EDE360B Practicum

for SP 2009

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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


EDE 360 B Practicum


SP 2009 HO


Ebright, Ladonna E.


Assistant Professor, Practicum Coordinator


BA Park College, Elementary Education; BS Kansas Univeristy, Special Education
Certifications: Elementary Education K-8; Special Education K-12 in Learning Disabilities, Behavior Disorders, Mental Retardation, Psychological Examiner and School Psychologist.

Office Location

Downtown Park: 911 Main Suite 903, Kansas City, MO 64105

Office Hours

By appointment

Daytime Phone


Other Phone

816.210.4958- Cell- best to reach me



Semester Dates

January 12 through May 8, 2009

Class Days


Class Time



Admission to SFE

Credit Hours



Required: 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.
Text books are the same as for current EDU375 course.
Handbook located at www.park.edu/education

Additional Resources:
WEB sites are found in the e-companion for current EDU375

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:
EDE360 Practicum: 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.  EDE360B. - Concurrent enrollment in EDU 375 and EDE 379  unless previously completed. 0:2:2.

Educational Philosophy:

This course presents the basics of teaching in schools, and provides teacher candidates with opportunities to reflect upon and apply those basics.  Reflective inquiry is a key element of the course.  This course requires the teacher candidates to observe a practicing teachier in a classroom and reflect upon the observations.  The teacher candidate is also required to fulfill the duties that are outlined in the Practicum Handbook.  It is the philosophy of this instructor that the teacher candidates at the assigned site be an active member of the classroom and demonstrate the attributes of a professional teacher..
The instructor has the following expectations of the enrollees in EDE360B: 1)they are advanced, serious students with a declared commitment to 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 Eucation Conceptual Framework:  The instructor will focus on integrating the outcomes, core beliefs, and competencies into the philosophical and practical instruction in the practicum site.  The course will focus upon developing educators who are Effective School Professionals, Reflective Change Agents, and Advocates foe Equity and Excellence for All Learners.
In becoming the Effective School Professionals, the instructor believes 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 EDE360B will study and utilize various teaching strategies and problem solving techniques that support the Park University's Core Beliefs.  The instructor believes that reflection on all aspects of the teaching experience and the instruction that is interacive, 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 methodology for exceptional children will be emphasized during this experience, the instructor believes 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.
  2. reflect through journal writing about thought processes as to planning and implementing elementary school instruction, and using metacognitive processes to evaluate instructional practices.
  3. demonstrate developmental teaching performance skills.

Core Assessment:

Reflective Journal

Class Assessment:

  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.  In your reflections, yuou 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 objecive 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 (IDEA), students who are cultural/racial/linguistically0-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 mor 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, are are to Complete sections I - VII of the TWS (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, spearate classroom)  Observaton form 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 resonsibilities 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, occupatioal or physical therapist, school psychologist, etc).  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 implicationsthese have on the regular education teacher.
  • With the guidance from the Cooperating Teacher, review the history of a child who has an Individualized Education Plan (IEP).  Briefly discuss the child's disability, IEP goals and accomodations/modifications required and the implications these have on the regular education teacher.
  • With the 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 accomodations/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 hie/her potential
  • Observation of a gifted education classroom ( Observation form will be provided.
5.  Complete a self-assessment of your teaching dispositions.  using the TeacherDisposition Evaluation form, you are to rate your demonstration of each of the teaching dispositions.  After completing the Teacher Dispositions Evaluation form, you are to summarize your strengths and areas for further development.
6.  Maintain a Time Sheet for your attendance, in which you record the date of each practicum session, time in and out for each session, hour 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.
Note:  Attendance also means that you will assist your Cooperating Teacher as described in th 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 a regular attendance and establish an agreement as to what is expected of each other.  you should bring a copy of the Practicum Field experience Manual and a copy of the Practicum B syllabus to insure that arrangement follows the School for Education policies and fulfills the course requirements for credit.  You must submit a copy of the Field Experience Initial Interview form found in the Practicum Fieldwork Manual to your Uiversity supervisor.
7.  Complete the Student Opinion Surveey fo the Experience and Site and the Student Opinion survey Practicum Evaluation 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 and the other at the end of the term.
  3. Reiew 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 Fieldwork Manual.
  6.  and the memorandum of understanding between Park University School for Education and the School.
You must follow all policies and complete all evaluations as directed the the Practicum Field Manual



