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EDE 410 Elem Directed Teaching w/Seminar
Bennett, Betty


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 410 Elem Directed Teaching w/Seminar

Semester

SP 2010 HO

Faculty

Bennett, Betty

Title

Associate Professor

Degrees/Certificates

Ed.S. in Reading
M.A. in Reading
B.S. in Elementary Education

Office Location

CO 316

Office Hours

Wednesday, 9:00 - 10:00, Tuesday, Thursday, 9:00 - 10:00, 1:00 - 3:00.

Daytime Phone

584-6823

E-Mail

bbennett@park.edu

Semester Dates

Jan. 11- May 7, 2010

Class Days

Jan. 11, 12, 13, 14, and 15 at 9 A.M.- 12:00 and Jan. 28,  Feb. 11,  Feb. 25, Mar. 4, Mar. 18., Apr.1, Apr. 15,  Apr. 29.

Class Time

9A.M. – 12:00 during Jan/ 11-15  in Meeting House; and 4:30 – 5:50 P.M. starting Jan. 28th  in Copley.

Prerequisites

EDE 359 (with at least a grade of a “B”), EDE 379, EDE 380, admission to School of Education and Directed Teaching, and cumulative GPA of 2.75.

Credit Hours

12


Textbook:
Jones & Jones, Comprehensive Classroom Management, Allyn & Bacon, 2000.

Required Reading

Park University Teacher Candidate Handbook from:   www.captain.park.edu/education

Additional Resources:

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:
EDE410 Elementary Directed Teaching with Seminar: A ten-week experience in directed teaching in an area school. The student will observe and actually teach in a classroom. Included will be 30 contact hours of seminar, an intensive period before teaching begins, bi-weekly meetings during the experience of directed teaching and immediately at the conclusion. The purpose of the seminar is to allow exploration of issues and experiences in reflective way to enhance the directed teaching experience. Prerequisites: EDE359 (with at least a grade of "B") EDE379, EDE380, and admission to the School for Education and cumulative GPA of 2.75. 2:10:12

Educational Philosophy:
The instructor’s educational philosophy for this course is one of integration of education theory with the pre-service teacher’s experience in the actual classroom. The design is detailed in the Teacher Candidate’s Handbook and in the Cooperating Teacher’s Handbook. The teacher candidate will begin with observations and concludes with teaching the entire curriculum for an assigned period. Included in this experience are scheduled observations by an assigned University Supervisor. The purpose for this experience is to provide the teacher candidate with an experienced teacher who is currently in the classroom and an environment to practice the teaching strategies and classroom management skills that they have developed.

The Seminar Format: The seminar is interactive and based utilizing instructor and expert guest lecturers, direct instruction, small group discussions, student-led presentations, and independent work. This format will facilitate the acquisition of knowledge, understandings, and implementation of seminar content.   

Learning Outcomes:
  Core Learning Outcomes

  • Transition from the college setting to field experience,
    MoSTEP
    1.2.1.1 knows the discipline applicable to the certification area(s) as defined by Subject Competencies for Beginning Teachers in Missouri;
    1.2.9.3 practices professional ethics.
    SPAs
    • ACEI: 5.1, 5.2, 5.3
    • Selected SPED Cross-Categorical Education Competencies 1 CC6
    Assessment

    Student teacher evaluation, reflective journal, and Portfolio

  • Practice strategies and knowledge to the teaching experience
    MoSTEP
    1.2.1.1 knows the discipline applicable to the certification area(s) as defined by Subject Competencies for Beginning Teachers in Missouri;
    1.2.1.2 presents the subject matter in multiple ways;
    1.2.3.2 designs and implements individualized instruction for students based on their prior experience, learning styles, strengths, and needs;
    1.2.4.1 selects and creates learning experiences that are appropriate for curriculum goals, relevant to learners, and based upon principles of effective instruction (e.g., encourages exploration and problem solving, building new skills from those previously acquired);
    1.2.4.2 creates lessons and activities that recognize individual needs of diverse learners and variations in learning styles and performance;
    1.2.4.3 evaluates plans relative to long and short-term goals and adjusts them to meet student needs and to enhance learning.
    1.2.5.1 selects alternative teaching strategies, materials, and technology to achieve multiple instructional purposes and to meet student needs;
    1.2.5.2 engages students in active learning that promotes the development of critical thinking, problem solving, and performance capabilities.
    1.2.6.1 knows motivation theories and behavior management strategies and techniques;
    1.2.7.1 models effective verbal/non-verbal communication skills;
    1.2.7.4 uses a variety of media communication tools.
    1.2.8.1 employs a variety of formal and informal assessment techniques (e.g., observation, portfolios of student work, teacher-made tests, performance tasks, projects, student self-assessments, authentic assessments, and standardized tests) to enhance and monitor his/her knowledge of learning, to evaluate student progress and performances, and to modify instructional approaches and learning strategies;
    1.2.8.2 uses assessment strategies to involve learners in self-assessment activities, to help them become aware of their learning behaviors, strengths, needs and progress, and to encourage them to set personal goals for learning;
    1.2.9.1 applies a variety of self-assessment and problem-solving strategies for reflecting on practice, their influences on students' growth and learning, and the complex interactions between them;
    SPAs
    • ACEI: 1,2 (2.1-2.8), 3.1, 3.2, 3.3, 3.4, 3.5, 4, 5.1, 5.2, 5.3, 5.4 
    •  NAEYC: Standards 1, 2, 3, 4a, 4 b, 4 c, 4d, 5
    • Selected SPED Cross-Categorical Education Competencies 4  CC2,CC3, CC5, CAT2, CAT6, CAT8, CAT10, CAT12,
    Assessment

