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Education Major Version

EDS 360B Practicum
Royal, Corinne E.


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

EDS 360B Practicum

Semester

FA 2010 HO

Faculty

Royal, Corinne E.

Title

Instructor/Adjunct Faculty

Degrees/Certificates

BS Elementary Education/Special Education EMR
MA Elementary Education
Ed Spec. Curriculum & Instruction/Behavior Disorders

Office Location

Copley 317

Office Hours

By appointment

E-Mail

corinne.royal@park.edu

croyal@kc.rr.com

Semester Dates

Aug. 16-Dec. 10, 2010

Class Days

TBA

Class Time

TBA

Prerequisites

Admission to School for Education; Taken concurrenlty with EDU375

Credit Hours

2


Textbook:
   Handbook located at www.park.edu/education

Required: 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

 $30.00

 2 years

 $59.00

 3 years

 $87.00

 4 years

 $112.00

 5 years

$120.00

6 years

$125.00

2.      Send an email to Carol Williams (cwilliams@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 (cwilliams@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:

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/.

http://www.dese.mo.gov
http://www.cec.org

Course Description:
EDS360B 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, an instructional techniques. The student is required to be in the regular classroom a full day or 2 half days during the semester fpr a total of 14 school days (98 hours). 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 EDU 375 recommended. 2:0:2

Educational Philosophy:
  This course presents the basics of teaching students with exceptionalities in secondary schools, and provides teacher candidates with opportunities to reflect upon and apply those basics. Reflective inquiry is a key element of the course. This course requires the teacher candidate to observe a practicing teacher in a classroom and reflect upon the observations. The teacher candidate is also required to fulfill the duties that are outlined in the Practicum Handbook. It is the philosophy of this instructor that the teacher candidate at the assigned site be an active member of the classroom and demonstrate the attributes of a professional teacher.   

            The instructor has the following expectations of the enrollees in EDS360B: 1) they are advanced, serious students with a declared commitment to secondary education, 2) they have completed all requirements for Admission to Teacher Education, and 3) they are skilled in oral and written communication. 

Learning Outcomes:
  Core Learning Outcomes

  1. demonstrate skills in communicating and interacting effectively with middle school 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 middle school instruction, and using metacognitive processes to evaluate instructional practices.
  3. demonstrate developmental teaching performance skills.


Core Assessment:

  • Cooperating teacher evaluations

  • Shadow study

Core Assessment



  • Journal writing

  • Teaching two lessons

Link to Class Rubric

Class Assessment:
  A 14 week field experience providing supervised fieldwork in the secondary classroom. The teacher candidates are required to spend one full day a week or 2 half days a week (minimum) at the designated field site (98 hours). The details of specific assignments for the block practicum are outlined in related courses 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! 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 and signed by the cooperating teacher. Attendance will be monitored through the school sign in procedures. YOU MUST CALL THE SCHOOL & INSTRUCTOR TO REPORT YOUR ABSENCE IN ADVANCE.

2.      Evaluation for each secondary practicum experience. (see attached evaluation form.) Evaluation forms are to be completed by the cooperating teacher and university supervisor. 

3.      Essential Teacher Dispositions (see attached evaluation form.) Evaluation forms are to be completed by the cooperating teacher and the university supervisor.

4.      Teaching activities and performance indicators. The Park University student will provide the cooperating teacher and the Park University Supervisor with requested documentation of the aligned assignments for related courses and the Practicum Handbook. The cooperating teacher will provide a signed document attesting to the completion of these activities and performance indicators: Shadow Study, Field Experience Interview, Teacher Opinion Survey, Student Opinion Survey, and Cooperating Teacher Interview..

5.      A reflective journal entry which is submitted weekly for each (14) visit at the assigned site documents weekly attendance. Topics will be discussed in EDU375, and are listed in the syllabus. (See core assessment). The cumulative Journal Entries Notebook will contain all 14 journals, attendance log, dispositions and evaluations, and be scored according to the core assessment rubric.

360B Reflective Journal Entries-Teaching “Exceptional” Children

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 general 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 general 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?

