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EDE 360C Practicum
Cuff, Shannon Cowart


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

EDE 360C Practicum

Semester

SP 2011 HOZ

Faculty

Dr. Shannon Cuff

Title

Assistant Professor of Literacy Education

Degrees/Certificates

Bachelor of Arts, Secondary Education and English
Masters in Education
Doctor of Philosophy, Literacy Education

Office Location

Watson Literacy Center, 330B

Office Hours

Monday: 1:30--4:00, Wednesday: 9:00--12:00, Thursday: 9:00--11:00

Daytime Phone

816-584-6539

E-Mail

scuff@park.edu

Semester Dates

January 10, 2011--May 6, 2011

Class Days

Wednesday (if possible)

Class Time

An entire elementary school day

Prerequisites

Admission to the School for Education. C - Concurrent enrollment in EDE 385 and EDE 387 or approval of Program Chair.

Credit Hours

2


Additional Resources:

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 (Prepaid)

Cost Breakdown

Per Student, Per Year

 1 year

 $30.00

$30.00

 2 years

 $59.00

$29.50

 3 years

 $87.00

$29.00

 4 years

 $112.00

$28.00

 5 years

$120.00

$24.00

6 years

$125.00

$20.83

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

1.    Your Name

2.    The Contract Period you wish to purchase

3.    Your student identification 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 (carol.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!!

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" 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. C - Concurrent enrollment in EDE 385 and EDE 387 or approval of Program Chair. 0:2:2.

Educational Philosophy:
Teachers are catalysts for their students' learning process and educational experiences.  My goal is to work collaboratively with my students to deepen their knowledge of literacy education and facilitate their growth as educators.  Respect for one another is critical to establishing a culture and climate where all ideas may be expressed.  We will engage in conversations that challenge us to think about how to best teach every child.  Teachers must strive to work with the whole individual and provide authentic learning opportunities in order to promote growth and academic success. 

Learning Outcomes:
  Core Learning Outcomes

  1. Observe, identify, and evaluate evidence-based best practices and theories of assessment with actual classroom use and impact on learners.
  2. Apply knowledge and skills in designing and evaluating short- and long-term goals to improve learning for whole class and individual learners using formative and summative assessments learned in EDU 367, EDE 385, and EDE 387.2. Apply knowledge and skills in designing and evaluating short- and long-term goals to improve learning for whole class and individual learners using formative and summative assessments learned in EDU 367, EDE 385, and EDE 387.
  3. Use feedback from assessments that improves both teaching and learning by facilitating learners' engagement in learning inside and beyond the classroom.


Core Assessment:

Reflective Journal

Class Assessment:

It is important that no identifying information about students/parents be used in order to protect rights of privacy and confidentiality. When referring to students, please use a fictitious name or initials.

Required Forms for Practicum C

1.      Maintain a Time Sheet of your attendance, in which you record the date of each practicum session, time in and out for each session, hours completed during each session, and cumulative hours completed during the course of the practicum. The Time Sheet must be reviewed and approved by the Cooperating Teacher. Note: you MUST follow the Schedule and Attendance policy outlined in the Practicum Fieldwork Manual.   Attendance also means that you will assist your Cooperating Teacher as described in the Practicum Fieldwork Manual.

2.      Complete the Field Experience Initial Interview (from the Practicum Fieldwork Manual). You are responsible for contacting your Cooperating Teacher and scheduling an initial meeting. During this meeting, you and your Cooperating Teacher will set a schedule for regular attendance and establish an agreement as to what is expected of each other.
3.  Complete the Student Opinion Survey of the Experience and Site (see Practicum Fieldwork Manual) and submit to your University Supervisor according to the due date listed in the Tentative Course Schedule.

Forms & Responsibilities Required of Cooperating Teacher (forms are included in Practicum Manual and/or provided in a packet presented to Cooperating Teacher at beginning of Practicum):

1.      Complete two Student Evaluation Forms, one at mid-term (i.e., approximately week 7) and the other at the end of the term (i.e., approximately week 14).

2.      Complete one Teacher Disposition Evaluation Form at the end of the term.

3.      Review and approve the student’s Time Sheet.

4.      Complete the Cooperating Teacher Opinion Survey at the end of the semester.

5.      Follow guidelines outlined in the Practicum Handbook and the Memorandum of Understanding between Park University School for Education and the School

NOTE OF CLARIFICATION BETWEEN IN EDE 385/387 FIELD EXPERIENCE & PRACTICUM C: 

In a nutshell, Field Experience involves mainly working one-on-one with dependent, struggling learners; Practicum involves working with all learners & all levels. 

In more detail:

    During Field Experience, you will spend the early part of the semester assisting the classroom teacher in general instruction and activities (preferably, but not limited to reading & math).

     During Field Experience, you will work with at least two dependent, struggling individual learners in a one-on-one setting using your knowledge, skills, and dispositions to assess and “diagnose” their reading & math skills, then design and implement remedial reading & math instruction according to EDE 385 and EDE 387 syllabi.