     Student teacher evaluation, Teacher Work Sample, reflective journal and Portfolio

  • Articulate the learning experiences of teaching through discussions and reflections.
    MoSTEP
    1.2.7.4 uses a variety of media communication tools.
    1.2.9.1 applies a variety of self-assessment and problem-solving strategies for reflecting on practice, their influences on students' growth and learning, and the complex interactions between them;
    1.2.9.3 practices professional ethics.
    SPAs
    • ACEI: 1, 5.1, 5.2
    • NAEYC: Standard 5
    • Selected SPED Cross-Categorical Education Competencies 11  CAT2, CAT3
    Assessment
    Student teacher journal
  • Exhibit the role and responsibilities of a professional teacher as defined in the Teacher Candidate Evaluation form
    MoSTEP
    1.2.1.1 knows the discipline applicable to the certification area(s) as defined by Subject Competencies for Beginning Teachers in Missouri;
    1.2.7.2 demonstrates sensitivity to cultural, gender, intellectual, and physical ability differences in classroom communication and in responses to students' communications;
    1.2.9.1 applies a variety of self-assessment and problem-solving strategies for reflecting on practice, their influences on students' growth and learning, and the complex interactions between them;
    1.2.9.2 uses resources available for professional development;
    1.2.9.3 practices professional ethics.
    SPAs
    • ACEI: 5.1, 5.2, 5.4
    • NAEYC: Standard 5
    • Selected SPED Cross-Categorical Education Competencies 4, 5, 7  CC2,CC3, CC5, CC7, CC9, CC15, CAT1, CAT2, CAT 3, CAT4, CAT5 CAT6, CAT8, CAT10, CAT12 
    Assessment

    Student teacher evaluation, reflective journal, and Portfolio

  • Articulate his/her philosophy of education and how this will influence his/her deliver of instruction
    MoSTEP
    1.2.1.1 knows the discipline applicable to the certification area(s) as defined by Subject Competencies for Beginning Teachers in Missouri;
    1.2.2.4 knows theories of learning.
    1.2.6.1 knows motivation theories and behavior management strategies and techniques;
    1.2.7.1 models effective verbal/non-verbal communication skills;
    1.2.9.1 applies a variety of self-assessment and problem-solving strategies for reflecting on practice, their influences on students' growth and learning, and the complex interactions between them;
    SPAs
    • ACEI: 1, 5.2
    • NAEYC: Standard 5
    • Selected SPED Cross-Categorical Education Competencies 1, 8, 10, 11  CC5, CC6, CC8, CC2,CAT 2, CAT3, CAT4, CAT 5
    Assessment
    Portfolio and reflective journal
  • Practice a solid knowledge base and understanding of classroom management and discipline/redirection
    MoSTEP
    1.2.1.1 knows the discipline applicable to the certification area(s) as defined by Subject Competencies for Beginning Teachers in Missouri;
    1.2.1.4 engages students in the methods of inquiry used in the discipline;
    1.2.1.5 creates interdisciplinary learning.
    1.2.2.3 encourages student responsibility;
    1.2.2.4 knows theories of learning.
    1.2.5.1 selects alternative teaching strategies, materials, and technology to achieve multiple instructional purposes and to meet student needs;
    1.2.5.2 engages students in active learning that promotes the development of critical thinking, problem solving, and performance capabilities.
    1.2.6.1 knows motivation theories and behavior management strategies and techniques;
    1.2.6.2 manages time, space, transitions, and activities effectively;
    1.2.6.3 engages students in decision making.
    1.2.10.3 seeks opportunities to develop relationships with the parents and guardians of students, and seeks to develop cooperative partnerships in support of student learning and well-being;
    1.2.10.4 identifies and uses the appropriate school personnel and community resources to help students reach their full potential.
    SPAs
    • ACEI: 1, 2.8, 3.4
    • NAEYC: Standards 1, 4a
    • Selected SPED Cross-Categorical Education Competencies 2, 4, 5  CC5, CC9. CAT2, CAT3, CAT4, CAT 5, CAT 6,
    Assessment
    Student teacher evaluation, reflective journal,  and Portfolio
  • Plan, implement, evaluate learning experiences based upon strong knowledge base and discipline/redirection
    MoSTEP
    1.2.1.3 uses students' prior knowledge when identifying learning objectives and choosing instructional strategies;
    1.2.1.4 engages students in the methods of inquiry used in the discipline;
    1.2.1.5 creates interdisciplinary learning.
    1.2.2.1 knows and identifies child/adolescent development;
    1.2.2.2 strengthens prior knowledge with new ideas;
    1.2.2.3 encourages student responsibility;
    1.2.2.4 knows theories of learning.
    1.2.4.1 selects and creates learning experiences that are appropriate for curriculum goals, relevant to learners, and based upon principles of effective instruction (e.g., encourages exploration and problem solving, building new skills from those previously acquired);
    1.2.5.1 selects alternative teaching strategies, materials, and technology to achieve multiple instructional purposes and to meet student needs;
    1.2.6.2 manages time, space, transitions, and activities effectively;
    1.2.6.3 engages students in decision making.
    SPAs
    • ACEI: 2, 2.8, 3.1, 3.2, 3.3, 3.4, 3.5
    • NAEYC: Standards 4b, 4c, 4d
    • MoSTEP Selected SPED Cross-Categorical Education Competencies 11 CC5, CC2, CAT 2, CAT3, CAT4. CAT5

