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
SP 2009 HO
Greene, Judy Ann
Assisstant Professor of Education
M.A. Special EducationB.S. Language ArtsB.G.S. Psychology, B.G.S. English
rm. 318 Copley Hall
T/R noon-3:00, or by appointment
Jan. 20 – May 8
Admittance to the School for Education & concurrent enrollment in EDE 391
LESSON PLAN FORMAT
(“teacher talk” only)
Age/Grade Levels: Subject:
Format: (one-on-one, small group, whole group, CWC)
(“teacher talk” only)
Overall instructional goal(s): (1) state 1 or more general outcome(s) of the lesson; i.e., what learners can demonstrate as a result of the lesson) (2)each linked to MO Show-Me Standards & Grade-Level Expectations; (3) each linked to national/professional standards, i.e., NMSA, IRA, NCTM, etc.)
Objectives:(1) write at least 1 short-term instructional objective for each goal stating conditions & criteria in observable, measurable terms; (2) each objective tied to MO Show-Me Standards and Grade-Level Expectations; (3) each objective linked to national/professional standards, e.g., NMSA, IRA, NCTM, etc.)
Materials:(texts, materials, AV, technology/multimedia, assistive technology, etc.)
(“kid talk”; what teacher says/does in class)
Anticipatory set/Advance organizer:(teacher introduces lesson, “hooks” students’ interest, engages prior knowledge; serves as focusing event to prepare for new knowledge)
Accommodations for students with ELN
Objective and Its Purpose:(this finishes the anticipatory set—teacher briefly states objective in “kid friendly” way so learners know where they are “going” & why, e.g., “What we’re going to learn/do now is . . .”)
Teaching—Input:(teacher gives information needed to gain the knowledge, skill and/or activity)
Teaching—Modeling:(teacher thinks aloud as s/he shows/demonstrates what learners will actually do in lesson—“I’m going to show you how to use this information in the activity we’re about to do. I will think out loud as I go through it so you will be able to do it on your own after some practice.”)
Teaching—Checking: (teacher briefly clarifies & validates learners’ understanding of knowledge/skill and directions for activity-strategy; e.g., teacher asks questions—“Tell me what you’re going to now; what’s the 1st step? 2nd step?” etc.)
Learners—Guided Practice:(learners do practice activity-strategy; teacher monitors, guides/”coaches”; formative assessments)
Learners—Independent practice:(learners do activity-strategy “for real” w/out help from teacher; continue formative assessments; still formative assessment. Note: this is not homework)
Closure:(wrap up lesson by learners evaluating their own performance and lesson itself)
Evaluation:(summative assessment/post-assessment) – output – design a “mastery task” based on authentic application of new learning for learners to demonstrate what they have learned)
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), DISPOSITION(S)
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 firstname.lastname@example.org or call 800-927-3024Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.
Educational Philosophy: 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
COURSE ASSESSMENT: A 14 week field experience providing supervised fieldwork in the elementary classroom. The teacher candidates are required to spend one full day a week or 2 half days a week (minimum) at the designated field site. The details of specific assignments for the block practicum are outlined in related courses and the Practicum Handbook. The requirements of this experience must be successfully completed before enrolling in EDE 410, Elementary Directed Teaching with Seminar.
1. Reflective Journal & Summative Practicum Reflection (Core Assessment) This assignment
consists of two parts.
a) Using the Practicum Post-Session Reflections (PPSR) form 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.
b) Conduct research to identify and discuss at least 2 models considered to be best practice in assessment using articles from any of the following journals: ASCD, IRA, NABT, NCTE, NCTM, NSTA, NSTA, Journal of Teacher Education, Journal of Research in Childhood Education, American Educator, Education Week, Elementary School Journal, Instructor, Multicultural Education, and/or Teaching Pre-K-8. Then, using your completed PPSRs, write a Summative Practicum Reflection. Analyze the entire practicum experience using the completed PPSRs to evaluate the development of your knowledge, skills, and dispositions regarding classroom assessment. Compare and contrast your assessment experience in EDE 391 and EDE 360 C with the 2 models identified from your research. The Summative Practicum Reflection must adhere to the Model for Formal Writing, and be no less than 6 full pages, and no more than 10. Use the following as headings:
? Best Assessment Practice Model One
? Best Assessment Practice Model Two
? Summary Overview of Practicum Experience
? Development of My Knowledge and Skills in Classroom Assessment
? Development of My Dispositions in Classroom Assessment
? Comparison & Contrast Between Models and My Assessment Experience
? Final Conclusions Regarding My Future Use of Classroom Assessment
NOTE: The Core Assessment Rubric for the Reflective Journal is available at the end of this syllabus.
