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
SP 2012 HO
Greene, Judy Ann
BSE, BGS Psychology & EnglishMA Special
SFE phone 816-584-6335
Jan. 16 – May 11 2012
admission to Park University School for Education & concurrent enrollment in
Additional Resources: All Park University teacher candidates seeking certification and licensure must purchase Foliotek, the School for Education’s electronic portfolio system. As purchasing and accessing Foliotek is a multi-step process, please follow these instructions:
1. Decide the Contract Period and fee for which you will be paying. Minimally, you must purchase a contract which extends to the year you expect to graduate, however some students purchase a contract extending one year beyond graduation.
Per Student (Prepaid)
Per Student, Per Year
2. Send an email to Carol Williams (email@example.com) 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 (firstname.lastname@example.org), requesting she provide your current education professors and a academic advisor (list them) access to view your portfolio. It is imperative you complete this final step!!
McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.Career Counseling - The Career Development Center (CDC) provides services for all stages of career development. The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email email@example.com 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
Core Assessment: Summative Practicum Reflection Journal (includes all prompts)
Class Assessments/Assignments: A 14-session experience providing supervised application of EDU 375 course content in a classroom setting. Teacher candidates are required to spend 14 full days, or the equivalent thereof, at their assigned site (this is whatever the school's full day is no matter what time of year). Plan to arrive before learners and to stay after they leave. Evaluation forms will completed by the cooperating teacher (with possible assistance from Practicum Supervisor) that assess the Park University student’s skills in the classroom. Your practicum supervisor/Practicum B instructor will make at least 2 visits to observe you and/or assist your cooperating teacher with evaluations. NOTE: You will be provided with copies of the Practicum Handbook for you and your cooperating teacher. You will also be provided with a folder containing consumable forms/evaluations so you do not have to use the ones in the Handbook’s Appendix. You are responsible for seeing that your cooperating teacher has both a copy of the Practicum Handbook and the file folder with consumable forms/evaluations.
1. Required Forms/Evaluations: To earn a final grade, these must be submitted to the Practicum Supervisor only—your Practicum B instructor by the dates listed in the Course Dates & Assignments table at the end of this syllabus. The forms/evaluations are included in the Handbook, as well as a file folder with consumable forms.
a) Initial Teacher Interview (you conduct this interview w/your cooperating teacher)
b) Practicum Time Record (to be kept by you and signed by the cooperating teacher at the end of each day, or at the end of the 14 days)
c) Student Interim Evaluation (this should be completed by your cooperating teacher and submitted to the Practicum Supervisor between the 5th and the 7th week; your cooperating teacher or Practicum Supervisor will go over this with you) NOTE: if you have not taught a lesson by the time the Interim Evaluation is due, you will need to have your cooperating teacher complete the alternative form. This form can be found in Doc Sharing. You will need to download and print it for your teacher.
d) Student Final Evaluation (this should be completed by your cooperating teacher and submitted to the Practicum Supervisor between the 14th & 16th week; your cooperating teacher or Practicum Supervisor will go over this with you)
e) Cooperating Teacher Opinion Survey of Practicum (this is optional, but valuable)
f) Teaching Dispositions Evaluation (this should be completed by your cooperating teacher and submitted no later than the 16th week or end of the semester; your cooperating teacher or Practicum Supervisor should go over this with you)
The following should be submitted only to the university supervisor—your Practicum B instructor— by the dates listed in the Course Dates & Assignments table at the end of this syllabus.
2. Summative Practicum Reflection Journal/Prompts. Taken together, the following will comprise your Teacher Candidate Performance Project (formerly known as Teacher Work Sample). You will analyze and reflect on your work from two (2) sources described below—Post-Session Practicum Reflections (PSPR) and Prompts.