A= 90 - 100 %            900 -1000 points
B= 80 - 89%               800 -  899 points
C= 70 - 79%               700 - 799 points
Points may be earned as follows:
Reflective Journals                                   250 points
Teacher Work Sample                             200 points  
Interview a Regular Education Teacher     150 points 
Specialized Services Activities                  150 points
Self-assessment of Teaching Dispositions  150 points
Practicum Evaluations                                100 points
Timesheet/Practicum Initial Interview Form 150 points
                     Total Points                       1000 points 

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 be 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 drives crash.  Students must be responsible for planning ahead and meeting deadlines in spite of technology.  Be sure to save copies of your work and print out paper copies for backup purposes.
Use APA style in all aspects of written assignments.  Failure to demonstrate appropriate use of current APA style will result in a reduction of points for the assignment, as will style, spellin, work suage, and format errors.  it is critical that NO identifying information about students/parents be used in order to protect rights of privacy and confidentiality.  In professional writing, past tense is generally accepted.  use people first language (e.g. students with learning disabilities, students with special needs).  Avoid using contractions, personal pronouns, or slang expressions.  you are encouraged to use the services of the Academic Support center (Mabee 406, near Library, 584-6330) for assistance in developing written reports and for editing and style assistance.
Follow academic regulations detailed in park University's undergraduate catalog.

Course Topic/Dates/Assignments:

Week Dates    Topics/Assignments
1-2       January 21  -28

Meeting with Cooperating Teacher

Due January 28: Field Experience Initial Interview Form

3-4 February 4 - 11   

Work with Cooperating Teacher

University supervisor will complete initial evaluation conference with Cooperating Teacher
Due Feb 11th - first set of post-session reflection sheets (PSRS)
Due Feb. 11th: interview with Regular Education Teacher

Feb 18-

Mar 18

Work with cooperating Teacher

Work on TWS
Due Mar 4th One Special Service Activity
Due Mar 18th: Second set of PSRS
10-13 Mar 25- Apr 8th

Work with Cooperating Teacher

Work on Teacher Work Sample
Due Apr 1 Second Special Services Activity
Due Apr 8th Thirs set of PSRS
Due apr 8th Self-evaluation of Teacher Dispositions
14 APR 15   

Work with Cooperating Teacher

University Supervisor will complet final evaluation conference with Cooperating Teacher
Due Apr 15: Fourth Set of PSRS with summative report
Due Apr. 15: Practicum Evaluations
Due Apr 15: Time sheet
DUE Apr 22 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 2008-2009 Undergraduate Catalog Page 87

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:

Heward, W. (2009). Exceptional Children, An Introduction to Special Education (9th ed). Upper Saddle River, New Jersey, Pearson Education Inc.  ISBN 0-13-500898-0


Missouri Department of Elementary and Secondary Education. (2005). Individual education program (IEP).  Retrieved September 23, 2005 from: http://dese.mo.gov/divspeced/Compliance/IEP/IEP_FORM.pdf


Missouri Department of Elementary and Secondary Education (2004) Regulation III identificatin and evaluation.  In Missouri state plan for special education, part B (pp27). Jefferson City, Mo: Author. May be accessed at htttp://dese.mo.gov/divspeced/stateplan/FY2005/2005version.html


Tomlinson, C.A. (2005). The differentiated classroom: Responding to the needs of all learners. Upper Saddle river, NJ. Pearson Education, Inc. ISBN # 0-13-1105-2-6


 See supervisor for assignment forms.







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Last Updated:1/20/2009 5:24:32 PM