EDC360C K-3 Practicum for ECE Cert

for FA 2009

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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.

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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


EDC 360 K-3 Practicum for ECE Cert


FA 2009 HO


Estes, Judith Lynn


Assistant Professor of Education


B.S. Elementary Education
M.S. Special Education; M.S. Psychology: Mental Health Services
ABD Applied Behavioral Science; Behavioral Psychology

Office Location

Copley 324

Office Hours

W & Th 12:30-4:30

Daytime Phone


Other Phone




Semester Dates

August 17, 2009-December 11, 2009

Class Days


Class Time



Admittance to the School for Education; Background Check

Credit Hours



Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

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.
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Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.

Course Description:

A supervised field experience in a primary setting that supports the integration of teacher knowledge, skills, and dispositions necessary for working with young children, (K-grade 3), and their families. The student is required to be in the K-3 setting one full day or two half days for 12 weeks during the semester. The practicum is coordinated with Phase III courses in the ECE Professional Curriculum. The student must be concurrently enrolled in EDC359C Integrating the Curriculum: K-3 and must earn at least a "B" in the practicum to continue in the program. Prerequisite: Admission to the School for Education.0:2:2.

Educational Philosophy:

The facilitator's educational philosophy is one of interactiveness through writings, observations, dialogues, internet, and websites, helping students to integrate learning from EDC359C with a first hand, supervised field experience in a K-3 classroom. The setting in conjunction with reflective journals, as well as the projects and assignments from EDC359C provide the opportunity to assimilate teacher knowledge, skills, and dispositions.

  Instructor Learning Outcomes

  1. 1. Use developmental knowledge to create healthy, respectful, supportive and challenging learning environments (NAEYC 1; MoSTEP 1.2.1, 1.2.2, 2.3)
  2. 2. Apply knowledge of child growth, development, and learning to teaching practice. (NAEYC 1c; MO-STEP 1.2.2, 1.2.3)
  3. 3. Support and empower families and communities through respectful, reciprocal relationships (NAEYC c; MO-STEP 1.2.10; ECE competency 3.2, 7.5)
  4. 4. Plan learning environments and experiences that promote play as a context for supporting development, active learning, and construction of knowledge (MO-STEP 1.1.1; ECE competency 6.2, 6.3)
  5. 5. Know, understand, and use positive relationships and supportive interactions as the identity of each child, individuality, and spcial rightrs that make each child unique (NAEYC 4a; MO-STEP 1.2.1, 1.2.7; ECE Competency 5.1, 5.3).
  6. 6. Know about and use observation, documentation an other appropriate assessment tools and approaches (NAEYC 3c; MO-TP
  7. 7. Reflect on professional learnings. (NAEYC 5; MO-STEP 1.2.9).
  8. 8. Articulate and apply an educationally sound philosophy of early childhood education as a basis for making professional decisions when working with children and their famlies (MO-STEP 1.2.1, 1.2.9; ECE Competency 1.4).
Core Assessment:
Fieldwork Evaluation for Practicum

Class Assessment:
1. Fieldwork Evaluation for Practicum (50 pts)

Student, coorperation teacher and instructor will meet twice together during the practicum period.

Week of October 19th: At a joint conference attended by the cooperating teacher, instructor and student, the cooperating
teacher provides feedback on the student's performance and the student provides self-reflection using the provided
forms. This discussion and feedback should be used to improve or modify student's performances. (25 points)

Week of  December 7th: At a joint conference attended by the cooperating teacher, instructor and student, the cooperating teacher provides feedback on the student's performance, dispositions, and the student provides self-reflection using the forms provided. (25 points)
2. Reflective Journal Writing: (Core Assessment - 12 Journals = 360pts.)

Students will write a reflective journal made up of the following components:
-More than three pages
-Using TimesNew Roman 12 font
-Double spaced
-Responding to each part of the question in essay form

Each journal should be submitted via e-companion with the rubric attached for grading to the Practicum Instructor by 8:00 a.m.each Monday.  (ie. Each journal will be a reflection of the week before...the journal due 8:00 a.m on Monday [except for the week of Labor Day] will cover experience for the week before.) (You will not be required to be at your practicum site during fall break.) Each journal is worth 30 points.

The following topics are to be written about in addition to practicum observations and reflections.

1. How does your cooperating teacher use district and state curriculum guides? If possible, look at some of the notebooks used for this.  How do these curriculum guides influence what goes on in the actual classroom?  How is the learning assessed?

2. How does your teacher set up lesson plans?  Reflect on the decisions made as well as the practical constraints of lesson planning. Find out what principals typically require.  Respond to how the project approach effectively or ineffectively incorporates all subject areas.

