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EDC 410 Early Child Dir Tchng w/Seminar
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
The 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

EDC 410 Early Child Dir Tchng w/Seminar

Semester

SP 2009 HO

Faculty

Bennett, Betty

Title

Associate Professor/Director of Field Experiences

Degrees/Certificates

Ed. Specialist in Reading
M.A. in Reading
B.S. in Elementary Education

Office Location

Copley 316

Office Hours

Tuesday, Thursday 8:00 - 11:00, 1:00 - 4:00

Daytime Phone

816-584-6823

E-Mail

bbennett@park.edu

Semester Dates

Jan. 12- May 9, 2009

Class Days

----R--

Class Time

4:30 - 5:50 PM

Prerequisites

EDC 359 ( with at least a grade of “B”), EDE 379, EDE 380, and admission to the School of Education and cumulative GPA of 2.75.  2:10:12

Credit Hours

14


Textbook:
 

 Suggested Reading

Jones & Jones, Comprehensive Classroom Management, Allyn & Bacon, 2000.

Required Reading

Park University Teacher Candidate Handbook from:   www.captain.park.edu/education
 
All students seeking teacher certification and licensure must purchase Foliotek, the School for Education electronic portfolio system. Purchasing information will be distributed within the first two weeks of the semester.

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:
EDC410 Early Childhood Directed Teaching with Seminar: A twelve-week experience of directed teaching in two different early childhood settings. (Infant/Toddler, PreK, or Primary K-3) Interactions with children and families from a variety of backgrounds will be an internal part of the directed teaching experience. Included will be 30 contact hours of seminar, including intensive meeting time before student teaching begins and weekly meetings during the experience of directed teaching and a culminating session following the directed teaching experience. The purpose of the seminar is to allow exploration of issues and experiences in a reflective way, to enhance the directed teaching experience, and to articulate an appropriate philosophy of early childhood education as a basis for making professional decisions. Student Must Pass Appropriate PRAXIS Before Enrolling In Directed Teaching With Seminar. Prerequisites: EDE378, EDE379, EDE 380, and admission to the School for Education and cumulative GPA of 2.75. 2:12:14.

Educational Philosophy:
 

The instructor’s educational philosophy for this course is one of integration of education theory with the pre-service teacher’s experience in the actual classroom. The design is detailed in the Teacher Candidate’s Handbook and in the Cooperating Teacher’s Handbook.  The teacher candidate will begin with observations and concludes with teaching the entire curriculum for an assigned period. Included in this experience are scheduled observations by an assigned University Supervisor. The purpose for this experience is to provide the teacher candidate with an experienced teacher who is currently in the classroom and an environment to practice the teaching strategies and classroom management skills that they have developed.

The Seminar Format: The seminar is interactive and based utilizing instructor and expert guest lecturers, direct instruction, small group discussions, student-led presentations, and independent work. This format will facilitate the acquisition of knowledge, understandings, and implementation of seminar content.   

Learning Outcomes:
  Core Learning Outcomes

  1. Transition from the college setting to field experience,
  2. Practice strategies and knowledge to the teaching experience
  3. Articulate the learning experiences of teaching through discussions and reflections.
  4. Exhibit the role and responsibilities of a professional teacher as defined in the Teacher Candidate Evaluation form
  5. Articulate his/her philosophy of education and how this will influence his/her deliver of instruction
  6. Practice a solid knowledge base and understanding of classroom management and discipline/redirection
  7. Plan, implement, evaluate learning experiences based upon strong knowledge base and
  8. Incorporate instruction that includes the elements of multiculturalism, special needs,
  9. Use effective communication skills with parents, students, educational professionals
  10. Prepare job market paper requirements and participate in activities for job market preparations.


Core Assessment:




  • Reflective Journal


  • Portfolio Reflections on Missouri Performance Standards and Early Childhood Competencies, Reflective Journal Entries, and Lesson Plan Reflections


  • Portfolio Philosophy and Reflections on Missouri Performance Standards and Early Childhood Competencies in Portfolio


  • Supervisor and Cooperating Teachers’ Evaluation Forms

Link to Class Rubric

Class 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.