2. Classroom Assessment Teacher Work Sample With support from your Cooperating Teacher, create a practice teacher work sample that incorporates classroom assessments by completing sections I – VII of the Teacher Work Sample (TWS). For purposes of Practicum C, student candidates will: (a) design and use an informal whole class assessment plan in your area of concentration, (b) design and use informal assessment for individual learners, (c) design and teach a lesson based on the assessment, (d) develop a grading and reporting system to communicate the results of the lesson, and (e) evaluate the lesson using the Lesson Plan Reflection form. The Park University SFE Lesson Plan Outline and Lesson Plan Reflection are available at the end of this syllabus. NOTE: informal reading inventories (IRIs) are not to be used for the TWS.
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 complete sections I – VII of the TWS (see attached).
3. Self-Assessment of Teaching Dispositions: Complete a self-assessment of your teaching dispositions. Using the Teaching Disposition Evaluation—Students form, you are to rate your demonstration of each of the teaching dispositions. After completing this form, you are to summarize and reflect on your strengths and areas for further development in a 3-page paper using the Model for Formal Writing.
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 in EDE 391. The instructor will go over the dispositions with students at that time. Students will also be evaluated by the course instructor, cooperating teachers, and possibly site administrators on the teaching dispositions. Since the EDE 360 Practicum courses are considered to be key points in a candidate’s degree and certification program, the long form must be used to evaluate dispositions. The most current version of this form will be given to students on the first day of EDE 391. Sufficient copies will be provided to accommodate students and their cooperating teachers. 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.
Course Grading Plan:
Points may be earned as follows:
Reflective Journal (50%)
Practicum Post-Sessions Reflections (PPRS) minimum of 8 50
Summative Practicum Reflection 150
Teacher Work Sample (40%)
Sections I – VII 100
Lesson Plan using SFE Lesson Plan Outline 50
Lesson Plan Reflection 25
Self-Assessment of Teaching Dispositions (10%) 25
TOTAL POINTS: 400
A = 375 – 400 points
B = 360 - 374
C = 345 - 359
D = 330 – 344
F = 329 points or less
NOTE: The final grade will be calculated by total points earned only, not the percentage of total points in eCompanion.
Late Submission of Course Materials:
LATE SUBMISSION OF COURSE ASSIGNMENTS: Assignments should be submitted on time even if 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 1 point per day late.
o Assignments submitted before or on their due dates listed in the Schedule of Sessions at the end of this syllabus 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 it is due to circumstances that meet 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: Students are referred to the Park University School for Education Teaching Dispositions
Tentative Course Schedule
1 - 2
• Meeting with Cooperating Teacher
- DUE: Field Experience Initial Interview form
3 - 4
• Work with Cooperating Teacher.
• University Supervisor with complete initial evaluation conference with Cooperating Teacher.
- DUE: First set of Post-Session Reflection Sheets (PSRS)
5 – 9
• Work on Teacher Work Sample.
- DUE: Second set of PSRS
10 – 13
- DUE: Third set of PSRS
- DUE : Self-evaluation of Teacher Dispositions
14 – 15
• Work with Cooperating Teacher
• University Supervisor with complete final evaluation conference with Cooperating Teacher.
- DUE: Fourth Set of PSRS
- DUE: Student Practicum Evaluations
- DUE: Time Sheet
- DUE TWS = Sections I – VII, Lesson Plan Outline, Lesson Plan Reflection
- DUE : Reflective Journal (Summative Practicum Reflection w/all PPRS attached)
NOTE: NO ASSIGNMENT WILL RECEIVE POINTS IF SUBMITTED AFTER MIDNIGHT OF EDE 391 FINAL EXAM DAY
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.
Park University 2008-2009 Undergraduate Catalog Page 89-90Students in the EDE 360 practicums are to adhere to the attendance policy in the Practicum Fieldwork Manual.
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 .
CORE LEARNING OUTCOMES: General CLOs (Practicum A, B, and C): After successfully completing practicum, the teacher candidate will:
1. Demonstrate respect for others.
• MoSTEP 1.2.3, 1.2.7, 1.2.9, 1.2.10
• SFE Conceptual Framework: Knowledge, 1F, 3A-C; Skills, 1E, 3A-C; Dispositions, 1A-E.
• School for Education Goals 1 & 3; Beliefs 1 & 3
2. Demonstrate a willingness to do what is necessary to help learners learn.
• MoSTEP 1.2.1, 1.2.2, 1.2.3, 1.2.4, 1.2.5, 1.2.6, 1.2.7, 1.2.8, 1.2.11
• SFE Conceptual Framework: Knowledge, 1A-C, 2B-D, F; Skills, 1A-G, 2A-E, 3A-C; Dispositions, 2A-F
• School for Education Goals 1 & 2; Beliefs 1 & 2
3. Maintain engagement.
• MoSTEP 1.2.4, 1.2.6, 1.2.7, 1.2.8, 1.2.9
• SFE Conceptual Framework: Knowledge, 2B. 2D, 2F, 3A, C-D; Skills, 1B, C, E; Dispositions: 3A-G.