     

    Assessment
    Student teacher evaluation and reflective journal
  • Incorporate instruction that includes the elements of multiculturalism, special needs, and differentiated instruction (lesson accommodations)
    MoSTEP
    1.2.3.1 identifies prior experience, learning styles, strengths, and needs;
    1.2.3.2 designs and implements individualized instruction for students based on their prior experience, learning styles, strengths, and needs;
    1.2.3.4 connects instruction to students' prior experiences and family, culture, and community.
    1.2.4.1 selects and creates learning experiences that are appropriate for curriculum goals, relevant to learners, and based upon principles of effective instruction (e.g., encourages exploration and problem solving, building new skills from those previously acquired);
    1.2.4.2 creates lessons and activities that recognize individual needs of diverse learners and variations in learning styles and performance;
    1.2.4.3 evaluates plans relative to long and short-term goals and adjusts them to meet student needs and to enhance learning.
    1.2.5.1 selects alternative teaching strategies, materials, and technology to achieve multiple instructional purposes and to meet student needs;
    1.2.5.2 engages students in active learning that promotes the development of critical thinking, problem solving, and performance capabilities.
    SPAs
    • ACEI: 3.2
    • NAEYC: Standards 1, 4b, 4b, 4d
    • SPED Cross-Categorical Education Competencies 2, 7  ,CC5, CC7, CAT1, CAT3, CAT4
    Assessment

    Student teacher evaluation, teacher work sample, reflective journal, and Portfolio

  • Use effective communication skills with parents, students, educational professionals. etc.
    MoSTEP
    1.2.1.1 knows the discipline applicable to the certification area(s) as defined by Subject Competencies for Beginning Teachers in Missouri;
    1.2.7.1 models effective verbal/non-verbal communication skills;
    1.2.7.2 demonstrates sensitivity to cultural, gender, intellectual, and physical ability differences in classroom communication and in responses to students' communications;
    1.2.7.3 supports and expands learner expression in speaking, writing, listening, and other media;
    1.2.7.4 uses a variety of media communication tools.
    1.2.9.1 applies a variety of self-assessment and problem-solving strategies for reflecting on practice, their influences on students' growth and learning, and the complex interactions between them;
    1.2.9.2 uses resources available for professional development;
    1.2.9.3 practices professional ethics.
    1.2.10.1 participates in collegial activities designed to make the entire school a productive learning environment;
    1.2.10.3 seeks opportunities to develop relationships with the parents and guardians of students, and seeks to develop cooperative partnerships in support of student learning and well-being;
    1.2.10.4 identifies and uses the appropriate school personnel and community resources to help students reach their full potential.
    SPAs
    • ACEI: 5.3, 5.4
    • Selected SPED Cross-Categorical Education Competencies 10  CC5, CC8, CAT4NAEYC: Standards 2, 4a, 5
    Assessment
    Student teacher evaluation , Letter of introduction, reflective journal, and Portfolio
  • Prepare job market paper requirements and participate in activities for job market preparations.
    MoSTEP
    1.2.7.1 models effective verbal/non-verbal communication skills;
    1.2.9.2 uses resources available for professional development;
    1.2.9.3 practices professional ethics.
    1.2.10.4 identifies and uses the appropriate school personnel and community resources to help students reach their full potential.
    SPAs
    • ACEI: 5.1
    • NAEYC: Standard 5
    Assessment
    Employer Portfolio

