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 383 PreK Practicum for ECE/Ldrshp
FA 2011 HOZ
B.A. Special Education/Recreation Ottawa University - Ottawa, KSM.A. Education/Curriculum and Instruction University of Missouri - Kansas City, MO
August 15 - December 9, 2011
Wednesdays, August 31 - November 23
Admission to the School for Education. Students must co-enroll in EDC363 or EDC363A
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Educational Philosophy: The instructor's educational philosophy is one of
interactiveness through writings, observations, dialogs, internet and websites,
helping students to integrate learning from EDC363 or EDC363A with a first hand,
supervised field experience in an infant/toddler classroom. Projects and assignments from EDC363 or EDC 363A in conjunction with assignments and experience at practicum site provide the
opportunity to assimilate teacher knowledge skills and dispositions.
Instructor Learning Outcomes
Fieldwork Evaluation for Practicum
The instructor will meet with each student twice during the semester. The first time will be to define goals and plans of action for the practicum experience. The second time will be along with the cooperating teacher to compare and discuss the evaluation and dispositions forms that will be distributed and completed by the date of this meeting.
Dates for these meetings will be determined at a later date.
Additional observations will be done to coincide with implemented assignments from EDC363 or EDC363A.
Dates for these observations will be determined at a later date.
Reflective Journal Assignments
Weekly assignment due Wednesdays in the dropbox by midnight of the due date or unless arranged differently by instructor.
Late Submission of Course Materials:
Late submissions are accepted 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 drop box, placing in professor’s mailbox, 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.
Students should attend the writing center to ensure
that papers do not bear any technical writing and typological errors. Students
must cite references using APA style within the contents of the paper. Students
should write papers in order to explain all information (assume that the reader
does not understand the information presented). This form of writing will
enable the students to explain their ideas and understanding of content to the
professor. All written papers should be saved for the purpose of
Classroom Rules of Conduct:
1. All students are required to follow the guidelines set forth in the Practicum Fieldwork Manual 2011-2012.
2. Contact the instructor at 913-515-5117 if you have an emergency.
3. Plan ahead for all assignments. Faulty technology will not be accepted as a reason for late assignments.
Fieldwork Evaluation for Practicum ( 350 pts)
The student, cooperating teacher and practicum instructor will
evaluate performance using the evaluation form. In a conference you will
discuss this performance by comparing the evaluation forms. This discussion and
evaluation should be used to improve or modify your performances and can be used
to have a better evaluation by the end of semester.
Reflective journal writing ( 10 journals - 30 pts/ea)
Write a reflective journal for each visit to your
school or program. Your journal should include the following components. More than three pages using Times New Roman 12 font, double spaced and left alignment. Refer
to rubric for additional expectations.
Each journal writing should be submitted in the dropbox using e-companion on the date
that it is due. Two journal assignments may be submitted on-line as class discussion at instructor
Reflection Journal Topics/Questions:
2. Define technology and describe any forms of technology that are used in your classroom/school. Give examples of how they are or might be used in the classroom. Consider how these, as well as others that you can identify can aid in the learning processes of both children and professionals. Identify resources that might help teachers and children learn to use these different forms of technology. Reflect upon how you think technology can be an asset in the classroom setting as well as beneficial to building relationships with families. Due Wednesday, Sept. 14 in dropbox by midnight.
3. Talk to your mentor teacher about the art of questioning children. Why is it important and how is it cultivated? Consider one learning environment in the classroom and describe an activity that takes place in that area. Include the dialog that takes place between teacher and child to encourage the child to think more deeply. Reflect upon how questioning children helps you as a teacher to identify ways to proceed when using the project approach in the classroom. Due Wednesday, Sept. 21 in dropbox by midnight.
4. Describe the classroom learning centers in your classroom. What does your mentor teacher consider when setting up classroom environments? Respond to how collaboration with others does or could take place during the planning process and how it can benefit both teacher and children. Describe ways that the environments are, or could be designed to reflect anti-bias and be adapted for any children with special needs. Due Wednesday, Sept. 28 in dropbox by midnight.
5. Define Developmentally Appropriate Practice and describe how the practicum school/program philosophy conforms to DAP. How does the school's curriculum guide the learning taking place in the classroom? (Is project work incorporated into the curriculum?) React to how the image of the child is reflected in the interactions in the classroom and the activities presented and how this image is related to DAP. Finally, discuss how learning is assessed. Due Wednesday, Oct. 5 in dropbox by midnight.
6. Get your teacher's perspective on parent relationships and parent-teacher conferences. If allowed, sit in on a conference or other event involving parents (e.g. a room party) and react to that. (Some schools, teachers, and parents are happy to do this, and some are not. Use good sense and remember confidentiality.) What is important to consider when planning conferences? Is there anything unique to the program/school that occurs in conferences? Address what you found to be effective/ineffective. Due Wednesday, October 19 in dropbox by midnight.
7. Observe and record an activity for at least 15 minutes. Discuss your method of recording the activity and why you think it is effective. Upon review and based upon your observations, what hypotheses are you able to make regarding the children's interests? How will your hypotheses guide your planning as a teacher and help you decide what to offer the children next? How is your voice and the voice of the children reflected? Identify the types of materials and possible activities that might be offered to engage the children and to encourage their interests. Consider both the group and also individual children. Be sure to be mindful of children with special needs. Due Wednesday, Oct. 26 in dropbox by midnight.
8. Refer back to the list of strengths and goals that were identified in your first evaluation. Reflect upon how these strengths have helped you during your practicum experience. What other strengths do you think that you have developed? How have you worked to reach the goals that were established? Discuss how your relationships with the children, your cooperating teacher and the families have effected your growth and what you have learned about yourself. Apply your reflections to the NAEYC Code of Ethical Conduct. Due Wednesday, Nov. 2 in dropbox by midnight.
9. Think about your practicum experience. What did you find most difficult, most rewarding, most surprising, most relevant and irrelevant? Give examples and consider how what you have experienced relates to what you have learned in your Pre-K class. Compare how this practicum experience differed or was similar to others that you have had. How do you think that your experience will impact your next practicum, student teaching or teaching position? Due Wednesday, Nov. 9 in dropbox by midnight.
10. Write a self-evaluation for the second activity you present in the classroom. What do you think you did well? What would you do differently next time? React to any feedback you receive from children, peers, teachers, etc. Were the instructional objectives of the activity generally met? What did you learn that surprised you? How did the activity impact the children's learning. Discuss any adaptations you made in your second activity because of your experience in the first. Due Wednesday, Nov. 16 in dropbox by midnight.
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 2011-2012 Undergraduate Catalog Page 93
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 2011-2012 Undergraduate Catalog Page 93
Attendance Policy:Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.
Park University 2011-2012 Undergraduate Catalog Page 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 .
Attachments:Journal Assignment RubricBibliography:
Last Updated:8/8/2011 10:23:50 AM