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EDC 410 Early Child Dir Tchng 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

EDC 410 Early Child Dir Tchng w/Seminar

Semester

SP 2012 HO

Faculty

Sportsman, Michel A.

Title

Assistant Professor

Degrees/Certificates

BS Ed. - University of Missouri
MA Ed - Curriculum and Instruciton - UMKC
Ph.D. - Educational Administration - UMKC

Office Location

316 Copley Hall

Office Hours

M - W- Th 1:00 - 4:00 and by appointment

Daytime Phone

816.584.6823

E-Mail

michel.sportsman@park.edu

Semester Dates

January 16, 2012 - May 5, 2012

Class Days

----R--

Class Time

4:30 - 5:50 PM

Prerequisites

See course description

Credit Hours

14


Textbook:

Please Note: All Park University School for Education candidates seeking a degree in Education (certification and non-certification tracks), 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

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/.


Course Description:
EDC410 Early Childhood Directed Teaching with Seminar: A twelve-week experience of directed teaching in two different early childhood settings. (Infant/Toddler, Pre-Primary, or Primary K-3) Interactions with children and families from a variety of backgrounds will be an internal part of the directed teaching experience. Included will be 30 contact hours of seminar, including intensive meeting time before student teaching begins and weekly meetings during the experience of directed teaching and a culminating session following the directed teaching experience. The purpose of the seminar is to allow exploration of issues and experiences in a reflective way, to enhance the directed teaching experience, and to articulate an appropriate philosophy of early childhood education as a basis for making professional decisions. Student Must Pass Appropriate PRAXIS Before Enrolling In Directed Teaching With Seminar. Prerequisites: EDE378, EDE379, EDE 380, and admission to the School for Education and cumulative GPA of 2.5. 2:12:14.

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 practices. 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


  • Portfolio Reflections on Missouri Performance Standards and Early Childhood Competencies, Reflective Journal Entries, and Lesson Plan Reflections


  • Portfolio Philosophy and Reflections on Missouri Performance Standards and Early Childhood Competencies in Portfolio


  • Supervisor and Cooperating Teachers’ Evaluation Forms

Link to Class Rubric

Class Assessment:
Evaluations by Supervisor                                 100 points

Evaluations by Cooperating teacher                   100 points

Teacher Candidate Performance Project (TCPP)    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

Grading:

 

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.

6. ...  demonstrate positive and enthusiastic 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:
Session 1 - Review of previous week's events.  Discussion of reflection focus for this week.  Focus on Core Learning Outcomes # 1, 2, 3, 6

Session 2 - Review of previous week's events.  Discussion of reflection focus for this week.  Focus on Core Learning Outcomes # 3, 4, 8

Session 3 - Review of previous week's events.  Discussion of reflection focus for this week.  Focus on Core Learning Outcomes # 7, 8

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

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

Session 6- Review of previous week's events.  Discussion of reflection focus for this week.  Focus on Core Learning Outcomes # 3, 4

Session 7 - Review of previous week's events.  Discussion of reflection focus for this week.  Focus on Core Learning Outcome #  13

Session 8 - Review of previous week's events.  Discussion of reflection focus for this week.  Focus on Core Learning Outcomes # 10, 11, 12

Session 9 - Review of previous week's events.  Discussion of reflection focus for this week.  Planning for TCPP Showcase night.

Session 10 - Review of previous week's events.  Discussion of reflection focus for this week.  Planning for Portfolio completion

Session 11 - TCPP Showcase night.  Review of previous week's events.  Discussion of reflection focus for this week.  Final review of experiences.

 

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.

  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 .

Additional Information:

 

IMPORTANT INFORMATION FOR ALL CANDIDATES:

 

All candidates are expected to engage in at least two observations with post observation conferences with their University Supervisors.  It is the candidates' responsiblity to arrange for these visists with their supervisors and to assure that there is sufficient time to complete the post observation conference.  There will be a minimum total of three visits by supervisors; however they may require additional visits or observations as needed.

 

All candidates are expected to participate in the TCPP showcase night.

 

All candidates are expected to adhere to the schedule of completion for their portfoios.  All portfolios are due by the assigned deadline.  Any portfolio turned in late will cause the candidate to be subject to an incomplete grade and potentially a delayed graduation.

 

 



Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Evaluation                                                                                                                                                                                                                                                 
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, as in only a factual recounting ___Entry is lacking attention to classroom events. 
Synthesis                                                                                                                                                                                                                                                  
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, as in reports of isolated events, no connecting of learning to behavior __ Unable to effectively write about the parts of a whole learning/behavioral event. 
Analysis                                                                                                                                                                                                                                                   
Outcomes
C                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
____ Data rich contextual factors from teacher work sample assignment and DESE sources for the school site and classroom  specifics for student needs, IEP, etc. ___ Writing to specific contextual areas








as outlined in teacher work sample assignment and DESE sources








 
___ Writing reflects demonstrated knowledge of most, but not all contextual factor listed in teacher work sample assignment: myopic view ___Missing identification of contextual factors as listed in teacher work sample assignment 
Application                                                                                                                                                                                                                                                
Outcomes
B                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
____Complete evaluation of over 5 learning activities component, set, Mo STEP, materials, procedures, closure, evaluation, accommodations, attached to the lesson plan. ____Learning Activities includes 5 reflections of students' learning and modifications to the lesson plan written on the plan. _____ Less than 5 Learning Activities taught in EDC410 include reflections at the end of the  “Lesson Plan Format” ___Reflections do not demonstrate  application of the “Learning Activity  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 at a new site 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 at a new site 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 at a new site 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:1/13/2012 10:24:09 AM