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
EDS 410 Sec Directed Teaching w/Seminar
FA 2007 HO
Greene, Judy Ann
Assistant Professor of Education, Literacy
MAPCII Reading Specialist
rm. 317 Copley Hall
TBD and by appointment
Aug. 20 – Dec. 14 , 2007
Aug. 20, 21, 22, 23, and 24 at 9 A.M.- 12:00 and Thursdays: Aug. 30, Sept. 14, Sept. 27, Oct. 11, Oct. 25, Nov. 8, Nov. 15, Nov. 29, and Dec. 6 (if needed)
9A.M. – 12:00, Aug. 20-24 (first week) at McCoy Meetin' House; 4:00 – 5:20 P.M. starting Aug. 30 at Copley, rm. 322
Admit to School of Education with at least 2.75 grade point
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/.
Teachers must be willing learners who embody what they hope to cultivate in their students—curiosity and joy of learning, courage to risk being wrong, ability to connect the classroom to the world around it as a desirable way to enrich and empower genuine mobility in personal, social, and professional life. Teachers must also have at heart, the understanding that little of value can be communicated without first establishing and maintaining a human, mutually respectful relationship. In other words, teachers must model what they ask of and expect from the students they teach, and they must enter the classroom with a disposition toward teaching-learning as an “us-we” instead of “me-them” effort.
Learning Outcomes: Core Learning Outcomes
Link to Class RubricClass 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.
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 is not limited to, improper dress, behavior/attitude considered by school employees or students to be disrespectful, infractions of or failure to follow school rules, and/or insubordination.
Directed Teaching Experience
Interim Evaluation by University Supervisor 100 pts.
` Interim Evaluation by Cooperating Teacher 50 pts.
Final Evaluation by University Supervisor 250 pts.
` Final Evaluation by Cooperating Teacher 100 pts.
Composite Evaluation by Director of Field Experiences (ten hours)
5 Lesson Plans (5 @ 30 pts) 150 pts.
Reflections/Journal (15 @ 30 pts) 150 pts.
Final Summative Reflection 50 pts.
Teacher Work Sample 150 pts.
Total Points 1000
A = 100-92%.
B = 91-82%.
C = 81-72%-
D = 71-62%
F = 61% or less
In addition, any teacher candidate 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 work will be accepted, but the grade will be reduced. After one week, the instructor has the right to refuse to accept late work at her discretion. Absolutely no work will be accepted after the last date listed in the “Course Topics/Dates/Assignments” below. Any missing work/assignments will be recorded as a “zero.” This course cannot be repeated for any reason
o Assignments should be submitted on time even if the student is absent (excepting emergencies). Use fax, email, ask fellow class member and/or friend to deliver to instructor’s mailbox, rm. 309 on the third floor of Copley Hall, or to box on instructor's office door.
o Late assignments will result in loss of 5 points per day late.
o Assignments submitted before or on their due dates (as listed in the Schedule of Sessions below) may be revised for more points until the last scheduled class session before finals week.
§ Any assignment submitted after the due date will not be eligible for revision unless the reason meets criteria for excused absence, including documentation.
§ Assignments must be submitted in person to qualify for evaluation for points. The instructor will not print, evaluate, or score emailed assignments. The only purpose for emailing assignments is to establish submission date & time.
§ If computer/technology accessibility or problems interfere with meeting a due date, an assignment may be emailed by midnight of the day it is due to establish on-time submission. A hard copy must still be submitted to the instructor to qualify for evaluation for points.
§ Each time an assignment is submitted for re-evaluation, it must include all previous drafts and rubric scoring/written feedback from the instructor. This is to support consistency and fairness in grading. Any revised assignment that does not have previous draft(s) and feedback will be returned to the student until it is accompanied by previous drafts & instructor’s rubric/feedback.
