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
EDE 360 Practicum B
FA 2011 HOA
Greene, Judy Ann
BSE, BGS Psychology & English—University of Kansas;MA Special Education, E/BD
rm. 315 Copley Hall
Aug. 15 - Dec. 9 2011
Admission to School for Education
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 Fee Per Student
2. Send an email to Carol Williams (firstname.lastname@example.org) with the following information:
a. Your Name
b. The Contract Period you wish to purchase
c. Your student indentification 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 (email@example.com), 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
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 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/.
Teachers must be willing learners who embody what they hope to cultivate in their students—curiosity and joy of learning, courage to risk being wrong, ability to connect the classroom to the world around it as a desirable way to enrich and empower genuine mobility in personal, social, and professional life. Teachers must also have at heart, the understanding that little of value can be communicated without first establishing and maintaining a human, mutually respectful relationship. In other words, teachers must model what they ask of and expect from the students they teach, and they must enter the classroom with a disposition toward teaching-learning as an “us-we” instead of “me-them” effort.
Learning Outcomes: Core Learning Outcomes
: A 14-session experience providing supervised application of EDU 375 course content in and elementary classroom. Teacher candidates are required to spend 14 full sessions (this would be whatever the school's full day of a particular summer program; this may range from 3-6 hours depending upon the program) at an approved designated site. In cases where 14 "full days" at the designated school site is not possible, you are to find and arrange participation with a community service, institution, or other school program serving children with exceptional learning needs to complete the 14 sessions. The details of specific assignments for the block practicum are outlined in EDU 375 and the Practicum Handbook. The requirements of this experience must be successfully completed before enrolling in additional Practicum courses. Evaluation forms will completed by the supervising teacher and cooperating teacher that assess the Park University student’s skills in the classroom.
1. Attendance: consistent and prompt attendance at the school site is very important! Consult with your cooperating teacher, but plan to arrive before students and stay after dismissal. Credit is earned for each full day of the required 14 days of Practicum. The attendance log in the Appendix of the Practicum Manual must be kept by you and signed by the cooperating teacher at the end of each day, or at the end of the 14 days.
2. Evaluation of Teaching Knowledge and Skills (see Student Evaluation Form in Manual Appendix). Evaluation forms are to be completed by the cooperating teacher and university supervisor at mid-term and final points of the semester.
3. Evaluation of Student’s Teaching Dispositions (provided in eCompanion Doc Sharing). Ideally, Park students should download and print this form, then present it to their cooperating teachers during their first meeting. Disposition forms are to be completed by the cooperating teacher and the university supervisor. Students will also use the student version to evaluate themselves. NOTE: this is not part of your grade for EDE 360B.
4. Teaching activities and performance indicators. The Park University student will provide the cooperating teacher and the Park University Supervisor with documentation of assignments aligned with Practicum B and required surveys and evaluations provided in the Practicum Handbook. The cooperating teacher will provide a signed document attesting to having reviewed, discussed with Park student, &/or completed the assignments as noted below:
a. Shadow Study (Prompts 4, 5, 6); cooperating teacher reviews, discusses
b. Field Experience Initial Interview (Appendix of Practicum Manual; Park student uses form to conduct interview)
c. Specialist/Coach Interview (Prompt 10); cooperating teacher reviews, discusses
d. Teacher Evaluation of Park Student (Appendix of Practicum Manual; cooperating teacher completes two—the 1st one is to be completed no later than the end of the 4th week of Park student’s on-site participation; the 2nd one is to be completed no later than the week before classes end. NOTE: cooperating teacher has option to share evaluation feedback
e. Teacher Opinion Survey (Appendix of Practicum Manual); cooperating teacher completes
f. Student Opinion Survey (Appendix of Practicum Manual); Park student completes
g. Cooperating Teacher In-Depth Interview (Prompt 13);
5. Summative Practicum Reflection Journal. You will analyze and reflect on your work from two sources described below—Prompts 1-14 and Practicum Reflection Sheets (PRS; provided in Doc Sharing section of eCompanion) for this journal. The Summative Practicum Reflection Journal must adhere to the Model for Formal Writing (provided in eCompanion Doc Sharing), be no less than 5 full pages and no more than 8. Points will be deducted if less than 5 or more than 8 full pages of double-spaced lines. (Remember, this is a summary of your practicum experience.)
