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
EDE 360 Practicum
FA 2007 HO
M.S, in Education
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Learning Outcomes: Core Learning Outcomes
1. Maintain a Reflective Journal. Using the Practicum Post-Session Reflections (PPSR) outline provided (see attached), you are to record and objectively reflect upon each practicum session at your assigned site(s). In your reflections, you are encouraged to make connections between what you are learning in class and in the practicum setting. Copies of the PPSR entries must be submitted at designated intervals throughout the semester to your University Supervisor; you must keep your original versions to maintain your own objective records and awareness of your experiences. The final Practicum Summative Reflective Entry is a brief summative description and self-evaluation (2+ pages) on the entire practicum experience (due at the end of the semester).
2. With support from your Cooperating Teacher, complete the designated sections of a “practice” Teacher Work Sample (TWS) for at least two students with exceptional learning needs (ELN). For purposes of Practicum B, students with ELN may include students with legally-defined disabilities (e.g., students with learning disabilities, students with ADHD, students with autism), students who are from cultural/racial/ linguistically-diverse backgrounds, students who are gifted and/or talented, and/or students who may be at-risk (i.e., students performing below average). The TWS adopted by Park’s School for Education is based on the TWS model developed by The Renaissance Partnership for Improving Teacher Quality Project (see http://fp.uni.edu/itq for more information). TWS are exhibits of teaching performance that provide direct evidence of a teacher candidate’s ability to design and implement standards-based instruction, assess student learning, and reflect on the teaching and learning process.
Specifically, you are to:
a.) Complete sections I – VII of the TWS (see attached).
3. Interview a regular education teacher about his/her roles and responsibilities during the special education process, including the steps involved in prereferral interventions, evaluation and identification, program planning, placement, and review and evaluation of services. After completing and summarizing the interview, discuss the implication of these roles and responsibilities in your future teaching practices.
4. To learn more about specialized services for students with exceptional learning needs, you must complete at least two (2) of the following activities:
¨ Observation of a special education classroom (e.g., resource room, separate classroom) (observation form will be provided – see attached).
¨ Interview a special education teacher about his/her roles and responsibilities during the special education process. Compare and contrast these roles and responsibilities with those of a regular education teacher.
¨ Attend an IEP meeting. Summarize the results of the meeting and discuss the role and responsibilities of the regular education teacher.
¨ Attend a 504 Plan meeting. Summarize the results of the meeting and discuss the role and responsibilities of the regular education teacher.
¨ Interview a related-service provider (e.g., speech and language therapist, occupational or physical therapist, school psychologist). Discuss how a collaborative partnership between the related-service provider and the regular education teacher may benefit a child with a disability.
¨ With guidance from the Cooperating Teacher, review the history of a child who has a Behavior Improvement Plan (BIP). Briefly discuss the process of developing, implementing, and evaluating a BIP and the implications these have on the regular education teacher.
¨ With guidance from the Cooperating Teacher, review the history of a child who has an Individual Education Plan (IEP). Briefly discuss the child’s disability, IEP goals, and accommodations/modifications required, and the implications these have on the regular education teacher.
¨ With guidance from the Cooperating Teacher, review the history of a child who has a 504 Plan. Briefly discuss the child’s disability, 504 goals, and accommodations/ modifications required, and the implications these have on the regular education teacher.
¨ Interview a gifted education teacher (i.e., a teacher certified to teach students who are gifted and/or talented). Briefly summarize the interview results and then discuss three (3) differentiated strategies you could use in a regular classroom to help a student who is gifted/talented maximize his/her potential.
¨ Observation of a gifted education classroom (observation form will be provided).
5. Complete a self-assessment of your teaching dispositions. Using the Teaching Disposition Evaluation form, you are to rate your demonstration of each of the teaching dispositions. After completing the Teacher Disposition Evaluation form, you are to summarize your strengths and areas for further development.