Requirements

  1. Portfolio: Each teacher candidate is expected to successfully complete a portfolio that meets the standards of the Portfolio Rubric designed by the Park University School of Education. Guidelines and artifacts sources will be presented, and discussed. No teacher candidate will receive a passing grade in EDC 410 until the Portfolio is successfully completed. The first reading will be at the end of the first week of the semester.
  2. Core Assessment: Classroom and Lesson Plan Reflections (Journal) : Each teacher candidate will complete a journal of reflections. Daily entries/reflections need to be made the first two weeks. Weekly reflections are required after the first two weeks. These reflections include: examinations of classroom procedures, interactions, and organizations, new ideas and materials implemented, what went well in classroom, problems encountered, goals for the week, evidence of growth, etc. This assignment is designed to further develop the teacher candidate’s critical and reflective thinking skills and help assess professional growth in this field. One reflection is to be given to the cooperative teacher for comments. Every observed lesson must include a reflection.
  3. Lesson Plans: Five lesson plans are required. The lesson plan format will be presented in class. A reflection, Missouri Standards (written out), and accommodations/adaptations must be included in every lesson. These lesson plans can include ones in the Teacher Work Sample and from University Supervisor’s visits.
  4. Attendance and DressRegular attendance at the school site is extremely important.  Attendance must be kept on the time sheets to fulfill the state requirement of required days at the assigned site. Professional dress is required at the school site. While adhering the dress code of the School where you are, you must remember that you are a representative of Park University and a candidate for possible employment. You should dress as if you are on a joy interview every day.

     Therefore you should dress accordingly. If you have a question about the appropriateness of the

     attire, it probably isn’t appropriate. For example, there should never be any bare midriffs, or space

     between your top and your slacks/skirt, no see-through tops or bottoms, no inappropriately clinging

     or form-fitting outfits, etc. While this does not require expensive clothes, it does require clothes

     in good taste.

                  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 no limited to, improper dress, disrespect to school employees or

     students, infractions of or failure to follow school rules, and/or insubordination.

  1. Teacher Work Sample: Each teacher candidate is to complete a Teacher Work Sample during the field experience. The Teacher Work Sample will consist of an agreed upon unit by the cooperating teacher and the teacher candidate. The Teacher Work Sample assignment will be given during the first week of class.

 

  1. Reflection on a video taping of a lesson. Each teacher candidate will film a lesson presentation. The teacher candidate will watch the film to write a reflection on the experience. An assignment sheet with rubric will be available during the first week of class.

 

  1. Other requirements:
    1. Employer Portfolio (personal usage-not for course evaluation)
    2. Assigned Class writings (Ex. Letter of Introduction)
    3. Sponge Activity

Grading:
 

Directed Teaching Experience

                        Interim Evaluation by University Supervisor                      5%       50 pts.

`                       Interim Evaluation by Cooperating Teacher                       2%        20 pts.

                        Final Evaluation by University Supervisor             20%      200 pts.

`                       Final Evaluation by Cooperating Teacher                         10%      100 pts.

                        Composite Evaluation by

                                           Director of Field Experiences (ten hours)      43%       430 pt.

 

Seminar

                        Attendance                                                                             3%           30 pts.

                        5 Lesson Plans                                                                       2%           20 pts.

                        Reflections/Journal                                                               5%           50 pts.

                        Teacher Work Sample                                                          10%         100pts.

 

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

Each teacher candidate is expected to successfully complete a portfolio that meets the standards of the Portfolio Rubric designed by the Park University School of Education. This portfolio complies with the requirements established by the Missouri Department of Elementary and Secondary Education. The guidelines and artifact sources will be presented and discussed in the seminar setting. Each portfolio will be scored and approved by two education faculty members. No student will receive a passing grade in EDC 410 until the Portfolio is successfully completed.

Late Submission of Course Materials:
 

Timely completion of assignments is required. Late work will be accepted, but the grade will be reduced by 25% each week late. After one week, the instructor has the right to refuse to accept the late work at her discretion. Absolutely no work will be accepted after the assigned time of the final. Any missing work/assignments will be recorded as a “zero”. Incompletes will be given in only extreme circumstances. This course can not be repeated for any reason.

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.

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.)

