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Education Major Version

EDE 410 Elem Directed Teaching w/Seminar
Sportsman, Michel A.


Mission Statement: Park University provides access to a quality higher education experience that prepares a diverse community of learners to think critically, communicate effectively, demonstrate a global perspective and engage in lifelong learning and service to others.

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, a pioneering institution of higher learning since 1875, will provide leadership in quality, innovative education for a diversity of learners who will excel in their professional and personal service to the global community.

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 410 Elem Directed Teaching w/Seminar

Semester

FA 2011 HO

Faculty

Sportsman, Michel A.

Title

Assistant Professor

Degrees/Certificates

BSed Education, University of Missouri
MA Ed  Curriculum and Instruction - UMKC
Ph.D.  Educational Administration - UMKC

Office Location

316 Copley Hall

Office Hours

M - F 7:30 - 11:00 a.m.;   1:00 - 4:00 p.m.

Daytime Phone

816 584.6823

E-Mail

michel.sportsman@park.edu

Class Days

----R--

Class Time

4:00 - 5:50 PM

Credit Hours

12


Textbook:
 

Textbook:

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!!

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:
 

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/.



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:
EDE410 Elementary Directed Teaching with Seminar: A ten-week experience in directed teaching in an area school. The student will observe and actually teach in a classroom. Included will be 30 contact hours of seminar, an intensive period before teaching begins, bi-weekly meetings during the experience of directed teaching and immediately at the conclusion. The purpose of the seminar is to allow exploration of issues and experiences in reflective way to enhance the directed teaching experience. Prerequisites: EDE359 (with at least a grade of "B") EDE387, EDE380, and admission to the School for Education and cumulative GPA of 2.75. 2:10:12

Educational Philosophy:
   The instructor believes that a quality student teaching experience is essential to the success of a teacher. The student teaching experience serves as the bridge to the profession, and is a chance to develop and reflect on effective instruction and best practice. The instructor is invested in the success of each student teacher. The instructor believes in interactive learning with discussion and reflection as central to the process of acquiring the necessary attributes of effective teachers.

Learning Outcomes:
  Core Learning Outcomes

  1. Applies the central concepts, tools of inquiry and structures of the discipline(s) within a context of a global society.
  2. Creates meaningful, interdisciplinary learning experiences as defined by subject competencies for beginning teachers.
  3. Provides learning opportunities that support the intellectual, social, and personal development of all students.
  4. Creates instructional opportunities that are adapted to diverse learners.
  5. Develops, implements, and evaluates curriculum based upon student, district, and state performance standards.
  6. Uses a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills.
  7. Uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
  8. Models effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
  9. Uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.
  10. Applies the ethical practices of the profession and continually assesses the effects of his/her choices and actions on others.
  11. Seeks out opportunities to grow professionally and utilizes the assessment and professional growth to generate more learning for more students.
  12. Fosters relationships with school colleagues, parents, and educational partners in the larger community to support student learning and well-being.
  13. Uses technology to create meaningful learning opportunities for all students.


Core Assessment:

Reflective Journal

Link to Class Rubric

Class Assessment:
  Seminar Format: The seminar may include presentations by the instructor but will focus on discussions among students regarding their experiences in the real world of teaching and their reflections on what they have learned.  The class may include small and whole group discussions, projects, student-led presentations, and independent work. The format will facilitate the integration of professional knowledge and the successful implementation of seminar content.  Reflections and discussions will addres Core Learning Objectives.

Student teachers will interact with both their cooperating teacher and a university appointed clinical faculty supervisor. Candidates will be expected to reflect with honesty and clarity upon their performance in the classroom with the clinical faculty supervisor. The cooperating teacher and the university supervisor share the responsibility of providing role models of successful best practice that student teachers can adopt. 

Assessment Will Be Based Upon the Following:

   Ten or twelve week student teaching experience

   Observations and evaluations by university supervisors and cooperating teachers

   Passing scores on all elements of the Student Portfolio

   Student Teacher Work Product and Presentation

   Participation in seminar sessions

By the end of this course, all students must complete a student portfolio which will be read and evaluated by two School For Education faculty members.  All parts of the portfolio must receive a score of 2 or 3 from both evaluators for it to be considered adequate or passing.  A grade of F will be assigned if the portfolio is not completed and submitted within the prescribed time period. 

Grading:
Evaluations by Supervisor                                 100 points

Evaluations by Cooperating teacher                   100 points

Teacher Work Sample                                      100 points

(Scoring rubric will be supplied to students.)

Weekly reflections  (Core assessment)                 50 points

(Format and scoring rubric will be supplied to students.)

