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
Admisssion to the School for Education
Textbook: Handbook located at www.park.edu/education
Contract Fee Per Student
2. Send an email to Carol Williams (email@example.com) with the following information:
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/.
Educational Philosophy: 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.
The instructor has the following expectations of the enrollees in EDE360: 1) they are advanced, serious students with a declared commitment to elementary 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 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 360B 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 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.
Learning Outcomes: Core Learning Outcomes
Class 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 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. Students will complete a self-evaluation.
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: Shadow Study, Field Experience Initial Interview, Teacher Opinion Survey, Student Opinion Survey, and Teacher Interview.
360B Reflective Journal Entries-Teaching “Exceptional” Children
Week 1: Introduction to the practicum site: What is most noticeable? Describe the culture of the school & classroom climate, student demographics, staff ratios & attitudes. Cite DESE to document contextual factors (TWS).
Week 2: How do professional ethics play into classroom management, teaching style, collegiality, and FERPA laws? Are all students “protected” or just those with students with IEPs and 504 Plans? How do you promote a professional attitude?
Week 3: What resources are available to students in this school-or through the community? How does a teacher access those services? Describe the referral process.
Week 4: Connect with one “exceptional” student to shadow. Get acquainted at lunch or recess. Describe his/her physical, emotional and mental characteristics, learning style, and preferences. *Do NOT inform the student of the “shadowing”.
Week 5: Complete a 20 minute observation of your “shadow” student. While you won’t be oblivious to others, try to focus upon this student without his/her becoming aware. Do not visit with the student during this time. Use the observation form to record the student behavior and teacher behavior in 1-2 minute increments. Reflect on this experience-Did too much or too little happen during the increments assigned? Would the observation appear different if it were conducted during another part of the school day? Did you feel the need to intervene? What did you learn about the student, the teacher, and yourself?
Week 6: Follow up on the Shadow Observation. Describe this student’s “issues”. How does he appear in the classroom, in specials? Describe his/her relationships with the teacher, peers, and friends. Is he/she isolated in the class? Ask the teacher about his performance and your observation. What is his “program of instruction”? How does your formal observation connect/disconnect with this information?
Week 7: Locate the school’s cumulative files. (You will probably have to sign an access sheet to review the shadow student’s file, and remember FERPA.) Review the data in the file: previous grade cards, health information, referrals, test results, teacher comments, etc. How is this information helpful to a regular education teacher? When would you need to access it? How does this information impact instruction? What new insights do you have regarding this student?
Week 8: What parent connections have you observed? Describe how you would address issues concerning students with special needs. How will you keep all parents informed of their student’s progress?
Week 9: Reflect upon conducting a 5 minute “shadow” student interview. Arrange with the classroom teacher for time to visit privately with this student and then obtain his/her permission to be interviewed. Begin with general questions and then ask about the day’s events, or possibly something from the observation-“I happened to notice yesterday in math that you . . .”. Be sure to thank the student for their time and responses.
Your Questions could include:
What are you learning in school that is important to you now?
If you have a problem in school, is there someone here that you can go to for help?
How do you feel about your classes? Are you challenged enough?
What do you think you’ll be doing when you are an adult?
Do you have a question of me?
Week 10: Visit with one or more of the school’s specialists (speech therapist, reading teacher, resource special education teachers). What are their difficulties in connecting to the regular classroom instruction and meeting IEP goals? How do they access the students? Are they welcomed by the regular ed staff as collaborators? What are team meetings? What is expected of the regular educator at a team meeting?
Week 11: Describe your involvement at the practicum site. How have you impacted the students and faculty? Document attendance at meetings, observations in other special ed classes, school fairs or programs, recess or lunch duty, or bulletin board displays. What activities most interest you? In the future, how will you involve yourself to become an integral part of the school?
Week 12: How does your cooperating teacher/school address RTI? Describe the process and reflect on what you have observed. How quickly are student needs addressed? How is the record keeping accomplished? What impact do you see?
Week 13: How does your classroom teacher conduct triage? How do you see that happening in your classroom?
Week 14: Your final thoughts: This is your self-evaluation of the entire practicum experience working with “exceptional” students. What was the best? The most difficult? The most meaningful? How will this impact your student teaching and your future as an educator?
Grading: Reflective Journal / ArtifactNotebook 300 pts.
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 Journal, Teacher Interview
Nov. 30-Dec. 10
Summary conferences with cooperating teacher
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 95ANY ABSENCE FROM THE PRACTICUM SITE MUST BE REPORTED TO THE SCHOOL SITE AS PROMPTLY AS POSSIBLE, AND TO THE SUPERVISING TEACHER. ALL ABSENCES ARE TO BE MADE UP FOR A TOTAL ATTENDANCE OF 14 DAYS.
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:7/31/2009 6:09:29 PM