Course Topic/Dates/Assignments:
 

Week

Date

Topics/Assignments

One

Jan. 12


 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Jan. 13

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Jan. 14

 
 
 
 
 
 
 
 
 
 
Jan. 15

 
 
 
 
 
 
 
 
 
Jan. 16
Overview
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

          Reflection Journal

 

 

 

The Role of the Student Teacher (Handbook)

Assignment: Video

Reflective Writing Review

Portfolio 1.1, 1.2.1

Teacher Work Sample

Guest: MOCSA

Assignment: Portfolio

             Sponge Activity

 

 

The Art & Science of Teaching

Lesson Design/Learning Experiences

Portfolio1.2.2,1.2.3, 1.2.4,1.2.5

Assign: Employer Portfolio

Guest: Jody and Mark

Assignment: Portfolio

Assignments/Reflective Pieces

Guest: Sherry Kisker

Portfolio 1.2.6,1.2.7,1.2.8,1.2.9, 1.2.10, 1.2.11

Sponge Activity

           presentation

Send Off

Assignment: Collect Portfolio, for First reading

 

 

Two

Jan. 22

No class

Three

Jan. 29

Lesson Plan/Learning Experience Plan

Teaching to Diversity

School Relationships

Open Discussion

Assignment: Journal/Reflective Writing

Four

Feb. 5

No class

Five

Feb. 12

Classroom Management

Discipline/Redirection

Open Discussions

Assignment Journal/

         Reflection check

Six

Feb. 19

No class

Seven

Feb. 26

Professional Ethics

Portfolio Check-up

Open Discussion

Eight

Don’t miss

Mar. 5

The Job Market

Preparing for the interview

Guest Speaker on Interviewing

Nine

Mar. 12

Fall Break

Ten

Don’t miss

Mar. 19

Guest: Eileen West, Registrar-graduation and certification paper work

Assessment Issues

Open Discussion

Eleven

Mar. 26

No class

Twelve

Apr. 2

Portfolio collected for final readings—Elementary, Secondary, Middle School

Thirteen

  

Don’t miss

Apr. 9

Teaching resources, ex. Missouri Department of Conservation

 

Portfolio collected for final readings—Early Childhood, Art, Spanish

 

Collect:

Teacher Work Samples

Video Taping Reflection

Fourteen

Apr. 16

No class

Fifteen

Apr. 23

 Celebration

Final Paper work signed

Speaker—Financial counselor

Sixteen

Apr. 30

All work must turned in

May 7

Incompletes must be signed

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 2008-2009 Undergraduate Catalog Page 87

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 2008-2009 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 "F".
  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 2008-2009 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 .

Additional Information:
 

Bibliography:


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.


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.



Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Evaluation                                                                                                                                                                                                                                                 
Outcomes
A                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
___ In addition to personal interpretation , the writer offers other plausible view points. ___ Contains personal interpretation about quality of instruction and non-teaching responsibilities ____ Weak references to quality of instruction, as in only a factual recounting ___Entry is lacking attention to classroom events. 
Synthesis                                                                                                                                                                                                                                                  
Outcomes
C                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
___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. ___ 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 of a whole learning/behavioral event. 
Analysis                                                                                                                                                                                                                                                   
Outcomes
C                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
____ Data rich 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 assignment and DESE sources




 
___ Writing reflects demonstrated knowledge of most, but not all contextual factor listed in teacher work sample assignment: myopic view ___Missing identification of contextual factors as listed in teacher work sample assignment 
Application                                                                                                                                                                                                                                                
Outcomes
B                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
____Complete evaluation of over 5 learning activities component, set, Mo STEP, materials, procedures, closure, evaluation, accommodations, attached to the lesson plan. ____Learning Activities includes 5 reflections of students' learning and modifications to the lesson plan written on the plan. _____ Less than 5 Learning Activities taught in EDC410 include reflections at the end of the  “Lesson Plan Format” ___Reflections do not demonstrate  application of the “Learning Activity  Format” 
Content of Communication                                                                                                                                                                                                                                   
Outcomes
B                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
____ Uses citation to theorist or researchers with correct specific terminology ____ Able to use education terms correctly  ie., lesson components, behavior, management ___Generalized terms in writing but not specific references or terms ___ Casual language in writing that does not integrate  professional  training 
Technical Skill in Communicating                                                                                                                                                                                                                           
Outcomes
C                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
___ Highly refined organization and writing skills; including voice, audience, each entry 3 or more pages with an entry each day for the first two weeks at a new site and more than one entry each of the following weeks. 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 at least two written pages with an entry each day for the first two weeks at a new site and one entry each of the following weeks. Written in 1st person and legible with  one missing date and grammatical errors are not a distraction ____ Organization difficult to discern;




less than 2 pages, and with an  one entry each day of the first week at a new site and one entry of the following weeks that are legible, missing  two dates, grammatical errors do not detract from meaning.