Attendance and participation in seminars              50 points

(Scoring rubric will be supplied to students.)

90% - 99% of total points = A

80% - 89% of total points = B

70% - 79% of total points = C

< 70 % of total points        = D

Students must complete the portfolio with a score of 2 or 3 on each part in order to receive a grade and credit for this course.

Late Submission of Course Materials:
 

Late Submission of Course Materials:

Timely completion of work is required. Late work will be accepted by arrangement with the instructor. Late work will be subject to a 25% penalty for each week late. Assignments that are more than two weeks late may not be accepted. All work must be turned in by the last day of class. No work can be accepted after the final day of class. Missing work/assignments will be scored as zero. 

Classroom Rules of Conduct:
 

Classroom Rules of Conduct:

The policy on apprporiate conduct as outlined in the student handbook, student teaching handbook, and the University protocols and policies will be observed and administered. Students who choose to use computers in class are responsible for their appropriate use while in class and when using them to complete assignments for the class. Students are expected to bring suitable note-taking and writing materials with them to class as part of reasonable preparation. 

In addition and specifically, all students in EDE410, EDC410 and EDS410 will be expected to:

1. ...   attend all class sessions. 

2. ...   arrive on time and prepared for class sessions.

3. ...   participate in the discussions and class projects/activities.

4. ...  complete weekly reflection assignmemts.

5. ...  use appropriate vocabulary, professional language, and conduct during class.

6. ...  demonstrate positive and enthusisastic dispositions.

7. ...  monitor their completion of required assignments so that they are finished on time with a high level of professionalism.

Course Topic/Dates/Assignments:
 

Course Topic/Dates/Assignments:
 

Class sessions:  
                     

8.25 - Review of previous week's events.  Discussion of reflection focus for this week.  Focus on Core Learning Outcomes # 1, 2, 3, 6

9.1 - Review of previous week's events.  Discussion of reflection focus for this week.  Focus on Core Learning Outcomes # 3, 4, 8

9.8 - Review of previous week's events.  Discussion of reflection focus for this week.  Focus on Core Learning Outcomes # 7, 8

9.15 - Review of previous week's events.  Discussion of reflection focus for this week.  Focus on Core Learning Outcomes # 4, 6, 8

9.22 - Review of previous week's events.  Discussion of reflection focus for this week.  Focus on Core Learning Outcomes # 5, 6, 9

9.29 - Review of previous week's events.  Discussion of reflection focus for this week.  Focus on Core Learning Outcomes # 3, 4

10.6 - Review of previous week's events.  Discussion of reflection focus for this week.  Focus on Core Learning Outcome #  13

10.13 - Review of previous week's events.  Discussion of reflection focus for this week.  Focus on Core Learning Outcomes # 10, 11, 12

10.20 - Review of previous week's events.  Discussion of reflection focus for this week.  Planning for Teacher Work Sample night.

10.27 - Review of previous week's events.  Discussion of reflection focus for this week.  Planning for Portfolio completion

11.3 - Review of previous week's events.  Discussion of reflection focus for this week.  Final review of experiences.

11.17 – Student Teacher Work product Showcase night

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
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 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 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 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 .



Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Synthesis                                                                                                                                                                                                                                                  
Outcomes
A                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
___ 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. 
Evaluation                                                                                                                                                                                                                                                 
Outcomes
C                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
___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
C                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
____ Data rich with contextual factors from teacher work sample assignment and DESE sources for the school site





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





 
___ Writing to specific contextual areas as outlined in





teacher sample and DESE sources





 
___ Writing reflects little demonstrated knowledge of most but not all contextual factors listed in teacher work sample assignmen: myopic view ___Missing identification of contextual factors as listed in teacher work sample assignment 
Application                                                                                                                                                                                                                                                
Outcomes
B                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
____Complete evaluation of more than 5 lesson plans of its components,  anticipatory sets, Mo STEP standards, materials, procedures, closures, evaluations, and accommodations attached to the lesson plan. ____ Five 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. _____Less than 5 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
B                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
____ 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
C                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
___ Highly refined organization and writing skills; including voice, audience, each entry 3 or more pages with an entry each day for the first two weeks and more than one entry each of the following weeks. 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 at least two written pages with an entry each day for the first two weeks and one entry each of the following weeks. 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 with an  one entry each day of the first week and one entry of the following weeks that are legible, missing  two dates, grammatical errors do not detract from meaning.





 
___ No organization, one page written for each entry ,  missing entries for every day of the first week and missing an entry for each week at the site, 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 more students                                                                                                                                                                                                     
___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:8/12/2011 7:15:49 AM