EDE360B Practicum

for UU 2010

Printer Friendly

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


EDE 360 Practicum


UU 2010 HO


Greene, Judy Ann


Adjunct Faculty


BSE, BGS Psychology & English—University of Kansas; MA Special Education, E/BD—UMKC

Office Location

rm. 315 Copley Hall

Office Hours

T/R by appointment



Semester Dates

June 7-July 30, 2010

Class Days

To be arranged by instructor and cooperating school

Class Time

14 fulls days (cooperating school's full day of summer school)


EDE 380; Concurrent enrollment in EDU 375

Credit Hours



Practicum Manual (provided by instructor)

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: 

1.      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

 1 year


 2 years


 3 years


 4 years


 5 years


6 years


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

1.      Your Name

2.      The Contract Period you wish to purchase

3.      Your student indentification number

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

4.      Upon receipt of your payment, you will receive your login information. You must then send a final email to Carol Williams (c.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!!

Additional Resources:

Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.


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:
EDE360 Practicum: This field experience in a classroom supports the integration of teacher knowledge, skills, and dispositions in the observation and application of classroom management, professional practices, and instructional techniques. The student is required to be in the regular classroom a full day or 2 half days during the semester. Students must earn a "B" grade or higher before continuing in the practicum sequence; may be repeated. Prerequisite: Admission to the School for Education B. - Concurrent enrollment in EDE 375 and EDE 379 or approval of Program Chair.0:2:2.

Educational Philosophy:
The instructor's educational philosophy is to encourage learners to interact with one another--to share knowledge, skills, experiences, thoughts, and beliefs--in a climate of mutual respect and appreciation of differences in order to enhance professional/personal knowledge and skills.  A variety of instructional formats are utilized, including lectures, readings, quizzes, dialogues, examinations, Internet, videos, web sites, and writings, with the goal of motivating the learner to self-reflect and analyze how new/enhanced knowledge and skills can be applied to improve his/her future educational practices.

Learning Outcomes:
  Core Learning Outcomes

  1. demonstrate skills in communicating and interacting effectively with elementary students, as well as with peers, cooperating teachers, administrators, parents, and others in an actual school setting.
  2. reflect through journal writing about thought processes as to planning and implementing elementary school instruction, and using metacognitive processes to evaluate instructional practices.
  3. demonstrate developmental teaching performance skills.

Core Assessment:

Reflective Journal

Class Assessment:
 A 14-session experience providing supervised application of EDU 375 course content in and elementary classroom. Teacher candidates are required to spend 14 full sessions (this would be whatever the school's full day of a particular summer program; this may range from 3-6 hours depending upon the program) at an approved designated site.  In cases where 14 "full days" at the designated school site is not possible, you are to find and arrange participation with a community service, institution, or other school program serving children with exceptional learning needs to complete the 14 sessions.  The details of specific assignments for the block practicum are outlined in EDU 375 and the Practicum Handbook. The requirements of this experience must be successfully completed before enrolling in additional Practicum courses. Evaluation forms will completed by the supervising teacher and cooperating teacher that assess the Park University student’s skills in the classroom.

1.      Attendance:  consistent and prompt attendance at the school site is very important! Consult with your cooperating teacher, but plan to arrive before students and stay after dismissal. Credit is earned for each full day of the required 14 days of Practicum. An attendance log must be kept by you and signed by the cooperating teacher.

2.      Evaluation of teaching knowledge and skills (see attached evaluation form in Manual Appendix),    Evaluation forms are to be completed by the cooperating teacher and university supervisor.  NOTE:  instead of the mid-term and final evaluations required for the regular school year, there will be only 1 final evaluation of  teaching knowledge and skills.  NOTE:  this is not part of your grade for EDE 360B.
3.   Evalution of Teacher Dispositions (provided in eCompanion Doc Sharing). Disposition forms are to be completed by the cooperating teacher and the university supervisor.  Students will also use the student version to evaluate themselves.  NOTE:  this is not part of your grade for EDE 360B.
4.      Post-Session Practicum Reflections

Post-Session Practicum Reflections (PSPR) provide evidence of your participation, application of course knoweldge and skills, and development toward achieving course outcomes.  Download and make copies of the PSPR form provided in eCompanion Doc Sharing.  After each session at your Practicum site(s) complete a PSPR.  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.  This form asks you to record and reflect on the following for each session visit:  what succeeds/needs work, observable evidence for that success/needs work, how this knowledge will be used to shape future instruction, and how course outcomes/standards were involved in the session.  NOTE:  the primary focus should be on your own instructional and behavioral interactions with learners at your designated site(s); however, it may not be possible for you to participate the entire time you are there.  Therefore, in cases where you are observing only, fill out the successes/needs work and evidence rows according to what you see and hear, then fill out the "How I will use this later" according to what you would do if you were the teacher/facilitator.  Also, if you prefer, you may hand write the PSPRs, revise the format or use the back side of the form for your reflections as long as the categories remain the same.

Keep your original completed PSPRs, and give copies of them at appropriate intervals during practicum to your cooperating teacher and University Supervisor.  Feedback will be given as often as possible. 
5.  EDE 360B Journal Entries--Teaching Children w/Exceptional Learning Needs.  To create your journal, use the prompts that follow.  (You should be able to use some or all of your completed PSPR forms as resources for some prompts.)  The Journal Summative Practicum Reflection must adhere to the Model for Formal Writing (provided in eCompanion Doc Sharing), be no less than 5 full pages and no more than 8. Use the following as headings:
      Prompt 1: Introduction to the practicum site: What is most noticeable? Describe the culture of the school & classroom climate, student demographics, staff ratios & attitudes. Cite DESE to document contextual factors (TWS).