    MoStep Requirements 1.2.1.1 standards for EDE410



    Core Assessment:

    Reflective Journal

    Link to Class Rubric

    Class Assessment:
    Format: The class will meet daily for three hours during the first week of the semester. During the remainder of the semester, the class will meet for 1 hour and 20 minutes on alternating Thursdays (see Tentative Schedule). A variety of teaching strategies will be employed, including lectures, discussion groups, guest speakers, student presentations, classroom observations, and reflective writing. The student teacher will be required to observe, participate, and teach for 50 days in an assigned classroom.

    Requirements

    1. Portfolio: Each teacher candidate is expected to successfully complete a portfolio that meets the standards of the Portfolio Rubric designed by the Park University School of Education. Guidelines and artifacts sources will be presented, and discussed. No teacher candidate will receive a passing grade in EDE 410 until the Portfolio is successfully completed. To be successfully completed the portfolio must be approved by two School for Education faculty members by the end of the semester. Therefore, the portfolio must be completed on the due date in order to provide time for the two faculty members to read the portfolio and the student time to make corrections so that the portfolio can meet acceptable standards.  A first reading for editing suggestions will be at the end of the first week of the semester. 

    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: 

    A.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 Period    

     Contract Fee

    Per Student (Prepaid)

    Cost Breakdown

    Per Student, Per Year

     1 year

     $30.00

    $30.00

     2 years

     $59.00

    $29.50

     3 years

     $87.00

    $29.00

     4 years

     $112.00

    $28.00

     5 years

    $120.00

    $24.00

    6 years

    $125.00

    $20.83

    B.Send an email to Carol Williams (carol.williams@park.edu) with the following information:

      1. Your Name
      2. The Contract Period you wish to purchase
      3. Your student identification number

    C.Within a few days, you will receive from Foliotek an email with online purchasing information. Upon receipt of this email, purchase your Foliotek contract.

    D.Upon receipt of your payment, you will receive your login information. You must then send a final email to Carol Williams (carol.williams@park.edu), 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!!

    1. Core Assessment: Classroom and Lesson Plan Reflections (Journal): Each teacher candidate will complete a journal of reflections. Daily entries/reflections need to be made the first two weeks. Weekly reflections are required after the first two weeks. These reflections include: examinations of classroom procedures, interactions, and organizations, new ideas and materials implemented, what went well in classroom, problems encountered, goals for the week, evidence of growth, etc. This assignment is designed to further develop the teacher candidate’s critical and reflective thinking skills and help assess professional growth in this field. One reflection is to be given to the cooperative teacher for comments. Every observed lesson must include a reflection.
    2. Lesson Plans: Five lesson plans are required. The lesson plan format will be presented in class. A reflection, Missouri Standards (written out), and accommodations/adaptations must be included in every lesson. These lesson plans can include ones in the Teacher Work Sample and from University Supervisor’s visits.
    3. Attendance and DressRegular attendance at the school site is extremely important.  Attendance must be kept on the time sheets to fulfill the state requirement of required days at the assigned site. Professional dress is required at the school site. While adhering the dress code of the School where you are, you must remember that you are a representative of Park University and a candidate for possible employment. You should dress as if you are on a joy interview every day.

         Therefore you should dress accordingly. If you have a question about the appropriateness of the

         attire, it probably isn’t appropriate. For example, there should never be any bare midriffs, or space

         between your top and your slacks/skirt, no see-through tops or bottoms, no inappropriately clinging

         or form-fitting outfits, etc. While this does not require expensive clothes, it does require clothes

         in good taste.

         You are placed in the classroom of a school site. You are required to follow and adhere to

         the policies and relations of that site. They have the authority to remove you from their

         premise if they feel you are disruptive to the learning environment. Disruption to the learning

         environment can include, but no limited to, improper dress, disrespect to school employees or

         students, infractions of or failure to follow school rules, and/or insubordination.

    1. Teacher Work Sample: Each teacher candidate is to complete a Teacher Work Sample during the field experience. The Teacher Work Sample will consist of an agreed upon unit by the cooperating teacher and the teacher candidate. The Teacher Work Sample assignment will be given during the first week of class. A formal presentation of the Teacher work Sample to the School Education Faculty and other interested parties will occur near the end of the semester. See Assignment /Course Topics for date.   See Assignment sheet for Teacher Work Sample for the specifics on assignment. The presentation can be on a tri-fold, PowerPoint presentation, or notebook.  