 
___ No organization, one page written for each entry ,  missing entries for every day of the first week and missing an entry for each week at the site, no dates, errors detract from the content 
Disciplinary Competency                                                                                                                                                                                                                                    
Outcomes
MoSTEP 1.2.9 The preservice teacher is a reflective practitioner who continually assesses the effects of choices on others.  The reflective practitioner actively seeks out opportunities to grow professionally and utilizes the assessment and professional growth to generate more learning for more students.                                                                                                                                                                                                    
___documents the application a variety of self-assessment and problem-solving strategies for reflecting on practices, their influences on students' growth and learning, and the complex interactions between them; 1.2.9.1

___ documents the uses of several resources for professional development; 1.2.9.2

___ documents professional ethical standards that goes beyond the expectations of the class, i.e. attends night events, perfect attendance; evidence that pre-service teacher became an integral part of the learning environment. 1.2.9.3

 
___documents the application of a self-assessment and problem-solving strategy for reflecting on practices, their influences on students' growth and learning, and the complex interactions between them; 1.2.9.1

___ documents the use of a resource at the school site  for professional development; 1.2.9.2

___ documents professional ethical standards that meets the expectations as listed in the handbook  i.e. excellent attendance, appropriate dress, committed classroom involvement. 1.2.9.3

 
___documents the application of either a self-assessment or problem-solving strategy for reflecting on practices, their influences on students' growth and learning, and the complex interactions between them; 1.2.9.1

___ documents an awareness of  a resource at the school site  for professional development; 1.2.9.2

___ documents  professional ethical standards that demonstrate  a minimum of the expectations as listed in the handbook, i.e. missed two days, had problems with accepting criticism 1.2.9.3

 
___ No evidence of self-assessment or problem-solving strategies; 1.2.9.1





___ No evidence of using a school site resource for professional development; 1.2.9.2



___No evidence of practicing professional ethical standards that are listed in the handbook, i.e. missed at least three days, did not stay the entire day, dress not professional or appropriate, did not accept responsibility for assignments or preparation for class.. 1.2.9.3

 
Disciplinary Competency                                                                                                                                                                                                                                    
Outcomes
MoSTEP 1.2.10 The preservice teacher fosters relationships with school colleagues, parents, and educational partners in the larger community to support student learning and well-being.                                                                                                                                                                                                                                                                                                                             
___ documents participation in several collegial activities designed to make the entire school productive learning environment, field trips, displays, 1.2.10.1




___ documents talking with and listening to students, sensitivity and response to signs of distress, and seeks appropriate help as needed to solve students' problems;1.2.10.2




___ documents opportunities to develop relationships with parents and guardians of students, and seeks to develop cooperative partnerships in support of student learning and well-being; 1.2.10.3




___ documents the identification and use appropriate school personnel and community resources to help students reach their full potential 1.2.10.4




 
___ documents a participation in collegial activities designed to make the entire school productive learning environment, i.e. field trip, hallway displays 1.2.10.1




___ documents talking with and listening to students, sensitivity and response to signs of distress, or sought appropriate help as needed to solve students' problems;1.2.10.2




___ documents opportunities to develop relationships with parents and guardians of students, or seek to develop cooperative partnerships in support of student learning and well-being; 1.2.10.3




___ documents the identification or use appropriate school personnel and community resources to help students reach their full potential 1.2.10.4




 
___ documents an awareness of collegial activities designed to make the entire school productive learning environment, 1.2.10.1




___ documents an awareness of the skill needed to talk with and listen to students,  sensitivity and response to signs of distress, or seek appropriate help as needed to solve students' problems;1.2.10.2




___ documents an awareness of the need to seek opportunities to develop relationships with parents and guardians of students, and seek to develop cooperative partnerships in support of student learning and well-being; 1.2.10.3




___ documents an awareness of the need to identify and use appropriate school personnel and community resources to help students reach their full potential 1.2.10.4




 
___  No evidence of participation in collegial activities designed to make the entire school productive learning environment, 1.2.10.1




___ No evidence of talking  with or listening to students, being sensitive and responsive to signs of distress, and seeking appropriate help as needed to solve students' problems;1.2.10.2




___ No evidence of seeking opportunities to develop relationships with parents and guardians of students, or seeking to develop cooperative partnerships in support of student learning and well-being; 1.2.10.3




___ No evidence of identifying and using appropriate school personnel and community resources to help students reach their full potential 1.2.10.4




 

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Last Updated:1/11/2009 10:16:30 AM