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 360C Practicum
SP 2010 HOC
Greene, Judy Ann
M.A. Special Education, B.S. Language Arts,B.G.S Psychology, B.G.S English
rm. 317 Copley Hall
W 9:30-3:30 & R 2:30-4:30, or by appointment
Jan. 11 – May 7, 2010
Admittance to the School for Education & concurrent enrollment in EDE 387 &
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Teachers must be willing learners who embody what they hope to cultivate in their students—curiosity and joy of learning, courage to risk being wrong, ability to connect the classroom to the world around it as a desirable way to enrich and empower genuine mobility in personal, social, and professional life. Teachers must also have at heart, the understanding that little of value can be communicated without first establishing and maintaining a human, mutually respectful relationship. In other words, teachers must model what they ask of and expect from the students they teach, and they must enter the classroom with a disposition toward teaching-learning as an “us-we” instead of “me-them” effort.
Learning Outcomes: Core Learning Outcomes
1. Practicum Reflections/Journal This assignment should combine both reading and math sessions.
You are to use the Practicum Reflections form provided to create a journal. It is designed to give you an objective format for recording your observations, thoughts, ideas, and feelings about your experiences in a balanced and productive way. You are to record and objectively reflect on at least 12 practicum sessions at your assigned site(s). “Sessions” can include any reading and math instructional activity you observe in the classroom; however, the main focus should be the reading & math assessment and instructional activities you design and conduct. You are expected to make connections between your reading & math classes and the practicum setting. Copies of your Practicum Reflections must be submitted at designated intervals throughout the semester to your University Supervisor. These will be returned to you in a timely manner with feedback, and can be used for your portfolio. In the meantime, keep your own copy to track, reflect, and improve your instruction.
1. Summative Practicum Reflection (Core Assessment)
Using your completed Practicum Reflections, write a Summative Practicum Reflection. Using your completed Practicum Reflection forms, analyze the entire practicum experience to evaluate the development of your knowledge & skills in assessing, diagnosing, and remediating learners’ reading and math skills. The Summative Practicum Reflection must adhere to the Model for Formal Writing, be no less than 5 full pages, and no more than 8. Use the following as headings:
? Overview of Practicum Experience (tell what happened & what you did)
? Development of My Achieving Syllabus Core Learning Outcome #1
? Development of My Achieving Syllabus Core Learning Outcome #2
? Development of My Achieving Syllabus Core Learning Outcome #3
? Thoughts Regarding My Future Classroom Assessment of Reading & Math
? Thoughts Regarding My Future Classroom Instruction of Reading & Math
? Final Conclusions on EDE 360C Practicum Experience
? Addendum—attendance log sheet signed by cooperating teacher
NOTE: The Core Assessment Rubric for the Core Assessment is available at the end of the
3. Research Paper—Current Theories and Best Practices in Reading & Math Assessments Conduct research on current theories and best practices in assessing reading & math. You must use the U.S. Department of Education as a resource and any of the following: ASCD, IRA, NABT, NCTE, NCTM, NSTA, Journal of Teacher Education, Journal of Research in Childhood Education, American Educator, Education Week, Elementary School Journal, Instructor, and/or Teaching Pre-K-8. Compare and contrast theories and practices you find with your experiences in EDE 360C Practicum and Field Experiences in EDE 385/387. This assignment must adhere to the Model for Formal Writing, and be no less than 5 full pages, and no more than 8. Use the following as headings:
? Theories of Assessing Elementary Level Reading & Math Skills
o “Theories” may include experts’ published thinking, research studies, etc.
o Must describe at least 2 theories
o Must discuss how the 2 theories are reflected in your Practicum classroom; if
they are not evident, then discuss whether or not they should be part of the
? Best Assessment Practices in Elementary Reading & Math Skills
o “Best” means what current studies claim to be most effective
o “Practices” may include methods, strategies, activities, etc.
o Must describe at least 2 best practices
o Must discuss how the 2 best practices are used in your Practicum classroom; if
they are not used, then discuss whether or not they should be used
1. Teacher Work Sample (TWS) The Field Experience Report from EDE 387 contains most of the components of the TWS except for 3 Contextual Analysis, whole class assessment, and lesson plans. All that’s needed for the TWS is to:
§ Complete a Contextual Analysis of your school. This information can be usually be found on the district website.
§ Create and teach 1 whole class reading AND 1 whole class math lesson plan.
(You MUST complete a Practicum Reflection for each lesson plan.)
§ Change the tabs in your Field Experience Report, adding your lesson plans
w/their reflections, to match those of the TWS.
§ Submit hard copy of Contextual Analysis and lesson plans w/reflections
(separate from Field Experience Report/other TWS components)
§ Submit complete TWS in electronic or hard copy—your choice.
NOTE: a full TWS calls for a unit (usually 5 lesson plans); however, implementing a unit of instruction is beyond the scope of Practicum C.
4. Self-Assessment of Teaching Dispositions: Complete a self-assessment of your teaching dispositions. Using the Teaching Disposition Evaluation—Students form, you are to rate your demonstration of each of the teaching dispositions. This task is required by the School for Education and the Missouri Department of Elementary & Secondary Education and does not earn points.
You will also be evaluated by the cooperating teacher, and possibly site administrators on your teaching knowledge, skills, and dispositions. Since the EDE 360 Practicum courses are considered to be key points in a candidate’s degree and certification program, the long form must be used to evaluate dispositions. Sufficient copies will be provided to accommodate students and their cooperating teachers. The purpose of this is to give feedback to students to help them reflect upon and develop the degree and depth of the attitudes and behaviors expected of outstanding educators.
