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
SP 2008 HO
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
(816) 841-6182 x5532
Cell: (816) 210-4958
January 14, 2008 - May 6, 2008
5:30 - 8:00 PM
Admission to School for Education
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 email@example.com 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))
1. Child Study: 100 points
During the semester you will arrange to participate for at least one hour per week at Northland Head Start (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 or guardian. At this site you will have the opportunity to 1) practice the skills of observing and recording children’s accomplishments using a variety of techniques, 2) participate in the development of a child’s portfolio, 3) observe and/or participate in the screening of children, and 4) create an individually and culturally appropriate plan for a child based upon your assessment of the child’s strengths. 5) Include a well developed plan for sharing assessment and documentation with the family. At the completion of your field experience you should submit 1) a portfolio that you have created with the child, 2) the plans you have implemented with the child, including a self-assessment, and 3) a final reflection on your learnings from the fieldwork. Please refer to rubric. This will be due April 22, 2008. #1=25 points, #2= 25 points, #3= 25, Reflection = 25 points.
2. Program Evaluation- Chapter 9- For this assignment, you will interview the director of the program to determine what child outcome measures are used to assess the effectiveness of the Head Start Program. You will be given an appropriate rating scale to use to rate the program in which your are working or completing your Pre-K practicum. (25 points)
3. Activity for Chapter 9 – Activity #2. You will create a 5-column chart headed by Child, Family, School, Community and State. In each column, list 10 readiness indicators. Compare your chart with those of your classmates. What commonalities emerged? Did nay indicators reflect high priority? Discuss how these indicators can best be encouraged, supported, and assessed. (25 points)
4. Reading/ Writing: Reading should be completed before class meetings. Each week you will be asked to respond to at least one question from the chapter. Using e-companion, you will post your response and respond to at least one of your classmate’s postings. (You will need to respond to a different classmate for each assignment). From your classmate’s response and the instructor’s response, you will make adjustments in your response and drop it in the drop box for the instructor to grade. 5 points per question (8 postings= 40 points)
5.. Portfolio Essay: MoSTEP Standard 1.2.8 includes many of the concepts explored in EDC354. All students will write a well-developed essay addressing the content and relevant indicators (and EC competencies 4.1 and 4.3; NAEYC 3a, 3b, 3c, 3d) of Standard 1.2.8 =. 20 points
6. Class Participation and E-Companion participation
Class Participation – 16 weeks – 5 points each week = 80 points
E-Companion participation – 8 postings – 5 points each = 40 points
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 NOTBE 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, be sure to provide the instructor with a paper copy rather than a disk or an e-mail attachment.
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
Beginning with Week 2, there will be a question or activity posted on e-companion. You are to post your response to the question and respond to at least one of your classmates’ responses. You are to consider your classmates response and that of the instructor, make adjustments in your response and put it in the drop box for grading.
There will be activities and discussions in each class. You will receive participation points for each class.
Orientation, Introduction and Activities in class to prepare you for observations.
Puckett & Black: Read Chapter 1: Assessments of Young Children: Srtiving for Meaningful Practices;
Curtis & Carter: Read Chapter 1: a new ay of Being with Chidren: Overview of the Study Sessions
Puckett & Black; Read Chapter 2; The Big Picture: Development, Diversity, and Standards
Curtis & Carter: Read Chapter 2; Study Session: Learning to See and Chapter 3, Study Session: Observing for Children’s Perspectives
Puckett & Black: Read Chapter 3, A Planning Format for Meaningful Assessments I: Formal Assessments of Young Children
Puckett & Black: Read Chapter 4: A Planning Format for Meaningful Assessments II: Informal Assessments of Young Children
Puckett & Black: Read Chapter 5: Portfolio Development and Assessment
Curtis & Carter: Read Chapter 13: Making Observations Visible, Sample Documentation Displays
Puckett & Black: Read Chapter 6: Collaborating with Young Children to Promote Their Self Assessment and Learning
Continuation of Puckett & Black, Chapter 6
SPRING BREAK – NO CLASSES
Puckett & Black: Read Chapter 7 Collaborating with Families to promote Meaningful Assessments
Puckett & Black- Read Chapter 8: Making readiness Assessment Meaningful
Continuation of Puckett & Black Chapter 8
Puckett & Black: Read Appendix F
Continuation of Appendix F
Puckett & Black: Read Chapter 9 Program Evaluation: an essential Component of a Meaningful Early Childhood Assessment System
Homework: Activity #2 p. 279
Child Study is Due
Share Activity #2 from Chapter 9 in class; Share Child Study
Write to the Standards in class
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 2007-2008 Undergraduate Catalog Page 85-86
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 2007-2008 Undergraduate Catalog Page 85
Attendance Policy:Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.
Park University 2007-2008 Undergraduate Catalog Page 87-88
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 .
Last Updated:1/14/2008 12:54:14 AM