     During Practicum, you will work with all learners in the classroom, and apply the knowledge, skills, and dispositions gained in EDE 385 and EDE 387 to assess all learners’ reading and math skills, then design and implement instruction to improve all levels of skills within the classroom setting according to this syllabus, the Practicum Manual, and any specific arrangements made with your cooperating teacher.

Grading:

NOTE: Attendance Record To receive a final course grade, you must submit the Log Sheet form from the Practicum Manual containing a record of all days you attended Practicum C with your cooperating teacher’s signature. This log sheet should be attached at the end of your Practicum Case Study assignment.

Late Submission of Course Materials:
Your practicum schedule will largely determine when you submit assignments.  However, you are expected to submit your Post-Session Practicum Reflections the first class meeting after you've been in the field.

Classroom Rules of Conduct:
Follow the guidelines and standards presented in the Practicum Manual.

Course Topic/Dates/Assignments:

1. Post-Session Practicum Reflections (PSPR)/Journal This assignment should combine both reading and math sessions.
 
Make connections between your reading and math classes and the practicum setting. You are to use the Post-Session Practicum Reflections (PSPR) form to create a journal. It is designed to give you an objective format for observations and instruction in a balanced and productive way. You are to record and objectively reflect on at least 12 practicum sessions at your assigned site(s). “Sessions” can include any reading and math instructional activity you observe in the classroom; however, the main focus should be the reading and math assessment and instructional activities you design and conduct. (On those occasions when you are observing only, use the PSPR as if you were the teacher/could have been the teacher.) Copies of your PSPRs must be submitted at designated intervals throughout the semester to your cooperating teacher and University Supervisor. These will be returned to you in a timely manner with feedback, and can be used for your portfolio. In the meantime, keep your own copy to track, reflect, and improve your instruction. 

2. Practicum C Scrapbook (Core Assessment)

Using your completed Post-Session Practicum Reflection forms and additional information you’ve gathered from your school site throughout the semester (see number 3 below), analyze the entire practicum experience to evaluate the development of your knowledge and skills in assessing, “diagnosing,” and remediating learners’ reading and math skills. 

3. Practicum C Manual Tasks The following tasks are required from the practicum itself (list is excerpted from the Practicum C Manual): 

·          *Observation of general content area classroom instruction & management: (a) list, describe, discuss what you see in an informal write-up (may be notes taken while observing); (b) submit informal report to university supervisor

·          *Visiting at least 3 other classes in the school: (a) list, describe, discuss what you see in terms of reading & math assessment & remedial instruction in an informal write-up (may be notes taken while observing); (b) submit informal report to university supervisor

·          *Meeting and talking with at least 3 school personnel, e.g., special needs teachers, reading coach, principal/assistant principal, about assessment & remedial instruction of reading & math difficulties:   (a) list, describe, discuss what you learned in an informal write-up (may be notes taken while observing); (b) submit informal report to university supervisor

·          *Preparing a bulletin board or display: submit photographs to university supervisor

·          *Design and teach at least 2 lessons, one reading and one math: (a) consult with cooperating teacher while designing; (b) obtain feedback from cooperating teacher after implementing each lesson (teacher may write feedback, or student may take notes during verbal feedback); (c) submit to university supervisor

·          *A course project with the cooperating teacher. This can be decided by the student and cooperating teacher, or the student may choose to complete the following project: (Note: If the student does not choose the project below, his/her idea for the course project must be approved by the university supervisor.)   

§     For Reading: (a) student conducting informal whole classroom reading assessment, and using the results to create at least 5 activities that could be used to adapt to individual learners’ needs (the student is not required to implement these activities unless requested by cooperating teacher); (b) obtain feedback from cooperating teacher (teacher may write feedback, or student may take notes during verbal feedback) (c) submit activities and rationale for each activity in a short informal report to university supervisor

§     For Math: (a) student conducting informal whole classroom math assessment, and using the results to create at least 5 activities that could be used to adapt to individual learners’ needs (the student is not required to implement these activities unless requested by cooperating teacher); (b) obtain feedback from cooperating teacher (teacher may write feedback, or student may take notes during verbal feedback) (c) submit activities and rationale for each activity in a short informal report to university supervisor

4. Self-Assessment of Teaching Dispositions: Complete a self-assessment of your teaching dispositions. Using the Teaching Disposition Evaluation—Students form, you are to rate your demonstration of each of the teaching dispositions.  This task is required by the School for Education and the Missouri Department of Elementary & Secondary Education and does not earn points.
 
      You will also be evaluated by the cooperating teacher, and possibly site administrators on your teaching knowledge, skills, and dispositions. Since the EDE 360 Practicum courses are considered to be key points in a candidate’s degree and certification program, the long form must be used to evaluate dispositions. Sufficient copies will be provided to accommodate students and their cooperating teachers. The purpose of this is to give feedback to students to help them reflect upon and develop the degree and depth of the attitudes and behaviors expected of outstanding educators.

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
Dr. Cuff reserves the right to use anti-plagiarism software to determine the authenticity of students' assignments.

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

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 .

Copyright:

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

Last Updated:1/5/2011 11:58:10 AM