     

    1. Reflection on a video taping of a lesson. Each teacher candidate will film a lesson presentation.  The teacher candidate will watch the film to write a reflection on the experience. An assignment sheet with rubric will be available during the first week of class.

     

    7. To access the Discussion Board for Student/Beginning Teachers follow these steps.

     

    (There are two web access points: http://www.park.edu/ or PirateNet - https://piratenet.park.edu/ics/.  

    User name: Your Park ID number  

    Password: Your PirateNet (OPEN) password

          Click on the Offices Tab.

          Select the School for Education link on the right hand side of page.

       If the School for Education is not available in your Pirate Net offices please contact mkinney@park.eduor call  

        (816) 584-6335 so permission can be set up for you.

        On the left side of the page is an option titled Message Board for Student/Beginning Teachers (select it and you       

        are ready to begin the discussions).

    Please know that after four consecutive unsuccessful login attempts your account gets locked. If your account does get locked, follow the below guidelines:

    1) Please do not try to log into any of Park University's systems for the next 30 minutes so that your account gets unlocked automatically.

    OR

    2) Contact the Help Desk: Phone: 1-800-927-3024 or (816) 584-6768 Email: HelpDesk@park.edu Fax: (816) 505-5439 Hours: Monday - Thursday, 8:00am - 6:00pm CST Friday, 8:00am - 4:30pm CST

     

    7.       Other requirements:

    a.      Employer Portfolio (personal usage-not for course evaluation)

    b.      Assigned Class writings (Ex. Letter of Introduction)

    c.       Sponge Activity

    Grading:
    GRADING PLAN:

    Directed Teaching Experience

                            Interim Evaluation by University Supervisor                      5%       50 pts.

    `                       Interim Evaluation by Cooperating Teacher                       2%        20 pts.

                            Final Evaluation by University Supervisor             20%      200 pts.

    `                       Final Evaluation by Cooperating Teacher                         10%      100 pts.

                            Composite Evaluation by

                                               Director of Field Experiences (ten hours)      43%       430 pt.

     

                Seminar

                            Attendance                                                                             3%           30 pts.

                            5 Lesson Plans                                                                       2%           20 pts.

                            Reflections/Journal                                                               5%           50 pts.

                            Teacher Work Sample                                                          10%         100pts.

                           

    In addition, any teacher candidate who misses three classes, regardless of whether or not the absence is excused, will be administratively withdrawn. 

     

    Portfolio

                Each teacher candidate is expected to successfully complete a portfolio that meets the standards of the Portfolio Rubric designed by the Park University School of Education. This portfolio complies with the requirements established by the Missouri Department of Elementary and Secondary Education. The guidelines and artifact sources will be presented and discussed in the seminar setting. Each portfolio will be scored and approved by two education faculty members. No student will receive a passing grade in EDE 410 until the Portfolio is successfully completed.

    Late Submission of Course Materials:
    Timely completion of assignments is required. Late work will be accepted, but the grade will be reduced by 25% each week late. After one week, the instructor has the right to refuse to accept the late work at her discretion. Absolutely no work will be accepted after the assigned time of the final. Any missing work/assignments will be recorded as a “zero”. Incompletes will be given in only extreme circumstances. This course can not be repeated for any reason. No passing grade for this course can be given until the portfolio has been approved by two faculty members.

    Classroom Rules of Conduct:
    The policy on appropriate conduct as defined in the student handbook will be enforced. Conflicts will be administered as the procedures outlined in the handbook.

    As computers make writing and revising much easier and more productive, students must also recognize though that technology can also cause problems. Printers run out of ink and hard drive 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.)

    Course Topic/Dates/Assignments:
       

    Week

    Date

    Topics/Assignments

    One

    Jan. 11


     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
    Jan. 12

     
     
     
     
     
     
     
     
     
     
    Jan. 13

     
     
     
     
     
     
     
     
     
     
    Jan. 14

     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
    Jan.15

    Overview

    Directed Teaching Handbook- You need to down load this from the Park.edu/education website.

