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EDC 360A Infant & Todd Pract for ECE Cert
Ballentine, Dana


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

EDC 360A Inf & Todd Pract for ECE Certification

Semester

U1J 2010 DNZ

Faculty

Ballentine, Dana

Title

Adjunct Faculty

Degrees/Certificates

B.A. Special Education/Recreation Ottawa University - Ottawa, KS
M.A. Curriculum and Instruction  University of Missouri  - Kansas City

Daytime Phone

913-515-5117

E-Mail

Dana.Ballentine@park.edu

Semester Dates

June 7 - July 30, 2010

Class Days

TBA

Class Time

TBA

Credit Hours

2


Textbook:
none

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:
EDC360A Infant and Toddler Practicum for Early Childhood Education and Leadership: A supervised field experience in an infant/toddler setting that supports the integration of teacher knowledge, skills, and disposition necessary for working with young children (birth-age 2) and their families. The student is required to be in the infant/toddler setting one half day per week during the semester. The student must earn at least a "B" to continue in the program. The student must be concurrently enrolled in EDC359A Infants and Toddlers Prerequisite: Admission to the School of Education or the Early Childhood Education and Leadership Program. 0:1:1

Learning Outcomes:
  Core Learning Outcomes

  1. Formulate and apply an educationally sound philosophy of early childhood education as a basis for making professional decisions when working with infants, toddlers, and their families.
  2. Communicate respectfully with families from diverse cultural linguistic, and socio-economic backgrounds to develop supportive relationships on behalf of their children.
  3. Communicate and work effectively with support staff, volunteers, colleagues, and other professionals.
  4. Articulate and apply the NAEYC Code of Ethics in making professional decisions.


  Instructor Learning Outcomes
  1. Use developmental knowledge to create healthy, respectful, supportive and challenging learning environments (NAEYC 1; MoSTEP 1.2.1, 1.2.2, 1.2.3: Competency 2)
  2. Understand the importance of each content area in young children's learning and the essential concepts, inquiry tools and structure of content areas including academic subjects and identify resources to deeper their understanding (NAEYC 4c; Mo-STEP 1.2.1, 1.2.1.4; EC Competency 5.4, 5.6, 5.7, 6.1, 6.2, 6.3, 6.4)
  3. Support and empower families and communities through respectful, reciprocal relationships (NAEYC c; Mo-STEP 1.2.10; ECE competency 3.2, 7.5)
  4. Plan learning environments and experiences that promote play as a context for supporting development, active learning, and construction of knowledge (Mo-STEP 1.1.1; ECE competency 6.2, 6.3)
  5. Know, understand and use positive relationships and supportive interactions as the foundation for their work with children; especially understanding the cultural identity of each child, individuality, and special rights that make each child unique (NAEYC 4a; Mo-STEP 1.2.1, 1.2.7; ECE Competency 5.1, 5.3)
  6. Know about and use observation, documentation and other appropriate assessment tools and approaches (NAEYC 3c; Mo-STEP 1.2, 8.1)
  7. Develop and evaluate opportunities to use technology as a teaching and learning tool (Mo-STEP 1.2.11; ECE Competency 6.5)
  8. Articulate and apply an educationally sound philosophy of early childhood education as a basis for making professional decisions when working with children and their families (Mo-STEP 1.2.1, 1.2.9; ECE Competency 1.4)
Core Assessment:
Fieldwork Evaluation for Practicum

Link to Class Rubric

Class Assessment:
Assessment of class will be done by use of Reflective Journal writing, and Final Evaluation.

Grading:

1.     Fieldwork Evaluation for Practicum ( 300 pts)                   300

2.     Reflective journal writing ( 6 journals - 30 pts/ea)              180

Total points:             480

432 - 480   A

383 - 431 B

334 - 382  C

285 - 285 D

below 285 F

Classroom Rules of Conduct:

• Students are required to follow the guidelines set forth in the Practicum Fieldwork Manual 2008-2009.

• Complete all assignments on the date indicated in the syllabus.

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.  Students 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.

Mobile Phones and Messaging:

If candidates must have a mobile phone for emergencies, they are required to turn to vibrate. Otherwise, all phones are to be turned off during practicum experience. Text messaging is not permitting during time spent in practicum classroom.  Policies of the Practicum site must be respected.