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.
o 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.)
o Email is essential to this course. All students will need to check their PirateMail on a regular basis--at least twice a week. Typically, several days may pass when no email is sent, only to be followed by several emails in one day. Students are to notify the instructor as soon as possible if they have difficulty accessing their PirateMail accounts. Students who do not regularly check email run the risk of losing points on assignments, misunderstanding important information, not having materials needed for an activity or assignment, etc.
o Key moments can be sabotaged by cell phones and text messaging. Making, receiving phone calls, or text messaging during class is rude to fellow class members, and disrespectful to the instructor; therefore, you will be asked to them off.
o Professional demeanor & dispositions are essential evidence that students are ready to be classroom teachers--passing grades on assignments are not sufficient. The Professional Teaching Dispositions will be presented to students on the first day of class. The instructor will go over the dispositions with students at that time. Students will evaluate themselves, as well as by the instructor, cooperating teachers, and possibly site administrators on the teaching dispositions. The purpose of this is to give feedback to students to help them reflect upon and develop the degree and depth of the attitudes and behaviors expected of outstanding educators.
TENTATIVE COURSE TOPICS/DATES/ASSIGNMENTS
Directed Teaching Handbook- You need to down load this from the Park.edu/education website.
Portfolio Review: Philosophy & Autobiography (bring your portfolio to class each day)
Guests: University Supervisors
Assignment: Letter of introduction
The Role of the Student Teacher (Handbook)
Reflective Writing Review
Portfolio 1.1, 1.2.1
Assign: Teacher Work Sample
Assignment: Portfolio Sponge Activity
The Art & Science of Teaching
Lesson Design/Learning Experiences
Guest: Jody and Mark
Guest: Sherrie Kisker
Sponge Activity Presentation
Assignment: Turn in portfolio for first reading
Lesson Plan/Learning Experience Plan
Teaching to Diversity
Assignment Due: Journal/Reflective Writing (total of 8)
Assignment Due: Journal/Reflection (1)
Guest: Eileen West, Registrar-graduation and certification paper work
The Job Market
Preparing for the interview
Guest Speaker on Interviewing
Portfolio collected for final readings—Elementary, Secondary, Middle School, MAT
Portfolio collected for final readings—Early Childhood, Art, Spanish
Assignments Due: Assignment Due: Journal/Reflection (1),
Teacher Work Samples, Video Taping Reflection
Final Paper work signed
Assignment Due: Final Summative Journal/Reflection
All work must be turned in; NO WORK ACCEPTED AFTER THIS DATE
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 87-88Instructor's attendance policy:
• Students may have no more than two (2) absences.
• A third absence will drop the final course grade by one letter grade.
• A fifth absence will drop the final course grade by two letter grades.
• It is considered standard professional courtesy for the student to notify the instructor by phone or email ahead of time of any and all absences or late arrival/early departures (excepting emergencies).
• In the event of an absence from site attendance, students are required to call and personally notify the cooperating teacher apologizing for the absence.
• The following will be unconditionally excused: medical or dental emergency, student's hospitalization, serious illness of close family member, natural disasters (e.g., fires, flood, etc.), jury duty, unexpected military call-up, death in family. For working teachers, an excused absence is a mandatory extra-curricular event such as parent-teacher night. All absences meeting these criteria require acceptable documentation:
• The following will not be considered for excused status in excess of the two absences allowed: job schedule, wedding or other family event, other class schedule, and other situations that are avoidable by responsible planning. If students are in doubt, ask the instructor first. The instructor will uphold the policies set out in this syllabus.
• Late arrival and early departures of 15 minutes or more past the scheduled class starting and ending time each count ¼ of an absence.
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 .
General Directions for Assignments:
o Students are responsible for reading and understanding this syllabus, rubrics and other course materials in eCompanion to know what assignments are required, when they are due, how to do them, how they are scored, and any other pertinent information. Points have been deducted because failed to follow syllabus directions and/or study the rubrics in eCompanion.
o Course materials too detailed or lengthy for this syllabus (rubrics, directions, handouts, etc.) will be provided for students to download and print from eCompanion. (NOTE: before printing, adjust the font size to avoid overlarge type and excessive amounts of pages!)
o Questions and/or concerns regarding assignments will be handled before or after class, during breaks, during office hours, by appointment, or by phone or email. If a question or concern is raised that the instructor deems important for the entire class, the instructor will inform the class via email. Ideas for improvement are most welcome! A significant portion of this course is the result of previous students' creative and helpful ideas.
