economics in U.S. History.”  Social Education.  71, No. 2, March 2007. 

 

“Teaching to Student Strengths.”  Educational Leadership.  64 No. 1, Sept. 2006.

 



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:7/25/2007 9:06:10 PM