· Post-Session Practicum Reflections(PSR) provide evidence of your participation, application of course knowledge and skills, and development toward achieving course outcomes. Download and make copies of the PSR form provided in eCompanion Doc Sharing. After each session at your Practicum site(s) complete a PSR. It is designed to give you an objective format for recording your observations, any instruction you may do, as well as your thoughts, ideas, and feelings about your experiences.
o NOTE: the primary focus should be on your own instructional and behavioral interactions with learners at your designated site(s); however, it may not be possible for you to participate the entire time you are there. Therefore, in cases where you are observing only, fill out the form as if you were the teacher. As “the teacher” what were the successes, what needed work, what was the evidence for each? Complete the "How I will use this later" as if you were the teacher.
o When recording evidence, make sure you use observable, hearable terms, i.e., what would a cam corder pick up that provides evidence? Do not interpret what you see/hear, simply describe it objectively.
o You may type or hand write the PSRs. Feel free to revise the format or use the back side of the form for your reflections as long as the categories remain the same.
o Submit a copy (keep your originals), to your University Supervisor at regular intervals (each week, at the end of 3-week intervals, etc.). Feedback will be given as often as possible. Please offer a copy to your cooperating teacher as s/he may find your observations useful and be better able to guide you. NOTE: these are informal pieces; you do not need to use the Model for Formal Writing.
· Prompts 1-14 NOTE: (a) it may not be possible for you to gather information &/or reflect on each prompt in the exact order listed; simply gather the information as best you can, letting me know about any unavoidable limitations you encounter; (b) Except where prompts are used to create the Shadow Study, Specialist/Coach Interview, and Cooperating Teacher Interview, each prompt is its own separate “mini-assignment,” and should be submitted as described in the directions that follow each prompt; (c) Prompts 1-14 suffice as the Teacher Work Sample as listed in the General Goals in the Practicum Manual.
Prompt 1: Introduction to the practicum site: What is most noticeable? Describe the culture of the school & classroom climate, student demographics, staff ratios & attitudes. Cite DESE to document contextual factors (TWS). NOTE: on your cover sheet, title this piece Prompt 1: Introduction to Practicum Site.
Prompt 2: How do professional ethics play into classroom management, teaching style, collegiality, and FERPA laws? Are all students “protected” or just those with students with IEPs and 504 Plans? How do you promote a professional attitude? NOTE: on your cover sheet, title this piece Prompt 2: Professional Ethics.
Prompt 3: What resources are available to students in this school or through the community? How does a teacher access those services? Describe the referral process. NOTE: on your cover sheet, title this piece Prompt 3: Resources.
Prompt 4: Select at least one student with exceptional needs to shadow. Consult with your cooperating teacher for suggestions. There are 2 essential goals that must be taken into consideration when choosing this student—(a) to gain sensitivity and insight into the world of a learner with exceptional needs/abilities, and (b) develop awareness of the responsibilities and skills needed by special education teachers and “general education” teachers working with exceptional learning needs (ELN) students. It should be possible for you to get acquainted at lunch or recess. Once you have become acquainted, observe and—in observable, objective terms—describe his/her physical, emotional and mental characteristics, learning style, and preferences. Do NOT inform the student of the “shadowing.” NOTE: Prompts 4, 5, & 6 form the basis of your Shadow Study. On your cover sheet, title this assignment Prompts 4, 5, & 6: Shadow Study.
Prompt 5: Complete a one-day observation of your “shadow” student. Ideally, you should take notes during this day to record your observations. While you won’t be oblivious to others, try to focus upon this student without his/her becoming aware. Do not visit with the student during this time. Use the observation form provided in eCompanion Doc Sharing to record your observations using observable, objective terms in 10-minute increments. Include this record in your notebook with your journal entry. Reflect on this experience-Did too much or too little happen during the increments assigned? How engaged was this student? Would the observation appear different if it were conducted during another part of the school day? Did you feel the need to intervene? What did you learn about the student, the teacher, and yourself? NOTE: Prompts 4, 5, & 6 form the basis of your Shadow Study. On your cover sheet, title this assignment Prompts 4, 5, & 6: Shadow Study.