    Portfolio Review: Philosophy & Autobiography 

    Guests: University

                         Supervisors

    Assignment: Letter of

                    Introduction

              Reflection Journal

     

     

    The Role of the Student Teacher (Handbook)

    Assignment: Video

    Reflective Writing Review

    Portfolio 1.1, 1.2.1

    Teacher Work Sample

    Guest: MOCSA

    Assignment: Portfolio

                 Sponge Activity

     

    The Art & Science of Teaching

    Lesson Design/Learning Experiences

    Portfolio1.2.2,1.2.3, 1.2.4,1.2.5

    Assign: Employer Portfolio

    Guest: Jody and Mark

    Assignment: Portfolio

    Assignments/Reflective Pieces

    Guest: Sherry Kisker

    Portfolio 1.2.6,1.2.7,1.2.8,1.2.9, 1.2.10, 1.2.11

    Sponge Activity

               presentation

    Assignment: Collect Portfolio, for First reading

    Two

    Jan. 21

    No class

    Three

    Jan. 28

    Lesson Plan/Learning Experience Plan

    Teaching to Diversity

    School Relationships

    Open Discussion

    Assignment: Journal/Reflective Writing

    Four

    Feb. 4

    No class

    Five

    Feb. 11

    Classroom Management

    Discipline/Redirection

    Open Discussions

    Assignment Journal/

             Reflection check

    Six

    Feb. 18

    No class

    Seven

    Don’t miss

    Feb. 25

    The Job Market

    Preparing for the interview

    Guest Speaker on Interviewing

    Eight

     

    Mar. 4

    Professional Ethics

    Assessment Issues

    Portfolio Check-up

    Open Discussion

    Mar. 11

    Spring Break

    Nine

    Don’t miss

    Mar.18

    Guest: Eileen West, Registrar-graduation and certification paper work

    Ten

    Mar.25

    No class

    Eleven

    Apr. 1

    No Class

    Portfolio collected for final readings—Elementary, Secondary, Middle School--

    Twelve

      


    Apr. 8

    No Class

    Portfolio collected for final readings—Early Childhood, Art, Spanish

    Thirteen

    Apr. 15

    TEACHER WORK SAMPLE PRESENTATION

    Collect:

    Teacher Work Samples

    Video Taping Reflection

    Fourteen

    Apr. 22

    No Class

    Fifteen

    Apr. 29

     Celebration

    Final Paper work signed

    Speaker—Financial counselor

    Sixteen

    May 6

    All work must turned in

    Incompletes must be signed

    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
    “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
    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.”  

    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.

    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 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 .

    Additional Information:
    Buehl, Doug. Classroom Strategies for Interactive Learning, 2nd ed. Newark, Delware: International Reading

           Association, 2001.


    Cipani, Ennio. Classroom Management for All Teachers: 11 Effective Plans. Upper Saddle River, New


           Jersey: Merrill, 1998.


    Cooper, James M. (Ed.). Classroom Teaching Skills, 7th ed. Boston: Houghton Mifflin, 2003.


    Fay, Jim and Cline, M.D., Foster W. Discipline with Love and Logic. Golden, CO: The Love and Logic


           Press, Inc. 1994.


    Glasser, M.D., William. Choice Theory. New York: First HarperCollins Publishers, 1998.


    Goethals, M. Serra, and Howard, Rose A. Student Teaching: A Process Approach to Reflective Practice. 


           Upper Saddle River, New Jersey: Merrill, 2000.


    Kane, Pearl Rock. (Ed.). The First Year of Teaching. New York: Walker and Company, 1991.


    Kronowitz, Ellen L. Your First Year of Teaching and Beyond. 4th ed. Boston: Pearson, 2004,


    Pelletier, Carol Marra. A Handbook of Techniques and Strategies for Coaching Student Teachers, 2nd ed. 


          Needham Heights, Maryland: Allyn and Bacon, 2000. 


    Pelletier, Carol Marra. Strategies for Successful Student Teaching, 2nd ed. Boston: Pearson Allyn and


          Bacon, 2004.


    Reed, Arthea J. and Bergemann, Verna E. A Guide to Observation, Participation, and Reflection in the


         Classroom, 5th ed. Boston: McGrawHill, 2005. 


    Roe, Betty D. and Ross, Elinor P. Student Teachng and Field Experiences Handbook. 5th ed. Upper Saddle


           River, New Jersey: Merrill Prentice Hall, 2002.


    Sullo, Bob. Activating the Desire to Learn. Alexandria, Virginia: Association for Supervision and Curriculum


          Development. 2007.


    Stronge, James, H. Qualities of Effective Teachers. Alexandria, Virginia: Association for Supervision and


           Curriculum Development, 2002.


    Wong, Harry K. and Wong, Rosemary T. How to be an Effective Teacher: The First Days of School. 


          Mountain View, CA: Harry K. Wong Publications, Inc. 1998.

    Bibliography:
    Buehl, Doug. Classroom Strategies for Interactive Learning, 2nd ed. Newark, Delware: International Reading

           Association, 2001.

    Cipani, Ennio. Classroom Management for All Teachers: 11 Effective Plans. Upper Saddle River, New

           Jersey: Merrill, 1998.

    Cooper, James M. (Ed.). Classroom Teaching Skills, 7th ed. Boston: Houghton Mifflin, 2003.