6. Maintain a Time Sheet of your attendance, in which you record the date of each practicum session, time in and out for each session, hours completed during each session, and cumulative hours completed during the course of the practicum. The Time Sheet must be reviewed and approved by the Cooperating Teacher. Note: you MUST follow the Schedule and Attendance policy outlined in the Practicum Fieldwork Manual.
Attendance also means that you will assist your Cooperating Teacher as described in the Practicum Fieldwork Manual. You are responsible for contacting your Cooperating Teacher and scheduling an initial meeting. During this meeting, you and your Cooperating Teacher will set a schedule for regular attendance and establish an agreement as to what is expected of each other. You should bring a copy of the Practicum Fieldwork Manual and a copy of the Practicum B syllabus to insure that arrangement follows the School for Education policies and fulfills the course requirement for credit. You must submit a copy of the Field Experience Initial Interview form found in the Practicum Fieldwork Manual to your University Supervisor.
7. Complete the Student Opinion Survey of the Experience and Site and the Student Opinion Survey Practicum Evaluation (see Practicum Handbook for more information) at the end of the semester.
Cooperating Teacher must:
1. Complete two Student Evaluation Forms, one at mid-term (i.e., approximately week 7) and the other at the end of the term (i.e., approximately week 14).
2. Complete two Teacher Disposition Evaluation Forms, one at mid-term (i.e., approximately week 7) and the other at the end of the term (i.e., approximately week 14).
3. Review and approve the student’s Time Sheet.
4. Complete the Cooperating Teacher Opinion Survey at the end of the semester.
5. Follow guidelines outlined in the Practicum Handbook and the Memorandum of Understanding between Park University School for Education and the School.
Course Grading Plan:
The final grade will be based on the percentage of total points earned.
A = 90 – 100 % 900 – 1000 points
B = 80 – 89 % 800 – 899 points
C = 70 – 79 % 700 – 799 points
D = 60 – 69% 600 – 699 points
F = 59% or lower 599 points or less
Points may be earned as follows:
Reflective Journal (25%) 250
Teacher Work Sample (20%) 200
Interview a Regular Education Teacher (15%) 150
Specialized Services Activities (15%) 150 (2 x 75 pts. each)
Self-Assessment of Teaching Dispositions (15%) 150
Practicum Evaluations (10%) 100
Timesheet/Participation/Initial Interview Form (15%) 150
TOTAL POINTS: 1000
Late Submission of Course Materials:
All assignments, even if late, are required to earn a grade for this course. Late assignments will result in the loss of points of 10% per calendar days x total points possible of assignment.
Classroom Rules of Conduct:
You are expected to…
Tentative Course Schedule
1 - 2
Aug 20 - 31
• Meeting with Cooperating Teacher
- DUE Aug 31: Field Experience Initial Interview form
3 - 4
Sept 4 - 14
• Work with Cooperating Teacher.
• University Supervisor with complete initial evaluation conference with Cooperating Teacher.
- DUE Sept. 14: First set of Post-Session Reflection Sheets
- DUE Sept 14: Interview with Regular Education Teacher
5 – 9
Sept 17 – Oct 19
• Work on Teacher Work Sample.
- DUE Oct 12: One Special Service Activities
- DUE Oct 19: Second set of PSRS
10 – 13
Oct 22 – Nov 16
- DUE Nov 9: Second Special Services Activity
- DUE Nov 16: Third set of PSRS
- DUE Nov 16: Self-evaluation of Teacher Dispositions
14 – 15
Nov 19 – Nov 30
• Work with Cooperating Teacher
• University Supervisor with complete final evaluation conference with Cooperating Teacher.
- DUE Nov 30: Fourth Set of PSRS with summative report
- DUE Nov 30: Practicum Evaluations
- DUE Nov 30: Time Sheet
- DUE DEC 4: TWS
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.
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 .
Teacher Work Sample (TWS)
Directions: Work with your Cooperating Teacher to complete the following standards of the TWS for at least two students with exceptional learning needs (ELN).