 

Visiting Programs:
When visiting early childhood programs for observations it is essential that candidates always remember that they are representatives of Park University. Professional dress and behaviors are required during all observations. 

Course Topic/Dates/Assignments:

1.      Fieldwork Evaluation for Practicum ( 300 pts)  

You, your mentor teacher and your practicum instructor will evaluate your performances using the evaluation form. In a conference you will discuss your performance by comparing the evaluation forms. This discussion and evaluation should be use to improve or modify your performances and can be used to have a better evaluation by the end of semester.

2.     Reflective journal writing ( 6 journals - 30 pts/ea)

Write a reflective journal for each visit to your school or program. Your journal should include the following components. Three or more pages using Times New Roman 12 font, double spaced and left alignment. Refer to rubric for additional expectations. Two journal assignments may be submitted on-line as class discussion at instructor discretion.  Each journal writing should be submitted by dropbox on due date.  The following topics are to be written about all students in addition to general practicum observations and reflections.

 

1.  Visit the school’s/classroom’s supply room and create a list of materials and supplies that are available in your classroom.  After observing the classroom environments, add to the list any materials and supplies that you think would be of benefit to encourage the growth and development (cognitive, social, representational, physical) of infants or toddlers.  Compare the materials stored in the classroom and those in the Art Studio.  How are they alike or different?  Discuss with your mentor teacher about how the materials in the Art Studio may enhance the learning taking place in the classroom? Hard copy due in class on Thursday, June 24.

 2.  How does your teacher plan for the day’s activities?  How does your mentor teacher plan for individual children's growth and development?   What evidence of this planning is visible?  How does your mentor teacher assess the learning from the activities that are planned and implemented? Compare and contrast what is planned for the day and what actually takes place. Be sure to explain discrepancies.  Hard copy due in class on Thursday, July 1.

 3.  Reflect on the image of the child in your mentor teacher’s classroom?  How is that image communicated through the environment, through the documentation, and through the daily schedule? Relate this to the Berkley Philosophy (You can get a copy of this from your Mentor Teacher or off of the Berkley Website) and comment about how it is reflected both in and out of the classroom. Hard copy due in class on Thursday, July 8.

 4.  Describe your mentor teachers’ classroom management style. Describe incidents of student’s behavior and teachers’ response.  How effective was the management style? Reflect upon other methods of classroom management and compare/contrast.   Hard copy due in class on Thursday, July 15.

 5.  How does your mentor teacher demonstrate collaboration in the classroom, in the school and with families? How does your mentor teacher establish and maintain communication with the families?  Do you see any constraints?   How are families included in both the classroom community and the school community? Discuss with a mentor teacher a time she has had to communicate negative information to a families. Reflect on the response and what you have learned.  Hard copy due in class on Thursday, July 22

 **6.  Refer to doc sharing to read and review the NAEYC Code of Ethics, and the Quality Rating Scale (QRS). Reflect on how the two are inter-related.  Give examples of incidents that you have observed and describe the influence you see (or don’t see) of these documents in your practicum classroom.  Submit in dropbox by 8p.m. on Thursday, July 29.  ** Instructor reserves the right to change this assignment.

 

 

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.

  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
Full participation is required in each class period whether it is on-line or in class.

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 .


Attachments:
Journal Rubric

Practicum Fieldwork Manual

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, as in reports of isolated events, no connecting of learning to behavior __ Unable to effectively write about the parts as a whole learning/behavioral event. 
Analysis                                                                                                                                                                                                                                                   
Outcomes
1                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
____ Data rich with contextual factors from teacher work sample assignment and DESE sources for the school site


and classroom  specifics for student needs, IEP, etc.



 
___ Writing to specific contextual areas as outlined in teacher work   sample and DESE sources ___ Writing reflects demonstrated knowledge of most, but not all contextual factors listed in teacher work sample, myopic view ___Missing identification of contextual factors as listed in teacher work sample assignment 
Application                                                                                                                                                                                                                                                
Outcomes
3                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
____Complete evaluation of  three or more Learning plans, including all components of the 3 or more learning plans attached ____Two Learning plans that include reflections  and evaluations of students' learning and modifications to the learning plan. _____ One learning plan taught follow the assigned format but do not  include reflection at the end. ___Reflections do not demonstrate  application of the learning 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, each entry 3 or more 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, each entry 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; each entry 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 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                                                                                                                                                                                                                   
___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:5/25/2010 11:03:16 PM