3. Ask the cooperating teacher for an outline of the classroom's daily/weekly schedule; then reflect on this.  What do you notice?  How does the schedule accommodate the project approach?  How do the room environments support learning in each subject?

4. Write self-evaluations for lessons you present in the classroom.  What do you think you did well?  What would you do differently next time? Include some of both! Reach to any feedback you receive from children, peers, teachers, etc. Were the instructional objectives of the lessons generally met?  Did the children learn what they were intended to learn?

5. Get your teacher's perspective on parent relationships and parent-teacher conferences.  If allowed, sit in on a conference and/or other event involving parents (e.g. a room party) and react to that.  (Some schools, teachers, and parents are happy to do this, and some are not. Use good sense and remember confidentiality).  Discuss how project work is communicated to parents and their reactions to it.

6. As you observe instruction in your assigned classroom as well as others, notice and reflect upon the ways children and teachers communicate and mis-communicate.  What kinds of questions are asked?  What kinds of responses do teachers give to children?  How do peers relate to each other?  How are both students and teachers able to see themselves as researchers and teaching as inquiry?

7. Describe the various types of teaching strategies that you observe and your reactions to them, looking especially for strategies that go beyond the traditional and aim at higher-level outcomes.  Discuss how project work addresses these outcomes.

8. What do teachers at the site do to further their own professional development?  Often you can hear them talking about this at lunch or in other casual settings.  What organizations do teachers belong to?  What further coursework are they taking?  What do they read?  Reflect upon how you will continue to grow as a professional even after you complete your certification program.

9. Write about special children at the practicum site - children who pose challenges, children with special needs, children who mean a lot to you, children you will remember.  Reflect on how you might work with these children and your plans to accommodate your lesson plans when you have your own classroom.

10. Reflect upon your own strengths as well as areas that you want to improve upon as you think ahead to student teaching.  What are the practicum and the class teaching you about yourself? 



A = 369 - 410
B = 328 - 368
C = 287 - 327
D = 246 - 286
F = below 245


Late Submission of Course Materials:

All written papers should be saved for the purpose of revision.You are allowed to make one revision for each written project if the grade is less that ninety-three percent and submitted on time.  The dute date for the revised papers is one week after being returned to students. Late assignments will not be accepted.

Classroom Rules of Conduct:

Classroom Rules of Conduct:

1. All students are required to follow the guidelines set forth in the Practicum Fieldwork Manual 2006-2007.

2. Contact the instructor at either 818-584-6482 or 816-935-3375 if you have an emergency.

3. Plan ahead for all assignments. Faulty technology will not be accepted as a reason for late assignments.

4. Journals will not be accepted late.

5. It is the student's responsibility to contact the professor prior to the due date if they do not understand the criteria for
the assignments as explained. Students should attend the writing center to ensure that papers do not bear any
technical writing and typographical errors. Students must cite references using APA style within the contents of the
paper. Students should write papers in order to explain all information (assume that the reader does not understand
the information presented). This form of writing will enable the students to explain their ideas and understanding of
content to the instructor. Furthermore, this form will better enable students to explain ideas to family members of
children with whom they will work in the future.

6. Attendance:
The cooperating teacher and the university instructor will work together to provide a schedule that is conducive to
the student's learning. The student is expected to report to practicum at the scheduled time. It is the student's
responsibility to make up any absences. Students should be sure to call the host program or school if any absence or
delay is necessary. The student should fill out the attendance sheet and have it initialed by the cooperating teacher
after each school visit.

7. Telephones, Mobile Phones, and Messaging:
Participation in the practicum experience provides a student with the opportunity to begin entry into the profession of
teaching. Attention in the classroom must be directed towards the children and families; it is inappropriate and
disrespectful to use telephones, mobile phones, or messaging for any personal purpose other than an emergency.

8. Dress:
Dress should reflect a professional approach to teaching. Students should check with the cooperating teacher
to ensure that dress meets program/school policies.

Course Topic/Dates/Assignments:


Journal Due Dates:

Journal 1 due - September 8 (Tuesday)
Journal 2 due - September 14
Journal 3 due - September 21
Journal 4 due - September 28
Journal 5 due - October 5
Fall Break
Journal 6 due- October 19
Journal 7 due - October 26
Journal 8 due - November 2
Journal 9 due - November 16
Journal 10 due -November 23
Journal 11 due - November 30
Journal 12 dues - December 7
Evaluation #1 scheduled the week of October 10th.
Evaluation #2 scheduled the week of December 10th.

Three observations of practicum students will be done during the semester.  Dates are to be determined.

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 2009-2010 Undergraduate Catalog Page 92

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 2009-2010 Undergraduate Catalog Page 95

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 .


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Last Updated:8/19/2009 2:53:13 PM