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 354 Observ, Assess & Screening ECE
S6J 2010 DN
Ebright, Ladonna E.
MACertification: Elementary Education K-8; Special Education, LD, BD, MR K-12; School Psychological Examiner, School Psychologist
911 Main, Suite 903, KC, MO 64105
Tuesday and Wednesday 10 am- 2 pm, Thursday 3pm-5pm or by appointment
Cell: (816) 210-4958
January 11- May 7, 2010
6:00pm - 8:30pm - Room 911 downtown
Admission to School for Education
Textbook: Required: All students seeking teacher certification and licensure must purchase Foliotek, the School for Education electronic poftfolio system. Purchasing information will be distributed within the first two weeks of the semester.
Curtis, D., & Carter, M. (2000). The art of awareness: How observation can transform your teaching. St. Paul, MN: Redleaf Press.
Textbooks can be purchased through the MBS bookstore
Textbooks can be purchased through the Parkville Bookstore
Head Start Child Outcomes Framework. www.kaplanco.com/includes/content/classroom/UGCOF.pdf
Missouri Department of Elementary and Secondary Education. Missouri’s Framework for Curriculum Development. www.dese.state.mo.gov/divimprove/curriculum/frameworks/index.htmll
Missouri Department of Elementary and Secondary Education. Project Construct goals and objectives.
Missouri Department of Elementary and Secondary Education. Student Assessment. www.dese.state.mo.gov/divimprove/assess/content.html
Missouri PreK Literacy Standards. www.dese.state.mo.gov/divimprove/fedprog/earlychil/pdf/PREKSTANDARDS/literacy-Standards.pdf
Paglin, C. (1996). Caity’s conference: Kids show their stuff at student-led parent conferences. www.nwrel.org/nwedu/fall_96/article4.html
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 firstname.lastname@example.org or call 800-927-3024Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.
Educational Philosophy: Adult learners bring a wide range of professional and personal experiences and knowledge to the University classroom. Each student has a unique learning style, needs, and interests. It is the instructor's role to create a community of learners who take ownership of their learning by helping the student make connections with current practice and new knowledge, and reflect on their own assumptions, beliefs, and practice.
Learning Outcomes: Core Learning Outcomes
CORE ASSESSMENT: (Objectives 1,2, 3, 4, 5, and 6 are included in assignments)
Child Study: 100 points (This is a major project and will last over 10 weeks)
During the semester you will arrange to participate for at least one hour per week at your practicum site (for a total of 10 hours). With the assistance of the classroom teacher, you will identify a child who you will study for the 10 week period. You must obtain written permission from the parent/guardian. At this site you will have the opportunity to:
At the completion of your field experience you will submit:
1. a portfolio that you have created with the child
2. plans you have implemented with the child, including a self assessment, and
3. a final reflection on your learnings from the fieldwork.
A checklist will be given to you to guide you for this project.
For this child, you may choose any child between 3 and 5 years old. This may be a child at your practicum site, your own child, or a friend’s child. (permission required)
Is physically healthy, well nourished, rested
Manages personal needs (clothing, toileting, eating, and obtaining and using learning materials)
Speaks in complete sentences (in first language)
Is curious and enjoys new experiences
Enjoys pretend play
Follows directions and conforms to rules
Sits still and pays attention
Takes turns and shares
Shows a caring attitude toward classmates
Manages crayons, paints, pencil/paper
Knows letters of the alphabet
Phonetically sounds out some words or letters
Knows full name, address and phone
Counts to 20
When this assignment is complete, you are to bring it to class. At that time, the results will be shared and compiled on a master grid (one for parents and one for teachers) to determine a total class survey. Results will be discussed and each class member will write a short reflection of these results in class.
MoSTEP quality indicator 1.2.8 and performance indicators 126.96.36.199 and 188.8.131.52 OR NAEYC Portfolio Standard 3 including 3a, 3b, 3c, and 3d. You will be given a copy of each of these portfolio rubrics and we will discuss possible contents in class before you begin writing.