I. Learning-Teaching Context – The teacher candidate uses information about the teaching-learning context and individual student differences to set learning goals and plan instruction and assessment.
A.) Discuss the characteristics of each of the two students with exceptional learning needs (ELN) you have selected. Specifically, you are to discuss each student’s individual characteristics (e.g., ethnic/culture, gender, SES), developmental characteristics (e.g., age), disability characteristics (e.g., effects of the diagnosed disability), and specific learning needs (e.g., preferred learning style, accommodations, modifications).
B.) Discuss the implications these personal, developmental, and disability characteristics and special learning needs of each of these students may have on your plans for instruction.
II. Learning Goals – The teacher candidate selects learning goals based upon knowledge of
individual students, subject matter, and curriculum outcomes.
A.) Complete the Introduction and Content sections of the Lesson Plan (see attached).
B.) You must provide a rationale for the accommodations and adaptations you have made for each of the students with ELN. If you have provided no accommodations/ adaptations for these students in these sections of the lesson plan, then you must provide justification for your decision.
III. Assessment Plan – The teacher candidate uses multiple assessment modes and approaches aligned with learning goals to assess student learning before, during, and after instruction.
A.) Design an assessment plan to monitor each student’s progress toward the learning goals in your lesson plan. The assessment plan should include the use of authentic assessments (e.g., performance-based, paper/pencil, personal communication) to determine each student’s learning before, during (formative), and after (summative) instruction. You should include:
a. A description of each of the assessments used (i.e., the pre-, formative, and post-assessments).
b. An explanation of how you will evaluate or score each assessment.
c. A description of the criteria you will use to determine if each student’s performance meets the learning goals.
d. A brief rationale for doing the assessment.
e. Evidence of assessment results.
IV. Design for Instruction – The teacher candidate designs and implements instruction using a variety on “best practice”, evidence-based instructional strategies to address specific learning goals, student characteristics and needs, and learning contexts.
A.) Complete the Process section of the Lesson Plan.
B.) You must provide a rationale for the accommodations and adaptations you have made for each of the students with ELN. If you have provided no accommodations/ adaptations for these students in this section of the lesson plan, then you must provide justification for your decision.
V. Instructional Decision-Making – The teacher candidate uses analysis of student learning to make instructional adjustments.
A.) Discuss how you used student feedback and formative assessment data (i.e., to check for student understanding and learning) to determine the effectiveness of your instruction. Discuss what necessary adjustments you made to instruction to meet these students’ individual needs.
VI. Analysis of Learning Results – The teacher candidate uses assessment data to profile student learning and communicate results about student progress and achievement.
A.) Complete the Product section of the Lesson Plan.
C.) Analyze your post-assessment data to report the performance of each of your students. Draw conclusions about the success of each of your students and your instruction based on the results of the post-assessment data.
VII. Reflection and Self-Evaluation – The teacher candidate analyzes the relationship between his/her instruction and student learning in order to improve teaching practice.
A.) Reflect on the entire process of developing, teaching, and assessing your lesson by completing the Lesson Reflection questions (questions 1 – 6).
Lesson Plan Outline
Instructional Format: (e.g., one-on-one, small group, whole group, CWC)
Overall instructional goal(s):
Accommodations for students with ELN
Objectives: (short-term instructional objectives – must include performance/behavioral indicators, e.g., conditions, in observable terms, & criteria)
Missouri Standards: (lesson goals/objectives tied to MO Show-Me Standards and Grade-Level Expectations)
National/Professional Standards (NCSS, NCATE, IRA, etc.)
Materials: (e.g., texts, materials, AV, technology/multimedia, assistive technology)
Anticipatory set/Advanced organizer: (i.e., introduction to lesson – a focusing event; “hook” students’ interest; engage prior knowledge)
Objective and Its Purpose: (i.e., letting students know where they are going)
PROCEDURES: (Insert appropriate procedures/steps for the selected teaching model, e.g., Concept Attainment, Inquiry, Direct Instruction, Synectics, etc.)