Course Grading Plan:
Points may be earned as follows:
Practicum Reflections Journal (minimum of 12 entries) 100
Summative Practicum Reflection 150
Research Paper 150
Teacher Work Sample 200
TOTAL POINTS: 600
A = 600 – 575 points
B = 574 - 550
C = 549 - 525
D = 524 – 500
F = 499 points or less
NOTE: The final grade will be calculated by total points earned only, not the percentage of total points in eCompanion.
Late Submission of Course Materials:
Although no points will be deducted for late submission, assignments should be submitted on time to the best of your ability—particularly the PPSRs so you can get feedback and suggestions on your assessments and instruction. Use fax, email, ask fellow class member and/or friend to deliver to instructor’s mailbox, rm. 309 on the third floor of Copley Hall, or to box on instructor's office door.
o All assignments are due on the last day of the last week as listed in the Tentative Course Schedule at the end of this syllabus.
o Assignments must be submitted in person to qualify for evaluation for points. The instructor will not print, evaluate, or score emailed assignments. The only purpose for emailing assignments is to establish submission date & time.
o If computer/technology accessibility or problems interfere with meeting a due date, an assignment may be emailed by midnight of the day it is due to establish on-time submission. A hard copy must still be submitted to the instructor to qualify for evaluation for points.
o Each time an assignment is submitted for re-evaluation, it must include all previous drafts and rubric scoring/written feedback from the instructor. This is to support consistency and fairness in grading. Any revised assignment that does not have previous draft(s) and feedback will be returned to the student until it is accompanied by previous drafts & instructor’s rubric/feedback.
o NO ASSIGNMENT WILL BE EVALUATED OR RECEIVE POINTS IF SUBMITTED AFTER MIDNIGHT OF MONDAY, DEC. 7—NO EXCEPTIONS
Classroom Rules of Conduct:
You are expected to…
Tentative Course Schedule Topics/Assignments
1 - 2
• Meet with Cooperating Teacher, interview Cooperating Teacher, establish regular schedule & expectations as set out in Practicum Manual
- DUE: Field Experience Initial Interview form
3 - 4
• Work with Cooperating Teacher
• University Supervisor with complete initial evaluation conference with Cooperating Teacher.
- DUE: 1st set of Practicum Reflections
5 – 9
- DUE: 2nd set of Practicum Reflections
10 – 13
• Work with Cooperating Teacher.
- DUE: 3rd set of Practicum Reflections
- DUE: Research Paper on Theories & Best Practices in Reading & Math Assessment
- DUE: 4th set of Practicum Reflections
- DUE: Hard copy of Contextual Analysis, Lesson Plans w/Reflections
15 – 16
• University Supervisor with complete final evaluation conference with Cooperating Teacher.
- DUE: Student Evaluation of EDE 360C Practicum
- DUE: Time Sheet
- DUE: Self-evaluation of Teacher Dispositions
- DUE: TWS (electronic or hard copy—your choice)
NOTE: NOTHING WILL RECEIVE POINTS IF SUBMITTED AFTER MIDNIGHT OF FRIDAY, MAY 30—NO EXCEPTIONS
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 2009-2010 Undergraduate Catalog Page 92
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 95Students in the EDE 360 practica are to adhere to the attendance policy in the Practicum Fieldwork Manual.
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 .
Required Forms for Practicum C
1. Maintain a Time Sheet of 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. Attendance also means that you will assist your Cooperating Teacher as described in the Practicum Fieldwork Manual.
2. Complete the Field Experience Initial Interview (from 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 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 C syllabus to insure that arrangement follows the School for Education policies and fulfills the course requirement for credit. You must submit a copy of the Field Experience Initial Interview form found in the Practicum Fieldwork Manual to your University Supervisor according to the due date listed in the Tentative Course Schedule.
3. Complete the Student Opinion Survey of the Experience and Site (see Practicum Fieldwork Manual) and submit to your University Supervisor according to the due date listed in the Tentative Course Schedule.
Forms & Responsibilities Required of Cooperating Teacher (forms are included in Practicum Manual and/or provided in a packet presented to Cooperating Teacher at beginning of Practicum):
1. Complete two Student Evaluation Forms, one at mid-term (i.e., approximately week 7) and the other at the end of the term (i.e., approximately week 14).
2. Complete two Teacher Disposition Evaluation Forms, one at mid-term (i.e., approximately week 7) and the other at the end of the term (i.e., approximately week 14).
3. Review and approve the student’s Time Sheet.
4. Complete the Cooperating Teacher Opinion Survey at the end of the semester.
NOTE OF CLARIFICATION BETWEEN IN EDE 385/387 FIELD EXPERIENCE & PRACTICUM C:
In a nutshell, Field Experience involves mainly working one-on-one with dependent, struggling learners; Practicum involves working with all learners & all levels.
In more detail:
• During Field Experience, you will spend the early part of the semester assisting the classroom teacher in general instruction and activities (preferably, but not limited to reading & math).
• During Field Experience, you will work with at least 2dependent, struggling individual learners in a one-on-one setting using your knowledge, skills, and dispositions to assess and “diagnose” their reading & math skills, then design and implement remedial reading & math instruction according to EDE 385 and EDE 387 syllabi.
• During Practicum, you will work with all learners in the classroom, and apply the knowledge, skills, and dispositions gained in EDE 385 & EDE 387 to assess alllearners’ reading & math skills, then design & implement instruction to improve alllevels of skills within the classroom setting according to this syllabus, the Practicum Manual, and any specific arrangements made with your cooperating teacher.
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Beers, Kylene. (2003) When Kids Can’t Read. Heinemann Publishers. ISBN: 0-86709-519-9
Clay, Marie (2006). An Observation Survey of Early Literacy Achievement Revised 2nd edition.
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Dudley-Marling, Curt, and Paugh, Patricia. (2004). Classroom Teacher’s Guide to Struggling
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Last Updated:1/8/2010 1:40:50 PM