Prompt 6: Follow up on the Shadow Observation. Describe this student’s “issues”. How does he appear in the classroom, in specials? Describe his/her relationships with the teacher, peers, and friends. Is he/she isolated in the class? Ask the teacher about his performance and your observation. What is his “program of instruction”? How does your formal observation connect/disconnect with this information? NOTE: Prompts 4, 5, & 6 form the basis of your Shadow Study. On your cover sheet, title this assignment Prompts 4, 5, & 6: Shadow Study.
Prompt 7: Locate the school’s cumulative files. (You will probably have to sign an access sheet to review the shadow student’s file, and remember FERPA.) If possible, review the data in the file: previous grade cards, health information, referrals, test results, teacher comments, etc. If the school will not allow access find out from your teacher: How is this information helpful to a regular education teacher? When would you need to access it? How does this information impact instruction? What new insights do you have regarding this student? NOTE: on your cover sheet, title this piece Prompt 7: Cumulative File Information.
Prompt 8: What parent connections have you observed? Describe how you would address issues concerning students with special needs. How will you keep all parents informed of their student’s progress?
Prompt 9: Make arrangements with your cooperating teacher to spend at least 30 minutes observing a student with exceptional learning needs. (This should be a different student from the one observed in your Shadow Study.) Informally jot down your observations to use as prompts for the interview. After your observation, arrange with the classroom teacher for time to visit privately with this student and then obtain his/her permission to be interviewed for 5 – 10 minutes. Begin with general questions and then ask about the day’s events, or possibly something from the observation-“I happened to notice yesterday in math that you . . .” Be sure to thank the student for his or her time and responses. Once you have gathered as much information/as many responses as possible in the time allowed, write a reflection on your findings. NOTE: on your cover sheet, title this piece Prompt 9: Student Interview.
Your Questions could include:
What’s the best part of your day?
If a new student came into your class, what are 3 good things you could tell him/her about your school?
What are you learning in school that is important to you now?
If you have a problem in school, is there someone here that you can go to for help?
How do you feel about your classes? Are you challenged enough?
What do you think you’ll be doing when you are an adult?
Do you have a question of me?
Prompt 10: Visit with at least two of the school’s specialists (speech therapist, reading teacher, resource special education teachers; this is not to be your cooperating teacher). What are the challenges and advantages working with “general” classroom teachers/curriculum instruction and meeting IEP goals? How do they access the students? Are they welcomed by the general ed staff as collaborators? What are team meetings? What is expected of the regular educator at a team meeting? What challenges and advantages do they encounter while working with parents/guardians? What do they feel is most important for you to know as a future general education teacher? NOTE: this will form the basis of your Specialists/Coaches Interviews. On your cover sheet, title this assignment as Prompt 10: Specialists/Coaches Interviews.
Prompt 11: Describe your involvement with the practicum site. How have you impacted the students and faculty? Document attendance at meetings, observations in other special ed classes, school fairs or programs, recess or lunch duty, or bulletin board displays. What activities most interest you? In the future, how will you involve yourself to become an integral part of the school? NOTE: on your cover sheet, title this piece Prompt 11: My Involvement with Practicum Site
Prompt 12: How does your cooperating teacher/school address Response to Intervention (RTI)? Describe the process and reflect on what you have observed. How quickly are student needs addressed? How is the record keeping accomplished? What impact do you see? NOTE: on your cover sheet, title this piece Prompt 12: Response to Intervention.
Prompt 13: Near the middle of the 14 days, conduct an interview with your cooperating teacher. What is his/her teaching philosophy and how does it impact his/her teaching & management—in particular for students with exceptional needs? How does your cooperating classroom teacher conduct “triage” or ”check in” with students on a daily basis? How does s/he differentiate? What types of issues or behaviors are caught early because of these one-on-one interactions? How do you feel about that process and how do you see that happening in your classroom? NOTE: This forms the basis of your Cooperating Teacher Interview. On your cover sheet, title this piece Prompt 13: Cooperating Teacher In-Depth Interview.