GRADING PLAN: The course requirements are all assigned point values. You will earn grades on the basis of total point earned in the course. All assignments must be turned in on time. Late assignments will not be given full credit. EACH ASSIGNMENT MUST BE ACCOMPANIED BY A SELF-EVALUATION USING THE APPROPRIATE RUBRIC. ASSIGNMENTS WILL NOT BE ACCEPTED WITHOUT A COMPLETED RUBRIC. (You will receive the appropriate rubrics in class for each assignment)
Late Submission of Course Materials: Assignments must be submitted on time to receive full credit. Computers make writing and revising much easier and more productive however technology can also cause problems. Printers run out of ink and hard drives crash. You are responsible for planning ahead and meeting deadlines in spite of technology. Be sure to save copies of your work to disk and print out paper copies for backup purposes. When turning in an assignment, you should submit your assignment through the drop box in you e-companion OR you may provide the instructor with a paper copy.
Classroom Rules of Conduct:
· Arrive promptly for class.
· Attend all class meetings (excused absences for emergencies only).
· Actively participate in class learning experiences.
· Complete all reading assignments before the class for which they are assigned.
· Complete all assignments on the date indicated in the syllabus.
Each student will be an important part of the community of learners. Class participation and weekly questions constitute a major portion of the course. More importantly, the learnings created through discussion and group work will be essential to developing understandings of the course content. If you should have an emergency and are unable to attend, please be sure to call the instructor before the class meeting. Attendance will be considered in determining the final course grade.If you have more than five absences for the semester, your final evaluation will be lowered by one grade, for example, a “B” will become a “C.” Three late arrivals or early departures = one missed class.
Cell Phones: The use of cell phones has become increasingly disruptive. Please make sure family and friends understand that you are in class and they are not to call on your cell phones unless it is an emergency. Please place cell phone on a silent ring and leave the classroom if you must use your phone
Orientation, Introductions and activities in class to prepare you for observations
Reading: (prior to class)
Puckett & Black: Chapter 1: Assessments of Young Children Striving for Meaningful Practices;
Curtis & Carter: Chapter 1; A new way of Being with Children; Overview of the Study Sessions.
In class training for the DENVER II
Puckett & Black: Chapter 2 The Big Picture: Development, Diversity, and Standards
Curtis & Carter: Chapter 2 Study Session: Learning to See and Chapter 3, Study Session: Observing for Children’s Perspectives
Choose your child for you child study
Puckett & Black: Chapter 3, A Planning Format for Meaningful Assessments I: Formal Assessments of Young Children
DENVER II due – reflection written in class
Puckett & Black: Chapter 4: A Planning Format for Meaningful Assessments II: Informal Assessments of Young Children
Puckett & Black: Chapter 5: Portfolio Development and Assessment.
Curtis & Carter: Chapter 13 Making Observations Visable, Sample Documentation Displays
Permission for Child Study due
Puckett & Black: Chapter 6 Collaborating with Young Children to Promote their Self Assessment and Learning
Training for ECERS in class
E-companion class- no face-to-face- work week to finish ECERS
Spring Break- no class
Puckett & Black: Chapter 7 Collaborating with Families to promote Meaningful Assessments
ECERS due – reflection written in class
Puckett & Black: Chapter 8: Making Readiness Assessment Meaningful.
Assignment: Activity for Chapter 8
Puckett & Black: Appendix p251-256 and Appendix F & G p307-313.
Work session in class for Child Study and Portfolio questions
Puckett & Black: Chapter 9, Program Evaluation; an essential Component of a Meaningful Early Childhood Assessment System.
Assignment: Activity #2 for Chapter 9
Activity for Chapter 8 Due- combine information in class – reflection in class discussion
Demonstration of individualized Standardized Tests i.e. Stanford Binet Intelligence Test. Discussion of EC Special Education and ethics in evaluations. (NAEYC and IDEA)
Child Study DUE- begin sharing in class
Continue Child Study sharing – help with portfolio writing.
No class- portfolio standards 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 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 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 .
Bibliography: See "Additional Informaiton" or DocSharing in e-companion
Last Updated:1/10/2010 1:18:19 PM