Post-Session Practicum Reflections (PSPR)/Journal The main purpose for PSPRs is to develop highly effective reflective and adaptive teaching skills by giving you an objective format for observations and instruction in a balanced and productive way. They will also help you make connections between EDU 375 and the practicum setting. You are to record and objectively reflect on at least 10 practicum sessions at your assigned site(s). “Sessions” can include any kind of assistance &/or instruction designed to meet the needs of learners with exceptional learning needs (ELN). You should complete a PSPR as soon as possible after the end of each day. Otherwise, you will add the strain of having to remember what happened, which defeats the purpose of this assignment. These will be returned to you in a timely manner with feedback. In the meantime, keep your own copy to track, reflect, and improve your instruction.
o The primary focus is your instructional and behavioral interactions with learners with ELN. It is suggested that you wait until you begin working directly with learners to begin the PSPRs. If it should happen that you spent the day conducting observation, then fill out the form as if you were the classroom teacher.
o “Evidence” must contain only observable, hearable terms, i.e., what a video recording would record. Do not interpret what you see/hear, simply describe it objectively.
o “Next time” section must be specific and explicit so that you develop highly effective planning skills. For example, statements like “I will make sure students pay attention before I give instructions” is too vague and likely to result in vague or impulsive action. “I will use the hand up signal, then make sure all learners’ eyes are on mine and that everyone is quiet before I give directions” is an example of concise, effective adaptive planning.
o The PSPR form is in Doc Sharing. You may type or hand write the PSPRs. Feel free to revise the format or use the back side of the form for your reflections as long as the same sections and headings are used. If possible, scan your handwritten copy or transcribe it to word processing and submit via email at the end of every week by Sunday.
§ NOTE: To be accepted for feedback and scoring, each PSPR submitted by email must be titled with your last name, the course number, the name of the assignment & its number: e.g., Greene EDE 360B PSPR #1. (Be sure your name is listed as “Teacher” on the form itself!)
· Prompts 1-14 NOTE: the following is important to ensure correct and speedy processing of your work!
o It may not be possible for you to gather information &/or reflect on each prompt in the exact order listed; gather the information during appropriate times as best you can. Let me know about any unavoidable limitations you encounter.
o You must submit at least one (1) prompt per week starting with Week 4. Do not submit more than 2 prompts in the same email. Putting off prompts and submitting them in groups near the end of the semester will result in a negative evaluation of your dispositions by the Practicum Supervisor/Practicum B instructor.
o The prompts contain directions. These are not suggestions.
o Prompts 1-11 suffice as the Teacher Candidate Performance Project (previously known as Teacher Work Sample).
o To be accepted for feedback and scoring:
§ each promptsubmitted by email must be titled with your last name, course number, assignment name, & its number: e.g., Greene EDE 360B Prompt #1.
§ each prompt response must have a header at the top right of every page. It should include your last name, course number, assignment name & its number with spaces between: e.g., Greene, EDE 360B, Prompt #1.
§ each prompt response must have the prompt itself copied at the top of the page
Prompt 1: Contextual Factors. Describe the following contextual factors: culture of the school & classroom climate, learner-staff ratios, & attitudes. You must also report the demographics for your school using the DESE website. If you cannot find the demographics for your individual school, use the information for the district. Be sure to cite the DESE URL in the text of your response and on a References page after the text.
Prompt 2: Professional Ethics. 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? What situations typically arise where ethics are needed? How do you promote a professional attitude? Be sure to address the NEA ethics/standards in Doc Sharing relevant to your experience and philosophy in this prompt. Remember to cite this document in a Reference page.
Prompt 3: Resources for Learners with ELN. What resources are available to students with ELN? Address two (2) types of resources: school and community. How does a teacher, student, and parentaccess those services? Describe the referral process for school services. In addition, find out what a general education classroom teacher know about transition services for students with ELN. Such services should be in place for the transition from preschool to elementary, from elementary to middle school, from middle school to high school, and from high school to vocational/technical or higher education.
Prompt 4: Shadow Study. There are four (4) parts to this prompt. Use the description of each part to copy & paste at the top of each part’s response. Select at least one student with exceptional needs to shadow. Consult with your cooperating teacher for suggestions. There are 2 essential goals to take 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 students with ELN. A model Shadow Study form including the report are also provided in Doc Sharing to help you create your own.
NOTE: Do NOT inform the student of the “shadowing. All care must be taken that the learner does not feel singled out for his or her exceptionality. Take a couple of minutes to become acquainted with several, various learners whenever the opportunity presents itself—lunch or recess present good opportunities. Once you have become acquainted with several learners, then—discreetly—focus on the learner with ELN and begin recording your observations. As with the PSPRs, use observable, objective terms.
