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
FA 2009 HO
Royal, Corinne E.
BS Elementary Education/Special Education EMRMA Elementary EducationEd Spec Curriculum & Instruction/Behavior Disorders
M, T, Th by appointment
Aug. 17-Dec. 11, 2009
Admission to the School for Education
Handbook located at www.park.edu/education
Required: All Park University teacher candidates seeking certification and licensure must purchase Foliotek, the School for Education’s electronic portfolio system. As purchasing and accessing Foliotek is a multi-step process, please follow these instructions:
1. Decide the Contract Period and fee for which you will be paying. Minimally, you must purchase a contract which extends to the year you expect to graduate, however some students purchase a contract extending one year beyond graduation.
Contract Fee Per Student
2. Send an email to Carol Williams (email@example.com) with the following information:
1. Your Name
2. The Contract Period you wish to purchase
3. Your student indentification number
3. Within a few days, you will receive from Foliotek an email with online purchasing information. Upon receipt of this email, purchase your Foliotek contract.
4. Upon receipt of your payment, you will receive your login information. You must then send a final email to Carol Williams (firstname.lastname@example.org), requesting she provide your current education professors and a academic advisor (list them) access to view your portfolio. It is imperative you complete this final step!!
McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.Career Counseling - The Career Development Center (CDC) provides services for all stages of career development. The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email email@example.com or call 800-927-3024Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.
This course presents the basics of teaching in elementary 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 teacher in a classroom and reflect upon the observations. The teacher candidates 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 demonstrates the attributes of a professional teacher.
Linkage to School for Education Conceptual Framework: The instructors will focus on the 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 for Equity and Excellence for All Learners.
In becoming the Effective School Professionals, the instructors believe 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 EDE 360A will study and utilize various teaching strategies and problem solving techniques that support the Park University’s Core Beliefs. The instructors believe that reflection on all aspects of the teaching experience and the instruction that is interactive, 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 content area of Literacy and Social Studies will be emphasized during this experience, the instructors believe that the teacher candidate will experience all aspects of the role of a teacher in the classroom setting.
Learning Outcomes: Core Learning Outcomes
Core Assessment: Social Studies Unit
Assessment: Reflective/Resource Journal, Crisis Management/ Case Study Notebook, Social Studies Unit
Assessment: Reflective/Resource Journal, Portfolio, Crisis Management/Case Study Notebook, Tests
Assessment: Reflective/Resource, Tests, Journal, Portfolio, test, and Social Studies unit
Assessment: Social Studies unit and lesson plans
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 additional Practicum courses. Evaluation forms will completed by the supervising teacher and cooperating teacher that assess the Park University student’s skills in the classroom.
1. Attendance. Consistent and Prompt attendance at the school site is very important! Plan to arrive before students and stay after dismissal. Credit is earned for each full day of the required 14 days of Practicum. An attendance log must be kept and signed by the cooperating teacher. Attendance will be monitored through the school sign in procedures.
2. Evaluation for each elementary practicum experience. (see attached evaluation form.) Evaluation forms are to be completed by the cooperating teacher and university supervisor.
3. Essential Teacher Dispositions (see attached evaluation form.) Evaluation forms are to be completed by the cooperating teacher and the university supervisor.
4. Teaching activities and performance indicators. The Park University student will provide the cooperating teacher and the Park University Supervisor with requested documentation of the aligned assignments for related courses and the Practicum Handbook. The cooperating teacher will provide a signed document attesting to the completion of these activities and performance indicators.
Topics for EDE360A Practicum Journal Reflections:
Week #1: Ask the cooperating teacher for an outline of the classroom’s daily/weekly schedule. Then reflect on this. What do you notice? What does the schedule reveal about priorities?
Week #2: 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?
Week # 3: How does your teacher set up lesson plans? Reflect on the decisions as well as the practical constraints of lesson planning. Find out what principals typically require.
Week # 4: Visit as many other classrooms as possible-across grade levels and even “special” classes. Go to art, music, P.E., etc. Reflect upon what you observed and learned there. Talk to the “special” teachers about their unique challenges. Talk to all kinds of school personnel, from the principal to the custodian and the lunchroom personnel. You will learn from them!
Week #5: Write about social studies instruction and how it is delivered in your school and classroom. This part may be integrated within other entries (e.g., practicum entries or entries from visits as described in the previous topic on this list). If there are attempts to integrate other subjects with social studies, please reflect on that.
Week #6: As you observe instruction in your assigned classroom as well as others, notice and reflect upon the ways students 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?
Week #7: 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.)
Week # 8: Talk to your cooperating teacher about how she sets up her grade book and grading system, and some of the unique challenges that are posed by assessment. Do this around the time grades are coming out, and you will probably get an earful! Reflect on the problems and challenges of assessment and grading.
Week #9: 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 about how you will continue to grow as a professional even after you complete your certification program.
Week #10: Write about the lesson accommodations the classroom teacher makes for the children who have special needs or handicaps. Reflect on your plans to accommodate your lesson plans for these children.
Week #11: Describe the various types of teaching strategies you see and your reactions to them, looking especially for strategies that go beyond the traditional and that aim at higher-level outcomes.
Week #12: 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 when you have your own classroom.
Week #13: Write self-assessments for the literacy lessons you present in the classroom. What do you think you did well? What would you do differently next time? Include some of both. React 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?
Week #14: Reflect on your own strengths as well as areas you want to improve on as you think ahead to student teaching. What are the practicum and the class teaching you about yourself? How has this experience impacted your development as an educator?
Reflective Journal Notebook 23% 225 pts.
Notebook 60 points
Journal entries 140 points
Bulletin Board Display 25 points
Attendance 21% 200 pts.
Log 60 points
Attendance (journal entry turned in when due) 140 points
Cooperating Teacher Evaluation (see handbook) 21% 200 pts.
Evaluation form 100 points
Disposition form 100 points
Supervising Teacher Evaluation (see handbook) 35% 350 pts.
Disposition form 100 points
Sites visit forms ( 3 worth 50 each) 150 points
Supervising teacher Evaluation 100 points
In addition, any student who misses three classes, regardless of whether or not the absence is excused, will be administratively withdrawn.
Late Submission of Course Materials:
Timely completion of assignments is required. Late 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 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 to disk, hard drive, and print out paper copies for backup purposes.
As this class is considered a professional setting, any text messaging and phone calls must be completed outside of the school day.
One - Two
Aug. 17- 21
Contact cooperating teacher and set up days for practicum.
Assignment: Weekly Reflection Journals-see topics list
Aug. 24-Sept. 4
Observe classes &
Work with cooperating teacher.
Assignment: Weekly Reflection Journal
Sept. 8- Nov. 25
Assignment: Weekly Reflection Journals
Nov. 30-Dec. 10
Summary conferences with cooperating teacher, Final
Reflection Journal & Artifact Notebook due including:
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 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.
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 .
Last Updated:7/16/2009 2:43:54 PM