    Fay, Jim and Cline, M.D., Foster W. Discipline with Love and Logic. Golden, CO: The Love and Logic

           Press, Inc. 1994.

    Glasser, M.D., William. Choice Theory. New York: First HarperCollins Publishers, 1998.

    Goethals, M. Serra, and Howard, Rose A. Student Teaching: A Process Approach to Reflective Practice. 

           Upper Saddle River, New Jersey: Merrill, 2000.

    Kane, Pearl Rock. (Ed.). The First Year of Teaching. New York: Walker and Company, 1991.

    Kronowitz, Ellen L. Your First Year of Teaching and Beyond. 4th ed. Boston: Pearson, 2004,

    Pelletier, Carol Marra. A Handbook of Techniques and Strategies for Coaching Student Teachers, 2nd ed. 

          Needham Heights, Maryland: Allyn and Bacon, 2000. 

    Pelletier, Carol Marra. Strategies for Successful Student Teaching, 2nd ed. Boston: Pearson Allyn and

          Bacon, 2004.

    Reed, Arthea J. and Bergemann, Verna E. A Guide to Observation, Participation, and Reflection in the

         Classroom, 5th ed. Boston: McGrawHill, 2005. 

    Roe, Betty D. and Ross, Elinor P. Student Teachng and Field Experiences Handbook. 5th ed. Upper Saddle

           River, New Jersey: Merrill Prentice Hall, 2002.

    Sullo, Bob. Activating the Desire to Learn. Alexandria, Virginia: Association for Supervision and Curriculum

          Development. 2007.

    Stronge, James, H. Qualities of Effective Teachers. Alexandria, Virginia: Association for Supervision and

           Curriculum Development, 2002.

    Wong, Harry K. and Wong, Rosemary T. How to be an Effective Teacher: The First Days of School. 

          Mountain View, CA: Harry K. Wong Publications, Inc. 1998.



    Rubric

    CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
    Synthesis                                                                                                                                                                                                                                                  
    Outcomes
    A                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
    ___ In addition to personal interpretation , the writer offers other plausible view points. ___ Contains personal interpretation about quality of instruction and non-teaching responsibilities ____ Weak references to quality of instruction: a factual recounting ___Entry is lacking attention to classroom events. 
    Evaluation                                                                                                                                                                                                                                                 
    Outcomes
    C                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
    ___Writing includes metaphors, images, or captures the dialogue of the teacher as they create a learning culture __ Writes about how the separate areas in the context contribute to a whole experience. ___ Little evidence of a sense of whole experience of the learning process __ Unable to effectively write about the parts as a whole contextual unit. 
    Analysis                                                                                                                                                                                                                                                   
    Outcomes
    C                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
    ____ Data rich with contextual factors from teacher work sample assignment and DESE sources for the school site




    ie.,  specifics for student needs, IEP, etc.




     
    ___ Writing to specific contextual areas as outlined in




    teacher sample and DESE sources




     
    ___ Writing reflects little demonstrated knowledge of most but not all contextual factors listed in teacher work sample assignmen: myopic view ___Missing identification of contextual factors as listed in teacher work sample assignment 
    Application                                                                                                                                                                                                                                                
    Outcomes
    B                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
    ____Complete evaluation of more than 5 lesson plans of its components,  anticipatory sets, Mo STEP standards, materials, procedures, closures, evaluations, and accommodations attached to the lesson plan. ____ Five Lessons includes reflection at the end of    “Lesson Plan Format” especially evaluation of students' learning and modifications to the lesson plan written on the plan. _____Less than 5 Lessons taught  include reflections at the end of the  “Lesson Plan Format” ___Reflections do not demonstrate  application of the “Lesson Plan Format” 
    Content of Communication                                                                                                                                                                                                                                   
    Outcomes
    B                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
    ____ Uses citation to theorist or researchers with correct specific terminology ____ Able to use education terms correctly  ie., lesson components, behavior, management ___Generalized terms in writing but not specific references or terms ___ Casual language in writing that does not integrate  professional  training 
    Technical Skill in Communicating                                                                                                                                                                                                                           
    Outcomes
    C                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
    ___ Highly refined organization and writing skills; including voice, audience, each entry 3 or more pages with an entry each day for the first two weeks and more than one entry each of the following weeks. Written in 1st person, dated, organized into begin, middle, and end with no errors of grammar or punctuation ___ Attentive to clarity and organization, each entry at least two written pages with an entry each day for the first two weeks and one entry each of the following weeks. Written in 1st person and legible with  one missing date and grammatical errors are not a distraction ____ Organization difficult to discern;




    less than 2 pages, and with an  one entry each day of the first week and one entry of the following weeks that are legible, missing  two dates, grammatical errors do not detract from meaning.