Prompt 4a: Selection of Learner. Explain why the subject of your shadow study was selected. Describe the process of selection and your efforts to safeguard the dignity of this learner. Describe his or her physical appearance, academic attitudes & habits, and emotional characteristics.
Prompt 4b: Observation Form. [Elementary Candidates only]: Complete a one-day observation of your “shadow” student. [Middle and Secondary Candidates only]: Complete two (2) class period observations of your “shadow” student. Use the observation form provided in eCompanion Doc Sharing to record your observations using observable, objective terms in 10-minute increments. Remember to include the student interview at the bottom of the form. (Interview other students using the same questions as well to gain perspective.) 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?
Prompt 4c: Follow Up. 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?
Prompt 5: Student Records. 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 you direct access, ask your teacher or a school administrator to provide you with an old file that has identifying information blanked out. Ask your teacher: How is this information helpful to a general education teacher? When would you need to access it? How does this information impact instruction? What new insights do you have regarding this student?
Prompt 6: Parent Connections. What communication with parents 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 7: Interviews with Specialists. 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?
Prompt 8: My Involvement and Influence. 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?
Prompt 9: RtI. 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?
Prompt 10: Interview with Cooperating Teacher. 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?
Prompt 11: Summative Practicum Journal. What are your final thoughts? Reflect upon and summarize all PSPRs and Prompts. This is your self-evaluation of what you did and learned during the entire practicum. Address the topics below, using each lead as a separate, underlined heading.
a) Successes: what were your best experiences? What is your evidence? Which experiences do you believe will shape your future as a teacher? How will these experiences change how you will teach?
b) Challenges: what were your most challenging experiences? What is your evidence? Which experiences do you believe will shape your future as a teacher? How will these experiences change how you will teach?
c) Conclusions: overall, what is the main thing you believe you learned about being a highly effective teacher of learners with ELN? Have your beliefs and philosophy changed or remained the same? What would be your advice to other future educators?
NOTE: The Summative Practicum Reflection Journal must adhere to APA style, and 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.
Attendance Log (14 visits @ 30 pts each) 420 points
PSPR (10 completed forms @ 25 pts each) 250 points
Prompts (Includes Summative Practicum Reflection Journal)
(11 prompts @ 30 pts each) 330 points
TOTAL POINTS 1000 points
A = 93%-100 B =92%-85% C = 84%-78% D = 77%-79% F = below 77%
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 only to the Practicum Supervisor (Practicum B instructor). 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:
Each assignment submitted after due date will lose 5 points.
· Assignments other than PSPRs: these are to be submitted no later than midnight of the Sunday of their listed due date. However, circumstances at your school may prohibit your submitting assignments on time. If this occurs, you are to inform me so the due date can be extended without point penalty.
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:
1 & 2
? Contact cooperating teacher and schedule days for practicum.
? DUE: Initial Teacher Interview by Jan 30
3—Jan 30 – Feb 5
? DUE: PSPR #1 by midnight Sunday
4—Feb 6 - 12
? DUE: PSPR #2 by midnight Sunday
? DUE: at least 1-2 of the prompts
5—Feb 13 – 19
schedule 1st observation visit
? DUE: PSPR #3 by midnight Sunday
? DUE: Interim Evaluation
6—Feb 20 – 26
? DUE: PSPR #4 by midnight Sunday
7—Feb 27 – Mar 4
? DUE: PSPR #5 by midnight Sunday
? DUE: Interim Evaluation (no later than March 4)
8—Mar 5 – Mar 11
? DUE: PSPR #6 by midnight Sunday
10—Mar 19 – 25
(March 12 – 18 Spring Break)
? DUE: PSPR #7 by midnight Sunday
11—Mar 26 – April 1
schedule 2nd observation visit
? DUE: PSPR #8 by midnight Sunday
12—April 2 – 8
? DUE: PSPR #9 by midnight Sunday
13—April 9 – 15
? DUE: PSPR #10 midnight Sunday
14—April 16 – 22
? DUE: Final Evaluation
15—April 23 - 29
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:
• There are to be no absences. Only 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, impassable roads due to weather. 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 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 your Practicum Supervisor (360B 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 .
Last Updated:1/15/2012 10:49:07 AM