Grading:

  Reflective Journal Notebook                                                     300 pts
 
Notebook                                                               60 points
Journal entries                                                     140 points
Field Experience-Teacher Interview                   100 points

Attendance                                                                                     200 pts
 
 Log                                                                         60 points
Attendance (journal entry turned in when due)      140 points

Cooperating Teacher Evaluation (see handbook)                       200 pts
 
Evaluation form                                                     100 points
Disposition form                                                    100 points

Supervising Teacher Evaluation (see handbook)                        300 pts.
 
Disposition form                                                    100 points
Sites visit forms (2 worth 50 each)                        100 points
 Supervising teacher Evaluation                             100 points

Late Submission of Course Materials:
  Timely completion of assignments is required. A Journal is due every week following a site visit. As this is attendance documentation, late submission will result in an absence and no credit. Late submissions of drafts, lesson plans, and all other site assignments will result in grade reduction. Absolutely no work will be accepted after the assigned time of the final. Any missing work/assignments will recorded as a “zero”.

Classroom Rules of Conduct:

  The policy on appropriate conduct as defined in the student handbook will be enforced. Conflicts will be administered in the procedures outlined in the handbook. 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.
  Computers make writing and revising much easier and more productive. Students must recognize though that technology can also cause problems. Printers run out of ink and hard drives 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. Reflections are due weekly for credit.
 
 As this class is considered a professional setting, any text messaging and phone calls must be completed outside of the school day.

Course Topic/Dates/Assignments:
 

Week

Date

Topics/Assignments

One - Two

Aug. 16-30

Following school introductory visit, meet with your cooperating teacher and schedule days for practicum. 

Assignment: Dated Weekly Reflection Journal-see topics list-are due each week following a site visit.

Three-Four

Sept. 6-20

Actively observe classes & work with cooperating teacher.

Assignment: Weekly Reflection Journal

Five- Fourteen

Sept. 27-Nov.22  

Work with cooperating teacher.

Assignment: Weekly Reflection Journals

Fifteen -Sixteen

Nov.29-Dec. 9

Complete all site visits

Summary conferences with cooperating teacher.

DUE:

Reflection Journal/ Artifact Notebook including:

14 Weekly reflections on assigned topics & shadow forms;

Evaluation from cooperating teacher;

Dispositions;

Field Experience Forms;

Attendance Log signed by cooperating teacher;

and

Any artifacts from practicum experience.

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 students and faculty members are encouraged to take advantage of the University resources available for learning about academic honesty (www.park.edu/current or http://www.park.edu/faculty/).from Park University 2010-2011 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. from Park University 2010-2011 Undergraduate Catalog Page 92-93

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 2010-2011 Undergraduate Catalog Page 95-96
ANY ABSENCE FROM THE PRACTICUM SITE MUST BE REPORTED TO THE SCHOOL SITE AS PROMPTLY AS POSSIBLE. ALSO CALL THE COOPERATING TEACHER. ALL ABSENCES MUST BE MADE UP TO TOTAL 14 DAYS OF ATTENDANCE.

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 .



Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Evaluation                                                                                                                                                                                                                                                 
Outcomes
3                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
___ 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. 
Synthesis                                                                                                                                                                                                                                                  
Outcomes
2                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
___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
1                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
____ Data rich with DESE sources for the school site



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



 
___ Writing to specific contextual areas:



(teacher sample)



 
___ Writing reflects little demonstrated knowledge of contextual factor, myopic view ___No separate identification of contextual factors 
Application                                                                                                                                                                                                                                                
Outcomes
3                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
____Complete evaluation of each lesson component, set, Mo STEP, materials, procedures, closure, evaluation, accommodations, attached to the lesson plan. ____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. _____ 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
2                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
____ 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
1                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
___ Highly refined organization and writing skills; including voice, audience, more than 3 pages, and more than 14 entries. Written in 1st person, dated, organized into begin, middle, and end with no errors of grammar or punctuation ___ Attentive to clarity and organization, two written pages, 14 entries that are 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 l2-13 entries that are legible, missing  two dates, grammatical errors do not detract from meaning.



 
___ No organization, one page written,  11 entries or less that are not legible, no dates, errors detract from the content 
Disciplinary Competency                                                                                                                                                                                                                                    
Outcomes
MoSTEP 1.2.9                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                         
___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                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                        
___ 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:8/4/2010 7:46:14 AM