Prompt 2
: How do professional ethics play into classroom management, teaching style, collegiality, and FERPA laws? Are all students “protected” or just those with students with IEPs and 504 Plans? How do you promote a professional attitude?

Prompt 3
: What resources are available to students in this school or through the community? How does a teacher access those services? Describe the referral process.

Prompt 4
: Connect with one “exceptional” student to shadow. Get acquainted at lunch or recess. Describe his/her physical, emotional and mental characteristics, learning style, and preferences. *Do NOT inform the student of the “shadowing.”   

Prompt 5
: Complete a 20 minute observation of your “shadow” student. While you won’t be oblivious to others, try to focus upon this student without his/her becoming aware. Do not visit with the student during this time. Use the observation form to record the student behavior and teacher behavior in 1-2 minute increments. Include this record in your notebook with your journal entry. Reflect on this experience-Did too much or too little happen during the increments assigned? How engaged was this student? Would the observation appear different if it were conducted during another part of the school day? Did you feel the need to intervene? What did you learn about the student, the teacher, and yourself?

Prompt 6
:   Follow up on the Shadow Observation. Describe this student’s “issues”. How does he appear in the classroom, in specials? Describe his/her relationships with the teacher, peers, and friends. Is he/she isolated in the class? Ask the teacher about his performance and your observation. What is his “program of instruction”? How does your formal observation connect/disconnect with this information?

Prompt 7
: Locate the school’s cumulative files. (You will probably have to sign an access sheet to review the shadow student’s file, and remember FERPA.) If possible, review the data in the file: previous grade cards, health information, referrals, test results, teacher comments, etc. If the school will not allow access find out from your teacher: How is this information helpful to a regular education teacher? When would you need to access it? How does this information impact instruction? What new insights do you have regarding this student?

Prompt 8
: What parent connections have you observed? Describe how you would address issues concerning students with special needs. How will you keep all parents informed of their student’s progress?

Prompt 9
: Reflect upon conducting a 5 minute “shadow” student interview. Arrange with the classroom teacher for time to visit privately with this student and then obtain his/her permission to be interviewed. Begin with general questions and then ask about the day’s events, or possibly something from the observation-“I happened to notice yesterday in math that you . . .” . Be sure to thank the student for their time and responses.

Your Questions could include
      What’s the best part of your day?
      If a new student came into your class, what are 3 good things you could tell him/her about your school?
      What are you learning in school that is important to you now?
      If you have a problem in school, is there someone here that you can go to for help?
      How do you feel about your classes? Are you challenged enough?
      What do you think you’ll be doing when you are an adult?
      Do you have a question of me?

Prompt 10
: Visit with one or more of the school’s specialists (speech therapist, reading teacher, resource special education teachers). What are their difficulties in connecting to the regular classroom instruction and meeting IEP goals? How do they access the students? Are they welcomed by the regular ed staff as collaborators? What are team meetings? What is expected of the regular educator at a team meeting?

Prompt 11
: Describe your involvement at the practicum site. How have you impacted the students and faculty? Document attendance at meetings, observations in other special ed classes, school fairs or programs, recess or lunch duty, or bulletin board displays. What activities most interest you? In the future, how will you involve yourself to become an integral part of the school?

Prompt 12
: How does your cooperating teacher/school address RTI? Describe the process and reflect on what you have observed. How quickly are student needs addressed? How is the record keeping accomplished? What impact do you see?

Prompt 13
: How does your classroom teacher conduct “triage” or ”check in” with students on a daily basis? What types of issues or behaviors are caught early because of these one-on-one interactions? How do you feel about that process and how do you see that happening in your classroom?

Prompt 14
: Your final thoughts: This is your self-evaluation of the entire practicum experience working with “exceptional” students. What was the best? What was the most difficult? What was the most meaningful? How will this experience impact your student teaching and your future as an educator?


                  Attendance Log (14 visits @ 25 pts each)             350 points
                   PSPR  (14 completed forms @ 20 pts each)         280 points

       EDE 360B Journal (14 prompts @ 20 pts each)   280 points     

      TOTAL POINTS                                                    910 points  

         910-880 = A            879-850 = B               849-820 = C         819-790 = D

Late Submission of Course Materials:

Assignments may be submitted in person, via email or dropbox if the dropbox is used. You may submit any assignment for feedback and revision at any time during this course.  Given the circumstances of summer Practicum, it is not practical to set firm due dates for any written assignment.  All 360B assignments are due on the last day of class.  Absolutely no assignments, projects, etc., will be considered for points if submitted after midnight of July 30, 2010. 

Classroom Rules of Conduct:
The policy on appropriate conduct as defined in the Student Handbook and Practicum Manual will be enforced. Conflicts will be handled according to procedures outlined in the Handbook/Manual. The school site officials and Park University Supervisors have the right to remove/end the Practicum student’s placement in a school setting at any time.  NOTE:  the use of any electronic device during session visits, assignments, or while you are representing Park University as a student is considered unprofessional and disrespectful.

Course Topic/Dates/Assignments:



July 30

  • Attendance Log of 14 full sessions signed by cooperating teacher/facilitator/coordinator
  • All 14 PSPR
  • EDE 260B Journal Entries

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 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 .


This material is protected by copyright
                               and can not be reused without author permission.

Last Updated:6/6/2010 8:35:23 PM