     
    ___ No organization, one page written for each entry ,  missing entries for every day of the first week and missing an entry for each week at the site, no dates, errors detract from the content 
    Disciplinary Competency                                                                                                                                                                                                                                    
    Outcomes
    MoSTEP 1.2.9 The preservice teacher is a reflective practitioner who continually assesses the effects of choices on others.  The reflective practitioner actively seeks out opportunities to grow professionally and utilizes the assessment and professional growth to generate more learning for more students                                                                                                                                                                                                     
    ___documents the application a variety of self-assessment and problem-solving strategies for reflecting on practices, their influences on students' growth and learning, and the complex interactions between them; 1.2.9.1




    ___ documents the uses of several resources for professional development; 1.2.9.2




    ___ documents professional ethical standards that goes beyond the expectations of the class, i.e. attends night events, perfect attendance; evidence that pre-service teacher became an integral part of the learning environment. 1.2.9.3




     
    ___documents the application of a self-assessment and problem-solving strategy for reflecting on practices, their influences on students' growth and learning, and the complex interactions between them; 1.2.9.1




    ___ documents the use of a resource at the school site  for professional development; 1.2.9.2




    ___ documents professional ethical standards that meets the expectations as listed in the handbook  i.e. excellent attendance, appropriate dress, committed classroom involvement. 1.2.9.3




     
    ___documents the application of either a self-assessment or problem-solving strategy for reflecting on practices, their influences on students' growth and learning, and the complex interactions between them; 1.2.9.1




    ___ documents an awareness of  a resource at the school site  for professional development; 1.2.9.2




    ___ documents  professional ethical standards that demonstrate  a minimum of the expectations as listed in the handbook, i.e. missed two days, had problems with accepting criticism 1.2.9.3




     
    ___ No evidence of self-assessment or problem-solving strategies; 1.2.9.1














    ___ No evidence of using a school site resource for professional development; 1.2.9.2









    ___No evidence of practicing professional ethical standards that are listed in the handbook, i.e. missed at least three days, did not stay the entire day, dress not professional or appropriate, did not accept responsibility for assignments or preparation for class.. 1.2.9.3




     
    Disciplinary Competency                                                                                                                                                                                                                                    
    Outcomes
    MoSTEP 1.2.10 The preservice teacher fosters relationships with school colleagues, parents, and educational partners in the larger community to support student learning and well-being.                                                                                                                                                                                                                                                                                                                             
    ___ documents participation in several collegial activities designed to make the entire school productive learning environment, field trips, displays, 1.2.10.1




    ___ documents talking with and listening to students, sensitivity and response to signs of distress, and seeks appropriate help as needed to solve students' problems;1.2.10.2




    ___ documents opportunities to develop relationships with parents and guardians of students, and seeks to develop cooperative partnerships in support of student learning and well-being; 1.2.10.3




    ___ documents the identification and use appropriate school personnel and community resources to help students reach their full potential 1.2.10.4




     
    ___ documents a participation in collegial activities designed to make the entire school productive learning environment, i.e. field trip, hallway displays 1.2.10.1




    ___ documents talking with and listening to students, sensitivity and response to signs of distress, or sought appropriate help as needed to solve students' problems;1.2.10.2




    ___ documents opportunities to develop relationships with parents and guardians of students, or seek to develop cooperative partnerships in support of student learning and well-being; 1.2.10.3




    ___ documents the identification or use appropriate school personnel and community resources to help students reach their full potential 1.2.10.4




     
    ___ documents an awareness of collegial activities designed to make the entire school productive learning environment, 1.2.10.1




    ___ documents an awareness of the skill needed to talk with and listen to students,  sensitivity and response to signs of distress, or seek appropriate help as needed to solve students' problems;1.2.10.2




    ___ documents an awareness of the need to seek opportunities to develop relationships with parents and guardians of students, and seek to develop cooperative partnerships in support of student learning and well-being; 1.2.10.3




    ___ documents an awareness of the need to identify and use appropriate school personnel and community resources to help students reach their full potential 1.2.10.4




     
    ___  No evidence of participation in collegial activities designed to make the entire school productive learning environment, 1.2.10.1




    ___ No evidence of talking  with or listening to students, being sensitive and responsive to signs of distress, and seeking appropriate help as needed to solve students' problems;1.2.10.2




    ___ No evidence of seeking opportunities to develop relationships with parents and guardians of students, or seeking to develop cooperative partnerships in support of student learning and well-being; 1.2.10.3




    ___ No evidence of identifying and using appropriate school personnel and community resources to help students reach their full potential 1.2.10.4




     

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    Last Updated:12/7/2009 3:43:41 PM