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Education Major Version

EDE 360B Practicum
Ebright, Ladonna E.


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


Course

EDE 360 Practicum

Semester

UU 2009 HOZ

Faculty

Ebright, Ladonna E.

Title

Assistant Professor

Degrees/Certificates

BA Park College, Masters- KU Special Education certification; K-8 Elementary Education, K-12 Special Education, LD, BD, MR, K-12 School Psychological Examiner, K-12 School Psychologist

Office Location

911 Main Suite 903, Kansas City, MO 64105

Office Hours

Summer- by appointment

Daytime Phone

816.559.5632

Other Phone

cell: 816.210.4958

E-Mail

LaDonna.Ebright@park.edu

Semester Dates

June 1-July 25, 2008

Class Days

M-W

Class Time

6:00-8:30 PM  Copley Room 323

Prerequisites

Admission to School for Education

Credit Hours

2


Textbook:

Required: all students seeking teacher certification and licensure must purchase Foliotek, the School for Education electronic portfolio system.  Purchasing information may be obtained from Carol Williams, Administrative assistant 816.584.6233.
 
Textbook are the same as for the current EDU375 course. No additional texts are necessary.

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:
WEB sites are found in the e-companion for the 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:
EDE360B 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 B. - Concurrent enrollment in EDU 375 and EDE 379 or approval of Program Chair.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 teacher 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: 
  • They are advanced, serious students with a declared commitment to education
  • They have completed all requirements for Admission to Teacher Education
  • They are skilled in oral and written communication.

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, 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 you University Supervisor; you must keep your original versions to maintain your own objective 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 your practicum experience).
  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 the purposes of Practicum B, students with ELN may include students with legally defined disabilities (IDEA), students who are cultural/racial/linguistically 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 University's School for Education is based on the TWS model developed by the Renaissance partnership for Improving Teacher Quality Project (see http://www.uni.edu/itq/PDF_files/student_tws_manual_june_2004.pdf  (you will be given a copy of this in class).  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 teachings and learning process. 
  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, separate classroom)  Observation form attached.
  • Interview a special education teacher about his/her roles and responsibilities during the special education process.  Compare and contrast those 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 responsibilities 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, occupational 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 an Individualized Education Plan (IEP).  Briefly discuss the child's disability, IEP goals and accommodations/modifications required and the implications these have on the regular education teacher.
  • With 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 accommodations/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 his/her potential.
  • Observation of a gifted education classroom
5.  Complete a self-assessment of your teaching dispositions, using the Teacher Disposition 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, 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.
NOTE: Attendance also means that you will assist your Cooperating Teacher as described in 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 a 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 requirements for credit.
You must submit a copy of the Field Experience Initial interview form found in the Practicum Fieldwork Manual to your University supervisor.
7.  Complete the Student Opinion survey for the Experience and Site and the Student Opinion Survey Practicum Evaluation at the end of your practicum.
 
Cooperating Teacher must:
  1. Complete two Student Evaluation Forms, one at mid-term and the other at the end of the practicum.
  2. Complete the Teacher Disposition Evaluation form at the end  of the practicum.
  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 Fieldwork Manual
  6. A Memorandum of Understanding between park University School for Education and the participating school is signed by the school principal/administrator and the Park University Practicum Coordinator.

 

Grading:

A= 90-100%             630-700 points
B= 80-89%               560-629 points
C= 70-79%               490-559 points
 
Points may be earned as follows:
 
Reflective Journals - 4 per week x 4 weeks @10 points each =              160 points
Teacher Work Sample =                                                                        100 points
Interview a Regular Education Teacher =                                                100 points
Specialized Services Activities =                                                             100 points
Self-Assessment of Teaching Dispositions =                                            100 points
Practicum Evaluations =                                                                            40 points
Time Sheet/Practicum Initial Interview Form =                                          100 points
                                                         Total Points                                  700 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.  Absolutely no work will be accepted after the assigned time of the final.  Any missing work/asignments 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 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, spelling, word usage, 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 (816.584.6330) for assistance in developing written reports and for editing and style assistance.

Course Topic/Dates/Assignments:

WEEK ONE
  • Initial meeting with University Supervisor, Principal and Cooperating Teacher
  • Work with Cooperating Teacher
  • Journal reflections due at the end of the week.-e-mail to University Supervisor
WEEK TWO
  • Work with Cooperating Teacher
  • Interview with Regular Education Teacher
  • Journal reflections due at the end of the week - e-mail to University Supervisor
 
WEEK THREE
  • University supervisor to observe-student should plan on short lesson presentation
  • Work with Cooperating Teacher
  • First Special Service Activity due
  • Journal reflections due at the end of the week - e-mail to University Supervisor

WEEK FOUR
  • University supervisor for final evaluation conference with Cooperating Teacher and Student
  • Practicum evaluations due
  • Work with Cooperating Teacher
  • Second Special Services Activity due
  • Journal reflections with summative report due at the end of the week - e-mail to University Supervisor
  • Self Evaluation of Teacher Dispositions
  • TWS
  • Time Sheet due

 

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.

  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 .

Copyright:

This material is protected by copyright
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Last Updated:5/26/2009 12:34:06 PM