Prompt 14: Your final thoughts: This is your self-evaluation of the entire practicum experience working with “exceptional” students. What was the best? What was the most difficult? What was the most meaningful? How will this experience impact your student teaching and your future as an educator? NOTE: on your cover sheet, title this piece Prompt 14: Conclusions.
Attendance Log (14 visits @ 30 pts each) 420 points
PSR (14 completed forms @ 20 pts each) 280 points
Summative Practicum Reflection Journal (14 prompts @ 30 pts each)
(includes Shadow Study, Specialist/Coach & Cooperating Teacher
Interviews) 420 points
TOTAL POINTS 1120 points
ATTENTION!! GRADES ARE CALCULATED BY POINTS ONLY, NOT PERCENTAGES!!!!!
1120 - 1095 = A 1094-1070 = B 1069-1045 = C 1044-1020 = D
NOTE: all forms appropriate to Practicum B, as well as all evaluations and surveys in the Appendix of the Practicum B Manual must be completed and submitted. This includes the Teaching Dispositions form which is provided separately. All of these are standard for all School for Education practicum courses, and are required to receive a final grade.
Late Submission of Course Materials:
As much as possible, submit assignments according to the Course Topics/Assignments Schedule below. Assignments may be submitted in person, via email or dropbox if the dropbox is used. Given the circumstances of practicum/field experiences, it is not practical to set exact due dates for any written assignment. Only formal, written assignments submitted no later than midnight, November 23 are eligible for revision. All 360B assignments are due on the last day of class. Absolutely no assignments, projects, etc., will be considered for points if submitted later than 12:00 a.m. December 9, 2011.
Classroom Rules of Conduct: The policy on appropriate conduct as defined in the Student Handbook and Practicum Manual will be enforced. Conflicts will be handled according to procedures outlined in the Handbook/Manual. The school site officials and Park University Supervisors have the right to remove/end the Practicum student’s placement in a school setting at any time. NOTE: the use of any electronic device during session visits, assignments, or while you are representing Park University as a student is considered unprofessional and disrespectful.
Course Dates & Assignments: Week
One - Two
Contact cooperating teacher and schedule days for practicum.
Initial Teacher Interview
Assignment: Prompts/PSR, if appropriate
Aug. 29- Sept. 9
Actively observe classes & work with cooperating teacher.
Due by week 4: Mid-Term Student Evaluations
Sept. 12- Nov. 25
Work with cooperating teacher.
NOTE: Oct. 7-14 Fall Break
Nov. 28- Dec. 9
Complete all site visits
DUE FROM STUDENTS:
· Summative Practicum Reflection Journal (as described in Class Assessment #5 and Grade Plan)
· All remaining PSR
· Attendance Log signed by cooperating teacher.
· Student Opinion Survey of Practicum Experience and Site
· Student Opinion Survey—Practicum Evaluation
DUE FROM COOPERATING TEACHER:
· Final Student Evaluation
· Teaching Dispositions
· Cooperating Teacher Practicum Opinion Survey
NOTE: The Cooperating Teacher may give these forms to the student, mail them to the University Supervisor, or the University Supervisor will collect during a last site visit conference.
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 96Instructor's Attendance Policy:
• It is considered standard professional courtesy for the student to notify his/her cooperating teacher ahead of time of any and all absences or late arrival/early departures (excepting emergencies).
• The following will be excused and require documentation: medical or dental emergency, student's or immediate family member's hospitalization, natural disasters (e.g., fires, flood, etc.), jury duty, unexpected military call-up, death in family.
• The following will not be excused: job schedule, wedding or other family event, other class schedule, and other situations that are avoidable by responsible planning. If students are in doubt, ask the instructor first. The instructor will uphold the policies set out in this syllabus.
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:Practicum B Manual
Last Updated:8/13/2011 4:48:35 PM