Written Assignments: Clear written and spoken communication is absolutely essential and expected for future classroom teachers. We are all models of literacy to our learners. The way learners see us use our literacy skills is what they will believe is correct and right for their own writing and speaking. Therefore, all written and spoken communication will be subject to correction for basic Standard English. (This includes the instructor--to err is human!)
Students are expected to:
(1) Use correct, standard English technical writing skills (i.e., grammar, usage, and "mechanics"--spelling, punctuation, grammar, capitalization, sentence structure, etc.);
(2) Proofread carefully for technical skills errors, missing words, missing letters, making all necessary revisions; and
(3) Make certain terms and phrases are used correctly for meaning, and that what is written can be easily understood by a parent, other teacher, and/or administrator. All assignments receiving rubric points include a score for correct basic writing skills.
Any student needing help with particularly stubborn errors of basic writing skills will be referred to the Student Assistance Center if the instructor and student are unable to find time to work together.
Regarding style and formatting—in order to avoid confusion created by differing interpretations of proper APA, MLA, or Chicago/Turabian style, a model for all written assignments is provided in eCompanion. All students are expected to correctly follow the provided model for all typewritten assignments. Failure to proofread and/or use the model correctly will result in loss of points.
Buehl, Doug. Classroom Strategies for Interactive Learning, 2nd ed. Newark, Delware: International Reading Association, 2001.
Cipani, Ennio. Classroom Management for All Teachers: 11 Effective Plans. Upper Saddle River, New Jersey: Merrill, 1998.
Cooper, James M. (Ed.). Classroom Teaching Skills, 7th ed. Boston: Houghton Mifflin, 2003.
Fay, Jim and Cline, M.D., Foster W. Discipline with Love and Logic. Golden, CO: The Love and Logic Press, Inc. 1994.
Glasser, M.D., William. Choice Theory. New York: First HarperCollins Publishers, 1998.
Goethals, M. Serra, and Howard, Rose A. Student Teaching: A Process Approach to Reflective Practice. Upper Saddle River, New Jersey: Merrill, 2000.
Kane, Pearl Rock. (Ed.). The First Year of Teaching. New York: Walker and Company, 1991.
Kohn, Alfie. (1999). Punished By Rewards: The Trouble with Gold Stars, Incentive Plans, A's, Praise, and Other Bribes. Mariner Books; New Ed edition. ISBN: 0618001816
Kohn, Alfie. (2000). The Schools Our Children Deserve: Moving Beyond Traditional Classrooms and "Tougher Standards." Mariner Books. ISBN: 0618083456
Kronowitz, Ellen L. Your First Year of Teaching and Beyond. 4th ed. Boston: Pearson, 2004,
Pelletier, Carol Marra. A Handbook of Techniques and Strategies for Coaching Student ` Teachers, 2nd ed. Needham Heights, Maryland: Allyn and Bacon, 2000.
Pelletier, Carol Marra. Strategies for Successful Student Teaching, 2nd ed. Boston: Pearson Allyn and Bacon, 2004.
Reed, Arthea J. and Bergemann, Verna E. A Guide to Observation, Participation, and Reflection in the Classroom, 5th ed. Boston: McGrawHill, 2005.
Roe, Betty D. and Ross, Elinor P. Student Teachng and Field Experiences Handbook. 5th ed. Upper Saddle River, New Jersey: Merrill Prentice Hall, 2002.
Sullo, Bob. Activating the Desire to Learn. Alexandria, Virginia: Association for Supervision and Curriculum Development. 2007.
Stronge, James, H. Qualities of Effective Teachers. Alexandria, Virginia: Association for Supervision and Curriculum Development, 2002.
Wong, Harry K. and Wong, Rosemary T. How to be an Effective Teacher: The First Days of School. Mountain View, CA: Harry K. Wong Publications, Inc. 1998.
Last Updated:8/11/2007 7:09:57 PM