• School for Education Goals 1 & 2; Beliefs 1 & 2
4. Engage in self-reflection to enhance his/her professional development.
• SFE Conceptual Framework: Knowledge, N/A; Skills, 2B, C, E; Dispositions, 4A-F.
5. Demonstrate educational leadership.
• MoSTEP 1.2.1, 1.2.3, 1.2.4, 1.2.7, 1.2.9, 1.2.10
• SFE Conceptual Framework: Knowledge, 1A, 2A, E, 3D; Dispositions: 5A-G.
6. Demonstrate developmental teaching performance skills.
• MoSTEP 1.2.1, 1.2.2, 1.2.3, 1.2.5, 1.2.6, 1.2.8, 1.2.11
• SFE’s Conceptual Framework: Knowledge 1A-C, 2B-D, F, G; 3 A, B; Skills, 1A-G, 2B-E, 3A-C; Dispositions: 1C, E; 2B-F, 3A, C-G, 4C-F, 5F
7. Follow the School for Education’s Teacher Work Sample model to complete assigned tasks related to the practicum sequence he/she has completed.
• MoSTEP 1.2.1, 1.2.2, 1.2.3, 1.2.6, 1.2.8, 1.2.9, 1.2.11
• SFE’s Conceptual Framework: Knowledge, 1A-C, 2A-G; Skills, 1A-G, 2D, E; Dispositions 2A-F, 3E, 4A, D
School for Education Goals 1 & 2; Beliefs 1 & 2
Required Forms for Practicum C
1. 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.
2. Complete the Field Experience Initial Interview (from 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 according to the due date listed in the Tentative Course Schedule.
3. Complete the Student Opinion Survey of the Experience and Site (see Practicum Fieldwork Manual) and submit to your University Supervisor according to the due date listed in the Tentative Course Schedule.Complete the Student Opinion Survey Practicum Evaluation (see Practicum Fieldwork Manual) and submit to your University Supervisor according to the due date listed in the Tentative Course Schedule.
Forms & Responsibilities Required of Cooperating Teacher:
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.
Core Learning Outcomes Specific to Practicum C: Note: outcomes are not limited to literacy, but may pertain to all content areas.
Practicum C is designed to help prepare teacher candidates to become familiar with a range of assessments and their use to improve both teaching and learning. Specifically, teacher candidates will:
1. Observe, identify, and evaluate evidence-based best practices and theories of assessment with actual classroom use and impact on learners.
o Relevant MoSTEP Standards: 220.127.116.11, 18.104.22.168, 22.214.171.124, 126.96.36.199, 188.8.131.52, 184.108.40.206
o ACEI/NCATE Standard: 1, 2, 4
o School for Education’s Conceptual Framework:
Knowledge— 1C, 2C, 2D, 2G, 3B, 3E
Skills— 1G, 2B, 2C, 2D
Dispositions—2C, 2E, 4C, 4D, 4F, 5D
o School for Education Goals 1-3, 5: Core Beliefs 1-3, 5
o Portfolio Artifact: Journal Reflection
2. Apply knowledge and skills in designing and evaluating short- and long-term goals to improve learning for whole class and individual learners using formative and summative assessments learned in EDU 367 and EDE 391.
o Relevant MoSTEP Standards: 220.127.116.11, 18.104.22.168, 22.214.171.124
Knowledge—1C, 2C, 2G, 3B, 3E
Skills— 1C, 1G, 2C, 2D
Dispositions—2B, 2E, 3E, 4D, 5F
o School for Education Goals 1, 4: Core Beliefs 1, 3
o Portfolio Artifacts: Practice Teacher Work Sample
3. Use feedback from assessments that improves both teaching and learning by facilitating learners’ engagement in learning in and beyond the classroom.
o Relevant MoSTEP Standards: 126.96.36.199, 188.8.131.52
o ACEI/NCATE Standard: 1, 2, 4
o School for Education’s Conceptual Framework:
Knowledge— 1B, 1C, 2C, 3B
Skills— 1D, 1E, 2B, 2D, 2E, 3A, 3A, 3B
Dispositions—1A, 1C, 1E, 2C, 2E, 2F, 3E, 3G, 4C, 4D, 5D, 5E
o School for Education Goals 1, 3, 4, 5: Core Beliefs 1, 3, 4, 5
o Portfolio Artifacts: Reflective Journal, Practice Teacher Work Sample
Bibliography: None required
Last Updated:1/11/2009 6:22:05 PM