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 372 Infant & Toddler Practicum
UU 2011 HOZ
Bachelor of Arts - Special Education/Recreation Ottawa University, Ottawa, KSMaster of Arts - Curriculum and Instruction - University of Missouri - K.C.
June 6 - July 29, 2011
Additional Resources: Technology is embedded in the course through Internet research. Teacher candidates will use technology in the college classroom and the classroom with children. Some instruction occurs in E-classes via the discussion board.
McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.Career Counseling - The Career Development Center (CDC) provides services for all stages of career development. The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email firstname.lastname@example.org or call 800-927-3024Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.
Educational Philosophy: The instructor's educational philosophy is one of interactiveness through writings, observations, dialogs, internet and websites, helping students to integrate learning from EDC362 with a first hand, supervised field experience in an infant/toddler classroom. Projects and assignments from EDC362 in conjunction with assignments and experience at the practicum site provide the opportunity to assimilate teacher knowledge skills and dispositions.
Instructor Learning Outcomes
Grading: 1. Fieldwork Evaluation for Practicum (300 pts) 300
Late Submission of Course Materials: Late submissions are acceptable only with prior approval from the professor. Twenty percent of the total points (for the project) may be deducted if the professor accepts the paper as a late submission. Students may submit papers on time even if absent (via digital dropbox or sending with a friend). It is the student's responsibility to contact the professor prior to due date if they do not understand the criteria for the assignments as explained.
Classroom Rules of Conduct:
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
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.
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 (Social and Emotional, Communication and Language,
Cognitive and 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?
2. How does your mentor
teacher plan for the day’s activities?
How does your she/he 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.
3. Define "the image of the child". 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.
4. Describe your mentor
teacher’s 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
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.
6. This week’s journal
assignment to be determined. STAY
TUNED!! Will be posted in doc
sharing at least a week prior to due date.
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.
Park University 2010-2011 Undergraduate Catalog Page 95-96Full 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 .
Last Updated:5/10/2011 11:11:18 AM