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
EDC 361B PreK Practicum for ECE and Leadership
SP 2010 HO
B.A. Special Education/Recreation Ottawa University - Ottawa, KSM.A. Curriculum and Instruction University of Missouri - Kansas City
(913) 515-5117 - cell
January 11 - May 9, 2010
EDC 220 or EDC 222
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Educational Philosophy: The instructor's educational philosophy is one of interactiveness through writings, observations, dialogs, internet and websites, helping students to integrate learning from EDC360B with a first hand, supervised field experience in a Pre-K classroom. The setting in conjunction with reflective journals, as well as the projects and assignments from EDC360B provide the opportunity to assimilate teacher knowledge, skills and dispositions.
Learning Outcomes: Core Learning Outcomes
Class Assessment: 1. Fieldwork Evaluation for Practicum - (350pts)
Late Submission of Course Materials: All written papers should be submitted on time and should be saved for the purpose of revision. You are allowed to revise one assignment if the grade is less than ninety three percent and submitted on time. The due date for the revised papers is one week after being returned to students. Two points will be deducted before grading if assignments are late and instructor has not be informed prior to due date. Revisions will be not accepted for late assignments.
Classroom Rules of Conduct: 1. All students are required to follow the guidelines set forth in the Practicum Fieldwork Manual.
Reflection Journal Topics/Questions
1. Visit the school’s or the classroom’s supply room and create a list of materials and supplies that are available in your classroom. Add to the list any materials and supplies that you think would benefit the environments in the classroom. Reflect upon how these materials encourage growth and development (cognitive, social, representational, physical). In what ways are the materials accurate, meaningful and relevant?
2. Describe the classroom learning centers in your classroom. What does your cooperating teacher consider when setting up classroom environments? Respond to how collaboration with others does or could take place during the planning process and how it can benefit both teacher and children. Describe ways that the environments are or could be designed to be both anti-biased and to address the needs of children with special needs.
3. Get your teacher’s perspective on parent relationships and parent-teacher conferences. If allowed, sit in on a conference or other event involving parents and react to that. (Some schools, teachers, and parents are happy to do this, and some are not. Use good sense and remember confidentiality.) What is important to consider when planning conferences. Is there anything unique to the school that occurs in conferences? Address what you found to be effective/ineffective.
4. Talk to your cooperating teacher about the art of questioning children. Why is it important and how is it cultivated? Consider one learning environment in the classroom and describe an activity that takes place in that area. Include the dialog that takes place between teacher and child to encourage the child to think more deeply. Reflect upon how questioning children helps you as a teacher to identify ways to proceed when using the project approach in the classroom.
5. Observe and record an activity for at least 15 minutes. Discuss your method of recording the activity and why you think it is effective. Upon review and based upon your observations, what hypotheses are you able to make regarding the children’s interests? How will your hypotheses guide your planning as a teacher and help you decide what to offer the children next? How is your voice, and the voice of the children reflected? Identify the types of materials, and possible activities that might be offered to engage the children and to encourage their interests. Consider both the group and also individual children. Be sure to be mindful of children with special needs.
6. Describe any forms of technology that are used in your classroom/school. Give examples of how they are or might be used in the classroom. Consider how these, as well as any others that you can identify can aid in thelearning processes of both children and professionals. Identify methods that teachers and children learn to use these different forms of technology. Reflect upon how you think technology can be an asset in the classroom setting.
7. Refer back to the list of strengths and goals that were identified in your first evaluation. Reflect upon how these strengths have helped you during your practicum experience. What other strengths do you think that you have developed? How have you worked to reach the goals that were established? Discuss how your relationships with the children, your cooperating teacher and the families have effected your growth and what you have learned about yourself. Apply your reflections to the NAEYC Code of Ethical Conduct.
8. Write a self-evaluation for the second activity you present in the classroom. What do you think you did well? What would you do differently next time? React to any feedback you receive from children, peers, teachers, etc. Were the instructional objectives of the activities generally met? What did you learn that surprised you? Discuss the ways the activity impacted the children's learning. Describe any adaptations that you made in your second activity because of your experience in the first.
9. Define Developmentally Appropriate Practice and describe how the practicum school/program philosophy conforms to DAP. How does the school's curriculum guide the learning taking place in the curriculum? (Is project work incorporated into the curriculum?) React to how the image of the child is reflected in the interactions in the classroom and the activities presented to the children and how this image is related to DAP. Finally, discuss how learning is assessed.
10. Think about your practicum experience. What did you find most challenging, most rewarding, most surprising, most relevant and irrelevant? Give examples and consider how what you have experienced related to what you have learned in your Pre-K class. Compare how this practicum experience differed or was similar to others that you have had. How do you think that your experience will impact your next practicum, student teaching or teaching position?
Evaluation #1 will be scheduled during the first month of the practicum. Student should submit the Evaluation form and the Dispositions form to the cooperating teacher on the first day of practicum.
Evaluation #2 will be scheduled during the last month of the practicum. Student should bring the student Evaluation form and the student Disposition form (filled out) and also remind the cooperating teacher to bring the Cooperating Teacher Evaluation form and the Disposition form (filled out) to the evaluation.
Three observations will be done during the semester. Dates will be determined after practicum placement is made.
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 87Plagiarism: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 92Attendance Policy:Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.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". A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.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.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 95Disability 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 .Attachments:Journal RubricPre-K Practicum Evaluation FormCopyright:This material is protected by copyright and can not be reused without author permission.Last Updated:12/27/2009 9:10:21 PM
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 .
Attachments:Journal RubricPre-K Practicum Evaluation Form
Last Updated:12/27/2009 9:10:21 PM