Teaching – Input: (i.e., teacher provides the information needed for students to gain the knowledge or skill)
Teaching- Modeling: (i.e., showing and demonstrating)
Teaching- Checking: for understanding (i.e., formative assessments)
Guided Practice: (i.e., guided/monitored activity)
Closure: (i.e., wrapping it up)
Independent practice: (i.e., reinforcement practice)
Evaluation: (i.e., summative assessment – post-assessment) – output – how do students demonstrate what they have learned?
Accommodations for Students with ELN
1. As I reflect on the lesson, to what extent were the students productively engaged in the work? How do I know?
2. Did the lesson allow for students to engage in activities and learning situations which were consistent with the school district’s curriculum guide?
3. What feedback did I receive for students indicating the lesson impacted their understanding and that the goals/objectives were met for this lesson?
4. Did I adjust my goals or work as I taught the lesson? Why? How?
5. If I had the opportunity to teach this lesson plan again to this same group of students, what would I do differently?
6. If there was one thing for this lesson I could share with a colleague, what would it be?
CLASSROOM OBSERVATION FORM
Date of Observation: Time of Observation:
Observation Site: Teacher’s Name:
Program Model Observed: Other Instructional Personnel in Room:
Composition of Group
# Of Students_________
Gender Mix: Males____ Females____
• Sketch of Room (include: size/displays/decorations/furnishings)
Physical Environment (continued)
• Location and Physical Appearance of the Room:
• Visible Equipment/ Instructional Materials Available in Room:
• Equipment/ Instructional Materials in Use During Observation:
• Lighting/ Temperature/ Ventilation:
• Distractions/ Interruptions (visual/ auditory):
• Movement in Room:
General Classroom Behavior:
Specific Student Behaviors Observed (make notes next to each that apply):
• Engaged/ Disengaged:
• Cooperative/ Uncooperative:
• Positive Peer Interactions/ Negative Peer Interactions:
• Verbal Interactions (respectful/disrespectful; congenial/antagonistic):
• Active Participation/Uninvolved:
• On Task/On Task Behaviors:
• Off Task/Off Task Behaviors Observed
• Other notable behaviors observed:
• Individuals(s) Providing Instruction (teacher, instructional aide/others):
• Lesson Objectives/Performance Expectations (academic)
• Instructional Organization (e.g., whole group/small group/one-to-one/collaborative work group(s)/peer pairs/independent seat work):
• Instructional Focus During Observation (social skills/academics problem solving/test or study strategies/etc.):
• Instructional Method(s) in Use During Observation:
• Content of the Instructional Lesson(s):
• Learning Activities Observed:
• Amount of Time Allotted for Lessons Observed:
• Role of Any Supportive Personnel in Room During Observation:
• Class Rules/Behavioral Expectations:
• Behavior/Classroom Management Strategies Employed:
• Reinforcement Employed:
• Class Schedule/Transitions:
• Student Jobs/Responsibilities:
PRACTICUM POST-SESSION REFLECTIONS
What am I doing & why? How is what I am doing affecting my skills?
PRACTICUM POST-SESSION REFLECTIONS
What am I doing & why? How is what I am doing affecting my skills?
Practicum Course Corresponding/concurrent course Date:
Candidate: Coop. Teacher:& School
Park Supervisor Lesson/Activity
Goal/Objective of session (what did you want to happen?) & strategy/activity/lesson
WHAT WAS SUCCESSFUL? WHAT FAILED/COULD HAVE BEEN BETTER?
EVIDENCE OF SUCCESS EVIDENCE OF FAILURE/UNSATISFACTORY SESSION?
I WILL USE THIS SUCCESS NEXT TIME BY: TO SUCCEED/IMPROVE NEXT TIME, I WILL:
EXPLAIN HOW THIS PRACTICUM SESSION REFLECTS CORRESPONDING COURSE KNOWLEDGE, SKILL(S), and/or DISPOSITION(S)
Last Updated:8/14/2007 5:35:55 PM